Goal II: Systems and Services

Students understand the systems and technologies that facilitate the management and use of information resources to serve the diverse needs of users.

II.a. Students identify and analyze diverse information needs of individuals and communities.

• LIS 5566 – Text Evaluation: The Birchbark House by Louise Erdrich. For my multicultural literature for children and young adults course, I reviewed five books, looking at specific factors (quality; language/speech; characters’ development; cultural background; lifestyle; celebration of culture; author’s background/sources; critics/reviews; and overall quality) to demonstrate their value to the groups depicted. The fifth module focused on Native/First Nations and American Indian literature, and my analysis stems from the mysterious and often dreamlike writing style flowing through the seasonal and personal changes felt by the characters. 
• LIS 6026 – Site Visit: Clearwater Public Library’s Public Memory Collection. My archives course required a site visit to answer a research question so learners could obtain practical experience using archives. My question was, What events led to the 1916 creation of the Clearwater-based, Carnegie foundation grant-funded library? Using online archives as well as physical archives located at the main branch of the Clearwater Public Library, I was able to find pictures of the original library building and Library Association Minutes that provided clarity as to the timeline for opening.
• LIS 6511 – Collection Development Needs Assessment. My group of five classmates created a needs assessment loosely based on the Osceola Library System to identify current and future library trends materials selection. In our assessment, we created and reviewed demographic and library circulation data as well as a survey, focus groups, and interviews. My primary responsibility covered formation of the focus group and interview questions and the dummy data used to guide our proposed actions. I also assisted with the development needs section under proposed actions. My team worked together well and we trusted each other’s abilities to craft our assessment, which is evident in our final product.
• LIS 6603 – Assignment: Answering Reference Questions. For my final assignment in basic information sources and services, I selected three database search questions and three reference questions to answer with appropriate justification. These questions were wide-ranging and involved looking at unfamiliar sources and databases. Further, even though these were hypothetical questions, considering additional questions to ask the patron helped me to think deeper about the process which should prove beneficial when working with patrons on the job.

II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.

• LIS5566 – Diversity in Youth Literature Toolkit. I created a toolkit focusing on five diverse groups in the area of youth literature: (1) Latinx/Caribbean-American; (2) African-American; (3) Asian/Pacific American and Middle Eastern; (4) Native-American, Indian American, First Nations; and (5) Other Diverse Groups including LGBTQIA+, Disability Experiences, and Religious Diversity. I utilized case studies, generated a comprehensive list of resources with specific names and websites, and compiled a top five recent books every library should have list for each of the five groups. Further, I described my personal commitment to diversity and concluded with an advocacy letter to a local bookstore asking them to increase its African-American collection to better represent its local population. This toolkit can be easily referenced to locate sources and give patrons literature recommendations for these groups.
• LIS 6523 – Reading Map: The Invisible Life of Addie LaRue by V.E. Schwab. I created this reading map as a reader’s advisory tool to expand patrons’ knowledge of the novel beyond the book itself into three key related areas: St. Petersburg Pride, muses and their artistic relationships, and the Faustian legend. I also included information about the author, V.E. Schwab, and read-a-likes. This will allow readers to enjoy the book in new ways and enlighten them to similar materials available at the library.
• LIS 6603 – Annotated Bibliography: Game-Based Learning and 21^st Century Skills: A Review of Recent Research. I selected an article for inclusion in my group’s LibGuide (Game-Based Learning for K-12) and evaluated it by looking at several factors including: authors’ background, date, publisher, title, objectivity, and writing style. I concluded my analysis with my rationale for selecting this source and reflected on my literature review, giving attention to where I learned new ways to check validity of sources and directions where research on game-based learning could move forward into the future. 

II.c. Students understand and use appropriate information technology for information services.

• LIS 6603 – LibGuide: Game-Based Learning for K-12. In Fall 2019, I created this LibGuide with two classmates to provide a comprehensive introduction for how game-based learning and gamification can be utilized in the classroom. Game-based learning uses elements of games to restructure lessons in a way that students learn material more efficiently and thoroughly. Links to peer-reviewed journal articles, TED talks, kickstarters, ebooks, periodicals, subject headings and browsing areas, and practical examples are included for teachers, librarians, education students, and K-12 education affiliates. I specifically worked on devising the subject headings, browsing areas, and tags; locating resources; and editing text. Our group held each other accountable through frequent communication on WhatsApp and used Google Docs to share ideas with each other.