3.1 Identify Professional Problems: Note issues and concerns. 

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 & assess-criteria for levels. 

3.4 Apply Evidence to Select Appropriate Technology Tools: Use criteria to determine the best tool for the task/activity.

Identifying problems, critically thinking, and constructing solutions are essential aspects of education. Oldham (2022) proudly proclaims that libraries are at the heart of communities and are dynamic and adaptable, always striving to find ways to solve problems and best meet the needs of the communities (p. 4). As a school librarian collaborating with multiple departments, this rings true. Being a focal point of the school culture and system, it is vital that librarians bring solutions to the table as often as possible. Since librarians often work in a silo, finding ways to navigate and maximize their impact on teaching and learning is crucial. This means that conversations across departments must include the librarian to ensure alignment with strategic goals and educational challenges. Oldham (2022) goes on to state that libraries have long played a role in improving our quality of life, constantly evolving to meet the needs of the communities (p. 4). This profession continuously seeks opportunities to innovate and redefine what it means to be a librarian, and I am immensely proud to be part of it.

Rawls (2022) discusses the importance of observation in problem solving. He mentions that period of observation and living with things as they were to begin innovating and problem solving from an informed position (p. 31). Much like Rawls, when I was considering a topic for my LibGuide assignment, I drew upon past experiences and frequent conversations with teens from my time in the classroom. Navigating a Gluten-Free Vegan Lifestyle (LIS 620) is a LibGuide designed to provide a curated collection of resources for teenagers exploring a transition to a gluten-free, vegan lifestyle (3.2, 3.4). Whether by choice or medical necessity, changing one’s nutritional lifestyle requires access to accurate, reliable information that can be consumed at an individual’s pace. Many teens may feel overwhelmed by the sheer volume of information available, making it difficult to know where to start (3.1). This LibGuide breaks down key areas of nutritional transition into structured sections, guiding users through an inquiry-based approach to learning (3.3). By organizing the information in a way that encourages discovery, I was able to support users in navigating a potentially daunting topic.

Digital Curation (LIS 635) provided an opportunity to transition to a more visually engaging Google Sites platform, enhancing accessibility and exploration for educators (3.2). Often, when participating in professional development, I would mention the list of technology tools I was curating, and professional peers would ask for access. However, I was hesitant to share it because it was more of a personal brainstorming document than an organized resource (3.1). Prior to this assignment, I had not seen a well-curated site of educational technology tools categorized by function and accompanied by app images for easy identification (3.3, 3.4). Rawls (2022) emphasizes the importance of intentional problem solving by taking time to observe, identify problems that occur, and then plan solutions (p. 34). The digital curation project evolved from a personal need to document tools to a broader initiative that addressed accessibility and organization. This assignment provided the push I needed to refine my collection into a polished resource that I now proudly share with others.

When identifying problems, I appreciate Rawls' structured approach: observe first, gather data on the issue, and then brainstorming solutions bringing in other stakeholders as necessary. It is crucial to avoid simply rehashing the problem. Instead, discussions should focus on practical ways to improve the situation. I firmly believe in an open brainstorming phase, where no idea is off limits, as this encourages creative problem solving. Once potential solutions have been generated, they can be narrowed down based on feasibility and implementaton. Any proposed solution must align with the broader goal of enhancing teaching and learning. Moreover, problem solving efforts should be thorough and intentional to ensure meaningful change. In the fast paced environment of education, small improvements can have a ripple effect, ultimately creating positive outcomes.

These two assignments, Navigating a Gluten Free Vegan LifestyleLIS 620) and Digital Curation(LIS 635), significantly enhanced my understanding of curation as a strategic solution. They also reinforced the importance of accessibility in design and information organization. It allowed me to apply my expertise, and thoughtful organization, in order to assist users navigate overwhelming amounts of information and discover the resources that they need. 

The insights I gained from these assignments are now intwined in every aspect of my work. Whether it involves designing marketing materials, creating signage, setting up displays, developing professional development sessions, planning instructional lessons, or managing catalog systems. I begin critically thinking in order to identifying the problem, and then consider which solutions might lead to further innovations. This approach ensures that my contributions are intentional, effective, and aligned with the needs of my school community.

Oldham, K. (2022). From the Editor. InCite, 43(6), 4.

Rawls, M. (2022). How I Solve Problems in the School Library with Intention. Knowledge Quest, 51(1), 30–34.