Library Practicum 101
by Laura Claggett,
Jan Chindlund,
Cathy Friedman,
Maureen Malinowski,
Krista Pospisil,
Bonnie Tilton Sebby,
Megan Sweeney,
Prudence Dalrymple
and Elisa Topper
An Enriching Experience
Library practicums or internships are a collaboration of employers,
students and graduate schools, each one dependent on the other for a successful relationship. It is a relationship in which we think the benefits far outweigh the efforts.
The EmployersLaura Claggett, president ('00-'01), Special Libraries Association Illinois Chapter; Jan Chindlund, president-elect ('02-'03), Special Libraries Association Illinois Chapter
The StudentsCathy Friedman, Dominican GSLIS, Class of '01; Maureen Malinowski, Dominican GSLIS, Class of '02; Krista Pospisil, University of Illinois GSLIS, Class of '01; Bonnie Tilton Sebby, Dominican GSLIS, Class of '02; Megan Sweeney, Dominican GSLIS, Class of '01
The Graduate SchoolPrudence Dalrymple, Elisa Topper, dean and assistant dean, respectively, Dominican University's Graduate School of Library and Information Science (GSLIS)
The Employer: Supervisor/Teacher/Mentor
The job as a practicum supervisor/employer entails designing a practicum to fit each student's needs, as well as mentoring the student during his or her time in the library. A practicum student is not cheap labor (i.e., someone to make copies and reshelve serialsthose jobs are more suited for high school students, temporary workers or library clerks). Practicum students are on the cusp of a professional career, and need to know how professional life looks and feels.
The school requires the site supervisor to have a master's in library and information science or an equivalent degree, and to commit to hosting the student for approximately 100-120 hours per semester. It helps to be a known entity to the dean and/or faculty of the graduate school. If they know you as a high performer and a confident professional in a progressive library, they will have a much easier time recommending you and your library as a practicum site.
To recruit a practicum student you need to sell your library; to design a practicum agreement you need to listen. Either in person or on the phone, tell the student about your library, your vision and your plans for implementing new ideas. Listen to the student's interests, ask about the student's studies, what the student has done before and where the student wants to go. Through this dialog, you can usually rough out a few practicum scenarios that will both expand his or her knowledge and benefit your library in worthwhile ways. Be flexible. When the student decides your library is the right choice, decide on one of the scenarios and together write out the student's goals and objectives.
The recruiting process usually takes less than an hour, and writing the goals and objectives takes even less time. Once you have done this a few times, it goes even quicker. During the practicum, we estimated that for every one hour of instruction we provide, we receive at least five hours of work in return.
"I teach the way I learnquickly, conceptually and by talking and listening to others. I seldom have the time anymore to walk someone step-by-step through a process. Luckily, the students I've worked with don't need hand holding; and much to my delight, they challenge me to keep me on my toes. They want the freedom to think and work independently, yet collaborate with a team and have a mentor nearby to consult when needed. We are both energized by brainstorming ideas. It's fun. In fact, working with practicum students is one of my most favorite things in this stage of my career."
-Laura Claggett
The students flourish in a flexible and positive environment (who doesn't?), and the higher you set their expectations, the further they will reach. For them, this is a chance to try new things in a non-threatening environment. They are not worried about being fired, downsized or getting a poor raise. They receive a performance review, of sorts, but with ongoing and open communication, there should be no surprises at the end. The review process for the employer varies. Some schools require regular, but brief progress reports, while others require only a conversation with the faculty advisor at the end of the semester.
"Would we do it again? Yes! Working with library science practicum students has been an enriching experience for our staff, our department, our company, the universities and the students. It is truly a win-win experience all the way around."
-Jan Chindlund
Ways the Practicum Benefits the Organization
· New Ideas: Invariably new people bring new ideasespecially if the new people are students in the learning mode. Practicum students bring freshness, vibrancy, a new outlook and "new blood" to the environmenta transfusion of current learning, practices and thought.
· Help for the Information Center: Every information center or library can use more resources than it has. We all attend to the immediate, but so many worthwhile activities do not get the attention they require. Practicum students not only can help with the immediate, but can also work on those important but not urgent projects that add value to the organization. Leverage the student's expertise, passion, competencies and aptitudes. Give them a marketing or taxonomy project that has been on the back burner.
Projects that practicum students have handled include: designing and implementing an information audit, that involved organizing focus groups, creating a survey and interviewing customers; analysis of primary researchpopulating spreadsheets with data points from year to year; evaluating electronic book technology and exposing it to the organization at large; performing an in-depth investigation of product categories for a major corporation; evaluating and updating a small, specialized business and technical reference collection; and transforming a keyword list, used in a primary research database, to a taxonomy structure.
· Visibility for the Information Center: Bright, enthusiastic students raise the visibility of the function with management and internal customers. Having them take on a customer's project and then presenting the results to that customer gives visibility to the student, the information center and our profession. Coach the student in working with customers and presenting results.
In order to effectively manage multiple students, follow these guidelines: 1) Schedule time for individual attention with each student; 2) Plan times for students to collaborate on projects or network in social settings; 3) Keep a calendar of when each is coming in. Review and revise as necessary. Stay flexible and make changes in schedules as necessary; and 5) Have a wrap-up session with the whole team at the end of the term in order to share ideas.
The Students: Gaining Experience, Exposure
and Confidence
GSLIS coursework provides the knowledge base, skills and theory necessary to make sound judgments. But during the practicum, the students learn how to implement what they discovered in the classroom in a more meaningful way. As they plunge into the realities of day-to-day processes within the special library environment, academic lessons suddenly come alive. The challenge to apply what they have learned, and then continue to learn by doing, can be very exhilarating.
"There were 'light bulb' moments when I understood concepts that I had heard in class. For example, during one of my early core courses, I learned that an information professional should look to the organization's mission as a whole and consider how the library can contribute to that mission. During my practicum, I remembered that point because I saw the staff's commitment to meeting the customer's needs by providing information in the appropriate format and timeframe to bridge knowledge gaps and impact decision-making. In addition, the openness and receptivity I had with my site supervisor contributed to the quality of my experience."
-Maureen Malinowski
Knowing what you want from a practicum, an explicit list of objectives and a supervisor committed to the experience will make the practicum experience well worth the tuition fee. A practicum is especially helpful for students who are changing careers, or for those who have never worked in a library setting prior to becoming a graduate student. The practicum creates a lower stress environment than a job, and provides hours of "on the job training" and coaching in real time. It is truly the best of both worlds.
"My entire practicum experience was a complimentary mix of independent study and team collaboration. I reinforced my research techniques, organizational and communication skills, and improved my knowledge of business software. A bonus for me was that the group discussed and conducted a vibrant marketing campaign when I was doing my practicum. I was part of the brainstorming sessions for a library branding activity and got an assignment to create a promotional piece for the newly named library. Additionally, I was able to learn about the obstacles and difficulties the staff of a corporate library encounters and now have realistic expectations for my next position."
-Cathy Friedman
It is natural for a practicum student to feel somewhat pressured to perform well. However, the pressure is usually self-imposed. A practicum student is in a rather unique, enviable position. Whereas a superior may expect a newly hired employee to achieve immediately, a practicum mentor understands that this is a learning experience. Proficiency is not expected, only best effort and growth. The practicum student has tremendous opportunities to experiment with new resources and compare them with familiar ones, to try other information technologies and get immediate assistance and feedback with timely advice and encouragement. Ask, observe and do! Don't be afraid to try and fail. If you feel "paralyzed" or in over your head, speak to your supervisor. Your supervisor wants you to succeed, but it is up to you to communicate, too.
One of the benefits, which can reinforce the direction of a student's career, is experiencing the day-to-day operation of a corporate information center, including the pace and variety of the work.
"My practicum experience was an invaluable one. The practicum helped me decide between academic and corporate libraries. Over seven weeks, I gained hands-on experience in the various facets of library operations, applied what I had learned from classes, explored new technology and developed a valuable career network. I saw the different aspects involved in the library operation and gained insight into what's involved in running a corporate library. As a result, the practicum allowed me to grow and develop as a new librarian."
-Megan Sweeney
How does a novice information professional develop and refine research and management skills? Shadowing a competent information professional is a perfect opportunity for learning practical lessons. Keep a notebook or journal handy. Recap what you did and observed after every session, questions you have and ideas of what you would do differently in your library. An excellent mentor seizes the "teachable moment" and recognizes occasions to share knowledge and to learn from each activity.
"I listened and often jotted notes. I saw how her [the practicum leader's] management style, neither dominant nor stifling, positively affected the department's day-to-day activities and encouraged an exchange of ideas. I watched how she quickly prioritized requests, juggled multiple tasks, directed subordinates and effectively led others. I noted how effectively she communicated with upper management, her colleagues and other business contacts. My personal goal was to learn some new method, resource or business practice each day to enhance my skill set; and each day I took away new ideas and approaches. No textbook or classroom lecture can approximate those special insights."
-Bonnie Tilton Sebby
One of the most valuable but intangible aspects of the experience is the exposure to organizational behavior and management techniques. A job entails much more than its formal description because an employee works within the "society" of the company itself. What better way to
| Top Ten Benefits | ||||
| For the Employer 1. We are perceived within the organization as more effective managers 2. The library gets valuable projects completed 3. Special libraries get connected to the library school 4. The organization gets help and new ideas, and sees the value and contribution of our profession 5. We give back to our library 6. We give back to the profession 7. We expand our network 8. We learn 9. We grow 10. We have fun | For the Student 1. Gets exposure to everything possiblestaff meetings/team work, customer interactions, manager's style, company culture 2. Gets job references for resume 3. Gets experience with new technology 4. Hands-on/in action problem solving 5. Gets experience with project management 6. Networking 7. Takes practical experience to job interviews and new job 8. Starts mentor relationship 9. Builds confidence 10. Expands scope of knowledge | For the Graduate School 1. Textbook knowledge is tested in the "real" world 2. Brings practical knowledge and new learning back to the classroom 3. School can offer experience and exposure to special libraries 4. Expands school's teaching staff 5. School provides employers with students who have the most up-to-date skills 6. Forms relationships with practicing professional librarians 7. School can offer first-time field experience to career-changing students 8. Faculty is able to mentor students into the profession 9. Curriculum offers more options 10. School seen as progressive | ||
learn about corporate culture than by firsthand observation? A practicum student begins to immediately see how employees are treated, their level of job satisfaction and the daily operations that build them up or diminish them as individuals. It can be highly instructive to observe how a company encourages employee volunteerism, recognizes employee efforts and considers employees' families.
"I saw how the business world clearly depends on correct and timely information, and how it drives business decisions. Being at the job on September 11, 2001, I saw how a multinational corporation reacted to the situation and cared for its employees. My practicum has helped me articulate my preferences and priorities for the types of companies at which I will submit my resume."
-Bonnie Tilton Sebby
The total value of the practicum must take into account the entire experience, which is often composed of many smaller, separate yet interrelated experiences. You are able to dip into many areas and emerge with a well-rounded picture of the department.
"I was able to have quality one-on-one time with my supervisor and hear her talk about some of the management issues of running a business information center. This included budget analysis, documentation of the value of her department to other company units, and the importance of the service-oriented philosophy to the continued success of her group. I don't think I would have been nearly as prepared for my first position after graduation without having completed a practicum."
-Krista Pospisil
A practicum is also an excellent way to develop a professional network. A mentor who maintains an extensive network, both within and beyond the special library community, often makes invaluable contacts for a student. That opportunity can open new doors for the student, as well as providing the vehicle to learn, grow and expand professional horizons.
"During my practicum I had the opportunity to attend North Suburban Special Librarians' and SLA Illinois Chapter's programs. I learned about current topics in librarianship and met fellow colleagues from all types of libraries. Those meetings helped me feel connected to the larger librarian community."
-Megan Sweeney
If you are not sure where to do a practicum, make the time to visit several locations. Prepare a list of questions and interview each potential supervisor as thoroughly as an employer scrutinizes a job applicant. Finding out what projects the library works on can help you determine if it is progressive or stagnant. This is a one-time opportunity and you want to make sure you will learn and benefit from the experience. While the organization has some responsibility in providing a positive experience, asking questions and being proactive will improve your chances of getting the most out of the practicum.
Observe the guest speakers invited to your classes. Those who take time to share their experiences are often the best mentors. Introduce yourself and ask if they have hosted practicum students. Even if you are unsure about a particular mentor or venue, sign up for a practicum anyway! Would you really miss the chance to work with someone who is probably passionate about her field?
The Graduate School: Laying the Groundwork
Education for the professions has long incorporated clinical practice with intellectual knowledge. Whether to ensure that architects design buildings that don't collapse, or that nurses can intubate a patient, the purpose of professional education is to prepare individuals to perform a function on behalf of society.
The role of practical experience in higher education has expanded to include internships, fieldwork, practicums and service learning. While each differs slightly from the other, an element common to all is the relationship between an experienced practitioner and a neophyte. This relationship requires participants to articulate their actions and reflect upon them, which leads to an appreciation for the art, science, complexity and ambiguity of the profession. The real world is cluttered, noisy, demanding and exciting. The practicum is the essence of active learning, in which participants create the knowledge.
At schools such as Dominican University's and the University of Illinois' Graduate School of Library and Information Science (GSLIS), many students can blend intellectual knowledge with practice, as they balance their coursework with employment. For the most fortunate of these students, the practicum employers support and encourage their education, providing them with a variety of opportunities to test their knowledge and skills as they advance through the program. They help students learn by engaging them in thoughtful conversation in which ideas are explored and assumptions are challenged. Both co-workers and students benefit from such interactions, as they create a rich environment in which practice is held up to scrutiny and question, and seasoned professionals connect with new ideas and challenges.
"When one moves from classroom to laboratory, from textbook to personal encounter, and from idea to thing, new dimensions of learning are tapped. It is a truism that reading about riding a bicycle and riding a bicycle are intrinsically different. And yet, becoming an expert cyclist involves acquiring an understanding of principles and theories of physics, physiology and mechanics that are most effectively conveyed through cognitive discourse, not trial and error. Striking the most appropriate balance between action and reflection, between practice and theory, continues to challenge the professional education community, in LIS as in other professions. Continued dialogue between the academy and practice, with the guidance of those who span the boundary between those two realms, is essential to continued growth."
-Prudence Dalrymple
The goal of a field experience is achieved through quality professional experience in libraries and information centers, coupled with reflective feedback from cooperating information professionals. Such field experiences allow library science students to:
· experience the "real" world of the Information Age;
· observe a variety of role models within the profession;
· test their own skills in library and information science and receive professional input and feedback about their performance; and
· integrate theory and practice while examining their assumptions about the art and science of librarianship.
In practicums, the supervising information professionals are encouraged to involve students in as many activities as possiblefrom observation to complete participation. By rotating through a variety of tasks and experiences in all areas of the total library or information center, the student can learn to see the "whole," as well as the "parts."
Since the start of the formal practicum program at Dominican in 1998, 63 students have participated. The school has placed the greatest number of students in special libraries and placed the remaining students equally between academic and public libraries.
"Practicum are developed individually with each student based on their career interests. What initially started as two to three students per semester is now averaging eight to ten per semester. Not only does the practicum help in developing the next generation of information professionals, it fosters excellent relationships between the school, faculty and practicum sites."
-Elisa Topper
At Dominican, the practicum is an elective course and is scheduled as one of the student's last three classes. The student pays tuition and cannot be paid for the work, nor can the practicum be completed at the student's place of employment. The student selects a full-time faculty member to serve as their faculty advisor for the practicum. The assistant dean works as the practicum coordinator with the faculty advisor and student in order to find the site that will be a good "match" for the student, as well as the type of practicum experience a student is seeking. If the site gives approval, the student sets up a meeting to discuss and confirm that both agree on the practicum. If both parties agree, they make the match and the faculty advisor makes the initial visit to meet with the site supervisor. A practicing professional holding an MLS or equivalent must supervise the practicum. One hundred twenty hours of contributed work is required in the semester, along with a weekly progress report and a research paper or project for the semester. The faculty advisor, in consultation with the site supervisor and course requirements, gives a grade.
At the University of Illinois GSLIS, the practicum contract clearly delineates the roles of student, site supervisor and faculty supervisor. Each must read the contract and sign it before the practicum begins. Having the responsibilities of each individual set forth ensures that expectations are realistic and understood from the beginning.
At the onset of the practicum, the student and supervisor work out the basic terms of the agreement. In speaking with the site supervisor, students should have already made it clear that they need to do a variety of work in order to familiarize themselves with the overall operation of the library. Students are in contact with the faculty supervisor as needed by e-mail or telephone, but the faculty supervisor and site supervisor do not necessarily have much contact while the practicum is occurring.
Acting Dean of the University of Illinois GSLIS Linda Smith comments, "Students are almost uniformly positive about their experiences in practicums. I think because we are careful in the sites and supervisors we select, the experience is generally quite positive without extensive intervention on the part of the faculty supervisor."
The UI GSLIS uses a satisfactory/unsatisfactory grading system for evaluating practicums, and the rating is determined by speaking with the site supervisor, in addition to assessing the student's final paper. The student's final paper details the practicum experience and how it relates to other coursework. This paper also serves as a useful self-assessment tool for the student to reflect upon.
Final Thoughts
At a time when information professionals are questioning how to address the impending mass retirements of our profession and how to replace those individualspracticums may be part of the solution for information centers to "grow their own." At a time of economic uncertainty when organizations are questioning the usefulness of all of its functionsthe need for library managers to prove the information center's value to the organization becomes increasingly important. The practicum experience adds value, not only to the organization and the information center, but also to a student's future success. We consider the practicum experience to be an important interdependent relationship where everyone comes out a winner. We challenge othersemployers, students and graduate schoolsto get involved in practicums for the benefit of all and to help grow our profession in one of the most meaningful ways we know how. 
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