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CONTENTS
FIELDWORK
AS AN OPPORTUNITY FOR ENGAGED REFLECTION
"Supervised Fieldwork" at the
School of Library and Information Science requires 120 hours on-site under
the guidance of a supervisor who is a recognized information professional.
It is a 3 credit graduate course. The "Guidelines" delineate procedures
to be followed.
Supervised fieldwork provides
an opportunity for students to integrate theory and practice from courses
to an organization context. This opportunity to observe, participate, and
perform independently in a supportive environment is especially useful
for students without previous experience in the field. It also benefits
those who desire to make a change to a new area of specialization.
Engaged reflection on the experience
is an important part of the supervised fieldwork. In the spirit of
service learning the fieldwork is intended to help the student gain (1)
further understanding of the profession as practiced; (2) an expanded appreciation
of the contextual and social significance of librarianship; (3) an enhanced
sense of civic responsibility that demonstrates an understanding of the
institution and its constituency.1
1 Edward
Zlotkowski, “Pedagogy and Engagement,” In Colleges and Universities as
Citizens. Ed. Robert G. Bringle, Richard Games, Rev. Edward Malloy,
CSC (Needham Heights, MA: Allyn & Bacon 1999)
ROLE
OF FIELDWORK IN THE EDUCATION OF THE STUDENT
Graduates of the School
of Library and Information Science (SLIS) will begin their professional
careers in many different types of libraries and information agencies.
The diversity of their appointments cannot be addressed individually in
the SLIS curriculum which stresses a broad and integrated approach to preparation
for professional employment and leadership in a variety of libraries and
information agencies. Fieldwork provides students an opportunity to pursue
an interest in a specific type of library or information service within
the provisions of the curriculum. Students learn how the education provided
within the theoretical framework of graduate study can be applied to specific
situations such as special, academic, or public libraries as well as information
agencies or information centers within large organizations.
CATALOG
DESCRIPTION
LIS 6906 Supervised Fieldwork
(3) PR: Consent of Instructor. A minimum of 120 hours of supervised experience
in an approved cooperating library. Includes practice work, seminar sessions
and individual conferences, and a summary report interpreting and evaluating
the field experience. Normally students enroll in this course during their
last semester of studies. Arrangements for taking this course should be
made with the fieldwork coordinator in the semester preceding the one in
which the fieldwork is to be completed.
THE
COLLABORATIVE ASPECT OF SUPERVISED FIELDWORK
Supervised fieldwork involves
the collaboration of three different individuals operating from three different
points of view: the
student, the
fieldwork coordinator and the
site supervisor. Courses taken at the SLIS encourage the development
of understanding through discussion and practice. Fieldwork students can
observe and share professional situations in which foundations and experience
are brought together. The student will work closely with the site supervisor
on agreed upon projects and assignments discussing with both the supervisor
and the fieldwork coordinator just how principles and theory are integrated
in a specific setting. The fieldwork, taken near the end of the Master’s
degree program, gives students the opportunity for professional experience
while still in a situation where mentoring, advice and support are available.
A final report reflecting on
the fieldwork is required. This report should provide evidence of
the student’s understanding of the social context in which the library
operates.
GOALS
AND PURPOSE OF THE SUPERVISED FIELDWORK
The purpose of the fieldwork
is to provide the student with experience under the supervision of an information
professional in a library or information-related environment. The experience
will be configured to the needs and career objectives of the individual
student and will permit opportunity for evaluation of both theory and practice.
The primary purpose of the fieldwork is to provide a reflective learning
experience for the student. The fieldwork will enable students to develop
confidence in their ability to perform well and to apply the theory learned
in courses. They will have a better understanding of professional procedures
since they will have been in an internship role that encourages inquiry
and reflection.
STRUCTURE
OF THE FIELDWORK
The structure of the fieldwork
will vary depending on the needs and background of students, and on the
size and organization of the site library. Most students will spend about
75% of the time in the role of an ‘intern’ working at various assignments,
and spend the remaining 25% of their time concentrating in one specific
area on a project or specialization. In other cases, particularly those
where students have had some experience, or if conditions warrant, this
percentage may be adjusted with the student concentrating on a project
or specialization This will be worked out by the student, fieldwork coordinator
and site supervisor.
Upon completion of
Supervised Fieldwork, the student will be able to:
-
Describe the type of library or information
center in which the student worked, providing details about the mission
and goals.
-
Describe the administrative organization,
resources, services and clientele of the library or information agency.
-
Relate classroom instruction in the
graduate program to applied professional practice.
-
Perform duties in a representative range
of functional areas (information services, automated systems, materials
selection and acquisitions, technical services, etc.) or in one or more
areas of concentration.
-
Show, through one or more evaluations
by supervisors, that he/she had a successful experience and has worked
collaboratively with staff in the agency in which the fieldwork was done.
-
Reflect upon the experience in communication
with the coordinator and in the final report. This reflection should
include discussion of the library and its involvement with the organization
and/or constituents it serves.
THE
ROLE OF THE STUDENT
The Supervised Fieldwork is a
three-credit course and involves content that is equivalent to other three-credit
courses in the School of Library and Information Science. Students should
begin working on a plan for the fieldwork the semester before enrolling
as detailed in the section, "The Steps to Initiate and Complete the Supervised
Fieldwork.”
It is the responsibility of the
student to discuss goals with the fieldwork coordinator and to work with
the coordinator in identifying a site supervisor. Since supervised fieldwork
is available in all types of libraries: (public, academic, special) and
information agencies, the fieldwork coordinator will suggest acceptable
sites or approve a site that the student may suggest. Students should develop
clear, succinct goals and draw up a plan of what they intend to accomplish.
The final approval is the responsibility of the fieldwork coordinator.
After the initial contact is
made by the fieldwork coordinator, students should:
-
prepare a resume
-
contact the Fieldwork Coordinator; kmccook@chuma.cas.usf.edu
-
schedule an appointment to meet with the
site supervisor to acquaint the site supervisor with their goals and their
objectives, bring a copy of these guidelines or provide website: http://www.cas.usf.edu/lis/
-
work with the site supervisor to develop
a supervised fieldwork plan and work schedule (The schedule of hours to
be worked should be included in the plan.Students
will spend a minimum of 120 hours over the course of the semester at the
site.)
-
discuss the plan and submit it to the fieldwork
coordinator
-
submit the signed plan (Appendix
1) to the School of Library and Information Science Program Assistant
to receive a permit to register
THE
ROLE OF THE FIELDWORK COORDINATOR
The fieldwork coordinator will
discuss with the student the purpose, objectives, duties and responsibilities
involved in the fieldwork. The fieldwork coordinator will recommend and
introduce the student to the site supervisor.
While the fieldwork
plan will be worked out jointly by the student and the site supervisor,
the fieldwork coordinator should assist when needed. The coordinator will
approve the "Supervised Fieldwork Plan."
The fieldwork coordinator
will keep in close touch with the student during the progress of the fieldwork,
and will be available for help and guidance and to discuss the progress
of the fieldwork. The fieldwork coordinator will read students’ logs regularly
and evaluate the written fieldwork report.The
fieldwork coordinator, in consultation with the site supervisor, will evaluate
the student and assign a grade.
THE
ROLE OF THE SITE SUPERVISOR
Site supervisors should hold
a degree from an ALA-accredited LIS program or equivalent and should have
served in their present capacity for at least a year. It is the responsibility
of the fieldwork coordinator to be acquainted with the qualifications of
the site supervisor.
Site supervisors will be provided
a copy of this document. They will work with the student as the plan for
the fieldwork is developed and will help the student work out a plan that
agrees with the defined purposes of fieldwork.
It will be necessary for the
site supervisor to be certain that the appropriate administrator on site
is consulted and that permission for involvement in the fieldwork is approved.
In some cases this permission will be obtained by the site supervisor,
while in others it may be more appropriate that this permission be obtained
by the fieldwork coordinator.
Site supervisors should explain
professional responsibilities and be willing to work and guide the students
as interns rather than employees. The site supervisor may choose to place
the student under other library professionals’ supervision during the fieldwork
experience, depending on the duties assigned.
The site supervisor should confer
with the fieldwork coordinator and the student shortly after the fieldwork
has begun. The site supervisor should discuss with the fieldwork coordinator
any difficulties that arise during the course of the semester.
The site supervisor should introduce
the student to the library or information center, including a tour with
explanation of general functions, goals and rules. The community served
is an important factor for operation and should be discussed with the student.
If the student is in a large library, the tour should include an introduction
to the library as a whole and its staff. Students may concentrate on the
unit in which they are placed and learn how the work of that unit articulates
with the rest of the library or information agency.
Students will be introduced to
the work of the unit: a student in acquisitions, for example, would learn
about collection development, the methods used to acquire materials: by
purchase, subscription or gift and the progress of materials through the
department. In these situations the site supervisor may delegate to others
in the unit explanation of procedures.
In all libraries or
information agencies, students will learn about the role of the library
in the larger organization of which it is a part, for example: community,
university or company, and be introduced to its strengths and problems.
At the conclusion of the field experience, site supervisors will discuss
the student’s performance with
the fieldwork coordinator.
STEPS
TO INITIATE AND COMPLETE SUPERVISED FIELDWORK
-
Students will first consult the
faculty fieldwork coordinator. The student and fieldwork coordinator will
discuss several options for the student to explore, field sites in the
area of interest to the student, and projects that meet specific goals.
All fieldwork must be carried out under the direction of a site supervisor.
A number of students will have never
worked in a library or information agency, some will have worked part-time
as students, others will have worked in support staff capacities and their
experiences in regard to administration will vary. For those with less
work experience, emphasis should be on the administrative and technical
details of operating a library or information agency. For those students
who have substantial work experience, emphasis might be placed on a specific
work area.
In all cases, however, there should be
an operational component and a focus, although the amount of time devoted
to one or the other will, and should, vary. In cases where a specific area
of focus is to be the major component of the fieldwork, both the fieldwork
coordinator and the site supervisor should be satisfied that the student
has adequate operational experience.
-
The student will provide the fieldwork
coordinator with a current resume.
-
The fieldwork coordinator will contact
an appropriate site supervisor and will let the student know that it is
time to contact the site supervisor.
-
The student, prior to contacting the
site supervisor, will undertake a background study of both the type-of-library
and of the individual library to which assigned.
-
The student will contact the site supervisor,
provide a current resume, and present a tentative plan of work. As a general
rule, the plan of work for students in the library or information center
should be rotated through the major areas and departments to ensure appropriate
breadth of experience and understanding of the system as a whole. Within
each unit or department, the student should receive orientation and instruction
and be given problems and tasks representative of the principal objective
involved.
Each student may identify a project
or specialization appropriate to their interests and needs, subject to
review by the site supervisor and fieldwork supervisor.
-
After filling out the "Supervised Fieldwork
Plan" (Appendix I) and schedule in consultation with the site supervisor,
the student will obtain final approval from the fieldwork coordinator.
If a project or specialization is to be completed, this should also be
described and attached to the Plan. (See Appendix II) Upon receiving approval
the Supervised Fieldwork Plan will be drawn up and signed. The
fieldwork coordinator will then approve the student to register in the
Supervised Fieldwork course.
-
After registration for the Supervised
Fieldwork, the student will meet or e-mail the fieldwork coordinator on
the progress of the fieldwork.
-
LOG OF WORK
Bi-weekly, beginning the second
week of the semester, the student will send to the fieldwork coordinator,
by e-mail or post, a report of work accomplished. Students will maintain
this "Log of Work" as an ongoing record. The log is a chronicle of events
and impressions. It will aid the student in preparation of the field experience
report and will allow the student to evaluate the experience. The log is
a record of growth and development
-
FINAL REPORT
By the last day of classes, before
the scheduled final examination period for the term registered, the fieldwork
coordinator must receive a hard copy of the final report from the student.
(Cover sheet to be used is in Appendix III) ONE COPY should be given to
the Site Supervisor; TWO COPIES should be sent to the Fieldwork Coordinator.
A final grade will be assigned by the fieldwork coordinator based on evaluation
by the site supervisor, conferences with the fieldwork coordinator, and
the student’s final report. The format of the report is at the discretion
of the fieldwork coordinator.
The final report should include:
-
a summary of the fieldwork, based on the
log and fieldwork plan goals
-
descriptions of the type of library and details
about its mission and goals
-
information about the administrative organization,
resources, services and clientele of the library or information agency
The field report should be a reflective
summary of the role the library plays in serving the organization or constituency
with attention to the social context.
EVALUATION
OF THE SUPERVISED FIELDWORK
Throughout the field experience
all of those involved will evaluate the performance of the student. Site
supervisors are selected because they represent outstanding professional
models and are leaders in the profession who can evaluate the learning
process. The fieldwork coordinator evaluates the student and the field
report. This approach assures that practice reflects theory together with
its sound application. The fieldwork program meets the same rigor as other
graduate courses and is subject to the same evaluative criteria.
After students have completed
the fieldwork they should submit ONE COPY of their final
report to the site supervisor and TWO COPIES to the fieldwork
coordinator. The final report MUST include a filled out copy of
the “Supervised Fieldwork Final Report Cover Sheet” (See Appendix III).
The site supervisor will confer with the fieldwork coordinator to evaluate
the student’s performance. Criteria to consider: initiative, ability to
apply principles to practice, interaction with library users, interaction
with staff, capacity to work independently, and flexibility. Site supervisors
may render their evaluations in writing, via e-mail or in a face-to-face
or telephone conference with the fieldwork coordinator.
The fieldwork coordinator will
assign a grade based on:
-
site supervisor evaluation
-
log of work
-
final report
Remember: Final Reports should
include reflection upon the social context of the community and/or constituents
served.
Note:
Revised
Fall, 2000.
The
faculty of the School of Library and Information Science would like to
express our appreciation to the many librarians and former fieldwork students
who reviewed and commented upon drafts of these "Guidelines."
These
“Guidelines” have been developed in accordance with the position paper
of the Association for Library and Information Science Education: “Guidelines
for Practices and Principles in the Design, Operation, and Evaluation of
Student Field Experience in Library and Information Science” as developed
by the Information Organization Heads Task Force on Internships and Field
Experiences and adopted by the Association for Library and Information
Science in June 1983; and as reaffirmed October 14, 1990.
