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GUIDELINES
FOR
STUDENT FIELD EXPERIENCE

Approved Fall 1995
by the
SLIS Faculty

LOUISIANA STATE UNIVERSITY
SCHOOL OF LIBRARY AND INFORMATION SCIENCE

Baton Rouge, LA

PREFACE

This manual has been prepared for those contemplating enrollment in field experience. It will assist students, faculty members and field experience supervisors in understanding the purpose and requirements of the program, and will allow students to make an informed decision about the role of field experience in their academic and career objectives. The information that follows delineates the duties, responsibilities and benefits for each of the involved parties.*

*Note: The School of Library and Information Science Field Experience Guidelines are in accordance with "Guidelines for Practices and Principles in the Design, Operation and Evaluation of Student Field Experience in Library and Information Science" as developed by the Information Organization Heads Task Force on Internships and Field Experiences and adopted by the Association for Library and Information Science Education in June 1983.

TABLE OF CONTENTS

Introduction

Participants in the Field Experience

Prerequisites to the Field Experience

Goals and Purpose of the Field Experience

Structure of the Field Experience

Evaluation of the Field Experience

Procedures/Documentation
Preliminary Planning: Student, Major Professor, Advisor
Preliminary Planning: Student, Supervisor
Field Experience Contract
Plan of Work
Meetings during the Field Experience
Log of Work
Project Report
Field Experience Evaluation Form

Conclusion

Appendix I: Course Numbers and Descriptions

Appendix II: Summary of Field Experience Procedures
and Documentation

Appendix III: Field Experience Contract

Appendix IV: Examples of Operational Skills Checklists

Appendix V: Examples of Schedules of Activities

Appendix VI: Examples of Student Projects

Appendix VII: Example of Log of Work

Appendix VIII: Field Experience Evaluation Form

Appendix IX: Student Role and Responsibilities

Appendix X: Advisor Role and Responsibilities

Appendix XI: Supervisor Role and Responsibilities

INTRODUCTION

Graduates of the School of Library and Information Science (SLIS) will begin their professional careers in many different types of libraries and information settings. The SLIS curriculum stresses a broad and integrated approach to preparation for professional employment. The field experience is intended to allow students to focus on more specific and individual interests.

The field experience is a three-credit graduate course that requires 120 hours of work under the guidance of a supervisor who is a recognized information professional. The experience provides students an opportunity to pursue an interest in a specific type of library or information setting, or in a specific type of library service (cataloging, reference, technical services or library automation, for example). A complete list of course numbers and course descriptions for field experiences is provided in Appendix I.

The field experience involves learning in a professional work environment and is especially recommended to students who lack practical experience in libraries or information settings. It allows students to learn how the education provided within a theoretical framework can be applied to specific situations, and provides students the opportunity to partake in the life of the professional, while still in a situation in which training, advice and support are available.

PARTICIPANTS IN THE FIELD EXPERIENCE

Courses taken at SLIS encourage development of understanding primarily through the discussion and evaluation of theory and principles. Through participation in a field experience, students can observe and share situations in which these foundations and practical applications are brought together. To accomplish this end, the field experience involves the interplay of three individuals: the student, the field experience advisor, and the field experience supervisor.

The field experience advisor (hereafter referred to as the advisor) will be a SLIS faculty member who specializes in the type of library, information setting or library service in which the student is interested. Given that the field experience is available in all types of libraries and services, the advisor should be someone who is in a position to provide guidance to the student and evaluate the experience.

The field experience supervisor (hereafter referred to as the supervisor) will be a recognized information professional. This individual should possess an MLS or equivalent degree, and have served in his or her present capacity for at least one year. In school libraries, the supervisor should have taken a course in the supervision of student teachers.

The success of the field experience depends on the cooperation of all three participants. Each participant must agree to involvement in the experience, and the specific details of this agreement must be formalized during the semester prior to the actual experience.

PREREQUISITES TO THE FIELD EXPERIENCE

Students must complete all core courses (or equivalents) before enrolling in the field experience. The field experience in specific types of libraries (LIS 7902 through LIS 7906) also requires specific prerequisite courses (see Appendix I for details). The prerequisite courses should be taken prior to or concurrently with the field experience. Exceptions to these requirements may be allowed on a case-by-case basis, as determined by the advisor.

The Field Experience in Library Services (LIS 7900) requires the permission of the advisor. In this situation, the advisor will determine whether the student has adequate coursework and/or practical experience for the proposed field experience.

GOALS AND PURPOSE OF THE FIELD EXPERIENCE

The purpose of the field experience is to provide the student with pre-professional experience under the supervision of an information professional in an appropriate library or information-related environment. The experience will be tailored to the needs and career objectives of the individual student, and will permit opportunity for the evaluation of both theory and practice. The experience will provide a training site for students that will build confidence in their ability to assume the roles of professionals in the field.

Although the primary purpose of the field experience is to provide a learning experience for the student, all participants in the field experience will learn from one another. The experience allows the student, while under supervision, to generalize from the specific instance and thus gain experience that will be useful in other library and information settings. The supervisor, acting in the role of trainer, will question existing routines and decisions as they are explained to the student. The advisor will learn from the practitioner and student as the student makes the transition to a professional work setting.

The field experience should enable the student to describe the total environment of the library, department or information agency to which the student is assigned. The total environment might include:

1. The community served, and the relationship between the community and the library, department or information agency
2. The goals and objectives of the library, department or information agency
3. Services or programs offered, and the methods used to evaluate them
4. The role of personnel
5. Equipment and layout
6. A knowledge of budgetary processes and the means used for allocation of resources
7. The role of the manager or supervisor
8. The strengths and weaknesses of the library, department or information agency
9. The relationships between elements listed above

At the end of the field experience, the student will be able to discuss the interrelationships of these elements as they involve the library, information agency or function being studied. The student will also be able to relate theory to application. For example, as part of the field experience, the student may be trained in the procedure involved in assigning call numbers. The intent of the field experience is not simply to train the student in this procedure, but also to allow the student to relate this procedure to the theory and principles of information organization learned through coursework at SLIS.

STRUCTURE OF THE FIELD EXPERIENCE

Every field experience will involve two components: experience in the operational procedures of the work environment and the completion of a specific project. The amount of time allocated to each component will depend upon the needs and backgrounds of individual students. For example, students with little practical experience may devote up to 75% of their time to the operational component and the remaining 25% working on a specific project. Students with more experience may devote up to 75% of their time to the project and only 25% to operational procedures. No more than 75% of the field experience can be allocated to one component. Within that limitation, any combination of time allocations is permissible (i.e., 25/75, 40/60, 50/50, etc.).

The project component is not a "make work" project, but one that will be valuable to the personnel at the field experience site. The project should involve both planning and research. It may be a project that will be completed during the field experience, or a portion of a larger project that will be continued by personnel at the site after the field experience has been completed.

EVALUATION OF THE FIELD EXPERIENCE

The advisor will determine the final grade for the field experience based on interactions with the student and supervisor throughout the experience, and on documentation submitted by the student and supervisor. The field experience is subject to the same evaluative criteria and rigor as other graduate courses.

In the event of non-performance of the field experience, the student will receive a W for withdrawn, an I for incomplete or a failing grade, depending on the circumstances. In the event that the supervisor is unable to complete the field experience, the advisor will assist the student in completing the experience at another site.

PROCEDURES/DOCUMENTATION

The following sections explain the procedures to be followed in planning and completing a field experience. The responsibilities of the three participants involved in the process are identified, and the documentation that should result from the experience is described. Examples of procedures and documentation are provided in the appendices, which are cited throughout this discussion. A summary of the entire field experience process is presented in Appendix II.

Preliminary Planning: Student, Major Professor, Advisor

The student should begin planning for the field experience during the semester prior to that in which the experience will actually occur. The student's plans for a field experience should be discussed with his or her major professor and the field experience advisor. It is primarily the student's responsibility to develop clear and succinct objectives for the experience. The final decision to proceed with the field experience is the decision of the advisor.

If the student has not identified potential sites and/or supervisors, the advisor will be able to assist the student in this process. It is the responsibility of the advisor to be familiar with the qualifications of potential supervisors and to ensure that those qualifications meet the standards set forth in this document (see "Participants in the Field Experience," p. 1).

Preliminary Planning: Student, Supervisor

It is the student's responsibility to then meet with potential supervisors. Students should prepare a vita of their experience, including a list of courses completed at SLIS. Students should be prepared to discuss their objectives and goals as they relate to the field experience. Before agreeing to supervise the field experience, the supervisor should obtain any necessary permission from appropriate administrators at the field experience site.

The preliminary discussions between student, advisor and supervisor should be completed two to three weeks before the pre-registration period for the semester in which the field experience will be completed.

Field Experience Contract

Once the student, advisor and supervisor have agreed to the field experience, the Field Experience Contract must be signed by all three participants. The format to be used is shown in Appendix III.

The contract must be signed and distributed during the registration period for the semester in which the field experience will be completed. The student is responsible for obtaining the signatures of the advisor and supervisor, and distributing copies of the signed contract to the advisor, supervisor and SLIS office.

Plan of Work

The student and supervisor will work together to complete a detailed Plan of Work for the field experience. This document should include the following information:

1. The regularly scheduled hours during which the student will be on-site, as agreed upon by the student and supervisor.
2. A clear indication of the proportion of time that will be allocated to the operational and project components of the field experience. In order to determine this allocation, it is necessary to ascertain the degree to which the student already has experience in various operations. It is suggested that a checklist of necessary skills be devised to assist in this determination. Examples of such checklists are shown in Appendix IV.
3. A planned schedule of activities for the field experience. Examples of such schedules are shown in Appendix V.
4. A description of the planned project. As was emphasized earlier, this project should represent a meaningful experience which will result in valuable information and/or documentation for the personnel at the field experience site. Examples of appropriate projects are described in Appendix VI.

The Plan of Work must be presented to the advisor for approval during the registration period for the semester in which the field experience will be completed. The student is responsible for distributing copies of the approved Plan of Work to the advisor, supervisor and SLIS office.

Meetings During the Field Experience

During the registration period for the semester in which the field experience will be completed, the advisor and student should schedule several meetings over the duration of the field experience. These meetings will allow the advisor to track student progress and alert the advisor to potential problems.

The advisor is responsible for scheduling two progress conferences involving the advisor, supervisor and student. The first progress conference should take place during the first 40 hours of the field experience. The second progress conference should be scheduled near the end of the field experience.

Log of Work

During the field experience, the student will keep a diary or log of the experience. The log is a chronicle, not only of events and activities, but of impressions and questions as well. That is, the log is not only intended to reflect the actual activities completed during the field experience. It is also expected to reflect the student's impressions of how the practical applications of skills relate to the theoretical foundations of the profession, and the student's questions relating to the ways in which procedures and services are conducted and evaluated. The log is a record of the student's growth and development, as well as practical experience.

The Log of Work should include an introductory section, describing the environment in which the field experience took place. It should conclude with a summary of the student's perceptions of the value of the field experience to the student's professional growth. It is suggested that the Log of Work be shown to the advisor at regularly scheduled meetings during the field experience, as a means of apprising the advisor of the student's progress. A portion of a Log of Work is shown in Appendix VII and should provide guidance to the student preparing such a log.

The student will submit the Log of Work to the advisor at the end of the field experience, during the last week of classes. The Log of Work must be word processed or typed, with an appropriate informational cover sheet. The Log of Work will be retained in files in the SLIS office.

Project Report

The student will complete a written report summarizing the project component of the field experience. If the project results in any documentation, such as user's guides or training materials, such documentation should be attached to the Project Report.

The student will submit the Project Report to the advisor at the end of the field experience, during the last week of classes. The Project Report must be word processed or typed, with an appropriate informational cover sheet. The Project Report will be retained in files in the SLIS office.

Field Experience Evaluation Form

The supervisor is responsible for completing a Field Experience Evaluation Form, which is shown in Appendix VIII. Using this form, the supervisor will evaluate specific aspects of the student's performance, and judge overall student performance as satisfactory or unsatisfactory. The supervisor is responsible for distributing copies of the completed form to the student and advisor at the second progress conference. An additional copy must be distributed to the SLIS office.

Appendices IX through XI provide checklists for the student, advisor and supervisor, outlining their responsibilities throughout the duration of the field experience.

CONCLUSION

The field experience at the School of Library and Information Science is intended to provide students with a meaningful and valuable orientation to the professional world. The experience will enable students to develop confidence in their ability to perform well and to apply theory learned in courses to the professional work setting. Students will, at the completion of the field experience, have a better understanding of both professional principles and professional procedures, having participated in an experience that encourages questions and exploration.

APPENDIX I
COURSE NUMBERS AND DESCRIPTIONS

7900 Field Experience in Library Services (3) Prereq: completion of core courses or equivalents, and permission of instructor. Preparation for course begins semester prior to registration. 120 hrs. per sem. at field site. Experience in management of library services, such as cataloging, reference, technical services, or library automation.

7902 Field Experience in School Media Centers (3) Prereq: completion of core courses and LIS 7101, 7102, and 7400; or equivalents. Preparation for course begins semester prior to registration. 120 hrs. per sem. at field site. Experience in administration and management of school libraries.

7903 Field Experience in Special Libraries and Information Centers (3) Prereq: completion of core courses and LIS 7403; or equivalents. Preparation for course begins semester prior to registration. 120 hrs. per sem. at field site. Experience in administration and management of special libraries.

7904 Field Experience in Academic Libraries (3) Prereq: completion of core courses and LIS 7401; or equivalents. Preparation for course begins semester prior to registration. 120 hrs. per sem. at field site. Experience in administration and management of academic libraries.

7905 Field Experience in Public Libraries (3) Prereq: completion of core courses and LIS 7405; or equivalents. Preparation for course begins semester prior to registration. 120 hrs. per sem. at field site. Experience in administration and management of public libraries.

7906 Field Experience in Health Sciences Information Centers (3) Prereq: completion of core courses and LIS 7404; or equivalents. Preparation for course begins semester prior to registration. 120 hrs. per sem. at field site. Experience in administration and management of health sciences libraries.

APPENDIX II
SUMMARY OF FIELD EXPERIENCE PROCEDURES AND DOCUMENTATION

Procedure	Approximate Time	Resulting Document	Disposition of Document
Preliminary discussion of field experience with major professor and field experience advisor; identification of potential sites and supervisors.	2-3 weeks before pre-registration for semester in which field experience will be completed	None	N/A

Participants draw up and sign Field Experience Contract	Registration period for semester in which field experience will be completed	Field Experience Contract	Copies to student, advisor, supervisor, SLIS office

Plan of Work is developed by student and supervisor, and approved by advisor	Registration period for semester in which field experience will be completed	Plan of Work	Copies to student, advisor, supervisor, SLIS office

Student begins work at site	Start of field experience until 120 hours completed	Log of Work	Submitted to advisor at end of experience; retained in SLIS office files

Progress conference of all participants	Within first 40 hours of field experience	None	N/A

Progress conference of all participants; supervisor submits Field Experience Evaluation Form to advisor and student	Near end of field experience	Field Experience Evaluation	Copies to student, advisor, supervisor, SLIS office

Written report summarizing project component	Last week of classes	Project Report	Submitted to advisor at tend of experience; retained in SLIS

APPENDIX III
FIELD EXPERIENCE CONTRACT

Course number: ____________________________________________ Sec. number: ___________________________
[for LIS 7900 only]

I agree to complete all requirements for the field experience in accordance with the Louisiana State University School of Library
and Information Science Guidelines for Student Field Experience during the semester, 19 .

_____________________________________________
[Student's name: print or type]

/____________________
[Signature] [Date]

I agree to supervise the student named above in accordance with the Louisiana State University School of Library and Information Science Guidelines for Student Field Experience during the ____________ semester, 19 .

_____________________________________________
[Supervisor's name and title: print or type]

______________________________________________________/______________________
[Signature] [Date]

[Location: School, Library, Institution name]

___________________________________________________________________________/______________________________
[Address] [Phone Number]

I agree to supervise the above named student and work with the above named supervisor in accordance with the Louisiana State University School of Library and Information Science Guidelines for Student Field Experience during the__________________semester, 19 .

_______________________________________________________
[SLIS advisor's name: print or type]

_____________________________________________________/__________________________
[Signature] [Date]

Copies to: student; advisor; supervisor; SLIS office

APPENDIX IV
EXAMPLES OF OPERATIONAL SKILLS CHECKLISTS

The following are examples of the types of checklists that might be used to determine a student's experience in necessary operational skills. These are only meant as examples; it is assumed that each student and field experience will represent a unique situation. The checklist is a guide only and is intended to assist in developing an individualized field experience for each student.

CIRCULATION
1. Shelving and filing materials
2. Checking out and clearing circulation
3. Reading shelves or inventorying
4. Non-print circulation
5. Statistical records and rationale for them
6. Other

INFORMATION AND PUBLIC SERVICE
1. Use of reference materials
2. Introduction to reference procedures
3. Answering reference questions in person and by phone
4. User orientation or training
5. Preparing custom bibliographies
6. Online searching
7. Processing interlibrary loans
8. Current awareness services
9. Abstracting and indexing
10. Other

TECHNICAL SERVICES
1. Repairing materials
    a. Books and serials
    b. Audio-visual
    c. Other
2. Verifying requested items
3. Filling requests
4. Assigning subject headings
5. Working with OCLC online
6. Materials selection
7. Periodicals
    a. Ordering
    b. Checking-in
    c. Claiming
    d. Preparing for binding
    e. Shelving
    f. Updating services
8. Inputting of records into an automated system
9. Proof-reading and correcting automated records
10. Other

MANAGEMENT
1. Review policies of the library, such as personnel or collection development
2. Scheduling and maintaining equipment
3. Review space requirements
4. Review of policy and procedures
5. Review budget and budget cycle
6. Review of the community served by the library or information center
7. Assist in public relations and other programs
8. Attend various meetings with supervisors or boards
9. Review short- and long-range plans
10. Discussion of the planning process and budgeting cycle
11. Other

SPECIAL SERVICES OR PROCESSES
1. Documents
2. Archives
3. Records management
4. Rare books
5. Non-print media
6. Computers
7. Vertical files
8. Other

SPECIAL SERVICES IN (type of library)*
    example: school media centers
1. Promote reading
    a. Story programs
    b. Book talks
2. Develop resources for curriculum needs

*Will vary by type of library

SPECIAL CLIENTELE (describing scope of services)
1. Children
2. Young adults
3. Handicapped
4. Literacy training
5. Unemployed
6. Business
7. Genealogy
8. Other

APPENDIX V
EXAMPLES OF SCHEDULES OF ACTIVITIES

It is assumed that the earliest stages of each field experience will be used to introduce the student to the environment. Activities which might be planned during this introductory phase include:

Tour of the site
Introduction to personnel
Explanation of mission
Description of community served
Description of services and programs offered
Description of budget process and resource allocation
Presentation of a floor plan
Description of technical processes
Discussion of strengths and weaknesses
Discussion of role of outside agencies, groups or volunteers
Presentation of latest annual report and supervisor's report
Presentation of any users' guides
Attendance at any appropriate meetings

The planned activities for the remainder of the field experience should be outlined in the Plan of Work. Two examples follow.

Example A: Public Services Site

Week 2 Develop a pathfinder to the library as part of orientation for clientele

Week 3 Answer phone inquiries; analyze the questions asked and the tools required to answer them

Week 4-5 Work with periodical reference questions; analyze the questions and the various indexes required to answer them

Week 5-6 Discuss questions that have been received and analyzed with supervisor

Week 7-8 Work at public services desk

Week 9-10 Work on variety of jobs located in public service: interlibrary loan, childrens services, young adult services, and reference. In all areas, student is encouraged to ask questions and analyze procedures

Example B: Technical Services Site

Week 2 Examine all technical services files; learn their relationships; learn who creates files and who uses files

Week 3 Work in the acquisitions department and learn how materials arrive

Week 4 Work with serials receipt and learn how materials are checked-in

Week 5-6 Work with gifts and exchanges

Week 7 Work with OCLC cataloging

Week 8 Learn procedures relating to original cataloging and input into bibliographic utilities

Week 9 Work with original cataloging

Week 10 Work with original monographic and serials cataloging

APPENDIX VI
EXAMPLES OF STUDENT PROJECTS

The following examples are meant only as guides to the types of projects that would be appropriate for field experiences.

Identification of special collections of materials to assist a specific group of patrons or clients
Identification and comparison of competing vendors for the purchase of a needed piece of equipment
Evaluation of a specific portion of the collection
Cataloging of items not entered into a bibliographic utility
Compilation of pathfinders for patrons
Analysis of reference and information requests over a given period of time in order to determine requisite reference tools for purchase
Development of non-print modules for teaching units
Development of a profile of faculty interests and their subsequent needs in professional collection development

Projects that comprise the major component of a field experience should be planned in light of the library's mission and goals. Appropriate projects might include planning for the establishment of new services or programs; a community needs analysis; or identification of staff training needs and resources.

APPENDIX VII
EXAMPLE OF LOG OF WORK

July 11

Checked book ILL statistics for project. Finished typing up rough draft of ILL summary using WordPerfect.

Familiarized myself with CCOD (Current Contents on Disk) database for filling ILL requests on recent articles. Searched for specific articles, learning how to do multiple searches with the MULTISS option of CCOD.

July 12

Checked year of publication on books requested in ILL project. Looked up journal prices on Majors microfiche in order to add this information to the ILL statistics. Retyped report for final copy, analyzed data with the librarian. Many journals are quite expensive and I noticed the publishers split the journals into different sub-categories. Some journals stood out as being good candidates for possible acquisition because of their relatively low cost and high relevance to the Center's research activities.

Worked on ILL requests, verifying citations where possible and finding locations of journals. Tracing citations can be tricky; for example, ISI may cite a journal in one form in one of its bibliographic publications, but use another abbreviation in CCOD.

APPENDIX VIII
FIELD EXPERIENCE EVALUATION FORM

Student:________________________________________________________________

Semester: Course Number:

1. The student has complied with the schedule originally agreed upon, or has provided ample notice of necessary changes