To me, this learning outcome points out the inequity of information inherent in this profession, and the importance of constantly working to break down that inequity by leading with empathy and recognizing the systemic imbalance tilted against marginalized groups of all kinds.

1.1 Identify situations where information inequity exists.

IST 564: Accessible Library and Information Services was truly a formative class for me. It gave a framework for the ever-growing feeling I had been having since the beginning of this program–that I wanted to focus my career on information equity–particularly as it pertains to the area of disability. One assignment required me to perform an analysis of the Port Washington Public Library using the Universal Design Checklist for Libraries (UDCL) and its 7 principles: equity of use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size/space for approach in use. 

This assignment opened my eyes to the potential of Universal Design, and how it benefits everyone when used to its full capability. For example, when analyzing children and teen programming against the principle of equitable use, I noted the lack of any documented accessibility features, and that none of the workshops provided any multiple intelligence principles in their descriptions. There were no “sensory-friendly” storytimes, and in fact, no storytime even mentioned the word “sensory” at all in its description. This assignment had a big impact on me, and I plan to take the information I learned into my career going forward and attempt to fill systemic gaps that exist in the community. 

Port Washington Public Library Analysis

1.2 Interrogate and internalize professional ethics, values, standards, and principles. 

I spent a lot of time in this program examining my professional system of ethics, and thinking about their application in my everyday practice of librarianship. In IST 662: Instructional Strategies for Information Professionals, I had the opportunity to interview the head of teen services at North Bellmore Public Library in Nassau County, NY. Through this interview, I saw the importance of leading with empathy, and the value in truly listening to the needs of patrons (both individually and as a community). I realized that even without planning on using a specific philosophy, the North Bellmore teen librarian used a Humanist approach in her instruction, and I was deeply inspired by this. I, too, hope to adhere to the philosophy of Humanism as much as I can; I want to have a learner- or user-centric practice and use this as a framework for my principles and standards of professionalism. 

Interview With NBPL Teen Librarian

1.3 Create and support policies that reflect principles of a just and equitable information society.

The best way to create policies that reflect my ethics and the principles of a just information society is by talking to the community and using a user-centric framework for policy creation. 

The first class I took at the iSchool was IST 511: Cultural Foundations of Information Studies.  One of my assignments, Responsive Librarianship in Action, called for me to identify an issue that could be improved upon by examining it through the framework of responsive and culturally sensitive librarianship. I proposed the idea of faculty classes for charter schools in New Orleans, so that new teachers would be required to understand the community culture before teaching the students of that community. Because of my belief that a user-centric system is optimum, I recognized the disservice done to children whose culture is seen “as an afterthought.”

Responsive Librarianship in Action

1.4 Demonstrate commitment to lifelong learning

I have demonstrated my commitment to lifelong learning in several ways in my professional and academic life. The most applicable (and fun!) recent example of this is the Storytime Showcase at the Brooklyn Public Library, in which youth librarians share strategies, instructional theories, and storytime content with each other, giving the newer librarians (like myself!) and opportunity to receive invaluable information regarding youth librarianship that could only be imparted by colleagues.

This PLO made a significant impact on me and how I wish to move forward in my practice of librarianship. Primarily, it made me aware that there is no point at which perfect “information equity” can be reached; we, as an industry, can always do better. However, by creating an ever-evolving system of personal ethics and standards, I will have a framework around which to create and policies that further dismantle systems of oppression, and listen to and advocate for the communities in which I serve.