Internship organisation in Digital Library post-graduate educational programs: students' perceptions

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Presentation of a paper on a study about Internship organisation in Digital Library post-graduate educational programs: students' perceptions - presented on 30th January in Barcelona at Bobcatsss2014 international conference

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Internship organisation in Digital Library post-graduate educational programs: students' perceptions

  1. 1. Internship organisation in Digital Library post-graduate educational programs: students’ perceptions BOBCATSSS2014, Barcelona, 29-31 January 2014 Sara Valla – University of Parma UniPR Co-Lab Research Centre sara.valla@unipr.it
  2. 2. Outlines • internship and its value • Digital Library Learning (DILL) Master’s internship • methodology • the study – what it is about • (brief) discussion of results • conclusions UniPR Co-Lab University of Parma
  3. 3. internship = an opportunity to integrate career related experience into (post-graduate) information science education by participating in planned, supervised work UniPR Co-Lab University of Parma
  4. 4. importance of internships in information studies related educational programmes confirmed by the literature, practice, and investigations of the labour market (Van Der Molen, 2007) (Lorring & Kajberg, 2005) (Tammaro, 2007 UniPR Co-Lab University of Parma
  5. 5. DILL Digital Library Learning CURRICULUM INCLUDES AN INTERNSHIP OF 4 WEEKS, 125 hours
  6. 6. Aim of the DILL internship integrating academic and professional curricula UniPR Co-Lab University of Parma
  7. 7. SMALL STUDY 11 students 7 mentors 9 out of 11, 5 out of 7 even if 11/11 and 7/7 answers Interview: coordinator Limitations: triangulation Time Questionnaires: students and mentors panel with experts Involvement (tutor and student)
  8. 8. Aims of the study to investigate the perceptions of students regarding the usefulness of the initial phase for a conscious choice of internship (and for the setting up of learning outcomes related to their personal interests) to highlight perspectives and paths for improvements and development. UniPR Co-Lab University of Parma
  9. 9. Objectives • Identifying advantages (to self-reflection fostering) • Identifying barriers (to self-reflection fostering) • investigating the time dedicated to self-reflection if related to other more practical and technical aspects • understanding whether video resumés can inform decision making and assist employers in choosing candidates
  10. 10. before during After Vriens & Van Petegem, 2011
  11. 11. Personal Development Plan Video résumés + curriculum vitae Placement Preparatory Meetings Internship Plan INTERNSHIP UniPR Co-Lab University of Parma
  12. 12. http://www.flickr.com/photos/celestinechua/9661913835/ • • • • Meetings were organized using an online tool: quicker accounts to access online services: 4 months before summer school A "video résumé" was added as a necessary step when applying for the internship. An internship workshop was organized during the third semester (Walton, 2013), http://www.flickr.com/photos/celestinechua/9661913835/
  13. 13. video résumé = short video introduction created by candidates, to describe • individual educational background, • work experience, • competences, • skills and motivations to assist students in marketing themselves the process is competitive Curriculum Vitae AND Video résumé
  14. 14. requests from students and many suggestions coming from open questions Some requests and diversity in the approach to some phases suggest a further clarification of some aspects Need for fostering the connection between internship and Master’s Thesis (mentors) Personal development plan: useful base but to be improved: too general
  15. 15. diverse kinds of skills are involved UniPR Co-Lab University of Parma
  16. 16. Internship preparatory phase - Skills involved project management skills thinking skills not important at all not so important information skills communication skills important technical skills interpersonal/social skills very important 0 50 100 150 200 250 300 emphasis on thinking, social and communication skills
  17. 17. Video resume - Skills involved project management skills thinking skills not important at all not so important information skills communication skills important technical skills interpersonal/social skills very important 0 50 100 150 200 250 300 Emphasis on communication and technical skills
  18. 18. Other important skills (suggested by students problem solving decision making analytic skills creativity time management UniPR Co-Lab University of Parma
  19. 19. Internship Workshop is a positive experience to be repeated Curriculum + video résumé = might be complex but rewarding (students) Uncommon but useful (mentors) to improve self reflection on knowledge, capabilities and skills, and self-test of the ability to sell one’s capacity to the UniPR Co-Lab employer University of Parma
  20. 20. Conclusions • insight into the perceptions of respondents • exploratory nature  No absolute conclusions But indication of • potentialities, • positive aspects • challenges, • suggestions for future improvements. UniPR Co-Lab University of Parma
  21. 21. Conclusions Minimize administrative and organizational issues to foster self-reflection (and avoid students concentrating on practical aspects) Perception of improvement of the process (mentors)  investigation each year for constant evaluation and improvement? Anticipation of the organisation phase (of the internship)  to concentrate on learning matters and reflections
  22. 22. Thanks I’m here to answer to questions, You are welcome to ask Sara Valla sara.valla@unipr.it Twitter: thuridilla Skype: saraunipr www.slideshare.net/thuridilla
  23. 23. References • • • • • • • • • Cheng, G., & Chau, J. (2009). Digital video for fostering self‐reflection in an ePortfolio environment. Learning, Media and Technology, 34(4), 337–350. doi:10.1080/17439880903338614. Grant, S. (2005). Clear e-portfolio definitions: a prerequisite for effective interoperability. Proceedings of ePortfolio, 27–28. Lorring, L., & Kajberg, L. (Eds.). (2005). European Curriculum Reflections on Library and Information Science Education. Royal School of Library and Information Science. Retrieved from http://dspace-unipr.cilea.it/handle/1889/1704. Tammaro, A. M. (2007). A curriculum for digital librarians: a reflection on the European debate. New Library World, 108(5/6), 229–246. doi:10.1108/03074800710748795. Tammaro, A. M. (2013, August). Course Handbook 2013-2014 for the italian semester of the International Master’s in Digital Library Learning. Retrieved from http://colab.unipr.it. Van Der Molen, G. (2007, December). Internships in LIS education in Groningen. bid textos universitaris de biblioteconomia i documentació, (19). Retrieved from http://bid.ub.edu/19vande2.htm. Vriens, M., & Van Petegem, W. (2011). Make it work! Integrating virtual mobility in international work placements. EU-VIP project. Retrieved from https://www.efmd.org/blog/view/110-make-itwork-integrating-virtual-mobility-in-international-work-placement-free-handbook-available. Walton, G. (2013, October 24). Workshop on successful internships. Presented at the DILL Master’s, Parma, University of Parma. Yaptangco, C. (2007, March 27). Vault Releases First Ever Video sume Survey. SmartBrief. Retrieved April 9, 2012, from http://www.smartbrief.com.

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