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.

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 each 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.

As a librarian, my primary role is to ensure access to information for all community memeber. Accessibility depends on users being able to find, identify, select, obtain, and explore in order to use information effectively. One key indicator of accessibility is the ease of use of organizational systems and products. When systems are intentionally designed with the user in mind, patrons can navigate them more efficiently, reducing barriers to information access. Intentional user experience design in interfaces, systems, and topical information products ensures that information literacy tasks can be completed. Librarians must anticipate potential challenges and create solutions that simplify searching, retrieving, and applying knowledge in meaningful ways.

A library’s online catalog is a major gateway for patrons to access information. In Information System Research (LIS 640), I explored the complexities of library organization. Despite standardized schemas, libraries can organize catalogs in multiple ways using user-friendly search tools and controlled vocabulary (1.3). Each decision in cataloging directly impacts users' ability to locate materials, making it crucial for librarians to balance structure and flexibility. While analyzing the Cincinnati and Hamilton County Public Library (CHPL), I discovered a diverse collection of print and digital resources tailored to different age groups, such as services for adults, kids/teens, and families (1.5). This thoughtful curation of resources ensures that patrons from various demographics have access to relevant, reliable materials. Strader (2021) highlights the collaboration between technology and human effort in maintaining metadata and system accuracy. Metadata is essential in cataloging, as it provides users with critical details about an item’s content, format, and availability. Evaluating CHPL’s OPAC system through the lens of the five user tasks reinforced the importance of organizing information for accessibility. By analyzing CHPL’s system, I gained deeper insight into how libraries can structure their catalogs to optimize search results and improve user experience.

LibGuides are an effective tool for curating inquiry-based resources. In Navigating a Gluten-Free Vegan Lifestyle for Teens (LIS 620), I designed a LibGuide to help teens explore or transition to this dietary lifestyle. The creation process required extensive research into credible sources that provide accurate, up-to-date information. Davenport (2024) emphasizes that LibGuides organize essential information on source types and misinformation while promoting information literacy through libraries’ trusted status. Unlike other online platforms, LibGuides empower users to navigate resources independently, fostering a direct relationship with the library (p.16). By offering a structured pathway to explore a complex topic, LibGuides reduce information overload and make learning more approachable. I ensured that teens could find accurate, resourceful information by structuring content in manageable sections (1.1, 1.2, 1.4). Breaking information into clear, digestible sections helps young users engage more effectively with the content. This experience demonstrated why LibGuides are a valuable technological tool for information dissemination (1.6). Beyond providing information, LibGuides also encourage self-directed learning, allowing users to build confidence in their research skills. Recognizing my role as a librarian rather than a medical professional, I included a disclaimer emphasizing the importance of seeking professional guidance for major lifestyle changes (1.7). This ethical consideration reinforces the librarian’s responsibility to provide information without overstepping professional boundaries, ensuring that patrons receive the most reliable and appropriate guidance.

These experiences reinforced my belief that information should be accessible to all. Gatekeeping hinders innovation and learning, and as a librarian, I want my patrons to be curious and able to access knowledge with ease. Libraries serve as equalizers, breaking down barriers to information access and fostering lifelong learning. By continuously refining my approach to organizing and presenting information, I can support patrons in their pursuit of knowledge while promoting equitable access for all.

Information System Research (LIS 640) led me to reconsider the organization of my library’s OPAC system. As a result, I am actively cleaning up the catalog to ensure users can find information efficiently. I developed a schema for my team and future librarians to follow, allowing for task delegation and consistency in cataloging library materials, textbooks, and teaching resources. A well-structured schema prevents discrepancies in cataloging practices, ensuring that all materials are easily searchable and categorized correctly. We are currently standardizing the labeling of series, which was previously inconsistent or missing. Series labeling is particularly important for students and educators who rely on sequential materials for learning and instruction. An updated OPAC is essential for the school community to access resources equitably. Without clear and accurate cataloging, learners, educators, and other stakeholders may struggle to locate materials, ultimately hindering their learning experience.

Navigating a Gluten-Free Vegan Lifestyle for Teens (LIS 620) introduced me to LibGuides from a creator’s perspective. Though I had used them before, this was my first opportunity to design one. It was a learning curve, but I enjoyed experimenting with different organizational structures for optimal user experience. Throughout the process, I realized how much intentional design contributes to user success. By implementing clear navigation, relevant content, and visually engaging elements, I was able to create an effective resource that meets the needs of teen users. This experience increased my confidence in developing online spaces that guide learners through inquiry-based exploration. As digital platforms continue to evolve, I am eager to explore additional ways to integrate technology into library services. Understanding how information is organized across various platforms enhances my ability to provide accessible resources. Moving forward, I plan to apply these principles to future digital projects, ensuring that patrons can easily find and utilize the information they need.

Davenport, S. (2024). Using LibGuides for Outreach and Instruction at a Small University. Computers in Libraries, 44(10), 12–16.

Strader, C. R. (2021). Cataloging to Support Information Literacy: The IFLA Library Reference Model’s User Tasks in the Context of the Framework for Information Literacy for Higher Education .Cataloging & Classification Quarterly, 59(5), 442–476. https://doi.org/10.1080/01639374.2021.1939828