When I first started the MLIS program at St. Kate's, I took LIS 7010: Introduction to Library and Information Science. One of the books recommended for the course was Library: An unquiet history by Matthew Battles (2016). This book was an excellent introduction to the history of libraries and how they've evolved due to cultural, political, and technological factors. What stood out to me the most was how libraries were once exclusive spaces reserved for wealthy men. However, they've since transformed into community hubs- largely shaped by women dedicated to public service (BI-a). I find these women inspiring and hope to emulate their ambition throughout my career.
While my classes and assignments have helped me understand the history and emerging changes of the LIS field, I think my time working as a Research Services Graduate Assistant (GA) at the St. Kate's Library helped me achieve SLO 1: Information and People the most. I assisted many college-age students with research and saw how they utilized the library resources. Understanding how they interacted with the webpage and what they'd find easiest was extremely important to effectively help them (BI-b). I also assisted with and promoted several library events, such as therapy dog events, a first-gen library pop-up, and One Read for Racial Justice (BI-f). Helping with these events made me feel closer to my co-workers and also the community I was serving.
While working as a GA, I edited and link-checked many LibGuides the librarians had created for students. However, in LIS 7040: Information Access Services, I was finally able to create my own! I examined many DNR sites, as well as relevant research papers, to create a LibGuide about Minnesota's invasive species. One thing I enjoy doing in my projects is using library resources and technology to synthesize information from other fields so it's more comprehensible to the public. I believe this project exhibits my ability to do that and shows the same passion women in the field before me demonstrated for public service (BI-c).
When I was applying for MLIS programs, I really appreciated the emphasis on social justice offered by the St. Kate’s program. I knew I wanted to focus on making information more accessible, so this meant a lot to me. In 7010: Introduction to Library and Information Services, I wrote my first research paper in the program that emphasized social justice in libraries, Libraries and Accessibility: Achieving equal access for disabled patrons. By writing this paper, I was able to dive deeper into accessibility issues within libraries. Many larger institutions, particularly campuses with academic libraries, do not work directly with patrons with disabilities. Therefore, they are less likely to allocate funds for assistive technology and additional training for staff (BI-b). Due to this, assistive technology is often out of date, and many disabled patrons are not able to utilize it, harboring their ability to access information to the same extent that an able-bodied individual can (BI-c). Hiring more people with disabilities is a great way to empower them. They can provide a different yet powerful point of view. Including these individuals in any software procurement processes, renovation planning, or staff training is another way to offer them a voice. They may have advice that an able-bodied person would not have considered (BI-d).
This commitment to accessibility and inclusion continues to guide my work today. As a Library Aide for the Legislative Reference Library, I help ensure compliance with Section 508 of the Rehabilitation Act and Minnesota Statute 16E.03, which require our documents to meet accessibility standards like WCAG 2.0. To support these efforts, I completed CommonLook training, which taught me how to remediate PDFs and other government documents to make them accessible. This experience not only deepened my technical skills but also reinforced my understanding of accessibility as a core social justice issue. Ensuring that government documents are accessible to all- including people who use assistive technology- is essential in upholding the democratic value of equal access to information.
During my undergraduate studies, I wrote several research papers but had never created an annotated bibliography. One of my most in-depth research projects as an undergraduate was a literature review on the evolution of troglomorphic species. In LIS 7040: Information Access Services, I revisited this topic by creating a bibliography plan, which required me to refine my search strategies, identifying appropriate subject terms and databases, while also narrowing the scope of my research appropriately. This process helped me to develop better search techniques. Additionally, I learned how to evaluate resources critically. My work on this project helped me to understand the importance of finding reliable and relevant research (BI-e).
LIS 7050: Research Methods for Library and Information Science was instrumental in expanding my understanding of qualitative research methods. Coming from a STEM background, I was used to quantitative research and initially questioned the importance of qualitative studies. However, this course gave me a greater appreciation for qualitative methodologies, especially in the LIS field. For my final project, I wrote a research proposal for a qualitative study examining recent LIS graduates' confidence levels in digital accessibility. Creating an annotated bibliography beforehand helped me to better comprehend studies relating to this topic, which in turn helped me communicate my research more effectively (BI-b & BI-d). Additionally, designing the study required me to establish measurable indicators to evaluate the confidence levels of graduate students, further demonstrating my ability to create an effective research study (BI-c).
Technology is an important tool in the LIS profession. With technology, information professionals can reach audiences they may not have otherwise been able to. In LIS 7530: Web Design and Accessibility, I learned how to design a user-centered website with HTML and CSS. When building my website, I put a lot of focus on making it accessible from the beginning stages so anyone, regardless of ability, could view the information. I was intentional about following WCAG 2.0 standards, utilizing WAVE during the process of my website's creation to make sure these standards were being met (BI-d). Although it was tedious, my website Backyard Birding - Twin Cities is my favorite project I’ve completed in the MLIS program. Building this website taught me how to curate and organize information effectively through simple user interface design (BI-d). With tools like CSS Grid and Flexbox, I was able to create a beautiful and accessible information source for anyone to view (BI-a).
The same semester I was enrolled in LIS 7530, I was also enrolled in LIS 7510: Database Management. Although I had previous experience with coding, which benefitted me in creating my website, I had no prior experience with SQL. However, databases are an integral part of the LIS field and I was really determined to learn about them and understand more about how they’re built and managed. By taking this course, I learned about the different data types, as well as relationships and how they play a role in database modeling. Using the information I gathered when creating Backyard Birding - Twin Cities, I made a comprehensive backyard birding database with information on common birds in the Twin Cities. While I still am not fully confident in my SQL skills, I believe I could assist in building a database based on the needs of a specific organization now that I better understand database modeling (BI-f).
A goal of the American Library Association (ALA) is “supporting lifelong literacy through a variety of resources and initiatives…”. Thus, it’s imperative to see literacy as a skill set that can be taught and built upon over time. LIS 7040: Information Access Services helped me to understand that. Through our various assignments and readings, I was taught how to meet patrons where they were on their literacy journey to assist them the best I could. I practiced these skills for the first time by volunteering with eLibraryMN’s online cooperative and providing public and academic reference assistance via LibChat. Both academic and public patrons had unique needs and required different types of reference assistance. For example, most of the academic questions related to finding relevant sources for a project. However, public library patrons often asked if a book was available. By answering a variety of questions, I gained a better understanding of reference work (BI-b). Additionally, this project gave me the confidence necessary to work as a Research Services Graduate Assistant for the St. Kate’s library for two semesters. Throughout my time there, I assisted with multiple undergraduate research-related classes taught by the librarians. Assisting with these instructional classes taught me how to design and implement educational programs (BI-c). Additionally, I created a tutorial for the library’s webpage on how to use their resources for a variety of research projects. Creating this tutorial helped me to better understand the resources available at the library, increasing my ability to assist students and faculty in locating and evaluating sources for their projects (BI-e).
With the experience gained from both LIS 7040 and working as a Research Services Graduate Assistant, I was able to get my first position working with special collections. Currently, I work as a Library Aide for the Legislative Reference Library. While I don’t directly answer reference questions anymore, I’m now confident in my ability to direct patrons to where they need to go due to my previous experience. Additionally, our library is currently in a temporary location for two years as our space is being renovated. Thus, I’m able to use my newfound skill of critically evaluating sources to assist in weeding the collection (BI-f), which will hopefully make our move easier in the future!
Before entering the LIS program, I saw leadership as overwhelming and beyond my capabilities. However, through various group projects, I developed the confidence and skills necessary to take on a leadership role in the future. One significant experience that strengthened my leadership and collaboration skills was the academic library acquisition project in LIS 7480: Collection Management. Working with a team of eight, I navigated different working, communication, and learning styles while ensuring our project remained organized and goal-oriented. To work collaboratively, we established a Google Space for communication and held weekly meetings to discuss our progress. With a limited budget of $4,500, we successfully acquired materials across nine subject areas while prioritizing diverse perspectives—30% of our collection consisted of works by BIPOC, LGBTQ+, and Indigenous authors. Our commitment to inclusivity and careful resource allocation reflected the importance of strategic planning in collection development (BI-c, BI-d).
LIS 7130: Preservation Management further strengthened my leadership skills by teaching me the responsibilities of managing and protecting collections. I explored the policies and decision-making processes necessary to keep a collection safe by creating a library risk assessment based on St. Kate's library. Additionally, my final project required me to develop a management plan for a hypothetical institution, the Mumford Herbarium. In researching similar institutions, I examined how leadership plays a crucial role in identifying stakeholders, implementing preservation strategies, and advocating for institutional needs (BI-e).
My time in the MLIS program has taught me so many new things, but I think the most important thing it has given me is confidence. After taking LIS 7040: Information Access Services, I was able to apply for the Research Services Graduate Assistant position at the St. Kate's library. With that experience, I felt confident enough to apply for a position with the Legislative Reference Library. After receiving my MLIS, I know I'll have the foundational skills, confidence, and ambition to apply for a leadership position where I can continue to grow and hopefully advance in my career. As I advance, I hope to bring some of the lessons surrounding diversity, inclusion, and accessibility with me to whatever positions I may work in. I understand that I may not always have the answers, even with my new skillset, but in the words of Albert Einstein, "the only thing that you absolutely have to know, is the location of the library."
1. Information for People: Demonstrate understanding of the philosophical, historical, and ethical foundations of the field and apply library and information science principles and practices.
2. Social Justice: Demonstrate understanding of issues of power, privilege, and
marginalization in society and in the LIS professions in order to analyze inequities in
library and information services and work to empower marginalized groups
3. Research: Demonstrate understanding of research methods and the interdisciplinary nature of LIS in order to apply research methods to improve practice, critically evaluate the work of others, and answer questions in the profession.
4. Technology: Demonstrate understanding of the social, cultural, and ethical implications of technologies and use this understanding to critically analyze, select, use, apply, and evaluate technologies in the information environment.
5. Literacy & Learning: Demonstrate understanding of the evolving set of literacy
skills and ways to promote literacy learning for self–actualization and participation in a global society.
6. Leadership: Demonstrate understanding of and apply principles of leadership, management, advocacy, and communication to professional practice.