Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories
Fuente:
ERIC Institute of Education Sciences
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2013
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| _version_ | 1867181564918497280 |
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| author | Cooper, Linda Z. |
| author_facet | Cooper, Linda Z. Cooper, Linda Z. |
| collection | Education Resources Information Center |
| contents | Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories Cooper, Linda Z. Library Education Student Attitudes Internship Programs Service Learning Reflection Comparative Analysis Conventional Instruction Learning Theories Transformative Learning Experiential Learning Communities of Practice Graduate Students Metacognition This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience, participating students were asked to reflect on their learning in a service learning experience compared to their learning in traditional classroom learning experiences. Students' reflections are examined for evidence linking their perceptions regarding their learning to multiple theories of learning. Findings indicate that (a) the particular internship examined qualifies as service learning; (b) participating students feel they learn more in a hands-on service learning situation than in a traditional classroom learning situation; (c) participating students feel that classroom learning is an important pre- and/ or co- requisite to service learning; (d) multiple theories of learning are supported via a service learning experience thus offering more paths to learning to a broader, more diverse scope of learners; and (e) a service learning experience may open the way to a transformative learning experience while, at the same time, supporting the community and the LIS profession. |
| format | Recurso educativo Open Access |
| id | eric_EJ1074140 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories Cooper, Linda Z. Library Education Student Attitudes Internship Programs Service Learning Reflection Comparative Analysis Conventional Instruction Learning Theories Transformative Learning Experiential Learning Communities of Practice Graduate Students Metacognition Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories Cooper, Linda Z. Library Education Student Attitudes Internship Programs Service Learning Reflection Comparative Analysis Conventional Instruction Learning Theories Transformative Learning Experiential Learning Communities of Practice Graduate Students Metacognition This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience, participating students were asked to reflect on their learning in a service learning experience compared to their learning in traditional classroom learning experiences. Students' reflections are examined for evidence linking their perceptions regarding their learning to multiple theories of learning. Findings indicate that (a) the particular internship examined qualifies as service learning; (b) participating students feel they learn more in a hands-on service learning situation than in a traditional classroom learning situation; (c) participating students feel that classroom learning is an important pre- and/ or co- requisite to service learning; (d) multiple theories of learning are supported via a service learning experience thus offering more paths to learning to a broader, more diverse scope of learners; and (e) a service learning experience may open the way to a transformative learning experience while, at the same time, supporting the community and the LIS profession. |
| title | Student Reflections on an LIS Internship from a Service Learning Perspective Supporting Multiple Learning Theories |
| topic | Library Education Student Attitudes Internship Programs Service Learning Reflection Comparative Analysis Conventional Instruction Learning Theories Transformative Learning Experiential Learning Communities of Practice Graduate Students Metacognition |
| url | https://eric.ed.gov/?id=EJ1074140 |