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In e nship o ganisa ion in Digi al Lib a y pos -g adua e educa ional
p og ams: s uden s’ pe cep ions
Sa a Valla
Uni e si à degli S udi di Pa ma, UniPR Co-Lab, iale S. Michele 9, 43121, Pa ma. Email: [email p o ec ed]
Abs ac : The impo ance o in e nships in in o ma ion s udies ela ed educa ional p og ammes is con i med by he
li e a u e, p ac ice, and in es iga ions o he labou ma ke (Van De Molen, 2007) (Lo ing & Kajbe g, 2005)
(Tamma o, 2007). The cu iculum o he Mas e ’s p og amme DILL (Digi al Lib a y Lea ning) includes an
in e nship which aims a gi ing s uden s he oppo uni y o ca y ou a p og am o job aining and digi al lib a y
wo k expe ience, ha can assis hem in ca ee explo a ion, and makes i possible o in eg a e academic and
p o essional cu icula. This pape epo s on a small s udy ca ied ou among s uden s o DILL6 edi ion, who we e
asked o epo on hei pe cep ions on he ini ial phase o he p ocess, and on he possibili y o he ele an ac i i ies
o os e sel - e lec ion on knowledge, capabili ies and skills, and on academic and p o essional goals. The ocus is
on he ini ial p epa a o y phase o he p ocess, which leads o he c ea ion o an in e nship plan ela ed o speci ic
lea ning ou comes, in ag eemen wi h he supe iso and he placemen -hos ing o ganisa ion. The aims o he s udy
a e o in es iga e s uden s’ pe cep ions abou he use ulness o he in e nship’s ini ial phase, and highligh
pe spec i es o imp o emen . The objec i es include iden i ying ad an ages and ba ie s, and in es iga ing he ime
dedica ed o sel - e lec ion i ela ed o o he p ac ical and echnical aspec s. The quali a i e me hodology o his
explo a o y wo k includes di e en ways o compensa ing o he small numbe o s uden s in ol ed: a ques ionnai e
o s uden s, an in e iew wi h he local coo dina o , a panel wi h expe s du ing a wo kshop, ques ionnai es o he
placemen coaches.
Keywo ds: pe cep ion o in e nship, Digi al Lib a y Lea ning, ideo esumes, placemen
In oduc ion and pu pose
The impo ance o in e nships in in o ma ion s udies ela ed educa ional p og ammes is con i med by he li e a u e,
p ac ice, and in es iga ions o he labou ma ke (Van De Molen, 2007) (Lo ing & Kajbe g, 2005) (Tamma o,
2007). The cu iculum o he pos -g adua e educa ional Mas e ’s p og amme DILL (Digi al Lib a y Lea ning)
includes an in e nship o ou weeks (125 hou s) a he end o he hi d semes e , which aims o gi e s uden s he
oppo uni y o ca y ou a job- aining p og am wi h digi al lib a y wo k expe ience, and assis hem in ca ee
explo a ion and specialisa ion. This allows in eg a ing academic and p o essional cu icula.
Fo he pu pose o his s udy, in e nship is de ined as an oppo uni y o in eg a e ca ee ela ed expe ience in o (pos -
g adua e) in o ma ion science educa ion by pa icipa ing in planned, supe ised wo k. The wo k should be ela ed o
wha is augh du ing he cou se and be a an app op ia e le el o p o essionalism. S uden s’ lea ning ou comes a e
s a ed a he ou se o he in e nship and e alua ed a he end (Tamma o, 2013). The p ocess in ol es di e en
s akeholde s, s uden s, educa ion ins i u ions, ecei ing o ganiza ions, and akes place along h ee di e en phases:
be o e, du ing and a e (V iens & Van Pe egem, 2011); he ocus he e is on he ini ial p epa a o y phase, which
leads o he choice o he in e nship loca ion, and o he c ea ion o he in e nship plan. This pape epo s on a small
s udy ha was ca ied ou among Mas e ’s s uden s o DILL6 in ake, who we e asked o epo on hei pe cep ions
abou ac i i ies os e ing sel - e lec ion on knowledge, capabili ies, skills, academic and p o essional goals. The aims
o he s udy a e o in es iga e he pe cep ions o s uden s ega ding he use ulness o he ini ial phase o a conscious
choice o in e nship and o he se ing up o lea ning ou comes ela ed o hei pe sonal in e es s, and also o
highligh pe spec i es and pa hs o imp o emen s and de elopmen . To achie e his, he objec i es include
iden i ying bo h ad an ages and ba ie s o sel - e lec ion os e ing, in es iga ing he ime dedica ed o sel - e lec ion
i ela ed o o he mo e p ac ical and echnical aspec s, unde s anding whe he ideo esumés can in o m decision
making and assis employe s in choosing candida es and p oposing an in e nship plan ha comp ised a sui able lis o
p oposed ac i i ies.
DILL In e nship p epa a o y phase
The p epa a o y phase s a s wi h a Summe School and p oceeds h ough a o hi d semes e o s udies in I aly. The
choice o he placemen hos by s uden s is possible a e es ablishing he in e nship’s lea ning goals and ag eeing
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upon hem wi h hei men o s; o his pu pose, s uden s a e asked o submi a plan, including he necessa y ac i i ies
o be able o achie e he ou comes. Lea ning ou comes a e cons an ly sel -assessed du ing he p ocess and la e
e alua ed a he end o he expe ience. The esponsibili ies o he o ganising s a in Pa ma include s i ing o ob ain
high quali y in e nship oppo uni ies, suppo ing s uden s in hei applica ion and choice, suppo ing he phase in
which bo h con en and le el o assignmen s a e a anged, ensu ing adequa e supe ision and cons an ly assessing he
p ocess. The phase includes p epa a o y expe iences and ac i i ies o sel - e lec ion on lea ning needs, as a s a ing
poin o an educa ional and p o essional po olio (G an , 2005).
O ganisa ion o placemen p epa a o y mee ings wi h he in e nship supe iso ; wo ace- o- ace mee ings a e
o ganized s a ing om he S udy School, o collec he main ideas, gi e ad ice and make s uden s ocus on sel -
e lec ion abou hei knowledge and skills.
P epa a ion by he candida es o a pe sonal de elopmen plan; s uden s had o p epa e a plan, based ini ially on
answe s gi en in a su ey (In e nship In e es Fo m), b ains o m p elimina y lea ning objec i es, conside
ela ionships o educa ional and ca ee goals, e lec on he knowledge o skills o de elop.
C ea ion o ideo esumés by s uden s o be in eg a ed in o hei cu iculum i ae. Candida es ha e o be
accep ed by he placemen hos ; he p ocess is compe i i e, s uden s ha e o p epa e a Cu iculum Vi ae and a Video
ésumé. A panel o in o ma ion science expe s unde lined he ac ha di e en ia ing is a challenge o be aced in
he c i ical employmen pano ama o in o ma ion p o essionals, which is common o many coun ies, and he
in o ma ion o e load e a; he c i ical skills o an in o ma ion p o essional looking o a job a e lexibili y and a
capaci y o p ojec compe ences and sel - e lec on lea ning needs. A possible applica ion o digi al ideo p oduc ion
inside educa ion is a ideo ésumé; by ideo ésumé is mean a sho ideo in oduc ion c ea ed by candida es, o
desc ibe hei indi idual educa ional backg ound, wo k expe ience, compe ences, skills and mo i a ions, and o assis
hem in ma ke ing hemsel es o p ospec i e in e nships as pa o an educa ional expe ience. In compa ison o
adi ional cu icula, he e a e simila i ies and di e ences; he ideo mus be sho so ha he in o ma ion is
condensed in a sho speech, and di e se kinds o skills a e in ol ed. The idea o ideo ésumés comes om he
Uni ed S a es and eached Eu ope in 2007. The Vaul socie y ca ied ou a su ey, he esul s o which showed ha
89% o job o e ing companies would be in e es ed in wa ching a (sho ) ideo in oduc ion, while hey did no
ecei e many (Yap angco, 2007). The e seems o be limi ed esea ch on he p oduc ion o ideo ésumés wi hin a
cu iculum wi h e e ence o applying o in e nships and e lec ing on he s uden s' knowledge, capabili ies and skill;
ne e heless, s udies conce ning elec onic po olios as oppo uni ies o sel - e lec ion on lea ning and ways o
show compe ences s a ed ecen ly (Cheng & Chau, 2009). This pape does no in end o discuss i in de ail, bu
conside s he ideo ésumé as a s ep owa ds he c ea ion o educa ional and p o essional e-po olios.
W i ing o he in e nship plan; a e being accep ed as in e ns, s uden s ha e o w i e he In e nship Plan, which
consis s o a lis o likely asks o be comple ed, oge he wi h a s a emen o he s uden ’s ole and esponsibili y
du ing he in e nship. In e iews a e sugges ed wi h he placemen coach, o discuss compe ences and ac i i ies. This
is he basis o de eloping he wo k schedule ag eed on by bo h In e nship Men o and Supe iso .
Fig. 1 - DILL In e nship Wo k low: ac o s and p ocess main s eps
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An online a ea is a ailable whe e s uden s ind in o ma ion, examples o an in e nship plan, and upload hei weekly
epo s. S a ing om Dill5 in ake, an "In e nship Companies Da abase" was un, whe e s uden s ind he placemen s
made a ailable by ag eemen s in he amewo k o he Mas e ’s deg ee.
In compa ison o p e ious yea s, some di e ences in he o ganiza ion applied du ing he las in ake:
1) Mee ings we e o ganized using an online ool; his made i quicke han p e ious yea s, when appoin men s we e
ixed upon a i al and we e managed manually.
2) Use accoun s o access online se ices a he Uni e si y o Pa ma we e made a ailable ou mon hs be o e he
beginning o he summe school; du ing p e ious in akes he s uden s ecei ed hem once hey we e in I aly.
This made i possible o s uden s o access he in e nship a ea mon hs in ad ance.
3) A " ideo ésumé" was added as a necessa y s ep when applying o he in e nship. This was announced
be o ehand, so ha s uden s would be able o concen a e on he possible oppo uni ies and s a e lec ing on
hei in e es s and hei abili ies. Examples we e made a ailable in he online a ea, oge he wi h in o ma ion and
hin s on he s eps o be ollowed o p epa e he ideo in oduc ion.
4) An in e nship wo kshop was o ganized du ing he hi d semes e (Wal on, 2013), and held using he Nominal
G oup Technique o ocus g oups. S uden s we e asked o e lec on hei in e nship, and sha e hei iews wi h
he g oup. They we e asked o hink o as many answe s as possible o he ques ion “Wha do you wan o gain
om you in e nship?”. The meaning o each sen ence needed u he cla i ica ion, and duplica es we e
emo ed. S uden s we e asked o ank hei op h ee answe s in o de , and he p ocess led o he iden i ica ion o
he op ou .
The ollowing ou main goals o s uden s conce ning hei in e nships we e ag eed:
• Applica ion and es ing o knowledge
• Social ne wo king
• In ol emen in he o ganiza ion
• Inc ease o employabili y
The goals we e u he discussed in g oups, whose iews we e sha ed wi h he class, h ough d awings, maps and
pos e s.
Me hodology
The quali a i e me hodology o his small explo a o y wo k includes di e en me hods o compensa ing o he small
numbe o s uden s in ol ed: a ques ionnai e was supplied o he pa icipan s o he cou se. No es aken du ing a
panel wi h expe s on he occasion o he wo kshop in i-schools ha was o ganized du ing he 17 h con e ence on
Theo y and P ac ice o Digi al Lib a ies and an in e iew o he local coo dina o , a e used o in o m he s udy. Sho
ques ionnai es we e included in he me hodology o unde s and he pe cep ions o he ecei ing o ganiza ions’
men o s in ol ed in he candida e choice. Ques ionnai es we e chosen a he han in e iews, due o he posi ion o
he au ho , who is bo h a s uden and a u o o he I alian semes e . Time being a u he issue, i was decided no o
engage in ace- o- ace o online in e iews. In spi e o he small numbe o indi iduals in ol ed, he su ey was
anonymous; eco ds kep o he su ey esponses did no con ain any iden i ying in o ma ion abou esponden s, who
we e in o med ha hei eedback would be used o some esea ch in o iden i ying po en iali ies, challenges and
sugges ions o imp o e he p ocess. Ele en answe s we e eco ded; ou o a g oup o ele en s uden s, bu wo we e
incomple e and no conside ed. Fou ou o se en men o s answe ed he ques ionnai e (six answe s we e eco ded bu
he incomple e ones we e no included in he analysis).
Discussion o he esul s
While conside ing examples o ideo ésumé, in o ma ion/hin s and he in e nship da abase gene ally use ul, s uden s
asked o mo e de ailed in o ma ion abou in e nship oppo uni ies, o ganiza ions and possible ac i i ies. S uden s
sugges ed emo ing om he da abase hose ins i u ions ha do no ha e ime o answe eques s, o whose
p ocedu es seem o make i di icul o o ganise he in e nship, gi en he sho ime. A desi e eme ged o ha e ideo
p esen a ions, li e in e iews, and lec u es om all he o ganisa ions a ailable o in e nship hos ing, wi h a iew o
making i easie o decide which o ganisa ion o apply o.
Ha ing he in o ma ion in ad ance was no conside ed use ul in one case. I would be in e es ing o unde s and
whe he he eason is co ela ed o u he o ganiza ional di icul ies which made i qui e unnecessa y la e , o
whe he i is jus conside ed no use ul pe se o ha e he in o ma ion a ailable be o ehand; ha was no possible by
means o an anonymous ques ionnai e.
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S uden s eques ed hey be gi en he oppo uni y o choose a di e en o ganiza ion as a place o in e nship, om
hose a ailable. This is unde s andable om he s uden s’ poin o iew, bu he ime a ailable o o ganize an
in e nship is sho . Ag eemen s a e necessa y, hey equi e ime and e o ; adding a new in e nship oppo uni y o he
o he s, when he hi d semes e has al eady s a ed, migh make he p ocess oo complica ed, conside ing he
esou ces de o ed o i .
Wi h ew excep ions, s uden s pe cei ed ha he wo kshop made i possible o discuss wi h o he s and disco e
objec i es hey had no hough o , and o hink o ideas o make he in e nship expe ience success ul. In mos cases i
made s uden s change hei ideas on in e nship objec i es, o some ex en . Some commen s we e en husias ic. A
p oposal was pu o wa d o acili a e a sho wo kshop wi h he speci ic ask o amilia izing he s uden wi h
in e nship objec i es.
The s uden s we e asked o a e he impo ance o skills equi ed o comple e he p epa a o y phase o he in e nship
and he c ea ion o an e ec i e ideo ésumé, help ul in being accep ed as a p ac i ione , and eusable o u he job
applica ions. In mos cases some skills we e impo an o all bu one s uden (e.g. hinking, in o ma ion,
in e pe sonal social skills in bo h cases). All s uden s conside ed communica ion and echnical skills impo an o
he c ea ion o he ideo ésumé. Resul s migh be ela ed o he s uden s’ backg ounds, and e lec app oaches by
s uden s in he wo di e en cases, wi h emphasis on he echnical skills in he ideo ésumé p oduc ion, on hinking,
social and communica ion skills in he p epa a o y phase o he in e nship as a whole. O he skills we e p oposed as
impo an in he p ocess: p oblem sol ing, decision making, analy ic, c ea i e, ime managemen skills.
Placemen p epa a o y mee ings wi h in e nship supe iso
The s uden s ag eed on he i s mee ings being qui e use ul in mos cases; a ious answe s conce n he mid e m
mee ing.
Pe sonal de elopmen plan
Di e en le els o ag eemen s apply as a as he In e nship In e es Fo m is conce ned
• helping o imagine and desc ibe he kind o desi ed in e nship;
• making i easy o de ine knowledge, skills, ou comes expec ed o be achie ed;
• making i easy o s a e how o use he expe ience o ex end and deepen knowledge and skills.
S uden s epo ed hey we e al eady mo e o less clea in hei minds how he in e nship could ad ance hei goals;
his migh ha e in luenced hem in hei judgmen , and depend on he speci ici y o each si ua ion.
When asked abou pe cei ed use ulness o he pe sonal de elopmen plan o os e ideas o ac i i ies o he
in e nship, s uden s had di e se opinions; in mos cases i was pe cei ed as use ul pe se bu oo gene al in p ac ice.
Mos men o s conside ed he p elimina y pe sonal de elopmen plan a use ul basis o he ollowing ag eemen on
lea ning ou comes and ac i i ies, and oo gene al in one case.
Sugges ions came om open ques ions. Needs eme ged o u he ideas p io o he plan phase, o a de ini ion o
he e ms used, and equi emen s conce ning he p esen a ion o he o m. A s uden p oposed o ganizing egula
wo kshops o discuss he de elopmen plan in g oups and gain knowledge o possible implica ions and issues. A
p oposal was made o pos pone i in o de o gain mo e in o ma ion abou he possible in e nship be o e de eloping
he plan; such a p oposal sugges s explaining clea ly o he s uden s ha he pe sonal de elopmen plan gi es
assis ance in he choice by e lec ing, i is pe sonal, and does no s ic ly depend on he speci ic in e nship place
choice.
The men o s sugges ed he s uden s should conside he in e nship mo e as a p epa a o y phase o he Mas e ’s
Thesis and o s a e expec a ions and ideas o he hesis om he beginning. In spi e o conside ing he plan use ul,
lexibili y is equi ed o allow o be e in e ac ion and applicabili y.
A need eme ged o gain ulle in o ma ion on candida es’ compe ence and in e es , and on hei being LIS- o IT-
o ien ed no only by he supe iso , bu also as a decla a ion in hei pe sonal de elopmen o in e nship plan.
Digi al ideo esume
DILL in e nship men o s con i med ecei ing a ideo ésumé om in e n candida es o be uncommon. S uden s had
di e se compe ences and expe iences in ideo p oduc ion; all o hem conside ed i use ul o u u e employabili y
bu s a ed hey had ne e been asked o p oduce a ideo ésumé du ing p e ious educa ional expe iences. On he
whole, he p oduc ion was conside ed complex bu ewa ding in e ms o es ing echnical skills, in some cases in
e ms o disco e ing pe sonal knowledge, skills and compe ences and summa izing hem. In one case i was
conside ed a was e o ime. Time was an issue, anxie y made i some imes necessa y o p ac ice a lo be o e ge ing a
good copy; a need eme ged o ha ing sugges ions and guidance on he so wa e o be used o he p oduc ion, and i
was p oposed o help s uden s in p oducing he ideo a he uni e si y a he han alone. The le el o expe ise wi h
so wa e and ha dwa e, ime needed o s o yboa d and p oduc ion, and necessa y communica ion abili ies we e
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conside ed by he majo i y he main challenges conce ning he p oduc ion o he ideo ésumé in he con ex o he
p epa a o y phase o he in e nship.
The e was gene al ag eemen on he impo ance o he ideo o imp o e sel e lec ion on knowledge, capabili ies
and skills, and sel - es o he abili y o sell one’s capaci y o he employe ; he e was no comple e ag eemen on i
being impo an in e ms o es ing a skill ha could be use ul o he u u e and p e- e lec ion on possible ac i i ies
o be included in he in e nship plan. An an icipa ion o he p esen a ion o he oppo uni ies o he in e nship p io o
he ideo p oduc ion was sugges ed. Since p e- e lec ion is impo an in he in e nship p epa a o y phase, his migh
sugges he need o s uden s o pe cei e be e he impo ance o indi idual e lec ion i espec i e o he choice o
he in e nship si e.
Key-wo ds mainly associa ed wi h he ideo ésumé we e “in e es ing” and “challenging”, bu also “ ime
demanding”, “use ul”, “necessa y”, “sel -e alua ion”, “p epa a ion o in e nship”, “lea ning expe ience”,
“compe i ion”.
Men o s conside ed ecei ing a ideo ésumé in e es ing, bu esponden s seemed o ag ee on i being a compendium
a he han an al e na i e o he “ adi ional” CV, and ha ecei ing bo h is a p ocedu e o be e candida e selec ion.
In e nship plan
The p ocess would equi e likely asks o be lis ed by s uden s and ag eed upon wi h men o s, bu his phase seems o
ha e been aced in di e se ways. Some s uden s ( he majo i y) w o e he plan and ag eed upon i wi h he men o
la e , o he s ecei ed he lis o ac i i ies om he men o ; in one case he a ailable d a was no used o w i e he
plan. Such di e si y in he app oach is also e lec ed in he men o s’ answe s.
Limi a ions
The s udy is limi ed o he small numbe o en olled s uden s; a u he limi a ion conce ns anonymi y in he da a
collec ion, gi en he small g oup, and he isk ha iden i y migh be e ealed in he open ques ions, since he
si ua ions we e some imes speci ic. Ne e heless, he s uden s we e in o med, be o e answe ing he ques ions, ha
hei answe s would emain anonymous. Ques ionnai es we e chosen o he easons explained, bu in some speci ic
cases an in e iew migh ha e made some answe s clea e and allowed o a be e unde s anding. One men o did
no ecei e any ideo ésumé; as he e we e ew hos ing o ganiza ions; such an occu ence migh ha e made a
di e ence in he o e iew o he men o s’ pe cep ion on such a p ac ice.
Conclusions, pe spec i es and pa hs o imp o emen and de elopmen
The esea ch gi es insigh in o he pe cep ions o esponden s, and is o an explo a o y na u e. No absolu e
conclusions can be d awn om he esul s, only an indica ion o po en iali ies, posi i e aspec s and challenges, and
sugges ions o u u e imp o emen s.
S uden s and men o s epo ed di e sely, depending on con ex s and si ua ions. The p oac i e o non-ac i e app oach
and in ol emen by single s uden s p esumably made a di e ence, as p obably did he di e en ins i u ional
equi emen s conce ning adminis a i e aspec s. I migh be use ul o make i clea e o s uden s, wha he
in ol emen equi ed is and hei ole in he p ocess.
Since he in e nship o ganisa ions we e loca ed in di e en places wi h speci ic in as uc u es and habi s, i migh be
use ul o e i y in ad ance he eques s o he hos ing o ganisa ions as ega ds iming and o icial documen s o be
p epa ed, as hey migh ha e changed in ime, in spi e o he ag eemen s al eady in place. Collec ed da a sugges
making in o ma ion a ailable in he da abase in a mo e de ailed, cohe en and simila way by all o ganiza ions
willing o hos s uden s.
Some o abo e-men ioned aspec s a e mainly o do wi h o ganisa ion, while he ocus he e is on sel - e lec ion on
lea ning ou comes ela ed o pe sonal in e es s and p e ious expe iences and backg ound; ne e heless, i seems ha
adminis a i e and o ganiza ional issues migh ha e in luenced some use s’ pe cep ions on he whole p epa a o y
p ocess, and made a di e ence in he ime dedica ed o sel - e lec ion i ela ed o o he mo e p ac ical aspec s.
Mee ing wi h he supe iso migh be pe cei ed e en mo e use ul i hey could ocus mo e on lea ning and less on
o ganisa ional aspec s. The s uden de elopmen plan migh be e ised acco ding o he sugges ions, and made mo e
de ailed. A glossa y migh be added o cla i y e minology.
The wo kshop was app ecia ed; his sugges s o ganising i egula ly and conside ing some sugges ions o imp o e
and add u he p ac ical ac i i ies comp ising p oblem sol ing, decision-making, analy ic skills.
Video ésumés a e likely o be used again in he u u e, as s uden s and men o s conside ed hem use ul, as
in eg a ion o he CV; some u he acili a ion migh be added o s uden s.

6
One men o s essed he pe cep ion o an imp o emen o he p ocess ela ed o p e ious expe iences; his suppo s
he idea ha an in es iga ion migh be use ul each yea , o cons an e alua ion and imp o emen . In e iews would
be p obably mo e sui able o gain a be e unde s anding o some o he answe s and aspec s co e ed, bu his migh
be decided depending on he in ol emen o hose ca ying ou he esea ch in he p ocess, since a di ec in ol emen
wi h people who gi e suppo and assis ance du ing he ollowing s eps migh in luence di ec answe s in an
in e iew.
I seems a gene al opinion o he ac o s in ol ed ha i would be wo h an icipa ing he o ganisa ion phase o he
in e nship; i migh be use ul o all he s akeholde s o ha e mo e ime o he ac i i ies, and also o a oid
adminis a i e and o ganiza ional issues ha in luence pe cep ion on he in e nship p ocess, and concen a e mo e
ully on lea ning ma e s and e lec ion.
A epo on he in e nship pe iod is o eseen among he assessmen s du ing he semes e ; a u he ex ension and a
u u e scena io could include he in eg a ion o he ideo ésumé inside an e-po olio, o imp o e he e lec ion on
lea ning needs, knowledge, compe ence and skills be o e and du ing he in e nship and as a complemen o he
epo . Such in eg a ion should be ca e ully conside ed, as i would equi e ime and esou ces o o ganize semina s
o s uden s o in oduce e-po olios, and o ha e he p ocess cons an ly acili a ed, as sugges ed by some schola s
(Cheng & Chau, 2009).
Re e ences
Cheng, G., & Chau, J. (2009). Digi al ideo o os e ing sel ‐ e lec ion in an ePo olio en i onmen . Lea ning, Media and
Technology, 34(4), 337–350. doi:10.1080/17439880903338614
G an , S. (2005). Clea e-po olio de ini ions: a p e equisi e o e ec i e in e ope abili y. P oceedings o ePo olio, 27–28.
Lo ing, L., & Kajbe g, L. (Eds.). (2005). Eu opean Cu iculum Re lec ions on Lib a y and In o ma ion Science Educa ion. Royal
School o Lib a y and In o ma ion Science. Re ie ed om h p://dspace-unip .cilea.i /handle/1889/1704
Tamma o, A. M. (2007). A cu iculum o digi al lib a ians: a e lec ion on he Eu opean deba e. New Lib a y Wo ld, 108(5/6),
229–246. doi:10.1108/03074800710748795
Tamma o, A. M. (2013, Augus ). Cou se Handbook 2013-2014 o he i alian semes e o he In e na ional Mas e ’s in Digi al
Lib a y Lea ning. Re ie ed om h p://colab.unip .i
Van De Molen, G. (2007, Decembe ). In e nships in LIS educa ion in G oningen. bid ex os uni e si a is de biblio economia i
documen ació, (19). Re ie ed om h p://bid.ub.edu/19 ande2.h m
V iens, M., & Van Pe egem, W. (2011). Make i wo k! In eg a ing i ual mobili y in in e na ional wo k placemen s. EU-VIP
p ojec . Re ie ed om h ps://www.e md.o g/blog/ iew/110-make-i -wo k-in eg a ing- i ual-mobili y-in-
in e na ional-wo k-placemen - ee-handbook-a ailable
Wal on, G. (2013, Oc obe 24). Wo kshop on success ul in e nships. P esen ed a he DILL Mas e ’s, Pa ma, Uni e si y o Pa ma.
Yap angco, C. (2007, Ma ch 27). Vaul Releases Fi s E e Video Résumé Su ey. Sma B ie . Re ie ed Ap il 9, 2012, om
h p://www.sma b ie .com