INTRODUCTION

“LITERA SCRIPTA MANET (The written word endures).”

Introduction
      This e-portfolio was created as part of the requirement for a master’s degree from San Jose State Universitiy's  SLIS program. In order to demonstrate my knowledge of the library profession SLIS has created a list of 15 core competencies that every student should master before they graduate. Coursework is submitted to show evidence of my mastery for each competency.
      My goal for each competency is to show not only how I have mastered the requirement but also how the competency has reflected in my professional philosophy and personal experiences, as well as giving me an opportunity to share my coursework with everyone.
      I started the intricate process of creating my e-portfolio during my first semester at SJSU. I had a tip from a former student who explained how much easier the process would go if I created folders for each competency and saved my work accordingly from the beginning. With this thought in mind I created a separate folder for each competency and placed all the folders in a special e-portfolio folder. I realized during my third semester that just saving my work into the folders was not good enough. Each file name differed and I had a hard time figuring out what class the work came from or what the work represented if it had a generic assignment name. To minimize my confusion I started saving my work with my last name, class number, and one word to describe the assignment.  My next step was to create my professional philosophy, introduction and then I went through the competencies in order to keep track.
      I chose to use D2L to create my E-portfolio. I wanted my E-portfolio to be unique to my experience while in the SLIS program. I had a difficult time deciding how to express this to the public. Looking through my classwork from the SLIS program through my undergrad I found one distinct link. The Library of Congress. I studied the building and architecture as well as using the Library of Congress website countless times while pursuing my undergrad. When I started in the SLIS program, my family and I took a trip out to Washington D.C. to visit the Library of Congress. The Jefferson building was magnificent with paintings, sculptures and inscriptions throughout. I chose to use inscriptions from the walls of the Library of Congress to represent each of the 14 competencies, as well as the introduction and conclusion.
      I started at SJSU in the fall of 2009. I currently have a B.A. in History, although I started out my college career in the architectural field. My main concentration has been on children's library classes and I have been fortunate enough to have worked in a high school library this past school year. I appreciate you taking the time to view my e-portfolio.





References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

“THE NOBLEST MOTIVE IS THE PUBLIC GOOD.” –Virgil

Professional Philosophy

        Continuously throughout my experience in the MLIS program, the ALA Code of Ethics has been referred to as the basis that a librarian should build their career on. I have adopted and manipulated the Code of Ethics to create and define my own professional philosophy.
I. The ALA Code of Ethics states: “We provide the highest level of service to all library users…” The key to creating a useful, relaxing, and productive environment for library patrons is by providing good service. A library can be architecturally beautiful, have an abundance of books and computers yet if a patron cannot find the item they are searching for the library becomes practically useless. I believe that service is important in whichever career path you choose and it is my goal to always strive to provide great service to my patrons. I have had experience working in a low-income area and I have seen the impact the library can have on patrons with little access outside the library to technology and books. Providing access to materials specific to the cultural and economic needs of the community is important when providing good service. The library needs to continue to meet the needs of the patron and I plan on continuously reaching out to the public to insure their service needs are being met.
II. Intellectual Freedom: As part of the ALA Code of Ethics, intellectual freedom and resistance to censorship play a strong roll in most libraries. I whole-heartedly believe in intellectual freedom and I feel censoring books only inhibits learning and the expression of beliefs. I grew up in America believing in freedom of speech and I will do whatever is in my power to continue this freedom and to fight off efforts of censorship.
III. Right to Privacy: Maintaining the patrons right to privacy and confidentiality is a part of the ALA Code of Ethics. I have had first hand experience in my current position with this issue. I have explained to patrons who are concerned that their information is secure and will not be shared outside the library. It is important that the library staff allow patrons to feel safe and comfortable asking for help seeking out information they need without being judged or ridiculed. Patrons should feel comfortable checking out any book of their choice without fear or embarrassment from the staff.
IV. Treat Coworkers with Respect: The ALA Code of Ethics states: “We treat coworkers and other colleagues with respect, fairness, and good faith…” As in any job treating coworkers respectfully is a necessity to creating an enjoyable and growing work environment. Training together and sharing responsibilities will help to create a mutual understanding between employees. Everyone should be allowed to express and share their uniqueness while receiving understanding and respect. I hope to foster strong relationships that will continue to grow and create an enjoyable work place.
V. Strive for Excellence: Continuous growth is a necessity in the library field. Technology is forever changing and as information professionals we need to be on top of our field to successfully allow our patrons to succeed. I plan on continuing my education, joining professional groups and attending conferences to allow myself to grow and strive for excellence in my field. As I learned from Library 261a, Programming for Young Adults, I will create training programs and motivate my colleagues and staff to continue their training so we can all succeed together (Library 261a Staff). Using the new knowledge I will gain from my education I will create and update educational programs for the patrons.
       The needs of the community are very important to me. I have been participating in a Homeword Bound program through the Castro Valley Public Library, which matches elderly homebound patrons with volunteers. The volunteer brings books to the patron’s house to allow the patron to continue reading. Through my education and research I have found many different programs that help meet the needs of the community, such as the Booklegger program through the Pleasanton Library which provides training for volunteers to visit elementary schools to read to students. I plan on implementing some of these programs in my future career as a librarian to continue reaching out to the public.
       By following these guidelines I hope to create and maintain a successful career as a library professional.

References

American Library Association (2011). Code of Ethics. Retrieved July 20, 2011 from http://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Pleasanton Library (2011). Booklegger Program. Retrieved September 11, 2011 from http://www.ci.pleasanton.ca.us/services/library/volunteer-opportunities.html

Castro Valley Public Library (2011). Homeword Bound. Retrieved September 11, 2011 from http://guides.aclibrary.org/senior?topic=SeniorServices&cat=SeniorServices

Evidence:
Libr 261a: Staff Development

COMPETENCY A

“A LITTLE LEARNING IS A DANGEROUS THING;
DRINK DEEP OR TASTE NOT OF THE PIERIAN SPRING.” – Alexander Pope

A.
Articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.

      In every library, the goal of the librarian is to uphold intellectual freedom and to safeguard patrons from censorship. The American Library Association has a code of ethics that serve as a guideline for how libraries operate and for how librarians should behave. The ALA code of ethics states, “We uphold the principles of intellectual freedom and resist all efforts to censor library resources.” Censorship can be a difficult task for a Librarian. Personal biases as well as community biases come into play whenever a book is in question. Not every patron will agree on which books should be contained in the library. The librarian has to put the needs and opinions of their community above their own personal beliefs. I addressed this dilemma in a paper for Library 266, Collection Management. I created a collection development policy (Library 266 Collection Development Policy) for a library in Cavendish, Prince Edward Island. In the paper I focus on how censorship is handled within the library. I feel it is the responsibility of the librarian to receive any criticism from patrons and staff, however there should be a set standard within the policy on how the librarian will respond to that criticism. Censorship should not be an aspect of any library, yet there are times when a librarian has to make a choice for the benefit of the community and staff.
      Economy plays a large role in intellectual freedom. Patrons who are financially stable tend to be able to keep up on technology. With the increase of technology changing libraries, schools and the day-to-day world, lacking the funds to purchase or access new technology can put a library at a disadvantage. As much as a librarian strives to provide equal access to everyone, there never seems to be enough money in the budget to keep up with the latest technology. Many patrons access the library in order to read books they cannot otherwise purchase, to use the Internet and to gain help from different services. When libraries are closed or hours cut these patrons are put at a disadvantage from those who have access to services at home. Keeping up to date on what is being offered can help provide more opportunities to patrons. In Library 266, Collection Management, I created a Public Service Announcement (Library 266 Public Service Announcement) that let patrons know when the library was open and what new features and programs were available. Librarian may not be able to fix all the issues associated with economic problems, but they can continue to reach out to the community and to provide the best service possible to their patrons.
      You cannot focus on intellectual freedom without mentioning the Library of Congress. Created in 1897, the Library of Congress holds every published piece of work in the United States. The LOC went through many changes throughout the years, but it has always stood as a symbol for research and learning. I wrote a research paper for Library 200, Information and Society, on the LOC (Library 200 Reearch Paper). I focused on the history of the LOC from the very beginning all the way to the present day. All the information you could possible desire is located within the walls of the LOC and you can access the information for free online. The LOC is a sight to behold and I was grateful to have the experience of visiting the LOC while I was writing my paper. Many libraries have modeled themselves after the LOC and the website provides links to libraries across the nation. The LOC was a large step in the foundation of current libraries and their search systems.


References

American Library Association (2011). Code of Ethics. Retrieved July 20, 2011 from http://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm

Library of Congress (2011). History. Retrieved July 20, 2011 from http://www.loc.gov/about/history.html

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence:
Libr 200: Research paper
Libr 266: Collection Development Policy and Public Service Announcement

COMPETENCY B

“LEARNED INSTITUTIONS OUGHT TO BE FAVORITE OBJECTS WITH EVERY FREE PEOPLE. THEY THROW THAT LIGHT OVER THE PUBLIC MIND WHICH IS THE BEST SECURITY AGAINST CRAFTY & DANGEROUS ENCROACHMENTS ON THE PUBLIC LIBERTY.”- James Madison

B.
Compare the environments and organizational setting which library and information professionals practice.

      From the Ancient Library of Alexandria to the New York Public Library, libraries have stood as monuments to learning. Every library is unique in its individual way. Design, layout, staff and the surrounding environment play large roles in creating a distinctive library space. I have been fortunate enough to visit numerous libraries throughout my life, from small school libraries to the large Library of Congress in Washington D.C. As part of the MLIS program, we had to participate in an environmental scan of a library of our choice (Library 204 Environmental Scan). I chose to use the Dublin Public Library located in Dublin, CA. This is a relatively new library and the community is rapidly growing. By using the guidelines for the assignment, I researched the city, businesses located close to the library and the types of activities provided by the library and by the community. I looked at the trends, competitor’s activities of surrounding locations and the people who will potentially visit the site. These aspects helped me create a plan that reflects what the library needs to do to continue to grow to keep up with the needs of the community.Many libraries are creating separate spaces for teenagers. The new Castro Valley Library in Castro Valley, CA, has a separate teen space. For Library 261a, Programming for Young Adults, I visited the Castro Valley Library and viewed the teen space. I created a PowerPoint presentation that gave a tour of the teen space (Library 261a Teen Space). I used the same teen space to create an analysis regarding teen areas for Library 271a, Genres and Topics in Youth Literature. The teen space at the Castro Valley Library is very modern. The layout provides amble room for reading, socializing, plugging in laptops and there are numerous computers. This space compared to the high school library that I work at, appeals to the younger generation, because the furniture, lights and technology is new, fun and fits with the current trend. I feel technology needs to be at the forefront of any design for teens.

      I had the pleasure of visiting the Bancroft Library at University of California Berkeley. Associate Director of the Bancroft Library, David De Lorenzo, was gracious enough to give SLIS students a tour of the library and its archives. For Library 256, Archives and Manuscripts, I wrote a paper on my experience during the tour (Library 256 Tour). Housing 600,000 printed volumes and 60,000,000 manuscript items, the Bancroft library is a sight to behold. A he warehouse type room houses books from floor to ceiling. A special room with refrigerators hold close to three million images. There are beautiful rooms to study in with amazing architecture. Everything is grand in this library, a complete opposite from most public and school libraries.
      Whenever I visit a new library I always get excited. You never know what the building might contain and there are always special points that make you want to remember so you can implement that idea in your own career. On a family vacation I got to visit the Library of Congress in Washington D.C. I have dreamed of visiting this library and it was nothing short of spectacular. Marble stairways and columns greet you, along with beautiful paintings. The library is a tourist destination and you get the feeling that most people are there to look at the architecture, not do research. Exhibits are set up housing documents, books and pictures. There was an exhibit of Thomas Jefferson’s library with every book including originals that he had donated to the library.
     There is no doubt that each of the libraries I have visited are extremely different but there was one common bond between all of the libraries, they are there to serve. People come to learn, do research and explore new and exciting surroundings. Each library represents a different type of learning and person but they all are available for people to use in whichever way they choose and all the librarians work hard to keep their libraries updated and accessible.


References

The Bancroft Library (2008). Fact Sheet. Retrieved July 22, 2011 from http://bancroft.berkeley.edu/

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence:
Libr 204: Environmental Scan
Libr 256: Library Tour
Libr 271a: Teen Space

COMPETENCY C

“GIVE INSTRUCTION UNTO THOSE WHO CANNOT PROCURE IT FOR THEMSELVES.” -Confucius
 
C.
Recognize the social, cultural and economic dimensions of information use:

      As much as we would like to believe differently, access to information comes with a price. Although schools and public libraries give patrons access to the Internet and books, keeping these items up to date can be very expensive. Many schools do not have the funding to provide enough computers or new releases to their students. Public libraries are only open for a limited amount of time; some libraries in less affluent cities are only open a few days a week. For patrons with access outside of these ventures, the effect may not be noticed, but the patrons who struggle financially are hurt the most when they cannot access the information they need.
       In Library 200, Information and Society, I wrote a paper about the rise of information and how it is affecting society (Library 200 Rise of Information). If you walk into a high school today you are bound to see the majority of students on cell phones, ipads and computers. Facebook has become a staple for the younger generation. Teachers use Facebook to let students know what is going on in class, libraries are turning to Facebook to advertise upcoming events and patrons use Facebook to stay in touch with their acquaintances. Instead of using school computers and public computers for researching on the Internet, computers are being used to chat with friends to create a new social world. The library has become a social hangout for people of all ages. Teen spaces are becoming more popular at public libraries. Sitting areas allow groups of patrons to sit and socialize while discussing homework or current events and play games. Economic times are affecting everyone, including the younger generation. Libraries provide a free and safe place to spend time.
      In Library 261a, Programming and Services for Young Adults, I took a closer look at a high school library for an assignment on advocacy in libraries (Library 261a Implementing Advocacy). Ukiah High School library is located in the small town of Ukiah, CA. The town of Ukiah is mostly lower class and the school district has little funding. The high school library is very popular with the students. The computers always have a waitlist and books are read and re-read because there is little chance of funding providing current books. After observing the teen area of the public library in Ukiah, it was obvious why so many teens chose to access the school library. The public library had just one bookshelf dedicated to teen books. There was no sitting area or games available and the teens were lacking the access they truly needed. Teens use the high school library space because the city has little money to create and update the teen area at the public library. Students who have no access at home use the library computers and printers for assignments and fun. Not having access to new technologies is putting a disadvantage on the lower social classes. The middle and upper class do have access and those people are at an advantage, while those who do not can fall further behind.
       The cultural aspects of information access were apparent to me in my visits to the public libraries is Ukiah, Ca and Dublin, Ca. The town of Ukiah, Ca has a large population of Spanish speaking people. However, because of funding and the town’s lack of support, most of the patrons do not access the library. The Spanish collection at the library is very small compared to the population. In Dublin, Ca the Spanish speaking population is fairly low, yet there is an extensive collection of Spanish books in the library. This observation reinforced my belief that areas with money provide information access and information sources to the community it serves.

References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence:
Libr 200: Rise of Information 
Libr 261a: Implementing Advocacy

COMPETENCY D

“WORDS ARE ALSO ACTIONS AND ACTIONS ARE A KIND OF WORDS.” –Ralph Waldo Emerson

D.
Apply the fundamental principles of planning, management and marketing/advocacy

     Every great library has a plan. Starting with a mission statement, a library creates their visions, values and goals to help the library run smoothly and to achieve the right environment for their patrons and the community. In Library 266, Collection Management, I created a collection development policy for a nonexistent library located in Cavendish, PEI (Library 266 Collection Development Policy). In order to create the policy I called on the knowledge I had learned in Library 204, Information Organizations and Management. In Library 204, I learned about environmental scans. I created an environmental scan for the Dublin Public Library. I researched the city of Dublin to learn about events in the community, demographics and statistics. I then visited the Dublin Public Library to access the needs of the community, which events are held at the library and who uses the library the most. I observed the neighboring business and used all the knowledge I had gained to compile an environmental scan to use in the created of a strategic plan for the library. In regards to the collection development policy, I was not able to visit the library because it was non-existent, so instead I researched the city of Cavendish and chose a place in the center of town for the library to be located. I then went about created a collection development policy that would bring in books and media that would match the needs of the community.
     Great management can help make a library successful. In Library 204, Information Organizations and Management, we covered the topic of management styles and skills. I wrote a paper on the importance of motivation in the management style (Library 204 Motivation). I compared different articles on management styles and motivation techniques. In the first article by Nigel Nicholson entitled “How to Motivate Your Problem People,” the focus is on how management reacts to problem employees. Nicholson discusses how employers usually react and how relationships with problem employees can be improved.  The second article I discuss is by Abraham Zaleznik. In the article “Managers and leaders are they different?” Zaleznik sheds light on the differences between management and the employees. He feels the manager is held in a higher regard and therefore holds himself to a higher standard. Managers are level headed and goal orientated compared to the employees who work for rewards.
     Despite the two different views on managers, both articles focus on ways to encourage employees to do their best and how managers can work harder to create better relationships with their employees. Motivation is required for any employee to succeed. If a situation arises and a staff member is not working to their ability, kindness and understanding should be shown along with encouragement and further training. Having staff members in charge of certain areas of the library and programs can help keep up motivation and allow a feeling of pride and success in reaching a goal.
     Marketing is an important tool to keep patrons informed on library and events. I covered how each event in the programming plans is marketed to bring patrons in and add interest. There is always room for improvement in a marketing plan and in Library 204, Information Organizations and Management; I worked on a group strategic plan of the Albany Library (Library 204 Strategic Plan). The strategic plan covered information and ideas on how the library could market itself better. They had an online website that had a calendar of events, but nothing caught the eye and invited you to explore the website further. Marketing to the county website, city website and at schools around town can help bring in patrons. The strategic plan proposed by my group looked at the future plan of the Albany Library, where they wanted to be in five years and how the library would grow. Research showed where the library had been and how making a coffee shop or access to the community center could help improve interest and drive in traffic to the library.

References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Nicholson, N. (2003). How to Motivate Your Problem People. Harvard Business Review,  81(1), 57-65.

Zaleznik, A. (1977).  Managers and leaders: are they different? Harvard Business Review, 55(3), 67-78.

Evidence:
Libr 204: Motivation Management
Libr 204: Strategic Plan
Libr 266: Collection Development Policy and Public Service Announcement

COMPETENCY E

“E PLURIBUS UNUM (From one, many).”

E.
Design, query and evaluate information retrieval systems.

      Information retrieval systems play a primary role for libraries and librarians. There are many different versions of information retrieval systems from the more simplistic to the more advanced. Which system is used depends on the needs and preferences of each specific library.
       For Library 202, Information Retrieval, we learned about the mechanics behind creating a database. Part of creating a database involves dividing and grouping information into different categories and properly naming and linking those groups to allow the user to easily find the information they are seeking. In Library 202 we were given many exercises that allowed us to get a feel for how databases were created. One assignment started out with images that needed keywords to represent each image. Attention to detail was mandatory when choosing vocabulary and terminology to describe the images. After sorting through the data and editing out duplicate or generic words, we were tasked with creating a data structure, which included fields and rules. I have included a screen shot of my final database for Library 202 (Library 202 Screen Shot).
      I became proficient at querying information retrieval systems in Library 244, Online Searching. For this class the focus was on three information retrieval systems: Dialog, LexisNexis and Factiva. Each system required different skills to complete search inquiries. Dialog was the hardest to understand and navigate I believe it takes years of practice and continued learning to be successful using this system. Factiva and LexisNexis were easier to “begin” but it was obvious that the more familiar you are at any of these systems the more accurate your results will be. We had many assignments that involved finding answers to reference questions posed to us using one or all of these systems (Library 244 Exercise). Most of the assignments allowed the decision of which system to use to be that of the researcher.
      Throughout my time in the SLIS program I have evaluated many different retrieval system. I also had experience at my job using information retrieval systems, such as Destiny. Fortunately not all information retrieval systems are complicated to use. Patrons and librarians can access information they need extremely quickly with the use of keywords and boolean operations. For Library 244, Online Searching, I wrote a paper comparing the three information retrieval systems that we had used in class (Library 244 Comparison). Dialog, LexisNexis and Factiva. From my experience and research I found Factiva to be the overall easiest system to use. Dialog was extremely difficult for me, yet after all my research I came to believe that Dialog gave the best results in the most areas compared to the other systems.
      Information retrieval systems are always changing and new systems are being created. I realize that throughout my career I will have access to many systems and will always be growing and challenging myself to find the best system for my needs.

References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence:
Libr 244: Comparison of Search Services

COMPETENCY F

“GLORY IS ACQUIRED BY VIRTUE BUT PRESERVED BY LETTERS.” –Petrarch

F.
Use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information.

      Every library is organized differently, from the layout to the selections on the shelves. Most patrons do not realize the effort that goes behind each and every book placed on the shelf and the items available when they use the libraries database. It may be frustrating at times when a new book is checked out or has not been purchased yet. How the library collection is created can be a very challenging job for the librarian.
     In Library 266, Collection Management, we learned about the creation and preservation of library collections. A collection development policy is important to keep all members of the library staff and the public working together to maintain the vision and goals of the library. The opinions and needs of the patrons are very important when selecting material to add to their library collection, however it is up to the librarian to determine the necessity and potential use of the item. Popularity of books can change from day to day and keeping up on enough copies to satisfy the public can be daunting and when the fad changes you are left with multiple copies of books that now need to be weeded out of the collection.
     For Library 266, Collection Management, we had an assignment where we needed to visit a library and find a section that was lacking in books and information. In the Castro Valley Public Library the travel section was the area I chose because it had books that were outdated. There were several books on locations such as Hawaii and Europe but not many other locations. I felt this section needed to be updated and more inclusive to other travel destinations. No book was newer than three years old.
     From my experience there is another collection at most libraries that is lacking, the large print. I have been using the large print section to provide books for an elderly reading program that selects and delivers books to patrons who cannot access the library. I very quickly realized that the book selections available would only last me a few months. With the large population of baby boomers, I see the need to grow sections that include more mystery, fiction and non-fiction books. I also would make the bookcases shorter, like in the children’s area, and have the bottom shelf higher off the ground. I have heard complaints from my grandparents about how difficult it is to reach the books on top and on the bottom of the bookcase. By having access difficult to the patron they can only reach the books in the middle cutting off the collection even more.
     Another assignment that I did was in Library 256, Archives and Manuscripts. For the assignment I created a finding aid for a collection of papers (Library 256 Finding Aid). The finding aid would allow the papers to be stored and preserved with quick access for the patron who required the information. I divided up papers into categories and dates I felt fit together and then created a list of the information in the collection.
     For Library 260a, Programming and Services for Children, I evaluated children’s online resources (Library 260a Online Resources). I reviewed ten websites and gave a brief explanation of what each website contained and then my opinion on how useful the website actually was and what the ease of use was for librarians and for children. For Library 263, Materials for Children 5-8, I helped create a wiki with information from digital resources and current children’s books. Each items was summarized and provided for a specific age group to allow parents a quick reference guide on the children’s collections available.
     Another assignment I had for Library 260a, Programming and Services for Children, was to create a collection of books similar to each other (Library 260a Book Collection). I choose one book and created a programming plan around that book. For follow-up reading I provided four other books that were similar to the first book and that could be added to the program as well.
     I have had first hand experience in acquisitions and organization at my job working in a high school library. I helped rearrange the library collection to incorporate second language books into the collection, we chose to do this instead of providing an individual section. We were having difficulty teaching those with English as a second language how to find books in the library. They knew where the second language books were, but became overwhelmed when they needed a book in English. We hoped having the English and Spanish versions side by side, they might read the Spanish version first and progress to the English version.
     I helped purchase new books for the library with the limited budget that we had accessible. When a student asked for a particular book we would write it down and if we had multiple requests we would purchase the book for the collection.


References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

 Evidence:
Libr 256: Finding Aid 
Libr 260a: Online Resources
Libr 260a: Book Talk/ Book Collections

COMPETENCY G

“THE TRUE UNIVERSITY OF THESE DAYS IS A COLLECTION OF BOOKS.”         -Carlyle

G.
Understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge.

       Information structures are tools that have been created to allow organization of information to allow users to access the information they are seeking without sorting through thousands of irrelevant documents. In Library 248, Beginning Cataloging and Classification, I learned a lot about Robert S. Taylor, and how he helped pioneer the information field and has lead information retrieval to where it is today. In the article “The process of asking questions,” Robert S. Taylor, explains the process an information structure goes through when a search inquiry is entered. Many questions are asked of information systems, yet it becomes the job of the researcher to learn how to manipulate the questions to meet the requirements and limits of the information structure.

       In Library 248 I learned about creating and using MARC records. Many quizzes and exercises allowed me to practice using different tags to create an accurate record. I performed searches using the Library of Congress online catalog and I compared their records to those found through the King Library’s online catalog. Some of the assignments I had for Library 248 involved creating MARC records from information given to me on specific books, movies and CD’s (Library 248 Tags).

      For an assignment in Library 248, I had to choose two online catalogs to compare and contrast (Library 248 Catalog). I chose to look at websites that related to children. I used the catalogs from Children’s Books Online and International Digital Children’s Library. The overall appearance of the catalogs and the ease of use I felt were important when dealing with content for children. The catalogs needed to reach out to the children, while still providing relevant and up to date content. I chose to research an obscure children’s book using both catalogs to determine if I could find the book. I was unsuccessful in my search attempts.  Both catalogs were focused on providing information to children from all over the world. Both sites used colors and graphics to reach out to the children and both had quick links to favorite books and specific well loved subjects that made searching easier for a child.

      Library 248 taught me a lot about online cataloging. The MARC tags were a challenge to memorize, however now that I know what each number means I can read a MARC record and understand the information I have been given. Acquiring this knowledge has helped me in my current job at a high school library and allowed me to add many new books to the catalog which in turn has allowed access to the students.


References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Taylor, R.S. (1962). The process of asking questions. American Documentation, 11, 391-396.

Evidence:
Libr 248: Catalog Comparison

COMPETENCY H

“IGNORANCE IS THE CURSE OF GOD, KNOWLEDGE THE WING WHEREWITH WE FLY TO HEAVEN.” –Shakespeare

H.
Demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities.

       Libraries continue to evolve and change through the years. Today’s libraries are nothing like the libraries our parents grew up using. Technology is taking over the library world and creating exciting new ways to gather and share information. Twitter, Myspace, webpages and online catalogs have allowed librarians to reach the public like never before. I am very excited to be a part of this new era of library services.
      Participating in the online library program at San Jose State has allowed me to use new technological tools I have never accessed before. My classes were made up of a diverse group of students from different states and countries. Working in groups provided challenges with time zones and distances, however, in my groups we used Googledocs to provide access to everyone. Each group member was able to open a free account on Google and become added to one group document. Each group member could type their information into the document at any time of day and the others could view the information within seconds. Using this technology along with a few Elluminate sessions, my group collaboration came out very successful and I have used this same concept for collaborations with members at work.
       Wiki’s have become an easy way to share information and links on specific content with the public. In Library 210, Reference and Information Services and Library 263, Materials for Children Ages 5-8, I created group wiki’s on general multidisciplinary resources and children’s resources. For Library 210, my group and I were assigned the topic of General Multidisciplinary (Library 210 Wiki). We worked together using Googledocs to compile information on books, encyclopedias and atlases. The wiki was broken down into these three categories with annotated bibliographies and reviews of each item.
      For Library 263 my group and I created a wiki for children’s books (Library 263 Wiki). We divided the list of books into different categories including early readers, chapter books and digital resources. I was in charge of creating the wiki page on digital resources. The group chose keywords to link together and allow easy searching of the wiki. Each entry included a picture of either the cover of the book or the logo from the digital resource site.



References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

COMPETENCY I

“AS ONE LAMP LIGHTS ANOTHER, NOR GROWS LESS,
SO NOBLENESS ENKINDLETH NOBLENESS.” –James Russell Lowell

I.
Use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users.

       Reference services are the heart of the librarian profession. The American Library Association emphasis the need for strong reference services in both the Code of Ethics and in the Reference and User Services Association. It is important that a librarian is able to allow patrons access to the correct information they are seeking. The RUSA states: “ We value the unique contributions that librarians and library staff bring to the process of connecting users with the information they need.”
      I experienced an in depth look at reference services in Library 210, Reference and Information Services. After learning the proper way of conducting a reference interview, we were assigned the task of visiting our community library and asking the reference librarian a question (Library 210 Reference). The goal of the assignment was to view how the reference interview was conducted and to see if our question was answered with relevant and accurate information. I chose to visit the Castro Valley Library and to ask a question at the children’s reference desk. The librarian was very helpful, he repeated back the question I had asked and he proceeded to ask follow up questions as he searched the shelves for relevant books.
       In Library 260a, Programming and Services for Children, we learned how to conduct a reference interview with a child. Unlike a reference interview with an adult, Professor Peck explained how the reference interview with a child could be one of their first experiences expressing their needs to an authority figure. I learned it is important to treat the child with respect, to get to their level and to ask many follow up questions to insure accuracy. If the child leaves frustrated they may not choose to ask for help in the future. I also learned different ways of asking children questions through discussions with fellow classmates.
      Besides reference interviews there are many other ways that librarians can help patrons access information. Library websites provide links to reference websites that allow patrons to search from home. In Library 260a we had an exercise where we had to view many reference websites (Library 260a Online Resources). The assignment allowed me to view the websites from both a child’s point of view and a librarian’s point of view. Some of the websites catered to young children using large buttons, pictures and colorful icons. Other websites had content for children but they were made for adults to access and allow children to view with them. There are many reference sites available and I had the chance to explore only a few.
      Through my job as a library assistant at a high school library, I have had the opportunity to conduct many reference interviews with students and to provide reference services through the library website.



References
American Library Association (2011). Code of Ethics. Retrieved July 20, 2011 from http://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm
American Library Association (2011). Reference and User Services Association. Retrieved September 1, 2011 from http://www.ala.org/ala/mgrps/divs/rusa/about/index.cfm
Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence:
Libr 260a: Online Resources

COMPETENCY J

“LET THERE BE LIGHT." -Genesis 1:3

J.
Describe the fundamental concepts of information-seeking behaviors.

       When dealing with information-seeking behaviors you first need to determine what is an information-seeking behavior?  According to Donald Case an information-seeking behavior “is a conscious effort to acquire information in response to a need or a gap in one’s knowledge” (2002).  Donald Case created a survey on how and what information users seek bringing together two decades worth of information behavior studies. Today it is more necessary than ever to understand the needs of the user. Technology has expanded the library field into many different arenas. With new services libraries provide, it is important that the needs of the user still remain the top priority. By understanding how users think and search a librarian can provide accurate information that is relevant to the needs of the user.
      In Library 202, Information Retrieval, we focused on the information retrieval system. There are many components to the information retrieval system, the one that is often overlooked is the user. Library professionals have to focus on the user when designing and adapting information retrieval systems. Users can be broken down into three main categories: known item searchers, subject searchers, and browsers. To help patrons find the information they are seeking a librarian needs to become familiar with the different types of users and how to best provide assistance to the user when creating a search.
       An assignment in Library 202 had us comparing two University information retrieval systems (Library 202 Compare). I chose the Cornell University and Princeton University. For the paper I compared every aspect of the Universities information retrieval system, including the interface and search results. I found both Universities to be relatively equal in results, however Cornell University provided help tutorials for patrons and search strategies to allow ease of use when accessing information from home.
       There were many different information-seeking theorists that I learned about throughout my time in the SLIS program. One theorist that stood out to me was Carol Collier Kuhlthau. Kuhlthau helped define information seeking behaviors into a multi-step  “Information Search Process.” The ISP is divided into six stages: initiation, selection, exploration, formulation, collection, and presentation. I gained experience with each of these steps while implementing information searches in Library 210, Reference and Information Services (Library 210 Search). I initiated my search process and selected my topic, which was Disney. I then explored and gathered information on my topic. I formulated the information to decide relevance and accuracy. I narrowed my search down to specific information on how Disney has impacted girls through their films and theme parks. Next I collected all the information on my specific topic and presented my results. I used the knowledge I gained in Library 210 to help implement searches in Library 244, Online Searching.
           

References

Case, D. O. (2002). Looking for information: A survey of research on information seeking, needs, and behavior. San Diego, CA: Academic Press.

Rutgers University (2011). Information Search Process. Retrieved September 6, 2011 from comminfo.rutgers.edu/~kuhlthau/

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence
Libr 202: Compare Two Libraries

COMPETENCY K

“LIBER DILECTATION ANIMAE (Books, the delight of the soul).”

K.
Design training programs based on appropriate learning principles and theories.

      Training and instructional programs are important to librarians, library staff and the public. Changing technologies, literature, and settings create plentiful opportunities for growth in the library field and new topics to teach the staff and the public. A librarian can teach a seminar on reading or writing and then turn around and teach something as simple as explaining how to use the library computers to create a search. It is up to the librarian to create training programs to benefit everyone.
       Library programs can cover many topics and teach patrons many different skills. For Library 260a, Programming and Services for Children. I created a twelve-month children’s programming plan (Library 260a Program). I covered repetitive programs such as weekly story times, science clubs, and arts and crafts. Each program was meant to cater to a specific age group and to help improve reading, science, and artistic skills. Other events were added monthly to allow for family movie and game nights, homework help, book talks, and special presentations. Monthly events reflected historic events throughout the month and allowed learning to be fun while still educational.
       For Library 261a, Programming for Young Adults, I created a staff-training program (Library 261a Staff). I observed the daily routine of the staff at Ukiah High School. After observing interactions with students and faculty I came up with an area that was lacking in their training. I continually observed staff members walking students over to books and sections of the library. When a student asked for help locating a book they were not taught how to search online for the book or how to use the Dewey Decimal System to find the book on the shelf. Instead it was easier and faster for the staff member to search for the book them self and then walk the student over to the book. I felt the staff was not allowing students to solve their own problems or to grow and explore the library. Every question was answered without allowing the student to search and discover on their own. I focused on the Dewey Decimal System and how staff could be trained to understand the system and to teach students how to find the books they were searching for.
       I created a training handout with links for further training and a Power Point presentation that taught the Dewey Decimal System along with the easiest way to explain the system to the students. Most staff members already knew how the system worked, but they needed pointers on how to explain the system quickly in order to continue helping multiple patrons. I also included an orientation for new students at the beginning of the year for English and History classes to access the library and learn how to find books and use the online database.


References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/


Evidence: Libr 260a: 12 Month Children's Program
Libr 261a: Staff Development

COMPETENCY L

“IN TENEBRIS LUX (In darkness light).”

L.
Understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups.

      Library 285, Research Methods, introduced me to the fundamental principles of research. Librarians have an important role to play in every library. Keeping current on new information and technologies can prove challenging. A librarian has to be capable to searching and synthesizing information. There is an array of scholarly information present in the information world and most information needs to be evaluated for relevance and accuracy. Having the skills to create a research proposal on an unknown topic or an overly researched topic is important in helping a librarian improve library services and programs. Without research, it would be hard for the library field to continue to change and grow.
       Two types of sources can be used when doing research: primary and secondary. You hear primary sources often in English and History classes, when referring to a source of information. Primary sources represent first hand information created by the source you receive the information from, such as letters, journal entries of books. Secondary sources are articles and books that are based on the information and research from primary sources. Information professionals use both sources when doing research. There is value in both types of sources and when used together they can help support one another.
       Visiting the library and searching through books is a great way to create a foundation for a research paper or proposal. Facts can be taken from a primary source and elaborated on through research of secondary sources. Once the researcher has a question in mind secondary and primary sources can help answer the most difficult of questions.
      In Library 285 I had to create a research proposal with a group (Library 285 Proposal). My group and I chose to focus on webpage curriculum in High Schools. The proposal was created in multiple parts. A collection of journal articles related to our topic was found using numerous search strategies and materials. Once the articles were found we created a list of important criteria that we wanted to cover in the actual paper. Using this criteria we created a literature review using the articles that most accurately met our criteria. The literature review was included in the final proposal to give the reader an overview of the information that was available.
       The second part of the proposal included a background on the high school and how the curriculum was being presented to the students and the teachers. A purpose and rationale explained why the paper was being written. We felt that technology needed to be utilized in libraries in conjunction with the classroom. The method explained information on the participants as well as how the data would be collected. The overall proposal combined all of these areas to create a basis for a large research paper.


References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence: Libr 285: Research Proposal

COMPETENCY M

“BENEATH THE RULE OF MEN ENTIRELY GREAT,
THE PEN IS MIGHTIER THAN THE SWORD.”-Edward Bulwer-Lytton

M.
Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.

      Many of the classes I took while in the SLIS program emphasized the importance of group collaborations. Although all my coursework was done online, I had many interactions with groups through various forms of technology. Elluminate was used frequently in every class to allow classmates to discuss coursework and professors to answer questions orally instead of just through email and discussion boards. I was concerned when starting the SLIS program that I would miss out on meeting fellow students and forming lasting professional relationships. However, group work in multiple classes has allowed me to form bonds and to collaborate with many students from all over the country.
      For Library 204, Information Organizations and Management, I collaborated with a group on a strategic plan (Library 204 Strategic). Using email, Elluminate, GoogleDocs and Meebo I was able to communicate my ideas to the group and to share in discussions based on our mutual work. To finalize our project we created a PowerPoint presentation that was presented to the class during an Elluminate session, every group member spoke for a few minutes while sharing the PowerPoint slides with the class.
      In Library 210, Reference and Information Services, I created a group wiki for the first time (Library 210 Wiki). The wiki was difficult for me to understand at first, however one group member had a lot of experience using wiki's for work and he set up a training session for our group using Elluminate. After the group learned how to build a wiki we divided up the assignment and each worked on our own piece. Using a GoogleDoc we complied all our information and discussed it once again using Elluminate. A Meebo chat was organized between our group members which allowed us to finalize our project.
       Another group collaboration was a wiki for Library 263, Materials for Ages 5-8 (Library 263 Wiki). I had previous experience creating a wiki in Library 210, I was able to coach a few of my group members who had no previous experience. My group chose to use email and GoogleDocs to share our information. Each week we would submit our progress to the GoogleDoc and then email our opinions to each other. This was a slow process that created a few problems when group members were late or did not respond. A few days before our wiki was due we set up an Elluminate session to work out any kinks in the project as a group, which led to a successful final project.
           


References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Evidence:
Libr 204 Strategic Plan Powerpoint

COMPETENCY N

“THE FOUNDATION OF EVERY STATE IS THE EDUCATION OF ITS YOUTH.”     -Dionysius

N.
Evaluate programs and services on specified criteria.

       Library programs and services are a necessary aspect of any library. Evaluating library programs and services are important to maintain accurate services and programs to meet the needs of the patrons as well as the library’s budget. Guidelines for evaluating programs and services can be created by the librarian them self following the policy, mission and vision of the library or they can follow the guidelines established by the ALA’s Reference and User Services Association. Specific criteria for evaluations can help libraries maintain programs and services that continue to meet the goals of the library.
       As part of the curriculum in Library 266, Collection Management, I had to create a collection development policy for a fictional library (Library 266 Policy). The policy had to follow certain criteria given to us by the teacher, along with any additions we wanted to add. With any collection development policy it is necessary to establish the mission, vision, and goals for the library. Every aspect of library services should reflect the goals of the library. By having this guideline, the librarian, library staff, and patrons have a better understanding on how decisions are made.
       In Library 260a, Programming and Services for Children, I had to view a library program in preparation of creating a twelve-month programming plan for the library of my choice. I visited the San Ramon Public Library located in San Ramon, CA. The program I observed was a story time session (Library 260a Story). Based on criteria given to me from my professor, I viewed the story time and made notes on the positives and negatives of the event. There is no one-way to do a story time, each librarian chooses what they are comfortable with and what fits the demographics of the community. I based my observations on whether the librarian, children, and parents enjoyed the event and if the books and music used were appropriate for the age group I was viewing.
       For Library 260a I watched a special event with a master storyteller who performed songs, and acted out scenes to the children (Library 260a Master) in the children’s area of the Danville Public Library, located in Danville, CA. Because the assignment was to view any special event, there was no specific criteria to follow. Finding information on the performer’s background, the budget for the program at the library and details of the event were just a few of the details I provided in the assignment. I based my criteria on whether the program was well attended, if the children were enjoying the event and if the event encouraged patrons to read. Penny Peck, an instructor at SJSU, stated in her book, Crash Course in Children’s Services, “Good programming draws the community into the library and makes it easier to get the funds to stay open when the budget cuts are proposed.” Based on the criteria I used to judge this event, I found the program to be unsuccessful because of lack of attendance and the storyteller’s inability to hold the children’s attention.


References

American Library Association (2011). Reference and User Services Association. Retrieved September 1, 2011 from http://www.ala.org/ala/mgrps/divs/rusa/about/index.cfm

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Peck, P. (2006). Crash course in children’s services. Westport, CT: Libraries Unlimited.

Evidence:  Libr 244: Collection Development Policy
Libr 260a: Master Storyteller and Storytime Review

COMPETENCY O

“THE NOBLEST MOTIVE IS THE PUBLIC GOOD.” –Virgil

O.
Contribute to the cultural, economic, educational and social well-being of our communities.

        Continuously throughout my experience in the MLIS program, the ALA Code of Ethics has been referred to as the basis that a librarian should build their career on. I have adopted and manipulated the Code of Ethics to create and define my own professional philosophy.
I. The ALA Code of Ethics states: “We provide the highest level of service to all library users…” The key to creating a useful, relaxing, and productive environment for library patrons is by providing good service. A library can be architecturally beautiful, have an abundance of books and computers yet if a patron cannot find the item they are searching for the library becomes practically useless. I believe that service is important in whichever career path you choose and it is my goal to always strive to provide great service to my patrons. I have had experience working in a low-income area and I have seen the impact the library can have on patrons with little access outside the library to technology and books. Providing access to materials specific to the cultural and economic needs of the community is important when providing good service. The library needs to continue to meet the needs of the patron and I plan on continuously reaching out to the public to insure their service needs are being met.
II. Intellectual Freedom: As part of the ALA Code of Ethics, intellectual freedom and resistance to censorship play a strong roll in most libraries. I whole-heartedly believe in intellectual freedom and I feel censoring books only inhibits learning and the expression of beliefs. I grew up in America believing in freedom of speech and I will do whatever is in my power to continue this freedom and to fight off efforts of censorship.
III. Right to Privacy: Maintaining the patrons right to privacy and confidentiality is a part of the ALA Code of Ethics. I have had first hand experience in my current position with this issue. I have explained to patrons who are concerned that their information is secure and will not be shared outside the library. It is important that the library staff allow patrons to feel safe and comfortable asking for help seeking out information they need without being judged or ridiculed. Patrons should feel comfortable checking out any book of their choice without fear or embarrassment from the staff.
IV. Treat Coworkers with Respect: The ALA Code of Ethics states: “We treat coworkers and other colleagues with respect, fairness, and good faith…” As in any job treating coworkers respectfully is a necessity to creating an enjoyable and growing work environment. Training together and sharing responsibilities will help to create a mutual understanding between employees. Everyone should be allowed to express and share their uniqueness while receiving understanding and respect. I hope to foster strong relationships that will continue to grow and create an enjoyable work place.
V. Strive for Excellence: Continuous growth is a necessity in the library field. Technology is forever changing and as information professionals we need to be on top of our field to successfully allow our patrons to succeed. I plan on continuing my education, joining professional groups and attending conferences to allow myself to grow and strive for excellence in my field. Taking from my experience in Library 261a, Programming for Young Adults, I will create training programs and motivate my colleagues and staff to continue their training so we can all succeed together (Library 261a Staff). Using the new knowledge I will gain from my education I will create and update educational programs for the patrons.
       The needs of the community are very important to me. I have been participating in a Homeword Bound program through the Castro Valley Public Library, which matches elderly homebound patrons with volunteers. The volunteer brings books to the patron’s house to allow the patron to continue reading. Through my education and research I have found many different programs that help meet the needs of the community, such as the Booklegger program through the Pleasanton Library which provides training for volunteers to visit elementary schools to read to students. I plan on implementing some of these programs in my future career as a librarian to continue reaching out to the public.
       By following these guidelines I hope to create and maintain a successful career as a library professional.

References

American Library Association (2011). Code of Ethics. Retrieved July 20, 2011 from http://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Pleasanton Library (2011). Booklegger Program. Retrieved September 11, 2011 from http://www.ci.pleasanton.ca.us/services/library/volunteer-opportunities.html

Castro Valley Public Library (2011). Homeword Bound. Retrieved September 11, 2011 from http://guides.aclibrary.org/senior?topic=SeniorServices&cat=SeniorServices

CONCLUSION

"FINIS CORONAT OPUS (The end crowns the work)."

Conclusion

       I cannot express how much I have learned throughout my experience in the SLIS program. The E-portfolio only scratches the surface of my newly acquired knowledge. I came into this program with little knowledge of the library field. I have been visiting libraries ever since I can remember yet I had no idea of the amount of work a librarian puts into their career. I am so happy that I joined this program and I have met some wonderful professors and fellow students.
       Although I am glad I have finally come to the end of my time in the SLIS program there were a few classes that I would have really loved to take if I had had the credits available. Library 280, History of Books and Libraries, seemed tailor made to me with my B.A. in history and love of books. Also Library 262a, Materials for Children Ages 0-4 and Library 264 Materials for Tweens, were two areas of the children’s librarianship that I would have liked to have experienced. Looking back on the many classes I took I have to credit Library 263, Materials for Children Ages 5-8, with putting me on my career path to becoming a children’s librarian. I took Library 263 to expand my knowledge of the different areas in the library filed. One of the required books for the class was The Proust and the Squid by Maryanne Wolf. I had never had any experience with kids but once I started reading about how children learn to read and how adults can help motivate or discourage reading I was hooked. All I wanted to do was to change one child’s life and to make them a life long reader. I immediately started taking as many children’s courses as I could fit into my schedule.
        I am saddened that my formal education has come to an end. I cannot begin to picture my life without school books and essays, but I will try! I plan on continuing my education by joining professional associations to keep up with the latest trends and changes and by reading library journals and articles. I encourage anyone who is interested in becoming a librarian to take the SLIS program at SJSU. I received a great education in an unusual format but I would not have changed anything.
I, Katrina Deliramich, affirm that all introductory, reflective, and evidentiary work submitted is mine alone (except where indicated as a group or team project), and has been prepared solely by me.

References

Library of Congress (2006). On These Walls. Retrieved July 20, 2011 from http://www.loc.gov/loc/walls/

Wolf, M. (2008). Proust and the Squid: The Story and Science of the Reading Brain. New York: Harper Perennial.