Salamah 1

In the Fall of 2014 I was an undergrad at Dominican University. I knew graduation was
approaching and that I would soon be living in the real world and looking for a full-time job. I
knew that I wanted to go for my PhD in English and eventually, teach. But I did not want to do
this right away and honestly, just wanted to take a break from school. At the time I was working
part-time in a library and I loved it, but didnt really know what I wanted to do with this newfound love for the library. I learned that I had room for two electives in the Spring of 2014 and
decided to take advantage of the two graduate courses I could take as an undergrad. It was a
recommendation that I not take two graduate courses in the same semester with my remaining
undergraduate requirements. But what can I say? I was stubborn. I was so happy in my LIS 701
Intro to Library and Information Science that I decided I was on the right track and applied for
the graduate program at Dominican University. A year and half later, I am more than pleased and
feel confident because the graduate program has helped me develop and strengthen my
professional identity! My experience in the GSLIS program provided me the qualities and tools I
need to serve in the library and information science field.
There are many GSLIS experiences that are significant learning experiences. One of the
most significant learning experiences that is something I did not include in my ePortfolio, but
feel the need to mention it is the Mock Book Challenge in LIS 777 Issues of Access, Advocacy
and Policy. My peers came together and each took on a role in this mock book challenge.
Everyone was very patient and respectful. The experience felt so real and now I feel like I can
attend a book challenge and speak out. I know how important and smart it is to start with the
policy of ordering material for the collection so that we have something to look to when the
discussion of why a book belongs in the collection.

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In my first semester at Dominican, I took LIS 703 Organization of Knowledge and

learned so much about the historical foundations of library and information professions,
specifically in terms of classification systems. One of my first assignments was to read and
summarize a chapter in my textbook: the Development of the Organization of Recorded
Information in Western Civilization. The authors discussed some of the oldest books that have
been found in addition to the development of organization of recorded information from
Antiquity to the Twentieth Century. I was excited to learn about how cataloging changed
throughout history (and that topic of classification/cataloging even started so long ago!). There
were many methods used to catalog/classify books. With each classification system, there was
something that did or did not work and hence, all the changes that have taken place lead us to the
classification system in libraries today. The classification was not created in one day, it was a
system that was adapted, modified, or completely changed.
The Organizational Storytelling project I worked on in LIS 70l Intro to Library and
Information Science was a significant learning experience because I learned how an
organization, in this case, a library should tell its story, its history. I learned that a library should
take the opportunity tell its own story and not wait for someone to do it for them. Any
organization that tells its story, its historyis setting up a foundation. An important concept I
learned is that whoever tells the story wins. An organization should take advantage of creating a
sense of community, a collaboration/partnership with the customers by sharing their history, a
history which the community may be part of. Through this project, I learned the importance of
implementing values, a mission, goals, etc. in telling the story of an organization. It is crucial
that a library articulate the philosophies of the library and information professions and this is
partly achieved by articulating the foundations of the library.

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In LIS 723 Services for Children and Young Adults, I had the chance to observe three
library programs that helped me identify the core values and ethics of the library and
information professions. These observations were very crucial to developing my professional
identity in my time at Dominican University. I saw how excited librarians were to serve the
public, specifically families and youth. Although I had read about the values and ethics of library
and information professions, I was able to witness these values being fulfilled. One value I
thought was evident in all three programs was the value of shared reading and spreading the love
for reading. Each program incorporated books. Two of the programs promoted singing,
movement, reading in ways that families were excited to participate. Parents and librarians came
together to promote an important concept and value: the love of reading!
Another important experience during my LIS coursework was looking at policies and
their impact on access, literacy, and information behavior in LIS 777 Issues of Access,
Advocacy, and Policy. I argued that the Generous Public Library should remove fines, because
they are a barrier, preventing the library from serving customers to the best of their ability. I
understood how policy can prevent access and although a library is meant to encourage literacy,
a simple fee can deny a child the chance to take home a book and read.
Assessing a collection is an important job for a library professional and the assignment in
LIS 777 allowed me to assess and analyze a collection. In assessing a collection, one must keep
in mind the community needs/interests and ask questions such as: Is the catalog intuitive? Is the
shelf packed with books? Is the collection up-to-date? There are so many factors that go into
providing the best service to customers and one is analyzing a collection and making sure that
the needs of the customers are met. In addition, in LIS 722 Library Materials for Young Adults I
learned the many different ways a library is a resource for the youth. In my project, I discussed

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YA suicide and provided sources to help young adults facing stress such as pamphlets and
literature with themes on stress, sadness, suicide, etc. My partner and I discussed how important
it is for librarians to build relationships with the youth and strengthen the bond.
In LIS 724 Media Services and Production I became familiar with the resources needed
to manage information. I explored curation sites like Diijo and Delicious and then learned how
to create a bundle of the curation sites. All these resources are important in libraries. Customers
always want to know the best tools they can use to save or manage all the information they have
accessed or created. In addition to using resources to manage information, I designed tools that
facilitated access to information. The artifact I used for this outcome was my Pinterest board
from LIS 804 Art in Picture Books. This board could be used and accessed by anyone with a
Pinterest account. My board consisted of books with watercolor illustrations. I chose a variety of
picture books that represent my diverse community and provided annotations about the text and
the element of art that connected all the books on the board. This assignment was a great exercise
because with tools such as Pinterest, library users can research, store, manage, and share
resources.
Throughout high school and college, teachers and professors always mentioned how
important it was to check the credibility of a resource. In the GSLIS courses this point was also
very important and was discussed thoroughly in LIS 704 Reference and Online Service. I
strengthened my skills in evaluating sources and thus, can articulate why one source is more
credible than another or more authentic. In assessing and comparing encyclopedia resources, I
evaluated tools that facilitate access to information, an important responsibility for a reference
librarian.

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In LIS 804 Art in Picture Books I was able to demonstrate application of theory into
practice. Library professionals look into professional reviews and annotations on all kinds of
materials, specifically books. I formatted my annotations using the concepts and terminology
discussed in class. In LIS 723, I not only facilitated formal and informal learning through my
program plan, but I also watched librarians do this in their programs. This course showed me
how diverse learning can be and that learning is not limited to the classroom. Preschoolers learn
to count, build their vocabulary and gain movement exercises during storytime, elements which I
included in my program plan.
Lastly, in LIS 770 Management of Libraries and Information Centers I understood the
importance of marketing in libraries. In order to deliver service and promote the library,
marketing must be taken seriously. Library professionals build relationships and collaborations
by delivering service, performing outreach, and inviting the community to the library.
In bringing awareness to libraries and the resources available professionals are advocating for
libraries and their service promoting the fact that libraries are vital resources to the
community! In LIS 724, I completed a group project that focused on technology and tools to
promote connections, communication, and collaboration. Outcome 5g is Apply technology to
connect, communicate and collaborate and my group designed a makerspace that would achieve
this goal. In addition, to complete this goal, my group had to use technology (Google Doc) and
other means of communication along with a Prezi platform so in a way we fulfilled this goal in
practice as a team.
In analyzing the goals and outcomes of the GSLIS ePortfolio, I saw how many, if not all
the goals and outcomes are interrelated. For example, certain artifacts can be applied to many
outcomes. The program plan I completed for LIS 723 can be applied to outcome 4b.

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Demonstrate application of theory to practice because in class we discussed concepts of finger

play, movement, rhymes, shared reading experiences, all of which are elements that I included in
my storytime. All my GSLIS courses fulfilled the following outcomes:

5d. Speak to achieve common understanding.

5e. Write to achieve common understanding.

5f. Listen to achieve common understanding.

These outcomes were accomplished because professors facilitated discussions and my peers
spoke and listened to understand concepts and theories in each course. We wrote journal reviews,
presentations, and discussion questions to achieve common understanding in each course. For
example, in LIS 804, I nominate a picture book for the Caldecott Award so I wrote a paper on
why my choice of book deserves the award. In class, we have a Mock Caldecott Board and
discussed the nominated books (using the writing from all the students). We came together to
achieve common understanding and vote for a book that would win the Caldecott Award.
The artifacts that I consider the best in my ePortfolio include the annotations from LIS
804, program plan from LIS 723, and my mock board address from LIS 777. I am very proud of
the artifacts I have submitted in my portfolio, but the three I mention above are assignments I
struggled with and have helped me in my current job. I consider the annotations a great artifact in
my ePortfolio because I was limited to the amount of words I could use (32 words or less) which
helped me understand how important it is to be precise in word choice. The annotation
assignment sharpened my skills in choosing the right words when reviewing or summarizing a
book. The mock board address is another artifact that I am proud of and consider one of the best
in my ePortfolio because I felt like I was truly advocating for the library users. I am trying to

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establish a program Read to remove your fines at my library and this assignment gave me the
skills I need to address board members.
What the ePortfolio reflects about me as a library professional is that I have demonstrated
the skills and knowledge to serve the public. I know the values and ethics in the library
profession and now I can promote and fulfill those values by serving the public, promoting
literacy, knowledge, research, and life-long learning. The ePortfolio reflects that I have not only
studied the theories, values, concepts and goals of librarianship, but am also able to articulate
these elements. Furthermore, most of the artifacts reveal I have also demonstrated application of
theory to practice. For example, in LIS 723, I not only planned a program, but also presented it. I
prepped, practiced, and presentedand all these steps have helped me strengthen my storytime
planning skills. I have attained skills that have and will continue to enable me to provide
excellent service.
My perspective of libraries and information centers has changed so much during my
coursework in the program. Libraries are a vital part of the community and the coursework
reinforced this concept. During my coursework in the program and my part-time job, I
understood that not only do library professionals want to be part of the community, but they want
to play a role in serving the public, in preparing younger generations to shine and succeed, in
helping older generations use technology and so much more. Every program a library
coordinates is one that aims to fulfill the goals and mission of that library. Library professionals
never stop learning and continue to gain knowledge that they can pass down to the community.
Libraries are not just buildings with books; they are full of information, movement, passion for
knowledge and growth and all that is delivered to communities, users, schools, etc. Libraries
facilitate and promote reading, life-long learning, and creativity.