Best Practices for Library Student Engagement in Co-operative Placements Melanie Browne, Manager, Information Services, Maple Leaf Foods Corporate; Jeff Mason, Academic Information Coordinator, Regina Qu'Appelle Health Region; Mary McDiarmid; Manager, Staff Library, Baycrest OLA SuperConference Friday, February 4, 2011
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Best Practices for Library Student Engagement in Co-operative Placements Melanie Browne, Manager, Information Services, Maple Leaf Foods Corporate; Jeff.
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Best Practices for Library Student Engagement in Co-operative Placements
Melanie Browne, Manager, Information Services, Maple Leaf Foods Corporate;Jeff Mason, Academic Information Coordinator, Regina Qu'Appelle Health Region; Mary McDiarmid; Manager, Staff Library, Baycrest
OLA SuperConference Friday, February 4, 2011
Practicum?? Fieldwork????
Definition: Short-term, professionally supervised work
experience Part of a school’s curriculum Varies in length 2 weeks to …. Other than incidental expenses, student
does not receive a salary
Source: Coleman, J.G. 1989, p. 22
Paid Co-Ops
Students on placement for a longer term, e.g., 4 months
Students are paid for their time Formal application processes Formal evaluation and credit received Example, University of Western
Ontario MLIS students
Why Students Do It
Benefits for Students Increased self-confidence Gaining actual work experience Creates contacts for future work Helps define career goals
Why Libraries Do It
Benefits for Host Libraries Opportunity for extra pair of hands Promotion of your discipline, special/
academic/public library setting Meets teaching goals of staff
Literature says…to be outstanding you should;
Understand the student is there to learn
Communicate with faculty if needed Assign a variety of activities Maintain a real-world schedule Plan to evaluate the student Support without hovering
Source: Yontz, E. 2008, p. 58-59.
Our Expectations
Students.. Are my colleagues Will think of this placement as a real
job Will seek help when needed, it’s okay
not to know something Will show initiative
Host Libraries – Best Practices Before they Arrive
Have a specific project just for them Identify a variety of tasks for them Clear your schedule to make time for
them Telephone/email to advise them of
arrival time/dress/parking/food/etc
Host Libraries – Best Practices During the Placement
Tour them around and introduce them to people
Make sure they take breaks/lunch with someone
Set mutually agreeable goals Explore strengths and weaknesses
and give them experiences in both
Host Libraries – Best Practices During the Placement
Include student in meetings/activities both within or outside the facility
Hold them accountable/regularly meet with them
Let them job shadow each staff member
Provide feedback to them regularly
Host Libraries – Best Practices Ending/After the Placement
Discuss their evaluation – nothing should be a “surprise” at this point
Be prepared to be a mentor/reference
Students – Best PracticesBefore you Arrive
Contact your supervisor
Educate yourself about the facility Prepare yourself mentally for “work”
Students – Best PracticesDuring your Placement
Let host know if you aren’t getting what you expected out of the placement
Be professional, “yea, hello?” Assess culture of the library Be independent, meet new people
Students – Best PracticesDuring your Placement
Be honest in your skills, experience, e.g. Access database
When working on a task, do all you can do, and then ask for help
Take initiative, seek out opportunities to pitch in and learn new things
Love the grunt work – we all started there
Students – Best PracticesAfter your Placement
Find something positive about the experience to take forward
Don’t gossip – library world is smaller than you think
Update your supervisor with your status – but don’t be a stalker
Student Survey
Students in field placements at Seneca College, Toronto were asked their top three items they wished host libraries would stop doing.
63 students responded 128 comments for improvement 3 items per student not obtained
Findings
14
22
13
6
23
4
27
19
05
1015
2025
30
Findings
Scheduling of tasks (27)– students not given a plan or enough work to do
Communication (23) – lacked basic information about procedures at host site, such as how to answer phone
Variety of tasks (22) – students bored with simple activities
Findings
Socialization (19)– students not introduced, eat alone, ignored
Training (14) – insufficient time was given to allow them to learn new tasks
Lack of supervision (13) – no time for students and supervisor absent in several cases
Findings
Access to resources (6)– students had no computer or access to locked resources such as the lunch room
Gossiping/Complaining (4) – library staff bad mouthed each other in front of students
Dating student – 1 staff member asked the student on a date!
Sources CitedColeman, J.G., “The Role of the Practicum in Library
Schools,” Journal of Education for Library and Information Science 30, no. 1 (1989): 19-27.
Yontz, E., “Be Outstanding in Your Field,” American Libraries, 39, no.6 June-July (2008): 56-59.
Thank you!
Students in Library Technician Program at Seneca College who shared their experiences.
Instructors at Seneca College who assisted in distributing our questionnaire.