Since beginning my graduate studies in library and information science (LIS) at Wayne State University, my understanding and knowledge of the information profession has grown greatly, preparing me for an effective career as an information professional. I entered the program with a fair appreciation for the information profession only to be quickly captured with the desire to absorb as much knowledge of the profession as I possibly could. Not only has my passion grown, but also, I have fulfilled the required standards the school requires of its students, as exhibited in its learning outcomes.
Consequently, I have become proficient in all ten of the program’s learning outcomes. Although, all are vital for the information professional, to illustrate my comprehension I will focus on three learning outcomes I believe to have the greatest influence in my professional development. They are “[to] articulate the importance and value of the profession and its basic ethics such as intellectual freedom, information access and dissemination and apply these concepts to the advancement of the profession”; “[to] understand the interactions between societal factors (e.g. cultural, economic, political) and information environments”; and, “[to] read, evaluate, and apply library and information science research to problems of professional practice employing theories, best practices, and assessment strategies to the range of information functions” (Wayne State University School of Library and Information Science, 2014).
Introduced during the first course, Introduction to the Information Profession (LIS 6010), understanding “… the importance and value of the profession and its basics ethics such as intellectual freedom, information access, and dissemination …” (Wayne State University School of Library and Information Science, 2014) was greatly emphasized through regular classroom discussions, readings, and assignments. While reviewing a case study where the director of a library implemented a new policy with intentions to create a positive and safe environment for patrons, but instead limited access to the homeless population (Buchanan and Henderson, 2008), it became evident that controversial topics, such as this, cannot be avoided. For this assignment, I recognized the damaging effects a poorly designed Code of Conduct can have on the less fortunate portion of the population. Unequal application and enforcement of policies disrupt access to information and inhibit intellectual freedom.
To prevent poor ethical decision making, the American Library Association’s Code of Ethics provides a framework of guiding principles. I believe the first four points capture the desired mission of the library and information professional.
- We provide the highest level of service to all library users through appropriate and usefully organizes resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests.
- We uphold the principles of intellectual freedom and resist all efforts to censor library resources.
- We protect each library user’s right to privacy and confidentially with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.
- We respect the intellectual property rights and advocate balance between the interests of information users and rights holders (American Library Association, 2006a).
These statements best illustrate the information professional’s role in the community. Ultimately, the value of the information profession is in the access, preservation, dissemination, and creation of information to those who have a need.
The second learning outcome important to the information professional is the ability to “understand the interactions between societal factors (e.g. cultural, economic, political) and information environments” (Wayne State University School of Library and Information Science, 2014). While taking Access to Information (LIS 6120), I spent several hours over several weeks observing the reference disk at the library of a local community college. The library was transitioning to an environment that best suited its users. Along with updating its technological learning resources, the use of the library’s interior space was remodeled. For instance, the open floor plan allowed much of the space for collaboration and group work. While the younger students found this space useful and beneficial to their information needs, the older population such as those returning to school, did not find this layout constructive to their needs. Therefore, a quiet area and individual study rooms were provided elsewhere in the facility. I found through my observations that the library carefully balanced these different societal factors and information environments by providing a mix of technology and learning space to satisfy the information needs of the student and community member.
Furthermore, my comprehension of this learning outcome was greatly influenced by the course readings from Information Behavior (LIS 7500). In particular, Chatman’s (1996) article, The Impoverished Life-World of Outsiders, had a profound effect on my view of information seeking among those with different societal norms. In explaining the difference between insiders and outsiders, Chatman (1996) states “The idea that things can only be understood by other insiders may explain why there are informational barriers between these two worlds” (p. 194). This view between affects information accessibility, its dissemination, and its creation. In addition to cultural factors, Heinström (2003) notes how emotional and psychological factors can be just as pivotal to an individual’s acquisition of information. Therefore, it is imperative for the information professional to recognize the relationship between societal factors and information environments.
The final learning outcome I believe to be important to my development as an information professional is the ability to “read, evaluate, and apply library and information science research to problems of professional practice employing theories, best practices, and assessment strategies to the range of information functions” (Wayne State University School of Library and Information Science, 2014). In the beginning, this concept was difficult for me to grasp. However, I soon recognized that this is the best way for the advancement of the information profession. Powell et. al. (2002) argues, “[Research] is needed to improve problem solving and decision making in the workplace, to make professional practitioners critical consumers of the research literature, and to better equip librarians to provide optimal information services to researchers in other fields” (p. 50). Not only can the information profession be improved through research, but an individual’s career can benefit as well (Powell et. al., 2002, 50-51). Due to the many different research design methods, I found being able to identify and apply them correctly is important. The misapplication of research design methods can “cause potential confusion for colleagues searching for the evidence upon which they need to base important decisions” (Eldridge, 2004, p. 83) Therefore, it is important to become proficient in reading and applying library and information science research.
The research proposal I designed for my final assignment in Research in Library and Information Science (LIS 7996), demonstrates my aptitude for this learning outcome. I identified an area where further research is needed and examined the supporting literature. I further identified a research method, data collection methods, and data analysis tools. This assignment allowed me to gain experience building the research proposal and familiarity of different research methods.
As I conclude my studies at Wayne State University and after much reflection, I feel prepared to enter into the information profession. To me, the purpose of the library and information professional is to serve the community and act as a bridge between all populations and information, without limiting or demeaning another’s need for information. When forming my professional model, I looked to the ALA Code of Ethics, for it provides selfless values. In particular, I believe the eighth principle expresses the desired qualities to be essential in my professional development; “We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession” (American Library Association, 2006a). The values the profession espouses matches with the values I seek to uphold in my daily life.
Early on in my studies, I encountered Ranganathan’s Five Laws of Library Science. They are: “Books are for use”, “Every reader his book”, “Every book its reader”, “Save the time of the reader”, and, “A library is a growing organism” (American Library Association, 2006b). However timeless these laws are, I favor Crawford and Gorman interpretation of Ranganathan’s laws.
- Libraries serve humanity.
- Respect all forms by which knowledge is communicated.
- Use technology intelligently to enhance service.
- Protect free access to knowledge.
- Honor the past and create the future (American Library Association, 2006b).
I believe this translation better embodies the duties and values of the library and information professional.
Lastly, libraries and places of knowledge have always held a special place in my heart. I have demonstrated my proficiency of the library and information science profession by discussing three learning outcomes and applying several examples. I have examined what the information profession means to me and the qualities necessary for an information professional. Through prior experiences in the library, family support, and continual learning, has instilled the need for me to share this love with others. As technology advances and environments change, so does the role of the information professional. Yet, the information professional’s purpose still remains – to serve the community with its information needs and to provide knowledge. I am looking forward to being part of this wonderful community.
References
American Library Association. (2006a). Code of ethics. Retrieved from http://www.ala.org/advocacy/proethics/codeofethics/codeethics
American Library Association. (2006b). Future libraries, Crawford & Gorman. Retrieved from http://www.ala.org/offices/publishing/editions/samplers/futurelibraries
Buchanan, E. & Henderson, K (2008). Case Studies in Library and Information Science Ethics. Jefferson, NC: McFarland & Company, pg. 37.
Chatman, E. (1996). The impoverished life-world of outsiders. Journal for the American Society for Information Science, 47(3), 193-206
Eldredge, J. (2004). Inventory of research methods for librarianship and informatics. Journal of the Medical Library Association 92(1), 83-90.
Heinström, J. (2003). Five personality dimensions and their influence on information behavior. Information Research 9(1). Retrieved from http://informationr.net/ir/9-1/paper165.html
Powell, R., Baker, L., and Mika, J. (2002). Library and information science practitioners and research. Library and Information Science Research, 24, 49-72.
Wayne State University School of Library and Information Science. (2014). Student Learning Outcomes. Retrieved from http://slis.wayne.edu/about/student_learning_outcomes.php
Kristina C. Olsen 
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