PLO Reflection
With nearly twenty years of classroom experience teaching English and social studies at the middle school level, I entered the MLIS program at UNCG with a working understanding of libraries and their role in schools. I brought a background in STEM, interdisciplinary, and hands-on learning, as well as a deep commitment to inquiry-driven instruction. Through my coursework, I came to understand that librarianship is rooted in many of these same ideals, as well as in organizing and enabling equitable access to information and information technologies for the public good (PLO 1). Effective school librarians design learning, build relationships, guide inquiry, and advocate for their communities. My classroom experience sharpened rather than defined this understanding, as I became more intentional about assessing and responding to the needs of all students — particularly those who are underserved (PLO 2). I also grew more committed to ensuring that students see themselves reflected in the library: in collections, in programming, in space design, and in the professionals who serve them. Using evidence-based reflection to identify gaps and design strategies that center equity became a cornerstone of how I approach every decision in my practice (PLO 3).
Centering equity in every decision naturally shapes how I approach instruction and leadership in the school library. I use purposeful instructional strategies and communication — in both formal and informal interactions — to promote information and digital literacies for students and staff (PLO 4). My curiosity about makerspaces grew alongside this work: I now see them as another form of literacy and storytelling, and I am drawn to both low-tech and tech-rich options that let students tinker, create, code, build, and remix in ways that honor who they are and what they bring to school. At the same time, I advocate for intellectual freedom and for policies and practices that remove barriers to access, so that the library serves as a model of fairness and representation (PLO 5). I view leadership through a lens of integrity, innovation, and inclusion — embracing change to drive organizational growth and ensure the library remains a dynamic, relevant space for every learner (PLO 6).
Collaboration lies at the heart of my approach. By working alongside teachers, administrators, families, and the broader community — particularly those who are underrepresented and underserved — I build a culture that values inquiry, creativity, and continuous improvement (PLO 7). The library I am working to build is not just a physical space; it is a visible, active hub for reading, making, connection, and belonging. The evidence in this portfolio reflects how the Program Learning Outcomes now guide my daily practice: ethical, equity-focused work; thoughtful use of technology; evidence-based decisions; and advocacy grounded in community. This is the librarian I am becoming.