Embed Size (px)
Citation preview
ED 359 970
AUTHORTITLE
INSTITUTION
REPORT NOPUB DATENOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
IR 054 601
Brewer, Julie, Comp.Internship, Residency, and Fellowship Programs in ARLLibraries. SPEC Kit 188.Association of Researel Libraries, Washington, D.C.Office of Management Services.ISSN-0160-3582Oct 92129p.
Association of Research Libraries, Office ofManagement Services, 21 Dupont Circle, Suite 800,Washington, DC 20036 (members, S25; non-members, $40;shipping, U.S. $5.50, Canada $6.50, other countries$15; prep::yment required).Reports Research/Technical (143)Tests /Evaluation Instruments (160)
MF01/PC06 Plus Postage.*Academic Libraries; Career Development;*Fellowships; Field Experience Programs; GraduateStudents; Higher Education; *Internship Programs;*Library Education; Library Surveys; Minority Groups;Professional Associations; Questionnaires; *ResearchLibraries; *Work Experience Programs
IDENTIFIERS *Association of Research Libraries
ABSTRACTOver the years academic libraries have developed
various field experience models to supplement traditional libraryeducation and provide career development and advancement. To assessthe availability of internship, residency, and fellowship programsamong its members, the Association of Research Libraries (ARL)conducted a survey of its membership in 1992. The importance ofpractical learning in a library situation is reflected in the numberof well-established graduate internship programs. Eighteen librarieshad internship programs, and others had field experience programs.Eleven libraries had residency programs, seven of which requiredminority status. Two libraries responded with details about midcareerfellowship programs, and other fellowships were coordinated byprofessional agencies and associations. Field experienceopportunities are highly individualized, a fact supported by theincluded descriptions of eight internship programs, seven residencyprograms, two fellowship programs, and two related programs. A listof 12 selected readings and the survey instrument are provided. Flyer188 is included, which summarizes the kit. (SLD)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATIONOnce or EducaIonai Rearcn and improvementEDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC%
C This document nas been reoroduorml asreceived from the person or organuabonoupmattng
0 Minor changes nave been made to :morovereoroducbon dually
Points of vmemo,opanrons stated m trusdocu-mem do not neoessantv represent otitcatOERI positton or bobby
RES EXCHANGE CENTERInternship, Residency, and FellowshipPrograms in ARL LibrariesOctober 1992
111 OFFICE OF MANAGEMENT SERVICES
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
C.A. Mandel
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERICI.-
K 2'lig .14V111,
SPEC: A PUBLICATION SERIES FOR LIBRARY STAFF
Editor C. Brigid Welch, Senior Program Officer forInformation Services
Production Manager Annette C. Verna, Publications Assistant forMarketing and Production
Sales Manager Gloria S. Haws, Publications Assistant forCustomer Service
PUBLISHED 10 TIMES PER YEAR
The Systems and Procedures Exchange Center (SPEC) gathers, analyzes, and distributesinformation on the management of human and material resources in libraries today.Established in 1973, SPEC serves as a central exchange among ARL members for informationuseful for strengthening library operations and programs. Through survey and reviewprocesses, SPEC gathers valuable information on current library issues, trends, andmanagement techniques. The goals of the SPEC program are to identify expertise andencourage its exchange among liLiary professionals, promoting experimentation, innovationand improved performance in the field of library management.
Join more than 450 academic, public and special librariesSTART A SPEC SUBSCRIPTION TODAY!
SPEC Kits contain:Survey ResultsPolicy StatementsHandbooksManualsCost StudiesUser Studies and ResultsProcedural StatementsPlanning MaterialsIssue SummarySelected Reading Lists
Topics include:Access to Electronic FilesCatalog MicroreproductionsDevelopment and Fundraising ActivitiesFaculty Status for LibrariansFlexible Work ArrangementsInterlibrary Loan OperationsOnline Database Printing IssuesPerformance Appraisal of
Collection Development LibrariansProcessing Government DocumentsSystem Migration
ORDER INFORMATION
SPEC subscriptions are available directly from the Systems and Procedures Exchange Center,Office of Management Services, Association of Research Libraries, Washington, DC or throughlibrary vendors and subscription agents. For more information, contact the OMS PublicationsDepartment at (202)232-8656 Fax(202)462-7849.
SYSTEMS A N D PROCEDURES EXCHANGE CENTER
Flyer 188Internship, Residency, and FellowshipPrograms in ARL Libraries
October, 1992
INTRODUCTIONOver the years academic libraries have developed various fieldexperience models to supplement traditional library educationand provide career development and advancementopportunities. Internship programs provide structured fieldexperiences for students to test their knowledge, skills, andinterests Post-graduate residency programs provideopportunities for talented new librarians to examine variouscareer NTortunities. Mid-career fellowship programs allowhighiy-,:ic:.ivated, experienced librarians alternativedeveluil:.:r.ental opportunities and access to managementpositions.
In order to assess the availability of internship,residency, and fellowship programs among its members, ARL'sOffice of Management Services conducted a survey of itsmembership in the fall of 1992. SPEC Kit 188, Internship,Residency, and Fellowship Programs in ARL Libraries, reports onsurvey results and describes existing models of internship,residency, and fellowship programs in ARL libraries. Twoalternative field experience models are included because theyresemble the design and objectives of the programs defined inthe survey. They will be of interest to libraries interested inproviding broader experiential opportunities to existing staff.SURVEY RESULTSAs models for field experience programs have evolved so hasthe language used to describe them. For the purposes of thissurvey definitions were adapted from the ALISE Guidelines forPractices and Principles in the Design, Operation, and Evaluation ofPost-Master's Residency Programs. An internship program isdefined as a structured pre-professional work experience thattakes place during graduate coursework or after courseworkbut preceding the degree. A residency program is defined asa post-degree work experience designed as an entry-levelprogram for professionals who have recently received agraduate degree. A fellowship program is defined as a mid-career experience for those with some professional experienceinterested in developing a specialty or improving managementskills.
Internship Programs. The continuing importance of
practical learning in library education is reflected in thenumber if well-established graduate internship programs.Eighteea libr ries responded that they had internshipprograms; several other libraries noted that they have providedfield experience for library school students on an ad hoc basis,usually at the request of a graduate student. Most librarieshost just one or two interns at a time. Six of the respondinglibraries host more that five interns at a time. Most internshipsare designed for a duration of one semester. but many of thesemay be extended up to two years.
More than half of the responding libraries indicatedthat their internship program was intended to fulfill thefollowing organizational objectives: to provide a variety ofwork experiences; to supplement staff in day-to-day operations;to assist staff in completing special projects; and to providespecialized training, such as cataloging, archival management,preservation, oral history, publications, and communityregional history.
More than half of the responding libraries indicatedthat they provide the following training and developmentopportunities for interns: observation and participation in day-to-day operations; assignment of special projects; and regularmeetings with a supervisor or mentor.
Fifteen of the eighteen libraries pay interns for theirfield experience. Most of the internship programs are fundedfrom existing library operating budgets.
Few formal evaluation measures were reported. Someprograms have developed evaluation forms to gather inputfrom interns and supervisors, but most feedback is collectedverbally. Other programs leave evaluation up to the libraryschool if the internship is for credit. Informal measures suchas completion of an MLS degree, completion of specialproject(s), participation in meetings, involvement inprofessional organizations, or receipt of special awards andhonors for work produced during an internship were alsosuggested.
Libraries with internship programs note that adequateresources need to be invested in recruitment, mentoring, andtraining to ensure success. Assisting minority interns todevelop contacts with other professionals of their ethnic
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
background was an interest in one program. It was hoped thatthese contacts would reduce potential isolation and aid inbuilding support networks. Another internship programstressed the importance of specific projects and a combinationof structured and unstructured time. Communicating clearobjectives and expectations to everyone involved was alsostressed.
Residency Programs. Eleven iibraries indicated that theyhad residency programs. (One of the responding librariesnoted that the program will be discontinued due to budgetpriorities.) Minority status is an eligibility zequirement inseven of the programs. Five of these are less than five yearsold.
Two responding libraries indicated that just oneresident participates in the program at a time. Six librariessupport two residents at a time. Two libraries support morethan five residents at a time. Most programs with more thanone participant stagger the start dates so there are someresidents in their first year and others in their second year.Two of the resident programs are planned for one yearduration. The other nine are two-year programs.
Organizational objectives for the residency programsvary. Providing a variety of work experiences and recruitingresidents into academic or research librarianship were the twomost frequent purposes cited. The intent of more than half ofthe libraries is to provide specialized training. Preservation isthe focus of one of the programs. Five libraries indicated theresidency program assists in recruiting and accessing potentialemployees. Other organizational objectives include recruitingminorities, supporting professional research, providing a "fast-track" into academic librarianship, and enhancing professionalvisibility.
All residency programs provide substantial trainingand development opportunities. Most support observation andparticipation in day-to-day operations; assignment of specialprojects; regular meetings with a supervisor or mentor; in-house seminars, workshops, and programs; travel to local,regional, and national seminars, workshops, programs, andprofessional meetings. Seven programs allow residents to serveon committees. Only four of the eleven programs use directedreadings as a regular part of the residency.
All responding libraries pay their residents. Salariesrange from $24,000 to $34,000 matching the entry -levelprofessional salaries at their institutions.
Nine of the residency progi_ms are funded or partiallyfunded from existing library operating budgets. Five of theseprograms are supplemented by the parent institution (e.g.,through the Office of the President). All five programs withcombined funding also require minority status. One residencyprogram is funded with a special endowed library fund.Another program is funded through a private foundation.
The responding libraries provided a variety ofsuggestions for evaluating the success of resident programs.The most frequent suggestion was to gather input from theresident and the library staff with whom the resident works.Other libraries evaluate performance of the resident with thesame annual performance appraisal process used for otherprofessional library staff. A number of programs consider theresident's employment in a full-time permanent position uponcompletion of the residency a success. Other criteria formeasurement include the research and preparation of onejournal article, essay, bibliography, or other writing for theprofessional literature; proficiency or employment of a specificskill or technique; active involvement on a national committee;or development of a unique special service to one of theuniversity's underrepresented populations.
One respondent noted that it has been difficult toevaluate what effect the minority residency program has hadon diversity awareness in the library. Another respondentvalued the new professional perspectives residents bring to thelibrary, giving it a constant sense of renewal. The importanceof communicating organizational advantages of the residencyprogram to library staff was also stressed so they understandthe value of their contributions.
Fellowship Programs. Two libraries, Cornell University andthe National Library of Canada, responded with details aboutmid-career fellowship programs. Other fellowship programsare coordinated by professional associations and agencies ratherthan individual institutions. The Council on Library ResourcesAcademic Library Management Intern Program and theAmerican Library Association Library Fellows Program are twoexamples.ISSUES AND TRENDSBy nature, field experience opportunities such as internship,residency, and fellowship programs are highly individualized.The interests, skills, and previous experiences of programparticipants vary greatly. The specific needs, priorities, andresources available at each institution also differ. So manyvariables make program comparison and evaluation difficult.More information is needed from the perspective of pastprogram participants to better understand the quality of fieldexperience programs and how they contribute to professionaland career development. With the recent increase of programstargeted to minorities, understanding career developmentpatterns and recruitment is especially important. Thecombination of graduate internships with post-graduateresidencies in two programs is a very new development thatalso deserves understanding.
This Kit and Flyer was compiled by Julie Brewer, Senior Assistant bbrarian, University ofDelaware, and was prepared as part of the OMS Oglab3ratioe Remarch/Writing Program.
SPEC flyer cools.. rD Miley the Amociahon of Rassarch Libraries. Moe of Management Savior. This SPEC Flyer nay not be reproduced in any form withoutpermissionfrom the publisher.
WIC 101141515N flip 351:1)are available mainly by stabsaiption. Individual back issues may be purchmed from the Oftke of Management Services, 1527 New Nesmith* Ave.,NW, Washington, DC 310M. Pre-payment is required. (AIL members may be billed.) Payment must *company order. Price includes library rate postage if shipped in theUnited Slabs. For orders shipped UPS, add WOO per issue. All orders to Canada mum add 15.00 per issue for shipping and handling. All shipments to countries Weer thawthe United States and Canada must add $10.00 per issue for shipping and handling
-14
SYST EMS
A
AND PROCEDURES EXCHANGE CENTER
Kit 188Internship, Residency, and FellowshipPrograms in ARL Libraries
October 1992
Table of Contents
Survey 1
Internship ProgramsUniversity of Alberta rnd OthersPrairie Libraries Summer Internship Program 3
University of ChicagoCataloging Department Intern 9
University of New Mexico Center forSouthwest ResearchInternship Program 11
Graduate Level Internships 19
University of PennsylvaniaInternship Programs 21
State University of New York at BuffaloMinority Librarian Internship Program 27
State University of New York at Stony BrookMinority Internship/Scholarship in Library andInformation Sciences
University of South CarolinaCooper-Davis Minority Fellowship 31
Syracuse University1ST Infrrnship Program Guide 37
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
C
Residency ProgramsALISE Guidelines for Practices and principles inthe Design, Operation, and Evaluation of Post-Master'sResidency Programs 67
University of CaliforniaLibrary Residency Programs 71
Cornell UniversityResidence Program for Minority Librarians 73
University of DelawareLibrary Minority ResidencyMinority Resident Rotation Evaluation Guidelines
University of Illinois at ChicagoAcademic Resident Librarian ProgramFirst-year Resident Librarian's ProfessionalDevelopment Seminars
7577
79
81
University of MichiganResearch Library Residency at the University of Michigan 83
Ohio State UniversityMinority Librarian Internship 89
Fellowship ProgramsCornell UniversityVisiting Fellow Program for Minority Librarians 93
Nationai Library of CanadaThe Fellow's Program 95
Other Related ProgramsUniversity of Illinois at Chicago and OthersJoint Professional Development Program 101
University of Nebraska at LincolnLibrary Internship Policy 105
Selected Readings 111
ii
wAffiser,w_raimmompSYSTEMS AND PROCEDURES EXCHANGE CENTER
SURVEY
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
r
ASSOCIATION OF RESEARCH LIBRARIES
OFFICE OF MANAGEMENT SERVICES1527 New Hampshire Avenue, N.W., Washington, D.C. 20036202-232-8656 FAX 202-462-7849
TO: SPEC Liaisons
FROM: C. Brigid Welch, Program Officer for InformationServices
Julie Brewer, University of Delaware Library
DATE: October 2, 1992
SUBJECT: SPEC survey on internships, residencies, and fellowshipprograms
This SPEC survey is designed to gather data and informationon internships, residencies, and fellowship programs in ARLlibraries. For the purposes of this survey please refer to thefollowing definitions:
INTERNSHIP - structured pre-professional workexperience which takes place during graduate coursework or after course work but preceding the degree.
RESIDENCY - post-degree work experience designedas an entry-level program for professionals who haverecently received a graduate degree.
FELLOWSHIP - mid-career experience for those withsome professional experience interested in developing aspecialty or improving management skills.
A survey form is enclosed for each of the three types ofprograms being examined. Using the definitions above pleasecomplete a form for each type of program presently hosted by yourlibrary.
In addition to responding to the enclosed surveys, pleaseinclude copies of documentation relating to the programsdescribed. If the answer to a question is already included inthe documentation, refer to the materials by page number in placeof writing an answer. Separate sheets of paper may also beattached if there is not enough room for you to adequately answerin the space provided. Please return survey responses anddocumentation by November 6, 1992 to: Julie Brewer, University ofDelaware Library, Newark, Delaware 19717-5267.
1
SYSTEMS AND PROCEDURES EXCHANGE CENTER
INTERNSHIP PROGRAMS
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
I ,)
ARL/OMS INTERNSHIP SURVEY
Library/Institution
Contact Person
Title Telephone
*****For the purposes of this survey "internship"is defined as a pre-professional program.
*****
1. How many years has your library had an intern program?
2. How many interns participate in the program at one time?
3. How many interns have participated in the program to date?
4. How many interns have subsequently been offered permanentpositions in the library?
5. What is the intended duration of an internship?one semester (4 months or less)one academic year (9 months or less)one calendar year (12 months)two calendar years (24 months)other (please describe)
6. What are the primary organizational objectives in supportingthe intern program? (check all that apply)
to provide a variety of library work experiencesto provide specialized training in one area such ascataloging, reference, or preservation (please identifyarea of specialization)to supplement staff in day-to-day operationsto assist staff in completing special projectsto recruit/assess potential employees for your libraryto recruit interns into academic/research librarianshipother (please describe)
7. What are the eligibility requirements for participating inthe intern program? (check all that apply)
enrollment in a MLS programcompletion of one year in a MLS programenrollment in a MLS practicum/fieldwork courseminority status (please define)general interest in library experience and traininginterest in specialized training (such as cataloging,reference, or preservation)
previous specialized education or training (pleasedefine)
other (please describe)
8. How are interns recruited? (check all that apply)through a MIS practicum/fieldwork coursethrough a library school placement officethrough established employment practicesthrough a nomination processother (please describe)
9. What types of training/developmental opportunities areprovided? (check all that apply)
observation/participation in day-to-day operationsassignment of special projectsdirected readingsregular meetings with supervisor/mentorcommittee servicein-house seminars, workshops, programstravel to local and regional seminars, workshops,programs, and professional meetingstravel to national seminars, workshops, programs, andprofessional meetingsother (please describe)
10. Are interns paid for their work?yes (please record an hourly or annual rate) $no
11. How is the intern program funded? (check all that apply)from existing library operating budgetfrom special/endowed library fundsby separate funds from parent institutionby library schoolother (please describe)
12. What is the annual budget for the intern program? $
13. How is the success of the intern program measured?
14. What other comments would you share with ARL librariesdesigning new intern programs?
Please return survey responses and related documentation byNovember 6, 1992 to: Julie Brewer, University of DelawareLibrary, Newark, Delaware 19717-5267.
1 2
PRAIRIE LIBRARIES SUMMER INTERNSHIP PROGRAMMay - August 1992
Applications are invited for positions in the Prairie Libraries Summer Internship Program. Approximately 10positions will be open, subject to the availability of funding at participating institutions, at libraries in Calgary,Edmonton, Lethbridge, Regina, Saskatoon, and Winnipeg.
The Prairie Libraries Summer Internship Program has been established to provide a productive and educationalwork experience for students of librarianship from as many Canadian schools as possible. The venture is intendedto be mutually beneficial to the interns and the libraries involved Each position will include a variety of specialproject assignments designed to provide exposure to several different aspects and /or areas of librarianship.
Each applicant must be enrolled as a continuing student in a Canadian library school. New graduates are noteligible. Educational background, demonstrated skills, and previous work experience will be taken intoconsideration, particularly as they relate to specific projects planned. However, no preference will be given to thosewith previous library experience as that would be contradictory to the aim of the program.
Although there will be some variations in wages, benefits and working conditions at different libraries, a minimumhourly wage of $1200 plus vacation pay, has been set. Successful candidates will be responsible for their owntransportation and accommodations. Local libraries may be able to provide information on low costaccommodations.
Applications should be submitted by 24 February 1992. A separate application must be sent to the co-ordinatorin each city to which the candidate wishes to apply. Selection committees will attempt to complete their work by13 March 1992. The duration of each position is May through August. The following documents and informationare required:
1) completed application form*2) letter of application3) curriculum vitae4) work-related self-assessment5) names (actresses and telephone numbers) of two referees
*(Note: A telephone number at which messages may be left for the applicant during regular working hours [9 a.m.- 5 p.m.] is essential If that phone will be answered only pcL-1 of that time, please specify the hours.)
In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens andpermanent residents.
::--nmun::cations regarding specific applications should be addressed to the co-ordinator for the city concernedPo.- 'encral inquiries about the program, contact Christine Hayward, University of Calgary Libraries,t. one: (403) 220-7270.
3
PRAIRIE LIBRARIES SUMMER INTERNSHIP PROGRAMPOSITIONS 1992
NOTE All positions listed are subject to the availability of funding at the participating institution.
CALGARY
EDMONTON
LETHBRIDGE
REGINA
SASKATOON
WINNIPEG
NSTtr1JTIOpr
University of Calgary Libraries
Edmonton Public LibraryUniversity of Alberta Libraries
University of Lethbridge Library
Saskatchewan Indian Federated CollegeSaskatchewan Legislative Library /University of Regina(combined position)
University of Saskatchewan Libraries
University of Manitoba Libraries
22
1
11
1
1
Position descriptions and /or any additional information about the positions supplied by the participating librarieshave been recorded on a separate document A copy of that information should be available from the office ofyour library school.
4
Prairie City:
Name of Applicant:
Address:
Phone Number.
Message Phone Number:
Name of School:
Institutional Preferences(within a city, in order)
1.
2.
Principal Areas of Interest: 1.
2.
3.
4.
Note all participating cities to which you haveapplied, in order of preference
1.
2.
3.
4.
5.
6.
I am interested in house-sitting opportunities, if available:
(signature (date)5 .1 r
i ._1.1
Please send a completed copy of this application form, plus:
- a letter of application- your curriculum vitae- a work-related self-assessment- names (addresses & phone numbers) of two referees
to the Prairie Libraries Summer Internship Program, cio the appropriate address(es), as follows:
Calgary:
Edmonton:
Lethbridge:
Regina:
Saskatoon:
Winnipeg:
Mary KellyLibrary AdministrationUniversity of Calgary Libraries2500 University Drive NWCalgary, Alberta T2N 1N4FAX: (403) 282-1218
Tina JamesLibrary AdministrationCameron LibraryUniversity of AlbertaEdmonton, Alberta T6G 218FAX: (403) 492-8302
Barbara MarshalsayActing University LibrarianUniversity of Lethbridge Library4401 University DriveLethbridge, Alberta T1K 3M4FAX: (4'3) 329-2022
Cicely PritchardLibrary AdministrationUniversity of Regina LibraryRegina, Saskatchewan S4S 0A2FAX: (306) 585-4878
Jessie S. KurtzPersonnel OfficerUniversity LibraryUniversity of SaskatchewanSaskatoon, Saskatchewan S7N OWOFAX: (306) 966-6040
Linda C. LassmanExecutive Assistant (Personnel)UniverSity of Manitoba LibrariesThe University of ManitobaWinnipeg, Manitoba R3T 2N2FAX: (204) 261-1515
NOTE: Send a separate form, with attachments, to each city to which you wish to apply. Youmay make as many copies of the form as you require. It is not necessary to copy this side.
Applications should be submitted by 24 February 1992.
6
PRAIRIE LIBRARIES SUMMER INTERNSHIP PROGRAMPOSITION DESCRIPTIONS - 1992
CALGARY:
University of Ca4loary Libraries (1 position)
A variety of projects, including both technical and public service activities, will be provided.Specific projects have not yet been defined.
EDMONTON:
Edmonton Public Ubrsu (2 positions)
Interns will participate in the Excellent Adventure Book Club, a summer remedial readingprogram to help reluctant readers in elementary school change their attitude about readingand improve reading skills.
University of Alberta Libraries (2 positions)
Specific projects have not yet been defined, although one position will focus on publicservices and the other will focus on technical services. A variety ofactivities will beincluded with each position.
LETHBRIDGE:
University of Lethbridge Library (1 position)
Reference/Projects Assistant The individual will spend approximately one -half of the timeon the reference desk, providing information service to students and faculty.Arrangements will be made for the individual to spend some work time in each area of theLibrary, as well as time in the Curriculum Laboratory. Projects may include: evaluation ofcollections; evaluation of donations; compilation of bibliographies; some involvement withmicrocomputer applications.
REGINA:
Saskatchewan Indian Federated College (1 position)Location: Regina (University of Regina Campus)
The Saskatchewan Indian Federated College Library is a Native Studies libraryencompassing Indian, Inuit, and Metis Studies in North, Central and South America TheCollege offers programs in Indian Studies, Indian Education, Indian Social Work,Administration and Science. Projects may include but are not limited to, minimalcataloguing of a children's literature collection, minimal cataloguing of the video collection,newspaper/joumal indexing, serial maintenance, reference, and collection development in asubject area Working for the SIFC library for the summer would provide a uniqueopportunity to develop skills and knowledge in the growing field of Native Studies.
rzPRAIRIE LIBRARIES SUMMER INTERNSHIP PROGRAM
7
POSITION DESCRIPTIONS - 1992-2-
University of Regina Library/Saskatchewan Legislative Library (1 position)
The University of Regina Library requires the services of a library school intern during themonths of May and June. The intern will be employed by the Legislative Library, Reginaduring July and August. Both libraries have the NOTIS library automated system in place,and projects may include, but not be limited to, work to improve the accuracy of the online
public catalogue.
At the University of Regina the intern may be asked to assist in a partial serials inventory,and catalogue a number of collections (i.e. the School Demonstration Library Collection inDewey; the phonograph collection at the Fine Arts Branch Library) that are not included in
the OPAC in their entirety.
At the Legislative Library the project is to begin to integrate the non-government materialsremoved from the old government publications files with the rest of the non-governmentcollection. The intern will gain experience in using the NOTIS system in a consortiumenvironment to locate and derive catalogue records. S/he will also assign cutter numbersand may do full Dewey classification. The intern will also check to see that all accesspoints in the derived records are consistent with this library's authority file. S/he will alsolocate and remove from the old card catalogue all cards for those items added to the
NOT1S file.
SASKATOON:
University of Saskatchewan (1 position)
A variety of projects, including both technical and public service activities, will be provided.Specific projects have not yet been defined.
WINNIPEG:
1992.01
University of Manitoba (1 position)
The intern will be working for 6 weeks in the Collections Management and Preservationarea, assisting the Coordinator, Collections Management, to develop procedures fornandling a large gift collection, and assisting the Coordinator, Preservation, in thepreparation of documentation for the UML Collections Recovery Manual and for a manualfor in-house repair policies and procedures. The remaining 11 weeks of the program willbe spent in the Science Library, where the student will work at the reference desk,undertake a collection maintenance project, and undirtake an evaluation project forspecific portions of the reference collection.
8
The University of Chicago LibraryCataloging Department
CATALOGING DEPARTMENT INTERN
Available for one to two years from appointment
Classification: GSA III
Salary range:
The purpose of this internship is to expand the applicantpool for entry-level professional positions in technicalservices by giving a future or beginning professionalsubstantial exposure to cataloging operations throughpractical training. Most of the work will take place inCataloging, but some time may also be spent in SerialsCataloging. The position responsibilities will includerotation through the Department in order to learn about thework of different sections by taking part in that work, aswell as responsibility for the execution of one or morespecial projects related to the Cataloging Department'smajor goals. In addition, the intern will spend 12 hoursper week acting as administrative assistant to the AssistantDirector for Technical Services
This position is intended for library school students orrecent library school graduates who have taken catalogingand classification courses and have demonstrated interest intechnical services as a career, but have not had practicalwork experience in the field. Thus an MLS, or-currentenrollment in an MLS program, knowledge of at least oneforeign language, coursework in cataloging, and demonstratedinterest in a technical services career are prerequisitesfor all applicants.
Technical Services processing
The main assignment, 25.5 hours per week, will beprojects in Bibliographic Control and Original Catalogingwhich contribute to the Cataloging Department's long-termpriorities: retrospective conversion and the elimination ofunprocessed arrearages. The first half of the internshipwill be spent in Bibliographic Control and AuthorityControl. Here the intern will work with cataloging copyfrom LC and utilities, and learning about principles andpractice of authority control and bibliographic control.The work would include both basic copy cataloging andadvanced copy cataloging of material from SpecialCollections. The latter part of the internship will bespent in Original Cataloging, doing original cataloging andobtaining an overview of national coordinated catalogingactivities. Wherever possible the specific work assigned to
9
11
the intern will be matched to the aptitudes, languageknowledge and interests of the intern.
The interr: will report to the Head of Cataloging but willalso be supervised by others as appropriate in the course ofthe daily work. The Head of Cataloging will expect to spend3 hours per week with the intern providing backgroundinformation about cataloging functions and involving him orher in any professional activities relevant to technicalservices. He/she will attend meetings as a member of theprofessional staff and may also join the Cataloging PolicyCommittee as a guest.
Technical Services administration
The intern will spend 1/3 of his/her time, or 22 hours perweek, working for the Assistant Director for TechnicalServices as her personal assistant. Activities will includestatistical projects to quantify technical services work,file organization and maintenance, and asssisting in surveyresearch to examine the technical services practices ofother research libraries.
10
r
n'llrcr tb 0111g1;1.15Y n5a-zrz-h
INTERNSHIP PROGRAM
The internship program with the Center for Southwest Research(CSWR) is structured to give the student applied training inscholarly research and library skills development. Appliedtraining internships are designed so that students will work withstaff and faculty to gain a richer knowledge of the academiclibrary system at UNM. The program provides an avenue for studentsto expand their academic research skills, develop a workingrelationship with library staff and faculty, and the opportunity tocontribute to or produce in-house publications such as guides andbibliographies.
Mentoring those individuals attempting to expand theiracademic skills and experiences are a priority. Students that havethe opportunity to produce scholarly papers, guides, andbibliographic reference works will provide invaluable eyloerience inacademic research, fulfill the research needs of their field, andadd to the UNM General Library's research capabilities.
The following are requirements that must be meet by those acceptedinto the Center for Southwest Research's Internship program:
A. Students will make arrangements to meet with the projectsupervisor(s) once a month or as instructed. it is theresponsibility of the student to make and keep appointments.
B. Students will write a proposal of the project they areinterested in pursuing at the CSWR.
C. Students are responsible for fulfilling all contractualagreements with the CSWR and with their academic supervisor.
D. Incompletes will not be considered.
E. Students progress will be evaluated at mid-term and the end ofthe semester by the project supervisor.
General Library 4University of New Mexico
Albuquerque, New Mexico 87131-1466 IF( 5 0 5 277-6451
11
The proposal should consist of the following information:
1. Introductiona. What kind of applied training do you want to receive
at the Center for Southwest Research?(1) Are you interested in oral histories, archival
management, compiling a bibliographic source,etc.?
b. Who is your faculty supervisor?(1) What is their department?(2) What is their phone number?(3) The course name and number?
c. Who is your CSWR project supervisor?(1) What is their department?(2) What is their phone number?(3) What will their function be in the project?
2. Proposal Contexta. What is your field of interest?
(1) Why is this important to your field ofinterest?
b. How would it fill the gaps in what is now availableto researchers?
c. Is there a guide or other source right now?(1) Does it need to be updated?(2) Does it include all possible sources of
interest to a researcher?3. Literature Review
a. What research have you done on the topic?(1) Reference books?(2) Bibliographic search?(3) Archival search?(4) Oral Histories?
b. What has come about that you concluded there was aneed for this internship?
4. Methodologya. Will you be doing a library research project, a
search of primary source materials, oral histories,etc.? Why?
5. Analysis and Interpretationa. How does it add to the field? Please elaborate.
6. Final Producta. Will there be a guide book, bibliography or paper as
a result of your internship?
12
Pr ,
INTERNSHIP PROPOSAL
NAME:
SSN:
ADDRESS:PHONE:
I would like to propose an internship with the Center for. SouthwestResearch under the academic supervision of Tania Romalho, PhD, AssociateDirector of the Women's Studies Department and with the project supervised7by Rose Diaz, Associate Director, of the Center for Southwest Research forthe purpose of compiling and editing for publication (within UNMGL) asourcebook on women in primary sources within the Manuscript Archives ofthe Center for Southwest Research, UNM. ).
THE PROBLEM
I submit that there are three problems that I would address withinthe confines of this research internship.
1) There are presently 510 processed archives accessable to researchers,of these 510 archives only 65 are identified as pertaining to, collectedby, or donated by women.
2) To find women in the Manuscript Archives, a researcher must laborouslygo through all of the inventory lists for all of the archives. But,also, the researcher must make a physical check for documents pertainingto women in the archives due to the inconsistency of inventorying stylesused by the different archivist5over the years.
3) Preservation and conservation of records is a obvious concern of thelibrary, as such, I would like to address with my research the need tomake accessible to the researcl-r primary documents for their workwhile limiting unnecessary handling of those rare and valuable documents.
THE HYPOTHESES
It is my contention that there are several "hidden" women in theManuscript Archives of the Center for Southwest Research. At present thereis no single source that a researcher may go to in order to locate informationon women in primary sources at the Center for Southwest Research.
From a preliminary check of the archives I have found ample evidencethat there are several references to women within the Manuscript Archives.
END PRODUCT
As a result of my research, I would produce a sourcebook on women inprimary sources at the Center for Southwest Research. This sourcebook wouldbe organized by subject, and by alphabetic order, for easier access by bothstudent and faculty researchers.
13
! ! t
3 72
*-72
.'colithre_51 n5cal
May 10, 1991
To: Tania Ramalho, Women's Studies Faculty Consultant
Rose Diaz, Assoc. Director, CSWR Intern Project Supervisor
Re: - Spring 1991 - Independent Field Work Project
has successfully completed her independent field work projectas an intern in the Center for Southwest Research. Her project, "Guide toWomen's Primary Source Documents in the Center for Southwest Research", is alandmark work toward making women's primary source materials available forcontinuous research.
Her focus on women for this guidebook is timely for several reasons:
1. Increased awareness of women's roles in Southwesternhistory and culture.
2. Increased research requests for information on women'sprimary source documents.
3. Collection development and donor relations efforts will beenhanced because of this guide.
Throughout this project, exhibited good judgement, excellentanalytical and interpretive skills and a tremendous motivation toward goalsetting and reaching stated objectives, exhibits a rare talent foracademic research ar the undergradUate level. Areas of research enhancementand professional growth have included:
1. A clear understanding of working in an archival researchcapacity.
2. Development of skills which will aid her personal andprofessional research interests.
3. Building a strong bibliographic foundation for her futurework in women's community building activities and research onfeminist thought and organizational development.
General LibraryUniversity of New Mexico
Albuquerque, New Mexico 87131(505) 277-6451
,;
11
This project was extremely successful. The Center for Southwest Researchwill publish this first volume as a major sourcebook for our collection.This publication also reflects c.ir commitmcnt to mutually beneficial projectswhich can be sustained through quality applied training programs, especiallyinternships. I am pleased to report that this will be her second publicationfor our Center. This latest guide will be available for distribution byDecember 1991.
It was a pleasure working with and in consultation with the Women'sStudies faculty. I look forward to the development of future projects withyour interns.
Project evaluation: SUPERIOR Recommended Grade: A+
15
^ '21, - -t r I
( tbr ollikrzy_slf ascairk
UNDERGRADUATE STUDENT INTERNSHIPSSemester Contract
The University of New Mexico General Library's - Center for SouthwestResearch (CSWR) welcomes students to apply for student internships whichprovide specialized applied training opportunities.
Appropriate departmental faculty, CSWR supervisors and interns discuss therange of possibilities and available projects from which to draw theirtraining. Grades will be assigned based on the provisions stated in thecontract. Failure to meet the stated project work and goals will result inthe severest grade penalties possible.
Please make every effort to abide by the contract guidelines.
PROJECT GUIDELINES
1. Submit Proposal - attach copy Daterecommended changes (if necessary) completed date:
2. Standard Hours for Internship:How will student accommodate these hours:
3. Fieldwork Requirements: (optional)
?GGeneral Library
University of New MexicoAlbuquerque, New Mexico 87131-1466
1505! 277-6451
16
4. Project Requirements:
5. Midterm Requirements:
6. Final Grade Requirements:
CSWR Supervisor: Date:
CSWR Specialized training area:
Approved, CSWR Director: Date:
Student signature: Date:
Departmental Faculty: Date:
Department: Course # Semester
Comments/Revisions:
17
GRADUATE-LEVEL INTERNSHIPS(1992-1993)
In setting up the internships described in this publication,the goal of C.I.S. is to provide the college's M.S. studentswith on-the-job experience in conjunction with theircoursework. An internship is a formal arrangement betweenthe information agency and the College to provide agreed-upon types of work experience for a student in a given timeperiod. In return, any student accepted for an internshipmust fulfill the job requirements specified by the employer.
If you want to be considered for any of these internships,apply directly to the employer. These internships arevery competitive. To insure you get the position you want,apply as soon as possible.
You should have a resume ready. Nevertheless, if you don'thave one, contact the employer anyway. Not everyorganization requires a résumé; filling out a companyapplication may suffice. If a résumé is requested, BarbaraWelsh, C.I.S. Placement Director, will help you assemble onequickly and painlessly. Please make an appointment.
As you consider these internships, stay in touch with thePlacement Office. We can he .p you identify the mostappropriate work experience. You may want to talk to Barbaraabout how to juggle an internship and the completion of yourstudies. If you decide to apply, please let us know byreturning the form Lncluded in this publication.
INTERNSHIP APPLICATION CHECKLIST
1. CONTACT THE DESIGNATED PERSON(S) FOR YOUR CHOSENINTERNSHIP(S).
2. ADVISE THE CIS PLACEMENT OFFICE OF YOUR INTEREST BYRETURNING THE TEAR-OFF SHEET ON THE LAST PAGE.
3. MAKE AN APPOINTMENT TO SEE BARBARA WELSH IF YOU HAVEQUESTIONS, OR NEED HELP PREPARING A RESUME.
4. LET US KNOW IF YOU RECEIVE AND ACCEPT AN OFFER OF ANINTERNSHIP.
Barbara Welsh, C.I.S. Placement DirectorPlacement Office: Room 304Phone: 895-2478
18
-1 --' * CV ,' l "'Ns= 1 7".'--
4 -., -4. s 1 ; ( , , .4- IN.1;4- L 4 1-1/ -\0111/ itZ,c `-L .... \t'i'alri:., _ ---,
GRADUATE STUDENT INTERNSHIPSemester Contract
The University of New Mexico General Library's - Center for SouthwestResearch (CSWR) welcomes students to apply for student internships whichprovide specialized applied training opportunities.
Appropriate departmental faculty, CSWR supervisors and interns discuss therange of possibilities and available projects from which to draw theirtraining. Grades will be assigned based on the provisions stated in thecontract. Failure to meet the stated project work and goals will result inthe severest grade penalties possible.
Please make every effort to abide by the contract guidelines.
PROJECT GUIDELINES
1. Submit Proposal attach copy Daterecommended changes (if necessary) completed date:
2. Standard Hours for Internship:Haw will student accommodate these hours:
3. Fieldwork Requirements: (optional)
General Libran.Lniervibi of Nev ,\lexic
Albuquerque, New Memco 8713115051 277-6451
19
4. Project Requirements:
5. Midterm Requirements:
6. Final. Grade Requirements:
CSWR Supervisor: Date:
CSWR Specialized training area:
Approved, CSWR Director: Date:
Student signature:
Departmental Faculty:
Date:
Date:
Department: Course # Semester
Comments/Revisions:
20
3u
University of Pennsylvania
REFERENCE INTERNSHIP
University of Pennsylvania, Van Pelt Library
AVAILABLE: One opening available June/July, 1993. The internshiplasts one year, and may be renewed for an additionalyear.
GRAD. STATUS: Current studentSALARY: Minimum $10.15/hour; paid vacation and sick leave.HOURS: 20/wk.; daytime, and some weekend and evening work.TASKS: Work in the Reference Department of Van Pelt Library,the
University's social sciences and humanities library.Wide variety of reference tasks including use of Penn'sonline catalog and national databanks (RLIN & OCLC).Assist patrons with end-user searching of databases onCDs and online systems. Process reference materials andmaintain reference records. Participate in bibliographicinstruction program. Special projects as required.
REQUIREMENTS: Student in MS program. Strong academic background. Ableto learn quickly, take initiative, handle hecticsituations. Public service orientation.
CONTACT: Edna Dominguez, Library Personnel Administrator, Van PeltLibrary, 3420 Walnut Street, University of Pennsylvania,Philadelphia, PA 19104-6206.(215)898-3226.
BUSINESS LIBRARY INTERNSHIP
University of Pennsylvania,Wharton School, Lippincott Library
AVAILABLE: Beginning August 1, 1993, for one year May be renewedfor an additional year (1 position).
GRAD. STATUS: Current student.SALARY: $10.15/hour; paid vacation and sick leave.HOURS: 20/wk. Must be willing to work some evenings & weekends.TASKS: The internship will provide the opportunity to
participate in the operation of a large academic businesslibrary. Most of the intern's work will be with theReference Dept. The work will involve in-depth learningof business resources both in print and computer form.One of the chief duties of the intern will be to assiststudents and faculty in the use of several end-usercomputer retrieval systems. This will give the intern theopportunity to learn first hand the operation of thelatest laser disk and time sharing systems for businessresearch. The intern will also assist in instruction andorientation programs. Specific duties include staffingthe reference desk, additional work in periodicals andcirculation, assisting with library orientation andinstruction, and attending staff meetings.
REQUIREMENTS: Student in MS program.
CONTACT: Michael Halperin, Director (215)898-5921.
21
LIBRARY SYSTEMS INTERNSHIP
University of Pennsylvania, Van Pelt Library
AVAILABLE:GRAD. STATUS:SALARY:HOURS:TASKS:
REQUIREMENTS:
CONTACT:
AVAILABLE:
GRAD. STATUS:SALARY:HOURS:
TASKS:
REQUIREMENTS
CONTACT:
6 months. Starting January, 1993.Current student.$10.15/hour; paid vacation and sick leave.Maximum 20 hrs./wk.--flexible schedule.A variety of library automation and information systemsoperations, including planning, budgeting, equipmentselection, installation, programming, statistics, anddatabase design.Student in MS program. Strong interest in systems.Computer-related coursework and/or experience essential.Edna Dominguez, Library Personnel Administrato.r, Van FeltLibrary, 3420 Walnut Street, University of Pennsylvania,Philadelphia, PA 19104-6206. (215) 898-3226.Applications accepted in October 1992 for the January1993 position.
SCIENCE LIBRARIES INTERNSHIP
University of Pennsylvania, Science Libraries
One position, beginning July 1, 1993, for one year.Could be renewed for a second year.Current student.$10.15/hour; paid vacation and sick leave.20 hours/week. Daytime, plus some weekend and eveningwork.
The intern will have the opportunity to work in the threeunique but interrelated collections of Penn's ScienceLibraries: Chemistry, Math-Physics-Astronomy, andEngineering. Tasks will include special projects, suchas collection analysis and development, and producinglibrary pathfinders. The intern will also assist inproducing a library newsletter. The intern will alsoprovide reference duties, assist patrons withcomputerized literature searching, participate ininstruction and orientation programs, and perform otherlibrary routines.
: Student in the MS program. Interest inscience/technology libraries. Preferred: completion ofcourses in Online Bibliographic Searching, and Resourcesin Science and Technology.Carol Carr, Chemistry Librarian, Chemistry Building (5thFloor), 231 S. 34th Street, University of Pennsylvania,Philadelphia, PA, 19104 (215)898-2177.
22
MEDICAL INFORMATION MANAGEMENT SYSTEMSSTUDENT INFORMATION SCIENTIST
AVAILABL":
GRAD.
Merck Human Health DivisionMerck Sharp & Dohme, West Point, Pennsylvania
Two positions available. January through Junethrough December.
STATUS: Current graduate student who has completed adegree in science: biology, microbiology orscience is preferred.$16.00/hour (travel stipend)40 hours/week for 6 months.Collects, analyzes, summarizes and prepares
SALARY:HOURS:TASKS:
REQUIREMENTS:
CONTACT:
or July
B.S. or M.S.biomedical
reports toconvey pertinent medical information to Medical Services,the Division, and the Company. Utilizes automated andmanual information resourcea to obtai-1 primary sourcesneeded to complete reports. Searches databases, screensinformation, and interacts with medical professionals ona routine basis.Completion of an on-line database searching course inaddition to a degree in science is desirable.Charles A. Baechler, Ph.D., Merck, UM3-9, West Point, PA19486. (215) 540-8609.
MICROCOMPUTER SUPPORT INTERNSHIP
AVAILABLE:GRAD. STATUSSALARY:HOURS:TASKS:
Pennsylvania College of Podiatric Medicine,Charles E. Krausz Library, Phila.
Availablc now. 6 months - 1 year.: Current student.
$8.00 /hour8 to 16 hours/week. Flexible hours, day and/or evening.The Krausz Library has recently developed a ComputerLearning Center which houses 7 IBM compatible andMacintosh computers, plus peripheral equipment, includingdot matrix and ink jet printers, videodisc player, CD-ROMplayers and a Mideo System for developing interactiveprograms. The CLC presently offers students the MEDLINEdatabase for searching on CD-ROM, an interactiveanatomical dissection program for CD-ROM and Macintosh,word processing, database management and spreadsheet, andinteractive programs for videodisc and MAC. The Libraryis automated using DATA TREK software and a Novell 3.11network. Under the direction of the college librarian,the intern will provide informal training and assistanceto users of the CLC and trouble shooting with thecomputera and software. Other options are availabledepending on the interest and expertise of the intern.
23
REFERENCE ASSISTANT INTERN
Hahnemann University Library, Phila.
AVAILABLE: Filled. Do not apply.GRAD. STATUS: Current student.SALARY: $9.00/hourHOURS: 15 hours/week (Monday through Friday, no evenings or
weekends).TASKS: Answer reference questions including use of indexing and
abstracting sources. Assist users with searchingdatabases on CD-ROM (PsycLit, CINAHL) and network versionof MEDLINE and Micromedex. Assist patrons in using theHahnemann online catalog. Other projects may bedeveloped according to library needs and interests of thestudent.
REQUIREMENTS: CIS student (graduate). Some coursework or experiencewith health or psychology-related reference sourcespreferred. Courses or experience with database searchingdesirable. Ability to work with users.
CONTACT: Judith M. Baker, Associate Director for Public Services,Hahnemann University Library, 245 N. 15th Street, M.S.449, Philadelphia, PA 19102 (215)762-7632.
MICROCOMPUTER SUPPORT INTERNSHIP
Hahnemann University, Library Learning Center, Phila.
AVAILABLE: Availability varies. 6 months - 1 year (2 positions).GRAD. STATUS: Current student.SALARY: $9.00/hourHOURS: 6 to 15 hours/week (that is, 1 to 4 days, Monday through
Friday). Some weekend hours may be available.TASKS: The Hahnemann University Library Microcomputer Learning
Laboratory houses 30 IBM-compatible and Macintosh PCsplus peripheral equipment, including a laser printer, aplotter, scanners, and videodisc players. The laboratorycontains a wide range of applications software andcomputer-assisted instruction (CAI) programs. Under thedirection of the Microcomputer Laboratory Manager, theIntern will provide informal training and assistance tousers of the laboratory. Depending upon expertise andinterest, the intern will become involved in somecombination of the following projects: *Collecting andprocessing laboratory use statistics. *Evaluating anddocumenting new CAI programs. *Writing user aids, such as"How To" sheets. *Presenting workshops.* Programming projects.
REQUIREMENTS: Interest in learning to use basic microcomputerapplications, particularly word processing. Knowledge ofWordPerfect or Hypercard a plus.
CONTACT: Andrew Brennan, Hahnemann University, 245 N. 15th Street,M.S. 449, Philadelphia, PA 19102 (215)762-7264.
24
MEDICAL SYSTEMS INTERNSHIP
University of Pennsylvania, Biomedical Library
AVAILABLE:GRAD. STATUS:HOURS:SALARY:TASKS:
REQUIREMENTS:
CONTACT:
mid-September, 1992Current student.15-20 hrs./wk.'810.15/hour; paid vacation and sick leave.Assist with maintenance of approximately 35 PCs and 30IBM terminals used by staff and/or patrons.Responsibilities will include: general troubleshooting,upgrading existing hardware and software, installing newhardware and software, performing routine cleaning ofhardware, maintaining computer supply inventory, writingscripts and batch files, etc. Other projects may includedeveloping relational database applications for inventoryand billing systems (Paradox), designing printed useraids (MS Word and PageMaker) and/or training users invarious software applications.Student in MS program. Responsible, able to learn andwork with little supervision. Familiarity with PCs andMacs and with various word processing, spreadsheet,database management, and searching software applications.Emily Corse, Systems Specialist, U of PA BiomedicalLibrary, Johnson Pavilion/6060, 36th & Hamilton Walk,
Philadelphia, PA 19104. (215) 898-9219.
MEDICAL REFERENCE INTERNSHIP
University of Pennsylvania, Biomedical Library
AVAILABLE:GRAD. STATUS:SALARY:HOURS:TASKS:
REQUIREMENTS:
CONTACT:
July 1, 1993Current student.$10.15/hour; paid vacation and sick leave.15-20 hours/week, Monday through Friday.The Biomedical Library supports academic and researchendeavors. The library has a vast print collection witha clinical focus and houses 50+ PCs, 18 terminals and 10CD workstations. The intern will act as an informationconsultant, train people to use electronic sources,search unfamiliar sources, analyze and synthesizeinformation and assist in developing strategies for usereducation. Initially the intern will work 15-20 hours atthe Information Desk. Reports to the ReferenceCoordinator for Information Service.Student in MS program. Should have a positive attitudeand have a public service orientation. Completion ofsome coursework in medical librarianship and knowledge ofcomputers is desirable. Must enjoy working in a hecticenvironment with people of varied interests. Experience
in teaching adults or user education would be helpful.Mary Pat Wilhem, Reference Coordinator, BiomedicalLibrary, University of Pennsylvania, 36th and HamiltonWalk, Philadelphia, PA. 19104-6060 (215)898-6978.
25
REQUIREMENTS: Knowledge and interest in basic microcomputerapplications on both Mac and PC. Interest and/orknowledge of Novell Networks a plus.
CONTACT: Linda Stanley, Charles E. Krausz Library, PennsylvaniaCollege of Podiatric Medicine, 8th St.at Race,Philadelphia, PA 19107. (215)629-0300 x215,FAX (215) 629 -1622.
PLZASZ LET CS Xig 0 33 .
Let the Placement Office know of your interest in applyingfor any of these internships--even those that don't begin inthe near future. Please return this form to Room 304, RushBuilding.
It is to your benefit to return this form--since employersoften contact the Placement Office if they have troublegetting in touch with students who have inquired about aninternship.
TO APPLY, HOWEVER, CONTACT THE EMPLOYERS DIRECTLY!
I am interested in the following internships:
University of PA, Van Pelt (reference internship)University of PA, Wharton School, Lippincott Library(business library internship)University of PA, Van Pelt (library systems internship)University of PA, Science Libraries (science librariesinternship)University of PA, Biomedical Library (medical systemsinternship)University of PA, Biomedical Library (medical referenceinternship)Hahnemann University (reference assistant internship)Hahnemann University (microcomputer support internship)Merck, Sharp and Dohme (student information scientist)Pennsylvania College of Podiatric Medicine(microcomputer support internship)
NAME: PHONE:
26
UNIVERSITY AT BUFFALOSTATE UNIVERSITY OF NEW YORK
MINORITY LIBRARIAN INTERNSHIP PROGRAMAT
THE UNIVERSITY AT BUFFALO LIBRARIES
University LibrariesOffice of the Director
432 Capen HallButta lo New lurk 14260
716) 636-2965 2972FAX (716)636-3E44
As part of a continuing commitment to the promotion of culturaldiversity, the Libraries of the University at Buffalo (UB) are pleasedto announce the creation of a Minority Librarian Internship. The intentof this new program is to attract representatives of underrepresentedgroups -- African Americans, Hispanic Americans, and Native Americans --into the profession of academic librarianship and to provide them with achallenging training opportunity.
Each UB Minority Librarian Intern will participate in astructured three-year program of study. During the first year, theIntern will pursue a Master's in Library Science (M.L.S.) at UB's Schoolof Information and Library Studies as a SUNY (State University of NewYork) Underrepresented Minority Graduate Fellow. In addition to theregular SILS curriculum, the Intern/Fellow will be introduced topractical issues in academic librarianship through directed study andstructured interaction with the faculty of UB's Oscar A. SilvermanUndergraduate Library. Following graduation, the Intern will thenreceive a two-year visiting appointment as a member of the UndergraduateLibrary Faculty. During this appointment, the Intern will be fullyintegrated into the UB Libraries system and all Undergraduate Libraryoperations. Duties will include providing electronic and printreference service, participating in the library's active bibliographicinstruction program, developing the collection, working closely withUB's new Undergraduate College curriculum, and interacting with specialUB populations to help students develop information literacy skills.The primary focus of the internship experience will be to immerse theIntern in the exciting opportunities of both academic life andinformation technology. The arriving Intern will receive a laptop PCwith modem and an account on the UB computer network. Funds will beprovided for the Intern to attend professional meetings and conferences.The Intern will be assigned mentors both in SILS and on the UGL facultywho will assist the Intern in developing a research agenda and who willintroduce the Intern to local and national colleagues with similarinterests. The UB Libraries will help each Intern secure a permanentposition in academic librarianship at the conclusion of the program.
To initiate the UB Minority Librarian Internship program for the1992/93 academic year, we are seeking two individuals: OTB interestedin pursuing the full three-year program, starting with work on an M.L.S.as a SUNY Underrepresented Minority Graduate Fellow and followed by atwo-year appointment in the Undergraduate Library and a second, a recentminority M.L.S. graduate, interested in only the two-year internshipappointment. The SUNY Underrepresented Minority Graduate Fellowshipwill be awarded to an academically superior African American, HispanicAmerican, or Native American who will receive a full tuition scholarshipto attend the UB School of Information and Library Studies along with a
27
$7,500 stipend. The two-year internship will consist of an appointmentas a Visiting Assistant Librarian with a salary of $25,000 per year plusbenefits. This initial internship will extend from June 1992 throughthe end of May 1994 and is intended for individuals who recentlycompleted a Master's in LibrE .y Science degree during 1991 or 1992 froman ALA accredited institutior.. This intern will work closely with theproject manager to help set up the program for succeeding participants.
The application review process begins immediately and willcontinue through April 30, 1992. Librarians are encouraged to nominatequalified candidates for both positions.
Applicants for both the Fellowship and the Internship should becommitted to working in an academic environment. Interested andqualified individuals should immediately submit a vita, a statementfocusing on personal qualifications and interest in thisemployment/training opportunity, and three letters of recommendation.Inquiries and applications should be directed to:
Kenneth HoodPersonnel and Staff Development OfficerUniversity LibrariesUniversity at Buffalo432 Capen HallBuffalo, NY 14260
Phone: (716) 636-2972E-Mail: [email protected]
The University at Buffalo is the largest University Center in theState University of New York. UB serves over 25,000 students on twocampuses. UB ranks among the top public institutions in the nation andis a member of the Association of American Universities (AAU).
UB's School of Information and Library Studies ranks among thetop 25 graduate schools of library and information science in thecountry. Its diverse program is accredited by the American LibraryAssociation.
The University at Buffalo Libraries consist of sPven majorlibrary units and two branches. Collections include over 2.5 millionvolumes. The Libraries belong to the Association of Research Libraries(ARL) and are members of OCLC and RLG. The Libraries' BISON system is aNOTIS-based, fully-integrated information environment that providesaccess to a selection of current journal indexes/abstracts in additionto the holdings of all UB Libraries.
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYERNo person in whatever relationship with the Universityat Buffalo shall be subject to discrimination on the basisof age, creed, color, handicap, national origin, race,religion, sex, marital or veteran status.
3/25/92
28
-13
cn c
n-1
3
cr c
t'D
cr)
*<o
coa
>a
a 51
ita
9:3
6.)
(1)
50.
) -g
c
z6-
ac
acp
7:1
<Z
5C
D
up C
Dn
0cl
a-<
CC
D
Io
ci R
.C cr
0Ir
Nee
d m
ore
info
rmat
ion?
If y
ou n
eed
mor
e in
form
atio
n ab
out t
heM
ILL
S pr
ogra
m p
leas
e co
ntac
t Ms.
Jud
ithK
aufm
an in
Roo
m W
1514
, Mai
nL
ibra
ry(6
32-7
100)
. If
you
need
mor
e in
form
atio
nab
out c
aree
rs in
libr
aria
nshi
p/in
form
atio
n sc
i-en
ce, t
he b
ooks
and
art
icle
s lis
ted
belo
w m
aybe
hel
pful
. All
of th
e tit
les
belo
w a
re o
n re
serv
ein
the
Mai
n L
ibra
ry, l
iste
d un
der
the
cour
seL
1S99
9.
Boo
ksB
ulle
tin o
f the
Nel
son
A. R
ocke
felle
r C
olle
ge o
f Pub
licA
ffairs
. SU
NY
Alb
any,
198
8/89
.F
inan
cial
Ass
ista
nce
for
Libr
ary
Edu
catio
n. A
mer
ican
Libr
ary
.'tls
ocia
tion,
198
8.Li
brar
ians
for
the
New
Mill
enni
um. A
mer
ican
Lib
rary
Ass
ocia
tion,
198
8.Jo
sey.
Opp
ortu
nitie
s fo
r M
inor
ities
in L
ibra
rians
hip.
Sca
recr
ow P
ress
, Inc
., 19
77.
Jose
y. W
hat B
lack
Lib
raria
ns a
re S
ayin
g. S
care
crow
Pre
ssIn
c., 1
972.
Sel
len.
Wha
t Els
e Y
ou C
an D
o W
ith a
Lib
rary
Deg
ree.
Gay
lord
Pro
fess
iona
l Pub
licat
ions
, 198
0.S
piva
ck. C
aree
rs in
Info
rmat
ion.
Kno
wle
dge
Indu
stry
Pub
licat
ions
, Inc
. 198
2.
Art
icle
sG
augh
an. "
Job
See
kers
Mar
ket f
or L
ibra
rians
." A
mer
ican
Libr
arie
s 19
(M
ar. 1
988)
:180
.181
.H
arris
. "C
aree
r A
spira
tions
of M
LS S
tude
nts.
" Jo
urna
l of
Edu
catio
n fo
r Li
brar
y an
d In
form
atio
n S
cien
ce 2
7(S
umm
er 1
986)
:31.
37.
Lear
mon
t. "P
lace
men
ts a
nd S
alar
ies
1987
." L
ibra
ry J
ourn
al.
113
(Oct
. 15,
198
8) :2
9-36
.M
athe
ws.
"A
mer
ican
Indi
an L
ibra
ries.
" A
mer
ican
Lib
rary
Ass
ocia
tion
Yea
rboo
k 13
(19
88)
:28-
29.
Mill
er. "
Ref
orm
a: N
atio
nal A
ssoc
iatio
n to
Pro
mot
e Li
brar
yS
ervi
ce to
the
Spa
nish
Spe
akin
g."
Am
eric
an L
ibra
ryA
ssoc
iatio
n Y
earb
ook
13 (
1988
) :2
83.2
84.
Sm
ith. "
Bla
ck A
mer
ican
s."
Am
eric
an L
ibra
ry A
ssoc
iatio
nY
earb
ook
13 (
1988
) :7
8-83
.T
sai.
"Asi
an P
acifi
c A
mer
ican
Lib
rary
Ass
ocia
tion.
"A
mer
ican
Lib
rary
Ass
ocia
tion
Yea
rboo
k 13
(19
88)
:51-
52.
Van
! lo
use.
"M
LS S
tude
nts'
Cho
ice
of a
Lib
rary
Car
eer.
"Li
brar
y an
d In
form
atio
n S
cien
ce 1
0 (A
pr. 1
988)
:157
-17
6.
Wils
on. "
Chi
nese
-Am
eric
an L
ibra
rians
Ass
ocia
tion.
"A
mer
ican
Lib
rary
Ass
ocia
tion
Yea
rboo
k 13
(19
88)
:116
.
Pre
pare
for
am
eani
ngfu
l car
eer
Min
ority
Inte
rnsh
ip/s
chol
arsh
ip in
Lib
rary
and
Info
rmat
ion
Scie
nces ST
ON
Y B
RO
OK
ST
AT
E U
NIV
ER
SIT
Y O
F N
EW
YO
RK
re y
ou lo
okin
g fo
r a
care
er w
ithdi
vers
e op
port
uniti
es a
nd r
oom
for
pers
onal
gro
wth
? C
onsi
der
the
mul
ti-fa
cete
d w
ork
of a
car
eer
in li
brar
y an
din
form
atio
n sc
ienc
e. T
he in
form
atio
n fi
eld
isgr
owin
g, a
nd th
e w
ork
of li
brar
ians
, the
ori
gina
lin
form
atio
n ex
pert
s, is
exp
andi
ng to
kee
ppa
ce.
Do
you
enjo
y so
lvin
g pr
oble
ms
and
expl
orin
gth
e un
know
n? E
very
day
libr
aria
ns s
ift t
hrou
ghcl
ues,
unc
over
fac
ts a
nd h
elp
peop
le w
eave
know
ledg
e fr
om th
read
s of
info
rmat
ion
.
Do
you
wan
t to
mak
e a
sign
ific
ant
cont
ribu
tion
to y
our
com
mun
ity?
Lib
rari
ans
serv
e th
e ne
eds
of a
ll th
e pe
ople
in th
e co
m-
mun
ity. T
hey
prov
ide
not o
nly
info
rmat
ion
but
also
man
y pu
blic
ser
vice
and
edu
catio
nal
pro-
gram
s th
roug
h le
ctur
es, m
eetin
gs a
nd o
utre
ach
proj
ects
.A
re y
ou f
asci
nate
d by
the
late
st te
chno
logi
cal
deve
lopm
ents
? Fr
om p
erso
nal c
ompu
ters
to lo
cal
area
net
wor
ks to
hug
e m
ain
fram
e ba
sed
retr
ieva
lsy
stem
s, li
brar
ians
and
info
rmat
ion
spec
ialis
ts a
rer,
pons
ible
for
the
desi
gn, d
evel
opm
ent a
ndim
plem
enta
tion
of a
dvan
ced
com
pute
r an
d co
m-
mun
icat
ions
sys
tem
s.In
a ti
me
whe
re m
any
jobs
are
bei
ng e
limi-
nate
d, th
e ou
tlook
for
libr
ary
care
ers
isve
ry g
ood
in a
lmos
t all
sect
ions
of
the
coun
try.
Cur
rent
lyth
ere
is a
sho
rtag
e of
libr
aria
ns th
at is
exp
ecte
dto
con
tinue
wel
l int
o th
e 19
90's
. Tod
ay li
brar
ians
wor
k in
a w
ide
vari
ety
of e
nvir
onm
ents
incl
udin
gbu
sine
ss, g
over
nmen
t, la
w, m
edic
al, a
cade
mic
,sc
hool
and
pub
lic li
brar
ies.
Star
ting
sala
ries
gen
eral
ly b
egin
in th
e$2
0,00
0's,
and
top
sala
ries
in th
e pr
ofes
sion
exce
ed $
100,
000
annu
ally
.
Rep
rint
ed f
rom
Am
eric
an L
ibra
ry A
ssoc
iatio
nR
ecru
irm
ent B
roch
ure.
MIN
OR
ITY
IN
TE
RN
SHIP
/SC
HO
LA
RSH
IP I
N L
IBR
AR
Y&
IN
FOR
MA
TIO
N S
CIE
NC
ES
In o
rder
to m
ake
mor
e m
in,it
y st
uden
tsaw
are
of th
e ca
reer
pos
sibi
litie
s in
libr
aria
nshi
pan
d in
form
atio
n sc
ienc
es, t
he U
nive
rsity
Li-
brar
ies
in c
onju
nctio
n w
ith th
e G
radu
ate
Scho
ol o
f In
form
atio
n Sc
ienc
e an
d Po
licy
atSU
NY
Alb
any
is p
leas
ed to
ann
ounc
e th
eM
inor
ity I
nter
nshi
p/Sc
hola
rshi
p in
Lib
rary
and
Info
rmat
ion
Scie
nces
(M
ILL
S). M
ILL
S is
an in
tern
ship
/sch
olar
ship
pro
gram
for
min
or-
ity s
tude
nts
(U.S
. citi
zens
) in
tere
sted
in p
ur-
suin
g gr
adua
te e
duca
tion
and
a ca
reer
in th
efi
eld
of L
ibra
ry a
nd I
nfor
mat
ion
Scie
nces
.In
tere
sted
min
ority
stu
dent
s ar
e en
cour
aged
to a
pply
dur
ing
thei
r ju
nior
yea
r or
dur
ing
grad
uate
stu
dies
for
this
pro
gram
whi
ch in
-cl
udes
a y
ear-
long
pai
d in
tern
ship
in th
e U
ni-
vers
ity L
ibra
ries
as
wel
l as
full
fina
ncia
l sup
-po
rt to
atte
nd g
radu
ate
scho
ol a
t SU
NY
Alb
any'
s Sc
hool
of
Info
rmat
ion
Scie
nce
and
Polic
y. A
s pa
rt o
f th
e in
tern
ship
, stu
dent
s w
illw
ork
appr
oxim
atel
y 10
hou
rspe
r w
eek
in th
elib
rary
and
he
paid
'a w
age
of $
6.00
per
hou
r.U
nder
the
dire
ctio
n of
mem
bers
of
the
libra
ryfa
culty
, int
erns
will
rec
eive
exp
osur
e to
, and
trai
ning
in, t
he b
road
are
as o
f te
chni
cal a
ndpu
blic
ser
vice
s, in
clud
ing
cata
logi
ng a
nd r
ef-
eren
ce. I
nter
ns w
ill a
lso
wor
k cl
osel
y w
ith a
nin
divi
dual
mem
ber
of th
e lib
rary
fac
ulty
who
will
ser
ve a
s a
men
tor.
Upo
n su
cces
sful
com
plet
ion
of th
e M
IL'S
prog
ram
and
adm
issi
on to
the
grad
uate
pro
-gr
am a
t Alb
any,
stu
dent
s w
ill h
e pr
ovid
edw
ith f
ull f
inan
cial
supp
ort i
nclu
ding
tuiti
onan
d a
stip
end
to a
ttend
gra
duat
e sc
hool
at
SUN
Y A
lban
y's
Scho
ol o
f In
form
al it
)11
Sci
-en
ce a
nd P
olic
y. E
ven
if y
ou h
ave
neve
rt
nigh
t abo
ut a
car
eer
in th
e fi
eld
of li
brar
yan
d in
form
atio
n sc
ienc
e w
e en
com
ai4e
you
cons
ider
par
ticip
atin
g in
this
exci
ting
and
inno
vativ
e pr
ogra
m.
c.r)
GJ a.
"CI
03 U
C/D
COOPER--DAVIS MINORITY FELLOWSHIP
THE THOMAS COOPER LIBRARY AND
THE COLLEGE OF LIBRARY AND INFORMATION SCIENCECo-sponsors
THE UNIVERSITY OF SOUTH CAROLINA
The College of Library and Information Science offers a comprehensive program leading to theMaster of Library and Information Science degree which is accredited by the American LibraryAssociation. The College of Library and Information Science offers courses in the principal areasof library and information science, and has pioneered in the area of distance education.Application forms for admission may be obtained from the Admissions and Placement Office,College of Library and Information Science.
The Thomas Cooper Library is the central research library serving faculty, students and staff of theUniversity of South Carolina. Staff support for libraries includes 49 librarians, 87 library supportstaff and 40 FTE library student assistants. The Library contains 2.4 millicr. volumes and subscribesto 12,000 periodical titles. It ranks 48th in total volumes among the 106 members of theAssociation of Research Libraries and is a member of the Center for Research Libraries andSOLINET.
The Fellowship:
This fellowship will he awarded to a minority student who is pursuing a master's degree in libraryand information science from the College of Library and Information Science at the University ofSouth Carolina.
Appointment is for one year and begins in August of each year.
The fellowship recipient will work 20 hours per week in the Thomas Cooper Library for a stipendof $6000 and will receive a $1000 academic scholarship and a special tuition reduction.
The work experience will be in three areas: public services, technical services, and collectionmanagement.
The fellowship will include:
experience in a variety of library departments,
special projects,
involvement in a library planning activity,
serving on a library committee,
and attending various library meetings.
Requirements:
A 3.00 or above undergraduate Grade Point Average is highly preferred.
Applicants with an interest in academic librarianship are desired.
The fellowship recipient will be required to take a minimum of six graduate hours per semester.A
31
Selection:
A committee will review applications and select the fellowship recipient. The Director of theThomas Cooper Library, the Dean of the College of Library and Information Science, the SpecialAssistant to the Director of Thomas Cooper Library and the Admissions Coordinator of the Collegeof Library and Information Science will serve on the selection committee.
Supervision:
Fellowship Program Coordinator - Special Assistant to the Director of the Thomas CooperLibrary
Immediate supervisor - Library department head of the area to which the fellow is assigned
College of Library and Information Science liaison - Academic advisor
Evaluation:
An oral progress report by the Library department head will be conducted with the fellowafter the first month in each department.
A written evaluation will be completed by the Library department head upon completionof the work experience. A copy of this evaluation will be given to the fellowship recipientand to the fellowship program coordinator.
Exit interviews to evaluate the fellowship experience will be conducted by representativesof the Thomas Cooper Library and the College of Library and Information Science.
Application:
Contact- Nancy C. BeitzAdmissions CoordinatorCollege of Library and Information ScienceDavis CollegeUniversity of South CarolinaColumbia, S.C. 29208
Telephone: (803) 777-3887
32
4
Application for the
COOPER - -DAVIS MINORITY FELLOWSHIP
sponsored by
Thomas Cooper Library and
College of Library and Information Science
The University of South Carolina
The Cooper-Davis Minority Fellowship Selection Committee will award the fellowship to a minoritystudent who is enrolled in the master's program in library and information science, College ofLibrary and Information Science, University of South Carolina. The fellowship will provide therecipient with a stipend of $6000 for working twenty hours a week in the Thomas Cooper Libraryfor one year, a $1000 academic scholarship and a special tuition reduction. The fellowship beginsin August and continues through July of the following year. ONLY STUDENTS WHO AREFULLY ADMMED TO THE COLLEGE OF LIBRARY AND INFORMATION SCIENCEWILL BE ELIGIBLE FOR THE FELLOWSHIP. The Committee will review the completedadmissions application file before making their selection.
NAME:
SOCIAL SECURITY NUMBER:
ADDRESS:
PHONE: (Work) (Home)
EDUCATION:Undergraduate Major: College:
Undergraduate grade point average: Degree & Year Awarded:
MAT or GRE Score:
Other degrees or coursework:
WORK EXPERIENCE:Current position:
Previous jobs:
I am a continuing student in the College of Library & Information Science. Yes No
I am a new student in the College of Library & Information Science. Yes No
Are you available to work nights and weekends? Yes No
Please answer the following questions on a separate sheet of paper. Attach your answers to thisform.
1. Briefly, in about 200 words or less, what are your career plans and objectives for the first fiveyears following graduation?
Do you have any experience or skills that would be helpful in your work at the Library? Pleaseinclude, for example: computer experience, research skills, previous work in a library orinformation management setting, etc.
2.
3. Is there anything else you can tell us which you believe would be helpful to the Committee?Please elaborate on any additional information that you feel is relevant to your being awardedthis fellowship.
4. Please list the names of three persons qualified to recommend you for this fellowship. Thesereferences may include anyone you have known who would have knowledge ofyour work andacademic skills:
NAME ADDRESS CITY/STATE
1.
3.
Applicant's Signature
Return your application to:
Nancy C. BeitzAdmissions Coordinator
College of Library and Information ScienceDavis College
University of South CarolinaColumbia, SC 29208
Application deadline: March 15, 1993
34
COOPER DAVIS MINORITY FELLOWSHIP
Purpose:
This fellowship has been established by the Thomas Cooper Library and the College ofLibrary and Information Science to address the problem of underrepresentation ofminorities in the professional ranks of librarianship by encouraging a member of a racialor ethnic minority to enter the library science profession.
Goals for the Fellowship:
to teach library skills to the fellowto introduce and orient the fellow to academic librarianshipto offer experience and training in various aspects of library operationsto further the growth & development of minority librarians within the professionto base assignments on the interests of the individual when those interests coincidewith the needs of the library
What we expect in return:
interest growth initiativeeffort dedication completion of assignmentsdependability cooperation development of professionalism
35
SAMPLE SCHEDULE COOPER DAVIS MINORITY FELLOWSHIPSCHEDULE - 1992-1993
AUGUST 16, 1992 - AUGUST 15, 1993 -- WOO HOURS:
August 16, 1992 - January 2, 1993 -- PROCESSING SERVICES (360 hours)(20 weeks -2 weeks of holidays)
August 16 - October 17, 1992 -- Acquisitions Department (180 hours)(9 weeks)
October 18, 1992 - January 2, 1993 -- Cataloging Department (180 hours)(11 weeks -2 for holidays)
January 3 - August 15, 1993 -- THOMAS COOPER LIBRARY (640 hours)(32 weeks)
January 3 - May 15, 1993 -- Public Services/Reference Department (380 hours)(19 weeks)
May 16 - August 15, 1993 -- Collection Management Office (260 hours)(13 weeks)
36
SCHOOL OF INFORMATION STUDIESSYRACUSE UNIVERSITY
1STINTERNSHIPPROGRAM
GUIDE
This guide explains the policies of the School of Information Studiesregarding the internship program. Additional inquiries
should be forwarded to the director of internships at 315/443-2911.
Revised: October, 1989
37
1ST INTERNSHIP PROGRAM GUIDE
TABLE OF CONTENTS
Page
Internship Program Philosophy 1
Purpose of Internships 2
Roles and Definition 3
Student Intern 3
Site Supervisor 4
Faculty Supervisor 5
Director of Internships 6
Remitted Tuition 6
Contract 7
General Information 8
Hours and Credits 8
Product Required 8
Evaluation and Grade 9
Procedures and Time Schedule for Enrollment 9
Appendix 11
Former Field Sites 11
Sample Internship Projects 12
Forms and Handouts 14
38
4 ',)
1
INTERNSHIP PROGRAM PHILOSOPHY
In the recognition that education extends beyond the formal classroom, the facultyof the School of Information Studies (1ST) requires students to participate in speciallearning situations outside existing courses. The Internship program is designed toprovide the student with the opportunity to work in a day-to-day professionalenvironment under the supervision of an experienced professional and with theguidance of an 1ST faculty member. In addition, the program is designed to promotepositive interaction between the faculty and students of IST and practicinginformation professionals in institutions, businesses, libraries, and other agencies.
Students usually register for Internships anywhere from the midpoint to the end oftheir academic program to be able to have sufficient expertise to bring to the fieldsite. However, students should plan early for the field experience which will bestparallel their own professional goals. Students need to think about the professionalrole that they wish to pursue, then begin to talk about potential Internshipsituations with their advisor, the faculty supervisor for 'internships, and the directorof internships during the semester before they actually need to register.
39
For the student:
*
2
PURPOSE OF INTERNSHIPS
to gain practical experience in using information skills and applyingtheoretical knowledge
to pursue a special interest in a subject specialty
to interact and communicate with practitioners
to experience an information setting consistent with professional goals
to become aware of employment opportunities
to test theoretical concerns against reality
to develop a professional self-awareness
to understand the role of the sponsoring site within the community
For the site:
to develop and implement special projects
to have additional professional-level assistance available
to gain fresh insights from students who are currently studying"cutting-edge" approaches to information tasks
to interact with the students and programs of the School ofInformation Studies
For the School of Information Studies:
to provide stimulating, practical learning environments for students
to meet the individual needs of students
to promote a good working relationship with institutions, agencies,businesses and libraries
40
5L
3
ROLES AND DEFINITIONS
The student intern: A student who has registered for 1ST 970 and turned ina completed contract to the director of internships.
An internship is a unique learning experience for the student. The directorof internships, the site supervisor and the faculty supervisor all haveresponsibilities. However, the primary responsibility for the success of theprofessional experience rests with the student. Therefore, the intern will:
1. Read the Internship Program Guide and become familiar with programguidelines, procedures and responsibilities.
2. Meet with the director of internships to discuss the program and tobegin the process of matching the student's needs with appropriatesites.
3. Consult with the academic advisor to determine how an internshipexperience will help meet educational goals and fit into the student'soverall academic program.
4. Contact the potential site supervisor to exchange informationregarding expectations and availability, after a potential site has beenselected.
5. Meet with the faculty supervisor to acquaint him/her with thestudent's plans and to determine the faculty supervisor's requirementsfor the field experience.
6. Contact the director of internships to exchange information concerningthe site, and see that the necessary paperwork is completed.
7. Meet with the faculty supervisor a minimum of three times during theinternship; usually for signing and approval of the Internship Proposalform, acceptance of the contract, and site visit consultation.
8. Write the contract in cooperation with the site supervisor. Thiscontract is a formal agreement which specifically describes theInternship activities. It must be signed and submitted to the director ofinternships prior to or upon the completion of 30 hours of fieldexperience.
9. Attend the internship seminar held on campus during the semester.
41
4
10. Inform the director of internships of termination of the fieldexperience and complete an evaluation form analyzing the experienceand the Internship program.
11. Meet with his/her advisor if the student feels that the facultysupervisor, site supervisor or the coordinator is not meeting contractobligations; or if the faculty member should leave the School. Astatement of the situation should be prepared for presentation to theExecutive Committee for guidance and/or adjudication.
12. Agree to abide by all policies, rules, and regulations of the organizationfor whom s/he is working.
SITE SUPERVISOR
The site supervisor: The field site is the agency/ library which agrees to havean intern. The site supervisor is the qualified, information professional at the fieldsite who agrees to work with, advise, and evaluate the intern. Therefore, the sitesupervisor will:
1. Know areas, projects, and activities within the site which areappropriate for student involvement.
2. Make necessary arrangements at the site including alerting appropriatepersonnel and providing space, equipment, and/or supplies.
3. Orient the student to the site physical layout as well as theorganizational structure. The student should gain an understanding ofthe philosophy, goals, functions, and clients of the site.
4. Review expectations and assist the student in writing a contractdetailing the nature, rationale, methodology, responsibilities, andcriteria for evaluation of the Internship. The contract should be asspecific as possible to insure a clear understanding by all personsinvolved. The contract should be completed and submitted to thedirector of internships by the end of 30 hours of field experience.
5. Meet with the student as necessary (or at least every two weeks) fordiscussion. Meet at the mid-point and end of the internship forevaluation.
42
5')
5
6. Meet with the faculty supervisor at least once, typically during the sitevisit approximately mid-way through the internship, to discuss thestudent's progress.
7. Complete a written evaluation of the student (a letter and evaluationform will be sent from the School of Information Studies), and provideinformation as necessary to the faculty supervisor. Recommend agrade for the student's performance.
8. Contact the director of internships or faculty supervisor should anyquestions or problems arise. Good communication between the sitesupervisor, student, faculty supervisor, and director of internships willensure a successful experience.
FACULTY SUPERVISOR
The faculty su ertp: The 1ST instructor for this experience who overseesand evaluates the student. The faculty supervisor will:
1. Assist the student in setting up the experience; discuss internshipsfrom an academic viewpoint.
2 When appropriate, assign supplementary readings or projects whichwill enhance the field experience. These may indude: visits to similarsites, a journal, discussions, a literature search, reports, bibliographies,evaluations, etc.
3. Assist in developing the contract and ensure that the contractadequately:
a) describes learning objectivesb) explains procedures to be used to accomplish objectivesc) describes the products and results of the experienced) establishes specific criteria to evaluate the experience
4. Carefully evaluate the contract before signing. Contact the sitesupervisor.
5. Visit the site to consult with the student and site supervisorapproximately mid-way through the experience.
43
6
6. Be available as a resource person for guidance and discussion.
7. Meet with the student as needed during the semester to reviewprogress on accomplishing objectives.
8. Communicate with the director of internships regarding policies andprocedures. Inform the director of internships as to the student'sprogress, the overall success of the field experience, and the value ofthe site.
9. Evaluate the performance of the student, taking into account thewritten evaluation from the site supervisor. Assign the final grade.
DIRECTOR OF INTERNSHIPS
The School of Information Studies director of internships: The director ofinterships serves as the link between the School of Information Studies, the site,and the student. In essence, except for the academic quality of the work, the directoris responsible for the Internship Program as a whole. The director of internshipswill:
1. Maintain contacts with field sites, and know the needs andopportunities at the sites. Be available for questions about theprogram.
2. Advise interested students of program requirements, goals, procedures,etc.
3. Inform students and faculty of available sites through the bulletinboard, newsletter, and special notices.
4. Assist in matching the needs of sites and students.
5. Assist, as necessary, with arranging the initial site-student interview,writing the contract, and the completion of all necessary paperwork.
6. Keep the lines of communication open; be available for counseling,conflict resolution, etc. Handle all correspondence with the site.
7. Arrange and conduct the internship seminar.
44
7
8. Meet with the faculty supervisor and representatives of potential fieldsites to plan and develop meaningful opportunities. Educate sitepersonnel as to the objectives, roles, procedures, and requirements ofthe program.
REMITTED TUITION
Tuition remission for the site supervisor: Syracuse University recognizesthe educational contribution made by sponsoring field sites. In particular, itrecognizes the time required of the site supervisor to work with interns.
For that reason, the University has set guidelines for remitted tuitionbenefits to be made to those supervisors. Remitted tuition will be available to thesite supervisor only after the completion of the internship. Typically, two credits ofremitted tuition will be awarded for the supervision of a 150 hour field experience.For more explanation, refer to the appended "Remitted Tuition Benefits toEmployees of Outside Agencies" information sheets.
THE CONTRACT'
Past experience indicates that a carefully written contract is one key to asuccessful internship. It is vital that the contract be clear and precise, describing thework to be done and what is expected of all individuals involved. When thecontract is specific, the experience is more likely to run smoothly. The contract is tobe written by the student after he/she has met with the director, site supervisor, andfaculty supervisor.
It takes time and some familiarity with the site to write a good contract andrevision is often necessary. The contract must be signed and submitted to thedirector of internships prior to or upon the completion of 30 hours of fieldexperience. Once the contract has the four required signatures, the student may notdrop or withdraw from Fieldwork (1ST 970). If the director of internships has patreceived a copy of the contract by the time the student has finished 30 hours of work,then the field placement will be suspended until a signed contract is submitted.Once suspended, the contract must be submitted within a time period specified bythe faculty supervisor, or the internship will be terminated.
The contract will include:
1. BASIC DATA: name, address, phone of student and site supervisor.
2. CREDITS AND HOURS: course credits (3 or 6); work schedule
45
8
3. LEARNING OR PROJECT OBJECTIVES: expectations and outcomesagreed upon by all parties.
4. PRODUCT: bibliography, literature search, database etc.
5. DESCRIPTION OF TASKS/ACTIVITIES: as detailed as possible.
6. RATIONALE: how the field experience fits into the student's overallprogram.
7. METHODOLOGY: how the work is to be done.
8. COMMUNICATIONS: time, place, frequency of student-supervisor,student-faculty supervisor discussions.
9. MISCELLANEOUS: vacation days, special arrangements, etc.
10. CRITERIA FOR EVALUATION: as outlined on the site supervisor'sevaluation form; final evaluation by the faculty supervisor based onthe criteria on page 9, "Evaluation and Grade".
Note: The contract for students in the School Media Program is based upon theSTUDENT RECORD OF COMPETENCIES ATTAINED rather than the ten itemslisted above.
GENERAL INFORMATION
Hours and credits: A range of 1-6 graduate credits may be earned for IST 970.The student must work a minimum number of hours in a semester to receive acertaia number of credits:
50 hours of work at the site =1 credit150 hours of work at the site = 3 credits300 hours of work at the site = 6 credits
These hours are spent on site and do not include time spent with thedirector of internships, faculty supervisor, or writing the contract. Nor do theyinclude preparation time or work specified in addition to on-site tasks such asreadings and papers. Similar to class assignments, internship projects are preparedduring the students' own time.
46
9
To be a profitable experience, an internship usually involves at least 3credits of work. Typically, this involves 10 to 15 hours per week for up to 15 weeks.
The hours, credits, and schedule of activities should be specified in the contract. Thestudent and site supervisor may set up any time frame that is mutually convenient,
provided that it incorporates the required 150 hours.
Product Required: 1ST 970 operates like any 1ST course with regard torequired readings, reports, and assignments. Supplementary work may include one
or a combination of: journal, bibliography, literature search, report, assessment,evaluation and recommendations, presentation, visits to other sites. Requirementsfor student output are purposely flexible to allow the site supervisor and faculty
supervisor the latitude to tailor the internship projects to the needs of the site and
the student. The nature of requirements and expectations of the site supervisor andfaculty supervisor should be detailed in the contract.
The student is expected to work on at least one project that is beneficial to
the site. This can take a variety of forms (databases, thesauri, policy manuals,cataloging, etc.) and should remain at the site. A copy should be made available to
the faculty supervisor to be evaluated when determining the grade.
A field placement is not a part-time job. Students may not do an internship
in a place where they are employed.
EVALUATION AND GRADE
Evaluation and Grade: The task of evaluating the learning experience of anintern is a multi-faceted one. The final grade will be determined by the faculty
supervisor based on the following:
1. Consultation with the site supervisor regarding quality and quantity ofwork, attitude, level of commitment, decision-making ability,compliance with the contract.
Successful completion of the contract.
3. Site visit and consultation with appropriate site personnel; on siteinspection of typical work done by student.
4. The formal evaluation form completed by the site supervisor at theend of the field experience.
5. The quality of the final report, journal (log), or product as required.
47
10
6. Input from the director of internships as appropriate.
Regarding actual grades, students should not assume that the successfulcompletion of the internship ensures the highest grade. An "A" is appropriate foroutstanding an ,1 exceptional efforts.
PROCEDURES AND TIME SCHEDULE FOR ENROLLING ININTERNSHIPS
During the semester prior to the one in which the internship will be done:
1. Student meets with faculty advisor to discuss what type of internshipwould be appropriate considering the student's skills and professionalgoals.
2. Student meets with director of internships to discuss possible sites andto begin the necessary paperwork.
3. Negotiation with the site (before registration).
4. Student meets with faculty supervisor (before registration).
5. Submit the Internship Proposal form (before registration).
6. Pre-register/register. Submit the Independent Study Proposal form atregistration.
During the semester of internship:
7. Begin work at the site.
8. Write the contract - approval by all parties prior to or upon thecompletion of 30 hours of professional work at the site.
9. Seek advise and counsel from the faculty supervisor or the director ofinternships if problems develop.
10. Attend the scheduled internship orientation and seminar during thesemester.
11. Turn in completed projects to the faculty supervisor at the end of thefield experience. Contact the director of internships, complete and turnin the Student Evaluation Form.
48
LT ,
t...1 o
SYRACUSE
UMiViiSIITI X 7 0
SCHOOL OF INFORMATION STUDIES
SCHOOL OF INFORMATION STUDIESINTERNSHIP CHECKLIST
Before the internship begins:
1. Meet with academic advisor
* discuss the type of internship that might be appropriate
2. Student Vita
* complete and return to Director of Internships and Placement beforeinternship begins
* the Director of Internships and Placement will forward to sitesupervisor
* take a copy of the vita to share with site supervisor during the initialmeeting
3. Internship Proposal Form
* complete during initial meeting with site supervisor (before the firstday of intarnship)
* return to Director of Internships and Placement immediately
Upon placement in an internship:
4. Proposal for Independent Study Courses
* complete form (sample copy available)* obtain signatures* submit at time of registration
5. Contract
* write with input from site supervisor* meet with faculty supervisor for approval and signature* submit signed contract to Director of Internships and Placement
prior to or upon the completion of 30 hours of the internship* rewrite contract if necessary
4.206 CENTER FOR SCIENCE AND TECHNOLOGY EY1ACLSE NEW YORK 132 4 4 4 0 0
4931$4.43291l
6. Site Visit
* faculty supervisor will contact site supervisor to arrange for visitapproximately halfway through the internship
* during site visit, show faculty supervisor work you have been doing
7. Attend the Internship Seminar; attendance is MANDATORY!
At the conclusion of the internship:
8. Project
* if project, paper or other product is part of your contract, submit acopy to the faculty supervisor at the end of the internship
9. Evaluation Form
complete and return to Director of Internships and Placement at theend of the internship
SUMUSE
111113011,1/111%11TI II I 0
SCHOOL OF INFOIIMATIOR STUDIES
FIELDWORK/INTERNSHIPSITE INFORMATION
SITE:
CONTACT PERSON:(name & title)
FULL ADDRESS:
PHONE:
NATURE OF SITE:
POSSIBLE FIELDWORK PROJECTS:
IS THIS A PAID OR UNPAID FIELDWORK OPPORTUNITY?(If paid, please include details.)
IS THERE A LIBRARIAN OR OTHER INFORMATION PROFESSIONAL ON-SITE?
DATE LISPED: NOT AVAILABLE AFTER
516 2,
sitA(USt
JsitillS1118 .1. 0
SCNOOL OF INFOINATIO% STUDIES
S"11-1 4 //sP29--R-y
Air:ZAIS1-1
FIELDWORK/INTERNSHIPSITE INFORMATION
SITE: Interlibrary Loan Office, Room 117, Syracuse University Library
CONTACT PERSON: Dorcas MacDonald, Interlibrary Loan Librarian
(name dr title)
FULL ADDRESS: Room 117, Syracuse University Library222 Waverly AvenueSyracuse, New York 13244-2010
PHONE (315) 443-3725
NATURE OF SITE: The Library's Interlibrary Loan Office locates and borrowsfrom other university, college, or special libraries the books, periodicalarticles and other library materials needed by Syracuse University faculty,students, and staff for teaching, research and study. It also lends SyracuseUniversity Library materials to university, college or special libraries, onrequest. The Interlibrary Loan Office is part of the Library's Access ServicesDepartment.
POSSIBLE FIELDWORK PROJECTS: Gaining insights into library resource sharingthrough an overview of the Interlibrary Loan operation. Training in the use ofOCLC and RLIN systems and instruction in the use of a variety of reference tools(including CD ROM) for verification of citations will be included in theinternship.*
IS THIS A PAID OR UNPAID FIELDWORK OPPORTUNITY? unpaid
(If paid, please include details.)
IS THERE A LIBRARIAN OR OTHER INFORMATION PROFESSIONAL ON-SITE? Yes
Dorcas MacDonald, Interlibrary Loan Librarian. Interlibrary Loan also has anon-union Supervisor and 3 full-time staff.
DATE LISTED: NOT AVAILABLE AFTER:
52
6 3
SYRACUSE UNIVERSITY LIBRARY
Fieldwork/InternshipSite Information
(cont'd)
Possible Fieldwork Projects (cont'd):
Special projects might include investigation of methods for online storage ofback records, investigation of methods of integrating OCLC and RLIN workflowor investigation of the availability of statistical packages compatible withPC's in the Interlibrary Loan Office.
J 4
Date
Name
Address
SCHOOL OF INFORMATION STUDIES
STUDENT VITA
Telephone
Social Security #
Degree Program
Previous internship site
EDUCATIONinstitution major degree date of graduation
undergrad
graduate
In addition, list specific IST and other courses that pertain to the internship. Usetitle and number.
1ST courses Other courses
1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7.8.
4. 2 0 6 CENTER FOR SCIENCE AND TECHNOLOGY / SYRACISE. NEI YORK 13144.1100
31S44329II
WORK EXPERIENCE relevant to 1ST degree and or internship (starting with mostrecent)
Title Place of employment Major responsibilities
1.
2.
3.
List course projects that you have worked on, emphasizing skills acquired:
State your major objectives for your internship experiences:
State your professional goals:
5511 t'lt.
List professional affiliations:
Note any awards, honors, scholarships that you have received:
Foreign language abilities (oral and written):
Describe any other skills or experience relevant to the internship:
SYRACUSE
DRIVE ISI17 0
SCHOOL OF INFORMATION STUDIES
INTERNSHIP PROPOSALIST 970
DATE:
Name: Student Number:
Address: Phone:
Semester Internship will begin: Fall Spring Summer YEAR
Approximate dates of Internship: From: To:
Internship Schedule (days, hours)
Semester of Registration for Internship:
Credit Hours:
Internship Site:(ORGANIZATION)
(SCHOOL DISTRICT, IF APPLICABLE)
(ADDRESS)
Site Supervisor:
(PHONE)
(NAME) (TITLE)
Site Supervisor Social Security Number:
4 206 CENTER FOR SCIENCE AND TECHNOLOGY I SNRACUSE NEt YORK I; 2 4 4 - 4I00
573 15-443-29tt
Other contact person:(administrator, etc.) (NAME) (TITLE)
Faculty Internship Sponsor:
Faculty Advisor:
BRIEF DESCRIPTION OF INTERNSHIP PROJECT/ACTIVITIES:
Faculty Sponsor Signature/Date
Director of Internships and Placement Signature/Date
Revised 10/89
58
1
SYRACUSE
1111vIRSInI d 1 0
SCHOOL OF INFORMATION STUDIES
The contract and two copies must be submitted to the Director of Internships. Allcopying expenses are the responsibility of the student.
CONTRACT FORM - IST 970 Date:
Student's Name
Address
Site
Semester of Registration
Credits
Phone
Address Phone
Site Supervisor
Faculty Member
Hour/Days of Work
Title
PROJECT DESCRIPTION (As detailed as possible; use extra sheets if needed)
RATIONALE (How does the internship fit into student's overall program)?
4 CENTER FOR SCIENCE AND TECHNOLOGY 1 SYR ACLSE. NE't
59
1 ORK I 4 1 1111
Page 2CONTRACT FORM
METHODOLOGY (How is the work to be done? Outline /Summarize)
COMMUNICATIONS (When, where, and how often will discussions take place)?
RESPONSIBILITIES (List any in addition to those listed in the Guide)
MISCELLANEOUS (Vacation days from the University, special arrangements, etc.)
CRITERIA FOR EVALUATION
I have read the Internship Program Guide and the above contract. I am aware of myresponsibilities with regards to the student's Internship Program as outlined in themanual, and agree to it and the contract written above.
Student
Site Supervisor
Faculty Supervisor
Director of Internships
60
Date
Date
Date
Date
,-/c_
TR ALUSE
11111811SIITI 8 1 0
St 11(11)1 OF 1\itiRM1TIO\ STI.DIES
STUDENT EVALUATION
Please use additional sheets if necessary.
NAME:
ADDRESS:
PHONE.
AGENCY:
AGENCY SUPERVISOR:
FACULTY SUPERVISOR
BRIEF DESCRIPTION OF PROJECT:
Did the internship meet your expectations? No 1 2 3 4 5 6 7 Surpassed Them.Please explain your answer:
61
it CrTFR ;\D 1ECII\(110(..1 I S1111,(1%.1 10111, glot,4 I I:011
Did you feel your time was well spent? No 1 2 3 4 5 6 7 Very well Spent. Pleaseexplain your answer.
Did you receive enough direction /feedback from your faculty supervisor? Pleaseexplain your answer: No 1 2 3 4 5 6 7 More than enough
Did you receive enough direction/feedback from the site supervisor? Please explainyour answer: No 1 2 3 4 5 6 7 More than enough.
Did you receive enough direction/feedback from the Director of Internships andPlacement? Please explain your answer: No 1 2 3 4 5 6 7 More than enough.
In total, what did you think of your internship? Please explain your answer: Useless 12 3 4 5 6 7 Extremely valuable.
62
In your opinion, what was the MOST OUTSTANDING part of the experience?
In your opinion, what was the LEAST VALUABLE part of the experience?
Are there any other comments you would lil- e to make? THANK YOU!!!
10/89
63
SYRACUSE
=MINIUNIVItSIIT
1 0
SCHOOL OF INFORMATION STUDIES
SITE SUPERVISOR
STUDENT EVALUATION FORM
Student Name
Organization
Semester
Your Name (site supervisor)
To the Site Supervisor:
Please write an evaluation as you would for a new professional in your agency.Consider any of the following criteria: student's ability to analyze problems,grasp essentials and reach sound conclusions, ingenuity, enthusiasm, curiosity,persistence, ability to work on a professional level, trustworthiness, reliability infollowing instructions, attitude, ability to think creatively, ability to meetstandards and deadlines, quality of work, ability to learn from errors and takecriticism, ability to express him/herself, emotional balance, and tact.
64 !
2 0 6 C E N T E R F O R S C I E N C E A N D T E C H N O L O G Y / S Y R A C U S E . ti ES' Y O R K I;Zi 4 100
315-443-2911
PLEASE GIVE A NUMBER GRADE: (Omit if you covered these items in yourevaluation on the front.)
Poor Excellent1 2 3 4 5 6 7
Ability to work with staffAbility to work with clientsAbility to assume responsibilityAbility to work independentlyAbility to work as a team memberAbility to communicate in writingAbility to communicate orallyAbility to work within a subject field (if applicable)Ability to assess a problem, plan to solve it, and follow throughwith plansAbility to provide, if necessary, a totally original solution to aproblemAbility to work with technical matters
If you had a vacancy, would you recommend this internship student for consideration?If yes, for what type of position? If no, why not?
Any suggestions for improving the 1ST Internship Program from the perspective of thesite supervisor?
Would you like to have another 1ST intern? Why or why not?
Recommended Grade:
65
Signed
Title
Date
SYSTEMS AND PROCEDURES EXCHANGE CENTER
RESIDENCY PROGRAMS
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
PS? r,/. .
ARL/OMS RESIDENCY SURVEY
Library/Institution
Contact Person
Title Telephone
*****For the purposes of this survey "residency"
is defined as an entry-level professional program.*****
1. How many years has your library had a resident program?
2. How many residents participate in the program at one time?
3. How many residents have participated in the program todate?
4. How many residents have subsequently been offered permanentpositions in the library?
5. What is the intended duration of a residency?one semester (4 months or less)one academic year (9 months or less)one calendar year (12 months)two calendar years (24 months)other (please describe)
6. What are the primary organizational objectives in supportingthe resident program? (check all that apply)
to provide a variety of library work experiencesto provide specialized training in one area such ascataloging, reference, or preservation (please identifyarea of specialization)to supplement staff in day-to-day operationsto assist staff in completing special projectsto recruit/assess potential employees for your libraryto recruit residents into academic/researchlibrarianship
other (please describe)
7. What are the eligibility requirements for participating inthe resident program? (check all that apply)
MLS degreeminority status (please define)general interest in library experience and traininginterest in specialized training (such as cataloging,reference, or preservation)previous specialized education or training (pleasedefine)
other (please describe)
8. How are residents recruited? (check all that apply)through a library school placement officethrough established employment practicesthrough a nomination processother (please describe)
9. What types of training/developmental opportunities areprovided? (check all that apply)
observation/participation in day-to-day operationsassignment of special projectsdirected readingsregular meetings with supervisor/mentorcommittee servicein-house seminars, workshops, programstravel to local and regional seminars, workshops,programs, and professional meetingstravel to national seminars, workshops, programs, andprofessional meetings
other (please describe)
10. Are residents paid for their work?yes (please record an hourly or annual rate) $no
11. How is the resident program funded? (check all that apply)from existing library operating budgetfrom special/endowed library fundsby separate funds from parent institutionby library agency or association (e.g. CLR, ALA)other (please describe)
12. What is the annual budget for the resident program?
13. How is the success of the resident program measured?
14. What other comments would you share with ARL librariesdesigning new resident programs?
Please retuLxl survey responses and related documentation byNovember 6, 1992 to: Julie Brewer, University of DelawareLibrary, Newark, Delaware 19717-5267.
ALISE
GUIDELINES FOR PRACTICES AND PRINCIPLES IN THEDESIGN, OPERATION, AND EVALUATION OF
POST-MASTER'S RESIDENCY PROGRAMS
The Association for Library and Information Science Education has adoptedthe fallowing definitions for the various levels of internships andresidency programs:
Internship and Field ExperienceThe structured pre-prof_Asional work experience which takes place
during graduate course work or after course work but preceding the degree,usually for a short amount of time.
ResidencyThe post-degree work experience designed as an entry level program for
professionals who have recently received the MLS degree from a programaccredited by the American Library Association.
Mid-career FellowshipThe experience, often referred to as a middle management internship,
designed to assist librarians, who already have some professionalexperience, to develop a specialty or to improve management skills.
These guidelines have been developed for Residency programs.
Introduction and Rationale
The career development of new information professionals is a partnershipeffort shared by schools of library and information studies (LIS schools),the organizations that employ such professionals, and the professionalsthemselves. The master's degree program offered in LIS schools providesthe initial education and theoretical base for practice as an informationprofessional. Further education and structured learning in entry levelpositions is available through residency programs designed as post-degreework experience for recent recipients of the MLS degree.
Such programs benefit both the new professional and the host organization.For the employee, a residency program provides the opportunity to
gain work experience in a guided situation;obtain a practical overview of the working of an information agency;enter a structured mentoring program;explore critical issues;further define career goals; andaccelerate the career path.
For the organization, benefits include
the opportunity to recruit aggressively new professionals on anongoing basis;the ability to assess in a real situation the suitability of anindividual for longer term employment;
67
the stimulation provided by a regular infusion of new personnel;the motivation for ongoing self examination; andthe rewards of contributing in a substantial way to the development ofleadership for the profession.
Features of Residency Programs
Residency programs should be planned for a ninimum of one year with theoption to extend the program if mutually agreeable to the institutionand the resident. Included in the program should be a sequence ofstructured learning experiences which will enable the resident to gain apractical overview of the type of institution and will also provide theopportunity for specialization in areas of interest to the resident. Avaluable objective for the program would be to extend and deepen theparticipant's awareness of the research of the field. This might beachieved both through readings and through carrying out a research projectas a component of the program. Insofar as possible, programs shouldprovide flexibility in order to accommodate both the needs of the residentand those of the employing institution. The sponsoring institution's staffshould be of sufficient size to manage the residency program.
Roles and Responsibilities of Employing Institutions
The employing institution is expected to provide an experience to furtherthe resident's knowledge and capability in the profession through provisionof
a nurturing environment in which to learn;a systematically designed educational experience to assure a sequenceof structured learning experiences that match the individual careergoals and institutional needs;general inhouse orientation to the employing institution's practicesand procedures, not limited to the area to which the resident isassigned;
exposure to a broad range of operations, services, and issues in aspecific institution and a chance to receive specialized orientationand mentoring in an initial job;opportunities to attend state, regional and natlonal conferences andworkshops when relevant to the resident's professional development;other enriching experiences, such as a seminar series or meetings withkey decision makers;ongoing communication with the resident and an assigned staff memberto assess progress, share insights, review assignments, provideconstructive feedback and evaluation, and make any necessarymodifications to the program;opportunities for mentoring relationships and networking within theinstitution and the profession;salary and benefits comparable to similar levels of employment;advice and assistance to the resident in seeking post-residencyemployment in an institution where continued professional developmentcan be expected.
68
2
Roles and Responsibilities of Residents
Residents have primary responsibility for
deciding what type of post-master's experienceinvestigating options for residencies;submitting required application materials in a
working with the host institution to develop a
that will be most productive for all;
recognizing that provision of a residency experience placesconsiderable extra work on the host staff;designing a program that contributes to the host institution andestablishes a basis for the resident's professional career;making a work contribution to the host institution;understanding that residency experiences occur in a variety ofenvironments and that a variety of work norms may be appropriate;making every effort to complete the program and to accomplish what hasbeen agreed upon;taking advantage of the program by pursuing_a professional career thatis appropriate to the residency; and
understanding that the host institution likely will not be in a
position to offer the resident a permanent position.
they wish to have;
timely fashion;learning experience
Recruitment
Employing institutions are free to publicize the availability of residencyprograms and to seek applicants as they do other professional openings. Itis recommended, however, that the accredited library and informationscience programs be contacted for nominations from which the sponsoringagency can request applications and select the most qualified andappropriate candidate(s) for interviews and on-site visits. Publicityshould include
details of the residency program;the qualities sought in candidates; anda request for the faculty to nominate qualified candidates.
Compensation for residents should be equivalent to other beginningprofessional salaries.
The residency program should not be considered as an opportunity toidentify permanent employees, although residents should be free to applyfor positions in the institution which may become available. The initialunderstanding should be that the residency is part of the librarian'seducational program and that employment in a different environment willnormally follow the residency period.
Evaluation
Programs will vary from site to site and with the individuals recruited ateach site. As a consequence, only the most general guidelines forevaluating participants are provided here. A program will benefit from anexplicit, formal evaluative procedure. Evaluation requires that specificgoals be established and defined as a part of the program. These should be
693
communicated to candidates during the recruiting and selection process.
Criteria for evaluating participants can ther be creat.d L help
supervisors determine progress toward achieving the goals of the program.
The evaluation process should include scheduled meetivig_ during the
program, either monthly or bimontWy, that are directed at assessing the
participant's progress. A fina: meeting held at or near the end of the
program will enable the participant and the institution to share
perceptions of the program and serve also as means of pr2senting an overall
evaluation of the participant's progress. The seminar is a model from the
academic world that might be followed, wher:. a student prepares a formal
report detailing his or her discoveries -,ond accomplishment:. Grading of
the participant's performance-is not recommended, but z.,n assessment of the
degree to which the resident's achievement has been satisfactory is
appropriate.
October 9, 1992
70
4
University of CaliforniaLibrary Residency Program
The University of California is pleased to announce is LibraryResidency Program_ This program is one aspect ofthe University'scommitment to diversity and is designed to assist members ofunderrepresented groups to gain entry into academiclibrarianship. lc provides two-year residencies for two recentlibrary school graduates, one at a northern campus of theUniversity and one at a southern campus. Candidates will bavean opportunity to work in public ortechnical services, collectiondevelopment, or automation, depending on theirqt inTificationsand interest.Each resident will be provided a variety of opportunities forprofessional enrichment, including a mentor for the two-yearprogram; membership in the Librarians Association of theUniversicy of California; and support for professional develop-ment. The University's libraries on the nine campuses, with 24million volumes and 350,000 serials subscriptions, form thelargest academic library system in the world.
Qualifirations: Recent MLS from an ALA-accredited program.Salary: $28,668 (cemporary, two-year appointment at the Assis-tant Librarian level) plus benefice. The positions are representedby the University Federation of Librarians, AET.
Application for one or more of the programs listed above may bemade by sending a letter of application, resume, and a list ofthree professional references to: Jacqueline Hanson, AssistantUniversity Librarian, Central University Library, C-075-H,University of California, San Diego, La Jolla, CA 92093. Theresidencies will be available September 1, 1992. Applicationsreceived by June I, 1992 will receive first consideration. Forfurther information, call Jacqueline Hanson (619) 534-3064.
71
CORNELL UNIVERSITY LIBRARYRESIDENCE PROGRAM FOR MINORITY LIBRARIANS
PURPOSE
The program will provide minority librarians with professional work experienceand training in an academic, research library setting. The primary goal of theprogram is to actively promote an increase in the number of experienced minoritylibrarians in the research library community. Those who participate will augmenttheir skills and increase their competitiveness for permanent positions in the majorresearch institutions. Eligible candidates will include recent graduates of an MLS orequivalent graduate degree program and librarians already in the field.
PROGRAM DESCRIPTION
The two-year program is designed to present a view of the purposes and programs ofa research library in a major university and to provide residents with anopportunity to participate in the daily operations of at least two departments orfunctional areas. Possible combinations of work settings include assignments inpublic services and technical services; or in a more specialized library or collectionand a larger general library. A program for each resident will be developed whichbalances the individual goals of the individual with the needs of the sponsoringunit and the overall goals of Cornell University Library.
In addition to working within two operational areas, residents will have theopportunity to participate in administrative assignments, library committees, andother professional activities. A series of seminars will be offered by librarians atCornell for residents and other staff to broaden the scope of the residents' experienceand encourage them to examine some of the critical issues facing academic researchlibraries.
One resident will be selected each year for a total of two in the program at any giventime. Criteria for eligibility will include an MLS or equivalent library degree andmembership in an ethnic group which is under represented in American highereducation.
Anyone interested in the program should contact:Caroline Spicer, DirectorCUL Minority Residence Program104 Olin LibraryCornell UniversityIthaca, NY 14853-5301(607)255-7033
73
Qua
lific
atio
ns
Rec
ent m
inor
ity g
radu
ate
from
an
ALA
-ac
cred
ited
mas
ters
pro
gram
. Int
eres
tin
aca
dem
ic li
brar
ians
hip
and
a de
sire
for
prof
essi
onal
gro
wth
.
Sal
ary
and
Ben
efits
The
min
ority
res
iden
t will
rec
eive
ann
ual
com
pens
atio
n at
the
leve
l of a
ssis
tant
libra
rian.
Ben
efits
incl
ude
heal
thco
vera
ge, d
enta
l ins
uran
ce, a
nd c
ours
efe
e w
aive
r. R
eloc
atio
n as
sist
ance
will
be p
rovi
ded.
Thi
s is
a n
on r
enew
able
two-
year
app
oint
men
t.T
he r
esid
ent
will
be
elig
ible
to a
pply
for
avai
labl
eco
ntin
uing
pos
ition
s in
the
Uni
vers
ity o
fD
elaw
are
Libr
a%.
To
App
ly
Sen
d a
lette
r of
app
licat
ion,
res
ume,
and
plac
emen
t file
or
the
nam
es a
ndte
leph
one
num
bers
of t
hree
ref
eren
ces
to th
e A
ssis
tant
Dire
ctor
for
Libr
ary
Adm
inis
trat
ive
Ser
vice
s, U
nive
rsity
of
Del
awar
e Li
brar
y, N
ewar
k, D
elaw
are,
1971
7-52
67. T
elep
hone
302
-831
-223
1.
!$1
The
Uni
vers
ity o
l Del
awar
e a
com
mitt
ed to
ass
urin
g eq
ual
CC
OC
ttlun
ay to
all
pois
ons
and
does
not
deo
:Inm
ate,
- th
e ba
sis
ol la
ce. O
abt.
ses.
IOgo
+. a
nces
try.
nat
iona
l Ono
n. a
ge. h
and,
-C
ap04
vete
ran
'Law
s ri
its e
duca
tiona
l pog
tarr
e. e
ctiv
itcS
. a6-
mds
.ons
o e
mpl
oym
ent N
acho
's e
s te
ouw
ed b
y T
ele
IX c
A th
eE
duca
tiona
l Am
endm
ents
oi 1
973.
Sea
ton
504
of M
e R
ehat
s:la
ton
Act
ol 1
971
tale
91
ol th
e C
ove
Rig
hts
Act
ol 1
964.
and
oth
eraC
PItC
aDte
sta
tute
s!N
one&
con
oirr
ung
Isle
IX, S
ectio
n 50
4co
mph
ance
and
olo
rmat
on 1
.911
010g
car
pus
aCce
sstb
illy
and
Lae
VI s
hout
, be
,01,
01K
) 40
ma
AtIt
trna
trve
Act
on O
ho. 9
07$4
,,she
n /ta
il 30
2 B
D 7
825
1/92
Uni
vers
ity o
fD
elaw
are
Libr
ary
Libr
ary
Min
ority
Res
iden
cy
U.
11
DI b
rary
-,E
iRqt
).44
406 8
4
UN
IVE
RS
ITY
OF
DE
LAW
AR
ET
he P
rogr
am
The
Uni
vers
ity o
f Del
awar
e Li
brar
y of
fers
a tw
o-ye
ar M
inor
ity R
esid
ency
inte
nded
toin
crea
se th
e re
pres
enta
tion
of m
inor
itylib
raria
ns a
t the
Uni
vers
ity o
f Del
awar
ean
d to
enc
oura
ge th
e in
volv
emen
t of
min
ority
prof
essi
onal
sin
acad
emic
libra
rians
hip.
The
pro
gram
form
s pa
rt o
fth
e Li
brar
y's
affir
mat
ive
actio
n pl
an a
ndre
flect
s th
e U
nive
rsity
of D
elaw
are'
s st
rong
com
mitm
ent t
o af
firm
ativ
e ac
tion.
Firs
t yea
rW
ork
with
libr
aria
ns in
a n
umbe
r of
libr
ary
depa
rtm
ents
. gai
ning
bro
adly
bas
edex
perie
nce
Sec
ond
year
Con
cent
rate
in a
n ar
ea o
f res
pons
ibili
ty to
furt
her
spec
ific
prof
essi
onal
goa
ls o
fth
e in
divi
dual
The
res
iden
t will
be
elig
ible
for
avai
labl
eco
ntin
uing
pos
ition
s in
the
Uni
vers
ity o
fD
elaw
are
Libr
ary
Opp
ortu
nitie
s
Libr
ary
com
mitt
ee s
ervi
ceP
rofe
ssio
nal w
orks
hops
Spe
cial
ized
trai
ning
Tra
vel s
uppo
rt fo
r co
nfer
ence
s of
prof
essi
onal
libr
ary
orga
niza
tions
each
yea
r
The
Lib
rary
The
Uni
vers
ity o
f Del
awar
e Li
brar
y,a
mem
ber
of th
e A
ssoc
iatio
n of
Res
earc
hLi
brar
ies
and
the
Cen
ter
for
Res
earc
hLi
brar
ies,
is c
ompr
ised
of t
he M
orris
Lib
rary
whe
re th
e m
ain
colle
cti
is h
ouse
d, a
ndfo
ur b
ranc
h lib
rarie
s.
The
col
lect
ions
incl
ude
over
two
mill
ion
volu
mes
, and
an
incr
easi
ng a
mou
nt o
fm
ater
ial i
n ot
her
info
rmat
ion
form
ats.
Uni
vers
ity o
f Del
awar
e Li
brar
y co
llect
ions
para
llel t
heU
nive
rsity
's a
cade
mic
prog
ram
s an
d su
ppor
t all
disc
iplin
es. T
heU
nive
rsity
ofD
elaw
are
Libr
ary
isa
depo
sito
ry li
brar
y fo
r U
S. g
over
nmen
tpu
blic
atio
ns a
nd a
pat
ent d
epos
itory
.S
peci
al C
olle
ctio
nsin
clud
es c
om-
preh
ensi
ve h
oldi
ngs
in th
e fie
lds
of th
ehi
stor
y of
che
mis
try,
eng
inee
ring
and
tech
nolo
gy; t
he h
isto
ry o
f hor
ticul
ture
and
land
scap
e ar
chite
ctur
e:D
etaw
area
na;
Iris
hlit
erat
ure
and
first
editi
ons
and
man
uscr
ipts
of c
onte
mpo
rary
Am
eric
anau
thor
s.
DE
LCA
T, t
he in
tegr
ated
onlin
e lib
rary
sys
tem
,P
rillir
r-D
EL
CA
Tpr
ovid
esa
publ
icca
talo
g,au
tom
ated
circ
ulat
ion
and
acqu
isiti
ons;
DE
LCA
TP
lus
prov
ides
sea
rchi
ng a
cces
s to
the
cont
ents
of j
ourn
als
thro
ugh
lour
dat
aba
ses
of p
rofe
ssio
nal j
ourn
al li
tera
ture
. Ane
wbu
ildin
g, c
ompl
eted
in19
86, a
nd a
dedi
cate
dlib
rary
staf
fen
hanc
e th
eac
cess
ibili
ty o
f the
libr
ary
mat
eria
ls.
The
Uni
vers
ity
The
Uni
vers
ity o
f Del
awar
e is
loca
ted
inN
ewar
k, D
elaw
are,
in th
e no
rthw
est c
or-
ner
of th
e st
ate
and
offe
rs a
trad
ition
alsm
all t
own
colle
ge a
tmos
pher
e. T
he lo
ca-
tion
give
s ea
sy a
cces
s to
maj
or c
ultu
ral
and
ente
rtai
nmen
t cen
ters
in n
earb
y m
et-
ropo
litan
are
as in
clud
ing
Phi
lade
lphi
a, B
al-
timor
e, W
ashi
ngto
n, D
.C.,
and
New
Yor
kC
ity. F
ound
ed a
s a
smal
l priv
ate
acad
emy
in 1
743,
the
Uni
vers
ity o
f Del
awar
e ha
sgr
own
to a
maj
or s
tate
-ass
iste
d un
iver
sity
.
Hig
hlig
hts
Ove
r 20
,000
tota
l enr
ollm
ent
Land
Gra
nt a
nd S
ea G
rant
inst
itutio
nT
en c
olle
ges-
eigh
t offe
r bo
th u
nder
grad
uate
and
gra
duat
e de
gree
s in
agric
ultu
ral s
cien
ces,
art
s an
d sc
ienc
e,bu
sine
ss a
nd e
cono
mic
s, e
duca
tion,
engi
neer
ing,
hum
anre
sour
ces,
nurs
ing,
and
phy
sica
led
ucat
ion,
athl
etic
san
d re
crea
tion
and
two
grad
uate
col
lege
s w
ith d
egre
es in
mar
ine
stud
ies
and
urba
n af
fairs
and
publ
ic p
olic
yC
oope
rativ
e pr
ogra
ms
with
the
Hen
ryF
ranc
is d
u P
ont W
inte
rthu
r M
useu
m,
the
Ele
uthe
rian
Mill
s-H
agle
yF
ound
atio
n, L
ongw
ood
Gar
dens
and
the
Bar
tol R
esea
rch
Inst
itute
Str
ong
com
mitm
ent t
o in
crea
se th
een
rollm
ent o
f stu
dent
s fr
om d
iver
seba
ckgr
ound
s an
d a
varie
tyof
geog
raph
ic r
egio
nsM
ore
than
hal
t of t
he s
tude
nt b
ody
isfr
om o
utsi
de o
f Del
awar
e (n
early
eve
ryst
ate
is r
epre
sent
ed a
s w
ell a
s 95
fore
ign
coun
trie
s)
University of Delaware LibraryMinority Resident
ROTATION EVALUATION GUIDELINES
The resident will rotate through four library divisions during the firstyear of the residency program. To record the resident's accomplishments ineach area and to provide feedback on the program both the resident and theAssistant Director in each division are requested to complete a brief writtenevaluation at the end of each rotation. Suggested guidelines for the rotationevaluations are outlined below.
RESIDENT EVALUATION
The resident will summarize the rotation in each division by brieflyaddressing the following concerns. The written summary may be one to threepages long. It should be submitted to the appropriate Assistant Director nolater than two weeks following the rotation period.
1. Describe major project(s) and/or primary responsibilities whileworking in the division including goals and objectives that werepreviously agreed to (if any).
2. Summarize results of the project(s) or nr., skills/knowledgedeveloped while working in the unit.
3. Evaluate factors which aided or hindered the achievement ofproject(s) and/or responsibilities (i.e. staff support,sufficiency of training, availability of equipment, supervisorsupport, intern program design, etc.)
4. Provide suggestions for future residents working in thedivision.
ASSISTANT DIRECTOR EVALUATION
The Assistant Director will respond in writing to the resident'ssummary. The response may address any of the following items or otherconcerns that arose during the rotation period.
1. Comment or expand on the resident's report.
2. Evaluate the resident's accomplishments, as well as, the skillsand abilities which enabled him to achieve these results.
3. Suggest areas of librarianship the resident may pursue based onhis experience in the division and any additional skills orexperience required.
77
4. Suggest possible second-year assignments for the resident.
5. Suggest possibilities for future resident rotations in thedivision (if appli.:able).
EVALUATION MEETING
The resident and Assistant Director will meet briefly to discuss the twowritten reports. The written reports and evaluation meeting should becompleted within four weeks after the resident has left the division. At theend of the evaluation meeting the resident and unit coordinator are asked tosign and date the reports and send one copy to the Assistant Director ofLibraries for Library Administrative Services.
revised 7/16/92
78
9
The University of Illinoisat Chicago
The University Library (R1 C 2341Box 8198. Chicano. Illinois 60680(312) 996-2716
Academic Resident Librarian Program1993-94
Brief Program DescriptionThe University Library, University of Illinois at Chicago (UIC), seeks candidates for its AcademicResident Librarian Program to serve one-year post-graduate appointments in the University Librarysystem. Appointments may be renewed for a second year. The program, begun in 1982, featuresa seminar series on library and information science issues, library and association visits, inaddition to the opportunity to gain academic/research library experience in a dynamic and creativeuniversity environment. Residencies are available in several functional units of the Library.Priority departmental areas for 1993-94 include: Reference (both Main Library & Library of theHealth Sciences), Government Documents, and possibly technical services departments.
Minimum QualificationsRecent completion of a master's degree program in library and information science from an ALAaccredited library school (graduation date spring 1992, or later); knowledge of, and interest inacademic libraries; ability to establish and maintain good working relationships with library staff,as well as faculty, students, and other library users.
The Library and the CampusUIC's colleges and professional schools offer bachelor's degree programs in over 90 fields,master's degrees in 79 areas, and doctoral degrees in 45 specializations. The campus is locatedjust west of Chicago's Loop. The campus has anenrollment of 25,000 students, 35% of whomare graduate and professional students. The University Library is a member of the Association ofResearch Libraries (ARL), contains more than 1.6 million volumes, and has a total staff of 294; 77are Library Faculty or Academic Professional staff.
Salary/Appointment Ter msSalary is comparable to beginning librarians (in 1992-93, beginning librarian salaries were$24,500); twelve month visiting academic appointment with 24 days vacation; two weeks annualsick leave with additional disability benefits; 11 paid holidays; paid medical coverage (coverage fordependents may be parchased); dental and life insurance; participation in the Illinois StateUniversities Retirement System is compulsory (8% of salary is withheld and is tax exempt untilwithdrawn); no Social Security coverage, but Medicare payment required. Appointments for 1992-93 will be effective beginning August 16, 1993.
For fullest consideration, apply by April 9, 1993. Apply with letter of interest, supportingresume, and names of at least three references to:
Darlene M. ZiolkowskiPersonnel LibrarianUniversity Library
University of Illinois at ChicagoBox 8198
Chicago, Illinois 60680
The University of Illinois is anAffirmative Action/Equal Opportunity Employer
79cl 2
U ICThe University of Illinois at Chicago
DraftOffice of the University Libranan (M C 234)Box 8198. Chicago. Illinois 60680
December 3, 1992
Dear Dean:
We again seek your help in identifying outstanding candidates for placement in our 1993/94 Academic ResidentLibrarian Program. This program, now in its eleventh year, is aimed at recent library and information sciencegraduates interested in a career in academic librarianship.
This year we will offer four or five residencies, placing graduates in one of the Library's functional departmentswhere he or she will work as a librarian in a first professional job. A monthly seminar series, library andassociation visits, and informal social gatherings are other components of the program. Seminars are conducted byvarious members of the library faculty who are experts in a particular area. Librarians are members of the faculty atUIC and resident librarians are typically appointed at the rank of visiting lecturer.
A second-year residency is an option, and is encouraged. Plans for the second-year are discussed with residentsmidway through the first year. Most residents opt for a second year, some remaining in their assigned unit, othersseeking a different experience in another Library unit. The Library negotiates the second-year experience withdepartments and residents.
The purpose of the program is to give library school graduates an opportunity to try out academic librarianship in adynamic, change-oriented, ARL library environment; to gain experience in one or more areas of librarianship; and toexperience living in Chicago. We offer a creative, professional environment and an opportunity to work with someof the leaders in the field. Our salaries for reside/its are comparable to beginning salaries in academic libraries. Ourlong-term expectation is that some residents wilt apply for permanent appointment as they conclude their secondyear, though this is not a requirement. Should the Library or resident recognize a mismatch during the first year, nostigma is attached to the decision to complete only the first-year.
We have a particular interest in recruiting minority librarians, but greatly appreciate your help in identifying alloutstanding candidates. A copy of the residency announcement is enclosed for your information. Please post ordistribute to your faculty or students as appropriate. If you have questions about the program, please feel free tocontact John Berry, Director of Development and Special Programs at (312)996-2716.
Thanks again.
Sincerely,
Sharon A. HoganUniversity Librarian
enclosure
80
JWB10192
UICThe University of Illinoisat Chicago
The University Library
First-Year Resident Librarian's Professional Development Seminars1992-93
"The Library, the Campus and the University,"Williarn G. Jones,Assistant University Librarian for Collection Development andInformation Services. Thursday, September 24, 1992, 3-5:00 pm,Main Library, Administrative Conference Room, 1-360.
"Trends in Library Automation: The Current Environment," Nancy R. John,Assistant University Librarian for Collection Controland Delivery, and E. PaigeWeston, Systems Coordinator. Monday, November 23, 1992, 3-5:00 pm,Main Library, Administrative Conference Room.
The Library Faculty/Teaching Faculty Relationship," Julie M. Hurd, ScienceLibrarian, H. Robert Malinowski, Principal Bibliographer & Librarianfor Engineering, and Joan M. Fiscella, Professional Studies Librarian. Thursday,December 17, 1992, 3-5 pm, Main Library, Administrative Conference Room.
"Getting (and Staying) Involved in Professional Associations: Survival Strategies,"John W. Berry, Director of Development and Special Programs. Tuesday, January19, 1993, 3-5 PM, Library of the Health Sciences, Room 204.
"Managing the University Library: Directions for the 1990s," Sharon A. Hogan,University Librarian. Thursday, February 20, 1993, 3-4:30 PM, Main Library,1-360.
"Issues in International Librarianship: IFLA and the New World Order,"Robert Wedgeworth, Interim University Librarian, University of Illinoisat Urbana-Champaign and President, IFLA; Nancy R. John, Assistant UniversityLibrarian for Collection Control and Delivery Services. Friday, March 12, 1992,10 AMNoon, Main Library, Administrative Conference Room.
"Multitype Library Systems in Illinois: Where We've Been and Where We're Going,"Alice Calabrese, Executive Director, Chicago Library System. Thursday, March25, 1993, 3-5:00 PM, Library of the Health Sciences, Room 204.
"Faculty Status Issues in Research Libraries," Marsha Selmer, Map Librarian, andRobert A. Daugherty, Circulation Librarian, Thursday, April 16, 1993, 9-11 AM,Library of the Health Sciences, Room 204.
"The Search for Rules," William G. Jones, Assistant University Librarian forCollection Development and Information Services, andStephen E. Wiberley, Jr.,Bibliographer for the Social Sciences. Thursday, May 28, 1993, 1:30-3:30 PM, MainLibrary, 1-360.
"The Publication Process: Getting Published," Ann C. Weller, Deputy Librarian of theHealth Sciences, and Trudy Landwirth, Health Sciences Librarian (Peoria),Thursday, June 11, 1993, 11:30 AM-1:30PM, CCC 504.
81
r
4 ,
4fiItIt
_ ,g
:
PEST COPY AVAILABLE
839 5
THE RESEARCH LIBRARYRESIDENCY PROGRAM
The Research Library Residency Program ofthe University of Michigan Library provides re-cently graduated librarians with opportunities tbradvanced training and practical work experience inone of the nation's lamest research libraries. Simi-lar to a program of medical internship or legalclerkship, the Program is designed to sharpen thenew librarians' analytical. critical, and organiza-tional skills at the beginning of their careers in theprofession. As members of the University of Mich-igan Library staff, Residents participate in anactive program of professional seminars and dailywork experiences. Of course. as with any dynamicresidency program, the benefits are mutual: eachyear the University library is itself rejuvenatedby the arrival of talented new professionals, whobring diverse backgrounds, stimulating ideas, andfresh enthusiasm.
ADMISSION
Admission to the Residency Program is very se-lectRe. Each year, the Uniersity Library appointsfour new Residents from among a large number ofapplicants. Persons selected to participate in theProgram are given a full-time, non-renewable ap-pointment to the University Library staff for twoyears at the professional rank of Assistant Li-brarian. with an entry-leel salary. Professionalperformance evaluations and benefits also applyto the appointments. Continuation into the secondyear is based on Residents' successful performanceduring their first year in the Program.
84
ASSIGNMENTS
A Resident may he placed into either of twokinds of positions: a single assignment in one li-brary unit or a clustered assignment in two or threeunits in the Library system.
The single assignment fosters the developmentof a post-graduate specialization. Placement mayhe made in any department or division of theLibrary.
A clustered assignment provides a Residentwith broad experience in many of the formal pro-cesses and services of an organizationally complexlibrary system. Such an assignment might consist.P.- example. of positions in more than one of our
nch libraries or it a Technical Services unit anda public service department of another Libraryunit.
In all cases, Residents are appointed to fullyprofessional positions that include all the respon-sibilities and challenges of any first job as alibrarian and information specialist. As integralmembers of the Library staff, they are also givenmany opportunities to participate in special pro-jects in both their assigned units and the ResidencyProgram itself.
EDUCATIONAL COMPONENT
A strong educational component distinguishesthe Residency Program from most other entry-level experiences in the profession. Here. as theybegin working in the first stage of their careers, thenew librarians continue to critically examine pro-fessional and scholarly issues affecting researchlibraries in a formal program of seminars andmeetings. The Residency Program. in other words.ensures that day-to-day work experiences interactproductively with theories of effectivelibrarianship.
The seminars invite a variety of viewpointsand questions and encourage members to rangebroadly and deeply as they consider important is-sues in the light of their past training and currentassignments. In these formal meetings, residents
are joined by administrators and other staff mem-bers, or outside library leaders so that eachdiscussion may be informed by many perspectivesand fields of experience. The frequency and formatof the sessions vary with each topic.
Seminars typically deal with key issues in suchgeneral areas as:
Uses of automation, bibliographic utilities.and research networksIssues in library and administrationOrganization and utilization of libraryfacilitiesDevelopment and management of collectionsPreservation and conservationNew roles for public and technical servicelibrarians.
PEER SUPPORT
One attractive feature of the ResidencyProgram is the opportunity it provides for newlibrarians to establish close contact with peers veryearly in their careers. Because Residents comefrom many schools of library and informationscience and work in diverse assignments in theProgram, they have much to learn from one an-other as they broaden their perspectives on theirroles in research librarianship. As they begin theirfirst professional assignments, then, they have animmediate peer group available from which eachmember can receive advice and support.
The University Library encourages members ofthe Program to develop a strong sense of commu-nity. Residents meet periodically to informallydiscuss their assignments. the Library's operations,seminars, problems they may be encountering, anda variety of other subjects. As one former Residentsaid. "The informal support system . . . hasdeveloped into a valuable outlet for sharing experi-ences, insights, concerns, support and, yesfrustrations, so that, for all of us. the ResidencyProgram has taken on a greater dimension." In
85
addition, members play an important role in re-cruiting new groups of Residents, which fosters afii al commitment to their incoming colleagues andto the Program overall.
Through informal meetings at professionalconferences the Library urges former and currentResidents to maintain a strong interest over time ineach other's careers. The Program grows, then, asmembers also grow in the profession.
WHERE DO RESIDENTS GO?
Residency at the University of Michigan Li-brary expands participants resumes and openstheir career choices, enabling them to apply confi-dently for preferred positions at such institutionsas:
EmoryHarvardJohns HopkinsMaine. OronoNOTIS Systems, Inc.Ohio StateResearch Library GroupUniversity of California. San DiegoUniversity of MichiganUniversity of Texas, Austin
APPLICATION
The Residency Program seeks highly motivatedpersons who arc committed to a career in researchlibrarianship and who have demonstrated a soundpotential for leadership in the profession. Appli-cants should possess effective communicationskills and be able to work closely with researchersand colleagues. They should also have earnedstrong undergraduate and graduate school recordsand demonstrated a continuing interest in researchin the field of librarianship.
Q
Application is open to persons who are in theirfinal year of study in a school of library and infor-mation science and who would be available for afull-time appointment for the following two aca-demic years. Individuals who will receive theirprofessional degree by August of a given year andwho would be able to begin residency in Septem-ber should apply to the Residency Program byFebruary 15th of that year.
The following items should be sent to theProgram Coordinator
CURRENT RESUME
ESSAY indicating how the Residency Programmay advance your career goals and how your aca-demic background and previous work and generallife experiences relating to those goals would beespecially pertinent to your participation in thePt -am. The essay need not be lengthy. but itshould adequately cover these subjects.
NAMES of three persons who will be able tojudge your previous accomplishments and your po-tential contributions to the profession. (Thesepeople may be conta.:ted by telephone. Please in-clude at least one work-related reference.)
TRANSCRIPTS from undergraduate andgraduate schools. (Unofficial transcripts that areforwarded by your library school are acceptable.)
GRE SCORES, if available. (A copy of GREscores on file in and sent by your library school isacceptable.)
PLACEMENT FILE, if one already exists.from your library school.
Preliminary interviews of applicants who havebeen initially screened by a Library committeemay be conducted by telephone and at regional andnational conferences, such as the ALA MidwinterConference. Persons on the final list of candidatesare invited to the University of Michigan campusfor interviews during mid- to late April each year.
86
0
Offers are made to selected candidates in early tomid-May for appointment to the following Septem-ber's group of residents.
All application materials should be sent, forarrival by February 15th, to:
Program CoordinatorResearch Library Residency Program818 Harlan Hatcher Graduate LibraryThe University of MichiganAnn Arbor, Michigan 48109-1205
The University of Michigan, as an Equal Oppor-tunity/Affirmative Action employer, complies withapplicable federal and state laws prohibiting dis-crimination, including Title IX of the EducationAmendments of 1972 and Section 504 of the Reha-bilitation Act of 1973. It is the policy of TheUniversity of Michigan that no person. on thebasis of race. sex, color, religion, national originor ancestry, age, marital status, handicap, or Viet-nam-era veteran status, shall be discriminatedagainst in employment, educational programs andactivities, or admissions. Inquiries or complaintsmay he addressed to the University's Director ofAffirmative Action. Title IX and Section 504Compliance, 2012 Fleming AdministrationBuilding. Ann Arbor, Michigan 48109-1340.(313) 764-3423 (TDD 747-1388).
The Regents of the University: Deane Baker. Ann Arbor:Paul W. Brown. Petosky: Neal D. Nielsen. Brighton: PhilipH. Power, Ann Arbor: Thomas A. Roach. Ann Arbor: VeronicaL.atta Smith. Grosse Ile: Nellie M. Varner, Detroit: James L.Waters. Muskegon; James I Duderstadt (ex officio).
THE UNIVERSITY AND THELIBRARY
The University of Michigan is consistentlyranked among the nation's finest universities. Itsnearly 300 departments '.perating in 17 schools andcolleges offer a range c (challenges to talented re-searchers. students and teachers that few otherinstitutions can equal.
The University's stature is also reflected in thereputation of the University Library. Now a cen-tury-and-a-half old, with over 6,000,000 volumes.innovative programs located in 19 divisional andbranch libraries, and a close liaison with U-M's ex-cellent School of Information and Library Studies.the Library serves as a major international re-search facility. For the new Resident, its 104librarians represent an array of subject andtechnical specialties that constitute a treasurein professional knowledge and experience.
ANN ARBOR
Ann Arbor is a rarity: a dynamic communitywith an international flair combining the energeticatmosphere of a major cultural center with a clean.safe living environment. Its 100,000+ residentscontribute to a wealth of cosmopolitan advantagesin the arts, politics. athletics and recreation, edu-cation. cuisine and special citywide and neithbor-hood programs. Since 1837, the city and theUniversity have together shaped the idea of the"university town" in its best sense of sharedstrengths and commitments arising from distinctbut complementary missions.
87
Proposals snould address the follow:no topics:
:=;pPcific Ac.=,Igrmer.t of the R.sidertn (cim;Inn nn.nc .="1-,mittc1.4 inn an:
professional position) indicating the activities ir which themE.B!..7..E.71Z w... parz.c.pate andfor each major activity.
2. Training and Evaluation of the Residentindicate how the training will be addressed for the Resident
and .,ho will be rPsponcik'e for all, or segments, D thetraining. Indicate who will have responsibility for evalLatingall, or segments, of the Resident's performance, and. who willconduct the formal performance evaluation. (It is imoortant toidentify t'-e f.rrmal cuoervicor but aico ctaff wi7I tecontributing to the success of the Resident through training andganeral support.;
3. RPlAtinnchip to Unit goals. AeExplain how the proposal will support Unit objectives and
coals, the benefit(s) in relation to specific projects oractivities. Also indicate benefits to the staff of the Unit.
Ariar,tarjo,r. 4-1,0
Explain how the proposal will wenefit the Resicent in termsof professional and career growth and development. In addition,describe how the Resident will engage in assignments that willfoster creativity and innovation. Also, in what way(s) will theproposal contribute to the profession more broadly?
5. Unit Flexibility and OPpendabilitvIndicate how the Unit will respond to the need for
fle xibility n scheduling in mr4-4er for the Recident toparticipate fully in the instructional component of the program.Indicate what steps will be taken to prevent or minimize the UnitL ecoming dependent on this position (e.g., how will theactivities be assigned and maintained at the end of the Residencyperiod?)
6. ResourcesWhat additional resources will be necessary, if any for
your Unit to have a Resident?
Proposals are due on Monday, January 11, 1993. Please send themto Jean Loup, 818 HHGLS.
88 10.1
I I-
OHIO I
UNIVERSITY
University Libraries Columbus, 01-1 43210
MINORITY LIBRARIAN INTERNSHIP
POSITIONLibrary Intern
PROGRAMThe Ohio State University has a strong commitment to affirmative action and is actively seeking to increase minorityrepresentation in all areas of the University. The University Libraries' Minority Librarian Internship is onecomponent of the Libraries' overall affirmative action plan and is intended to increase the representation of minoritylibrarians at Ohio State and to further the growth and development of minority librarians within the profession. Theprogram is designed to assist a recent library school graduate in making a successful transition to academic researchlibrarianship. Ohio State, one of the nation's largest academic research library systems, has the resources andcommitment to introduce and orient the recent minority graduate to the complexities of librarianship in a highlydiverse environment. The two-year internship will provide the opportunity for hands-on experience in most areas ofthe University Libraries' operations, including the workings of public and technical services as well as administration.The first year includes an introduction/orientation to the various departments and operations, while the second yearof the internship will emphasize one or more zreas of special interest to the intern.
QUALIFICATIONSRecent MLS from an ALA-accredited program (degree requirements must be fulfilled by Fall, 1991). The focus ofthe program is to increase the number of African-Americans, Hispanic-Americans, and native Americans in theUniversity Libraries.
STARTING DATEAs early as July 1, 1991; preferably not later than Fall, 1991.
SALARYS24,360 - 26,000 per year, plus allowance to cover benefits. This is a nontenured track, nonrenewable, two-yearappointment. During the second year of the program, the intern will be eligible to apply for available facultypositions in the University Libraries. The Libraries will assist an intern who wishes to seek a professional appointmentelsewhere.
ENVIRONMENTFounded in 1870, Ohio State is a comprehensive, state-assisted, urban university, offering a complete environmentfor learning for its 3,800 faculty and 54,000 students. The University Library system is composed of the Main Library,twenty-one department libraries, an undergraduate library, the University 4,rchives, and five special collections onthe Columbus campus; four regional campus libraries; and the Agricultural Technical Institutes library at Wooster.Staff of the Libraries is composed of 130 librarians and professional staff and over 200 Classified Civil Service staff. Itscollection of four and one half million volumes makes it one of the nation's largest research libraries.
Ohio State is a leader in library user education, with a program that reaches all entering freshman and a developingprogram of course-related instruction for upper level undergraduate and graduate students. It is also a leader in thedevelopment and use of library-related computer technology. The Library Control System (LCS) supports circulationcontrol and serves as an online public access catalog, with full bibliographic records and subject access provided formost holdings processed since 1971. Ohio State is a charter member of OCLC.
APPLICATIONThe position will remain available until filled. Applicants should submit resume; undergraduate and graduatetranscripts; and names, addresses, and telephone numbers of three references to Sharon k. Sullivan, PersonnelLibrarian, The Ohio State University Libraries, 1858 Neil Avenue Mall, Columbus, Ohio 43210.Telephone: 614-292-6151.
THE OHIO STATE UNIVERSITYIS AN EQUAL EMPLOYMENT
- OPPO?TUNITYIAFFIRMATIVE ACTION EMPLOYER
89 1()
Intr
oduc
tion
The
Ohi
o St
ate
Uni
vers
ity L
ibra
ries
initi
ated
the
Min
ority
Lib
rari
an I
nter
n Pr
ogra
m in
July
198
9 to
rec
ruit
mem
bers
of
the
min
ority
grou
ps u
nder
repr
esen
ted
in th
e pr
ofes
sion
gene
rally
and
at O
hio
Stat
e as
wel
l.
Prog
ram
The
Ohi
o St
ate
Uni
vers
ity L
ibra
ries
isco
mm
itted
to th
e A
ffir
mat
ive
Act
ion
Prog
ram
of
the
Uni
vers
ity in
the
recr
uitm
ent a
nd r
eten
tion
of m
inor
ityst
uden
ts, f
acul
ty, u
nd s
taff
.
The
Uni
vers
ity i
ibra
ries
' Min
ority
Lib
rari
an6'
Int
ern
Prog
ram
is o
ne c
ompo
nent
of
the
Lib
rari
es' o
vera
ll af
firm
ativ
e ac
tion
prog
ram
whi
ch is
inte
nded
to in
crea
se th
ere
pres
enta
tion
of m
inor
ity li
brar
ians
at
Ohi
o St
ate
and
to f
urth
er th
e gr
owth
and
deve
lopm
ent o
f m
inor
ity li
brar
ians
with
inth
e pr
ofes
sion
. Thi
s ne
wly
est
ablis
hed
prog
ram
is d
esig
ned
to a
ssis
t a r
ecen
t lib
rary
scho
ol g
radu
ate
in m
akin
g a
succ
essf
ultr
ansi
tion
to a
cade
mic
res
earc
hlib
rari
ansh
ip. O
ne o
f th
e na
tion'
s la
rges
tre
sear
ch li
brar
ies,
the
Uni
vers
ity L
ibra
ries
has
the
reso
urce
s an
d co
mm
itmen
t to
intr
oduc
e an
d or
ient
the
rece
nt m
inor
itygr
adua
te to
the
com
plex
ities
of
libra
rian
ship
in a
hig
hly
dive
rse
envi
ronm
ent.
The
two-
year
, non
-ten
ured
inte
rnsh
ip w
illpr
ovid
e th
e op
port
unity
for
han
ds-o
nti
expe
rien
ce in
alm
ost a
ll ar
eas
of th
eU
nive
rsity
Lib
rari
es' o
pera
tions
, inc
ludi
ng
the
wor
king
s of
pub
lic a
nd te
chni
cal s
ervi
ces,
as w
ell a
s ad
min
istr
atio
n. T
he f
irst
yea
rin
clud
es in
trod
uctio
n/or
ient
atio
n to
the
vari
ous
depa
rtm
ents
and
ope
ratio
ns w
hile
the
seco
nd e
mph
asiz
es o
ne o
r m
ore
area
s of
spec
ial i
nter
est.
The
Ohi
o St
ate
Uni
vers
ity
Foun
ded
in 1
870,
the
Ohi
o St
ate
Uni
vers
ityof
fers
a c
ompr
ehen
sive
edu
catio
nal
envi
ronm
ent f
or m
ore
than
59,
000
stud
ents
,4,
500
facu
lty, a
nd 6
,260
sta
ff. I
t is
loca
ted
L.
Col
umbu
s, O
hio,
a g
row
ing
urba
n ce
nter
with
cultu
ral a
nd te
chno
logi
cal d
iver
sity
. Loc
alat
trac
tions
incl
ude
the
Col
umbu
s Sy
mph
ony,
Bal
let M
et, t
he C
ente
r of
Sci
ence
and
Ind
ustr
y(C
OSI
), th
e W
exne
r C
ente
r fo
r V
isua
l Art
s,an
d th
e C
olum
bus
Mus
eum
of
Art
all e
asily
acce
ssib
le f
rom
the
cam
pus
area
. Adj
acen
t to
the
cam
pus
are
Che
mic
al A
bstr
acts
and
Bat
telle
Mem
oria
l Ins
titut
e. O
CL
C, t
hena
tiona
l bib
liogr
aphi
c 'u
tility
, is
head
quar
tere
dne
arby
'n D
ublin
, Ohi
o.
Ohi
o St
ate
offe
rs d
egre
e pr
ogra
ms
in m
any
acad
emic
and
pro
fess
iona
l dis
cipl
ines
fro
mth
e lib
eral
art
s an
d sc
ienc
es. D
octo
rate
s ar
eaw
arde
d in
97
area
s.
In a
dditi
on to
the
mai
n ca
mpu
s, th
ere
are
four
reg
iona
l cam
puse
s at
Lim
a, M
ario
n,M
ansf
ield
, and
New
ark,
and
the
Ohi
oA
gric
ultu
ral R
esea
rch
and
Dev
elop
men
tC
ente
r an
d th
e A
gric
ultu
ral T
echn
ical
Inst
itute
in W
oost
er, O
hio.
Stu
dent
s ca
nch
oose
fro
m o
ffer
ings
in th
e 19
col
lege
s, s
even
scho
ols,
and
the
Gra
duat
e Sc
hool
. The
Ohi
o
Stat
e U
nive
rsity
is a
ccre
dite
d by
the
Nor
th C
entr
al A
ssoc
iatio
n of
Col
lege
san
d Sc
hool
s.
Uni
vers
ity L
ibra
ries
The
Uni
vers
ity L
ibra
ries
' sys
tem
isco
mpo
sed
of th
e M
ain
Lib
rary
,tw
enty
-one
dep
artm
ent l
ibra
ries
, an
unde
rgra
duat
e lib
rary
, the
Uni
vers
ityA
rchi
ves,
and
fiv
e sp
ecia
l col
lect
ions
of
the
Col
umbu
s ca
mpu
s; f
our
regi
onal
cam
pus
libra
ries
; and
the
Agr
icul
tura
lT
echn
ical
Ins
titut
e L
ibra
ry a
t Woo
ster
,O
hio.
One
hun
dred
twen
ty-e
ight
libra
rian
s an
d pr
ofes
sion
al s
taff
and
over
210
Cla
ssif
ied
Civ
il Se
rvic
eem
ploy
ees
svi
ce th
e in
form
atio
nal
need
s of
the
Uni
vers
ity. T
he L
ibra
ries
'co
llect
ion
of 4
.5 m
illio
n vo
lum
esm
akes
it o
ne o
f th
e na
tion'
s la
rges
tre
sear
ch li
brar
ies.
The
aut
omat
ed L
ibra
ry C
ontr
ol S
yste
msu
ppor
ts c
ircu
latio
n co
ntro
l and
ser
ves
as a
n on
line
publ
ic a
cces
s ca
talo
g, w
ithfu
ll bi
blio
grap
hic
reco
rds
and
subj
ect
acce
ss f
or m
ost h
oldi
ngs
proc
esse
d si
nce
1971
.
The
I ib
rari
es h
as r
ecei
ved
natio
nal
reco
gniti
on f
or it
s us
er e
duca
tion
prog
ram
whi
ch r
each
es a
ll en
teri
ngfr
eshm
en, a
s w
ell a
s m
any
uppe
r le
vel
unde
rgra
duat
e an
d gr
adua
te s
tude
nts.
The
pro
gram
is n
ow in
its
twel
fth
year
i
"The
Min
ority
Lib
rari
an I
nter
nPr
ogra
m a
t the
Ohi
o St
ate
Uni
vers
ityL
ibra
ries
has
off
ered
me
a un
ique
oppo
rtun
ity to
lear
n ab
out l
arge
aca
dem
iclib
rari
es.
I ha
ve h
ad th
e op
port
unity
toen
hanc
e m
y aw
aren
ess
on th
e lo
cal a
ndna
tiona
l lev
el th
roug
h m
eetin
gs,
wor
ksho
ps, a
nd a
ttend
ance
at A
LA
all
duri
ng m
y fi
rst y
ear.
Aft
er c
ompl
etin
g m
yfi
rst y
ear,
I p
lan
to w
ork
in a
dep
artm
ent
libra
ry."
- L
eta
Hen
dric
ksFi
rst Y
ear
Min
ority
Lib
rari
an I
nter
n
1
App
licat
ion
To
obta
in m
ore
info
rmat
ion
abou
t the
Ohi
o St
ate
Uni
vers
ity L
ibra
ries
Min
ority
Lib
rari
an I
nter
n Pr
ogra
m, p
leas
e ca
ll or
wri
te:
Pers
onne
l Lib
rari
an11
0 M
ain
Lib
rary
Ohi
o St
ate
Uni
vers
ity L
ibra
ries
1858
Nei
l Ave
nue
Mal
lC
olum
bus,
Ohi
o 43
210-
1286
(614
) 29
2-61
51
OH
IOU
NIV
ER
SIT
Y
TH
E O
HIO
ST
AT
E U
NIV
ER
SIT
Y I
S A
NE
QU
AL
EM
PLO
YM
EN
T O
PPO
RT
UN
ITY
,A
FFIR
MA
TIV
E A
CT
ION
EM
PLO
YE
R.
SYSTEMS AND PROCEDURES EXCHANGE CENTER
FELLOWSHIP PROGRAMS
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
111G
ARL/OMS FELLOWSHIP SURVEY
Library/Institution
Contact Person
Title Telephone
*****For the purposes of this survey "fellowship"
is defined as a mid-career program.*****
1. How many years has your library had a fellowship program?
2. How many fellows participate in the program at one time?
3. How many fellows have participated in the program to date?
4. How many fellows have subsequently been offered permanentpositions in the library?
5. What is the intended duration of a fellowship?one semester (4 months or less)one academic year (9 months or less)one calendar year (12 months)two calendar years (24 months)other (please describe)
6. What are the primary organizational objectives in supportingthe fellowship program? (check all that apply)
to provide a variety of library work experiencesto provide specialized training in one area such asadministration, cataloging, or preservation (pleaseidentify area of specialization)
to supplement staff in day-to-day operationsto assist staff in completiag special projectsto recruit/assess potential employees for your libraryto recruit fellows into academic/research librarianshipother (please describe'
7. What are the eligibility requirements for participating inthe fellowship program? (check all that apply)
MLS degree plus years professional libraryexperience (please indicate minimum number of years)
minority status (please define)interest in specialized training (such asadministration, cataloging, or preservation)previous specialized education or training (pleasedefine)
other (please describe)
8. How are fellows recruited? (check all that apply)through established employment practicesthrough a nomination processthrough a fellowship program developed by an externalagency, such as CLR (please identify)
other (please describe)
9. What types of training/developmental opportunities areprovided? (check all that apply)
observation/participation in day-to-day operationsassignment of special projectsdirected readingsregular meetings with supervisor/mentorcommittee servicein-house seminars, workshops, programstravel to local and Kesional seminars, workshops,programs, and professional meetingstravel to national seminars, workshops, programs, andprofessional meetingsother (please describe)
10. Are fellows paid for their work?yes (please record an hourly or annual rate) $no
11. How is the fellowship program funded? (check all that apply)from existing library operating budgetfrom special/endowed library fundsby separate funds from parent institutionby library agency or association (e.g. CLR, ALA)other (please describe)
12. What is the annual budget for the fellowship program?
13. How is the success of the fellowship program measured?
14. What other comments would you share with ARL librariesdesigning new fellowship programs?
Please return survey responses and related documentation byNovember 6, 1992 to Julie Brewer, University of DelawareLibrary, Newark, Delaware 19717-5267,
CORNELL UNIVERSITY LIBRARY
VISITING FELLOW PROGRAM FOR MINORITY LIBRARIANS
PURPOSE
The program will provide minority librarians with the opportunity to augment and refinetheir job skills, to explore new areas in librarianship and to participate in professionaldevelopment activities in a major academic research library. The primary goal of theprogram is to increase the number of under-represented minority librarians in managerial,administrative and specialist positions in academic and research libraries, including theresearch and central divisions of large public libraries. Ultimately, it is hoped, this willcontribute to an increase in the total number of minority librarians in academic andresearch libraries. Furthermore, the program has the goal of helping to make the CornellUniversity Library a more culturally diverse study and work environment.
ELIGIBILITY
Fellowship applicants must be members of an underrepresented ethnic group, hold an MLSor equivalent graduate degree and have three or more years experience in an academic,research, special library, or the research or central division of a large public library.
PROGRAM DESCRIPTION
The program is designed to provide fellows with an overview of the organizational structureand operational objectives of a major research library, as well as the opportunity to workclosely with experienced librarians and peers in one or several functional areas. Possiblecombinations of work settings include assignments in public services and technicalservices; or assignments in a specialized library or collection and a larger general library.A specific action plan will be developed with each fellow, balancing individual career goals,needs of sponsoring units and the overall goals of the Cornell University Library. Fellowswill also participate in committee work, administrative assignments, seminar programs,workshops, and other professional activities.
Duration of program: may range from several months to one year, depending on theavailability of the fellow and any commitment to a "home" or sponsoring institution. It isanticipated that some applicants will be able to secure leave from institutions to which theywill return, while others may be in the process of changing positions.
continued...
Compensation: to be negotiated on the basis of level of experience. It is anticipated that insome cases fellows will be able to secure full or partial funding for leaves from a -home"institution. Cornell University Library will work with those institutions to facilitateappropriate support.
Exchanges: may be worked out if appropriate Cornell University Library staff areavailable.
Institutions as well as individuals interested in the professional development opportunitiesrepresented by this program are encouraged to contact:
Caroline Spicer, DirectorCUL Minority Fellowhip Program
104 Olin LibraryCornell University
Ithaca, NY 14853-5301(607)255-7033
94
1
THE FELLOW'S PROGRAM of the NATIONALLIBRARY OF CANADA
Revised April 23, 1990
In 1985, the National Library wrote to the Canadian
Association for Research Libraries, the Provincial and
Territorial Library Directors' Council, the Council of
Administrators of Large Urban Public Libraries and to
library association newsletters to announce that it would be
pleased to have library staff on sabbatical or study leave
come to the National Library to carry out projects of mutual
interest.
The National Library publicized the procedures to be
followed, along with descriptions of a number of projects
that it considered important, not only for the Library
itself but also for the Canadian library community. These
95
111
consisted, for example, of conspectus verification studies
related to Canadian subjects; a study of the acquisition,
preservation, control and access to annual reports, a
specific and important category of "grey" or "ephemeral"
literature; and the compilation of a directory of Canadian
ethnic publishers and publications (materials published in
languages other than English or French).
At the Game time, the Library encouraged 1±,)rarians to
propose their own studies and protects. These could be
discussed with National Library staff in relation to their
relevance to the development of libraries and library
research in Canada.
From the outset, the National Library made it clear that it
could not fund the librarian or the research. The Library
agreed to provide facilities (office or space, equipment,
telephone, etc.), appropriate administrative/secretarial
support, training and professional assistance and advice.
The Fellow would have to find financial support for travel
to and from Ottawa, housing and personal expenses.
The purpose of the program was fourfold: to encourage the
undertaking of studies that ware considered important by the
National Library not only for its internal operations but
also for the Canadian library community; to provide an
opportunity for librarians eligible for sabbatical and study
961 1 2
4
leave to develop a project with the support of the National
Library; to introduce librarians from the field to the role,
responsibilities and workings of the National Library; to
provide National Library staff with the opportunity to learn
from the field through working with libraglans-from
different library sectors and different parts of Canada.
The program favoured Canadians, but did not exclude
librarians from other countries.
III. Results to Date
Since 1986, the Library has welcomed four fellows: Angela
Bridgland, a professor of library science from Australia
(February - May, 1987); Donna Signori from University of
Victoria (July - September, 1987); Madge McGowan,..frm
University of Alberta and now Chief Librarian, University of
Windsor (October 1988-April 1989); and Eirents Landon, York
University (October 1989 - August 1990). Charlotte
McLaurin, Concordia University, will arrive in June 1990 and
stay until the end of August 1990. R04 '60Inal of- LaAkrenhar,
UamVtisd:/) VIM a, cc1(01.4 IA V112_,
Each person has been involved in quite distinct and varied
projects. Angela Bridgiand assisted wilth the analysis and
planning needed to develop a staff development program;
Donna Signori developed the Conspectus verification tool for
English Canadian Literature from 1914; Madge McGowan worked
with the Collection Management Policy Team and did an
97
1 ,)
5
extensive study of incoming interlibrary loan requests for
serials; and Eirene Landon is analysing the needs of
teacher/librarians and practitioners serving the disabled
school community to ensure effective subject access to
curriculum materials and curriculum support materials in
alternate formats. Charlotte McLaurin will assist with the,
implementation and promotion of the National Library's new
collections guidelines,including their impact on Canadian
university libraries.
To date, the Fellows and National Library staff have
endorsed the appropriateness of the objectives and the
effectiveness of the program. Both have experienced the
benefits of the studies themselves and of the exchange of
views and experience that the program fosters. The
integration of a practitioner from the field into the
planning and development of programs policies and guidelines
has added an important dimension to the National Library's
work, and the Fellows themselves, according to discussions
and interviews for National Library News, have been
positive, indeed, enthusiastic about the program for the
personal and professional benefits it has provided. The
National Library also gains from being better known and
understood, when the librarians return to their own
institutions and communities.
98
1" r
6
The program has been publicized and administered by the
Director of External Relations. Individual Fellows are
attached to the area in which the work will take place and
are integrated into the operations of that branch during
their stay. In many cases, the Fellows also work closely
with a departmental or advisory committee, with the result
that they are exposed to many parts of the Library.
IV. The Future
In reviewing the program, the staff has realized that the
present Fellows program should again be promoted and made
better known, not only to academic librarians, but also to
public and special librarians.
With the establishment of the Library Development Centre,
and the introt: ;.ion of liaison officers, it is hoped that
there will be greater opportunity for librarians across
Canada to contribute to the National Library's knowledge and
experience of the field. Staff exchange programs, supported
by such existing programs as the Public Service Commission's
Interchange Canada are being explored, along with the
expansion the National Library's Work Assignment Program to
include library staff from within the federal library
community. The Fellows program, tailored specifically to
those who are eligible for sabbatical leave or research
99
7
grants, will again be publicized through library association
newsletters and the distribution of a brochure.
At this tine, it seems best for the National Library to
blvUd on its present strengths in the professional field,
through the Fellows Program and, in the literary and musical
field, through its collections and services and Public
Programs and Cultural Events.
April 1990
100
1
SYSTEMS AND PROCEDURES EXCHANGE CENTER
OTHER RELATED PROGRAMS
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
1
PROFESSIONAL DEVELOPMENT PROGRAMUNIVERSITY OF IWNOIS AT CHICAGO LIBRARY
UNIVERSITY OF CHICAGO UBRARYNORTHWESTERN UNIVERSITY UBRARY
October 23, 1992
Dear Planners:
Recently a member of the Governing Board for the Professional Development-ogram had asked you to participate in planning a seminar in the program, and you havereed to do so. We appreciate your willingness to participate, and want to let you know
_.00ut plans for the coming year.
We are beginning the fifth year of the program. Previous years have been highlysuccessful and we want to build on that success. The objectives for the Fellows and thegoals of the seminar format of the program are:
Increase the Fellows' knowledge of the functions, operations, and issuesof research libraries. The context of the three libraries enhances thebreadth of this knowledge.
Develop the Fellows' appreciation for the fact that there are no easysolutions to many of the problems we face in operating research librariesand that often there are no single, correct solutions. At the same time,there are common principles, goals, and objectives.
Improve the Fellows' communication skills, so they can be more effectivein interacting with other librarians and improve their skills in consultativeand collaborative situations, a id therefore make them more productivelibrarians.
Provide opportunity for interaction with senior staff, as well as withlibrarians at all levels.
Develop the confidence of the Fellows in their professional knowledgeand skill.
Provide for the Fellows an introduction to potential career paths.
In addition to the above, the program should also develop strongerprofessional relationships within libraries and among the libraries. Theserelationships can improve operations within a library, and may very wellcontribute to increased inter-library cooperation among the libraries.
In order to continue the PDP in a lean budget year without the outside fundingavailable in past years, several changes have been made. The sessions will be held at theparticipating institutions, with participants being responsible for their own lunches andtravel expenses. Sessions will, as a rule, be held for one day rather than for two days.Programmatic changes also include more participation by the Fellows in the planning anddevelopment of seminar topics.
The schedule for the 199211993 Program, as well as a list of the Fellows areenclosed. In the past, planners have usually met twice for planning purposes before eachseminar.
I look forward to meeting with you in the coming year. Your involvement in theprogram is critical to its success, and I want to support your efforts in any way I can. Ifyou have any questions, you may call me at (312) 413-2594 or e-mail U24947@UICVM.
Sincerely,
/ ..zt,6., at,44,/Karen J. GravesProgram Director
KJG/jb
cc: Sharon A. HoganGerald MunoffLance Query
PROFESSIONAL DEVELOPMENT PROGRAMUNIVERSITY OF ILLINOIS AT CHICAGO LIBRARY
UNIVERSITY OF CHICAGO LIBRARYNORTHWESTERN UNIVERSITY LIBRARY
Library Tours
University of Illinois at ChicagoUniversity of ChicagoNorthwestern University
Seminars
Program Schedule1992 - 1993
September 18, 1992September 23, 1992September 29, 1992
Seminar 1: Access to CollectionsPlanners: Bob Daugherty (convener)
Kathryn DeissPat Wilcoxen
Seminar 2: Collections ManagementPlanners: Gene Wiemers (convener)
Kate CarpenterFrank Conaway
Seminar 3: PreservationPlanners: Sherry Byrne (convener)
Joan FiscellaRichard Frieder
Seminar 4: Library UsersPlanners: Betsy Baker (convener)
William G. JonesPat Swanson
October 19, 1992
November 10, 1992
December 8, 1992
February 9, 1993
Seminar 5: Automation March 2, 1993Planners: David Bishop (moderator)
John Berry
Seminar 6: Human Resources April 13, 1993Planners: Denise Weintraub (convener)
Darlene ZiolkowskiLance Query
Seminar 7: Director's Potpourri May 4, 1993Planners: Sharon Hogan
Gerald MunoffLance Query
University LibrariesUniversity of Nebraska-Lincoln
November 1991
Library Internship Policy
An internship program is a structured situation of temporaryduration designed for an educational and experiential end. It isusually aimed at the newer members of the staff as a means ofproviding experience or exposure to certain library functions andduties not frequently available to beginning professionals.
Purpose
The Internship Program in the University Libraries is an in-houseinternship. It will be located in the Dean's office. The internwill receive substantive administrative experience byparticipating in the administrative decision-making and problem-solving duties of the Dean of Libraries and the Associate Deans.The intern will work on a special project to be completed by theend of the internship. A project report, possibly suitable forpublication, will be completed. Additional duties could consistof some of the following: 1) budget matters; 2) equipmentassessment; 3) developing grant proposals; 4) public relationsprojects; 5) attending Executive Committee meetings.
Through this program the intern will receive a broader base oflibrary decision-making and project-oriented experiences. Theseexperiences will help the intern to become a well-rounded managerin the future and to bring added insight into his/her regular jobassignment.
Qualifications and Application
The candidate should have been on the staff a minimum of threeyears, have had excellent performance reviews in his/her ownposition and have had no broad based administrative experience inthe library. Those who currently hold a position as departmentchair or higher, do not qualify for the internship.
The intern position will be advertised internally via a JobAnnouncement. In addition to supplying a vitae, the applicantwill fill out an application form which will require a writtenparagraph where the applicant states why he/she wants theinternship, what he/she hopes to gain from such an experience andhow he/she expects to balance the requirements of such anInternship with those of his/her regular position.
The comments and signature of the applicant's supervisor and/ordepartment chair are required if they approve the application.If the application is not approved the comments section must befilled out with reasons for not approving the application. Theapplication will then be forwarded to the Dean of Libraries.
105
121
Selection
The Dean will make the selection based upon the quality of thecandidates' application, as evidenced by the vitae, the statedreasons for wanting the position and the stated priorities inbalancing the dual roles. The successful applicant must haveexcellent yearly evaluations, have shown promise and success inhis/her job area and in his/her service to the library. Theapplicants' supervisor and/or department chair will have inputthrough signing the application form and making comments on theapplication form. If the supervisor and/or the department chairdo not approve the application, they will be asked to discuss thematter with the Dean of Libraries.
The Dean will release the names of all the candidates to thelibrary staff. Individuals may forward comments about eachnominee to the Dean for his consideration. The comments are tobe in writing. The Dean will inform all candidates of hisselection.
Length
The internship will be half time for 1 year beginning July 1. Aflexible schedule will be formulated and at the end of theInternship the Intern will return full-time to his/her regularposition.
Evaluation
During the course of the Internship Program, the Intern andhis/her supervisors will have Informal Communication to ascertainthe effectiveness of the 13:-.)gram, how well the Intern isperforming his/her duties, planning future projects, and judgingthe effectiveness of the Intern in fulfilling his/her duties inthe regular job on a part-time basis. [A revised job descriptionshould be made for the internship year.] At the end of theInternship Program, the Intern will prepare a comprehensivereport on the effectiveness of the Program, what the Intern felthe/she accomplished and the goals fulfilled or not fulfilled andwhy, and how well the Intern felt he/she net the obligations inhis/her regular position on a part-time basis. At the same time,the Dean of Libraries and the Associate Deans will fill out areport, to be put in the candidate's personnel folder, evaluatingthe Intern on his/her performance, commitment to the program, themerits of the goals set at the beginning of tae Internship andhow well the Intern met these goals. The regular yearlyevaluation will also be done by the supervisor of the intern'sregular job.
106
rt,
University LibrariesUniversity of Nebraska-Lincoln
Application for Internship Program
Position Applied for Date
Name
Department
Current Position
Immediate Supervisor
Fill in the following information or attach a recent resume(for * I & II)
I. Education:School /Institution Years Diploma/Degree Major
II. Work Experience:Current Responsibilities:
Previous Relevant Work Experience:
III. Other Activities (current and projected; e.g., committeeassignments, course work, and other commitments):
107
March 1991.
Page - 2
Name Position Applied For
IV. Why do you want to participate in this program; what do youhope to gain from the experience; and how do you expect tobalance the 1/2 time in the internship program and the half-time in your regular position?
108 12,;
March 1991
Page - 3
Name Position Applied For
V. From the list of possible intern duties found on the JobAnnouncement, which one or ones would you be interested inpursuing? Are there other duties not listed that you wouldbe interested in pursuing as an Intern?
121109
March 1991
Page - 4
Name Position Applied For
VI. The Review Committee has permission to review my PersonnelFile.
Date Applicant's Signature
Comments by Supervisor:
Date Supervisor's Signature
Comments by Department Head:
Date Department Head's Signature
110
1t_march 1991
SYSTEMS AND PROCEDURES EXCHANGE CENTER
SELECTED READINGS
ASSOCIATION OF RESEARCH LIBRARIES OFFICE OF MANAGEMENT SERVICES
V'
Selected Readings
Coburn, Louis. Classroom and Field: The Internship in American Library Education. Flushing, NY:Queens College Press, 1980.This publication contains a theoretical and historical examination of the role ofinternships in graduate education with a specific look at the Queens Collegeinternship program.
Dougherty, Richard M. and Wendy P. Lougee. "Research Library Residencies: A New Modelof Professional Development." Library Journal (July 1983): 1322-1324.This article describes the origins of the post-graduate residency program at theUniversity of Michigan Library.
"Guidelines for Practices and Principles in the Design, Operation, and Evaluation of Post-master's Residency Programs." Adopted by the Association for Library andInformation Science Education, October 9, 1992. [Included in this publication]This document outlines general features of post-graduate residency programs, theroles and responsibilities of both the employing institutiori and the resident, as wellas, general recruitment and evaluation criteria.
Gwinn, Nancy E. "CLR Academic Library Management Intern Program: A Symposium: TheFirst Two Years." The Journal of Academic Librarianship 6 (September 1980): 196-207.This article describes the development and operation of the Council on LibraryResources Academic Library Management Intern Program (mid-career fellowship)with reviews by eight participants.
Howden, Norman. "Practicums and Field Experiences." Journal of Library Administration 16(1992): 123-140.This article examines how library schools prepare graduates for non-traditionalspecializations such as archives, records management, and computer industry with asummary of a 1989 survey of ALISE members on internship programs.
"Internships in ARL Libraries." SPEC Kit 79. Washington, DC: The Association of ResearchLibraries Office of Management Services, November/December, 1981.This SPEC Kit contains a summary of a 1981 survey of ARL libraries, and relatedprogram documents on various types of field experience programs including staffexchange opportunities.
Leonard, Barbara G. and Donna Z. Pontau. "Sculpting Future Librarians Through StructuredPracticums: The Role of Academic Librarians." The Journal of Academic Librarianship 17(March 1991): 26-30.This article summarizes a 1988 survey of recent library school graduates from SanJose State University on their experience in internship programs and presents anideal reference internship model based on the survey results.
111
1 93
Mitchell, Caroline A. "The Council on Library Resources Academic Library ManagementIntern Program." Library Administration & Management 6 (Winter 1992): 29-35.
This article provides an overview of the CLR Academic Library Management InternProgram (a mid-career fellowship), with selected interviews with former interns andhost directors.
Monroe, Margaret E. "Issues in Field Experience as an Element in the Library SchoolCurriculum." Journal of Education for Librarianship 22 (Summer/Fall 1981): 57-73.This article examines issues related to various forms of graduate internship programsin library and other professional education programs, including an exploration of therole of learning theory.
Sherby, Louise S. "The Management Intern Program at the Columbia University Libraries."C&RL News (July/August 1987): 406-408.This article describes the Columbia University Libraries Management Intern Program(a mid-career fellowship) designed to introduce experienced library staff to theresponsibilities of senior management positions.
Strubbe, Lisa Aren and Diane G. Schwartz. "A Two-year MLS Internship Program."C&RL News (September 1988): 504-508.In this article, a former Library Associate describes her experience in the two-yeargraduate internship program at one of the University of Michigan libraries.
Trumpeter, Margo C. and Paul Gherman. "A Post-master's Degree Internship Program."Library Journal (June 15, 198.)): 1366-1369.This article reports on a meeting between Deans of graduate library schools andpersonnel officers in large academic libraries regarding their expectations of newlibrarians with a review of the history and early models of post-graduate residencyprograms.
112
1 "K_ 0
![Efeitos de um programa de exercícios físicos no local de ...€¦ · escritório [dissertação]. São Paulo: Faculdade de Medicina, Universidade de São Paulo; 2009. 129p. Este](https://img.dokumen.tips/doc/110x75/601ec3614f0bd1200108baa6/efeitos-de-um-programa-de-exerccios-fsicos-no-local-de-escritrio-dissertao.jpg)
![Mil Std 129p Change 4[1]](https://img.dokumen.tips/doc/110x75/577d1fd01a28ab4e1e91604c/mil-std-129p-change-41.jpg)
![Book - Emperor - Scattered Ashes - A Decade Of Emperial Wrath [guitar + bass 129p]](https://img.dokumen.tips/doc/110x75/563db8c6550346aa9a96d383/book-emperor-scattered-ashes-a-decade-of-emperial-wrath-guitar-bass.jpg)
