Statement of Professional Philosophy

 

Back in 2005, I was working at Barnes and Noble bookstore as a manager of the children’s department.  One day a woman walked in and I helped her find books for the middle school where she worked.  She then told me that she was a student at San Jose State University enrolled in their Masters in Library and Information Science program.  She told me to think about putting in an application.  At first I thought it was a ridiculous idea; me, a librarian?  But as the weeks went by I realized how much I loved helping people find books and how much I enjoyed being around books.  It was a perfect fit for me. 

 

My life changed quickly and I soon found myself enrolled in the masters program at SJSU.  I also found myself wanting to have hands on experience.  I was in need of a new job, one within the field to help me prepare for my future in librarianship.  Miramar Ranch Elementary school had an opening for a classified library assistant.  It was part time and required me to check in and out books, conduct story time, shelve books, and catalogue materials.  I applied for the position in October of 2005 and have worked there for the past three years.

 

As a library assistant I have experienced first hand the obstacles and rewards placed upon people within the library profession.  I believe that every child should have access to books and other educational materials.  I am lucky to work in an upper/middle class neighborhood, but am fully aware of the need for free access to books.  So many parents are unable to purchase new books, especially for those children who are ferocious readers.  The school and public library give access to learning like no other place.  Why not give the general public access to books to make a more educated and well rounded society? 

 

I have worried over the years that people are slowly forgetting the importance of the library.  With “purchase power” at an all time high, people drive to the local bookstore these days to pick up the latest book or magazine.  I watched it first hand while working at Barnes and Noble.  I also have witnessed it as a library assistant; parents saying to me, “Oh, I went and bought that series you were talking about.”  And of course I cringe – wishing they had checked it out for free from the library.

 

This type of scenario has only pushed me to believe in marketing and product placement more than ever.  I believe that libraries will forever be standing tall, but in order for them to attract new and old users, they must embrace today’s methods of advertising and outreach.  I want there to be a flourish of enthusiasm to surround the library, whether it is about new books being acquired, a special program taking place, or the fact that it has free materials for everyone to use.  I think of it this way; if there can be commercials advertising flavored water there can be commercials showing the public what the local library has to offer. 

 

I have worked in retail for over eleven years and have learned the art of product placement.  At Hollywood Video we displayed the candy in just the right way for people to want to grab it.  At Baskin Robbins there is a reason why the whip cream and cherry are saved for last.  And at Barnes and Noble there is a reason why people keep going back; it is called ambiance.  I see my future as an innovative school or public youth service librarian.  The library is a place for both peace and quite as well as enjoyment and fun.  It is the merging of these aspects that I would like to see happen more in the future.

 

I have learned a great deal while working at Miramar Ranch elementary school.  I have watched day in and day out how a book can change a life.  I had always heard this comment over the years, but did not fully realize the depth of it until I witnessed children ages 5-12 reading.  Something magical happens when a child picks up that one special book.  It allows them to feel alive, expressive, contemplative, and enthusiastic to share what they have just experienced.  To have a single item – a book – hold such power is awe inspiring.  This opportunity should be available to each and every one of us; for those people who are poor or placed on the outer edges of society the library is a welcoming place.  It should always stay this way.

 

I love how the library is a non-judgmental environment, allowing all walks of life to enter its doors.  People have the freedom of expression within the walls of a library, both authors and patrons.  I feel the most passionate about intellectual freedom.  When I started out in this program, I had little to no knowledge about intellectual freedom.  Yes, I knew about the First Amendment, but with regard to libraries, I was happily surprised to find out how my future would involve being an advocate for free speech.

 

Choosing to work within a school environment is at times limiting, but I have learned to balance the role of librarian and “pseudo parent”.  It is a fine line that a school librarian walks because there is such a thing as age appropriate materials based on grade level.  I would not put Catcher in the Rye on the shelves of the elementary school library.  But I would put it on the shelves at a middle school, high school, and public library.  The most memorable challenge I can recount is when a mother was upset over the book Hitler Youth.  It was being sold at the school book fair; I had not purchased it yet for the library.  She wanted it to be removed because of the title. She looked at me and said, “Miss Maile, don’t you think that book should be banned?” I looked in her eyes and patiently explained my role as the library assistant.  I told her that I am an advocate for intellectual freedom rights.  I explained that not everyone in the community may like the title of the book or want it on the shelf.  But for that one student who is doing a report on WWII and needs to find pertinent information to include in his or her report, this book is going to be on the shelf to help further educate them.  I also told her that my role is to provide access to the books, but that as a parent she has every right to speak with her own children about that particular title.  These encounters with parents have taught me to walk in the parent’s shoes, understand their concerns but ultimately it has given me the strength to voice my opinions on the subject of intellectual freedom. 

 

There is a student at the school named Edwin; he is an ESL (English as a Second Language) student who loves books.  I have witnessed him sitting in the library looking at the nonfiction cat books.  He runs up to me during the week to show me the types of cats he likes.  And in return I share with him the words on the pages.  In this small exchange of words I know that I have influenced Edwin to continue picking up books, have the confidence to share his thoughts and emotions and to have a connection with the library.  Almost every single day I am voicing my love of books, being a cheerleader for the library and actively engaging my students to check out more books. 

 

I am constantly reminded that the library is not “my house of books”.  During my final semesters at SJSU I had the privilege to take two courses with David Loertscher a well known teacher librarian who is an advocate of reading, technology, and collaboration.  He taught me to question the standards of the profession. He asked me, “Why do you only allow your students to check out one book at a time?”  And my response was, “Because that is how it was set up before I arrived at the school.  Also, I am scared of losing books and too much shelving responsibilities.”  This was not a good enough answer.  And by the end of the semester I had changed my ways.  Change has occurred slowly, but the fifth graders at Miramar Ranch can now check out five books at a time.  It has done wonders for their love of the library and reading skills.

 

I understand rules; I have worked in management and believe in structure.  When it comes to libraries, the more books flying off the shelves, the better.  It means that our job as librarians is affecting people’s life experiences.  During my first semester in the MLIS program I learned about the history of libraries; where they began and how they integrated themselves into all areas of society.  From that first library in ancient Egypt to the computer based libraries of today, I stand behind my personal and professional philosophy.  It is based around intellectual freedom rights, the libraries openness to all walks of life, and the melding of education, enjoyment and community. 

 

I have completed fourteen competency statements to show my abilities, thoughts, and beliefs within the library profession.  The following competencies will show my understanding of the profession I have already embraced and am ready to work within as a professional librarian.

 

 

 

Competency A

 

What is intellectual freedom and why is it an important issue for librarians?  Intellectual freedom is the right for all people to have access to information without restriction. During my first semester I was introduced to two documents.  On June 18, 1948 the American Library Association (ALA) council adopted the Library Bill of Rights which is a set of six statements reaffirming patron rights.  And on June 28, 1997 the American Library Association council adopted a Code of Ethics which consists of eight statements explaining the ALA’s stance on ethical issues.  Librarians believe in these statements and try to uphold every single one of them.

 

I remember thinking to myself during my first semester, I never thought of my local librarian as a spitfire who is going to fight for my first amendment rights.  But that is exactly what librarians do.  Librarians are at the heart of individual freedoms and without their codes and ethics in place the materials within libraries would be uneven and biased.  Over the past three years I have been exposed to these principles and have embraced the importance of them.

 

The Code of Ethics states, “We protect each library user’s right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.” (ALA, 2008)  Who would ever want to know a person’s account information at a library?  One answer is the government.  On October 26, 2001 the USA Patriot Act, which stands for Uniting and Strengthing America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act, was passed and became law.  The Patriot Act was in response to the terror attacks on September 11, 2001.  It has challenged librarians to uphold their code of ethics and protect the rights of individual patrons.

 

In my paper An Ethical Situation for Librarians to Think About I address this very issue. I was given a hypothetical situation where a patron asks a librarian for information on a controversial leader and for a book called Lethal Mists.  What follows is an FBI agent approaching this librarian with a subpoena requesting library records.  While writing this paper I was challenged to look at this situation from an ethical point of view.  I had never thought about these issues in regards to librarianship.  It opened my eyes to the role I would be stepping into.  As a librarian I will be constantly advocating for patrons rights, even if I personally am uncomfortable with the situation.    

 

All librarians must face challenges; as a school library assistant I have been faced with intellectual freedom questions and censorship issues.  While enrolled in LIBR 250: Collection Development I was introduced to “self-censorship”.  Librarians choose to omit certain materials from their library; it can be on a subconscious level, one based around the community, or influenced by staff.  In School Libraries: Intellectual Freedom and Collection Development Policies I show the various issues surrounding school library media teachers in regards to intellectual freedom.  It is important for all libraries to have a collection development policy in place to support the libraries stance on challenges.

 

The ALA receives book challenges every year and the majority is made at schools.  Parents want to protect their children, but by challenging a book these parents are forgetting first amendment rights.  Individuals in the country are given rights to free press and free speech.  The top three reasons for a challenge are as follows: sexually explicit, contains offensive language, and unsuited for age group.  Last year in 2007, the book The Higher Power of Lucky by Susan Patron won the Newbery Medal.  This book was written at a nine to twelve year old reading level.  Obviously it would be sitting on elementary school book shelf.  My personal experience with this book was that of frustration.  It was quickly challenged by parents and librarians because of offensive language.  The word “scrotum” appears on the first page and a few more times within the book. Taken out of context it can sound offensive and inappropriate for small children. But the author had every right to put this word on the pages in her book and readers across the country should have access to the book. 

 

This is only one example of a well written book judged based on content that a minority is offended by. As a future librarian I believe it is our job to make sure that books like The Higher Power of Lucky stay on the shelves.  I am passionate about intellectual freedom and have found myself writing about it often over the past three years.  It always amazes me to look at the top ten challenged books.  The following titles are from the ALA websites Top 10 challenged books of 2006:

•  “And Tango Makes Three” by Justin Richardson and Peter Parnell, for homosexuality, anti-family, and unsuited to age group;
• “Gossip Girls” series by Cecily Von Ziegesar for homosexuality, sexual content, drugs, unsuited to age group, and offensive language;
• “Alice” series by Phyllis Reynolds Naylor for sexual content and offensive language;
• “The Earth, My Butt, and Other Big Round Things” by Carolyn Mackler for sexual content, anti-family, offensive language, and unsuited to age group;
• “The Bluest Eye” by Toni Morrison for sexual content, offensive language, and unsuited to age group;
• “Scary Stories” series by Alvin Schwartz for occult/Satanism, unsuited to age group, violence, and insensitivity;
• “Athletic Shorts” by Chris Crutcher for homosexuality and offensive language;
• “The Perks of Being a Wallflower” by Stephen Chbosky for homosexuality, sexually explicit, offensive language, and unsuited to age group;
• “Beloved” by Toni Morrison for offensive language, sexual content, and unsuited to age group; and
• “The Chocolate War” by Robert Cormier for sexual content, offensive language, and violence.

I have read And Tango Makes Three by Justin Richardson and Peter Parnell.  It is a children’s picture book showing the true story of two gay penguins at the New York City Zoo who adopt an abandoned egg. It allows adults to introduce different types of families to their children.  It can also be used to introduce homosexuality to children.  Not everyone will want to check this book out, but it has every right to be on the shelf as any other picture book.

The librarian has many roles, that of educator and advocate.  When challenges arise, librarians must be prepared to defend their choices; whether it is defending the use of unfiltered computers, the purchase of R rated DVD’s, explicit lyric CD’s, or challenged books.  I think it was fitting to enroll in LIBR 267: Seminar in Youth Services (The Value of Controversial Literature for Teens) during my final semester.  My professor, Joni Bodart is known within the library community for her book Radical Reads and I have learned a great deal from her.  I chose to research gay, lesbian, bisexual, transgender, and questioning teen literature along side two classmates.  It is one thing to believe in the ethics and values upheld by ALA and another to submerge oneself into the challenged literature.

I put together a power point presentation titled GLBTQ Teen Books for our group.  We presented this along with detailed information on the topic.  This presentation shows why controversial literature is important to library collections.  It forced me to talk with my group members about the Bible belt, possible challenges to materials, and how to handle a response to them.  As a library student I have been exposed to various scenarios that face librarians.  I think that our job as purveyors of books is important and special.  I take my role as a librarian seriously and will continue to support the ethics, codes, and rights put forth by the American Library Association.   

 

      

       

 

Competency B

 

I couldn’t help but think of my Mom while reading this competency; hearing her voice at a young age say, “Maile, being different makes you special”.  I was adopted at six months old and have embraced my unique upbringing.  Not one person is the same; people become individuals based on upbringing, culture, community, and personal interest.  Libraries are like people.  Not one library is exactly the same which in turn makes each one special.

 

The four main library types known around the world are Public, Academic, School, and Special. In A Comparison of Different Library Types: Academic, School, Special and Public I describe their individual clientele, collections, and what information they provide the public with. 

 

The first quality a person encounters when meeting someone new is their physical appearance.  This is the same for a library.  Each library has a different structural design which is usually influenced by the city it is serving.  In my public libraries course my professor sent the class a link showing us the Seattle public library.  It is a controversial library because of its structural aesthetics – modern, made out of metal and glass, eight varying levels with escalators and modern furniture.  This was eye opening as a library student to see how much power a library has in a community.  And also to realize early on that as a librarian I am going to have the opportunity to work in very distinctive and influential libraries.        

 

Once a person enters a library they soon learn details about it.  The collections will vary based on the clientele’s needs.  Two branch libraries within five miles of one another can carry completely different collections because of their community base.  One neighborhood may have more Hispanics, senior citizens, or gay/lesbian patrons.  The other types of libraries also encounter this.

 

All four libraries maintain the same objective to provide information to enhance learning, education, and knowledge.  Since each library houses different collections, it makes sense that librarians themselves would have varied roles.  The school librarian must face challenges that an academic librarian will never face.  In A Comparative Analysis of School Library Collection Development Policies I acknowledge these differences.  A school librarian takes on the role of “parent”, especially in elementary schools.  They also take on the role of “teacher”.  Collaboration skills are required to work with a staff of teachers who all have different needs.

 

In Three Interviews with Practicing Librarians I was required to conduct interviews with a high school librarian, a middle school librarian and an elementary school librarian.  I spoke to one of them on the phone and the other two via email.  It was an insightful and helpful assignment because I learned about their struggles with students and staff, daily tasks, and what works and does not work.

 

I have used all four types of libraries over the years.  I visited a medical library at UCSD while writing a paper on cancer research and visited a museum library (which was very small).  While attending Sonoma State University I used the Schultz Library every week and took advantage of LINK+.  I have a Bachelor’s degree in Art History: Emphasis in Film History from Sonoma State University and back then I was torn between becoming a museum curator, film archivist, or film critic.  I did not pursue any of those dreams, but have kept them all in mind while enrolled in the School of Library and Information Science.  I know that this degree opens job opportunities in special libraries; giving me opportunities in art museums, film museums, and with companies such as Google and Pixar.

 

At the end of the day all four libraries are an asset to a community.  As a future librarian I am confident in my ability to work in all four venues.  I plan to pursue a career working with children and youth and with this knowledge I am prepared to develop a strong library program whether it be in a school or public library.

 

 

 

 

 

 

Competency C

Recognize the social, cultural and economic dimensions of information use

 

We live in a world of information.  Every day people are inundated with new facts, ideas, and opinions; but “What types of information do people want and in what ways will they be using it?”  Everyone will acquire information differently based on their personality, accessibility, and need.    These questions can be answered by looking at who the user is.

 

Children use information differently than adults.  While working at Miramar Ranch Elementary school I have observed the habits of children ages 5-11.  The younger children enjoy finding picture books based on its cover or based on a subject their teacher is talking about in class.  As they grow older these children want chapter books.  Once chapter books are being checked out, a lot of children base their choices on what is popular; this can be influenced by mass media and their peers.  This is not the case for all of the children.  During this particular age students are still engrossed by books and how much they can learn from them.  The Internet is something fun they can use to play games on and find some information on.  Few are using email, but many of them know about Youtube, Myspace, and Wikipedia. The most popular way to find information on the computer is from Google.  And they share information through conversation.

 

The children who come from poorer households have trouble paying for lost books.  These students are placed in a position of accessing information differently from their peers.  At Miramar Ranch they are allowed to look at magazines, check out books from the “Paperback Book Bin” and can look but not take home the regular collection.  I noticed a trend during my first year at the school.  Students who forget their books and can not pay for a replacement become detached from the information and knowledge side of the library.  Their information base has been tarnished by their economic background.  What I aim to do as a librarian is find various ways for patrons to access information.  It does not always have to be in book format; instead it can be articles from the internet, a listening station for books on CD, or an information kiosk.

 

These underprivileged children do not always have a home computer to use.  I have witnessed these students confused and excited to use this technology for information.  The ESL (English as a Second Language) students use the library to express what they like.  They may not be able to read every word in a book, but they are physically able to grab my hand, take me to a shelf, and show me a book they want to check out.  ESL students use www.Starfall.com on the library computers to listen to the alphabet, stories, and play word games.  Many times, the ESL students will choose the computer over the books because of the added audio component.

 

Currently I work with elementary school students, but I am also completing field work at Marshall Middle School and Mt Carmel High School. All of the students have been given a user name and password to sign onto the computers.  Middle school students share information via email, use flash drives, and have started using a teacher ran site called Moodle http://moodle.org/.  I have noticed their need for information but their hesitance to ask for help.  Instead they rely on one another for information.  I can see the peer pressure and how students often choose not to vocalize concerns or questions with adults.  As a librarian I plan to reach out to these young adults to help them with information needs.

 

The high school students are completely different from these other two age groups.  These young adults ages 15-18 are quick to find information, resourceful, inquisitive, and use a multitude of information outlets.  Mt. Carmel is located in a middle/upper class neighborhood where students walk around campus with ipods, cell phones, and most have access to a computer at home.  One student used her camera phone to take a picture of a book cover so that she could find it later.  All of the students are required to use the computer database to find articles for research.  Information comes from technology, is delivered to one another through technology, and by this age students are depending on it to succeed. 

 

I have also taken time to observe teens outside of school.  My Observation Log details how teenagers access information from video games, television, film, and daily outings.  One particular group that I did extensive research on was adopted Chinese children and teens.  Underserved groups in a community vary; this particular group grabbed my attention.  An influx of adopted Chinese students and non-adopted Chinese students began enrolling at Miramar Ranch.  I was interested in finding information resources for this particular group of patrons.  I put together an Information Resource Center: Adopted Chinese Children and Teenagers, which is an annotated bibliography of sources ranging from books to websites.

 

I know that communities vary, people’s outlook on information change constantly and that as a librarian I will be placed in a fluctuating atmosphere.  I think as a librarian it is important to look at all spectrums of a community.  And I look forward to working with various groups of patrons; finding out what they consider pertinent information and how they use it.    

 

Competency D

 

As an elementary school library assistant I have been put into a position where I must plan lessons, manage the library and coordinate events with students, staff, and the community.  I enjoy this side of my profession because I have ten years of retail experience, both as a customer service representative and as a manager.   

 

Today libraries have to compete with the major bookstore chains.  I do not think bookstores intentionally tried to take away library patrons.  But I do know that people are currently bypassing libraries to sit in bookstores and purchase rather than borrow books.  I worked at Barnes and Noble bookstore for 1 ½ years as the Children’s Department Manager and carry their ideas in marketing with me today. What is this marketing format?  They plan ahead for an entire year of promotions, events, and displays.  I find this helpful as a librarian because it sets the library up for success; both in marketing and purchasing items that are in need.  In Operation Plan: Livermore Civic Center Public Library Teen Room I was required to write up a one year operational plan for a teen room.  It includes census numbers, demographic information, and detailed plans for each month.  It outlines the theme for each month with a description of all the displays (cd’s, book shelves, and window posters).  My plans include who I have to contact and when I must contact them.  I list programs such as Open Mic Night and Teen Movie Night.  And I finish with groups who will be using the meeting room. 

 

This paper opened my eyes to how many variables are involved with running a library.  As a future Youth Service Librarian or Library Media Teacher I will have to rely on myself to stay organized and on top of my planning.  This will involve being organized with paperwork, keeping track of contacts (vendors, public officials, community members, food suppliers, and local advocates), writing out a plan of activities, and have a concrete marketing plan in place. 

 

I was approached by two fifth grade teachers this year who were put in charge of organizing the 3^rd, 4^th, and 5^th grade Literacy Night.  They asked me if I would like to help and if I could run the first annual Book Swap.  I jumped at the opportunity and got to work.  They told me that I could set the rules and figure out how it would be set up in the school auditorium.  I first sat down and took notes on my computer, Book Swap Ideas, and moved forward after that.  Here are photos from Literacy Night of the bulletin board display and me standing behind a table of books.  The night was a huge success.  I found that there were hiccups throughout the night, but have noted them for next year.  I also think that the marketing was the key component to our success that evening.  I talked it up, other teachers talked about it and the students saw posters all around the school.  I think that one area for improvement was contacting the parents about the event.  Students brought between 2 and 50 books each and the library was fortunate to take in any extra books left behind.

 

I have become an advocate of reading, learning, and using libraries.  It is pretty easy to project this message to my students since I see them every week and they have teachers who support these same ideas.  The one audience whom I think needs to be reached is the general public.  I would love to see commercials between my favorite television shows advocating the use of the local library.  I would love to sit in a room of stay at home moms and dads, business men and women and express to them the importance of libraries.  I think marketing and advocacy are possible; librarians need to think outside the box.

 

One way to do this is reach an underserved group and hold an event or put up displays within the library for them.  I wrote a Heritage Month Calendar for Adopted Asian Children and Teenagers in San Diego, California.  It is a detailed plan for the entire month of November (National Adoption Month); comprised of weekly outlined activities.  It describes the target population, overview and description of the event, participants/collaborators, format, and PR and marketing.  It was a challenge to invent these activities and then plan them out in detail ahead of time.  Brainstorming the PR and marketing strategies was valuable because it made me think about the community I was serving.  I incorporated a food festival, dance troupe and local adoption groups into my events. 

 

I have been a manager of various video chains for four years, run an elementary school library at the present time and understand how important good management skills are to running a successful organization.  I think communication is the most important element in planning, management and marketing.  Without good communication skills, nothing can be accomplished.  I love being around people, showing patrons’ great books to read; but the other side of me was born to organize and be a manager.  I appreciate a well planned event and can recognize strong management skills.  My years in retail have prepared me to succeed in libraries.  I plan to bring a high level of commitment, organization and fresh marketing ideas to my colleagues.

 

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Competency E

 

I am a social person; I love to conduct reference interviews and feel a rush when I have helped a patron find what they need.  But, in order to conduct the reference interview I must use a database where I can enter a query or a set of words.  The one aspect of being a librarian that requires me to use the other side of my brain and personality is Library Information Retrieval Systems.  Before taking LIBR 202: Information Retrieval I took for granted the Information Retrieval Systems that flood everyday life.  Think about it, everyday users are constantly accessing Information Retrieval Systems for personal information, from finding a book online to searching on Craigslist for a piece of furniture.

 

The only difference between me and the person off the street is the knowledge I have acquired in regards to using IR systems.  During my second semester of graduate school I took the course LIBR 202: Information Retrieval and found myself learning a new language; the language of databases. 

 

I struggled with this course and subject because it is heavily based around math.  Not 1+1= 2, but a set of equations that show the precision and recall of a document.

The Equation for precision is

Relevant items retrieved

(Relevant items retrieved + non-relevant items retrieved)

 

The Equation for recall is

Relevant items returned

(Relevant items returned + relevant items not returned)

 

Confused?  I was, but I slowly came to understand how databases were put together to help the user find what they are looking for.  Each semester I take notes on what I am learning, it helps me get a better grasp of the subject matter.  In Notes on Textbook I show how I became knowledgeable on IR systems.  I know what the purpose of an IR system is and the evolution of database systems, such as MARC, MARC 21 and the beginning aspects of cataloguing.

 

I was required to design my own database, so I chose to look at my massive shoe collection at home.  I took my new knowledge about Boolean terms and bibliographic formats and built a database within DBtextworks.  In my paper, Shoe Store Database, I have included the data structure, validation list, rules for the database and its records.  The second part of this assignment was to evaluate my own database.  By evaluating the database I was able to realize how my own thought process had steered my terms and rules into a particular direction.  I found the evaluation to be a helpful portion of learning about IR systems.  It is important for librarians to know how to evaluate IR systems and realize the importance in this practice. 

 

My final paper for this course was Assignment 2: Group 3 which required me to work with four classmates to build a database.  It was based around 15 documents that our professor gave us.  I was put in charge of making a list of Precoordinate Terms making sure to keep in mind recall and precision.  I had to keep track of how many times the preco and postco terms appeared within the database and helped write up the abstracts for each article. 

 

Since finishing this course I have not had the opportunity to design a database, but on a daily basis I think about the skills I acquired from this course.  I query everyday at my job (Library Assistant for Miramar Ranch Elementary school) and often think of how the database builder decided to categorize a book within one subject rather than another.  Information Retrieval is at the core of librarianship and I will continue to remember just what it takes for a database system to be built; it is not as simple as one may think.  This understanding of its intricacies will help me conduct helpful reference interviews and if required to, I can help build or evaluate an Information Retrieval System. 

    

Competency F

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

 

In 2005 I started working as a library assistant at Miramar Ranch Elementary school.  In the San Diego School District, elementary schools hire part time library assistants to run the library alone.  I had no prior training in school libraries and was required to jump in head first.  It was necessary to implement a collection development plan.  I first took a visual inventory of the collection and decided to start with weeding and organization.  I came up with the following criteria to guide me.

If the book is: torn, written before 1980, inside pages are fading, it has outdated information, or/and not age level/reading level appropriate – discard it. 

 

I started with fiction books because it was a smaller collection.  The one lesson I learned while weeding fiction that I will carry with me for the rest of my career in public and school libraries is not to discard multiple copies of a title.  I made this mistake with a few titles at the beginning of the alphabet and will never do this again.  I was too anxious to make the shelves look clean and uncluttered.  School and public librarians must take into account their patrons.  I have learned that elementary school students love to check out books that their teacher is reading aloud to the class so they can read along. 

 

I moved onto weeding and organizing nonfiction.  It was hard for me to remove items from the shelf and it still is.  As humans we carry personal biases and I had to learn to not to self-censor materials on the shelves.  I also took note of which old books needed to be replaced by new books. Over the years I have learned to trust my instinct, follow my own collection development policy for the school, and if in question I leave the book on the shelf.  My first piece of evidence for this competency is A Comparative Analysis of School Library Collection Development Policies which I wrote with three fellow students.  I contributed to this paper by finding the two policies we used to compare.  I also wrote the section titled Collection Development Process.  This paper taught me what aspects are important to include in a policy and why policies are crucial to collection development. 

 

I decided to rearrange the Miramar Ranch library to make it easier for students and teachers to find books.  The one big change I made was making a separate “Favorite Series” area for popular book series.  I made this decision because the American Girls Collection Series, Royal Diaries Series, Dear America Series, and the Star Wars Series are written by various authors.  I worked at Barnes and Noble bookstore as the children’s department manager and took this idea from them.  All of the books are alphabetized by the title, not by author.  I have found this very easy for everyone to use.

 

After weeding the Miramar Ranch Library I was able to start the process of acquisitions and selection of new materials.  I have ordered books from three companies over the years.  I have worked with Bound to Stay Bound, Scholastic Books, and Barnes and Noble.  I have a barcode range set for all orders taken with Bound to Stay Bound.  I like working with this company because they barcode and set up the MARC records for all of the materials I order and all materials are library bound which helps with preservation.  I have numerous booklists set up on their website ranging from Birthday Book club, Damaged Replacements, Requests by Students, and Requests by Staff.

 

When I order from Scholastic or Barnes and Noble I have to barcode, catalogue, and preserve all of them.  During the preservation process I have to cover each paperback book with book covers and laminate all book covers for hardcover books.  It is a tedious job, but I know all libraries must do this.  I order materials from Demco and Vernon Library Supplies. 

 

Collection Development is one of the most enjoyable aspects of being a librarian.  I have learned that a budget may help and hinder the process but reading and reviewing books can help alleviate any problems.  In my second piece of evidence Juvenile Nonfiction/Information: Solar System I practiced the process of book selection for a specific Dewey Decimal subject.  I find book reviews in catalogs are the best resources for a librarian.  I also enjoy emailing fellow librarians for suggestions as well as asking the students for suggestions. 

 

This leads me to talk about collection development based on a particular audience.  Libraries base collection development on various factors that include demographics and circulation records.  I enjoy working with children and young adults and care deeply about popular fiction.  My personal philosophy is “Get any form of literature whether it is a magazine, graphic novel, or popular series book into the hand of a child and they will embrace reading… sooner or later!”

 

I say this because many children and teenagers do not like to read.  I think collection development should focus on more controversial literature that might be labeled “trashy, frivolous, or non-educational”.  I believe strongly in purchasing this literature because it is fun to read and that is what encourages people to read. And once this idea is placed in a child’s/teen’s mind hopefully it will stay there forever.  My final piece of evidence is Genre Study: Chick Lit.  I would like fellow librarians to see why this genre is important to collection development and is not frivolous.  It is only one of many genres that librarians should invest time and money into. 

 

Competency G

 

At least once a week I am approached with one of these questions:

• “Do they still use the Dewey Decimal System?” (Asked by an adult)
• “Why is that book shelved in the fiction section when it is a picture book?” (Asked by an adult)
• “Where are books on ------- located?” (Asked by both students and adults)

 And the answers I give them are simple and to the point.  What they do not know is how each book is cataloged by the staff at the San Diego Unified School District Instructional Media Center or by me.

 

I have not taken a cataloging course, but have three years of hands on experience which has turned into knowledge.  The San Diego school district uses the Horizon Database to catalogue their library materials; it is not a perfect database, but it has taught me the basics.  During my first year on the job I was shown how to add a new book to the system.  Our district has a central office where three catalogers do the majority of the work, but each school library assistant can add books onsite. 

 

Understanding the Dewey decimal classification system is overwhelming, but important for librarians to grasp.  Slowly I have learned the TAG layout of a MARC record and look at MARC records on a weekly basis.  The school district I work in does not allow me to add or edit MARC records.   When I want to add a new book I am required to type in the ISBN, LCCN, or BIB #.  I am required to look over the MARC record to verify that I have chosen the correct record before I input the cataloging information.  I have put together Horizon at a Glance to show the system I have worked with for three years. 

 

It has been an eye opening experience to catalogue books.  I have also had book companies catalogue them for me.  I use Bound to Stay Bound at my elementary school and have been instructed to receive the MARC records online and to then upload them to the Horizon database.  This saves time for the cataloging team at the central office.    While completing field work at Mt. Carmel High School I had the opportunity to help catalogue new books from both Follett and Mackin.  Both companies supplied MARC records for the Destiny Database.  What I have realized is how classifications within the Dewey Decimal system are sometimes constraining.  In my Field Work Journal I note what it was like to catalogue materials at the high school level.

 

Having a form of classification is necessary for libraries to function; but to be honest I think there is always room for change.  I have heard catalogers and patrons complain about the classification of Manga books; “Why are they in nonfiction?”  I have also watched Librarians change call numbers to fit a particular book based on reading level and age appropriateness.  Within my own library at Miramar Ranch Elementary school I have placed all fiction series books in their own section.  The titles include: A-Z Mysteries, Boxcar Children, Geronimo Stilton, Hannah Montana, Junie B. Jones, Magic Tree House, Nancy Drew, Pendragon, and The Series of Unfortunate Events.  I was not allowed to change their MARC for given reason, and I was also not able to change the call number.  They are all still in the system as FIC.  I wish I could have changed it to SER (name of series).  I may be thinking way out of the box, but all of this has been a learning environment.  I realize the importance of structure but see room for innovation, especially in a time where children and young adult “series” books so popular.  The series wall is very popular and easy for both students and teachers to use.  It is my future vision for cataloging children, teen, and manga books.

 

 

Competency 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.

 

I am now technology savvy.  I was not able to say those words eight years ago.  I have always been around computers and can remember when my Dad brought home a very large computer back in 1988.  I started using AOL instant messenger during high school and was just starting to grasp the various forms of information available via the internet.  I was using search engines like www.askjeeves.com and www.dogpile.com to find information.  I am from the generation that had the access to this new technology, was excited to use it, but had to teach themselves how to use all of the new gadgets.

 

During college I knew how to use Microsoft Word to type up a paper, but none of my research was via the web.  I emailed friends, but blogs were nonexistent, Myspace had not been invented yet, and my professors sometimes sent out emails.  Fast forward to 2008 and elementary schools, middle/high schools, and Universities are all using technology to enhance the learning environment.  The school libraries are also embracing new forms of communication to reach users.  Public libraries are online allowing patrons to look up books, reserve books, access databases, and communicate with a helpdesk online.

 

The card catalog has been replaced with a computer catalogue, microfiche has been replaced by articles online, and communication has become limitless.  Librarians on all levels should embrace technology because it is here to stay and will help them reach patrons more than ever.  I started a blog for Miramar Ranch Elementary School, http://mrreaders.blogspot.com/ where I can communicate with the students, staff, and parents.  Blogs are personal online journals that are made public for people to read.  It is not limited to my intended audience.  Anyone can read my blog and I hope they do.  I have learned how to set one up, how to add links to various websites, how to use a voting system, and how to upload images to it. 

 

I am a passionate advocate of blogging.  We are in an age of social networking where people are embracing self expression.  Librarians can market themselves to broader audiences through the use of blogging.  For example a blog can be set up for a book group (teens or adults) where people do not have to meet at monthly meetings.  It can be a continuous conversation, where opinions can be expressed while reading each chapter.  With busy schedules, people are unable to attend preplanned meetings and blogging allows people to participate using their home computer.  It may be argued that this takes away from personal interaction, but in my opinion, this can be offered as a separate activity alongside the regular outlets of communication.

 

I am proud to say I had the opportunity to learn a great deal from Dr. David Loertscher, http://www.davidvl.org/ a school library specialist.  One of the largest websites to enter everyday vocabulary is Wikipedia.  I had visited Wikipedia once or twice to access information, but did not fully understand the concept behind this website.  Wikipedia is a continuously changing website where everyday people can edit and add information on a page.  For example, if a person thinks that the information about the television show Seinfeld is incorrect, they can press the edit tab and delete a sentence and add a sentence. 

 

Okay, why is this important?  In a blog one person types in their opinions and people can comment back.  But on a wiki everyone can add and edit a page.  Individuals or groups can set up a free wiki page at http://seedwiki.com/ .  I contributed to the libr233synthesisfall2007 wiki.  The purpose of this wiki was to have one central place for students to add summaries of the articles they read throughout the semester.  There are thousands of pertinent articles in existence that can help library professionals, but no one has the time to read all of them.  This wiki allows me to reference back to it to find information.  Think of it as a book review catalog, like Follett that librarians can reference online.  But this is an article catalog online. 

 

Here is a link to the home page http://libr233synthesisfall2007.pbwiki.com/ where six different subjects surround the heading “The School Library Media Program”. 

 

I made contributions to the technology section at: http://libr233synthesisfall2007.pbwiki.com/sTechnology (scroll down to the forth and fifth submissions, my name is at the bottom)

 

I also contributed to the libr233pathfinderwiki which is where annotations of the articles I read are submitted.  http://libr233synthesisfall2007.pbwiki.com/sTechnology  This wiki is helpful when a librarian is crunched for time.  I added annotations to the reading section http://libr233pathfinder.pbwiki.com/Reading (scroll down to the second and third entries).  I thought these two examples show how collaborative wikis are.  Scroll through all of them and see the names of various contributors.

 

Dr. Loertscher has set up a website http://knowville.org/ where anyone; school librarians, public librarians, students, teachers, and civic organizations can add and complete Quests.  The goal is to read a billion books, write a billion books, and do a billion projects.  I had the opportunity to add a quest to this website under Build Your Own Quest: Middle School Library.  http://www.seedwiki.com/wiki/slmiddleschool_library/slmiddleschool_library

 

I added to Hall #8 Chic Lit and More with the quest titled Read and Watch Chic Lit Favorite: Gossip Girl

http://www.seedwiki.com/wiki/slmiddleschool_library/chic_lit_and_more_quest_ideas?wikiPageId=905128

 

I believe in this site.  I have told teachers about this site so they can challenge their students to read more.  And I think as a librarian, school or public, this site can motivate young people to read more.  It is web based, easy to access, and fun.

 

Embracing technology can be scary, time consuming, and frustrating.  But the end results are amazing.  I feel much more connected to the younger generations and not scared to tackle more technology in the future.  I was talking to a middle school student the other day and he told me to check out www.projectplaylist.com where I can listen to free music and make my own playlists to listen to at home.  I had been asking him about social networking and he was excited to share his knowledge with me.  Being open to this unknown territory of wikis, blogs, Myspace, Facebook, playlists, and Youtube can only help librarians in the long run.

 

           

  

Competency I

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

_____________________________________________________________

 

While reading over this competency I kept repeating the words access, relevance and accuracy over in my head.  These three words remind me that as a future librarian I am going to be placed in a position to access information for the general public and they will depend on my skills to help them find relevant and accurate information.  It has been a process to master this skill.  Let me take that back, I have not mastered this skill, but have acquired skills to help me with this process. 

 

I answer reference questions on a daily basis at Miramar Ranch elementary school.  The questions range from “Where can I find books on mummies?” to “What is a good mystery/adventure/animal book?”  When these questions are given to me, I usually look it up in the book database or can help them with my own personal knowledge.  But there are those times, many times, during the week where I have to use various tools to help me. 

 

The fifth grader students are assigned a research paper each year.  This year I decided to team up with Mrs. Tanghal, a fifth grader teacher and help her students conduct research.  I built a blog at http://tanghalresearch.blogspot.com/ for the students to use.  The purpose of this blog was to help them find accurate websites and materials to help them with their research. During their library time I was encountering too many cases where the students were just Googling their topic.  The frustration was felt on my side as well as their side.  I was given a positive response from the class because they no longer struggled to find websites that their teacher approved of.  It also allowed them to have a one stop page to access, which saved them time.

 

This method of facilitating information is based around technology, which is not always available to a librarian.  A helpful tool for librarians to use is what is called a pathfinder.  A pathfinder is a list of useful sources for specific subjects.  In Pathfinder Assignment Subject: Film I learned how to put together a pathfinder.  The key to using a pathfinder is – use it.  Many times the reference interview can be moving along, but helpful pathfinders may be forgotten.  Placing these pathfinders on a computer desktop or in a binder can help. 

 

Another tool that will help me access information for specific users is a book database.  This is my own personal database that I have been building over the past three years.  I have focused my studies around children and young adult literature which has required me to read as many children’s and young adult materials as I can.  I have been required to make book databases for three separate classes.  For Young Adult Literature Database I read 50 books, wrote a summary for each one and included an evaluation, annotation, subject heading, book talk ideas, and similar titles.  It was tedious work, but I am thankful to have it.  These databases will help me keep track of the books I read over the expanse of my career.  It would be nice to remember every single title, but that is not possible.  I am prepared for a parent to approach me and ask what type of picture books I can suggest for her shy daughter.  I am confident that my databases will allow me to help specific patrons with their needs.

 

One area that is sometimes overlooked is multimedia, music, and the adoption of materials for underprivileged community members.  While enrolled in LIBR 275: Library Services for Racially and Ethnically Diverse Communities I came to understand how to serve the community better.  The everyday interactions between librarian and patron allow the reference interview to take place.  What I learned while putting together Information Resource Center: Adopted Chinese Children and Teenagers is how to focus on the needs of specific users by planning ahead for future reference interviews.  I put together an annotated bibliography that includes books, DVD’s, cd’s, magazines and websites.  If a patron or fellow librarian approaches me with a question regarding materials for adopted Chinese children or great resources on China, I have a list for them.  These bibliographies and pathfinders take time to put together, but are worth the effort.  In the end, the patron will walk away with more in-depth information, accurate materials and relevant sources. 

 

 

Competency J

 

Finding information can be frustrating, problematic, challenging, and rewarding.  The actual task of searching for information can take many forms.  People have learned to dial 411 on the phone when looking for a phone number; others search for it on the Internet.  It now feels as though the phrase “Google it” is the answer for everything and many times it is the quickest solution.  It is important for librarians to recognize these various formats of searching.  Back in the 80’s and 90’s the library was the hub for community members to use as an information source.  Librarians would help people research specific laws, medical matters; find phone numbers, information on schools, cities, and more.  Things have changed…

 

I personally use the Internet to find information more than ten times a day.  Is this a bad habit?  Or is it an accurate way to find information?  I took part in an Internet Scavenger Hunt in 2007 where I was asked to only use the Internet to find the answers to 20 questions.  They ranged from “Who wrote the essay Art Work of the Future?” to “What are the five most frequently challenged books between 2000-2005?” At the end of this assignment I had a better understanding of how frustrating it can be for people to find specific information.

 

While completing the scavenger hunt I stood in the shoes of a frustrated patron who could not find any answers.  I used Google, looked at various databases, used Amazon.com and wanted to desperately ask a librarian for help.  As a future librarian, I realized the reality of today’s patrons; they are sitting at home frustrated in front of their computer screen.  It was a lesson in today’s access to information.  I believe that students must be taught how to use subscription databases.

 

I am not against Google or Wikipedia, just the opposite.  I find them versatile, innovative, and helpful.  In my Final Assignment: Position Paper – Reference Will Never Be the Same I take the stance that “The practice of reference will be totally changed by technology over the next ten years”.  I believe that people today are in a hurry more than ever and want information NOW! The Internet encourages this, but can become a slippery slop if patrons find and use incorrect or inaccurate information. 

 

I understand the fundamentals of information seeking behaviors, but want to address what I have learned about Information Literacy.  It is defined as being able to locate, evaluate, and use the information.  It is a popular concept discussed in educational theory because it brings up problems that students are having during research assignments.  In Module 1: What I have learned I discuss educational theory and practices, collaboration between teacher librarians and teachers, the importance of information literacy, and the importance of curriculum and accountability.   

 

While working at Miramar Ranch Elementary school I have observed how children search for information.  No matter how many times I show the older students, grades 3-5 how to use the look up stations, they insist on having me show them where the book is.  The older students also like to say, “Look it up on Google”, “Use Wikipedia”, and “Just use the computer to find it”.  Few students know what an encyclopedia is, but know how to use World book online.  I have also noticed the trend of students not using dictionaries to spell words but typing into Google and having it correct the spelling for them.  To me this is lazy and ingenious all at the same time.

 

The student’s at Marshall Middle School are slowly learning how to find accurate information both in books and on the Internet.  I see them struggling with databases and unsure of their choices on Google.  I find that Boolean terms are needed, but misunderstood by the public; not just young students.  Instead students use one another as information sources.  They give advice to one another on what to look up, what the information means, and how to use it.  I think this can be said for most people; human interaction is a strong means of information behavior.

 

Librarians are familiar with using Pathfinders – a guide to help patrons find resources online and offline.  In my Pathfinder Assignment – Subject: FILM, I had to find the most pertinent websites online for patrons to use.  I find pathfinders extremely valuable sources of information.  By making pathfinders librarians can also stay informed on what patrons are looking at online and the difference between a valid and invalid source.  I find it imperative for librarians to continue surfing the web to see how information is being presented to patrons and to listen closely to what patrons are looking for. 

 

The future of information seeking seems to point towards technology and making sure patrons understand the information they are finding.  Librarians have switched from seeker of knowledge to partner in the search of information.  Paying special attention to the concept of Information Literacy will help merge the old approach to information seeking with the new technology based techniques. 

 

 

 

 

 

 

    

 

 

 

 

Competency K

 

When I started the MLIS program three years ago I decided to focus on Public Libraries and YA services.  During my first course, my professor said, “Many of you will change your intended goals while enrolled in this program.  Keep your options open because you never know which courses will inspire you to work in a different field”.  I heard her words, but was intent on taking courses to become a Youth Service Librarian in a public library.  This all changed during the spring of 2007 while attending a seminar at Fullerton. 

 

While sitting amongst my fellow students the conversation on future employment arose.  I told one woman that I was currently working at an elementary school but was planning on becoming a Youth Service Librarian at a public library.  I then said these words “I have gone back and forth in my head – should I change my focus and get my Library Media Teaching Credential so I can work in schools and public libraries if I choose?”  She responded by saying “If you keep asking yourself this question, maybe you should go with your gut and switch your path within the MLIS program!”  That one sentence changed my course work and intended goals of my Master’s program. 

 

When I got home I spoke with my advisor and enrolled in the core courses required for the Library Media Teaching Credential.  I had been working in an elementary school, but not realizing the potential for collaboration with my teacher colleagues.  I enrolled in LIBR 250: Design and Implementation of Instructional Strategies for Information Professionals with David Loertscher.  He is a spitfire of a librarian and encouraged me to question the existing role of the library media teacher.  I struggled in this course to embrace his various philosophies: collaborate with teachers, do not put a limit how many books a child can check out, do not worry about lost/damaged books, embrace technology, and make your voice heard amongst staff.  But when it was all said and done I walked away with confidence in my ability to collaborate with teachers at my elementary school.  I know that I can sit down and look at the State Education Standards and come up with an educational and fun lesson to teach both primary and secondary students.

 

Professor Loertscher believes in “transforming” lessons from the standard format (read a book about an animal and write a report on it) into a Big Think with an “aha” moment.  I understood what he was talking about, but putting this into place was a different story.  While working on Transformation 4 I was required to first find a lesson that a 2^nd grade teacher might use.  I chose to transform a “Family Tree” lesson.  I looked up the California State Standards and make a list of process objectives that would cover information literacy skills.  I used the book Ban Those Bird Units to find a new method of teaching the lesson.  The learning activities within the lesson are written for a teacher and a teacher librarian to present together.  The lesson has an assessment area for both content and process objectives and finishes with the “aha” moment.  Professor Loertscher taught me that each lesson should leave the students saying “Aha!  I see…”

 

Collaboration is an important element of being a school or public librarian.  I learned the advantages of collaboration while working with Janice Gilmore-See on Module 3: Transforming a Lesson.  I visited her summer school class during its first week to see what types of lessons they were working on.  My intent for this paper was to observe a class, figure out a way to transform the current lesson, and to then collaborate with the teacher to write up a new lesson.  The class was working on building structures and teamwork.  I saw an opportunity to transform the lesson into an architecture and math lesson.  What I learned from this experience was how time consuming it can be to collaborate, but also how rewarding the outcome can be. 

 

While working on these transformations I was required to research educational theory.  I had little knowledge on these various theories and began to focus my research on constructivist teaching, differentiated instruction and design, inquiry research models and multiple intelligences.  In Module 1: What I Have Learned I show four areas of concentration that Library Media Teachers must focus on; educational theory and practice, collaboration, information literacy, and curriculum an accountability. 

 

I am an advocate for constructivist teaching, which is learner-centered education.  The teacher is a facilitator of information rather than a dictator.  The teacher allows discussion of a topic and is not viewed as “the expert” in a particular subject.  This gives students the opportunity to share thoughts and ideas with each other and the teacher.  I know that not all teachers’ are open to this form of teaching, but look forward to collaborating with teachers, parents and fellow librarians.  Having an understanding of what teachers are faced with on a daily basis is important because librarians can help enhance the learning environment. 

 

I did change my course work to focus on Library Media Teaching, but have kept my overall goals focused on working with children and teens; and this course work has allowed me to further enhance my knowledge to educate them.  I look forward to using these education skills within a school library or a public library.  And I believe that my knowledge on education theory will help me as a public librarian to reach teachers who have never used the public library as an extension for learning. 

    

 

 

Competency L

 

The words “The assignment is to write a research paper …” can give people heart palpitations.  I myself have anguished over doing research because it can be time consuming, frustrating, and challenging.  I have observed elementary, middle, and high school students feel stress and then have a sense of accomplishment when they find relevant information.  Students young and old must learn the skills of research and complete various papers to prove they have mastered this skill.  People who are no longer in school are also required on a daily basis to conduct research; it could be on how to fix a window or what the cheapest hotel in Las Vegas is.  It could be any subject under the sun, but everyone at one point in their lives will conduct some form of research.

 

A few key elements on how to write a research paper are repeated over and over to students from a very young age.  Choose a subject, narrow it down into a thesis statement, find books and articles on the subject and make sure not plagiarize!   Okay, this sounds pretty simple, but it is not.  I have witnessed the first graders finding books for their animal report; third graders struggling to find a good biography to read, and how daunting the fifth grade research paper can be for those 11 year old students.  This year I decided to address the fifth grader’s fears, questions, and confusion over what a research paper is.

 

Mrs. Tanghal’s fifth grade class returned from winter vacation knowing they had to start a research paper.  It could be on anything they wanted, just not on an individual person.  And they had a month to choose the topic and narrow it down.  Well, in March, these students were still struggling to narrow down the subject.  I heard this, “Miss Maile I want to write a paper on lightening”, “Miss Maile I want to write a paper on fashion” and “Miss Maile I want to write about Darwin’s Theory of Evolution”.  I had to sit down with each student and help them understand why we have to narrow down topics. 

 

What I found was that these students did not understand that they are answering a question.  The teacher has tried to explain this over and over to them, but she gave up and told them all to ask me for help.  I was happy to.  And they walked away understanding what I wanted from them.  I explained that if they looked up information “lightening” they would get hundreds of pieces of information.  But I put it this way, “What about lightening are you interested in?  Do you want to know how they are formed, which will include science information? Or do you want to know how they can hurt people and buildings?”  I found this questioning method the right way to address the topics with students. 

 

The next obstacle I faced was thirty-five students asking me to help them find valid online sources for them to print articles from.  I told them not to Google their topic, but to use the World Book online first or Grolier Online.  They are just starting to understand the difference between a valid and invalid source.  And it can be confusing to them when all they have grown up with is “Google it”.  I then had one of those “Ah ha” moments.  I decided that I would make a blog to communicate with all of them.  On Miss Maile’s Research Help I explained to the kids what the intent of the blog is.  I was unsure what my role was going to be, but discussed this predicament with two school librarians.  They assured me that placing links on my blog is not doing the work for them.  So, I found valid online sources for the students to use and put links for them on my blog.  I also asked each student to post on the blog what their topic and thesis was.  It is a work in progress, but I think this could become a helpful tool for both the teacher’s and librarians in schools.

 

This subject on fifth grade students attempting research, not understanding how to do it, and how I as a library assistant can help students; leads me to my next topic.  Not only do librarians have to have skills to help patrons find information, but they themselves must know how to find articles and use databases.  Over the years I have come to learn how to navigate the San Jose State King Library online articles and databases.  Without this tool I would have been lost; unable to put together research and information on particular subjects.  Slowly but surely I learned how to do research and can now navigate Wilson Web to find articles from School Library Journal, Publisher’s Weekly, Knowledge Quest, Teacher Librarian, CSLA Journal, and Library Trends. 

I had the opportunity to synthesize articles pertaining to education and technology while enrolled in two of Dr. Loertscher’s classes.  In one class I was told to make a reading plan for myself.  The goal was to read as many articles about the following four subjects: Educational Theory and Practice, Collaboration, Information Literacy, and Curriculum and Accountability.  I learned quickly how to find articles online in Wilson Web and then how to expand my search with related subject links.  I contributed my findings Contributions to Libr 250 pbwiki to an education wiki. 

In the second class I was also told to read and research ideas on technology and reading skills.  My audience was public and school librarians.  The technology articles ranged from blogging, wikis, and video games; and the articles on reading talked about using technology to enhance reading.  I had to choose which articles were the most important and put them on a wiki for fellow students to read.  My contributions are in Synthesis, which are summaries of the articles I read.  I had to add TAG words so that each topic could be found quickly within the wiki.

I look at research as a locked box; I approach it with the thought of unlocking the box.  In order to do this I will continue to conduct high quality reference interviews and keep in mind the plethora of information available to patrons.   With the research skills I have mastered over the years I am confident that I can help students with research and explain how to approach writing a research paper.  I have juggled hundreds of reference questions over the years and have learned how to use article databases and how to use Google to my advantage; and the schools, large and small companies, law firms, and magazines continue to become paperless.  My research skills will help future patrons with their research needs – helping them dig and sift through books and the Internet to find information.      

 

 

 

 

 

 

   

Competency M

 

Think back to Kindergarten and the fond memories of nap time, singing along with the teacher to This Land is My Land and of course “Show and Tell”.  It was nerve racking to stand in front of twenty peers and tell them about your pet hamster.  Or it may have been a thrill to be the center of attention.  We are trained to present and speak in public from a very young age.  Those of us who are shy must come out of our shells; it becomes clear who likes to stand center stage and speak their mind and who does not.  As those primary school years progress into adolescence teachers continue to push the concepts of group work, oral reports and group presentations.

 

The importance of learning to work with others is a key component to a successful career.  Communication skills come in many different forms; talking face- to- face, oral presentations, emails, written documents, and in the simplest of forms - the post-it note.  I have worked in retail for ten years.  The main focus while working at Barnes and Noble was customer service.  Each shift began with a pep talk from the manager reminding us that the key to sales is friendly and open communication skills.  It has been engrained in my mind to look people in the eye, ask them if they need any help, and clearly express my point of view when talking to co-workers.

 

While managing a mom and pop video store back in 1999 I was constantly using communication skills to maintain everyday operations.  I purposely included “post-it note” in the list of communication forms because that is how my staff communicated with each other throughout the week.  The morning shift would leave post-it notes in a designated location and the night shift would respond to them via post-it note.  Not high tech, nothing special, but a form of communication that worked for this group of co-workers.  Nothing was missed and all issues from time off, shift coverage, inventory issues, and customer service problems and suggestions were shared.  I am happy to say I used this form of communication.  I believe that any form of communication is helpful.

 

Libraries are in the business of customer service, period.  Before Barnes and Noble and other large chain book stores started popping up in the local strip mall, people visited the local library.  Librarians carry a stereotype, whether fairly or unfairly placed upon them, of being unfriendly, harsh, and constantly telling patrons to be quiet.  Because it is a non-profit organization; housing free access to books, media, and information, employees and patrons may forget the key element to success – communication skills. 

 

Not only do librarians have to communicate with one another, but reaching out to the community in various formats is important.  In LIBR 204: Information Organizations and Management I worked with a group to invent/build a new library, we called it KIDS Library.  I was required to make a flyer to promote and advertise the new library.  Each group member was required to choose a focus group to target.  My public version targeted high school teachers.  I chose teachers because I believe the local library can be of aid in the education system.

 

I have been working at an Elementary school, grades K-5 for the past three years as a library assistant and recognize how detrimental it is for teachers to have access to materials in the public library.  My public version includes a questionnaire that asks the opinions of high school teachers, varying from “…what do you feel are important programs to offer to students” to “would you be interested in attending quarterly meetings”.  My overall impression of this type of communication is positive.  I think that sending flyers to schools is helpful in promoting public library programs.  And given the opportunity, I will use my knowledge of making flyers and questionnaires in my future job.

 

One of the most important lessons I have taken away from my retail management experience is good communication skills with staff members.  I believe in friendly interaction between management and staff.  A clear openness and level of understanding is required for a library to run smoothly.  In LIBR 232: Issues in Public Libraries, Professor Grant introduced me to the non-positivist perspective which focuses on thinking outside the box and using an open mind.  I embraced this form of thinking.  For example, when an issue occurs, all voices should be heard and a solution should be based on logic not based on “the tried and true” solution.

 

Our final assignment for LIBR 232 was to put ourselves in the role of a branch librarian who has been out of town for three weeks on vacation.  A list of problems was given to each student to prioritize and then address.  In My Interpretations of the Letters and Pieces of Information I had to role play; which was a test at decision making and how to communicate with an array of individuals with different problems.  I felt a bit overwhelmed, but was thankful for this assignment because it made me realize how much a branch manager must address on a daily basis. 

 

Librarians do not just check out books; they juggle upset patrons, staff members who do not like the taste of the coffee, the local newspaper asking for a quote on the homeless problem, and labor union issues.  In regards to using communication skills, I walked away from LIBR 232 with knowledge on how to write friendly emails, the importance of listening to all sides when a problem occurs and how to write an article for the local newspaper. I now know how to put together a report to submit to a library board in regards to a “Homeless Problem”. 

 

I think it is important to remember that libraries are not only houses of information but an extension of a community; one that has a very strong voice.  As “role playing” branch manager I was able to put together a Library Report stating the homeless issue and three suggested programs to solve the problem.  Rather than brushing the homeless issue to the local authorities or to town council members to “deal with”, the library has an opportunity to reach out and help. 

 

Speaking of problem solving; many times the only way to get a new initiative or plan across to people is with a large presentation.  Not all communication can be relegated to a quick email message.  Bringing members of a staff or community together can be motivating and helpful for everyone involved.  In LIBR 233: School Library Media Centers, Dr. Loertcher focused on collaboration.  He believes in tearing down the walls between library media teacher and classroom teacher.  Throughout the semester I learned new forms of technology, statistics on English Learning Students, and that reading programs are imperative at all levels of education.  After spending the semester researching and discussing this information I was required to put together a Vision Project. 

I was to put together a PowerPoint presentation for my school principal, vice principal and staff.  It had to focus around a Reading Program where I explained the different information I had learned over my semester.  I currently work at an elementary school and decided to make the presentation as “real” as I could.  I think that power point presentations are helpful but can also be very boring for audiences.  I made sure to make it simple and bold.  If I were presenting this in person I imagined having hand outs as well.  During my semester I learned how to use wikis and wikis, make a blog, and use podcasts.  In order to share this knowledge with my staff I would also have hand outs at my presentation. 

Collaboration is a large part of being a teacher librarian; reaching out to teachers will help students succeed.  By making yearly presentations to staff, it reminds them that the library is more than just a place to check out books. 

 

 

 

 

 

     

 

Competency N

 

This final competency pulls all of the other competencies into perspective.  Once a library has planned, marketed and implemented a program, it must be evaluated.  An evaluation can help improve an event and show what aspects are working.  Most people have been asked to fill out a “comment card” at some point in their lives.  I have evaluated restaurants, car services and my local cable company.  Evaluating libraries is the same; it can be conducted with questionnaires, online surveys and phone calls.  As an SLIS student I was required to go out into the field and observe and evaluate programs.

 

While enrolled in LIBR 275: Library Services for Ethnically Diverse Communities I chose a library to observe and assess.  In Observation & Assessment: San Diego Central Library I present concrete census numbers regarding the community.  I had never walked into a library and taken note of specific criteria before.  I looked at the following areas in regards to serving ethnically diverse patrons:

 

• Outreach programs
• Services
• Pamphlets available on desks, walls, and displays
• Promotions in various languages
• The collection itself and how many books, audio/visual materials are available in foreign languages
• Staff diversity
• Patron use and diversity
• Website content

 

I was not surprised to see how valuable observations can be.  I took the time to analyze and take note of various aspects of the library that I thought could use improvement.  At first I thought I was being too critical, but I think constructive criticism is important for improvement. 

 

I worked for Barnes and Noble for one and a half years as the children’s department manager.  One of my weekly tasks was to conduct a toddler story time.  This story time was usually attended by mothers, nannies and their children.  Occasionally some students would sit in the back and take notes on my performance.  I never fully understood what they were getting out of watching me.  But, while enrolled in LIBR 260: Programming and Services for Children I was required to attend story time at a public library.  In Story Time Observation: Rincon Library I describe my experience.  If this had been an evaluation of the storyteller’s performance, I would have given him an A+.  I was not following a specific set of criteria; instead I was observing to gain knowledge.  And many times this is how initial evaluations must take place.  No set standards have been implemented yet and programs must be evaluated in some way.   

 

Working in an elementary school has shown me the importance of observation as a technique to evaluate programs and staff.  The principal and vice-principal conduct stull observations throughout the month, which includes evaluation of lesson plan that meets California State Standards.  It is not so much a critique, as it is a standard observation.  While working in retail stores I was subject to “secret shoppers” and was always aware that my managers were watching my level of work.

 

When I was the assistant manager at Video Vault (1999-2002) I wanted to implement new marketing schemes.  Before I could go ahead with any of it, I had to ask the owner and manager for permission.  I had noticed that the older titles were not being checked out and thought it would help to make an “Employees Favorite” shelf and a “Selection of the Month” shelf.  Both shelves would only carry older titles and all movies would be Rent One, Get One Free.  I was given the okay and set up the shelves.  After a few months I decided to conduct a survey from the customers.  It was simple:

 

Have you been checking out movies from the “Rent 1 Get 1 Free Shelf”  Yes   No

What “Selection of the Month” topic would you like to see? __________________

 

By this time I had become close with many of the regulars so I was able to get around 100 responses.  It was conducted in a very casual format.  The questionnaire was presented when the customer was checking out their movies.  I was worried that some of the responses were biased because customers may not want to admit they were not looking at those shelves.  But I was also thinking that by asking customers to fill out this questionnaire it would make them aware of these shelves.

 

This is only one example of a survey I have conducted over the years.  Working in retail has required me to conduct customer surveys.  I think they are helpful, especially when customer relations are concerned.  It is easy to keep track of likes and dislikes of a program, find out opinions on materials, but often we as customer service representatives do not want to have a reflection of our work given back to us.  I think that libraries are moving towards a more customer friendly standard; which includes approaching patrons, saying hello to everyone, and asking them if they need help.  I see my future in libraries as being very parallel to my years in retail.  The evaluations may be a bit different, but the end goal is the same.  How can we as library professionals provide the best services available to patrons in our city?  The only way to find out and improve is to self evaluate and also conduct surveys.    

 

 

 

Summary and Conclusion

 

I believe in fate, destiny, all of it.  When I was nineteen years old I almost dropped out of college.  I was unhappy and thought that school was getting in the way of my life.  I remember shocking my parents and friends when I announced that I wasn’t returning to school in the fall of 1999.  But fate placed me in a managerial position that was unhealthy and I found myself going back to school.  I worked hard to complete my Bachelors in Art History: Film History Emphasis, but was not prepared to enter the working world.  This was a blessing in disguise.

 

When I moved back home I quickly had to find a job.  I wanted to be around books and was soon hired as the children’s department manager at Barnes and Noble.  Almost every single day I was happy.  My happiness came from the product and customers I was surrounded by.  One afternoon a woman approached me to ask about new releases.  I helped her out and because I am such a talkative person she shared some personal information with me.  She told me that she was currently enrolled at San Jose State University working on a Masters degree in Library and Information Science.  She told me that it was all online and she was taking it slow.  She told me to get out of retail and enter the library profession.  It was one of those days that I will never forget.

 

I was curious so I look at the SJSU School of Library Science website.  I decided to apply, what was there to lose?  I will mention one small horror story that took place before I even started taking classes.  During the application process I misread the instructions for applying and thought I had to pass the GRE to be accepted.  Math is not my strong point and I knew this.  I hired a private math tutor and met with her every week.  I signed up for a GRE prep course at UCSD that lasted two weeks.  I took the test and did horrible on the math portion.  I was stressed and scared that I would not be accepted.  I called the school asking them for any suggestions.  The very nice man on the phone looked at my transcripts and told me that I had over 3.0 GPA and did not to take the GRE at all.  Maybe this happened so that I would have a smooth three years within the program.

 

It has taken me three years to complete the MLIS degree.  I knew I had picked the correct profession after taking a course with Penny Peck, a Youth Service Librarian during my second semester.  She was inspiring and made me want to focus on a career as a Youth Service Librarian.  I love the diversity of professors within this program.  One semester I had a professor who taught me about the post modern positivist perspective in regards to public libraries.  And another professor invited me to attend the Newbery Award dinner with her in Anaheim, California.  I think the most powerful aspect of the program is that it is online.  When I mention this to people they raise their eyebrows.  But I explain that it has taught me to be self motivating, organized, and pushed me to actively participate in my own education. 

 

I remember my spring 2007 semester the best.  I had enrolled in three courses! This is not recommended and I had already heard horror stories about the work load.  But that semester was my most rewarding.  I learned to prioritize and felt fully submerged in the study of library science.  I must mention that this program introduced me to a fellow student who has become both a friend and colleague.  She helped me stay sane during that semester.  We met during our first semester at an onsite class meeting in San Diego.  I thought it was close to impossible to make close friends in an online program.  But Emily has become a life long friend who has shared this experience with me.  It was hard at times to be sitting in my house unsure of how to use Blackboard or how to submit papers to the drop box.  She could relate when no one else could.

 

I see my future in the library profession in two areas.  I would like to work in the Public Library system as a Youth Service Librarian.  I would also like to work in an elementary, middle, or high school as a Library Media Teacher.  I know my strengths are people skills, my love for children, strong communication skills, and promotions and marketing.  I would love to use my experience in the retail world to work on displays and signage in the library.  I tell people everyday that the library is not going away. 

 

I have set some personal goals for myself:

• Enter a teaching credential program by 2009 and work towards finishing my Library Media Teaching Credential
• Use my people skills to make people aware of the various services the library offers
• Contribute book reviews to School Library Journal
• Contribute articles to School Library Journal
• Collaborate with school librarians and public librarians to make a cohesive partnership program that can be implemented city wide
• Use my promotions and marketing experience to “sell” books and materials to patrons
• Increase circulation numbers in children and youth materials at the library I work in
• Publish both handbooks and books on teen literature for school librarians to use in collection development
• Visit both public libraries and school libraries to speak about reading and technology
• Conduct seminars to teach fellow librarians about programming ideas for students and children
• Keep an active blog for the public to read
• Use my technology skills to show colleagues how social networking can promote the library and services they offer
• Be involved with ALA and CSLA
• Continue to be an advocate for intellectual freedom

 

The e-portfolio has been an eye opening experience.  I see how much I have learned about this profession and do not question my strengths within the field.  This portfolio is a reminder of the lessons learned, hard work, and what the profession itself strives to achieve.  I smile because this is where I was meant to be; working with books and the public.  I couldn’t ask for more in a profession.

 

 

 

I, Maile McKeon, affirm that all introductory, reflective and evidentiary work submitted is mine alone and have been prepared solely by me.