Connect people to information and information technology, particularly to promote a just and equitable society. 

1.1 Knowledge Production: Demonstrates how knowledge is produced, disseminated and verified in different disciplines and the public domain, including:  what entities control knowledge production; document forms produced and what knowledge is contained in each form. 

1.2 Curation: Articulates a rationale for collection decisions based on community  needs; selecting materials

1.3 Description: Articulates the difference between physical and intellectual access; role of tools that can facilitate one or both of those; understands the implications for descriptive schemas; understands searching tools, finding aids, natural language vs. controlled vocabulary (official search terms- system dependent- be able to understand, explain, apply)

1.4 Organization: Describes agreed upon methods for organizing information; control of and roles of meta-data; analyze strengths and weaknesses of standard organization tools

1.5 Human Information Needs and Behaviors: Articulates a basic understanding of human information needs and behaviors and describes how the many forms of diversity in our society impact information provision. 

1.6 Technology: Describes the dynamic nature of information technology and how it is employed to connect people to information and to teach other to build community. 

1.7 Professional Ethics: Articulates ethical perspectives on the organization and provision of information with an emphasis on promoting a just and equitable society; using new language to reflect community (e.g., how they used to classify LGBTQ+ under "deviant" behavior)

Artifacts:

LIS 640 System Evaluation (1.3, 1.4)

LSC 553 Lib Guide (1.2, 1.3, 1.5, 1.6, 1.7)

     *This assignment was from my previous school, The Catholic University of America, from which I transferred to UNCG and had all credits successfully transfered from.

PLO 1 is all about connecting people with information in an equitable way. Much of my MLIS journey has centered around this essential goal, aligning with our Core Values of Librarianship -- Access, Equity, Intellectual Freedom & Privacy, Public Good, and Sustainability (American Library Association, 2026). Librarians deliberately curate collections, OPAC systems, instruction, and programing that strive to make access to library spaces and resources approachable, equitable, and obtainable. 

In my Information System Research Report from LIS 640, I took a deep dive into a school library's online catalogue system, exploring and analyzing its ability to serve its patron's information needs. This was an excellent exercise for me in growing a deeper understanding of how metadata works and the role it plays in effective retrieval of information. With detailed resource descriptions, for example, students are able to narrow in on the items that fit their needs best. If descriptions are not fleshed out, a perfectly relevant resource may not come up in their search query.  The rules for how to format those resource descriptions is the coming together of metadata elements, authority records, and content standards such as Resource Description and Access (RDA). This allows for an effective organization system thereby making intellectual access reliable and obtainable (1.3, 1.4). This project has helped me think about how descriptive schemes will play a role in my school's catalogue system, serving to "Save the time of the reader" as Ranganathan's 4th Laws of Library Science states (Ranganathan, 1931).

At my previous institution from which I transferred to UNCG, I created a LibGuide offering public library patrons with a detailed guide on urban gardening. LibGuides are fabulous digital tools for the curation of relevant and credible information on a specific topic. In this case, I was the public library patron searching for one central place that would provide me with the resources I needed to grow a green thumb. I used this assignment as an opportunity to build that information resource, thereby answering a community need. Included throughout are how-to books available at the public library, blogs and vlogs, community programs, resources to both indoor and outdoor gardening, and D.C.-specific stores, classes, and events (1.1, 1.2). As a resident of Washington, D.C. I am fully aware of the demographics of my home city. In choosing content for this LibGuide, I intentionally chose instructional videos, blogs, and books that reflected the richly diverse community in which we live ensuring high representation from BIPOC gardeners and enthusiasts. Regardless of background (racial, financial, cultural), I wanted all visitors to walk away knowing that people that look and live like them can successfully garden! Like all aspects of librarianship, we encourage and advocate for DEI in all it's expressions. In this way, my LibGuide promotes a just and equitable society (1.5, 1.7). This LibGuide not only helps patrons on their gardening journey, it is community-centered, referring patrons to the abundant resources available to them in their city. This LibGuide is an example of technology serving a community information need while building partnership among its residents (1.6).

As I think ahead to my school's future collection development and curation of digital knowledge production, I know that I am now equipped with the knowledge and values necessary to uphold the goals of PLO1. Understanding the information needs, behaviors, and demographics of my community will allow me to maintain the professional ethics of my field, promoting a collection, space, and programing that strive for physical and intellectual equity. With this foundation, I can use descriptive schemes in my cataloging system that allow for intellectual access for all my students, regardless of demographics, without the barriers of censorship or language historically (and unfairly) used for marginalized groups. Technology will be harnessed to make this information available to all in an accessible way that promotes the inherent value of all in my learning community.

References:

American Library Association. (2026). Core values of librarianship. https://www.ala.org/advocacy/advocacy/intfreedom/corevalues  

Ranganathan, S.R. (1931). The Five Laws of Library Science. New Delhi: Madras Library Association