Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries

Arianne Hartsell-Gundy Kim Duckett Sarah Morris

Price:

$86.00

ALA Member

$77.40

Item Number:

978-0-8389-3680-1

Published:

2022

Publisher:

ACRL

Pages:

272

Width:

Height:

Format:

Softcover

AP Categories:

A, I, P

Description
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.

Contents
Acknowledgements
Introduction. Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries

Part I: Creating Access Pathways
Introduction

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
Hannah King

Part II: Developing, Running, and Evolving Programs for LIS Students
Introduction

Voices from the Field: Breaking Down Barriers: Preparing Graduate Students for the Unspoken Rules of Academic Libraries
Jenny Hoops

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
Shu Wan

Chapter 5: Building an Innovative Internship Program: The Recipe for Greatness
Claire DeMarco

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
Allison Kittinger

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
Teddy Stocking

Part III: Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
Introduction

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
Beatrice Canales

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
Introduction

Voices from the Field: Staying Connected When the Unexpected Happens
Arianne Hartsell-Gundy

Chapter 11: Crafting the Internship: An Empathy-Driven Approach
Rebecca Blakiston

Voices from the Field: Intern Self-Advocacy and the Mutual Benefits of Collaboration
Samantha Wilairat

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

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

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

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.

Also of Interest:

Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries — eEditions PDF e-book

Sharing Spaces and Students: Employing Students in Collaborative Partnerships—eEditions PDF e-book

Sharing Spaces and Students: Employing Students in Collaborative Partnerships

The Academic Teaching Librarian's Handbook

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Instructional Identities and Information Literacy, Volume 3: Transforming Student Learning, Information Seeking, and Experiences—eEditions PDF e-book

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