jennings, april final internship report

INTERNSHIP FINAL REPORT Jennings

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Running head: INTERNSHIP FINAL REPORT

Internship Final Report

April Jennings

San Jose State University

School of Library Information Science

LIBR 294

Professional Experience Internships

Dr. Bill Fisher


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Introduction

The purpose of my internship with Hardin County Public Library was to gain experience

and take theory and apply it to a real life learning experience. This report describes my internship

and the daily activities I performed in a public library. My experience in elementary education,

particularly my interest in reading literacy, prompted my desire to become a librarian. Unsure of

my immediate direction, I thought it best to first experience a library outside of the elementary or

academic setting. Before leaping into a library career, I wanted to spend time learning about the

workload and responsibilities of a public librarian.

Overall Learning Outcomes: My overall learning outcomes were to perform a variety of library services in the context

of a public library. I accomplished this goal within a surrounding framework which counts as

evidence to observe, organize, process and plan in a library setting. The key elements of my role

as an intern included: 1) provide support for the children’s and youth librarians, with ideas for

programming. 2) Work on deselecting and selecting books in the Juvenile nonfiction collection.

3) Work the circulation desk (both in the children’s and main desk) to learn policies and

procedures and finally, 4) processing replacement and new books. In spite of, the changes in my

initial learning outcomes my prior experience in education played a significant role in my

success with Hardin County Public Library (HCPL).

New to Kentucky and without many public libraries nearby, I selected Hardin County

Public library as an internship site. The University of Louisville is 45 minutes in driving time

and University of Kentucky is over 2 hours and I was not ready for a long commute. Hardin

County public library was certainly the most practical choice. During the summer of 2012, I took


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my granddaughter to a pinkaliscious party at HCPL. The professionalism and dedication of the

librarian who hosted the party, I was inspired to apply for an internship at this location. I set up

an appointment with the Director and she mentioned she had an intern and was not able to do

another until spring. So, I took her personal information and waited until July to contact her

again. We finally set down for a formal meeting in July to discuss the details of my intern.

Site Description

Description of the Library

I had the pleasure of experiencing an intern with Hardin County Public Library

(HCPL) http://www.hcpl.info/. Centrally located in a small town suburban community in

Kentucky. The main branch of Hardin county library is a medium sized facility of 23, 200

square feet. The total circulation of HCPL is 189, 401. Has a collection of 75,000 books and

periodicals; 3,200 CDs, records, cassettes and other audio material; 2,800 video DVDs; and 41,

235 e-materials added to the collection. There are 42 Internet terminals available for use by the

general public. With a staff of 12 employees, two fully accredited librarians, plus high school

volunteers and Elizabethtown Technical College students. HCPL main library has one book

mobile and one branch library. It is located in central Kentucky, approximately 40 miles south of

Louisville and 130 miles of Nashville, Tennessee. It has the 4th largest land area and the

5th largest population in Kentucky. It serves a population of approximately 107, 456. The

population is Pacific Islander/Hawaiian .34%, Asian 1.99%, two or more races 3.55%, white

80.55%, and 11.63% African American. Hardin County Library offers a number of programs and

services for children and adults. Many patrons visit the library for the programs, classes, public

computers, tax services, and especially children’s’ programs.


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This one level library has 20 computers lined up in 4 rows near the front of the library’s

circulation desk. The large circulation desk is immediate to the left when you enter the door. The

collection is situated to the right of the library; this includes all media shelves as well

The children’s room may be entered either through the door or under the bridge. The

highlights of this room are the large stuffed animals sitting above the tunnel/bridge next to the

main door. A circulation desk is the heart of the library and is situated on the far side of the

front of the room. In front of the desk lies around carousel of computers for children to play

games and check the catalog. In the center of the room are two large tables for children and

parents to spend time reading. Near the classroom in the back of the room are shelves of books

on tape and small chairs for children to sit and read. Against the back glass wall you find a

collection of Caldecott and Newberry books neatly displayed on the shelves, in close proximity

to the biography and juvenile fiction book.

At the beginning of my intern I spent a significant portion of my time in the children’s

department. Eager to learn about children programming, I dived right in and began cutting,

locating books and searching for craft ideas for weekly lessons. The classes varied from

preschool to youth book clubs and make a craft each week. The classes are held in either a small

room inside the children’s library or the multipurpose room, also utilized for adult programs.

Toddler time, crafts for tots, and story hour are usually held in the children’s room. The baby and

me make a craft and movie hours are held in the multipurpose room. I spent each day checking

out books, answering questions about upcoming projects, processed new accounts, shelved

books, and set up for classes. I became confident enough to facilitate the story hour and

eventually fill in when the librarians were absent. My skills learned in Library 233, helped to

determine and select appropriate children’s literature for toddler time and story hour. The same


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skills provided techniques to both provide and give advice to parents for selecting appropriate

books.

At the end of October, my main goal changed to deselecting books in the nonfiction

juvenile collection. As a result, I moved out of the children’s department and into the main floor

of the library. Since, the collection was housed against the back wall of the main library floor, I

moved back and forth from circulation during the peak hours.


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Evaluation of Learning Outcomes

Learning Outcome I

Proposed Learning Outcome: Demonstrate my ability to practice knowledge/skills gained in Library 210, by

performing duties at Hardin County Public Library’s circulation desk.

Activities and Task Performed:

The key aspects of circulation varied tremendously because each day differed so much.

My first task began when I used Polaris to check out books. Then it quickly moved to checking

books in and placing them on a cart to be returned to the shelves. Later I took on the task of

assigning computers to patrons and using the register to charge for copies, and placed books on

hold. When working in the circulation desk in the children’s library, I answered questions,

signed up patrons for classes, and shelved books.

Challenges Encountered:

Due to a major project in weeding, less time was spent working at the circulation desk.

As a result, when asked to work the circulation desk, I experienced difficulties and could not

fulfill task such as, printing a patron’s record without assistance.

Desired Outcome Achieved/not achieved:

This outcome was partially achieved as I spent most of my time deselecting nonfiction

juvenile books and working with technical services.

Learning Outcome II

Proposed Learning Outcome:


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Demonstrate my ability to examine Hardin County Public Library’s Children’s collection

with the knowledge/skills gained in Library 266, by deselecting children’s resources and

selecting new children’s titles according to the crew manual and professional judgment.


My supervisor provided copies of two manuals and suggested I concentrate first on

weeding outdated volumes and sets of encyclopedias. After studying the CREW (Continuous

Review, Evaluation, and Weeding) manual from the University of Texas (2012), and the Hardin

County Public Library (HCPL) Collection Management Policy, I began a major project in

weeding the nonfiction juvenile collection. With the guide of both manuals I examined the (000-

099) shelves of outdated, damaged, and least circulated books. I removed approximately 50 – 60

books (including volumes of encyclopedias).


First, my lack of professional judgment and how children judge book made this a difficult

project. Significant to the process of weeding in HCPL was the lack of access to computers with

Polaris. The library has six computers with Polaris (three in circulation, 1 staff computer in the

children’s room and two in technical services). Oftentimes, it was vey difficult to find an

available computer. Sadly, I was not allowed to use the extra computer behind the circulation

desk. In the end, with the help of the cataloging librarian and studying CREW manuals and

Hardin County’s Public Library Collection Management Policy, I successfully completed my

task for this learning outcome.

Supporting Material

A PDF copy of the books I withdrew from the shelves is attached

Crewing the Nonfiction Juvenile Collection at Hardin County Public Library (see Appendix A).


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Learning Outcome III

Proposed Learning Outcome

Demonstrate my ability to identify the operational procedures and responsibilities of a

public librarian, by training with the technical support librarians and the Book Mobile Librarian.

Activities and Task Performed

Later in the week, I spent the day working with librarians in technical services. There are

shelves and boxes of books in the back of the library that require sorting and shelving. I assisted

in sorting and alphabetizing new books, overflow, and donated books. To learn more about

cataloging, and collection management, they graciously welcomed me to spend a few hours

every Thursday with them.

My week ended with me finding a way to print information on sets of encyclopedias,

rather than individually. This was a great accomplishment for me! Otherwise, I need to sift

through long list of similar titles. Although critical to all library functions, it is a tedious and

time-consuming process. During the process of sorting through a box of new books (both

nonfiction and fiction), the librarian asked that I separate all the books of popular authors of

series. The problem was, I didn’t know who was popular and who wasn’t. By the time I returned

for my next shift with technical services, I had made a list of websites to help me find popular

booklist.

I started working once a week with technical services. It began as a project books for sale

by sorting new, donated, and books weeded from the north and main library. In previous post, I

discussed my time spent with alphabetizing new books. The last few weeks, I have worked with

the acquisitions to find duplicates (weeded and donated books) and depending on the condition

removed our copy from the shelf and replaced it.


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I have also worked with the librarian to do physical processing and cataloging. First, I

affixed the call number on the spine of the book, approximately ½ inch from the bottom of the

page. The second label I placed inside the front page of the book. Then I stamped the bottom and

top pages. The tricky part was laminating the cover. Making sure the cover was snug and free of

bubbles. . I’m disappointed I haven’t been able to learn the entire task in circulation but I feel

comfortable to perform the basic duties. It has been a pleasure working the desk and working

with parents and children. I believe this is what I enjoy most about working in the library.

Technical services can be fun but a little stressful too. It takes concentration and manual

dexterity. This is an area I haven’t spent much time, but beginning to appreciate it all the more. I

have never used the "bone" before, but it is a very nifty tool to prevent unwanted adhesions in

the plastic. I beginning to understand why librarians need a graduate degree. There are so many

varied jobs within the library each with its own set of rules. The processing librarian has been

very patient with me as I learned to process new books and reminded me it requires a great deal

of practice.

Delivering books to senior citizens, day care centers, adult care facilities, and home day

care centers established another valuable experience another rewarding experience.


There were no disadvantages to fulfilling this goal. On the other hand, I see both the pros

and cons of other library responsibilities.

Desired Outcome Achieved/not achieved

The desired outcome was achieved as it met my ambitious desire to experience as many

task in the library as possible.


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Learning Outcome IV

Proposed Learning Outcome

Demonstrate my ability to promote emergent reading programs for children’s literacy,

by recommending and planning two additional programs as learned in Library 263.

Activities and Task Performed

My supervisor and I discussed the need for additional children's program early in the

semester and agreed that I work closely with the children's librarians to discover appropriate

programs. After some research, I successfully completed this learning outcome with a proposal

for the following two programs: 1000 Books Before Kindergarten and Reading Rock Stars

(Emergent reading program- ages 4-5). Actually, 1000 books before kindergarten has gained a

lot of popularity since its inception in 2011, therefore it was very easy to locate current

information from other libraries. Our theme for 1000 Books Before Kindergarten is “Treasures in

Reading.”

The second program, Reading Rock Stars promotes reading through six literacy skills:

letter awareness, print motivation, vocabulary, phonological awareness, print awareness, and

narrative skills.

Challenges Encountered

Due to limited funds and the library’s budgets, the cost to reproduce reading logs in print

and on the HCPL prevented us from putting Reading Rock Stars and 1000 Books Before

Kindergarten into action.

Desired Outcome Achieved/not achieved

The desired outcome was partially achieved due to my supervisor


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San Jose State University School of Library Information courses, Library 263 provided

insight, knowledge, and the skills to successfully complete this learning outcome.

Supporting Material

B. Reading Rock Stars (see Appendix B)

C. Reading Rock Stars Brochure (see Appendix C)

D. 1000 Books Before Kindergarten (see Appendix D)

E. 1000 Books Before Kindergarten Brochure (see Appendix E)

Learning Outcome V

Proposed Learning Outcome:

Demonstrate my ability to implement classes for children ages 2-5, by facilitating

Programs in the absence of the youth and children’s librarian.


The central theme for this outcome included a thirty-minute preschool class (4-5 ages), called

“Book Buzz.” This class was established to meet the needs of kindergarten children,

highlighting Caldecott books. Next, I made preparations for the “Baby and Me” and Toddler

Time classes. This was my first experience working with children of this age. I was very

surprised at how well the librarian worked with the caregivers and babies. As each mother read

from a book in unison, the babies watched closely through a small mirror. Toddler Time was also

a complete success.

In between shelving children’s books, preparing for classes, assisting patrons via phone

and in person, and register patrons for classes, I began to feel more comfortable with library

procedures, especially in the children’s area. The children’s librarian allowed me to assist with


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her “Flannel Board Story” class, another rewarding experience. To my benefit my schedule was

changed again, this time to teach "Story Hour" in the absence of the children’s librarian.

I introduced myself and started my first class with 2-3 year olds (younger preschool). It helped

that the youth librarian prepared the lesson and materials prior to leaving. Even though it started

out rough, I think it went pretty well, considering it was my first time.

With my skills from Library 263, I created a theme from the children book “Swimmy by

Leo Lioni for the first “Book Buzz” class. I prepared an activity with paper plates for each child

to use 6 red fish and 1 black fish to create a picture of the story. I also selected several books

about fish and underwater sea animals to read. From a large selection of stickers I chose sea

animal stickers and an octopus-coloring page for children to take home. I suggested we include

an activity that promotes an academic learning experience. With this in mind, I created an

activity for children to use letters to spell five words. Unfortunately, there were no attendees but

the experience was well worth it.

The children’s library occupies the back of the HCPL and contains a large collection of

titles of for all ages of childhood. The programs are available for children as young as 2 months

of age. Programs for Toddlers and preschool are also popular among 2 to 5 years of age. The

theme of the month for “toddler time” was animal of the month (ages 2-3). The librarian sang

“Old MacDonald” with seven kids, then read four books and finally made a shaped craft.


I had no prior experience working in any library. What I have learned from my Library

287 web search and Library 244 online searching web search classes has been extremely helpful

for research, I’m not exactly sure about other projects that are typical of public libraries but I

must begin to alter my learning outcomes that permit me to gain skills needed for a librarian.


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Desired Outcome Achieved/not achieved:

As a support staff member, I achieved my desired outcome successfully by implementing

lessons with literature, crafts, music and activities through reading stories, setting up classes and

communicating with parents.

Overall Evaluation/Summary/Conclusion

1. Discoveries Regarding the Culture and Ethics of Professional Librarianship

Hardin County Public Library demonstrates a fair level of ethics with its staff and its

patrons. For the most part, the staff prides itself on a moderate level of professionalism. The

culture of conflict, inconsistent in library policies tends to create a backdrop of dissatisfied and

unhappy staff and patrons.

2. Types and Manner of Technology Utilization

Hardin County Public Library utilizes technology online and through Internet services.

Patrons have access to computers, printers, copies at a cost, and free Wi-Fi. Kentucky Libraries

Unbound exceeded the manner of technology for its customers with a large collection of eBooks,

books on take, various media and interlibrary loans. Correlated with other classes, the flat screen

TV and projector is displayed in the computer lab when used for scheduled meetings and

trainings and a whiteboard.

Similarly, the layout of the children’s room includes a small flat screen and a large

database of electronic resources. Sitting on the circulation desk is one computer. Six staff

computers are used for cataloging and library responsibilities and duties.

Although, the reference section was recently removed the desk remains and is used for

displays. There are also two classrooms used for various instructors or individual counseling.

Students may sign up to use a computer or use a personal computer to work on class assignments


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and projects.

3. Application of Management Issues and Concepts

Knowledge of work consists of routine, complex task which involve the use of large

qualities (often incomplete) information, both as inputs and outputs of work load between the

three HCPL departments, circulation, children’s and technical services. Misunderstanding among

staff over certain task, caused issues that add negative value to the overall morale. Hopefully as

they work together to resolve the complex and inconsistent thinking through aggregation,

organize information through categorization, and provide options and realistic goals for all

departments.

The first four weeks of my internship were very difficult, I found myself in a situation

where staff members were trying to sabotage my efforts, and made it very clear she did not want

me to be successful. The culture and ethics of librarianship was not very positive in that regard.

Once this was realized I spent each day remaining professional and committed to gaining as

much experience as possible. Another, I have found in this profession has been a lack of proper

funding for the programs we are trying to implement. I think that I have a lot of creative ideas to

help overcome some of the budget limitations fundamental to this type of work.

5. Most Difficult Personal Aspects of the Internship

One of the most difficult personal aspects of my internship was my limited skill to make

professional judgments regarding deselecting resources in the nonfiction juvenile books in a

public library. Briefly outlined in my learning outcomes, this aspect of the internship improved

by studying the collection management policy and CREW manual, searching online, and made

frequent inquiries to the cataloguing librarian.

6. SJSU Courses that Proved Most Valuable and Relevant to this Internship Experience


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As discussed in earlier learning outcomes, three SJUS SLSI made a significant difference

in my internship experience: Library 287: Seminar in Web Search and Library 266: Collection

Management; Library 263: Materials for Children Ages 5-8, proved to attribute to the success of

my internship experience.

7. Courses that Might Have Helped the Internship Experience

There are three San Jose State University, School Library Information Science (SLIS)

courses that may have helped this internship experience: Library 232: Issues in Public Libraries;

Library 250: Design and Implementation of Instructional Strategies for Information

Professionals; and Library 260A: Programming and Services for Children.


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References Larson, J. (2012). CREW: A Weeding for Manual for Modern Libraries. Texas State Library and

Archives Commission. Austin, Texas, Retrieved October 12, 2013 from

https://www.tsl.state.tx.us/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.p

df


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Appendix Supporting Material (see Appendix A-D)

A. Crewing the Nonfiction Juvenile Collection at Hardin County Public Library

Weeding NonfictionChildren's Collectio

B. Reading Rock Stars C. Reading Rock Stars Brochure

D. 1000 Books Before Kindergarten E. 1000 Books Before Kindergarten Brochure


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A. Crewing the Nonfiction Juvenile Collection at Hardin County Public Library

Weeding NonfictionChildren's Collectio


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B. Reading Rock Star

S tars

ock tars

R ead ng

ock tars

R ck

ock tars

Letter Awareness

Vocabulary

Phonological

Awareness

Print Motivation

Narrative Skills!!Print Awareness

Emergent Readers

Ages 4 & 5 (Pre-K)

Hardin County Public Library

Early Literacy Program

Designed By April Jennings October 2013

RRS Starter Guide

January 2014 www.hcpl.info


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C. Reading Rock Stars Brochure

One of the best indicators of how well children will learn to read is the ability to recite nursery rhymes when they walk into kindergarten.

A read aloud is the single most important activity for building

success in reading.

6 Keys to Early Literacy

Letter Knowledge What it is: Know the difference between letters. Know the sounds of individual letters. Recognize letters everywhere. What you can do? Write your child's name. Make letters from clay. Play with magnetic letters. Read alphabet books and point out the letters.

HARDIN COUNTY Public Library

Elizabethtown, KY 42701 (270) 769-6337

!hcpl.info "

! " Hardin County Public Library

100 Jim Oven Drive Elizabethtown, KY 42701

hcpl.info

Narrative Skills What it is: Being able to describe things and events and tell stories What you can do? Tell stories to your child. Have them tell you stories.

Phonemic Awareness

What it is: Being able to hear and play with the smaller sounds in words. What you can do? Play rhyming games. Sing songs and clap out the syllables.

Print Motivation What it is: Find interest and enjoyment in books. What you can do? Make book sharing a special time. Let your child see you read. Visit your library often!

Vocabulary What it is: Know the names of things. What you can do? Talk with your child about what's going on around you. Read together every day!

Print Awareness

What it is: Notice print everywhere. Know how to handle a book. Know how to follow the words on a page.

What can you do? Read board books that children can handle on their own. Let them turn the pages as you read together. Sometimes point to the words as you read.

Reading

Rock Stars

A Multi Year

Program Sign up today!


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D. 1000 Books Before Kindergarten

Created by April Jennings - October 2013 !"

1000 Books Before Kindergarten

My Reading Log

Name

Hardin County Public Library HCPL, North Branch 100 Jim Owen Drive 800 South Logsdon Parkway

Elizabethtown, KY 42701 Radcliff, KY40160 Phone: (270) 769-6337 Phone: (270) 351-9999 http://www.hcpl.info/ ""


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E. 1000 Books Before Kindergarten Brochure

!

!Hardin County Public Library

proudly presents

!"#$%&'()*&+,'-./012'31/4546'

"#$%&'()*)+,-.!/0!12345!62347!389:8;;3!,,,<*=>#<$-?+!

Tell all your friends about this program so they can sign up their children too!

**Check your school website and library for access to additional reading logs and current information G.C. Burkhead Elementary School New Highland Elementary School Lincoln Trail Elementary School

To register simply follow six easy steps: 1. Fill up your bag with a variety of

books! Sign up and receive a bookmark, reading list, and a reading log.

2. Don’t forget to keep track of the books you read. When you read 25 books bring in your log and be the first to put your name on the “Wall of Fame.”

3. After your child reads 100 books,

return the reading log and collect a sticker and pick up your next reading log.

4. When you have read 100, 200, 300, and 400 books, exchange your reading log for a small prize and a new reading log.

5. When you have read 500 books,

you will receive a free book, and a bag.

6. When your child reaches 1000

books, he/she will receive a book, pencil, certificate and an invitation to attend the 1000 books graduation party.

Finished all the steps? Congratulations! You discovered your treasures in reading!

jennings, april final internship report

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