Understanding Student Learning in Undergraduate Information Studies Internships

Abstract

A case study of undergraduate information studies (IS) interns was undertaken to improve the understanding of the learning that takes place during their required internship experience. Three sources of data - written objectives, written evaluations, and post-internship interviews - were analyzed for three primary issues relating to (1) learning objectives, (2) factors influencing the internship, and (3) transfer of learning experiences. The interviews allowed a unique, in-depth look at the interns' experiences by giving them the opportunity to tell the story of not only what they did in their internship but also what they thought and felt about their experiences. Results indicated the high value that interns and their supervisors ascribe to doing the tasks associated with information work. In addition, it was clear that the interns were well aware of the worth of well-developed interpersonal communication skills to their success in the information workforce. This suggests that IS programs should prepare their graduates for their careers by providing education and development in human interaction as well as a set of specific skills, which can then be polished and refined during their internship. Toward understanding and improving the IS internship experience, it is suggested that IS students not only complete a written evaluation but also discuss their experiences with IS educators.