Practicums as part of study programmes in library and information studies

Abstract

In Library and Information Science (LIS) courses, practicums serve as a specific bond between theory on the one hand and practical work and the profession on the other. In seeking to prepare graduates for the profession and for professional work, LIS programmes use practicums as a model to enhance the library school curriculum. During the traditional LIS practicum, one already makes use of the many advantages online tools provide, building online portfolios or keeping student work diaries online while undertaking the practical part of one’s practicum. This enables easy and constant communication among all three stakeholders: host institutions, educational institutions, and students. Whilst it is important to engage actively with industry to provide students with opportunities to participate in ‘experiential learning’ and in building practical skills and knowledge, it is also important to ensure this is done in a systematic manner, and with a genuine desire on the part of the employers for a collaborative partnership. Striking similarities regarding practicums and placements between geographically distant countries such as Australia and Slovenia, and the opinions and attitudes that all three stakeholders – students, host institutions and educational institutions – share, indicates that traditional practicums, undertaken in a physical workplace, are still a key component of an LIS education.In Library and Information Science (LIS) courses, practicums serve as a specific bond between theory onthe one hand and practical work and the profession on the other. In seeking to prepare graduates for theprofession and for professional work, LIS programmes use practicums as a model to enhance the libraryschool curriculum. During the traditional LIS practicum, one already makes use of the many advantagesonline tools provide, building online portfolios or keeping student work diaries online while undertakingthe practical part of one’s practicum. This enables easy and constant communication among all threestakeholders: host institutions, educational institutions, and students. Whilst it is important to engageactively with industry to provide students with opportunities to participate in ‘experiential learning’and in building practical skills and knowledge, it is also important to ensure this is done in a systematicmanner, and with a genuine desire on the part of the employers for a collaborative partnership. Strikingsimilarities regarding practicums and placements between geographically distant countries suchas Australia and Slovenia, and the opinions and attitudes that all three stakeholders – students, hostinstitutions and educational institutions – share, indicates that traditional practicums, undertaken in aphysical workplace, are still a key component of an LIS education.