Article 5: Practicums and Service Learning in LIS Education

Ball, M. (2008). Practicums and service learning in LIS education. Journal of Education for Library & Information Science, 49(1), 70-82.

There has been a struggle in library school curriculum between the emphasis placed on theory and the emphasis placed on practice. Service learning combines theory with practice by highlighting reflection throughout the practicum experience, and embedding specific learning objectives tied to course offerings; personal and professional growth are emphasized. The term "service learning," as used by Ball, involves student civic engagement and development. Though more research needs to be done in regards to experiential learning and LIS education (moving away from anecdotal accounts toward qualitative and quantitative studies), the benefits of practical application of, and reflection about, classroom theory include, but are not limited to: student confidence & comfort in the profession, an appreciation for the field, and assists the student in realizing and defining professional goals and values. Student journaling and reflection add critical thinking skills to the professional experience. Barriers to service learning in LIS education include administrative costs and supervision and financial considerations (to pay, or not to pay students for their work).