Issues in Field Experience as an Element in the Library School Curriculum

Abstract

FIELD EXPERIENCE, in any of its diversity of forms, has had a fluctuating role in library education, and the 1980's are seeing an upsurge of attention to this topic. This article sets forth some definitions and distinctions among the forms of field experience drawn from the literature, and surveys the goals of librarianship and library education in using field experience as an element in the library school curriculum at the master's level. Further, it explores learning theory for insights on the contributions field experience can make to professional education, identifies the typical weaknesses and administrative problems in implementation, and examines alternatives to a full-fledged field experience program. The focus throughout the paper is not on answers to questions but rather on the issues that need discussion and research. Field experience may be viewed as taking place either prior to professional study, concurrent with and/or as part of professional study, or following professional study. We shall rule out consideration here of the apprenticeship, employment, or training that takes place prior to professional study, as well as the in-service training or post-degree internships that follow professional study, but concentrate on those forms of field

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