The GSLIS program has impacted me in many ways. Ive learned so much about libraries and information professions.

I know how to create a MARK record, conduct a reference interview and build a website. I learned to assess and evaluate tools and resources and I wrote reviews, papers an annotations. I have been able to see examples of the theories we discussed. The values and ethics of librarianship have been ingrained in me with so many different examples from so many different classes. I have met and networked with fellow professionals in the field and Ill walk away with evidence of my new skills, mainly my ePortfolio. In this reflect essay, I take a look at the artifacts I choose, the goals and outcomes of the GSLIS program and how they correspond to class experiments. The first artifact I picked for Goal 1, outcome 1a came out of LIS 771, Public Libraries, where I explored the historical origins of public libraries. In Public Libraries I read about the origins of the first public library, the Boston Public Library, and wrote a short reflection paper. In class, we formed groups and presented our ideas on the reading to the class. It isnt my best piece in the ePortfolio, but I included it because a lot of my work in SLIS were small papers and the resulting class discussions; they were a very important part of the program. Beyond outcome 1a, we explored many other topic In LIS 771, like public library policies and their impact on access. The class also discussed the importance of using a marketing approach to deliver services, in fact we had an entire text devoted to marketing in public libraries and everyone in the class presented on a different example of how public libraries have used marking strategies. The other article I used for outcome 1a, was my final paper from LIS 701, Introduction to Library and Information Sciences. For this paper, I looked at the issue of popular literature in public libraries. Since the issue is based in the historic view of the purpose of libraries and their reception of popular literature, there was a lot of information on the historical foundations of public libraries. Much more information than I had in my small one page response. This paper on popular literature also fulfilled outcome 1d, articulate a personal professional philosophy of the library and information profession. Popular literature might seem like a small issue in

public libraries and one that is pretty much resolved. However, it is not just about more popular literature in public libraries, but how popular literature is viewed and treated. I respect that public libraries are educational institutions and libraries should collect non-fiction and educational materials. However, I do not think libraries should scorn more popular materials, especially literature. All reading is healthy for the mind, no matter the content. Also, popular literature is some of the highest circulating material in the library. With those facts in mind, it only makes sense for the library to collect popular literature. Besides collecting popular materials, I think public libraries should advertise that the public library is the place to come to find fun things to read, for children and adults. I have become more convinced of this idea after taking LIS 763, Readers Advisory Service, and LIS 723, Programing for Children and Young Adults. It was also in 701 that I was first introduced to the philosophies of library and information science, as well as debating the core values of access and censorship. I created the article for outcome 1b in LIS 748, Collection Management. We spent some time in collection management talking about the philosophies of the library and information professions, such as censorship, copy right and open access. For this particular paper, the class was asked to discuss the differences between selection and censorship. The difference between censorship and selection is a very important distinction in the library profession. Without selection librarians couldnt build collections and fighting censorship is one of the core values of librarianship. The problem is censorship and selection can sometimes look the same. However, it is the difference in approach that makes the field of librarianship possible. In 748, we also discussed intellectual freedom, open access, copyright and a librarians responsibility to access and privacy. Outcome 2c and 2d is supported by my collection management resource. Once again this evidence came from LIS 748, Collection Management. For the final project the class was asked to create a collection management resource for a new collection manager or build a core collection for a new major at an academic library or new public library collection. I decided to make a collection

management resource. In the resource, I pulled together collection development policy, community statistics, information on the current collection and some information on acquisitions and collection analysis. I also found collection devilment resources and annotated them. With the collection and community information, I made some suggestions on areas of the collection that needed further development, which suited outcome 2c. The resource was created to help a new collection management librarian learn about the community, policies and job requirements all in one place. This fulfilled outcome 2d. In collection management we learned about the importance of knowing the community when it comes to collection building in addition to knowing about acquisitions, weeding and selection tools. This artifact is one of the best pieces in my ePortfolio and one of the best projects I worked on in the GSLIS program. For outcome 3a, there were so many experiences where I utilized the resources used to manage information. For every class, I have done research and looked things up. This was particularly true in 704, Reference and Online Services, and in 740, Advanced Reference Services, where I learned the best ways to use databases and catalogues. However, in LIS 703, Organization of Knowledge, I learned how to manage information. This artifact is from an exercise working with World Cat from OCLC and MARK records. Since World cat is the largest cooperative catalog, it certainly is a resource used to manage information. In LIS 703, I also learned about the different types of information that are collected and how they are cataloged. The class was also introduced me to the philosophies and theories of cataloging and organization of information. My article for 3b, was the final project from LIS 704, Reference and Online Services, a subject guide. The subject guide is centered on Napervilles Civil War days and brings together information on the Civil War for re-enactors and people who want to get more in-depth with Civil War history. Mainly, it would make it easier for seekers to find quality information on the civil war. This is another one of my favorite artifacts. I put a lot of work into collecting the resources, annotating them, finding reviews and

organizing the subject guide. In my 704 class we also learned about what information was and about information seeking and avoidance. I have designed tools to create better access for a couple of other classes. For LIS 721, Library Materials for Children, I created a source guide on books that encourage kids to tell stories and write. In LIS 751, Database Management, I have made two simple databases. Something else that we did in LIS 704, was the evaluation of reference tools and sources. We had a whole series of different kind of reference sources we needed to find and evaluate and even presented some evaluations to the class. LIS 704 was not the only class where I evaluated tools. In LIS 703, we looked at the different kinds of tools used to catalog information and how to evaluate them. In LIS 763, Readers Advisory Services, I evaluated tools that had more about a book than the title, author and a short summary. My article for outcome 4a, was my final paper from LIS 771, Public Libraries. The article was about de-professionalism and its impact in libraries. The paper explained the theories and ideas behind professionalism and what professionalism means in the library sciences. I think in every class I have had, there has been a least one discussion on the professional practices of librarians and what it means to be a professional librarian. In LIS 721, Library Materials for Children, we talked about a librarians responsibility to children, parents and serving our code of ethics. In management we often discussed the responsibilities librarians have as management. In a lot of classes we discussed issues where the code of ethics might conflict with our own beliefs, but as professionals we have the responsibility to put the patrons needs first. For outcome 4b, I had a couple of classes that leaned heavily on theory and then put the theories into action. LIS 770, Management of Library and Information Centers, was one of those classes. We learned a lot about the different theories behind management and in class we often did case studies within our groups to put those theories into action. This article was from an exercise evaluating strategic plans. Everyone picked a library with a strategic plan, followed the criteria to see if the strategic plan

was good and then looked at some background information to perform a SWOT and PEST analysis. LIS 703 was also heavy on theories and then applying different cataloging practices. In LIS 755, Information Policy, we also spend some time taking theories and applying them. Every class session we form groups and argue out a case study that looks at one of the bigger information policy issues we had just read about. Formal and informal learning, happened all the time in classroom, but finding a time when I was the one facilitating the formal learning was trickier to place. Every time I presented in a class, which was rather often, I was formally teaching, but I it would have been hard to pick which presentation to use. I gave presentations in 701, 704, 748, 771 and many, many more. However, in 723, Programming for Children and Young Adults I gave many presentations and I chose to use my Mock Rocks non-fiction program for outcome 4d. This was partly because LIS 723 was a very informative class and I wanted at least one piece of evidence from it, but mostly because as a non-fiction program it involved formal and informal learning in one artifact. 723 was a wonderful class, we learned more about the values and ethics of libraries as well as how to apply those ideas to practical situations. We created mission statements with groups in about fifteen minutes and discussed different policies relating to children and libraries. I also used the program for outcome 5d, speak to achieve common understanding. Since I had to present the program and the class discussed the programs, this was a great example. For just speaking, I could have pulled any artifact that I had presented in class. However to fulfill the achieve common understanding part of the outcome, I decided that some give and take was necessary. Besides speaking, I needed some input for others to see that the listeners had learned something and that I had learned something. The artifact I chose for outcome 5g I didnt produce in one of the LIS classes I was in, but it didnt really come from outside the GSLIS program. I first heard about the Dominican study in LIS 721 and then read the study in LIS 723. So when I was approached at work about creating an infographic for the study

I was already familiar with the results. Hopefully, when the GSLIS office publishes the infographic online, other people in public libraries will be able to use the results to point out the importance of public library summer reading programs. I chose to include my honors thesis for outcome 2b and outcome 5f. I wrote my honors thesis back in 2012 as part of my undergraduate degree. I had heard a couple of summers before that Illinois library systems were disappearing and that got me intrigued. I eventually found out that the systems werent disappearing, they were merging. To find out how the merger was impacting public libraries I interviewed five library directors about the merge and what RAILS was like at the time. I also asked about what their library systems had been like before the merger. Though Id looked at information policies in other classes, we usually looked first at intellectual freedom, access, and literacy or information behavior and then considered the information policies that affected them. Such as in 748 when we discussed copyright and intellectual freedom or in 701 when we considered CEPA and access for children. LIS 755 is all about information policies, which exist in so many places I hadnt considered before. As with many of the things I learned, these were also class discussions, not projects or papers. After being in the program, I also saw the greater impact of the RAILS policies on things like access, intellectual freedom and information behavior that I hadnt noticed as an undergraduate. This thesis also illustrates that Ive learned a lot since I was an undergraduate. Some of my classes did not make it into my e-portfolio. The classes I am currently enrolled in have not yet produced any artifacts I could have used in the portfolio. However, these classes fit many of the outcomes and goals. I have mentioned LIS 740, Advanced Reference Services and LIS 751, Database Management and LIS 755, Information Policy in their relation to goals and outcomes Ive already mentioned. LIS 740 and 755 have also been classes with a lot of group work and in-class presentations. There were also some goals and outcomes that didnt make it in to the e-portfolio. I covered most of them above, but here are some I would not want left out. Such as, outcome 1e,

participate in professional activities and associations. In LIS 763 and LIS 721 I signed up for some Listerves, Fiction_L and CCBC, to see what others in the field were discussing. In outcome 3d, assess applicability of current an emerging technology to information management, I have discussed in LIS 701, LIS 723, LIS 740 and LIS 753, Internet Fundamentals of Design about the topics of using new and emerging technologies in the library and information services world. Because of my time at Dominican University, I learned the theories, gained practical experience and understanding of the basic tenants of the library and information professions. I have learned about the values and ethics of librarianship. I believe that Dominican has made me a more informed information professional, a more strategic thinker and planer and a better prepared individual for the job market.