Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries — eEditions PDF e-book
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- Table of Contents
- About the authors
How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?
Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:
- Creating Access Pathways
- Developing, Running, and Evolving Programs for LIS Students
- Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
- Centering the Person
Chapters cover topics including developing experiential learning opportunities for online students; cocreated cocurricular graduate learning experiences; an empathy-driven approach to crafting an internship; self-advocacy and mentorship in LIS graduate student employment; and sharing perspectives on work and identity between a graduate student and an academic library manager. Throughout the book you’ll find “Voices from the Field,” profiles that showcase the voices and reflections of the graduate students themselves, recent graduates, and managers.
Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.
Introduction. Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries
Part I: Creating Access Pathways
Chapter 1: “What If You Don’t Have a Library School?” Ethical Considerations for a Summer Internship at an Academic Library
Brian Flota, Mark Lane, and Juhong Christie Liu
Chapter 2: In Their Own Words: Scholars and Coordinators Reflect on the Oregon State University Libraries’ Diversity Scholars Program
Marisol Moreno Ortiz, Bridgette Flamenco, Valeria Dávila, Natalia Fernández, and Beth Filar Williams
Voices from the Field: Training Future Librarians: Creating Online, Flexible, and Effective Internships and Practicum Experiences for LIS Graduate Students
Jenny Dale, Samantha Harlow, and Amy Harris Houk
Chapter 3: Virtual Spaces: Developing Experiential Learning Opportunities for Online Students
Allison Bailund and Christina Miskey
Voices from the Field: Dream Big, Intern Small: The Value of Internships at Small GLAM Institutions
Part II: Developing, Running, and Evolving Programs for LIS Students
Voices from the Field: Breaking Down Barriers: Preparing Graduate Students for the Unspoken Rules of Academic Libraries
Chapter 4: Improving in Action: An Iterative Approach to Developing a Successful Practicum Program
Joyce Chapman and Emily Daly
Voices from the Field: A Chinese Student’s Perspective on American Library School and Work
Chapter 5: Building an Innovative Internship Program: The Recipe for Greatness
Chapter 6: Interns in Action: Exploring an LIS Internship Program at a Canadian University Library
Rumi Graham, Emma Scott, and Marissa Rocca
Voices from the Field: Internship: What’s in a Name?
Rumi Graham, Emma Scott, and Marissa Rocca
Voices from the Field: Theory + Practice = Student Success
Chapter 7: Practice Made (More) Perfect
Sonia Archer-Capuzzo and Nora J. Bird, with Kyle Burkett, Aspen Chang, Sarah Fetzer, Rebekah Hilton, Sujeit Llanes, Alyssa Nance, Soni Philip, and Morgan Pruitt
Voices from the Field: Learning through Variety: Interning in Different Institutional Contexts
Part III: Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
Chapter 8: Information Literacy Fellows at the University of Nevada, Las Vegas
Erin Rinto and Chelsea Heinbach
Chapter 9: The Peer Scholars Program: Leveraging Paid Peer Teaching at the Libraries
Alexa Carter, Shaun Bennett, Shelby Hallman, and Danica Lewis
Voices from the Field: A Practicum Experience at the San Antonio Community College Library
Chapter 10: Cocreated Cocurricular Graduate Learning Experiences
Louise L. Lowe
Voices from the Field: Weeding “Wright”: Engaging Graduate Students in a Meaningful Collection Management Process
Maggie Portis, Manuela Aronofsky, and Ella Milliken Detro
Part IV: Centering the Person
Voices from the Field: Staying Connected When the Unexpected Happens
Chapter 11: Crafting the Internship: An Empathy-Driven Approach
Voices from the Field: Intern Self-Advocacy and the Mutual Benefits of Collaboration
Chapter 12: Beyond Individualism: Self-Advocacy and Mentorship in LIS Graduate Student Employment
Kristin Kerbavaz and Amber Dierking
Voices from the Field: Wayfinding and Gapminding: An Integrated Approach to Developing a Library Internship Learning Experience
Emily Cukier and Terri Artemchik
Chapter 13: Two Sides of the Coin: Sharing Perspectives on Work and Identity between a Graduate Student and an Academic Library Manager
April M. Hathcock and Lingyu Wang
Chapter 14: Reflections of a First-Time Manager: Building Trust for a Successful MLIS Practicum Experience
Jodi A. Psoter
About the Authors
Arianne Hartsell-Gundy is the Head, Humanities Section and Librarian for Literature and Theater Studies at Duke University. She has a Master of Arts degree in Comparative Literature and a Master of Library Science from Indiana University. Her research interests include information literacy, graduate student pedagogy, collection analysis, and digital humanities, and she is the co-author of the forthcoming Literary Research and British Postmodernism: Strategies and Sources.
Kim Duckett is head of the research engagement department at the North Carolina State University Libraries. Over the past twenty years she has hired, supervised, trained, and mentored many LIS students as well as coached and supported colleagues who supervise graduate students, particularly first-time supervisors.
Sarah Morris is a humanities research and digital Instruction librarian at the University of North Carolina at Chapel Hill. Her writing has touched a range of topics, including academic library orientations, learning objectives for digital pedagogy, and digital humanities. She is very interested in graduate student training, mentorship, and compensation in libraries.