LIS 620: Field Project Agreement
It is agreed that the field project below will be accomplished in accordance with the guidelines
established by the University of Wisconsin-Madison School of Library and Information Studies.
Signatures of student, site supervisor and faculty instructor indicate that each has reviewed the
project and accepts the description and learning objectives as stated.
Student Name:
Student Email:
Phone:
Student Signature:
Date:
Site Supervisor Name:
Site Supervisor Email:
Phone:
Site Supervisor Signature:
Date:
Faculty Instructor Name:
Faculty Instructor Signature:
Date:
Field Project Information
Site Name:
Site Address:
Site Phone:
Dates of Project:
University of Wisconsin-Madison School of Library and Information Studies
4217 Helen C. White Hall•600 N. Park Street•Madison, WI 53706•Phone: 608 263 2909•Fax:
608 263 4849
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On the following pages, list 3-4 learning objectives, one per page, that will help you meet your
overall goals for this placement. Learning objectives start with active verbs, and should describe
what you will be able do and know by the end of the placement. See p. 7 for example learning
objectives. Below the objectives, list the associated skills that you hope to acquire, followed by
the on-site activities that will lead to you reaching your goals. Finally, associate each of your
leaning objectives with 1 – 3 SLIS Program Level Learning Outcomes, using the numbers and
letters.
See the SLIS Program Level Learning Outcomes at the end of this document and also online
at: http://www.slis.wisc.edu/ProgramLevel_LOs.htm)
Additionally, students working in school libraries must address each of the major content
standards for School Library licensing as defined by DPI between the two school placements.
These are listed at the end of this document as well as online at the DPI site:
http://tepdl.dpi.wi.gov/sites/default/files/imce/tepdl/pdf/lpg_supp_902.pdf
In this box, list Learning Objective 1:
What skills do you hope to develop through working towards this objective:
List activities and experiences that will lead to meeting this objective:
Corresponding SLIS Program Level Outcome (list the number and letter, e.g. 3c):
Corresponding DPI Content Standard (list the number, e.g. 3):
Student and Site Supervisor Evaluation, Objective 1
(Student and supervisor need to complete the following sections at the end the practicum)
Was this learning objective reached?
in full
in part
not at all
Explain and provide evidence of accomplishment:
Was this a reasonable objective to set for yourself for this placement?
yes
no
Would you recommend this as a reasonable objective to future students working in a similar
placement?
yes
no
If you were starting the practicum and writing the learning objective now, what changes would
you make to this objective, if any?
Please elaborate on all three questions:
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In this box, list Learning Objective 2:
What skills do you hope to develop through working towards this objective:
List activities and experiences that will lead to meeting this objective:
Corresponding SLIS Program Level Outcome (list the number and letter, e.g. 3c):
Corresponding DPI Content Standard (list the number, e.g. 3):
Student and Site Supervisor Evaluation, Objective 2
(Student and supervisor need to complete the following sections at the end the practicum)
Was this learning objective reached?
in full
in part
not at all
Explain and provide evidence of accomplishment:
Was this a reasonable objective to set for yourself for this placement?
yes
no
Would you recommend this as a reasonable objective to future students working in a similar
placement?
yes
no
If you were starting the practicum and writing the learning objective now, what changes would
you make to this objective, if any?
Please elaborate on all three questions:
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In this box, list Learning Objective 3:
What skills do you hope to develop through working towards this objective:
List activities and experiences that will lead to meeting this objective:
Corresponding SLIS Program Level Outcome (list the number and letter, e.g. 3c):
Corresponding DPI Content Standard (list the number, e.g. 3):
Student and Site Supervisor Evaluation, Objective 3
(Student and supervisor need to complete the following sections at the end the practicum)
Was this learning objective reached?
in full
in part
not at all
Explain and provide evidence of accomplishment:
Was this a reasonable objective to set for yourself for this placement?
yes
no
Would you recommend this as a reasonable objective to future students working in a similar
placement?
yes
no
If you were starting the practicum and writing the learning objective now, what changes would
you make to this objective, if any?
Please elaborate on all three questions:
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In this box, list Learning Objective 4:
What skills do you hope to develop through working towards this objective:
List activities and experiences that will lead to meeting this objective:
Corresponding SLIS Program Level Outcome (list the number and letter, e.g. 3c):
Corresponding DPI Content Standard (list the number, e.g. 3):
Student and Site Supervisor Evaluation, Objective 4
(Student and supervisor need to complete the following sections at the end the practicum)
Was this learning objective reached?
in full
in part
not at all
Explain and provide evidence of accomplishment:
Was this a reasonable objective to set for yourself for this placement?
yes
no
Would you recommend this as a reasonable objective to future students working in a similar
placement?
yes
no
If you were starting the practicum and writing the learning objective now, what changes would
you make to this objective, if any?
Please elaborate on all three questions:
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SLIS Program Level Learning Outcomes
Goal 1 Theory and history Students have a critical grounding in theoretical and historical
perspectives that draw on research in other fields of knowledge as well as on LIS, and that
inform their professional practices, including research, with respect to the organization and
management of information and providing access to information.
1a. Students apply key concepts with respect to the relationship between power, knowledge,
and information.
1b. Students apply key concepts with respect to theories and practices of literacies, reading,
and information use.
Goal 2 Information ethics and policy Students acquire a strong and informed service ethic
grounded in knowledge of local, national, and global information policies and processes,
including scholarly processes.
2a. Students evaluate and debate information policy and ethics issues applicable in local,
national or global contexts.
2b. Students apply core ethical principles to professional practice.
Goal 3 Techniques and technologies Students are competent and knowledgeable in the core skills
of the innovative information professional, and in any chosen area of specialization.
3a. Students organize and describe print and digital information resources.
3b. Students select and evaluate print and digital information resources.
3c. Students analyze information needs of diverse individuals and communities.
3d. Students understand and use appropriate information technologies.
Goal 4. Professionalism and leadership Students are reflective, creative, problem-solving leaders,
able to communicate, collaborate, and instruct effectively.
4a. Students evaluate, problem solve and think critically, both individually and in teams.
4b. Students demonstrate good oral and written communication skills.
4c. Students participate in extracurricular activities in the field.
4d. Students demonstrate innovation and skills necessary for leadership.
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DPI Content Guidelines for School Library 902 Licensure
Candidates for licensure demonstrate an understanding of:
1. The Wisconsin model academic standards for information and technology literacy,
including media and technology, information and inquiry, independent learning, and the
learning community (see also:
http://standards.dpi.wi.gov/sites/default/files/imce/standards/pdf/infotech.pdf)
2. The role of libraries in a democratic society and the interrelationships of all types of
libraries and information agencies, including cooperation and networking among
libraries.
3. The role of the school library media program within the school environment.
4. An awareness of appropriate local, state, regional, and national professional associations
and publications.
5. Communicating effectively with students, faculty, staff, administrators, parents, and other
colleagues and the general public including:
a. The maintenance of a positive teaching and learning climate in the library media
center.
b. Effective interpersonal relationships within the school and its community.
c. Regular and purposeful communication about the role and services of the school
library media program.
d. The collaborative planning of curriculum and lessons with teachers, i.e., the
ability to demonstrate an understanding of curriculum objectives, to listen
effectively, to use probing and clarifying questions, and to negotiate responsibility
for activities.
6. The development of a school library media program dedicated to providing access to
information and ideas including:
a. The identification of student and staff information needs.
b. The application of strategies for organizing, disseminating and promoting flexible
access to materials that best meet staff and student information needs.
c. The development and monitoring of selection policies that include reevaluation
and review procedures that ensure unrestricted access to information and ideas.
d. The recognition of the existence and use of multiple information environments.
e. The development and monitoring of policies that ensure equitable access to all
types of resources and technologies within the school environment and beyond.
f. Compliance with the copyright law and guidelines, and advocating compliance.
g. The encouragement of intellectual freedom, free inquiry and access to
information.
h. The development and monitoring of policies that ensure privacy and
confidentiality of library/media users.
7. Building and maintaining resource collections that include both internal and external
access points to support the educational goals of the school and the personal,
developmental and curricular needs of students and teachers including:
a. The development of collection management policies and procedures that employ
appropriate criteria for evaluating resources and technology, reflect the school’s
philosophy, goals, and objectives, and involve teachers in selecting resources for
the library media program.
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b. The application of appropriate selection criteria to ensure a collection of resources
that are appropriate to students’ abilities, interests, and needs; reflect the cultural
diversity and pluralistic nature of American society; support teaching and learning
in all areas of the curriculum; support a variety of instructional strategies and
learning styles; and support and encourage spontaneous, creative inquiry by
individual students.
c. The implementation of recognized standardized procedures for classifying,
cataloging, and processing resources.
d. The maintenance of appropriate electronic systems for collection management
and user access.
8. Using technology effectively with students and faculty to facilitate teaching and learning
including:
a. The selection, application, and use of appropriate software, hardware, and
communications technologies to promote effective teaching and learning.
b. The production of media in graphic, multimedia and electronic formats in support
of the library media and instructional programs.
c. Instruction to students and staff in the effective use and production of technology
and information resources in multiple formats, both local and remote.
9. Developing, managing, and evaluating school library media programs to meet
educational goals including:
a. The application of sound management principles to the administration of the
library media program.
b. The interpretation and implementation of state laws and regulations and school
district policies and procedures for the management of an effective school library
media program.
c. The development of short and long range plans for the school library media
program with faculty, administrators, and other library media professionals.
d. The preparation, justification, and administration of the school library media
program budget based on instructional program needs and state regulations and
policies and funding program requirements.
e. The participation in planning, arranging and using school library media program
facilities to support the instructional program.
f. Assigning, instructing, and directing support staff, volunteers, and student
assistants.
g. The participation in evaluation of support staff.
h. Assessment of the effectiveness of the library media program in meeting
instructional objectives.
10. Serving as a learning facilitator and leader in the development of effective strategies for
teaching and learning including:
a. Participation in the curriculum development process at the building level.
b. Collaborative planning with other faculty to provide instructional activities,
opportunities and resources that respond to students’ learning styles.
c. Collaboration with teachers and instructional technology staff to assure that
information and technology literacy is integrated into the curriculum.
d. The planning for development of students’ reading, listening, viewing, and critical
thinking skills.
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e. The planning for the development of students’ information and technology skills.
f. The motivation and guidance of elementary and secondary students in
appreciating literature.
g. The knowledge of children’s and young adult literature, including multicultural
literature, as well as related media.
h. Collaboration with teachers and instructional technology staff to plan and design
instruction and identify and gather appropriate instructional resources.
i. The employment, assessment and monitoring of existing and emerging
technologies for possible applications to the instructional program.
j. The clear articulation of the rule of the library media program in the educational
program.
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Writing Learning Objectives
Objectives start with ‘I will be able to…’ and describe what you can do at the end of the practicum
that you could not do before
Effective objectives are measurable, and are not too abstract, too narrow, nor lower level skills
Objectives should not be an activity or an instructional strategy (eg. should NOT be ‘I will practice
sharing ideas' or ‘I will be introduced to the idea…’).
Example Learning Objectives
I will be able to demonstrate a working knowledge of library cataloging standards, such as RDA
and MARC, and relevant cataloging systems, like Voyager and OCLC Connexion.
I will be able to identify appropriate grants to fund a pilot program for the school of education
certification process hosted by the library.
I will be able to organize and implement children’s programming relevant to the community and
targeted age groups.
I will be able to demonstrate how to properly handle, document, and preserve analog audio
collections material according to best practice.
I will be able to collect nonfiction materials based on a budget and collection development policy
and guidelines.
I will be able to gather and curate professional resources about “fair use” and copyright policies
for students and teachers and disseminate this material via a LibGuide.
I will be able to apply appropriate social media tools for the purpose of communicating
collection contents to a broad audience.
I will be able to create executive summaries of statistical results that are useful to both library
personnel and university administration for decision-making purposes.
I will be able to present the progress of a project to a library committee using good
communication skills
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