[논문]Virtual Internship Experiences of Library and Information Science Students During the Pandemic

Daniel Jr. Soriano Balbin; Russell Battad Dolendo

doi:10.1633/jistap.2023.11.3.5

Virtual Internship Experiences of Library and Information Science Students During the Pandemic 원문보기

Journal of information science theory and practice : JISTaP, v.11 no.3, 2023년, pp.58 - 78

Daniel Jr. Soriano Balbin (Department of Library and Information Services, Benguet State University) , Russell Battad Dolendo (Department of Library and Information Science, College of Information Sciences, Benguet State University)

Abstract ▼ AI-Helper

This study aimed to discover the notable experiences of Library and Information Science students in a virtual internship program. It employed qualitative descriptive research design by thematically analyzing the monthly internship journal of the interns. Using Colaizzi's method to identify themes from their experiences, the study revealed that interns expected to gain knowledge and skills on operations, services, and new information communication technologies in libraries. Orientation was found helpful in identifying the things interns needed to prepare. The interns faced issues from procrastination and technical difficulties, which they coped with employing avoidance strategies. Overall, the internship was viewed as an opportunity to learn and navigate the online digital system of the library despite the coronavirus disease 2019 pandemic. They realized their capacity and reflected on which competencies need improvement. In conclusion, students still learned the necessary knowledge and skills of a librarian; experienced the challenges faced in an actual library and were provided with various opportunities and realizations regarding the practice of librarianship. This study proposed a three-stage framework that outlines the involvement of the supervising instructors, librarians, and interns in the internship program from the preparation to the process and post-assessment.

주제어

표/그림 (7)

표 Table 1. Library interns' expectations (n=35)
표 Table 2. Library interns' preparations (n=35)
표 Table 3. Library interns' challenges (n=35)
표 Table 4. Library interns' coping strategies (n=35)
표 Table 5. Library interns' opportunities (n=35)
표 Table 6. Library interns' realizations (n=35)
그림 Fig. 1. Internship model.

AI 본문요약
AI-Helper

제안 방법

Finally, to ensure the accuracy of the results, the research participants were consulted via follow-up interviews via chat, email, or messaging to validate the researcher’s descriptive findings against their own experiences
The entries were collected through Google forms and consolidated, analyzed, and coded using Collaizi’s thematic analysis to identify prominent themes
The findings of the study were then synthesized into an exhaustive description of the phenomenon under study, which in this case is the students’ internship experience
Finally, to ensure the accuracy of the results, the research participants were consulted via follow-up interviews via chat, email, or messaging to validate the researcher’s descriptive findings against their own experiences. The study covered a virtual internship that ran from August to December 2021, followed by a partially virtual internship from January to May 2022, where the 35 students reported physically and performed a mix of virtual tasks.

성능/효과

Additionally, nearly half of the interns acknowledged the challenging nature of a librarian’s job and the importance of possessing a diverse set of skills in different fields of information resources and technologies
The online format also provided an opportunity for interns to increase their ICT skills and learn how to work with the LMS remotely. Additionally, the internship was found to be a valuable learning experience for the students to improve their time management and organization skills, as well as their technical and communication skills.
Another reason why interns realized how hard library work is, is because they witnessed the difference of theories and principles as compared with actual and practical applications. Among the interns, 43% realized the difference between theories and principles compared to the actual and practical application of library and information concepts. They were able to compare and see what is ideal and what is being done in reality; and that it is more complicated.
They cleared out their schedule by accomplishing one task at a time, instead of trying to accomplish multiple things in one time. Another strategy was to identify first the importance or urgency of the task then identify among pending tasks which should be prioritized.
Some realized that they needed to multitask and be patient in performing their tasks and functions as librarians in the future. At the same time, they were able to realize that there is a large quantity of knowledge and skills that a librarian must have. They have learned that a librarian must possess knowledge and skills in different fields on information resources and technologies, to efficiently provide the information services needed by clients.
One of the reasons cited by the interns includes the geographical accessibility of the library. Because 66% of them also hoped for a face-to-face internship, they also expected that they could easily visit the library physically whenever they need guidance about their tasks. The interns also expressed confidence in the library staff’s competence in training them.
It was also a chance to increase their ICT skills, especially using computers, software, websites, and databases. Because of the activities involving the system, their cataloging skills improved. Some of them attested that had it not been conducted online, they would not become experts in using computers at this time.
More than half of the interns stated that their internship was a learning opportunity for them to improve various skills and competencies, such as time management, and organization skills which resulted in improving the quality of their work. Besides the opportunity to experience remote working tools and technologies, they were also able to enhance their time management and communication skills during the internship. Some of the interns stated that time management skills were tested and refined due to the challenges in keeping their schedule balanced.
The interns identified their Google accounts, Microsoft software, e-books, previous notes and handouts from other course work, as their supplementary learning resources to review basic librarianship concepts. Furthermore, only 31% of the interns said they have a planned strategy to employ to handle the tasks and workloads assigned to them. Some of them planned changes with their daily schedule and developed good study/work habits while some eyed multitasking and working with their classmates on the expected outputs.
Furthermore, the interns’ exposure to actual work challenges and the difference between theories and practical applications in the library setting contributed to their realization of the complexity and difficulty of library work
The health and medical issues faced by some interns due to the pandemic were also notable. In conclusion, the virtual setting of internships presents unique challenges that must be addressed to provide better learning experience for students and interns, including providing more resources needed to deal with the challenges and problems in a virtual internship.
In terms of their physical and emotional preparedness, only 26% of the interns expressed that they had the right physical and mental capacity to attend a virtual internship. Interns based their physical preparedness on their proximity to the library.
It is also notable that interns were able to help in household chores, do part-time jobs, start new hobbies, and save expenses despite a small percentage of interns acknowledged these opportunities. Some of them were very positive that they were able to help with household chores or their family business while attending online classes.
That is why 51% of the interns considered it an opportunity to be able to explore and navigate the library portal remotely and learn how to work with library management software (LMS) online. It was also a chance to increase their ICT skills, especially using computers, software, websites, and databases. Because of the activities involving the system, their cataloging skills improved.
More than half of the interns stated that their internship was a learning opportunity for them to improve various skills and competencies, such as time management, and organization skills which resulted in improving the quality of their work. Besides the opportunity to experience remote working tools and technologies, they were also able to enhance their time management and communication skills during the internship.
No potential conflict of interest relevant to this article was reported.
Some of them had to buy their own or borrow from their siblings, who were also using those laptops for work or school. Not all interns could afford these because only 6% had sufficient financial capacity to support their internship.
Furthermore, it saved resources for the interns by eliminating the need for commuting and accommodation expenses. Overall, the study found that online internships could provide valuable learning opportunities and benefits for students, even during the pandemic.
The interns were also optimistic about learning from the university library. Results show that 69% of the interns were sure that they could learn a great deal from the university library, whether their internship will be online or face-to-face. One of the reasons cited by the interns includes the geographical accessibility of the library.
Some of them remembered how their co-interns were the ones providing updates on the activities they forgot to do or to finish. Similarly, 29% of interns worked on their individual problems by simply managing and reorganizing their schedule. They allotted a day or time per activity so they could eventually finish their tasks.
Besides the opportunity to experience remote working tools and technologies, they were also able to enhance their time management and communication skills during the internship. Some of the interns stated that time management skills were tested and refined due to the challenges in keeping their schedule balanced. They also said that the activities were able to enhance their technical skills a little bit better.
Furthermore, only 31% of the interns said they have a planned strategy to employ to handle the tasks and workloads assigned to them. Some of them planned changes with their daily schedule and developed good study/work habits while some eyed multitasking and working with their classmates on the expected outputs.
Technical problems were not the only challenge faced by the interns because 29% of the interns experienced stress, anxiety, depression, and burnout in managing the tasks and activities. They attributed this stress to the delayed workload caused by procrastination as well as the server/system maintenance that halted their technical and cataloging work.
They also struggled with managing their time in dealing with requirements for other subjects they are enrolled in. That is the reason why 40% of them expressed that they had trouble balancing schoolwork and household responsibilities, making it difficult to concentrate on studying and doing the tasks assigned to them. Some needed to tend to their younger siblings left with them at home, or take care of their grandparents that needed assistance from time to time.
There were numerous distractions that pulled their interest and attention once they log in online. That is why 31% of the interns also experienced issues with procrastination and time management. They admitted procrastinating on most of the tasks, causing their schedules to get filled up with other personal priorities.
Interns also considered it an opportunity to gain access to the library system to learn Machine Readable Cataloging tagging, which they were not able to learn because of the pandemic. That is why 51% of the interns considered it an opportunity to be able to explore and navigate the library portal remotely and learn how to work with library management software (LMS) online. It was also a chance to increase their ICT skills, especially using computers, software, websites, and databases.
The findings revealed that only a few interns were initially prepared and had the right physical and mental capacity to attend a virtual internship. Fortunately, the majority of the interns had a proper orientation which they considered as their foremost integration into the library workforce.
Still, some interns were optimistic towards their co-interns hoping they contribute and help everyone patiently, because not everybody knows what to do. The interns hoped for a positive relationship from their co-interns despite the anticipated difficulty in connecting with each other virtually.
The study found that despite the internship being conducted online, most of the interns were still able to learn and experience actual digital library work through their access to the library management system and software used in cataloging and book listing. The online format also provided an opportunity for interns to increase their ICT skills and learn how to work with the LMS remotely. Additionally, the internship was found to be a valuable learning experience for the students to improve their time management and organization skills, as well as their technical and communication skills.
The study found that despite the internship being conducted online, most of the interns were still able to learn and experience actual digital library work through their access to the library management system and software used in cataloging and book listing. The online format also provided an opportunity for interns to increase their ICT skills and learn how to work with the LMS remotely.
The study found that interns have different coping strategies to deal with stress during their internship. Most of the interns preferred taking a break or diverting their attention, while some preferred seeking help, or doing spiritual and motivating activities.
There were also coping strategies where students faced challenges or problems head on. There were 29% of the interns who stated that they asked for assistance or help on difficult tasks to overcome or alleviate the problem they encountered. Some interns recalled how they were seeking help and guidance from co-interns, supervisors, librarians, and other teachers in handling problems with their internship.
Table 6 shows that a majority of the students became more self-aware when it comes to their capabilities and limitations. There were 74% of the interns who realized what they can and cannot do. The students realized which aspect of their skills and knowledge needs enhancement and improvement.
These findings show that a significant percentage of interns faced personal issues and difficulties with managing their time and procrastination. The interns also had challenges with technical difficulties, slow internet connections, outdated electronic devices, and power interruptions.
Fortunately, the majority of the interns had a proper orientation which they considered as their foremost integration into the library workforce. These findings suggest the need for better preparation and support for students and interns in the virtual setting, including providing more resources and guidance for online learning and improving access to stable internet and electronic devices.
Some needed to tend to their younger siblings left with them at home, or take care of their grandparents that needed assistance from time to time. They also added that these were not issues during face-to-face learning where it was easier to focus.

후속연구

This stage includes assessments and feedback as closure for the program. While the model has not yet been tested and validated, this study aims to offer a comprehensive guide for the supervising instructor, supervising librarian, and library intern through these stages.

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표제어: PCR

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