REAL LEARNING CONNECTIONS PROJECT: THE NEW INTERNSHIP Nora Bird,
Asst Professor, DLIS-UNCG Mike Crumpton, Asst Dean, UL-UNCG Slide 2
LibrarianStudent Faculty Traditional Model of Internship/Practica
Reflection on process is primarily done by the student Slide 3
Librarian Student/employee Student Employee Model Learning goals
defined by the practitioner Slide 4 Teacher-Librarian Pilot All
parties are considered equal learning partners. Locus of control
and knowledge is shared. Each party has their own goals.
Interaction between all three parties is explicit. The proposal is
that some research component be added to the internship and the end
product might be a co-authored publication/presentation. The
proposal also includes reflection by all parties. Slide 5 Slide 6
Real Learning Connections Project Pilot to examine new model on
internship Curriculum (theory) vs. practice (work) Student as
catalyst Product(s) produced Slide 7 Collaborative Learning
Students learn practical application of librarianship skills
Librarians learn about trends and technologies impacting libraries
today University Libraries Dept of Library and Information Science
Students learn theory, technical overview and historical reasoning
behind the values of librarianship Faculty learn how it is being
applied Slide 8 Theoretical Base Slide 9 Experiential Learning
Creating meaning in learning via direct activities Learning through
reflection on learning Engages learner at a more personal level
Creating an experience where learning can be facilitated "For the
things we have to learn before we can do them, we learn by doing
them." [--Aritotle [ Slide 10 David Kolb on Experiential Learning
Learner must be willing to be actively involved in the experience;
be able to reflect on the experience; possess and use analytical
skills to conceptualize the experience; and possess decision making
and problem solving skills in order to use the new ideas gained
from the experience. Slide 11 Donald Schn "In some fields, the
question of professional artistry has come up in the context of
continuing education. Educators ask how mature professionals can be
helped to renew themselves so as to avoid 'burnout,' how they can
be helped to build their repertoires of skills and understandings
on a continuing basis." p. 15 "In the terrain of professional
practice, applied science and research-based technique occupy a
critically important though limited territory, bounded on several
sides by artistry." p. 13 Slide 12 Critical Reflection DEAL Model
Describe Experience Objectively Big picture, significant
experiences Examine from personal perspective Feeling generated
Past experiences, expectations, bias Personal skills, strengths and
weaknesses Learning What was learned and how What was important and
why * need reference Slide 13 Slide 14 Reflective Writing Vehicle
for reflection on practical application of learning It helps you to
reflect on your thinking, how you think and how to put your
emotions down in words. Slide 15 Slide 16 More than a GAship: The
Teach/Library Project Defined Amy Archambault Library and
Information Studies University of North Carolina at Greensboro
[email protected] Shared Knowledge The DEAL Method: (Ash, 2009)
Describe Examine Articulate Learning Each member revisits this
process each week and places it in context with experiences learned
or observed. The wiki journal provides a collaborative space not
only to share, but also to engage in a meaningful dialogue among
each other. The Teach/Library project is a joint venture between
UNCGs Library and Information Studies department and Jackson
Library to foster an innovative exchange of ideas, knowledge
sharing and goal-defined outcomes between faculty member,
practitioner and student. During the course of one academic year,
the student works with a librarian in a chosen specialty area. They
collaborate to create projects that align with, not only the
practitioners needs, but also with the students interests and
career objectives. The faculty member contributes fundamental
understanding, theory and/or learning objectives through either a
course or regular meetings. All contribute to the shared knowledge
by electronic journal, in this case, a wiki. The overall objective
is that all three parties are sharing, learning and meeting
individual goals. Each is an equal stakeholder in the learning
process. The desire is to produce a body of work that can be shared
with others outside the institution when the project is completed.
Practical experience while learning the basics of library studies
Networking alliances Academic financial support (Student)
Communicate academic initiatives and needs Practitioner viewpoint
encouraged Collaborative and open no hierarchy Abstract The
Difference Faculty Learner Librarian Learner The Benefits Ash,
Clayton & Moses. (2009). Learning Through Critical Reflection.
A Tutorial for Service-Learning Students. Raleigh, NC. Student
Learner Slide 17 Pilots Projects Five collections processed Student
participated in dept reference activities Processed oral histories
Supervised undergrads Redesign DE website around new tools
developed New tutorials and usability testing included Conference
presentations with librarian and student (resume builder)
http://library.uncg.edu/info/dep ts/reference/instruction/tech_too
lkit_homepage.aspx http://library.uncg.edu/info/dep
ts/reference/instruction/tech_too lkit_homepage.aspx SPECIAL
COLLECTIONS/ARCHIVES Instructional Toolbox Slide 18 Pilots Lessons
Learned Development of roles and responsibilities has direct
relationship to product(s) produced More attention needed on
choosing applicants and development of project goals Higher level
of reflective work needed to monitor and share experiences Present
different models of faculty side such as independent study, or
seminar courses focused on related projects. Slide 19 A Case in
Point (Year Two) Slide 20 Fine Tuning Logistics The position
requirements: You must be a full-time LIS graduate student. You
must be able to work 20 hours/week at the internship. You must
participate in the Real Learning Connections project including
meetings, assessment, and ongoing journaling. You must be willing
to take specific courses in the LIS Department that will be tied to
the internship described in the project descriptions above. Slide
21 Second Year Projects The projects: 1) Special Collections and
University Archives working primarily with Beth Ann Koelsch on the
Women Veterans Historical Project. [LIS 688-07, Advanced Archives
(Fall), LIS 688-06, Preservation Management]. 2) Digital Projects.
Working primarily with David Gwynn on the Bernard Greenhouse
Project, to display artifacts, oral histories, and other materials
related to cellist, Bernard Greenhouse. [Coursework: LIS 640 or LIS
644 (Fall), LIS 688, Music Librarianship (Spring).] 3)
Administration and Assessment. Working primarily with Kathy
Bradshaw, Human Resources Librarian and the Assessment Committee.
[LIS 650 - Fall, LIS 652 or 656 - Spring]. Slide 22 Second Year
Potential Products Slide 23 Mid-term Feedback Course curriculum
suggestions Job preparation experience Higher quality project work
Student perspective Learning resources broadened Slide 24 Community
College Partners Each member of the class is linked with a
practitioner in a community college. Checking theory being learned
from articles with what is being done in libraries. They will write
about the connections and disconnections. Slide 25 Let Go of My
Lego Lego (trademarked in capitals as LEGO) is a line of
construction toys manufactured by the Lego Group, a privately held
company based in Denmark. The company's flagship product, Lego,
consists of colorful interlocking plastic bricks and an
accompanying array of gears, mini- figures and various other parts.
Lego bricks can be assembled and connected in many ways, to
construct such objects as vehicles, buildings, and even working
robots. Anything constructed can then be taken apart again, and the
pieces used to make other objects. The toys were originally
designed in the 1940s in Denmark and have achieved an international
appeal, with an extensive subculture that supports Lego movies,
games, video games, competitions, and five Lego theme amusement
parks. Slide 26 Acrylonitrile butadiene styrene It is a copolymer
made by polymerizing styrene and acrylonitrile in the presence of
polybutadiene. Slide 27 Lets Build Something Slide 28 Lego City
Slide 29 REFERENCES Ash, S. L. and Clayton, P. H. (2004). The
articulated learning: An approach to guided reflection and
assessment. Innovative higher education, 29 (2): 137-154. Kolb, D.
A. (1984). Experiential learning: Experience as the source of
learning and development, New Jersey: Prentice- Hall. Schn, D.
(1987). Educating the reflective practitioner. San Francisco:
Jossey-Bass. Todd, L.T. (2007). NYS Library Development: Making It
REAL! Teaching Library Model,
http://www.nysl.nysed.gov/libdev/imls/teachlib.htm
http://www.nysl.nysed.gov/libdev/imls/teachlib.htm Slide 30
Questions?????? Nora J. Bird, PhD Assistant Professor University of
North Carolina at Greensboro School of Education Dept. of Library
and Information Studies 1300 Spring Garden St., P.O. Box 26170
Greensboro, NC 27402-6170 [email protected] 336-541-6571
[email protected] 336-541-6571 Michael Crumpton Assistant Dean for
Administrative Services University Libraries The University of
North Carolina - Greensboro PO Box 26170 Greensboro, NC 27402-6170
phone (336) 256-1213 [email protected] (336) 256-1213
[email protected]
