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.