My ePortfolio encompasses the breadth of my knowledge and skills I have attained because of my work in the library and information science program at the University of South Florida as well as co-curricular activities during my time in the master’s program. It is organized by the four main learning outcomes as devised by the School of Information:
- Leadership and Innovation,
- Systems and Services,
- Knowledge Representation, and
- Theory and Praxis,
and provides evidence of my mastery of these goals. I selected my artifacts from the six core classes as well as electives and program-related activities that I believe confirm my dedication to the profession and my proficiency in the field.
In Fall 2019, following a discernment period and career change, I felt driven to begin the library and information science graduate program at the University of South Florida. Given my love of research and enjoyment of helping and working with others, I opened myself up to see where my coursework led me, and my program of study has definitely taken me on a journey to understand my philosophy of librarianship. I see human connection as central to the existence of libraries, and as a librarian I hope to connect the voices and stories of the past, present, and future.
My focus on connection began taking shape in my first semester with my Foundations of Library and Information Science course that challenged me to look at library-related issues in an innovative and collaborative yet analytic way given the need for equity in our diverse communities. Three assignments in particular focused my attention to these issues – a briefing I wrote regarding professional retention and recruitment of diverse groups, a collaborative assignment where my classmates and I joined forces to modify a patron rights document to make it more inclusive, and my coalition of thoughts into a pro-master’s program-for-librarians library speech. Library leadership and systems must continue to adapt to new technologies and creative thinking in order to thrive for the benefit of our communities.
I bolstered my notions surrounding this with not only the core Introduction to Library Administration course, but also strong electives like Cultural Heritage Institutions and Libraries; Teaching Information Literacy; Seminar in Public Libraries; Preparing Instructional Media; Adult Services in Libraries; and Supervised Fieldwork. Because of assignments and projects in these classes, which include creating a strategic plan, programs, publishing materials, articles, and advocacy letters, as well as my fieldwork’s special project at the Pinellas Park Public Library, I have a dream of my ideal library. It will feature me as a librarian serving a community that knows all are genuinely welcome, and we engage, create, and then turn ideas into action together.
More specifically, evolving technologies and systems allow libraries to share information in new and exciting ways, and I enjoyed learning about these expansions of knowledge as part of my coursework. I wrote a research paper in Introduction to Library Administration that investigated how library administrators could engage in effective social media planning, marketing, and staffing efforts to empower their communities through connection. Based on a review of the literature and combined with informal survey responses, I determined that library social media returns power back to communities to make their voices heard so long as best practices are undertaken to connect with patrons online on a relational level. Social media opens up the library beyond its basic four walls and meets people where they are, just as they are.
I grew in my knowledge of other technologies beyond social media awareness, too. I learned how to do a text evaluation and create a diversity in youth literature toolkit for my Multicultural Literature for Children and Young Adults course using available resources. I developed my first reading map based on one of my favorite books and devised my first podcast joining together libraries and the arts. As part of my Information Sources and Services course, I improved my annotated bibliography skills, honed by ability to answer reference questions, and generated my first collaborative LibGuide on Game-Based Learning for K-12 instructors.
I encountered challenges to my own learning processes, particularly in the more technical classes like Organization of Knowledge and Introduction to Archives and Records Management. Despite my relative ease with portions of these courses (see my research papers on image indexing and community-based archives), creating a metadata application profile, determining a Dewey Decimal classification system for a textbook, and generating an ArchivesSpace finding aid allowed me to notice where I had room to grow in my understanding of the identifying data that allows librarians to locate resources. I plan to continue to improve my knowledge of these technical areas as I work in the field.
Further, Research Methods in Library and Information Science challenged me to create a survey questionnaire for a collaborative research proposal as well as research how to conduct interviews as a research method. I built on that knowledge in my Teaching Information Literacy course where I had to create my own assessment strategies for a library program. I expanded my research theories in applied settings as part of my Research Methods course through my team’s design of a mixed-methods proposal seeking to incorporate social services in a public library setting to serve vulnerable populations.
Finally, my last semester’s coursework in Collection Development and Maintenance and Organization/Administration of the School Media Center, when combined with my Supervised Fieldwork, allowed me to learn practical applications of building strong library collections through nuanced selecting and weeding of print and electronic materials in my collection assignments. I discovered the value of a solid collection development policy as a guiding force in all the library’s accomplishments (and learned how difficult it is to create one based on a thorough needs assessment), and saw it put into practice in a public library space.
As evidenced by my course and artifact selections, I envision the theme of connection as the true heart of library life and my role as a librarian – to accompany all patrons in the sharing of knowledge in this safe harbor of my community. I continue to seek out my voice as a library activist, and expect it to adapt as I move through the field. However, I am determined to continually ask myself the following question to challenge my thoughts and actions – what and who will I stand up for when I am a librarian? The skills and knowledge I have gained because of my participation in this program provide a firm foundation upon which to begin to answer this tough question. I stand with my community, especially with those who do not feel heard and understood. I will make space to authentically respond to injustice by lamenting, listening, reflecting, learning, and then acting with others.
I plan to pursue a career in public libraries or similar institutions, and hope to elevate the profession through creating concrete connections with the communities I serve. Through the MLIS program, I have honed my research skills and developed a good understanding of the library profession’s theories and policies. Galvanized by my fieldwork experience, I see myself growing as a librarian as I learn more about current library practices and day-to-day work in library spaces. I seek to be a leader in the field someday, and plan to take steps to always continue learning new methods of outreach and connection with the pulse of my community. This began with my academic career at the University of South Florida’s School of Information and I foresee it never ceasing as I develop my skills in the field.