A study of Master of Library Science candidates and librarians at a practicum site library

Abstract

Purpose -The purpose of this paper is to augment knowledge about perceived benefits and drawbacks of practicum programs in academic libraries. Design/methodology/approach -Many library science programs require or encourage practicum experiences. The paper surveyed past practicum students and site librarians about experiences with their practicum program. Findings -Practica in librarianship that balance structure and independence were reported to be beneficial, both for practicum students and for the libraries that host them. Students enjoyed the theory-to-practice aspects and the diverse populations of the academic library. The Auraria Campus's student body displays great diversity in terms of race and ethnicity, socioeconomics, age, and prior educational experiences. Practicum participants also made constructive suggestions for changes in terms of structure and content. Students and site librarians valued their interactions with one another, even though the librarians were aware that mentoring and supervising practicum students consumes time. Practical implications -Master of Library Science (MLS) programs, students, and libraries should consider these results when evaluating or considering practicum programs. Originality/value -At present, the library literature contains very few examples of evaluation strategies for library practicum programs. This article presents an easily adaptable model for assessing practicum programs in order to make improvements to their own programs.

Benefits of a joint health sciences practicum for students in library and information sciences: a case report

“…When Gariepy surveyed LIS internship program participants about their current careers, 67% felt their internships had a significant impact on obtaining their first jobs [6]. In Ferrer-Sobel and Vinent’s study of an academic library’s practicum students, almost half of the students felt the practicum was a major factor in successfully securing a professional position [12]. In Keselman et al’s study of interns and graduates from a Latino- and Native American–focused internship, the majority of the participants “felt that the internship furthered their careers” or “provided them with specific tangible skills and resume-strengthening experience,” with some participants saying that “the internship gave them professional confidence and equipped them with a network and connections for job searches” [8].…”

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

“…Fieldwork supervisors report that when hosting fieldwork students, they experience an improved awareness of theory (Banks and Lents, 1992). 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.…”

“…A negative view from site supervisors is that hosting a fieldwork student can be an interruption to normal routines (Banks and Lents, 1992). Fieldwork supervisors may not be interested in hosting fieldwork students because of the amount of time required (Conant, 1980; Ferrer-Vinent and Sobel, 2011; Hacker, 1987; McGurr and Damasco, 2010; Starmer, 2004); students require continuous training and oversight for a considerable period of time (Genovese, 1991; Tilley, 1997). Supervisors also complain about the students themselves, denouncing lack of preparation (Conant, 1980; McGurr and Damasco, 2010), maturity, and focus (Malik and Ameen, 2010), and feel they are a risk to their libraries’ standard level of service (Prytherch, 1982).…”

Practicums as part of study programmes in library and information studies

“…On the one hand, it clarified students' understanding of concepts and principles they had learned in the classroom, while on the other, students felt that they only really learned about how to be librarians through the experiences during their placements (Hoffmann and Berg, 2014) and (Bilodeau and Carson, 2015). In another study in the USA, both practicum students and host academic libraries tend to view practical placements as highly beneficial (Ferrer-Vinent and Sobel, 2011).…”