Understand, engage, and serve users and their communities.
Program Learning Outcome #2
Without library patrons, there would be no library. But how do we ensure we’re providing the best possible service? As library professionals, it’s essential to develop a deep and comprehensive understanding of the entire community—not just the patrons who visit us in person or interact with us online. It’s important to recognize that some members of the community may never step foot in the library and may only engage with us digitally for various reasons. Building partnerships with community leaders can foster meaningful conversations, providing valuable insights and feedback to help shape library services that are welcoming and inclusive, particularly for underrepresented groups.
Assessment plays a critical role in understanding, engaging, and serving patrons effectively. I value assessment as a continuous process—a cycle that allows us to refine and enhance services over time. Communities are dynamic and ever-changing, which is a beautiful thing. As librarians, we have a unique opportunity to create spaces that are engaging, inclusive, and responsive to the evolving needs of all community members. But achieving this requires intentional effort, adaptability, and a commitment to doing the work necessary to meet those needs.
2.1 Assess the needs and goals of users and communities.
In IST 605: Reference & Information Literacy Services, I had the opportunity to review and enhance five reference transcripts, guided by best practices from both Reference & User Services Association and Instructional Strategies for Digital Reference. Thinking critically about each different reference interaction, I rewrote the transcript using language and information literacy techniques that I would apply as a reference librarian. I found myself particularly drawn to the investigation side of the reference interview. How can I help the patron figure out what they need to know? What teaching techniques can I use to empower them with the knowledge to find their answers?
In IST 635: Collection Development and Access, I conducted a community analysis using demographic research to draft a collection evaluation memo for my local public library. The analysis identified the community as “a middle-class income community, that is a predominantly English speaking, educated, White population” and the “community is very stable, seeing a high ownership and location stability rate.” Based on these findings, I provided targeted recommendations on weeding and adding books to enhance their current gardening collection, aligning it more closely with possible community interests and needs.
2.2 Engage diverse users and communities with empathy and cultural competence.
In IST 511: Introduction to Library and Information Profession, we were tasked with responding to scenarios focused on how librarians can better serve underrepresented populations, including a newly arrived immigrant community. In my response, I emphasized the role of the library as a welcoming space where new community members can gather, connect, and become familiar with local resources. I also highlighted the importance of evaluating the library’s collection to include materials that reflect the interests and needs of these new patrons. Additionally, I suggested programming initiatives around “learning English, job search assistance, or even a night to highlight their culture to the community” to cultivate mutual understanding and community inclusion.
2.3 Elicit the voices of, advocate for, and collaborate with users as community partners in the provision of information resources and services.
For my final project in IST 564: Accessible Library & Information Services, I developed a program aimed at supporting a marginalized demographic in my community: veterans with PTSD. During the planning process, I recognized the importance of collaborating with local mental health organizations to assist with both the program’s design and its promotion. Given the sensitive nature of the program, I also recommended bringing in an external facilitator—someone with experience and a deep understanding of this demographic—to foster a safe, supportive, and comfortable environment for participants.
2.4 Provide equitable, just, and culturally responsive services and resources.
For my final project in IST 613: Library Planning, Marketing, and Assessment, I wrote a literature review focusing on adults with disabilities. One key insight was that children’s programming can often be adapted for this demographic, but it is crucial to do so in a way that maintains their dignity and respect. Treating adults with disabilities as if they were children can be demeaning and counterproductive. Similar to my project in IST 564, the success of this programming hinges on fostering community partnerships to provide guidance and ensure its relevance and impact.
2.5 Use educational theory, instructional design, and assessment to develop, implement, and evaluate education, training, and programming for a variety of learner audiences.
The skills and knowledge I gained while creating my teaching portfolio in IST 662: Instructional Strategies for Information Professionals are applicable to any instructional context. By using the Universal Design for Learning framework, I learned how to transform any topic into an engaging and effective lesson plan. Each lesson plan not only outlines the content to be taught, but also incorporates strategies for assessing learner needs and checking comprehension.
In addition to my teaching portfolio, I created an instructional strategies matrix that will serve as a valuable resource for developing future lesson plans. This matrix provides a comprehensive guide that I can refer to as I continue to refine my instructional approach.
Conclusion
I find reference work highly appealing, as each interaction presents an opportunity to teach patrons about information literacy. My goal is to dedicate time at the reference desk during my volunteer shifts to further develop my skills in assessing and addressing the needs of library users, gaining valuable experience along the way.
Notice: All personally identifiable information related to individuals, libraries, or locations has been omitted from my program work product.