Browsing by Subject "Internship programs"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies
    (Michigan Journal of Community Service Learning, 2017) Bringle, Robert G.
    This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other pedagogies (e.g., civic learning, regular and structured reflection, reciprocal partnerships, diversity, democratic values) that can produce outcomes that are more extensive, more robust, more transformational, and more distinctive than traditional pedagogies or a single high-impact practice. Possibilities for future research and implications for course design and implementation are proffered.
  • Thumbnail Image
    Item
    The Role of Mentorship Programs in LIS Education and in Professional Development
    (Association for Library and Information Science Education, 2013-05) Lacy, Meagan; Copeland, Andrea J.
    Although mentoring is widely valued and encouraged within librarianship, it has been conceived mostly as a professional relationship that occurs after one has obtained a position. Thus, mentoring among LIS students is not customary – largely because internships and field experiences are not universally required. To address this problem, the investigators wanted to distinguish the kind of education a mentorship program provides. This study identifies the kinds of knowledge academic librarians and LIS students gained after participation in a semester-long mentorship program. Data was collected through two focus group interviews, which were transcribed, analyzed, and compared for inter-coder agreement. The mentees gained knowledge related to the work life of academic librarians, job seeking, and workplace expectations. The mentors valued the experience because it promoted currency in the field, self-awareness, and reflection on practice. This research supports the need to emphasize internships and mentoring within the LIS curriculum.