ASSOCIATES (vol. 1, no. 3, March 1995) - associates.ucr.edu
LIBRARIES AS LEARNING SITES: AN INTERNSHIP PROGRAM FOR LIBRARY TECHNICIANS by Denise Fourie, M.L.S. Instructor, Library Technology Cuesta College, San Luis Obispo, CA dfourie@eis.calstate.edu OVERVIEW In a cooperative venture with area libraries and information centers, Cuesta College recently initiated a new internship course as part of its curriculum in Library Technology. A two-year, community college located in the Central Coast area of California, mid-way between San Francisco and Los Angeles, Cuesta is one of a handful of state community colleges offering this vocational education program. Students have the option of earning a Certificate of Proficiency in Library Technology or of selecting Library Technology as the major for their Associate of Science degree. In response to potential employers and students, the new class was designed to provide students with a practical, hands-on learning experience in a library setting to complement the lecture/lab classroom courses which make up the bulk of the program. Requirements for candidates were the prior completion of a minimum of three units in the Library Technology series with a minimum C average. Successful students would receive two units of college credit for this non-paid practicum which included monthly seminar sessions on campus in addition to the 80 hours of field work. Once the course was approved, planning, development, and recruitment began about seven months in advance of the Fall 1994 start date. A critical part of the planning stage was detailed discussions with the Library Technology Advisory Committee--a group of off-campus advisors which includes directors and managers from libraries throughout two counties. As employers and as potential hosts, their input proved invaluable. Also critical was the guidance of the college's dean responsible for vocational education, who drew upon her previous experience in setting up nursing and automotive technology internships. Thirteen library agencies agreed to participate, providing a total of over 30 possible sites to choose from. Participating sites included a state university, two community colleges, a county public library system and branches, a law library, two high schools, two junior high schools, and an elementary school. Because the region is rather rural and has very little private industry, the only special library setting was found at the law library. PLACEMENT Fifteen enthusiastic students enrolled for the first session of the practicum. Interns were placed at learning sites based on interests and geographical preferences indicated on application forms. An important component of placement was the matching of personalities--an exercise a lot less precise than factoring in driving distances. As the primary instructor in the Library Technology Program, the author did have the advantage of being well-acquainted with the students, thus knowing their temperaments and capabilities. For anyone about to implement an internship, a word to the wise: be sure to have more sites than students to accommodate unsatisfactory initial placements and any cancellations by sites due to illnesses, staff shortages, or other unforeseen events. EVALUATION Evaluation tools included daily student logs, instructor telephone calls and site visits, and formal evaluation forms. This three-pronged system of monitoring provided close communication between all parties involved during the semester, an essential ingredient to the smooth management of the program. The written and oral comments gathered provided a database of feedback which will be used to fine-tune the next session of the internship. BENEFITS TO STUDENTS Based on the feedback from sites and students, the internship class proved to be a very positive experience for both parties. Students found greatest value in the hands-on use of computer tools and resources beyond those available at Cuesta College, in spending time in a "live" library environment, and in the networking aspect of their placement, which gave them the opportunity to develop contacts with library staff in the community. Commented intern Barbara Kahn, "The relationship established with my site supervisor is probably the most outstanding ingredient of this experience....My interaction with the students in the actual environment, helping them learn, is significant and also very valuable. This internship is a wonderful component for the Library Technology program." The field work provided students with unique career preparation in a way that no classroom lecture could ever duplicate. While no permanent job placements have yet materialized, several students are now employed as paid substitutes at their intern sites. BENEFITS TO STAFF More than a third of the site supervisors were library technicians with the remainder librarians. Site supervisors served as teachers in the field--training, instructing, and evaluating interns. The end result of this "teaching" experience for most supervisors was a strong sense of satisfaction and recognition for the work they perform as they shared their knowledge with the students. Interns proved to be a highly motivated and interested workforce for the site libraries. Many of the libraries involved were used to using student aides or community volunteers, but found--not unexpectedly--that the level of motivation and previous training that the interns brought to the job was much higher. This meant the ability to utilize the interns to perform higher level work--a boon to overworked, understaffed libraries. As Jo Brown, Department Head of Government Documents & Maps, Cal Poly State University, remarked, "Karen's attention to detail, her willingness to tackle projects previously thought of as impossible or, at least, never-ending, and her ability to fix as well as spot the problems was noticed from her first days and shamelessly put to good use... We gained more than we gave in supervising Karen." IDEAS FOR IMPROVEMENT For many of the site supervisors, the biggest challenge was identifying in advance projects appropriate for interns. It was made clear from the start of the program that low level, routine maintenance operations like shelving and shelf-reading should be assigned as filler tasks only and that priority goals for the interns would be training on circulation systems, staffing public service desks, assisting with class orientations, learning to operate CD-ROM and online indexes, etc. For the next session of the class, a more detailed packet of information will be prepared for immediate supervisors including a course syllabus, assignment sheets, and a checklist with suggested tasks, sample projects, and learning activities. Other recommendations regarded scheduling of internship hours. Blocks of time less than four hours proved too short for in-depth training. Also, those interns employed during regular daytime hours had to schedule internship time exclusively on evenings and weekends which made it difficult for them to observe peak daytime service levels and operations. INTERNET CONNECTION Through informal discussions with site supervisors and the written evaluations, the pressing need to add formal Internet training to the program's core curriculum was identified. As a direct result of this input, a proposal for a 1-unit "Introduction to the Internet" course is now before the campus curriculum committee. The internship experience bolstered justification for a need staff was already keenly aware of. CONCLUSION The initial session of the internship course was well-received as a new and practical component to the existing Library Technology curriculum. Besides providing the direct work experience benefits to the students, the program forged new partnerships between the college staff, and area libraries and information centers. Library technicians and librarians in the community expanded their skill sets as they became teachers in the workplace. Cuesta College looks forward to a second session with expanded enrollment and the participation of additional sites to increase the diversity of the experience. FURTHER READING The literature on setting up, implementing, and evaluating internships for library technicians is sparse. The following sources on internships proved helpful: Basow, Robert R. and Mark V. Byrne. "Internship expectations and learning goals." _Journalism Educator_. v.47, no.4, (Winter 1993). pp.48-54. Boardman, Edna M. "So you're going to get an intern!" _Book Report_. v.9, no. 1. (May-June 1990). p.27. _Internships: Perspectives on Experiential Learning: A Guide to Internship Management for Educators and Professionals_. Krieger Publishing. 1992.