Structuring a Successful Instruction Internship

Nutefall, Jennifer E.

doi:10.1080/10691316.2012.652550

Cited by 10 publications

(10 citation statements)

References 7 publications

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“…Nutefall cautions that although internships provide a valuable experience to students, not every internship experience is a positive one. 10 Therefore, it is important that LIS educators, practitioners, and administrators fully understand the requirements and commitment needed to establish a successful internship program. A successful partnership between educators and practitioners greatly benefits the next generation of librarians.…”

Section: Resultsmentioning

confidence: 99%

“…Jennifer E. Nutefall emphasizes that to be successful, an internship will most likely be very demanding of the librarians involved, requiring a major time commitment to mentor, supervise, and provide orientation and continuous training. 4 In addition, there is a significant amount of logistics that goes into scheduling weekly sessions where liaisons/ subject librarians are invited to provide specialized training.…”

Section: Mentorship and Networkingmentioning

confidence: 99%

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Assessing UNC-Greensboro’s Reference Interns Program: Enhancing the employability of LIS students

Duffus

2017

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For decades libraries have been highly dependent on student interns to provide reference and other library services. In recent years, the roles and responsibilities of reference librarians have undergone significant changes. With the emergence of technology and development of virtual communication channels, reference service is no longer limited to a single physical space. In many academic libraries, the reference desk is either staffed by highly trained paraprofessionals or by student workers. In other instances, the reference desk has been dissolved or merged with other service points such as circulation or access services. Some libraries have moved to a system where patrons are referred to subject librarians or liaisons when specialized expertise and in-depth research techniques are required.

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Section: Resultsmentioning

confidence: 99%

Section: Mentorship and Networkingmentioning

confidence: 99%

Assessing UNC-Greensboro’s Reference Interns Program: Enhancing the employability of LIS students

Duffus

2017

crln

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“…Initially, the retrieved full-text documents were analysed using NVivo’s (qualitative analysis software) ‘word frequency query’ combined with ‘matrix-coding query’. Results obtained from the broad categorisation of the keywords generated from 479 articles revealed that only a few studies (Arif et al, 2018; Ball, 2008; Bird et al, 2011; Brannon, 2015; Goodsett, 2018; McGurr and Damasco, 2010; McNeil, 2017; Nutefall, 2012; Pacios, 2013) mentioned about knowledge, attitude and competencies with respect to supervision or supervisor of practicum and internship programmes in the field of LIS. This initial overview of the literature illustrated that there has been a limited focus on competencies of practicum supervision in the LIS literature.…”

Section: Related Literaturementioning

confidence: 99%

“…practicum supervisor should have abilities and skills to train, guide, and advise students for their future career’ (Sup14). This category is cognizant with the LIS literature that recognises the need of pedagogical and information literacy skills for librarians (see, for example, Allen and Taylor, 2017; Babu, 2007; Burnett, 2013; Foster, 2020; Kasten-Mutkus, 2020; Nutefall, 2012).…”

Section: Proposed Practicum Supervision Competency Frameworkmentioning

confidence: 99%

Towards developing library and information science practicum supervision competency framework

Khan

2021

Journal of Librarianship and Information Science

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The purpose of this article is to discuss competencies required for practicum supervision within the field of library and information science (LIS) education. In doing so, this study attempts to propose Practicum Supervision Competencies Framework for professionals working in libraries and similar information organisations. The study aims to contribute to the body of knowledge on supervision of experiential learning programmes such as practicum and internships in the field of library and information science. Constructivist Grounded Theory approach was used for collection and analysis of data. Qualitative data was collected through semi-structured interviews with 43 participants that included library and information science professionals and students. Using constant comparative method, suggested in the Constructivist Grounded Theory literature, the components of the framework were developed and then validated and strengthened through the literature on competencies for library and information science professionals. Qualitative data analysis software NVivo 12 pro was used to support coding, category development and constant comparison methods in the data analysis process. Results of this study propose a framework for library and information science practicum supervision competencies and signify its importance for the academia and industry. The proposed framework is composed of five distinct but interrelated components, that is, Interactive, Management, Pedagogical, Professional and Technology which are important for practicum supervision in the field of LIS. The study also discusses empirical insights about the significance of research on practicum supervision within the field of library and information science as a distinct area. Practical implication of research encompasses several dimensions: methodological, theoretical, managerial and academic. For example, the framework should attempt to help better understand gaps between potential and actual competencies required by practicum supervisors in the field of library and information science. Research results may lack generalisability because of the chosen research method. However, researchers in other regions of the world are encouraged to test the proposed framework further.

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“…The host site also benefits from the fresh outlooks of incoming students (Claggett et al, 2002; Ferrer-Vinent and Sobel, 2011; Prytherch, 1982), while library school faculty or designees expand the schools’ reach into the practitioner realm. Supervisors may also feel that they are giving back to the profession, contributing to its vitality (Dougherty and Lougee, 1983; Nutefall, 2012; Tilley, 1997) through training future practitioners and encouraging application of the ideals of the profession. In addition, by supervising students, they can help break students’ bad habits (Hempstead, 1971), and identify those who may be worth hiring (Hoy, 2011; Maurer and Wicks, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Public library fieldwork supervisors: A survey of activities, assessment, and attitudes

Brannon

2014

Journal of Librarianship and Information Science

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Little research directly targets supervisors of fieldwork students in public libraries. This article identifies their feelings and behaviors using Lev Vygotsky’s zone of proximal development theory as a background for design and discussion of results. Fieldwork activities, supervisor assessments, and self-perceived roles are discussed. The study began with an online survey (77 respondents solicited by email) and continued with follow-up questions (25 respondents). Results indicate fieldwork supervisors see themselves as mentors, serving as the ‘more capable peer’ according to Vygotsky, and they guide students from supervised to unsupervised work. Suggestions for further research are given.

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Structuring a Successful Instruction Internship

Cited by 10 publications

References 7 publications

Assessing UNC-Greensboro’s Reference Interns Program: Enhancing the employability of LIS students

Assessing UNC-Greensboro’s Reference Interns Program: Enhancing the employability of LIS students

Towards developing library and information science practicum supervision competency framework

Public library fieldwork supervisors: A survey of activities, assessment, and attitudes

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