School of Information and Library Science
The University of North Carolina at Chapel Hill


INLS 299
PROFESSIONAL FIELD EXPERIENCE

APPENDIX 1.
GUIDELINES FOR PROFESSIONAL FIELD EXPERIENCE IN LIBRARIES AND INFORMATION AGENCIES

In so far as it is possible, each student will be matched to a field experience in a library or in an information setting that enhances the student’ career goals. Following is a list of specific activities that should be considered as a basis upon which the goals and objectives of the FEA can be built.

Orientation Experiences:

These activities labeled "orientation" are defined to be on an introductory level of involvement rather than as activities that must be completed at the beginning of the field experience.

  1. Receive orientation to the work setting and the community or organization of which it is a part.
  2. Observe or participate in staff meetings.
  3. Observe any centralized departments or services.
  4. Receive orientation at the site level, including introduction to administrators and staff, community characteristics and needs, public and technical services and procedures and policies.
  5. Attend meetings of outside agencies and special groups to learn ways in which the information agency might provide services. Such groups would include faculties, related institutions, advisory or governing boards, community interest groups, special interest student groups, school PTAs, curriculum study groups and committees within the parent organization.
  6. Confer with staff regarding how institutional objectives and activities are reflected in resources and services.
Site Experiences:

All students should have opportunities to:

  1. Cooperate closely and plan with a supervising professional.
  2. Become informed about existing policies in order to interpret them for effective use of services and programs.
  3. Contribute to the maintenance of an atmosphere conducive to achieving the goals and objectives of the organization.
  4. Encourage the use of materials, products and services.
  5. Contribute unique talents to special projects.
  6. Attend in-service programs for professionals and staff.
  7. Become familiar with the various reports developed each year (e.g., annual reports, budgets, etc.), including how the information is gathered, processed, presented, routed and used.
  8. Discuss with the supervisor the criteria used to evaluate services and programs.
  9. Participate in activities in the user community, as appropriate.
  10. Maintain and improve professional skills.
Optional Site Experiences that may apply to special site locations:

  1. Consult with users in order to provide services and resources to meet their personal and educational needs.
  2. Develop an awareness of and encourage use of community resources and other information centers in providing cooperative services for user needs.
  3. Provide reference service, including online searching, if possible.
  4. Encourage and guide users in use of a variety of media resources and equipment.
  5. Work intensively with groups of users (i.e., storytelling, book talks, developing research skills, independent learning, information and referral and volunteer workers).
  6. Design and produce media for special needs.
  7. Supervise circulation and retrieval of materials and equipment.
  8. Evaluate and select resources in cooperation with library/agency staff.
  9. Study the selection, arrangement and use of furnishings, equipment and space allocation.
  10. Participate in local professional organization activities or meetings.
  11. Take inventory as a quality control measure (perhaps of one small part of the collection); analyze strengths, weaknesses and relevance of items in the collection in light of current and projected programs and needs.

    [Appendix 2. Guidelines for the Use of Learning Contracts]
    [Policies & procedures table of contents]
    [FE main page]