Program Learning Outcome #1
Advance information equity and justice.
In a perfect world, everyone would have equitable access to information—free from barriers and biases. Exploring a new topic or diving into a new reading genre would be simple and effortless. However, in reality, we are still striving toward that ideal. Libraries, like many institutions, carry the weight of past biases that continue to shape their current state. These biases can manifest not only in physical access to library spaces but also in the types of resources, collections, and technologies available. As the communities libraries serve evolve, so too must their collections, services, and practices. Without intentional adaptation, libraries risk unintentionally marginalizing voices and perspectives.
As a librarian, I take responsibility for guiding the library and its staff in making meaningful changes to policies and practices that move us closer to that vision of equity. Are our programs and services truly accessible to everyone? Does our collection represent diverse perspectives and viewpoints? Are we providing assistive technologies to accommodate a variety of disabilities? Are our staff given opportunities for professional development that emphasize inclusivity and equity? Leading by example is also essential. None of us are perfect, and we must be willing to recognize our own limitations, confront them honestly, and commit to continuous self-improvement.
1.1 Identify situations where systemic information inequality exists.
In my library accessibility evaluation for IST 564: Accessible Library & Information Services, I had the opportunity to use a framework or standard as a lens to objectively view a specific library’s accessibility. This process required me to set aside any personal attachment to the library, which happens to be one of my favorites to visit with my toddler daughter. The framework helped me detach my emotional connection to the library and approach the evaluation with objectivity.
Throughout the process, I grappled with the challenge of being truly inclusive of all types of disabilities. I realized that the diversity of needs is as vast as the range of disabilities themselves. This experience reinforced the importance of prioritizing accessibility as an integral part of understanding and serving any community. Too often accessibility is treated as an afterthought, prompting libraries to react rather than anticipate needs. Moving forward, I am committed to making accessibility and addressing inequities a core focus of my work, ensuring that all users can fully engage with library services.
1.2 Interrogate and internalize professional ethics, values, standards, and principles.
The American Library Association’s Code of Ethics served as the cornerstone for my philosophy, vision statement, and goals project in IST 511: Introduction to Library and Information Profession. Reflecting on this project three years later, I wouldn't change a thing. However, I would enhance my list of beliefs by including more specific examples to illustrate my philosophy. My guiding principle remains unchanged: “I believe access to information is a fundamental right everyone is entitled to.” This belief laid the foundation for all my subsequent learning and growth.
In IST 662: Instructional Strategies for Information Professionals, I had the opportunity to interview an instructional superstar who specializes in non-traditional instruction scenarios. During our interview, she brought a fresh perspective for me, particularly on engaging with underrepresented or marginalized groups. Her mantra is “create WITH underrepresented voices instead of FOR underrepresented voices” resonated deeply. This philosophy aligns with my vision of fostering partnerships with key community leaders to better understand their needs and work collaboratively to meet them.
1.3 Create and support policies that reflect principles of a just and equitable information society.
Returning to my foundational belief that access to information is a right for all, policies play a crucial role in setting expectations for librarians, staff, and the communities we serve. One policy that stands out is how to address book challenges. In IST 635: Collection Development and Access, I reflected on how I would respond as a public librarian when faced with a challenged book. I believe it is essential for a library’s collection to avoid any distinct bias. A line from my memo that resonates deeply with me is: “Our goal is to provide access to information users may want or need without judgment, while honoring their privacy.”
In my current role as digital librarian of LUNASHARK Media, I am responsible for collecting and curating documents from our journalists that are related to the cases we report on. These include court filings, law enforcement case files, and personal correspondence. Frequently these documents contain sensitive personal information that, if released, could cause harm such as identity theft. Striking a balance between transparency and privacy is critical—particularly when public safety is at stake. For example, sharing a general location of a predator could be vital for community awareness, but over-redaction could hinder that goal. To navigate this, I developed a redaction policy that ensures both privacy protection and public safety. This policy guides the team and me in making thoughtful decisions before publishing any documents or information.
1.4 Demonstrate a commitment to lifelong learning via engagement with users, communities, colleagues, and professional networks.
Enrolling in IST 662: Instructional Strategies for Information Professionals demonstrated my commitment to lifelong learning through active engagement. Teaching was never something I had formally pursued—or even considered—but as I progressed through the program, I recognized that instruction is a powerful way to connect with both colleagues and community members. I realized that building a strong foundation in instructional design was essential to effectively teach and engage others.
For my instructional reading report, I chose a book that covered every aspect of instruction, from setting goals and designing assessments to creating lesson plans and employing engagement strategies. This experience has given me the confidence to design inclusive and engaging programs or classes. However, I also understand that to continue developing my instructional skills, I need to collaborate with a colleague who can help me refine and grow in this area as I move forward in my career.
Conclusion
The field of information equity and justice is one that I recognize as an ongoing area for growth and learning. Professional development opportunities, such as those offered by the American Library Association, alongside continued reading of academic articles on emerging trends in library science around information equity, will support my growth in this area. Through my experiences in a library setting, I acknowledge mistakes are inevitable. However, these are opportunities for development and growth.
Notice: All personally identifiable information related to individuals, libraries, or locations has been omitted from my program work product.