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Experiential learning incorporated into library and information science education in the form of a practical placement has long been accepted as important. However, it is not always possible for students to undertake a traditional internship because of constraints associated with the physical location of internship sites. The purpose of this paper is to explore virtual alternatives, in the context of digital curation.

Surveys exploring the internship experience were conducted of students and supervisors, leading to the development of a pilot study. In addition, discussions were held with possible supervisors in a country with a small population, faced with the challenge of building capability in digital curation.

The concept of a virtual internship is entirely appropriate given the focus on digital tools, information and systems in digital curation. A new dimension to the traditional internship experience is the potential for sharing expertise internationally, in diverse settings.

Although the paper describes activities taking place through the School of Library & Information Science at San Jose State University, the findings can be used to justify virtual internship programs and develop strategies to be employed by other Schools at the University and other Universities within and outside the USA.

This paper includes implications for the development of successful virtual internship programs on the Master's degree level, including those for students preparing for careers in digital curation.

The paper provides insight into the practical issues associated with incorporating experiential learning into digital curation curricula and signals the potential for approaching internships from a global perspective.

Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met.

Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience.

Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework.

Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade levels.

The purpose of this paper is to describe the role and characteristics of the summer internship program (Digital Summer Clinic) delivered by Eastern Michigan University. The authors report the results of an exploratory study of interns participating in the Digital Summer Clinic over a five-year time period. The study captures and analyzes the experiences of interns as expressed in structured interviews and blog posts.

The study data were text from structured interviews and blog posts capturing the “voice” of the interns. A natural language processing (NLP) analysis of the text corpus, consisting of 43 interviews and blog posts, resulted in the identification of 242 unique stem-terms used by interns in describing the internship experiences. The authors used the JMP Pro 15.2 Text Explorer algorithm (It is defined as a suite of computer programs for statistical analysis developed by the JMP business unit of SAS Institute) to extract the terms that were subsequently transformed and analyzed with factor analysis and regression to address the research questions.

The factor analysis results found six dimensions or themes, defined by the stem-terms used by student interns, best described the internship experience. The authors then explored the relationship between the six themes and the umbrella term “internship” with multiple regression analysis. The regression findings suggest a hierarchy of effects with the theme “Introducing Professional Opportunities” being the theme most predictive of the umbrella term.

The methodology used within the paper is unique in several ways when compared to other research investigating internship programs. First, it uses NLP analysis for the qualitative analysis of text-based descriptions of student experiences over a five-year time horizon. Second, the data analysis uses transformed text to quantitatively determine the major dimensions or themes expressed by the interns about their experiences in the Summer Clinic program. Finally, the relative importance of the themes identified provided direction for future program development.

The world of work is becoming digital, a process accelerated by the recent COVID-19 pandemic and resultant remote working guidelines. Online internships have become more popular in this context, and yet there remains a lack of research investigating how these internships are perceived across stakeholders. The purpose of this paper was to begin to address this research gap by exploring academic, student and employer perceptions of online internships with a focus on employability.

The research explored 156 stakeholders (53 students, 50 academics and, 53 employer/professionals) perceptions via a mixed-methods online study encompassing quantitative responses to internship vignettes, alongside open-ended questions designed to explore stakeholder attitudes in more depth.

Stakeholder groups reported similar attitudes towards online internships. Overall, online internships were viewed as valid, flexible, work experience, linked to skill development and likely to enhance student employability. However, concerns were raised regarding communication protocols and development, intern isolation and a lack of organisational immersion.

Based on the research, the authors make three recommendations to continue to enhance and develop the online internship experience: ensure multiple methods of regular communication between student and organisation, attempt virtual immersion in the organisation and assign each intern additional support beyond their immediate supervisor.

Based on a holistic and novel analysis of key stakeholders' viewpoints, this paper provides much needed insights and evidence on how to design and quality assure effective online internship practice.

The purpose of this paper is to describe the need for a digital repository of SIP reports and how the Digital Repository of SIP reports was set up using the Greenstone open source software at the ICFAI Business School, Ahmedabad. In management education, students have to undergo a Summer Internship Project (SIP) in organizations to enhance learning and experience current work practices. Information of these projects needs to be captured and maintained in a digital repository to enable knowledge sharing and learning.

The phases involved in the creation of the digital repository are described. Steps involved in the Collection development using the GLI tool, “Greenstone Librarian Interface” are also described.

Installation of the digital repository is simple, Gathering of documents into the repository, enriching them with metadata, setting up of appropriate search indexes has to be done for efficient retrieval of information. Some knowledge of computers and Greenstone software is essential.

Once the digital repository is created it needs to be maintained. Staff need to be trained for correct uploading of documents and submitting metadata into the repository. Students need to be aware that the SIP report document must be a single document and must be given metadata in order to improve discoverability.

Guidelines are provided to assist setting up of a digital repository using the Greenstone software. Retrieval of information and knowledge sharing regarding the summer projects, the organisations where projects were done, the type of projects, etc., are possible with the creation of the digital repository.

The digital repository provides ICFAI Business School, Ahmedabad with a central facility for systematic archiving of summer internship project reports and an insight to the organizations which offer projects, the type of projects that they offer, the applicability of the projects students have done etc. The digital repository is of use to students, faculties and the organizations. Management institutions, especially in India, should be encouraged to develop digital repositories of summer internship projects and share knowledge.

Internships are widely used as one of the best learning tools for professional practice. The purpose of this research paper is to comprehend to what extent the LIS interns become competent with practical tasks through this program, current facilities offered by the internship-offering institutions and their plan in this regard.

This study used a mixed-method approach. To examine LIS students’ practical experience, this study conducted a survey. Participants were 110 students having internship experience from the LIS bachelor’s degree offering universities of Bangladesh. For qualitative data, representatives of internship-offering institutions were interviewed.

Results indicate that there is a certain lack of coordination between theoretical knowledge with practical demonstrations. Some essential ICT-based tasks missed out from this program like library automation software (e.g. KOHA); online-based cataloging such as Machine Readable Cataloguing, Resource Description and Access; digital library software (Greenstone); Institutional Repository software (Dspace, EPrint, etc.); virtual library services; radio frequency identification, etc. which should be taken into consideration in internship modules. Including faculty members and practitioners is suggested for a model internship framework ensuring ever-advanced LIS education. There is no significant difference between interns’ gender with their satisfaction level.

The major limitation of this study is the absence of coverage of faculty perceptions regarding Internships. As in the higher education institution, the three stakeholder groups’ subsets, namely, faculty members, practitioners and students are parallelly important to take any initiative.

The input from interns will assist the industries in redesigning their modules in light of interns’ feedback to best prepare interns for the competitive job market.

Internship in LIS education is not a new research area; however, research attempts to show students’ experience along with organizations’ preparedness in offering internships is new in nature.

Social media, network capabilities, and digital communication technologies are changing the nature of work for individuals in WIL programs; further challenging the connections between industries and universities in their efforts to ensure individuals are work ready. However, digital technologies have provided new resources to help individuals socialize into the workplace and develop new skills for meeting the challenges of the information age that will also impact on how they get a job, and then do that job. The current literature on WIL, organizational behavior, and remote working, provides a theoretical framework for identifying the key points on the transitions experienced by individuals through WIL using the prism of social media, digital technologies, and the changes in work culture through remote working. Key issues in relation to transition are illustrated using two examples: one French and the other Canadian. The French study examines the effects of social media and digital technologies on individuals in WIL programs in relation to developing work readiness skills and communicating with supervisors and coworkers. The Canadian example examines the challenges internship students face when their workplace is predicated on remote working. The impact of social media, digital and communication technologies present new challenges for fulfilling the objectives of WIL programs and ensuring students are ready for work now and in the future.

In a field where external factors can far too easily define who we are as professionals, it is up to us to prove our worth. Even when a position appears to lack opportunity for advancement, we can earn recognition through hard work and initiative. In doing so, we invite other opportunities to come our way. This chapter will demonstrate how the author developed his niche as classified staff in the Daniel F. Cracchiolo Law Library at the James E. Rogers College of Law, University of Arizona. By showing initiative early and often, the author was afforded the opportunity to work on two important digitization projects at the library. The first project involved getting the scholarly work of students in the Indigenous Peoples Law and Policy Program represented in the campus repository. The second project involved supervising a Law Library Fellow’s internship, which included resurrecting in-house digitizing equipment. In detailing these two undertakings, the author will demonstrate why libraries play an important role in digitization. Furthermore, the author will show how up-and-coming library professionals can demonstrate the power of the library, earn recognition, and set the stage for further professional opportunities.