1. Field Experience in LIS Education Field Strength: Enhancing Collaboration in LIS Education through Field Experience https://publish.illinois.edu/fieldstrength https://publish.illinois.edu/fieldstrength o The goal of the “Field Strength” project is to explore and document how students, librarians and LIS educators perceive the value of field experience in preparing new professionals. o The research identified specific benefits of field experience programs to bridge the gap between theory and practice. Research Partners: o University Library, University of Illinois at Urbana-Champaign o Graduate School of Library and Information Science, UIUC o The iSchool and University Library, University of Maryland o The goal of the “Field Strength” project is to explore and document how students, librarians and LIS educators perceive the value of field experience in preparing new professionals. o The research identified specific benefits of field experience programs to bridge the gap between theory and practice. Research Partners: o University Library, University of Illinois at Urbana-Champaign o Graduate School of Library and Information Science, UIUC o The iSchool and University Library, University of Maryland Linda C. Smith and Beth Sandore Namachchivaya Co-Principal Investigators The “Field Strength” project is a multi-phase study. The first phase applied a mixed-method approach to develop a clearer picture of LIS field experiences at two institutions. o Literature review o Survey of recent LIS graduates regarding their field experiences in academic libraries (UI Webtools) o Comprehensive review of field experience opportunities at ALA- accredited LIS programs o Content analysis of student learning outcomes identified by ALA- accredited LIS programs o Interviews with LIS educators who coordinate field experience programs at other institutions (n=5) o Survey of academic librarians who supervised field experiences (Survey Monkey) The “Field Strength” project is a multi-phase study. The first phase applied a mixed-method approach to develop a clearer picture of LIS field experiences at two institutions. o Literature review o Survey of recent LIS graduates regarding their field experiences in academic libraries (UI Webtools) o Comprehensive review of field experience opportunities at ALA- accredited LIS programs o Content analysis of student learning outcomes identified by ALA- accredited LIS programs o Interviews with LIS educators who coordinate field experience programs at other institutions (n=5) o Survey of academic librarians who supervised field experiences (Survey Monkey) Background Methods & Tools Scott Walter (2011-12); Susan E. Searing (2012- ) Principal Investigators Survey of LIS Graduates A 31-item online questionnaire was administered to 388 graduates (2006- 2012) of the Graduate School of Library and Information Science at the University of Illinois. 102 people completed the survey (26% response rate). Findings o The most common field experience was the paid graduate assistantship. 98% had worked as GAs in UIUC libraries. o Reference (68%), instruction (31%), and collection development (23%) are the most common duties. IT positions – programmer, technical support, web developer – accounted for 16%. o Many students had multiple types of field experiences, but 89% identified paid assistantships as most significant. o Respondents strongly agreed with statements about the value of their field experiences as a practical counterpart to classroom-based learning. o The survey was repeated with University of Maryland graduates, with similar, but not identical, results. A 31-item online questionnaire was administered to 388 graduates (2006- 2012) of the Graduate School of Library and Information Science at the University of Illinois. 102 people completed the survey (26% response rate). Findings o The most common field experience was the paid graduate assistantship. 98% had worked as GAs in UIUC libraries. o Reference (68%), instruction (31%), and collection development (23%) are the most common duties. IT positions – programmer, technical support, web developer – accounted for 16%. o Many students had multiple types of field experiences, but 89% identified paid assistantships as most significant. o Respondents strongly agreed with statements about the value of their field experiences as a practical counterpart to classroom-based learning. o The survey was repeated with University of Maryland graduates, with similar, but not identical, results. Ball, M. A. (2008). Practicums and Service Learning in LIS Education. Journal of Education for Library & Information Science, 49(1), 70–82. Berg, S. A., Hoffmann, K., & Dawson, D. (2009). Integrating Research into LIS Field Experiences in Academic Libraries. Journal of Academic Librarianship, 35(6), 591– 598. Krichten, M., Stohr, S., & Warlick, S. (2009). Practicum and Internship Experience in LIS Education: A Perspective from ALA Emerging Leaders. In: Service Learning: Linking Library Education and Practice ed. by L. Roy, K. Jensen & A.H. Meyers, 185–90 (Chicago: ALA Editions). McGurr, M. J., & Damasco, I. T. (2010). Improving the Practicum or Internship Experience in Cataloging. Technical Services Quarterly, 27(1), 1–16. Medaille, A. (2011). Field Experiences Provide Value for Library Students, but More Research Is Needed into their Administration. Evidence Based Library and Information Practice, 6(2), 69–71. Nutefall, J. E.. (2012). Structuring a Successful Instruction Internship. College & Undergraduate Libraries, 19(1), 80–94. Searing, S. & Walter, S. (2013). Is Experience the Best Teacher? Field Experience and Student Learning in LIS Education Programs. Presented at the Library Assessment Conference, November 2012. Ball, M. A. (2008). Practicums and Service Learning in LIS Education. Journal of Education for Library & Information Science, 49(1), 70–82. Berg, S. A., Hoffmann, K., & Dawson, D. (2009). Integrating Research into LIS Field Experiences in Academic Libraries. Journal of Academic Librarianship, 35(6), 591– 598. Krichten, M., Stohr, S., & Warlick, S. (2009). Practicum and Internship Experience in LIS Education: A Perspective from ALA Emerging Leaders. In: Service Learning: Linking Library Education and Practice ed. by L. Roy, K. Jensen & A.H. Meyers, 185–90 (Chicago: ALA Editions). McGurr, M. J., & Damasco, I. T. (2010). Improving the Practicum or Internship Experience in Cataloging. Technical Services Quarterly, 27(1), 1–16. Medaille, A. (2011). Field Experiences Provide Value for Library Students, but More Research Is Needed into their Administration. Evidence Based Library and Information Practice, 6(2), 69–71. Nutefall, J. E.. (2012). Structuring a Successful Instruction Internship. College & Undergraduate Libraries, 19(1), 80–94. Searing, S. & Walter, S. (2013). Is Experience the Best Teacher? Field Experience and Student Learning in LIS Education Programs. Presented at the Library Assessment Conference, November 2012. Next Steps An application was submitted to the IMLS Laura Bush 21 st Century Librarian program, Masters Program category. If funded, it will create new GA slots and practicum opportunities at Illinois for three years, permitting us to design and evaluate new on-campus and virtual field experience opportunities in emerging areas of practice. The Field Strength project is made possible by a grant from the U.S. Institute of Museum and Library Services through its Laura Bush 21 st Century Librarian program. Survey of Site Supervisors A survey is in progress to gather data and opinions from librarians who’ve supervised student field experiences at Illinois and Maryland. To date, 62 people have responded, about equal numbers from the two universities. Some preliminary descriptive data: Bibliography Acknowledgements What skills do new field experience students lack?