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Student Reflections on an LIS Internship From a Service Learning Perspective Supporting Multiple Learning Theories

机译:从服务学习的角度对LIS实习的学生反思支持多种学习理论

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This paper presents a case study that examines an internship as service learning and participating students' perceptions of their learning in two learning environments. The internship experience in this situation is first examined to ascertain that it qualifies as service learning. At the conclusion of this service learning internship experience, participating students were asked to reflect on their learning in a service learning experience compared to their learning in traditional classroom learning experiences. Students' reflections are examined for evidence linking their perceptions regarding their learning to multiple theories of learning. Findings indicate that (a) the particular internship examined qualifies as service learning; (b) participating students feel they learn more in a hands-on service learning situation than in a traditional classroom learning situation; (c) participating students feel that classroom learning is an important pre- and/ or co- requisite to service learning; (d) multiple theories of learning are supported via a service learning experience thus offering more paths to learning to a broader, more diverse scope of learners; and (e) a service learning experience may open the way to a transformative learning experience while, at the same time, supporting the community and the LIS profession.
机译:本文提供了一个案例研究,考察了实习作为服务学习和参与学生在两种学习环境中对学习的看法。首先检查这种情况下的实习经验,以确定其符合服务学习的条件。在此服务学习实习经验结束时,要求参加的学生对他们在服务学习经历中的学习与传统课堂学习经历中的学习进行反思。检查学生的反思,寻找将他们对学习的看法与多种学习理论联系起来的证据。调查结果表明:(a)所检查的特定实习资格为服务学习; (b)与会的学生认为他们在动手服务学习情况下比在传统的课堂学习情况下学习更多; (c)参与的学生认为课堂学习是服务学习的重要前提和/或前提条件; (d)通过服务学习经验来支持多种学习理论,从而为更广泛,更多样化的学习者提供了更多的学习途径; (e)服务学习经历可以为变革性学习体验开辟道路,同时为社区和LIS专业提供支持。

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