Student Reflections on an LIS Internship From a Service Learning Perspective Supporting Multiple Learning Theories

• Published in: Journal of education for library and information science Vol. 54; no. 4; pp. 286 - 298
• Main Author: Cooper, Linda Z.
• Format: Journal Article
• Language: English
• Published: Chicago, IL Association for Library and Information Science Education 01.10.2013; University of Toronto Press
• Subjects: Academic learning; Action learning; Adult education; Analysis; Behavioral Objectives; Case studies; College students; Communities of Practice; Community service; Comparative Analysis; Conventional Instruction; Course Content; Exact sciences and technology; Experiential Learning; Graduate Students; Information and communication sciences; Information science; Information science. Documentation; Internship Programs; Internships; Learning Processes; Learning styles; Learning Theories; Learning theory; Library and information science. General aspects; Library Education; Library science; Literature Reviews; Mentoring; Metacognition; Methods; New York; Reflection; Sciences and techniques of general use; Service Learning; Student Attitudes; Study and teaching; Teaching Methods; Transformative Learning; New York; communities of practice; Multiple; service learning; transformative experience; reflection; Theory; situated learning; Service; Student; Learning; Information science; Experience; Perspective; action learning; Librarianship; Community; cognitive apprenticeship
• ISSN: 0748-5786; 2328-2967

This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience, participating students were asked to reflect on their learning in a service learning experience compared to their learning in traditional classroom learning experiences. Students' reflections are examined for evidence linking their perceptions regarding their learning to multiple theories of learning. Findings indicate that (a) the particular internship examined qualifies as service learning; (b) participating students feel they learn more in a hands-on service learning situation than in a traditional classroom learning situation; (c) participating students feel that classroom learning is an important pre-and/or co-requisite to service learning; (d) multiple theories of learning are supported via a service learning experience thus offering more paths to learning to a broader, more diverse scope of learners; and (e) a service learning experience may open the way to a transformative learning experience while, at the same time, supporting the community and the LIS profession.