The following is based on the American Library Association’s Core Competencies of Librarianship, with special focus on Section 5 (Reference and User Services), Section 7 (Continuing Education and Lifelong Learning), and Section 8 (Administration and Management), as well as the Reference and User Services Association's Professional Competencies for Reference and User Services Librarians, and the Association of College and Research Libraries Roles and Strengths of Teaching Librarians.

Goal 1: Gain general capabilities of librarianship and develop working knowledge of all areas of library institutions

A: Understand the history, philosophy, and current trends of librarianship and information resources

B: Learn the fundamentals of information organization and technology

C: Identify issues of bias and inequity as well as methods of responding and redressing them

Goal 2: Develop professional competencies in User Services

A: Develop a personal definition of information literacy

B: Develop professional competencies in reference

C: Develop professional competencies in instruction

D: Develop a personal philosophy of management

Goal 3: Develop a professional identity in the field of Library and Information Services

A: Become a member of my state library association

B: Attend professional conferences and workshops

C: Publish in a library journal and/or present at a library conference or workshop

Multiple factors influenced my decision to begin the MLIS program in 2018.  First, several of my coworkers began their MLIS at the same time, spurring me to take a look at the program.  Second, I frequently attended professional development opportunities at the university, including classes provided by OU Human Resources and sitting in on undergraduate classes at the OU School of Visual Art, but I felt such training had stagnated.  Third, the feeling of achievement and satisfaction of helping users heavily influenced my choice to begin the LIS program.

The primary factor, though, was to improve my performance and participation at OU Libraries.  While I easily picked up the day-to-day operations of the library, and I could help undergraduate students with frequent requests, I would feel overwhelmed when trying to help users with more complicated reference questions.  Meanwhile, during formal and informal gatherings with librarians, I would feel lost in conversations that would get highly technical or philosophical, unclear about how the conversations translate to an on-the-ground context.  

I completed a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis at the beginning of the program in the Fall of 2018.  This analysis identified the major thrust of my interests in management, reference and instruction.  It also identified several strengths, primarily based on my background in improvisational theater.  This gives me unique teaching and training skills, in which I am comfortable with active and collaborative teaching strategies.  I also excel in flexibility, agility and adaptability, which has made me comfortable with managing the frequent changes at the library.  

There are several areas of improvement, however.  Despite my user-centered focus and people-centered management style, I am (as many librarians may relate) introverted, expending energy whenever I help patrons.  Developing skills in reference and instruction will decrease the amount of energy I expend.  My SWOT analysis also identified an issue with procrastination, a weakness I intend to correct within the program.  Technology is also a challenge for me; although my ability to be flexible and adaptable helps in adopting and implementing new technologies, I struggle when the process gets highly detailed, tedious or math- or coding-heavy. 

Several opportunities may present themselves in the near future, such as open positions and committees at OU libraries or other library institutions and organizations.  Upcoming retirements at OU Libraries mean positions will open, creating opportunities to secure a position as a librarian.  Meanwhile, teaching opportunities at the University of Oklahoma are open to staff members with a Masters-level degree.  On the other hand, while changes in the university and library organizations may present opportunities, they also create uncertainty.  The library and university both face shrinking budgets and an uncertain economy, meaning vacant positions may go unfilled or reimagined into other roles.  

The new situation created by the COVID-19 pandemic complicates this outlook.  Beyond the threats to health and safety, the pandemic creates an environment antithetical to skills that rely on in-person and face-to-face environments.  Even after a vaccine, our society may adjust to more remote and less in-person work and education.  However, the return to in-person environments after such a long period of isolation may encourage the need for in-person training, which may create opportunities to hold workshops on interpersonal skills.  In beginning a Master’s in Library and Information Studies, I hoped to build a number of skills and competencies in general librarianship and user services so that I will be prepared for these new opportunities and threats as they arise.

I am specializing in academic libraries with a focus on user services.  My focus has been particularly concentrated on reference, employee training, and user instruction.  My choice of specialization follows my employment experience at OU Libraries, where the sense of achievement and satisfaction of helping users directly influenced my choice to begin the LIS program.

Why Reference, Training and Instruction?

Reference, training and instruction are closely related and intersectional.  Providing reference assistance to users includes one-on-one instruction of library services and information literacy.  Effectively training employees includes instructional design.  Training student employees to assist library users requires all three.  Concentration on these areas will open multiple opportunities for me to be involved in the development of different aspects of the library

Core Classes 

The core classes provided a well rounded foundation of my focus as well as working knowledge of areas outside my focus.  Knowledge and Information Society (MLIS 5033) provided an overview of librarianship.  Management of Information and Knowledge Organizations (MLIS 5023) and Information Users in Knowledge Society (MLIS 5053) directly contributed toward my focus.  Organization of Information and Knowledge Resources (MLIS 5043) provided methods for understanding how collections are organized, which will allow me to teach these concepts to patrons and employees.  Research and Evaluation Methods (MLIS 5713) provided methods of assessing my teaching performance, as well as methods of publishing.  Information and Communication Technology (MLIS 5063; renamed to Fundamentals of IT) provided a foundation for understanding the technologies used daily by information organizations.

Electives

Diversity Fundamentals in LIS (MLIS 5173) provided important perspectives on identifying biases in user services and methods of serving underprivileged populations.  Oklahoma Information Environment (MLIS 5233) provided a variety of perspectives on how different libraries are set up to serve different populations.  Foundations in Learning Science (MLIS 5533) explored philosophical underpinnings of education and instructional design.  Information Literacy and Instruction (MLIS 5503)  explored practical methods of instruction and concepts of literacies and metaliteracy.  Information Sources & Services (MLIS 5513) provided an understanding of how collections and services are designed to serve different populations.  Libraries and Popular Culture (MLIS 5970) provided a unique perspective on user services and reference.  

The past three years have been strange.  The landscape of OU changed rapidly, with new presidents and deans coming and going, departments appearing and disappearing, a complete shutdown and a tense reopening process with new safety policies and procedures.  During my time in the program, I had to navigate the merger of two departments and the world had to navigate a global pandemic.  Still, I maintained a 4.0, won multiple scholarships and awards and published and presented on the topics I was learning.  Throughout the program, I was able to apply the concepts I learned toward my job, from helping patrons find information to revising circulation processes and training procedures, as well as representing OU Libraries in conference presentations.  In reviewing my core and elective courses in context with my learning goals, I have found that I have achieved all of my objectives for the program:

Goal 1: Gain general capabilities of librarianship and develop working knowledge of all areas of library institutions

1A: Understand the history, philosophy, and current trends of librarianship and information resources

1B: Learn the fundamentals of information organization and technology

1C: Identify issues of bias and inequity as well as methods of responding and redressing them

I directly achieved goal 1A in Knowledge and Information Society, which began with a history of libraries, delved into the philosophical underpinnings of the profession (or questioned whether there are any), gave an overview of the various domains of library service, and considered future trends.  Nearly every other course considered the same aspects, each through the lens of their subject.

Both Organization of Information and Fundamentals of IT were challenging classes for me, operating in a highly technical and detailed mode.  Both classes heavily contributed to goal 1B the most, although many other courses contributed in separate ways.  The act of creating video tutorials, libguides, visual presentations and even an online portfolio required extensive (and occasionally collaborative) use of technology, and required careful thought of how to organize and present information.

Diversity Fundamentals in LIS directly provided resources and processes to achieve goal 1C, which directly informed my contributions toward the OU Libraries EDI committee.  However, every course included at least one module dedicated to issues of equity and inclusion, and multiple other opportunities to tackle issues of equity.  (I contacted Sarah Connelly for the exact policy the school was operating under.  Apparently no policy exists; every professor independently chose to include this content.)  Foundations of Learning Sciences also contributed greatly to this goal by extensively exploring the concept of equity literacy.

Goal 2: Develop professional competencies in user services

2A: Develop a personal definition of information literacy

2B: Develop professional competencies in reference

2C: Develop professional competencies in instruction 

2D: Develop a personal philosophy of management 

After considering how various users look for information in Information Users in Knowledge Society, Information Literacy and Instruction explored issues of information literacy and metaliteracy.  These courses helped me not only understand information literacy, but to develop an evolving definition (goal 2A).  Other courses helped me develop my own ability to find, evaluate and use information, such as Organization of Information and Knowledge Resources and Information Sources & Services.  

Information Sources & Services helped me develop goal 2B, exploring the different resources and methods for helping users find information they need.  Discussions in Libraries and Popular Culture explored copyright, collection development, and how users interact with content and media, giving me various tools to improve my approach to helping users find, use, and create information.  Oklahoma Information Environment toured a variety of different institutions and collections based on user needs and requirements.  

Goal 2C was achieved in Information Literacy and Instruction and Foundations in Learning Science, which allowed me to apply, analyze and evaluate methods of instructional design.  Research and Evaluation Methods provided methods of assessing learning goals for students and employees, and my performance as a teacher and manager.

Management of Information and Knowledge Organizations directly contributed toward goal 2D, helping me develop, understand and evaluate my own approach to management.  Oklahoma Information Environment provided exposure to a variety of different organizations with different goals, values, budgets, funding sources and organizational structures.  Research and Evaluation Methods provided methods of assessing employee performance and effectiveness, and my own performance as a manager.

Goal 3: Develop a professional identity in the field of Library and Information Services

3A: Become a member of my state library association

3B: Attend professional conferences and workshops

3C: Publish in a library journal and/or present at a library conference or workshop

I have not only become a member of my own state library association, but a member of multiple national state associations (goal 3A), and attended several of their conferences (goal 3B).  I soon found that a search for “call for proposals” brings up many opportunities to present at different conferences, and that a search during different times of year will bring up different results.  In 2020, I published and presented at multiple state conferences, achieving goal 3C.

Throughout the program, several courses contributed to goal 3.  Research and Evaluation Methods provided methods of creating and publishing scholarly research.  The relationships I built in Oklahoma Information Environment, Foundations of Learning Sciences and Libraries and Popular Culture continue to be wellsprings of support and collaboration.  Meanwhile, every course has supplied me with possible topics for research and exploration.

In my time at OU Libraries, I actively sought out opportunities for continuing education.  Before the LIS program, most of this continuing education was provided through OU's HR department, which offered occasional workshops focused primarily on managerial issues such as workplace communication.   

During my time at the LIS program, I have attended multiple professional conferences.  In 2019, I attended the Oklahoma Library Association and Association of College and Research Libraries conferences in person.  The shutdown of the university and working from home provided the opportunity to attend multiple conferences virtually, as well as the virtual conferences for OLA, Texas Library Association, American Library Association and Kansas Library Association. 

I plan to participate in future conferences and professional associations as frequently as possible (and my calendar is set for when calls for participation open for several).  I am registered for OLA 2021, currently scheduled to be in-person in Norman.

I have been a full-time employee with the University of Oklahoma Libraries since 2008, where I’ve sat on multiple committees, participated in outreach events, instructional sections, and trained student employees.  I currently serve as the circulation supervisor for the Fine Arts Library and Media Resource Center, two departments that have recently merged into a single service point.   

I began attending professional conferences in my second semester, beginning with ACRL and OLA.   I took a more active role in 2020, presenting and publishing in several conferences.  This includes a contributed paper to the Texas Library Association, and presentations to both the Oklahoma Library Association and Kansas Library Association virtual conferences.  This July I will present on student employment as high-impact practice at the Oklahoma Library Association Conference with Courtney Oliphant and Patrick Wright.

I plan to secure a position in an academic library as a public services or instructional librarian within five years.  Meanwhile, my involvement in the profession will continue whether from a librarian position or from my position as a staff member at OU Libraries.  Since I have already been published in a state library journal, I plan to be published in a peer-reviewed journal within three years.  Also, while I have already presented at several state library associations, I plan to present at a national library association, such as the American Library Association, Association of College and Research Libraries, or Association of Research Libraries within three years.  Additionally, graduating with an MLIS also qualifies me to teach sections of First-Year Foundations (previously named Gateway to College Learning), an orientation class for first-year college students, which I will apply for in 2022. 

No matter the professional position I find myself in, my goal is to advocate for student employees and underprivileged students and staff.  Building on my experience at OU Libraries, my goal is to empower student employees of academic libraries as valuable and important members of the library team.  This includes the focus on student employment as an important aspect of their education (also known as a “high-impact practice”), and empowering student employees to assist their peers in using library resources (known as peer-to-peer librarianship or tiered reference).  Additionally, I will work to create a diverse and inclusive environment that encourages and respects the contributions of everyone’s unique experiences, backgrounds and ideas.

I have taken an active and collaborative role in the management and activities of OU Libraries.  I have sat on multiple committees, including the EDI task for and committee, a task force that investigated student compensation at peer universities, the Student Supervisors Roundtable (serving as chair for one year), and the Instruction Community of Practice.  I have participated in multiple outreach events, including Bizzell tours for incoming students, and teaching instruction sessions for Gateway to College Learning (currently renaming to First-Year Foundations). 

I have also taken a creative and evolving approach toward training student employees.  This involved moving training elements online, actively soliciting thoughts and information from students, and taking students on tour throughout OU Libraries.  This approach was tested when the Media Resource Center (MRC) merged with the Ruby Grant Fine Arts Library, but provided for a much more communicative and responsive team during a tumultuous process.