Philosophy of Library and Information Services Practice
I found that this degree program has challenged my assumptions on which librarianship fields I was going to pursue following graduation. My current position places me as a clerk at the Coeur d'Alene Public Library in Idaho (2017–present). I decided to enter the SLIS program at the University of Alabama in 2020, as I was certain that I would work in public libraries in perpetuity (hopefully as a reference or technical services librarian), and I thought it necessary to hone my librarianship skills and develop a better understanding of the "silos" of Library Land. However, as time went on, I was introduced to many other attractive LIS career options, to the point where I see myself more interested in academic libraries—specifically, community college libraries—than when I first started the program. Public libraries and community college libraries have responsibilities and demographics in common that appeal to me, and both represent a chance for me to fulfill a value that has always resonated with me.
This value, listed in the "ALA Core Values of Librarianship," is Education and Lifelong Learning, or "the creation, maintenance, and enhancement of a learning society" (2020, para. 7, emphasis mine). I truly believe in helping people "where they are" and making them feel self-empowered, whether that assistance springs from a reference or academic library context. I use myself as an example. There was a period of several years following high school where I could not pursue higher education, and in the interim, the tiny public library down the street became my "go-to" to meet educational needs. I felt empowered because I could still seek out job listings, pursue foreign language learning, read great works of literature, and research travelling opportunities—all with a free library card. When I did have the opportunity to attend college (Bristol Community College from 2010–2012), I gained important research skills and was introduced to a greater world of databases and academic journals through a consistent use of the college library resources. After entering public library service, I felt moved to apply what I knew, and my very first educational program focused on teaching teens and young adults how to begin mastering the building blocks of Japanese language learning, guiding them on how to use the completely free, reliable language resources that were available to use on the internet (and, of course, in the library). This flows from my philosophy of reference librarianship. The guidance of a good reference librarian can do more than ensure that people find a book—it can help them find answers to questions they may not have even considered asking due to the common but misguided belief that the library is "just a place for books." More than anything, I want to be a librarian who helps patrons realize they can access fantastic educational resources right where they are without barriers of cost, guiding them in how to use those resources on their own and promoting those resources to the community at large.
I am committed to helping patrons of all demographics in the community. I want to help patrons from different walks of life, patrons who don't all share the exact same political or religious or ethnic background. Public and community college libraries, fortunately, trade in a diversity of patrons. Coming to community college as a non-traditional student at 23, my classmates were teens as well as people ten, twenty, and thirty years my senior. Moreover, even though most of them were "from" the same geographic region, these students were possessed of diverse opinions, ethnicities, religions, and life experiences. As a result, these patrons do not share the exact same information-seeking goals. It's been said that variety is the spice of life, and I've found over the years that working with a variety of people puts some "spice" in my workday. (One remark public library supervisors have always made of me, in both of my service jobs, is that I am comfortable working with "all types.") In addition to how it expands my knowledge base and gets me out of my comfort zone, having the opportunity to resolve different (sometimes wildly different!) questions and problems throughout the day makes each day of service more rewarding than the last. The profession also gives me the chance to "get to know people." Patrons love to tell me about their lives or chat with me about the circumstances that led them to seek out information on their question, reminding me that my job is always people- and community-centered. These vital, humanistic elements of the profession enrich my experience as a public servant. They inspire me to seek out more ways to improve my library, its constituents, and our community.
References
American Library Association. (2020, September 28). Core values of librarianship. Advocacy, Legislation & Issues. Retrieved November 10, 2021, from https://www.ala.org/advocacy/intfreedom/corevalues.
Arnold, J. (2010). The Community College Conundrum: Workforce Issues in Community College Libraries. Library Trends 59(1), 220-236. https://www.muse.jhu.edu/article/407815.
This value, listed in the "ALA Core Values of Librarianship," is Education and Lifelong Learning, or "the creation, maintenance, and enhancement of a learning society" (2020, para. 7, emphasis mine). I truly believe in helping people "where they are" and making them feel self-empowered, whether that assistance springs from a reference or academic library context. I use myself as an example. There was a period of several years following high school where I could not pursue higher education, and in the interim, the tiny public library down the street became my "go-to" to meet educational needs. I felt empowered because I could still seek out job listings, pursue foreign language learning, read great works of literature, and research travelling opportunities—all with a free library card. When I did have the opportunity to attend college (Bristol Community College from 2010–2012), I gained important research skills and was introduced to a greater world of databases and academic journals through a consistent use of the college library resources. After entering public library service, I felt moved to apply what I knew, and my very first educational program focused on teaching teens and young adults how to begin mastering the building blocks of Japanese language learning, guiding them on how to use the completely free, reliable language resources that were available to use on the internet (and, of course, in the library). This flows from my philosophy of reference librarianship. The guidance of a good reference librarian can do more than ensure that people find a book—it can help them find answers to questions they may not have even considered asking due to the common but misguided belief that the library is "just a place for books." More than anything, I want to be a librarian who helps patrons realize they can access fantastic educational resources right where they are without barriers of cost, guiding them in how to use those resources on their own and promoting those resources to the community at large.
I am committed to helping patrons of all demographics in the community. I want to help patrons from different walks of life, patrons who don't all share the exact same political or religious or ethnic background. Public and community college libraries, fortunately, trade in a diversity of patrons. Coming to community college as a non-traditional student at 23, my classmates were teens as well as people ten, twenty, and thirty years my senior. Moreover, even though most of them were "from" the same geographic region, these students were possessed of diverse opinions, ethnicities, religions, and life experiences. As a result, these patrons do not share the exact same information-seeking goals. It's been said that variety is the spice of life, and I've found over the years that working with a variety of people puts some "spice" in my workday. (One remark public library supervisors have always made of me, in both of my service jobs, is that I am comfortable working with "all types.") In addition to how it expands my knowledge base and gets me out of my comfort zone, having the opportunity to resolve different (sometimes wildly different!) questions and problems throughout the day makes each day of service more rewarding than the last. The profession also gives me the chance to "get to know people." Patrons love to tell me about their lives or chat with me about the circumstances that led them to seek out information on their question, reminding me that my job is always people- and community-centered. These vital, humanistic elements of the profession enrich my experience as a public servant. They inspire me to seek out more ways to improve my library, its constituents, and our community.
References
American Library Association. (2020, September 28). Core values of librarianship. Advocacy, Legislation & Issues. Retrieved November 10, 2021, from https://www.ala.org/advocacy/intfreedom/corevalues.
Arnold, J. (2010). The Community College Conundrum: Workforce Issues in Community College Libraries. Library Trends 59(1), 220-236. https://www.muse.jhu.edu/article/407815.