Public Librarians' Perceived Value of Experiential Learning
This paper describes exploratory research related to the perceptions of public librarians in North Carolina regarding the perceived value of experiential learning programs in library school as compared with classroom-based courses and other types of work experience. The research involved 16 librarians working in public libraries across North Carolina participating in focus groups designed to uncover their perceptions of their library school education and the usefulness of experiential learning programs as a part of that education. The author concludes that experiential learning is perceived not only as highly valuable to former students but as more valuable to them than classroom-based course work in preparing them for a career in librarianship and in guiding them to the appropriate area of librarianship.
Advisor:Dr. Deborah Barreau
School:University of North Carolina at Chapel Hill
School Location:USA - North Carolina
Source Type:Master's Thesis
Keywords:library science field work education interns educational method
Date of Publication:11/11/2005