Professional Goal

Create and foster a library environment in which teens and others

are encouraged and empowered to think, create, share and grow.

Personal Learning Goals

Self Assessment

Program Entry

Summer 2019

Project Completion

Spring 2021

Goals

Learn about information-seeking behaviors.
Learn about the responsibilities of library managers.
Learn about the ways information is organized.
Learn about the history of the library and suggest ways to advance librarianship in public-school library media centers and public libraries.
Learn about technology uses in information services.
Learn about how ethical research is conducted in the field of information studies.

Objectives

Gain a greater understanding of how people search for information.
Gain a greater understanding of how libraries are maintained and managed by library managers and directors.
Gain a greater understanding of information organization from the perspective of the information seeker.
Gain a greater understanding of various ways to create culturally responsive libraries.
Gain a greater understanding of technologies used in information services and the implications for expansion.
Gain a greater understanding of how to use research to inform library practice.
Practice creating library programming.

Prior to starting the Master of Library and Information Studies (MLIS) program at the University of Oklahoma (OU), I wanted to learn about the logistics of running a library including but not limited to cataloging, collection development, and budget creation. I had been working in schools for about 10 years and planned to move into the library at the school I was working in at the time. I approached the MLIS program as a task to complete so that I could move into the next phase of my career in education. I chose OU for my MLIS program because OU’s program is the only program in Oklahoma with American Library Association (ALA) accreditation. While the ALA accreditation is not required to be a school librarian, I wanted to make sure that my MLIS degree opened as many opportunities as possible and that the education I received was the best available. In retrospect, this was one of the best decisions I made.

During my time in the MLIS program, I learned far more than I originally planned. The time I spent learning from OU professors and collaborating with other students changed my goals in ways I didn't fully recognize until I began reflecting on my time at OU. I did learn about how to run a school library including practicing and refining skills directly related to working with young people and others. I had not expected to grow so significantly from learning about the history, theory, and guiding principles of libraries and librarianship. In learning more about the purpose of libraries I found myself creating larger goals including creating public spaces that allow everyone to explore, learn, and grow. The library is a space where everyone is not only welcome but where everyone is invited to be included, is seen as valuable, and is respected in their personal pursuits of learning and sharing of knowledge. The library is a community-building institution that has the power to bring people together for the betterment of everyone. The library is a safe space in times of harsh weather, a place where anyone can access vital resources, a place where there is a librarian who can help anyone find the information they need or want, a place to find entertainment, a place to learn new skills, a place to create connections within the greater community, and a place I am proud of and passionate about.

During the MLIS program, two separate but related documents informed my personal inquiry and focus. The American Association of School Librarians (AASL) identifies the standards of the school library as a place where inquiry, inclusion, collaboration, curation, exploration, and engagement occur. Hovering the cursor over each button will give a brief explanation of the standard. Clicking the buttons will open the AASL webpage for the standard.

AASL Inquire

Inquiry, critical thinking, and problem solving.

AASL Inquire

Inclusion and celebration of diversity.

AASL Explore

Discovery by experience and reflection.

AASL Curate

Create information & resources.

AASL Engage

Ethically share information with others.

AASL Collaborate

Work with others; create a learning community.

AASL. (2021). National School Library Standards. AASL. https://standards.aasl.org/

The Young Adult Library Services Association (YALSA), a division of the American Library Association (ALA), defines youth librarianship through the use of 10 core proficiencies referred to as YALSA’s Teen Services Competencies for Library Staff.

Teen Growth and Development: Knows the typical benchmarks for growth and development and uses this knowledge to plan, provide and evaluate library resources, programs, and services that meet the multiple needs of teens.

Interactions with Teens: Recognizes the importance of relationships and communication in the development and implementation of quality teen library services, and implements techniques and strategies to support teens individually and in group experiences to develop self-concept, identity, coping mechanisms, and positive interactions with peers and adults.

Learning Environments (formal & informal): Cultivates high-quality, developmentally appropriate, flexible learning environments that support teens individually and in group experiences as they engage in formal and informal learning activities.

Learning Experiences (formal & informal): Works with teens, volunteers, community partners and others to plan, implement and evaluate high-quality, developmentally appropriate formal and informal learning activities that support teens’ personal and academic interests.

Youth Engagement and Leadership: Responds to all teens’ interests and needs, and acts in partnership with teens to create and implement teen activities and to foster teen leadership.

Community and Family Engagement: Builds respectful, reciprocal relationships with community organizations and families to promote optimal development for teens and to enhance the quality of library services.

Cultural Competency and Responsiveness: Actively promotes respect for cultural diversity and creates an inclusive, welcoming, and respectful library atmosphere that embraces diversity.

Equity of Access: Ensures access to a wide variety of library resources, services, and activities for and with all teens, especially those facing challenges to access.

Outcomes and Assessment: Focuses on the impact of library programs for and with teens and uses data to inform service development, implementation, and continuous improvement.

Continuous Learning: Acts ethically, is committed to continuous learning, and advocates for best library practices and policies for teen services.

YALSA. (2017). Teen Services Competencies for Library Staff. YALSA. http://www.ala.org/yalsa/guidelines/yacompetencies