Keeping It Real: What Librarians and Archivists Say About the UAlberta MLIS Practicum & Practicum Students

Keeping It Real: What Librarians and Archivists Say About the UAlberta MLIS Practicum & Practicum Students

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Description: 

This session presents evidence-based feedback on the perceptions and insights that professional colleagues in the field have of the experiential learning opportunity afforded by the MLIS Practicum in the University of Alberta’s School of Library and Information Studies. A survey was designed to shed light on their experiences, perspectives, and suggestions as part of the School’s longstanding tradition of holistic assessment that recognizes the Practicum as an essential component of community engagement with professional colleagues. While practical hands-on training is also valued in the UAlberta Practicum, course pedagogy frames it as a workplace opportunity for student growth in personal leadership skills and professional socialization. The intertwined dimensions of cognitive and affective learning are clearly recognized and systematically examined as the placement experiences unfold. This focus is carefully articulated for prospective Practicum supervisors as the School’s partners in workplace leadership expectations.

Content: 

This session presents evidence-based feedback on the perceptions and insights that professional colleagues in the field have of the experiential learning opportunity afforded by the MLIS Practicum in the University of Alberta’s School of Library and Information Studies. A survey was designed to shed light on their experiences, perspectives, and suggestions as part of the School’s longstanding tradition of holistic assessment that recognizes the Practicum as an essential component of community engagement with professional colleagues. While practical hands-on training is also valued in the UAlberta Practicum, course pedagogy frames it as a workplace opportunity for student growth in personal leadership skills and professional socialization. The intertwined dimensions of cognitive and affective learning are clearly recognized and systematically examined as the placement experiences unfold. This focus is carefully articulated for prospective Practicum supervisors as the School’s partners in workplace leadership expectations.