+44 (0) 1273 386849Nurturing New Librarians: Building Confidence, Skills, and Belonging
Internships and traineeships are a gateway into the library and information profession. For many early-career librarians, these first placements define their skills, confidence, and sense of belonging. The difference often lies in how supervisors design and support the experience.
A well-planned programme can inspire commitment to the profession; a poorly structured one risks discouragement or disengagement. The Institute of Advanced Legal Studies (IALS) graduate traineeship has long set a high standard, combining structured learning with a culture of support and curiosity.
Combined with insights from recent trainees such as Laura, it offers a clear framework for creating meaningful, supportive placements that nurture both confidence and competence.
Define the purpose of the role
Every internship or traineeship should begin with a simple set of questions: What is the role for? What will the trainee contribute? What will they learn in return?
It’s tempting to treat early-career librarians as “extra help”, but that undervalues their contribution and can lead to frustration on both sides. Instead, be intentional: assign clear goals such as supporting a project, auditing a collection, or contributing to user engagement and digital development.
IALS demonstrates what is possible. Its year-long graduate traineeship combines rotations across service areas with enquiry desk experience and structured training. The result is a programme that builds both professional awareness and practical skills – and gives trainees the confidence to see themselves as part of the profession from the start.
Supervisors can also help dispel stereotypes about library work. Laura, for example, didn’t expect to find herself managing social media posts, and discovered that variety made the role both challenging and fun. Encouraging trainees to bring their own ideas and expertise – whether for displays, signage, or communication channels – ensures they feel seen and valued.
Build structure around learning
Short placements for early-career librarians can feel especially aimless and unproductive without structure. A simple plan outlining orientation, daily or weekly check-ins, and an end-of-placement discussion shows that the organisation values the learning experience as much as the intern does.
At IALS, Laura described how regular meetings, clear responsibilities, and approachable supervisors made a lasting difference to her confidence. Small details – such as a defined induction or scheduled feedback session – turn a temporary post into a genuine learning opportunity.
Supervisors should also make space for technological development. Library work relies on digital fluency: using library management systems, managing spreadsheets, handling metadata, and social media. Laura joked that she learned more Excel shortcuts in the library than anywhere else – a reminder that even routine tasks can build vital technical skills.
Talking about and introducing elements like responsible AI use or digital research tools can prepare trainees for the future shape of the profession. Ask your intern about GenAI, they might know more about the tech than you do!
Prioritise equity and access for early-career librarians
Equity remains central to every stage of a traineeship from recruitment to completion. Paid opportunities for early-career librarians wherever possible make the profession more accessible from the start. Simplifying applications, offering hybrid or flexible work, and supporting travel to professional events all help widen participation.
Supervisors can play a role in broadening awareness of the profession. Laura’s journey began with an online outreach programme that introduced library work to young people. Getting involved in similar initiatives, through talks, mentoring, or virtual Q&A sessions, helps attract future applicants from diverse backgrounds.
Other institutions, such as Columbia University Libraries, have shown that reducing barriers and formalising pay can significantly widen reach. The principle is clear: inclusivity is not an add-on but a foundation for professional vitality.
Be a mentor, not just a manager
Trainees remember the people who guided them far more than the projects they completed. A good supervisor is accessible, consistent, and authentic. That doesn’t always mean formal mentoring – it can be as simple as making time for questions, sharing early-career stories, or introducing them to new work colleagues.
External connections are also important. Encouraging attendance at events such as BIALL or CILIP conferences, arranging visits to other libraries, or introducing trainees to professional networks gives them a clearer sense of the field’s breadth and possibility. Exposure to the wider profession is often what transforms an internship from experience into vocation.
Laura credited her sense of belonging to the open, friendly culture at IALS, where she was encouraged to ask questions and try new things. Creating that kind of psychological safety – where uncertainty is normal and learning is visible – can really help early-career librarians thrive. BIALL was a great motivational event for her.
Embed feedback and reflection
Feedback should be continuous, not an afterthought. Regular check-ins during the placement, combined with structured end-of-placement reflections, create opportunities for both sides to learn.
Supervisors can help trainees develop reflective habits through learning journals or reflective logs, encouraging them to note what they did, what they learned, and what felt challenging. These records later become valuable when writing applications or preparing for interviews.
Creating a culture where questions are welcomed, mistakes are discussed, and curiosity is rewarded builds confidence and professional maturity. Reflection should be reciprocal: supervisors can use feedback from each cohort to refine the structure and support of future placements.
Conclusion
Supporting early-career librarians is both a responsibility and an opportunity. The lessons are simple but powerful: define purpose, provide structure, act with equity, mentor with authenticity, and embed reflection.
Add to that a forward-looking emphasis – helping trainees gain digital fluency, professional exposure, and confidence in their own ideas – and you create an environment where early-career librarians can flourish.
Supervisors who take this approach don’t just nurture individuals; they help secure the next generation of librarianship itself: skilled, inclusive, and ready for the challenges ahead.
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