Information professionals must make sure that their collections, resources, services, and technology reflect the evolving needs of the community they serve. This can be largely achieved by listening to patrons and trusting users to know what they need. 

3.1 Apply a repertoire of design principles to plan, develop, and create information artifacts. 

I came into this program with a dearth of knowledge about how to create an information artifact, especially a digital information artifact. For me, IST 611: Information Technologies in Educational Organizations was an invaluable class. Every week, in addition to our readings and other assignments, we turned in a small tech project demonstrating our ability to turn an idea into an digital information object. Using principles of digital ethics and universal design, we created digital artifacts ready for use. These activities proved extremely pivotal for me; prior to this class, I would have said that I was not the most “tech savvy” person; 611 forced me to address that gap in my knowledge and showed me that it was a reachable achievement for me. 

Creating Pong!

Augmented Reality

3.2 Design artifacts that give users voice in decision-making regarding critical programs, services, and resources for diverse communities. 

Whenever I could, I tried to look at my assignments through a lens of disability accessibility. In my Information Technology in Educational Organizations class, I worked on a collaborative project for students (and their parents/caregivers) who use Assisted and Augmented Communication devices to communicate. AAC devices are generally used by disabled and/or neurodivergent people who are non-vocal and communicate via a digital app or device. I developed a website with instructional videos that demonstrated how to add words on the device, how to customize pronunciations, and how to navigate using the word-finder tool. My daughter uses such a device, and learning how to customize and navigate it was extremely difficult for me; I wanted to create an artifact that would help others learn how to do this more smoothly, especially users of the devices themselves. 

AAC Collaborative Project

3.3 Critique existing designs to expose instances of inequity and injustice and move towards mitigation and repair. 

IST 564: Accessible Library and Information Services required students to perform a quarter-long evaluation of one specific library. I observed and recorded the various accessibility provisions (and lack thereof) that were present in the Port Washington Public Library, located in Nassau County, NY, using the ADA checklist for existing facilities. The initial observation visit took place at the beginning of the quarter, and our follow-up visit was two months later. In my evaluation after the second visit, I was much more aware of the library’s lack of accessibility for those with disabilities, and was able to make recommendations for possible solutions using not only the ADA checklist, but Universal Design principles as well. 

Library Accessibility Evaluation

I have learned so much about the importance of applying a creative thought process to the development of services, resources, or artifacts. My time in this program has taught me that this type of creative thinking is not an inherent skill, but something that can be honed in time. I am devoted to the idea of taking this skill and using it to create more accessible and accepting spaces wherever I happen to work.