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LIBS 6991 Professional Internship Syllabus
Instructor Information
Dr. Kaye B. Dotson E-mail: dotsonl@ecu.edu
Office Telephone Number: 252-328-2878
Office Hours:
*Note* I am available by appointment if you need assistance or have concerns. You can contact me via
email at dotsonl@ecu.edu
Course Description: LIBS 6991. 110 hours of practical experience. P. 30 semester hours LIBS or
consent of the Chair. Placement in library setting appropriate to student’s field of concentration.
Goals
This course provides an internship in selected library settings appropriate to a student's field of
concentration under the supervision of university staff and a certified librarian. Interns will utilize a
variety of experiences to apply knowledge gained from previous coursework, research and independent
study while benefiting from the guidance of an experienced and professionally qualified
librarian. Observations, shadowing, attending professional conferences and meetings, and participating
in numerous practical experiences are among the activities which will provide future librarians
opportunities for enrichment.
Assigned professional readings will provide the student with a necessary background to discuss and
apply research in the professional experience.
As you read for LIBS 6991 please identify the connection between standards, performance indicators,
and competencies that are reflected in your practical experience. The documentation for your final
portfolio should be descriptive of how and why you made these connections.
Requirements
The internship begins with contact, initiated by the student, between the student,
university internship supervisor, site supervisor and, if required a district-level
representative during which a site and site supervisor for the internship experience is
established. The student is required to submit the designated documentation forms
which may be found in the Professional Internship Guidebook located on the
department's webpage.
110 contact hours are required. Contact hours must be documented by the site
supervisor and initialed. At least 15 contact hours must be completed in an academic,
public, or school library with different grade levels or focus than the site where the
intern is primarily based. School library interns are strongly encouraged to serve these
15 contact hours in a public or academic setting, while public/academic library interns
are encouraged to serve at least 15 hours in a schools setting.
Interns are required to interact with peers via video analysis tools, wikis, online
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discussions, blogging and chats, sharing experiences and perspectives. Interns should
attend one or more professional school, committee or district level meetings. Interns
should seek opportunities to interact with diverse groups and cultures within the school
Students should also determine the expectations of conduct and dress that are required by the system in
which they are serving an internship and carefully abide by those standards. In addition, interns must
complete a “Self Disclosure” form to be included in their file prior to the beginning of the internship.
Objectives of the Course
To test theoretical knowledge against reality of practice
2.
To interact and communicate with library professionals
To develop a professional self-awareness
To develop To To pursue a special interest, where appropriate
5.
To develop professional library leadership skills
To develop an To develop understanding of the role of the sponsoring library/site
To become aware of employment opportunities
To begin development of a professional portfolio
To share the experience with the other candidates enrolled in the internship
Suggested Course Textbook:
A 21st-Century Approach to School Librarian Evaluation by American Association of School Librarians
Course Policies
Attendance and Participation:
This is an online course that will use wikis, online discussions, blogging and chats for participants
to communicate with one another. You are required to actively participate in these discussions as topics
are presented - commenting, synthesizing, and reflecting upon the thoughts and works of your peers.
ACADEMIC INTEGRITY
Academic integrity is expected of every East Carolina University student. Academically violating the
Honor Code consists of the following: cheating, the giving or receiving of any unauthorized aid or
assistance or the giving or receiving of unfair advantage on any form of academic work; plagiarism,
copying the language, structure, ideas, and/or thoughts of another and adopting those as one's original
work; falsification, statement of untruth, either verbal or written, regarding any circumstances relating
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to academic work; and attempting any act which if completed would constitute an academic integrity
violation as defined above. Procedures governing academic integrity violations are described in the East
Carolina University Student Handbook and in the Faculty Manual.
ECU provides guidelines to students regarding academic integrity while enrolled. The instructors of this
course adhere to the established policies and will not tolerate acts of cheating, plagiarism, falsification
or attempts to cheat, plagiarize or falsify. Should the instructors determine that an academic violation
has taken place, we reserve the right to assign a grade sanction, which can include failure of the course
and dismissal from Graduate School and your program of study, and/or refer the case to the Office of
Student Conflict Resolution for a hearing. No student may drop the involved course or withdraw from
school prior to resolving an academic integrity charge. It is important for students to understand that the
policy of ECU is to remove students who commit academic integrity violations from the school.
http://www.ecu.edu/cs-acad/grcat/University.cfm#integrity
ADA COMPLIANCE
East Carolina University seeks to comply fully with the Americans with Disabilities Act
(ADA). Students requesting accommodations based on a disability must be registered with the
Department for Disability Support Services located in Slay 138 (252) 737-1016 (Voice/TTY).
HARDWARE & SOFTWARE REQUIREMENTS
Students will need reliable access to a computer and the Internet. Familiarity with BlackBoard,
ECU’s web-based course delivery system and the platform used for delivering this online
course, is required and high-speed Internet connection is recommended. Students must also
utilize VoiceThread.com for classroom discussions and will need to establish a free
VoiceThread.com account. Students must also be able to develop a 30-45 minute video in
digital format and upload it to the discussion board. It is possible for students to use a
digital camera (video function), smartphone or webcam to record the video or students can use
a more traditional digital video camera. The key is that you must be able to load your video
onto your computer and upload it to BlackBoard's Discussion Board. Students will also need to
be able to access files and information delivered using Microsoft Word, Acrobat Reader,
PowerPoint, and wmv formats (video delivery). Additional programs that may be used include
Skype & Centra. ECU’s email system and addresses are the only addresses that can be
supported/used with the BlackBoard system.
Course Guidelines for Email Interaction:
1. When sending emails to your instructor always include LIBS 6991 in the RE: section of your email I will do the same. The RE: should also include what the message is about.
2. When sending emails to your instructor with work or with attachments - be sure that your full name
is within the attached document AND the body of the email.
3. Wit, sarcasm, and humor are very difficult to get across within email - we don't have the body signals
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and voice inflections to make these work so let's not try- be professional and specific in each email.
4. All caps does mean that you are yelling or very upset. To let someone know that you are making a
point - you can underline or bold the text or use an *.
5. Be sure that you understand that email communication is written documentation - be very careful
about what you choose to write.
6. Do not add instructors or classmates to listserv's or send email that contains the following: hoaxes,
chain mail, virus warnings or pleadings from people who do not exist for money, body parts or further
email responses.
Grading Scale
A = 93-100 points
B = 86-92 points
C = 79-85 points
F = below 79 points
In the interest of fairness, assignments submitted after the due date will not be accepted.
I = Incomplete:
In the event of a necessary incomplete, please discuss the possibility of an Incomplete with me prior to
2 weeks before classes end. If I choose to grant you an incomplete for the semester, I will give you a
due date for all work and no other extensions will be provided to you. By accepting an incomplete for
the semester you understand that your grade may drop one letter grade.
Course Assignments:
Component 1 (10%): Seminars: Blogs/Discussions
Component 2 (15%): Student Log (complete log is due with final portfolio submission)
Component 3 (25%): In-Service Learning Initiative: School-Wide Research Model
Component 4 (15%):
Final Reflective Impressions
Component 5 (25%):
Portfolio
Component 6 (10%):
Evaluation Checklist - Interns should make sure site supervisor submits
*** Projects and assignments in this course are often unique to the setting. The products you
create, lesson units, portfolios, or in-service programs require careful stewardship, thought, and
planning. The development of these or other digital products is not straightforward; instruction
and technology are dynamic and because I do not want to inhibit innovation, I do not prescribe
or share an example that would certainly become quickly outdated. Instead, your assignment
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description defines the assets your projects should achieve and the rubrics play a critical role in
determining all the major components of the products. Please refer to this information as you
work on each assignment.
Course Assignment Descriptions:
Component 1 (10%): Seminars: Blogs/Discussions
The candidate will participate in electronic seminars, online discussions, blogging and/or chats,
as scheduled. The first meeting will be during the first week of the semester and additional dates
determined as needed. Announcement of each new seminar will be posted. Seminar topics will be
drawn from the Internship Guidelines. A minimum of two posts per forum is required.
**Participation in the discussion forum is mandatory.
Please make at least three substantive postings (good or excellent contributions) on two-three
different days during the discussion period. One of the three postings should be your response
to the questions. The other two (or more) postings should be replies to your peers’ postings
or responses to additional ideas that might arise in the conversation during the week.
Substantive contributions are thoughtful, insightful, interesting, and/or well-developed
responses that extend the conversation, add new ideas, and/or pose questions to consider.
Remember, drive-by or minimal contribution postings such as “I agree” are not considered
substantive. The forum will be open to read for the full semester.
Following is the guideline for self pacing and participation in the seminar discussions:
Criteria
Post an initial substantive response to the questions
Post 2 substantive replies to your peers’ postings or respond
to additional ideas that might arise in the conversation or the
readings during the week.
Posts are made on at least 2 different days.
Rubric for Seminar Discussion
Seminar Discussion
AP=10 points
P=9-5 points
BP= 4 points or below
Above Proficient
Comments are
consistently
thoughtful; reflect
deep understanding
of the issue; all
prompts addressed.
Proficient
Thoughtful
comments reflect
understanding of the
issue; all prompts
addressed. Some
blog postings are
better than others.
Below Proficient
Short comments that
communicate little
understanding of the
topic.
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Component 2 (10%): Student Log (complete log is due with final portfolio submission)
Candidates will maintain an "Internship Log" of experiences during the internship period. Student log
forms may be found on the department webpage under internships. This log will reflect an overall view
of the internship and the hours worked. At least 15 hours must be logged in a library on a different level
or focus than the primary internship school. Please fax a copy of the entire student log to Dr. Kaye
Dotson at 252-328-4368 or either email attachments to dotsonl@ecu.edu. Maintain a running file of
your internship log to be included in your final course portfolio for documentation purposes.
Rubric for School’s Pathway Log Completion
Student Log
AP=15-14 points
P=14-11 points
BP= 11 points or
below
Above Proficient
Evidence showing
experience in
addressing all AASL
Standards for Initial
Preparation of School
Librarians
Proficient
Evidence showing
experience in
addressing most
AASL Standards for
Initial Preparation of
School Librarians
Below Proficient
Minimal Evidence
showing experience
in addressing AASL
Standards for Initial
Preparation of School
Librarians
(4 items of
documentation for
each standard)
(3 items of
documentation for
each standard)
(less than 3 items of
documentation for
each standard)
Component 3 (25%): In-Service Learning Initiative
For this assignment, the integrative data driven in-service learning initiative is designed to have
you complete each of the following steps:
 Consult with a local librarian to identify and address the need for a school-wide






research model
Review the literature on selected topic
Survey faculty to determine knowledge of research models
Develop an initiative (the service learning component) to address the topic
Present findings to faculty in a formal videotaped presentation
Plan and deliver lesson(s) to selected group using chosen research models
Reflect upon strengths and weaknesses of the in-service and class lessons
Two components are required for this project:
1. Development and Presentation of In-Service to Faculty or Stakeholders (must be
videoed 20-30 min). AASL Standards or ALA Competences must be identified and
addressed.
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The topic for this in-service is “Three Research Models for use in K12 Schools”. Interns will
begin with a review the document titled “Three Research Models for use in K12 Schools” that
can be found in Course Documents. Use the PowerPoint Lesson Plan (found in Course
Documents) as a guide for your research lesson. It is clear that following a school wide, library
endorsed research model supports inquiry and research. These research models identified here
are designed specifically for K-12 students and you will use this information to share a
professional development in-service with your faculty or a group of faculty from your school
site. This is beneficial to both intern and classroom teacher. Any lesson plans or activities
developed as a result of this project should all be featured in your course portfolio as
documentation of intern’s work during the internship.
2.
Summary/Reflection (3-5 pages) of the in-service learning initiative
a.
This reflection should begin with a brief description of why the research
models you chose were important. This explanation should be based in any
consultations, research and/or professional literature that were used. Please
remember that your explanation should be brief (it is not expected to be a
lengthy literature review).
b.. Explain your perspectives as to the usability of the model(s); which grade
levels it best fits; which serves best to help students evaluate a source; use of a
learning log; and compare and contrast the research models.
c.
After your explanation of why research model is important professionally,
please briefly explain why it is important for your school to have a designated
research model in place; share how this was beneficial in the lesson you
collaborated with a classroom teacher on. This will be based upon your
interactions and teaching with the classroom teacher, teacher input, student
outcomes, etc.
d.
Share what you did in preparing and presenting your service-learning initiative.
Include a link to your presentation.
e.
State the meaningful contribution you intended for the service-learning
initiative and if and/or how it might continue to be used or have an impact at
your site.
Group Collaboration and Video Analysis
Following the presentation you will share your video with your assigned group
members. Each group member will critique the videos of all group members.
Please offer constructive feedback as shown in the recent blog Ted Talk.
The second part of this assignment includes group collaboration and analysis of each group member’s
video, primarily to allow constructive student feedback. Upon completion of the presentation all
interns will be placed in groups within our course. Interns in each group will view and
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critique group member videos. Interns should thoughtfully address any areas of need
identified, as well as recognize strengths of each presentation. Prior to viewing group videos,
interns should view the following Ted Talk which emphasizes the need for serious feedback:
http://www.ted.com/talks/bill_gates_teachers_need_real_feedback
A discussion via the course blog will feature this Ted Talk.
The following rubric should be used as a guideline to critique each video and each intern’s
interaction in the group.
Group Critique and Interaction
In-Service Initiative
Accountability as a
group member
Pts
Possible
Described why a research model is important as supported by
professional literature
10 pts.
Described why the specific research model was personally
meaningful for the chosen school or library
15 pts.
Fully described service learning initiative (what was done):
from the beginning of the process (sharing the need for a
research model) through the completion of the classroom
project using the chosen model
15 pts.
Shared intended meaningful impact and how it will/might
continue to have an impact at your site; compare/contrast
models; discussed usability, learning logs, grade level
readiness, resource evaluation etc.
20 pts.
Intern’s information regarding research models was presented
in a manner that was clear and easily understood by a wide
range of stakeholders
10 pts.
Intern participated fully in group interaction
15 pts.
Participation was timely and within dates as determined by
the group
15 pts.
Points Possible
100
Each group will evaluate group member projects. How you determine to meet as a group is up
to you. Your group should determine meeting dates, and final dates for any information to be
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shared. Group members who do not adhere to group consensus and participate fully can expect
to lose points. Be sure to be fair and honest in your assessment of each presentation.
Remember, the goal here is to help each intern improve and develop skills and to gain ideas for
in-service for your own sites. Make every effort to realistically ascertain and reflect on the
quality of the intern’s efforts. Some of the questions you might address and explain are what
worked, what you looked for in each video, what words of wisdom you have for your peers,
etc. These are a few ideas to think about in addition to the rubric above, but certainly many
other thoughts could, and should, be considered. This exercise will help you and your fellow
interns. You will learn from each other’s experience. In most cases you will be able to reach a
consensus as to what you expect from each other. As a group, compose a brief narrative on
each individual project and email that to me with any comments you feel are significant. Each
intern will also send the completed video and summary to me for a final grade, but your
critique as a group is especially important.
The in-service workshop/presentation summary/reflection document with a link to the video will serve
as the course artifact. You should post the summary and include the link to your video artifact on
Task Stream. This should be posted on Task Stream as soon as possible after you receive your grade
for this component. Upon completion of this unit, a survey will be sent by the instructor to gage
individual intern reaction to research models and their use.
Rubric for In-Service Learning Initiative Assignment
In-Service Initiative
Above Proficient
Proficient
Below Proficient
20 pts.
15-19 pts.
14 pts. or Below
Assessment of Faculty
and Identification of
Target Audience Needs
Multiple evidence is
provided
demonstrating that
candidates design and
deliver instruction
based on needs of the
learning community
regarding a schoolwide research model
Little or no evidence is
provided demonstrating
that candidates design
and deliver instruction
based on needs of the
learning community
regarding information on
a school-wide research
model
Survey, Consultation,
and Observation
Multiple evidence is
provided to
demonstrate use of
networking with
colleagues teaching
and using a schoolwide research model
Literature Review
Multiple evidence is
provided to
Some evidence is
provided
demonstrating that
candidates design
and deliver
instruction based
on needs of the
learning
community
regarding a
school-wide
research model
Some evidence is
provided to
demonstrate use of
networking with
colleagues
teaching and using
a school-wide
research model
Some evidence is
provided to
Little or no evidence is
provided to demonstrate
use of networking with
colleagues teaching or
using a school-wide
research model
Little or no evidence is
provided to demonstrate
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demonstrate use of a
school-wide research
model
demonstrate use of
a school-wide
research model
use of a school-wide
research model
Promotion of library
Program Resources
and Services
Multiple evidence is
provided that
candidate articulates
the role of the school
library program in
contributing to use of
a school-wide
research model
Little or no evidence is
provided that candidate
articulates the role of the
school library program in
contributing to use of a
school-wide research
model
In-Service Topic and
Significance to School
or organization is
identified
Multiple evidence is
provided
demonstrating that
candidates can
document and
communicate the
impact of this inservice initiative on
supporting learning
and student
achievement
Delivery/Video of InService Presentation
Multiple evidence is
provided showing
candidate
presentation is
designed to promote
teaching, learning and
access to information
Some evidence is
provided that
candidate
articulates the role
of the school
library program in
contributing to
use of a schoolwide research
model
Some evidence is
provided
demonstrating that
candidates can
document and
communicate the
impact of this inservice initiative
on supporting
learning and
student
achievement
Some evidence is
provided showing
candidate
presentation was
designed to
promote teaching,
learning and
access to
information
Skills Instruction
Multiple evidence is
provided to indicate
candidate advocates
for skills to support
the learning needs of
the school community
through use of a
school-wide research
model
Little or no evidence is
provided to indicate
candidate advocates for
skills to support the
learning needs of the
school community
through use of a schoolwide research model
Reflective Summary
Multiple evidence is
provided to
demonstrate
candidate has
reflected on practice
and can identify
Some evidence is
provided to
indicate candidate
advocates for
skills to support
the learning needs
of the school
community
through use of a
school-wide
research model
Some evidence is
provided to
demonstrate
candidate has
reflected on
practice and can
Little or no evidence is
provided demonstrating
that candidates can
document and
communicate the impact
of this in-service
initiative on supporting
learning and student
achievement
Little or no evidence is
provided showing
candidate presentation
was designed to promote
teaching, learning and
access to information
Little to no evidence is
provided to demonstrate
candidate has reflected
on practice and can
identify meaningful
adjustments to improve
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AP=20 points
P=15-19 points
meaningful
adjustments to
improve teaching
identify
meaningful
adjustments to
improve teaching
teaching
BP=below 14
points
Component 4 (25%): Portfolio
A portfolio reflecting specific areas of the internship, including a reflection, will be prepared and
presented to the Internship supervisor two weeks before the last day of class. Look closely at the
portfolio guidelines to determine areas, competences, standards, and indicators that should be
addressed. Multiple examples of evidence to be included can be found in your text A 21st-Century
Approach to School Librarian Evaluation by the American Association of School Librarians. Refer to the
academic calendar to determine this date for submission. The portfolio will be compiled and submitted
electronically.
Rubric for School Library Portfolio Completion
AP=20-25 points
Above Proficient
Evidence showing
experience for all
defined standards and
Proficient
Evidence showing
experience for most
defined standards and
Below Proficient
Minimal evidence
showing experience
for defined standards
P=15-20 points
competencies are
reflected
competencies is
reflected
and competencies is
reflected
Portfolio
BP=below 14 points
Component 5 (15%): Final Reflective Impressions
In writing your final reflective paper please revisit the initial impressions essay you wrote in LIBS
6010. Note any changes in perception that you may have realized as a result of your internship
experiences in the reality of practice. Please include your reflections of your experiences within the
overall internship experience and your growth as you see it through the program. The summary should
be a minimum of three pages. The final reflective paper will be submitted by the end of the Internship
and should be sent to the internship supervisor. It is also recommended that this be included in the final
portfolio as representative of your development in the profession. The reflective paper should support
what is demonstrated in the portfolio.
Rubric for Final Internship Reflection
Final
Above Proficient
Proficient
Below Proficient
15 Points
Multiple evidence is
provided to
10-15 Points
Some evidence is
provided to
Below 10 Points
Minimal evidence is
provided to
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Reflection/Summary
AP=15 points
P=10-15 points
BP=below 10 points
demonstrate
candidate has
reflected on the
practical experience,
personal leadership
style and
demonstrates
meaningful
understanding of the
librarian role
demonstrate
candidate has
reflected on the
practical experience,
personal leadership
style and
demonstrates
meaningful
understanding of the
librarian role
demonstrate
candidate has
reflected on the
practical experience,
personal leadership
style and
demonstrates
meaningful
understanding of the
librarian role
Component 6 (15%): Evaluation Checklist In order for a grade to be posted for you, this item
must be submitted on or before final day of class. If mailing the form please be aware of the time
issues.
Please provide your site supervisor with a copy of the Internship: Evaluation Checklist which is
located in the forms section of your guidebook. This must be completed and signed by the site
supervisor and submitted to the Internship Supervisor. Competed forms may be faxed to 252-328-4368
or mailed to Dr. Kaye Dotson, 2334 Tar Landing Road, Williamston, NC 27892.
Evaluation Checklist
Above Proficient
Proficient
Below Proficient
15 Points
10-15 Points
Below 10 Points
Comments and scores
indicate full internship
experience with
positive observation.
Comments and scores
indicate average
internship experience
with both positive and
constructive
observation.
Comments from site
supervisor are less
than positive.
AP=15 points
P=10-15 points
BP=below 10 points
Portfolio Guidelines for School Internship:
The Internship Portfolio is a documentation of activities of during the Internship. This is not to be
confused with the program electronic portfolio. The contents should include but not be limited to:
Mission of the school
Personal philosophy of library service
Setting: Description of the library size, community served physical layout, and staffing.
A section should be included in the portfolio for specified activities and function including the
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following: The standards for the school library portfolio are from the NCDPI Media Coordinators
Standards http://www.ncpublicschools.org/docs/dtl/standards/professional/rubric-slmc.pdf
Standard 1: School Library Media Coordinators demonstrate leadership.
Standard 2. School library media coordinators build a learning environment that meets the
instructional needs of a diverse population of students.
Standard 3: School library media coordinators demonstrate implement a comprehensive 21
century library media program.
Standard 4: School library media coordinators demonstrate knowledge of learners and
learning and promote effective instructional practices.
Standard 5: School Library Media Coordinators reflect on their practice.
1.
st
Also please include documentation in the portfolio for AASL Standards for Initial Preparation of
School Librarians (2010). Documentation may be used more than once in NCDPI or AASL as the
materials apply. The link for AASL 2010 is:
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
Standard 1: Teaching for Learning
Standard2: Literacy and Reading
Standard 3: Information and Knowledge
Standard 4: Advocacy and Leadership
Standard 5: Program Management & Administration
Other items may be included as interns choose or wish to share.
As you read for LIBS 6991 please identify the connection between standards and
competencies that are reflected in your practical experience. Your final portfolio should be
descriptive of how and why you made these connections.
Joyner Library has provided a Web page with links to all the remote student tutorials. It would
be a good idea to review this link http://personal.ecu.edu/geec/tutorials.htm The first tutorials
are on finding library science databases, and basic/advanced searching in Library
Literature. These may be especially useful as you pursue research.
.
Information about LIBS 6991 Course Artifact
For this course you will complete and post an artifact and reflection statement in TaskStream as evidence of
mastering skills for the course. The artifact for this course will be the summary including link to video from
Component 3, the In-Service Project. Your document should be compiled into a single PDF before you post
online. I will require and verify posting of the artifact and reflective statement to the student’s portfolio before
awarding final grade for the course.
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