A Study on the Direction of Improvement Based on the Survey of the Status of Field Practice

1. Introduction

The field practice education has largely been regarded as an essential curriculum to help future librarians develop their self-awareness, confirm their identity for the information profession, and inspire in themselves a sense of mission (Cha, 2015; Jung, 2011; Koo, 2018). Hence, academia has recognized the importance of practical education and has proposed not only selecting this course as a required one rather than an elective course, but also reorganizing it as a specific and standardized program to help enhance the quality of the experience gained during the practical course (Kwak, 2011; Noh, 2005; Noh, 2009; Noh, Ahn, & Choi, 2011; Cha, 2011; Koo, 2018).

Furthermore, field practice seems to influence the employment rate, and while the analysis that the employment rate has significantly decreased due to the abolition of field practice (Sun, 2018) has emerged, the field practice appears to indirectly influence the employment rate of students. That is, the practical competency, career path resilience, career path insight, and career path identity’s potential averages of the group of students who experienced the field practice education turned out to be significantly higher than those without the experience, thereby causing a positive influence (Sun, 2018).

It is apparent that it is necessary to carefully select the institutions where students of the Department of Library and Information Science will go to practice, which is evident from the fact that several studies show that the field practice environment influences the employment decision related intention. That is, it turned out that the field practice related satisfaction factors such as self-development, business work, and major studies have a positive (+) effect on the field practice related satisfaction, and the field practice related satisfaction significantly influences the employment decision related intention in the major field in a positive (+) direction. In conclusion, similar results have been found in several studies that increasing field practice related satisfaction increases employment decision related intention for the major field (Jung, Yang, & Choi, 2011; Cha, 2014; Cho, 2018)

As such, it may be said that the field practice is operated with a focus on the field, and that it has contributed significantly to cultivating the ability of practitioners to perform their practice based on theories. Accordingly, the Department of Library and Information Science has claimed that field practice ought to be made a mandatory subject (Noh, 2005; Noh, 2009; Noh, Ahn, & Choi, 2012), and in fact, the Council of Professors of the Library and Information Science and the Korea Library Association issued a statement focused on the fact that the field practice courses were required courses, and research results were also announced in this respect (Hong, Noh, & Kim, 2021).

When examining the studies on field practice at libraries and related institutions, it turned out that, while the status survey and awareness survey based on the field of libraries were conducted, there were no studies which examined the actual operational status of field practice targeting the Department of Library and Information Science.

Hence, in this study, the purpose and actual conditions of the Department of Library and Information Science’s field practice education at 4-year and 2-year universities in Korea were identified, and the current status of practical education was analyzed to explore and propose the directions for improvement related to the field practice education.

2. Literature Review

The Department of Library and Information Science’s glossary (Department of Library and Information Science Glossary Compilation Committee, 2010) carries the terms such as “library internship” and “practicum,” and library internship is defined as “a curriculum (97), which is evaluated after a certain period of practice, as a professional practice course required to complete the Department of Library and Information Science’s course at a library or information service institution,” while the practicum is defined as “a department of the curriculum with the purpose of experiencing the actual work and services based on research and learning of theory (216)” (Koo, 2018). Numerous similar terms related to library internship are used interchangeably without making the distinction of meaning and use. In a study by Lee and Kim (2012), and according to a survey of the current status of the Departments of Library and Information Science and library internship courses opened for the undergraduate level at 34 4-year universities nationwide, it is claimed that various terms are in use including ‘library internship’, ‘practicum’, ‘Department of Library and Information Science internship’, ‘library information center internship’, ‘librarian internship’ and ‘practical training’.

Koo (1983) introduced various types and characteristics of library internship education of the United States while examining the operational status of library internship in Korea, and in the process of introducing it through what form in Korea among such various types, a confirmation and classification were made such that there was a clear difference in terms of the meaning of related terms (Koo, 2018).

Meanwhile, previous studies related to library internship in the Department of Library and Information Science in Korea have examined the educational environment for library internship and proposed alternatives to improve such (Koo, 1983; Lee & Kim, 2012), other studies examined the effectiveness and satisfaction of the library internship and the analysis of major factors influencing such satisfaction (Yoo, 2012; Cha, 2015; 2016; Park & Park, 2017), and other studies were linked to the Department of Library and Information Science’s curriculum and proposed the directiions for the library internship education (Kwak, 2011; Noh, 2006; Noh, 2009; Noh, Ahn, & Choi, 2012; Cha, 2016). There was also a study which recommended the directions and methods of practical education reflecting practical experience and opinions (Cha, 2017).

When analyzing the previous studies in the above, it may be said that they agreed on the importance of library internship education, selected it as a mandatory subject, and claimed that the contents and method of the education ought to be substantial, yet they lacked any proposal of actual cases along with specific discussions thereto. Furthermore, previous studies concluded their discussions by examining in detail the partial factors through the questionnaire method regarding the satisfaction or dissatisfaction of the practical interns, such as the library internship environment, educational contents, and operation method (Koo, 2018).

Meanwhile, the field practice related educational content is in use under the representative name of library internship. If the focus is placed on learning the field practice without being limited to the library, it is appropriate to use the name ‘field practice’. In this study, the name of ‘field practice’ is used to encompass various fields into which librarians enter, such as library internship, related institutions, and similar institutions.

3. Research Questions

The purpose of this study is to examine and understand the current status of field practice of the students of the Department of Library and Information Science, and to propose the developmental directions of field practice based on the results. In this connection, the research questions which may be raised in this study are as follows.

• RQ 1. What is the difference between the field practice institution and the field practice institution’s selection method?
• RQ 2. Which institution offers the most field practice?
• RQ 3. To What extent are the field practice evaluative contents and the evaluators different for each school?
• RQ 4. What are the ways for increasing the efficiency of field practice operation?

To address the research questions in the above, a questionnaire was developed and a current status survey was conducted, and based on which, a direction of improvement for the field practice operation was sought to be proposed.

4. Research Design and Methodology

4.2 Status survey of the education for library internship

The purpose of this study was to present the direction of library internship education for the prospective librarians of the Department of Library and Information Science, and analyze the current status of practical education by identifying the contents and actual conditions of the library internship education. The current status survey of library internship education was conducted with the Departments of Library and Information Science at 33 4-year universities, and the Departments of Library and Information Science at 5 2-3-year universities nationwide. As for the survey method, the contact information of the department office was secured for the Department of Library and Information Science at 38 universities selected, and the purpose of the survey was explained and directly surveyed through the department office and Kakao Talk, email, phone calls, and personal visits. The detailed survey contents are as illustrated in <Table 1> below.

Table 1.

Status survey form for field practice

5. Results of the Status Survey

In this study, the contents of the field practice status survey are largely classified into 3 categories. First, the status of field practice courses of the Department of Library and Information Science at 4-year universities nationwide, second, the status of field practice institutions, and third, the perception survey for field practice and the status of field practice by each university.

5.1 Status of the field practice courses

As for the field practice courses related opening status, reanalysis was carried out approximately every 7 years from 1991 until 2020 based on the data of the 2020 Korean Department of Library and Information Science curriculum (Noh, 2020), and as a result, the number of opening schools increased, and excluding 1991, it was surveyed that over 20 schools were offering field practice courses. Furthermore, the number of subjects was also found to have continuously increased, which decreased in 2020. It seems to have been a result of the closing of the Department of Library and Information Science at Gangnam University and Nazarene University.

Table 2.

Current status of practice course offering

Table 3.

Current status of practical courses (1991, 1997, 2004)

Table 4.

Current status of practical courses (2011, 2017, 2020)

5.2 Status of the field practice institutions

In this study, the institutions sending their students for field practice at each university were surveyed, and it was conducted targeting 33 4-year universities and 5 community colleges. As a result, a total of 20 universities (52.63%) responded to the questionnaire, and as for the responsive institutions for the field practice institutions, a total of 21 universities (55.26%) responded, yielding an average response rate of 53.95%, respectively. The contents of the survey and analysis were classified into practice institutions by university, practice universities by institution, and the number of students.

1) Number of practice institutions and the number of students by university

First, the number of practice institutions and the number of students for each university were surveyed, and the types of practice institutions were classified into the 7 types of university libraries, public libraries, school libraries, specialized libraries, national libraries, small libraries, and related institutions and companies. As demonstrated in the table below, the ratio of students going to practice at public libraries turned out to be the highest at 66.76%, followed by university libraries at 9.38 and national libraries at 6.70, each respectively.

Table 5.

Number of practice institutions selected by each university

It was intended to examine such in greater detail, and first, it was surveyed that over 80% of libraries received interns from one or two universities, with 57.83% of public libraries taking interns from one university the most, and 24.1% of libraries taking interns from two institutions, respectively. Receiving interns from multiple universities would be burdensome to manage, yet it is also necessary to consider providing the students with opportunities to meet and collaborate with students from other universities in the field.

Table 6.

Number of institutions selected for interns for public libraries

Next, the number of university libraries taking interns from one university turned out to be very high at 88.66%, and only 4 universities took interns from two universities (refer to <Table 7>).

Table 7.

Number of practice universities for university libraries

Next, 100% of the school library takes interns from only one university. This seems to be the case because in many cases, there is only one librarian at a school library, and there are limitations in terms of the size of the school library and the contents of services.

Table 8.

Number of practice universities for school libraries

Twenty two universities sending their students for internship to specialized libraries, at the rate of 72.8% for taking interns from one university and 27.27% for taking interns from two universities, respectively. It seems that this is the case because there are many single person librarians and there is also the issue of size, as with the school library.

Table 9.

Number of practice universities for specialized libraries

Next, the number of universities and the number of participating students going to the national library for internship were surveyed, and it turned out that the most universities send the most students to the National Library of Korea for internship and the number of participating students also turned out to be large.

Table 10.

Number of practice universities for national libraries

There are a total of 6 universities which send their students for internship to small libraries, whose rate turned out to be lower than those of other libraries and companies. This seems to be due to the limitations of the size and service aspects of the library, as with schools and specialized libraries. In many cases, they take interns from one university, and only one institution takes interns from two universities.

Table 11.

Number of practice universities for small libraries

Lastly, it turned out that there are more cases of selecting companies for the field practice institutions than the small libraries, and newspaper companies, broadcasting companies, publishers, DB development companies, library automation companies, and big data companies, etc., were surveyed to take interns in connection with their employment thereafter.

Table 12.

Number of practice universities for related institutions and companies

2) Practice institutions by university

Next, examining the status of practice institutions by university, most of the universities demonstrated the highest rate of sending their students for internship to public libraries, while Jeonju National University was surveyed to be sending their students to various institutions very evenly. Chungnam National University (42 institutions), Sangmyung University (38 institutions), and Daelim University (35 institutions) are the universities which send their students for various internships to the most institutions. Other than which, Konkuk University (27 institutions), Kyonggi University (25 institution s), and Pusan National University (26 institutions), etc., are sending their students to over 20 institutions.

Table 13.

Practice institutions by university

5.3 Result of the status survey for field practice

The current status of the university’s field practice was surveyed, and field practice courses, field practice operation, field practice institution’s selection and operational proportion, and the field practice evaluation method, etc., were classified and surveyed.

1) Field practice courses related

When the purpose of field practice courses was surveyed, fostering the librarian role’s performance ability and understanding library work characteristics turned out to be the highest, and the acquisition and performance of knowledge and attitude towards the Department of Library and Information Science turned out to be 19.40%, respectively. The number of practice related courses was only in the universities which offered one or two, and those which had 3 hours or longer for the practice hours per credit turned out to be the highest. 70% of the universities offered field practice as an optional major, and 30% of universities designated it as required. Most of the universities offered the field practice courses for 3 credits, and it was surveyed that there was one university each offering it for 6 credits and 5 credits, each respectively. The practical year was the highest at 65.22% among the seniors. 55% of universities claimed that it is a departmental graduation requirement.

Table 14.

Results of the responses related to the Department of Library and Information Science’s field practice courses

2) Operation of the field practice

As a result of investigating the field practice institution’s selection method in connection with the field practice operation, it turned out in various ways, such as discovering and providing students by the department, requesting by the institution scheduled for practice, and providing discovery and provision at the school. The number of interning students per institution turned out to be 95% from 1 to 4 students. As for the number of field practice operations, it was surveyed that 70% accounted for once, and 30% accounted for twice, while there was no university which operated three times or more.

Table 15.

Results of the responses related to the Department of Library and Information Science’s field practice operation

Other that which, the field practice institution’s selection and operational proportion were surveyed, yet there is a slight difference from the previously analyzed contents of the actual practice institutions.

Table 16.

Field practice institution’s selection and operational proportion

3) Evaluation of the field practice

Meanwhile, the field practice’s evaluative contents were surveyed, and they were evaluated based on various scales such as practice attitude, attendance rate, and diligence. As for the evaluators, there was a high rate of the fact that evaluation is conducted by the practice institutions and professors simultaneously. It was surveyed that as for the items of practice evaluation, attendance, report, and presentation matters in their order, and while 65% of them produced and distributed the educational guidelines for field practice at school on their own, 25% of them did not.

Table 17.

Results of the responses related to the Department of Library and Information Science’s field practice evaluation

6. Conclusion and Recommendations

In this study, the field practice operational status of the Department of Library and Information Science and the practice institutions of the students of the Department of Library and Information Science were surveyed, and based on which, the development plans were proposed thereto. Towards this end, literature analysis, interviews and surveys were conducted targeting the Department of Library and Information Science across the nation. Through this, the current status of field practice courses, the institutions where the Department of Library and Information Science is sending their students for field practice, the purpose of field practice of the Department of Library and Information Science, the method of selecting field practice institutions, credits, and evaluation methods, etc., were surveyed and analyzed.

Among the research results, it is intended to focus discussions on some of the research results in connection with the research questions. First, what is the difference between the field practice institution and the field practice institution's selection method? As a result of the survey performed, it is apparent that the practice institutions are quite diverse, and the types of library are also very diverse. The selection method is broadly classified into 4 categories, and is manifest as student discovery, on campus discovery and provision, request by the institution for which practice is scheduled, and discovery and provision by the department, etc. While the response is made for the discovery of students, it begins with discovering students, yet it is a result of actively reflecting student preferences as the advising professor and the department jointly proceed with the agreement.

In fact, practice institutions may be discovered in various ways, and it is recommended to build and utilize the discovered institutions as a database for each region and institution. As a matter of fact, the Department of Library and Information Science of K University built a database for field practice institutions and allowed their students to select institutions they wanted to go to on the relevant website, and added any practice institution missing and wanted. Given the effectiveness of this system, there are cases in which the university has expanded its operation to ensure that it may be used by all students. If this is implemented at the library association level, it is expected to become a website specialized for the Department of Library and Information Science, and in the future, this database of institutions will be used by the students to find employment institutions. An excellent example of effective practice guidance through securing and cooperation with excellent practice institutions is the Nursing Education Certification Evaluation Criteria, which, examining the section on securing practice institutes, it is provided that the department's practice operation regulations and agreements with practice institutions ought to be prepared in detail, such as the materials which can confirm the results of cooperation between the university and the practice institution.

Next, field practice was surveyed for the institutions which offered field practice the most, and the library which offered field practice the most turned out to be public library. In fact, as the types of library are very diverse, and recently, big data and IT companies and DB development companies are rapidly emerging as the place of employment for the new students of the Department of Library and Information Science, various companies would need to be discovered as field practice companies to ensure that the students can experience various institutions and choose their career path. The subjects of field practice discovery are diverse and evenly distributed such as professors, departments, and students, and hence, it is deemed to be a desirable field. Furthermore, it seems that it would be necessary to consider a method for the universities to jointly discover field practice institutions, develop them as a database, and execute MOUs for their joint use by universities.

Furthermore, when examining how different the field practice evaluative contents and evaluators are by school, it turned out that the field practice evaluative contents and evaluators do not demonstrate much difference by school, while most universities evaluate field practice based on various scales. However, it seems that it would be necessary to validate as to how it is evaluated and how its fairness is secured. This is viewed as a question which needs to be analyzed in order to maintain the quality of field practice.

In this study, based on the literature analysis and current status related survey results, a method to increase the efficiency of field practice operation is proposed.

First, as demonstrated in the previous studies, field practice has been demonstrated to have an effect on improving various competencies which are helpful for the students' employment competitiveness, and it is also apparent that it has such a positive effect on the employment rate (Jung, Yang, & Choi, 2011; Cho, 2018). Hence, it seems that the Department of Library and Information Science ought to actively consider making field practice a mandatory subject. In the course related status survey, when only 4-year universities were surveyed, 25 offered it as of 2020, and the number grew from 18 universities which offered it in 1991, which then has almost been maintained consistently since 2011. Naturally, the number of subjects seems to have continuously increased, and this seems to be given the fact that a specific university sub-classified field practice subjects and increased the number of subjects. Examining which, the academic community recognizes the need for field practice, and since it is proven by the research results, it is necessary to fully recognize this situation and make policy decisions in terms of improving the librarian qualification system, such as by making field practice course a required course.

Second, the field practice environment was surveyed to have an effect on the career path decisions of students, which included work in the field, theory based practice, various library management related system experiences, and the participation in the actual operation of various services and programs provided by the library would likely influence the students on their career path decision making. Hence, it is necessary to select a field practice institution which can increase the students’ satisfaction, and a method for jointly constructing and using it would be necessary. The students’ evaluation of field practice institutions is also important, and it seems to be very important to meet the students from other universities in advance and form a cooperative relationship in the process of joint use. Furthermore, it seems that it will be very necessary to develop the field practice manuals for each type of library to ensure that the field practice education takes place above a certain level.

Third, the survey results demonstrating such a variety of differences seem to be caused by the lack of a field practice manual. It would be necessary to develop practice manual for each type of library internship manual by considering the students who go to intern for related companies, such as various companies, and distribute them to each university for reference.

The purpose of this study was to complete the overall survey, but despite the long survey for one month, the survey’s response rate secured approximately 53%. If it had been done at the level of the Ministry of Culture, Sports and Tourism or the library association, rather than as an individual, it would have demonstrated much greater performance results. Hence, in the future, it is expected that formal research studies can be conducted at and by such institutions as in the above. Furthermore, as mentioned in the above, it is expected that the studies on the effects of field practice performance in other fields or field conditions on the employment rate will be carried out at and by the libraries and the field of Department of Library and Information Science as well. It is further hoped that it will be used as a basis for policy, and that each university can use it to select field practice course as a required course.

Recently, the employment rate has become such a high standard for evaluating specific departments at universities, and the employment rate of specific departments is also influencing the acceptance rate for admission. Considering that the employment rate influences the acceptance rate for admission which determines the survival of a university given a sharp decline in the population, and one of the factors influencing this employment rate is field practice, it cannot be taken so lightly. While there are various circumstances at each university, it seems that the Department of Library and Information Sciences across the nation will have to accelerate in turning field practice into a required course.

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