SLO 2. The student identifies, evaluates, conducts, and applies current research and thought in library and information studies in other fields.
Research is defined by the Cambridge Dictionary as the thorough study of a subject to discover information or to achieve a new understanding of it (American Library Association, 2014). My Graduate studies have been filled with readings, group projects, and assignments that have taught me how to properly conduct research and the necessity of researching to become a competent librarian. In the first semester of my studies, I took LIS 600: Foundations of Library Science and LIS 620: Information Sources and Services. While LIS 620 began to teach me the foundations of library science LIS 620 allowed me to put some of what I learned into practice. I first would like to note that LIS 600 prepared me to research in library and information studies by requiring me to complete IRB certification. This certification was invaluable because it prepares you to research human beings (American Library Association, 2014).
Most of the research that I conducted throughout my coursework was to better prepare me to serve my community, so this certification was truly necessary. In a lot of ways, I would like to think I catered my Graduate studies to my needs in my current role in the library. I looked at every assignment to help better in my current role as a Teen Services Specialist at ImaginOn Library. This not only gave me the extra motivation that I needed to complete my assignments, but I also knew that all the research that I was conducting was going to add depth to my overall understanding of working with diverse groups and make a more well-rounded librarian at the end of the program.
Identify
Identifying the current research and thoughts in library and information sciences can be extremely overwhelming. This is simply because the field is so multifaceted and is continuously evolving making researching or staying on top of new trends in the field intimidating at times. While I think it is vital to have some understanding of everything that is going on in the library and information science field, I catered my research and ongoing coursework to the needs that my current library’s community is facing as well as my desire to strengthen my expertise in working with youth audiences. Becoming an ALA, NCLA, and YALSA member has given me access to numerous journals that keep me up to date on the current trends in library and information science research. My goal to strengthen my expertise aligns with YALSA’s first priority in their current research agenda which is to understand how all learning environments have an impact on adolescent development, college and career readiness, and acquisition of literacies to determine how library staff must serve teens in the 21st century (American Library Association, 2006).
LIS 620 taught me how to take the information that I consumed through research and match it to the needs of those that I serve. Learning how to properly take what I’ve learned and truly put it into practice transformed my Graduate studies. My first example of identifying the current research and thoughts in the field and then putting them into practice was when I completed LIS 620 needs assessment assignment. When I completed this assignment, I was still new in my role at ImaginOn Library in the Loft department. This department works solely with customers between the ages of 10-18. And while I've worked with teens through the entirety of my library career this was my first time working in a department that only focuses on teen services. This assignment allowed me to take time and identify the true needs of an at-risk group, identify gaps in service, and find new strategies to aid youth in becoming lifelong users. Personally, the identifying stage in my initial research for my Graduate studies was the most important because it gave my coursework a true purpose and ensured that I had meaningful intention behind the research that I conducted and the assignments that I completed.
Evaluates
After identifying my focus area for my research, I had to learn how to evaluate sources and databases to ensure that the information that I found was not only relevant but also credible. One of my more recent courses LIS 623: Online Bibliographic Information Retrieval has strengthened my skills in using and evaluating bibliographic databases. Learning how to use and properly evaluate databases will be an invaluable tool in my future work as a librarian. For one assignment in this course, I was tasked with filming a database tutorial. To align with the work that I did in the initial identifying stage of my coursework I focused my database tutorial on teaching at-risk library customers that are interested in starting a business but have little to no knowledge on the library’s databases how the library can support them in reaching their goals. In creating this tutorial, I used what I learned in previous assignments like the needs assessment to identify what would be more necessary to highlight during tutorials and this included basic and advanced features. I plan on using the final product from this assignment in future college and career programs that my library department facilitates to offer additional resources for my customers.
The course LIS 661 Library and Information Science Research also strengthened my research evaluation skills. This course covered the analysis and evaluation of research studies and enhanced my skills when consuming scholarly content. Each week we reviewed scholarly articles and learned how to identify the key portions of a scholarly article. By completing these article reviews each week I now find myself breaking down all articles in the same way. Critiquing articles not only strengthened my research skills this is also a tool that I have been able to share when helping my teen customers with their assignments.
Conducts
After learning how to identify an area to research and evaluate scholarly sources, databases, and other peer-reviewed findings on a topic I was given the basics needed to conduct my research on topics in the library and information field. In the course LIS 662 Information Services for Diverse Client Groups, I was allowed to take what I learned in previous assignments and conduct research on an at-risk group in my library. In this course, I learned how to properly analyze information for a group, identify any barriers in receiving access, and design a way to deliver services to a specific group.
One of the main assignments that I completed in LIS 662 was a research paper on providing information services to at-risk youth. I used what I previously learned on how to evaluate sources to craft an introduction that fluently detailed the needs associated with researching, working with, and assisting at-risk youth. This assignment guided me as I completed my analytical project paper for this same course. In this assignment, I was able to use what I've learned to develop original research questions and conduct interviews in two phases. The first phase of interviews was held with teen serving staff and the second phase of interviews was held with actual youth library users. Conducting my interviews in two phases based on the research that I had done I was able to measure the intention and goals behind those working with an at-risk group along with the needs of the teens that we desire to serve. But more than anything this assignment taught me a valuable tool about conducting research, and that is to ask from feedback and insight from other professionals in the field. By seeking feedback from other library professionals in varying roles my research was strengthened.
Applies
I have been able to apply the knowledge that I've gained throughout my studies to better serve my library's community in my current role as a Teen Services Specialist. When conducting research many teens let me know that they would like to come to more programs with food. In the discussions that we had, they let me know often the snacks that they receive in the library are the only food that they get from lunch until they have dinner which is often late at night. Since gaining that insight I make more of an effort to provide snacks at all my programs. One of my programs is at a group home for young women that are pregnant. Initially, I was only bringing simple snacks to the programs but after I discussed what they would like to eat during the program I began bringing special snacks and once a meal that I cooked for them. I applied my gained knowledge and listened to the needs of the group that I was serving instead of assuming I knew what they needed. This simple change transformed my program and will continue to change my methods as a librarian.
Conclusion
Continuous research is vital for librarians. Throughout my studies, I've focused on strengthening my expertise to better youth and diverse groups. The courses I've taken throughout this MLIS program have prepared me to identify potential areas to research, properly evaluate sources, efficiently conduct research, and apply the insight that I've gained to be a better librarian, and I know that my researching efforts are just getting started!
Artifacts
Cearra Harris IRB Certification | |
File Size: | 419 kb |
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Cearra Harris LIS 620 Needs Assessment | |
File Size: | 16 kb |
File Type: | docx |
Cearra Harris LIS 662 Analytical Project Paper | |
File Size: | 27 kb |
File Type: | docx |
Cearra Harris LIS 662 Research Paper: Providing Information Services to At-Risk Youth | |
File Size: | 31 kb |
File Type: | docx |
Cearra Harris LIS 661 Article Review: Incorporating technology in children's storytime: Cultural-historical activity theory as a means of reconciling contradictions | |
File Size: | 22 kb |
File Type: | docx |
Cearra Harris LIS 661 Article Review: How do student experiences differ in online LIS programs with and without a residency? | |
File Size: | 22 kb |
File Type: | docx |
Cearra Harris LIS 661 Article Review: U.S. Academic Library Spending, Staffing and Utilization during the Great Recession 2008–2010 | |
File Size: | 21 kb |
File Type: | docx |
Cearra Harris LIS 662 Term Project Products | |
File Size: | 487 kb |
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References
American Library Association. (2006). YALSA National Research Agenda. Retrieved from American Library Association: http://www.ala.org/yalsa/cite?query=node%252F690&url=http%253A%252F%252Fwww.ala.org%252Fyalsa%252Fguidelines%252Fresearch%252Fresearchagenda&title=YALSA%2BNational%2BResearch%2BAgenda%2B-%2BYoung%2BAdult%2BLibrary%2BServices%2BAssociation%2B%28YALSA%29
American Library Association. (2014, February 27). Introduction to Research in Library and Information Science. Retrieved from American Library Association: http://www.ala.org/tools/research/larks/students