Analyze problems and propose solutions using evidence.

3.1 Identify Professional Problems

3.2 Gather and Evaluate Evidence: Gather and evaluate a variety of types of existing and/or new evidence

3.3 Apply Evidence to Design Solutions: Identify, describe, propose, implement and assess-criteria for levels. 

3.4 Apply Evidence to Select Appropriate Technology Tools

Librarians often encounter challenges that influence how people access, understand, and use information. Addressing these challenges requires more than good instincts. It requires the ability to identify problems, gather and evaluate evidence, and design practical solutions. Project management applies knowledge, skills, tools, and techniques to meet goals (Bartlett, 2020). Evidence-based decision-making strengthens instruction, improves services, and helps remove barriers so library programs respond to real needs and support learning.

In LIS 693, I planned and delivered a professional development session for kindergarten teachers focused on inquiry-based learning. In this project, I identified an instructional need based on feedback from teachers and the instructional facilitator (3.1). Based on these conversations and my experience teaching inquiry-based lessons, I determined that inquiry-based learning would support student curiosity and deeper understanding (3.2). I designed a short, practical session that introduced simple strategies teachers could incorporate into lessons they already teach, such as asking wondering questions, encouraging predictions, and reflecting on observations (3.3). Conversations with teachers and the instructional facilitator helped me create a solution that addressed a real classroom need, which demonstrates the importance of collaboration when developing library instruction  (Lucas, 2011).

In my case study (LIS 650) about sustaining services at a community college library experiencing budget constraints, I identified professional challenges, including reduced funding, aging technology, and potential loss of research databases that could limit student access to essential academic resources (3.1). I examined library usage patterns and funding allocations related to enrollment and local tax revenue to better understand how these factors affect student success (3.2). Based on this evidence, I proposed practical strategies such as internship and volunteer positions, collaborative grant funding, and other fundraising approaches to sustain services without limiting access (3.3). I also evaluated the role of technology and databases in supporting student learning and prioritized maintaining access to the most essential digital resources (3.4).

Also, as part of LIS 650, I completed a project management assignment in which I designed a four-week digital literacy workshop for older adults in a rural community with limited broadband access. In this project, I identified a professional problem: many older adults lacked the skills and confidence needed to complete essential online tasks such as accessing healthcare portals, and communicating online (3.1). I used community background information, research on digital inclusion, and measurable success criteria to evaluate the scope of the need and determine realistic program goals (3.2). Based on this evidence, I designed a structured workshop that provides guided instruction, hands-on practice, and ongoing support to help participants build confidence using technology (3.3). I also selected appropriate technology tools, including digital literacy modules and accessibility toolbars, to support different learning needs and ensure participants could practice relevant real-world skills (3.4). Through my work with the State Library of North Carolina, I was able to adapt this plan and collaborate with a public library branch manager to implement elements of the workshop in a real-world setting. This experience strengthened my ability to adjust plans based on community needs, work collaboratively, and translate project design into practical application.

These projects strengthened my ability to use evidence to identify problems, design practical solutions, and make informed decisions that respond to community needs and support equitable access to information. As I continue in this work, I will apply evidence-based decision-making to evaluate challenges, design responsive programs, and implement solutions that improve access, instruction, and overall library services for the communities I serve.

References: 

Bartlett, Jennifer (2020). New and Noteworthy: Project Management in Libraries. Library Leadership and Management, 33 (1). [PDF] https://scispace.com/pdf/project-management-in-libraries-4y50s10krk.pdf

Lucas, Debra. (2011). “Project Management in Libraries: An Overview for Middle Managers.” [PDF] file:///Users/jenniecasey/Downloads/Project_management_in_libraries.pdf