Ideas

Confession: I miss library school.

I miss the open sharing of ideas with enthusiasm and excitement. While I am certainly learning in the field, it just isn't the same.

People seem guarded...even cynical. They don't have time. They already know it all. They are too shy. Perhaps they've had their ideas/thoughts/opinions mocked by others and are subsequently insecure about sharing. Blah blah blah blah. A plethora of reasons.

Within the last few months, I had someone say to me (paraphrase), "You have interesting ideas, but they aren't always applicable."

Ideas are seeds -- they need to be cultivated. Don't kill the creativity and flow just because it doesn't seem readily applicable to your X and Y variables.

Shape it. Cultivate it. Encourage it.

Conclusion: I miss the openness and freedom of expression that library school encouraged.

A Case of Credential Fraud?

When I was mulling over my 30Y.30L project in 2011, it was a no-brainer to include Brandon Township Library as I had grown up in the neighboring town of Oxford. Further, having worked in the new Oxford Public Library, I learned that BTL was deemed a sister library, of sorts, sharing the very same architect.

I have much to write about; however, each time I start working on the post, I begin having doubts and questioning my professional ethics -- see, there is a bit of a scandal coming to light in Michigan library-land...

The issue: Brandon Township Library hasn't received State Aid in the past 5 years and the library board wanted to know why. Upon calling a special meeting, the library director tendered her resignation effective immediately and subsequently retired.

Here are the relevant articles in the press:
11.20.2013: Brandon Twp. Library Director resigns; investigation underway
11.27.2013: Brandon Township Library on administrative lockdown
12.4.2013: Brandon Township Public Library director resigns after library receives no state funding for five years
12.20.2013: Brandon Township library hires forensic auditor, tightens finances after director’s resignation

A case of credential fraud?

Having just jumped through all of the hoops in order to complete my MLIS...and the fact that I currently hold a nonprofessional/non-salaried position in the LIS-field, this is a very bitter pill for me to swallow...

When I attended the library board meeting back in November, I was surprised that the board refused to directly respond to any of the comments or questions raised by taxpayers and former employees. I am not sure if that's their standard operating procedure...or if it's due to the open investigation. (Note: I serve as a trustee on a township board and that is not how we conduct our meetings.)

I'm Back...

After a month since my last post, I am pleased (and relieved) to write that peace has returned to both my personal and professional lives; therefore, it's safe to say: I'm back!

Blog:
Thanks to talented graphic artist Mallory Rock, I now have the perfect blog header! During my hiatus, I wrote a few blog posts. I'll share them here:

A Satisfying Day

Certification

Signature Line

Librarian Confession #1

Kicked to the Ditch

Library school:
On Thursday, May 9, alongside my SLIS colleagues, I participated in commencement at Wayne State University. It was a very memorable day as I've never before 'walked' for any of my commencements -- including high school. One of my favorite SLIS instructors, Sue Todd, was even present backstage while we waited for our names to be called.

After graduation, I had lunch at the Raven Cafe in Port Huron -- the perfect place for a bookish nerd to celebrate. Here are some pictures from the day...

Camille Chidsey and I

 

 

My "librarian" charm bracelet from Anne

Career:
I'm now a Library of Michigan certified Level 2 Public Librarian!

Certification

Today, I faxed the Library of Michigan my application for Public Librarian certification (level 2). A very proud moment...

Signature Line

On Monday, May 13, I was given access to a workplace email account and my signature line currently reads:

Jill Brown, MLIS

Caro Area District Library

http://www.carolibrary.org

989.673.4329

"...There is something magical about walking the aisles and checking out the stacks of books. Being wedged between stacks and having the smell of books drift into my nose is comforting. If I could live in the library, I would." --Authors for Libraries, a program of United for Libraries

MLIS...wow. *pinches her self*

A sentimental moment: I sent the first email from that account to two colleagues/friends in the LIS field. It read:

To the first two people I met when starting library school...

I wanted the two of you to be first to receive an email from this account with my newly granted professional credential. Thank you for all of your kind words and encouragement!

Hermionish Hiatus

Oh yes, I definitely sported Potter gear under
my academic regalia at commencement!

Even though I have much to write about (the Amtrak trip, California library tours, recent professional experiences, books I'm reading and have read, as well as my commencement), due to a creepy stalking situation which unfortunately seems to be getting worse, I'll be taking a hiatus from Hermionish for an unspecified period of time. For the interim, I am going to remove the comment feature -- my apologies, but I think you understand my rationale. 

Good news: in the meantime, I'll work on content to launch just as soon as I feel comfortable sharing again! 

Since I am a former legal advocate turned librarian...and my readers are predominantly fellow librarians and therefore firm believers in lifelong learning, I'll take this opportunity to share Michigan's stalking statute:

750.411h Stalking; definitions; violation as misdemeanor; penalties; probation; conditions; evidence of continued conduct as rebuttable presumption; additional penalties.

Sec. 411h.

(1) As used in this section:

(a) “Course of conduct” means a pattern of conduct composed of a series of 2 or more separate noncontinuous acts evidencing a continuity of purpose.

(b) “Emotional distress” means significant mental suffering or distress that may, but does not necessarily, require medical or other professional treatment or counseling.

(c) “Harassment” means conduct directed toward a victim that includes, but is not limited to, repeated or continuing unconsented contact that would cause a reasonable individual to suffer emotional distress and that actually causes the victim to suffer emotional distress. Harassment does not include constitutionally protected activity or conduct that serves a legitimate purpose.

(d) “Stalking” means a willful course of conduct involving repeated or continuing harassment of another individual that would cause a reasonable person to feel terrorized, frightened, intimidated, threatened, harassed, or molested and that actually causes the victim to feel terrorized, frightened, intimidated, threatened, harassed, or molested.

(e) “Unconsented contact” means any contact with another individual that is initiated or continued without that individual's consent or in disregard of that individual's expressed desire that the contact be avoided or discontinued. Unconsented contact includes, but is not limited to, any of the following:

(i) Following or appearing within the sight of that individual.

(ii) Approaching or confronting that individual in a public place or on private property.

(iii) Appearing at that individual's workplace or residence.

(iv) Entering onto or remaining on property owned, leased, or occupied by that individual.

(v) Contacting that individual by telephone.

(vi) Sending mail or electronic communications to that individual.

(vii) Placing an object on, or delivering an object to, property owned, leased, or occupied by that individual.

(f) “Victim” means an individual who is the target of a willful course of conduct involving repeated or continuing harassment.

(2) An individual who engages in stalking is guilty of a crime as follows:

(a) Except as provided in subdivision (b), a misdemeanor punishable by imprisonment for not more than 1 year or a fine of not more than $1,000.00, or both.

(b) If the victim was less than 18 years of age at any time during the individual's course of conduct and the individual is 5 or more years older than the victim, a felony punishable by imprisonment for not more than 5 years or a fine of not more than $10,000.00, or both.

(3) The court may place an individual convicted of violating this section on probation for a term of not more than 5 years. If a term of probation is ordered, the court may, in addition to any other lawful condition of probation, order the defendant to do any of the following:

(a) Refrain from stalking any individual during the term of probation.

(b) Refrain from having any contact with the victim of the offense.

(c) Be evaluated to determine the need for psychiatric, psychological, or social counseling and if, determined appropriate by the court, to receive psychiatric, psychological, or social counseling at his or her own expense.

(4) In a prosecution for a violation of this section, evidence that the defendant continued to engage in a course of conduct involving repeated unconsented contact with the victim after having been requested by the victim to discontinue the same or a different form of unconsented contact, and to refrain from any further unconsented contact with the victim, gives rise to a rebuttable presumption that the continuation of the course of conduct caused the victim to feel terrorized, frightened, intimidated, threatened, harassed, or molested.

(5) A criminal penalty provided for under this section may be imposed in addition to any penalty that may be imposed for any other criminal offense arising from the same conduct or for any contempt of court arising from the same conduct.

I'd like to thank my family, friends, and most importantly, my colleagues, for their patience, support, and humor. You guys rock!  \m/

Jill Brown, MLIS

It's official! On Thursday, April 26, while I was having brunch in downtown Oceanside, California (The Longboarder Cafe), I received the following email:

"Congratulations on your graduation! Your degree has been posted to your academic record and your diploma is being printed. You will receive another email message when your diploma has been mailed. Best wishes on your future endeavors."

On Tuesday (April 30), I received this email:

Greetings! Your diploma and a courtesy copy of your academic transcript were mailed today. Please allow 7-10 business days for delivery within the United States (international delivery time will vary). Best wishes on your future endeavors.

Sincerely,

Office of the Registrar
Wayne State University

And on Friday, May 3, I received:

MLIS + graduate certificate

E-portfolio Results

On Wednesday afternoon, I received the results for my e-portfolio submission: 100/100! My reflective essay even earned the comment, "Well done!"

Sometime in April, I'll receive a graduation notice giving me clearance to participate in the commencement activities scheduled for May 9 at Ford Field.

I still cannot believe I am really done... *pinches herself*

Willkommen und Lebewohl

E-portfolio landing page on Blackboard

MLIS in folders...

"Welcome to your last semester!"

Last night at 11:59:59p, my final, final project for graduate school was due: the infamous e-portfolio. Now...I wait, impatiently, for my score which will likely take a few weeks.

I'd like to thank my family, friends, academic advisers (Gonzalez, Mika, and Anghelecu), professors, LIS classmates, and colleagues for the support, encouragement, and the learning experiences gained throughout my journey.

Special and heartfelt thanks (Herzlichen Dank) to Christie Williams, Jaysen Chesko, Janet Curtiss, Melanie Most, Matt Fredericks, Sue Todd, Gail Nartker, Marcia Dievendorf, Kate Van Auken, and Birchfield Studio (Don and Andrea).

I am DONE! Rest assured, Hermionish will continue with my professional experiences and bookish adventures. 

SLIS Ideas Blog

Blurry pic of the CADL Director,
Marcia Dievendorf, and I

Just submitted a blog post for the SLIS Ideas Blog about my practicum experience at Caro Area District Library! When it's published, I'll be sure to share the link here. A big thank you to Janet for acting as my editor!

In the mean time, you can check out an earlier post I did for the blog:
Mein Kampf Case Study

A Chapter Closes: A Reflective Essay

LIS 6010: LIS Leader Paper on Everett Thomson Moore

Since beginning my studies in the School of Library and Information Science (SLIS) in the spring of 2010, I have experienced much growth and development as an information professional. Through my tenure as a MLIS candidate, I have mastered the competencies as outlined in the program’s ten learning outcomes and found selecting just three to elaborate upon considerably challenging; therefore, the three outcomes in which I selected, to demonstrate my proficiency, are very near and dear to my heart as well as align with my studies of concentration, public libraries and services to children and young adults. They are as follows: “[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] recognize the value of professional ethics, teaching, service, research, and continuing education to the advancement of the profession”, and “[to] develop and apply current management and leadership theories and practices” (SLIS, 2012). At the close of this essay, I will share my philosophy of the information profession as well as my aspirations for the future.

The School of Library and Information Science facilitated growing my understanding of “…the importance and value of the profession and its basic ethics such as intellectual freedom, information access and dissemination…” (SLIS, 2012) by way of the course, Introduction to the Information Profession (LIS 6010). Via several readings for the course, mainly those by Lingo (2003), Preer (2008), and Robbins (2007), I was formally introduced to the topic of intellectual freedom and learned about the many dangers censorship can pose to the free and unrestricted access to information which is of central importance in the information profession – a topic that has inspired a deep passion. I found the Code of Ethics and the Library Bill of Rights by the American Library Association (ALA) moving and enlightening – particularly the following statements:

We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests (Code of Ethics, 2008). We uphold the principles of intellectual freedom and resist all efforts to censor library resources (Code of Ethics, 2008). Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation (Library Bill of Rights, 1996). Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment (Library Bill of Rights, 1996). Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas (Library Bill of Rights, 1996).

In fact, it was the above readings which inspired me to choose Everett Thomson Moore, a fighter for intellectual freedom, as my library leader – an assignment for LIS 6010. Through my research of Moore’s professional life, I learned about the banning of books in American public libraries, the firing and ostracization of librarians due to challenges to library materials, the chilling effects of McCarthyism during the Cold War, and the development of the Freedom to Read Foundation as well as the Office of Intellectual Freedom.

Another assignment in LIS 6010 required visits to two libraries for comparison and analysis, for added depth I selected two rural libraries (Class 2 and 3) and a larger suburban institution which serves as the main branch of a Class 6 library system. Among the list of questions I prepared to ask the directors, I inquired about the community’s reception of Harry Potter and Twilight as well as if the library had experienced a challenge or banned any library materials. I found the experience to be incredibly enlightening as I was able to see, firsthand, the difference in philosophies between the directors pertaining to access to information and intellectual freedom, collection development policies, as well as the varied dynamics of the communities.

“[To] recognize the value of professional ethics, teaching, service, research, and continuing education to the advancement of the profession” (SLIS, 2012) is the second learning outcome in which I’ve mastered proficiency in and believe is invaluable to the field of library and information science. It is via research, that practitioners are able to gain insight into potentially problematic areas in the field and adapt findings discovered by researchers in order to implement change at their institutions. While much of the published research in the field of library and information science focuses on academic libraries, I hope to someday complete a study that focuses on public libraries.

Reading for LIS 7340: Collection Development

Through my experiences and readings in Introduction to the Information Profession (LIS 6010) as well as Collection Development and Selection of Materials (LIS 7340), I felt compelled to develop a research proposal for the course Research in Library and Information Science (LIS 7996) which would focus on the topic of intellectual freedom and censorship. Being interested in small and rural libraries, selecting whom to study presented little challenge to me. Libraries that serve smaller populations, deemed Class 1 – 3 institutions, make up almost 60% of Michigan's public libraries yet in order to receive state aid they are not required to hire directors with a MLIS degree and out of the directors serving at these institutions only 23.7% actually hold professional credentials in librarianship (Library of Michigan, 2012). While conducting the literature review for my research proposal, I learned via studies conducted by Curry (1997) and Pooley (2008) that even directors holding professional credentials have identified themselves as having little or no training in dealing with censorship and intellectual freedom issues – yet the consequences of poorly handling a challenge could result in damaged relations with the community, termination of employment, and even the possibility of a lawsuit. While the ALA has set forth the Code of Ethics which seeks to give guidance on the topic of censorship and intellectual freedom, Fiske (1959) identified in her study that many selectors are actually practicing forms of self-censorship when making collection development decisions. Thus the goal of my proposed study sought to explore the state of collection development policies and practices as well as training pertaining to intellectual freedom and censorship in Class 1 – 3 public libraries in Michigan. My proposed study has the potential to provide the field of library and information science insight into developing training efforts to bridge any identified gaps in the knowledgebase and comfort level of its practitioners.

The eighth guiding principle of the ALA’s Code of Ethics states, “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” (para. 5). By way of conducting library visits for Introduction to the Information Profession (LIS 6010), reference observations for Access to Information (LIS 6120), and additional visits for Survey and Analysis of Literature for Children Preschool to Grade 3 (LIS 6510), Young Adult Literature (LIS 6530), as well as Programming and Services for Children and Young Adults (LIS 7250), it became abundantly apparent to me that librarians in which I encountered truly support the notion of “fostering aspirations of potential members of the profession” (ALA, 2012). With each visit in which I conducted, several assignments required multiple observations, I was warmly welcomed by staff, invited behind-the-scenes, and not only left the building with a plethora of information, but felt completely inspired by my experiences. Thanks to these visits, I have developed professional relationships with several area library directors whom have acted as mentors throughout my MLIS candidacy.

Suzanne Todd

The third and final learning outcome in which I have mastered proficiency in is, “[to] develop and apply current management and leadership theories and practices” (SLIS, 2012). I should start off by defining the difference between management and leadership: “The manager’s job is to plan, organize and coordinate. The leader’s job is to inspire and motivate” (The Wall Street Journal). While I have learned immensely from all of my classes, I have a special appreciation for the courses that were taught by two adjunct instructors who were actively practicing librarianship in the field – Beth Walker (College for Creative Studies) and Suzanne Todd (Eastpointe Memorial Library). It was these instructors, regardless of the particular course being taken, who shared front line stories which provided more insight and reality than any carefully concocted case study that could likely be found in a management textbook.

One assignment in Library Administration and Management (LIS 7040) required the class to read an article, What’s My Motivation? (Rogers, 1976), that provided a scenario which is all too common in today’s libraries: budget cuts and staff lay-offs. In the case study, a very vocal staff member spoke up at a meeting and essentially asked the question, “What’s my motivation?” In her lecture, Walker provided an example in which an employee proclaimed that she, being Beth Walker (the supervisor), was responsible for motivating her. Walker’s reply was along the lines of, “She is not responsible for motivating the individual person, but for creating an environment that is conducive to motivation.” My own thoughts on the case study which touches upon both management and leadership techniques:

I felt as though the Library Director, Mary Lawless, was incredibly reactive rather than proactive during the transition process. While I understand that each person has their individual differences and personality which in turn gives different perspectives, Mosca’s reaction demonstrated that she did not understand the organization’s interim goal: the library operating rather than shutting off the lights and closing the doors. If Lawless had spent a little time laying some foundation work with her staff, such as clearly explaining the organization’s financial crunch, developing a game plan for the additional responsibilities, consistently employing recognition and positive reinforcement with her management-style, perhaps the Mosca-situation might not have occurred because the “unknown” would have already been answered. “Fear of the unknown” is how I chalk up Mosca’s behavior behind her interruption.

What is an LIS professional? What are the characteristics, qualities and knowledge that will be most important to you as an LIS professional? To answer the first question, I must cite Preer (2008), who in her book, Library Ethics, cited Melvil Dewey:

The time was when a library was very like a museum, and the librarian was a mouser in musty books, and visitors looked with curious eyes at ancient tomes and manuscripts. The time is when the library is a school, and the librarian is in the highest sense a teacher, and the visitor is a reader among the books as a workman among his tools. Will any man deny to the high calling of such a librarianship the title of profession? (p. 9).

While the ALA Code of Ethics and the Library Bill of Rights are certainly a part of my philosophy, the five laws of library of science developed by Shiyali Ramamrita Ranganathan in 1931, also play a significant role in shaping my professional paradigm. The five laws are as follows: 1) Books are for use. 2) Books are for all. 3) Every book its reader. 4) Save the time of the reader. 5) The library is a growing organism (Haycock & Sheldon, 2008). In other words (and in the context of a modern public library and my own interpretation), the library and its many resources are for the public to use and the whole package needs to be easily accessible – the building, staff, and of course, the collection. The materials selected for the library should reflect the entire community in which the library is charged with serving – not just the frequent donor or the loquacious patron. Each reader has his/her own preferences and tastes; therefore, it is imperative that the library’s staff abstain from judging as well as be cognizant as to which formats are preferred by the community. In addition to having helpful, approachable, and knowledgeable library staff, saving the time of the reader also entails keeping the collection organized, easily accessible, and refreshed. And, finally, in order for the public library to survive, it must be viewed as a growing organism – changing and evolving to meet the needs of the community – otherwise it will become irrelevant and subsequently extinct.

Another statement which has profoundly affected my professional paradigm is one that I encountered while enrolled in Introduction to the Information Profession (LIS 6010). In her book, Library Ethics, Preer (2008) quoted the esteemed Lester Asheim:

Selection, then, begins with a presumption in favor of liberty of thought; censorship, with a presumption in favor of thought control. Selection’s approach to the book is positive, seeking its values in the book as a book, and in the book as a whole. Censorship’s approach is negative, seeking vulnerable characteristics wherever they can be found – anywhere within the book, or even outside it. Selection seeks to protect the right of the reader to reader; censorship seeks to protect – not the right – but the reader from himself from the fancied effects of his reading. The selector has faith in the intelligence of the reader; the censor has faith only in his own (p. 79).

I am truly grateful for the professional relationships which have developed through the course of my studies. While I have aspirations of directing a rural public library and conducting research in the public library arena, I also feel compelled to give back to the field which has been both warm and welcoming to me as a new professional; therefore, I am very passionate about the notion of teaching as an adjunct instructor at Wayne State University as well as hosting practicum students in the future. In closing, as an information professional, I pledge to uphold both the Library Bill of Rights and the Code of Ethics as set forth by the American Library Association.

References
American Library Association. (2006). Code of Ethics. Retrieved from http://www.ala.org/advocacy/proethics/codeofethics/codeethics

American Library Association. (1996). Library Bill of Rights. Retrieved from
http://www.ala.org/advocacy/intfreedom/librarybill

Curry, A. (1997). The limits of tolerance: Censorship and intellectual freedom in public libraries. Lanham, MD: Scarecrow Press.

Fiske, M. (1959). Book selection and censorship: A study of school and public libraries in California. Berkeley, CA: University of California Press.

Haycock, K., Sheldon, B. (2008). The portable MLIS: Insights from the experts. Westport, CT:
Libraries Unlimited.

Library of Michigan. (2012). Michigan public library survey statistics. Retrieved from
http://www.michigan.gov/libraryofmichigan/0,2351,7-160-18668_61707---,00.html

Lingo, M. (2003). Forbidden fruit: The banning of the Grapes of Wrath in the Kern County Free
Library. Libraries & Culture, 38(4), 351-377.

Pooley, A., Birdi, B. (2008). How ethical are we? Public Library Journal, 23(1), 12-15.

Preer, J. (2008). Library ethics. Westport, CT: Libraries Unlimited.

Robbins, L.S. (1994, Fall). Anti-communism, racism, and censorship in the McCarthy era: The case of Ruth W. Brown and Bartlesville Public Library. Journal of Education for Library and Information Science, 35(4), 331-334.

Rogers, M. (1976). What’s my motivation? Library Journal, 134(10), 52-53.

Walker, B. (2011, April). What’s my motivation: Case study. Retrieved from http://blackboard.wayne.edu

Wall Street Journal. (2012). What is the difference between management and leadership?
Retrieved from http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership

Wayne State University – School of Library and Information Science. (2012). Mission and goals.
Retrieved from http://slis.wayne.edu/about/mission.php

Stubbornness

Since fall term ended, I have been asked by many friends as to how I've been spending my time. I've been working on my e-portfolio, but to be completely honest, I haven't been feeling all that well.

CT scan depicting 1 of 4 kidney stones doing the cha-cha-cha

What's up with that? In fall of 2011, I had a bit of a surprise when I found out that I had both kidney stones and gallstones. This is going to sound crazy, but I promised myself that once I finished classes, I would deal with my gallbladder and consult with a surgeon about a possible cholecystectomy.

Well...it's time.

My surgery is slated for Wednesday, January 16.  

Note: I would've scheduled the surgery for Monday, January 7, but alas with the New Year's Day falling on the first Tuesday of the month, the township board meeting was rescheduled for the following Tuesday: January 8. Being new to the board as well as having a lot to learn (and prove), I am not comfortable with missing a meeting. My stubborn-self waited nearly 1 year and 3 months, a few more days won't kill me...

Currently reading: Eragon by Christopher Paolini and A Clash of Kings by George R. R. Martin

A Bookish Holiday

Image courtesy of Simon & Schuster

Books this bibliophile got for Christmas:

• The Black Belt Librarian: Real-World Safety and Security by Warren Graham
• Broken Pieces: A Library Life, 1941-1978 by Michael Gorman
• The Librarian's Book of Quotes compiled by Tatyana Eckstrand
• The Inheritance Cycle (series) by Christopher Paolini
• The World According to Mister Rogers: Important Things to Remember by Fred Rogers

Currently reading: The Absolutely True Diary of a Part-time Indian by Sherman Alexie
Recently finished: The Southern Vampire Mysteries (Sookie Stackhouse #12): Deadlocked by Charlaine Harris

Practicum Experience

Here's a few photos that I captured during my practicum experience. Word of caution: only fellow bibliophiles will likely appreciate them!

Final, Final Grades

It's weird to think that this is the last time I'll post anything about grades outside of my e-portfolio. Here they are for Fall 2012 term:

LIS 7640: Practicum = S (Satisfactory -- pass/fail)
LIS 7996: Research Methods = A (4.0)

I'll be graduating with a cumulative grade point average of 3.94. Could be better, but still not too shabby...

Currently reading: The Perks of Being a Wallflower by Stephen Chbosky and A Clash of Kings by George R. R. Martin. 

Mission Accomplished

Proposal writing process...

On Thursday, I submitted the capstone project for LIS 7996, the research proposal, which just happened to be the very last course assignment I had for library school (outside of the e-portfolio). The feeling I had was indescribable -- bittersweet, only begins to sum it up. I have thoroughly enjoyed my journey and have been reflecting upon my personal as well as professional growth.

With that said, I have started to work on my reflective essay which is a component of the e-portfolio, a requirement for graduation that is due on March 3. Ultimately, I'd like to have the essay in draft form by the first of the year. I am thinking that I'll likely share the content via this blog since it captures my library school journey.

Selecting just three learning outcomes to write about in my reflective essay has been quite challenging thus far -- I have so much to say and very a limited space to do so...

Practicum: Complete

Utterly exhausted...

Yesterday evening, I officially completed LIS 7640 -- my public library practicum: I logged my last few hours at CADL, wrote a blog post about my activities and observations, and published a summary of my overall experience!

I wrote:

My practicum experience mainly focused on surveying both the legal community as well as the library's patrons as to their legal information needs, reviewing and then weeding the library's legal collection, and creating a pathfinder of legal resources. For these projects, I utilized knowledge and skills acquired from LIS 7340 (Collection Development with Dr. Holley).

My secondary projects involved creating three annotated bibliographies for the library's young adult department -- Hunger Games Read-Alikes, Exploring Books Across Genres: A Guide to Teen Lit for Girls, and Exploring Books Across Genres: A Guide to Teen Lit for Guys. For these projects, I utilized knowledge and skills acquired in LIS 6530 (Young Adult Literature with Suzanne Todd) and LIS 7250 (Programming for Children and Young Adults with Suzanne Todd).

I am very satisfied with my experience and I am aware that my site supervisor is satisfied as well: "You give me new faith in the profession and what it is and will be. Thanks for everything you’ve done and especially the joy and enthusiasm you bring." Dievendorf provided me with a copy of my evaluation and it honestly brought tears to my eyes -- it was that touching. While CADL is not currently hiring, I have been asked if I would be interested in working on additional projects for the library. I am honored and have already made arrangements to do so.

As part of our final practicum posting, it was optional to provide a picture. Before leaving, I made a point to take snap a picture (via my webcam) which I've embedded in this post. I would have much rather used this picture (which I snapped on my way to my practicum earlier in the week):

So...now all I have left is finishing up my research proposal for LIS 7996. Currently, I am over halfway done writing the literature review and then I will be onto methodology, analysis of the data, limitations, and possibilities for future research.

In the next day or so, I'll share photos from my practicum experience -- mostly snapshots of various books in which I encountered while working. Only the bibliophiles out there will likely appreciate them.

Proposal Writing

Last night, shortly before calling it a day, I received feedback from Dr. Charbonneau concerning the outline I submitted for my research proposal in LIS 7996 which just happens to be the capstone project. 

With the proposal due in just two weeks (12/9 @ 9p), in the spirit of being proactive, I spent the better part of the day working on the draft -- mostly the introduction which included: statement of the problem (my topic); conceptualization of censorship, intellectual freedom, challenges, expressions of concern, oral complaints, written complaints, public attacks; and the purpose of the study. (Nearly three pages of content.) Tomorrow, I will focus on laying out the research questions and the literature review.

It is my sincere hope to actually conduct the proposed study with my friend and LIS colleague, Janet Curtiss.

Unfortunately, after an unexpected BoS while working on my outline last week, I've been dealing with Office 2007 stability issues on my laptop, Patton, ever since. I haven't been able to successfully format my document without the program locking up. I'm currently downloading Office 2010 from the School of Library and Information Science in hopes of rectifying the issue. I really don't want to work on this project upstairs in my office on the desktop. *fingers crossed* (Thank you, Jaysen, for tech support and listening to me rant earlier.)

Breakfast for the brain: cheese omelet, hash browns, and rye toast

Surreal

As far as library school goes, I am down to a mere three weeks of class left. It's surreal... In some ways, it feels like just yesterday that I started graduate school...yet, when I look at my personal and professional growth, it feels like a decade has passed rather than 2.5 years.

I remember how nerved up I was first visiting campus in December of 2009, as a prospective student, gathering information and vacillating about applying for admission into the program. And now, in just a couple of months, I'll be applying for graduation. I might have mentioned this before, but I've never "walked" for any of my degrees, including high school, and would like to participate in the big Spring graduation with my LIS friends and colleagues. Totally geeked!

Speaking of my LIS friends and colleagues as well as professors, I am ever grateful for them and the experiences in which we've shared together throughout the course of my tenure as a MLIS candidate.

So what have I been up to this semester?

• Trustee: Earlier this week, I was notified by the Sanilac County Board of Canvassers that I received a sufficient number of votes and have been elected to the position of Watertown Township trustee. My term began on Tuesday, November 20 at 12:00p and will run through 2016. 
• I'll be officially sworn in at the next township board meeting on Tuesday, December 4. Look for an update with photos from that experience.
• Practicum (LIS 7640): I've been spending time at Caro Area District Library working on projects for the Tuscola County Law Library which entailed reviewing/weeding the 340s, surveying patrons and the legal profession as to their various information needs, exploring/comparing databases of court forms, and building a comprehensive legal resources pathfinder for the community. (For viewing and/or download: cadl.legalresources.pathfinder)
• In addition to the law library content, I custom tailored two YA bibliographies for CADL in which I developed for LIS 6530 (YA Lit) and LIS 7250 (Programming for Children and YA) -- Hunger Games Read-Alikes and Exploring Books Across Genres: A Guide to Teen Lit for Girls. (For viewing and/or download: cadl.hungergames and cadl.exploring)
• Yesterday, the library director, who has supervised my experience, sent me a copy of the student evaluation she turned into the practicum coordinator -- a glowing review -- which made me quite misty-eyed when I read her comments and the body of the email.
• LIS 7996: I've been working my way through the readings, assignments, and lectures. Last week, I submitted the outline for my research proposal and am currently awaiting feedback. 
• My topic: Since Class 1 - 3-sized libraries make up 60% of Michigan's public libraries, my proposed study aims to explore the presence (or lack thereof) collection development policies and training pertaining to censorship/intellectual freedom in Class 1 – 3 public libraries in Michigan which will help to paint a picture showing the importance of increasing training and the availability of workshops on the issue.
• Earlier this month, I made a post about studying for the midterm. Here's how I did -- cut/paste from an email: "Well done on your LIS 7996 midterm exam. You got a perfect score! The midterm was worth 25 points." Rock on!
• Reading: I haven't had much time for pleasure reading this semester; however, I have managed to squeeze in the Fifty Shades trilogy by E.L. James, The Kill Order by James Dashner (the newly released prequel to The Maze Runner trilogy), and Shadows by Ilsa J. Bick (sequel to Ashes). Currently, I am reading A Discovery of Witches by Deborah Harkness. Next in my queue: The Guernsey Literary and Potato Peel Society by Mary Ann Shaffer and Annie Barrows and A Clash of Kings by George R. R. Martin (Book 2 in 'A Song of Ice and Fire' series).

Go Placidly

I've not forgotten about this blog. Promise.

Between class, my practicum, workshops/trainings, the election (yes, I am now an elected township official) and some unfortunate family drama, I've had quite a bit on my plate lately. My practicum has been going extremely well. I have been loving every minute and will be sad once I've reached my hours. Unfortunately, the library is not in a position to hire at this time.

Tomorrow is a homework day. I hope to have the outline for my research proposal for LIS 7996 complete or at least as close to complete as possible.

Until I can write a more substantial post, I'll leave you with a poem which was recently shared by a library colleague and is incredibly fitting...

Desiderata (1927) by Max Erhmann

Go placidly amid the noise and haste,
and remember what peace there may be in silence.
As far as possible without surrender
be on good terms with all persons.
Speak your truth quietly and clearly;
and listen to others,
even the dull and the ignorant;
they too have their story.

Avoid loud and aggressive persons,
they are vexations to the spirit.
If you compare yourself with others,
you may become vain and bitter;
for always there will be greater and lesser persons than yourself.
Enjoy your achievements as well as your plans.

Keep interested in your own career, however humble;
it is a real possession in the changing fortunes of time.
Exercise caution in your business affairs;
for the world is full of trickery.
But let this not blind you to what virtue there is;
many persons strive for high ideals;
and everywhere life is full of heroism.

Be yourself.
Especially, do not feign affection.
Neither be cynical about love;
for in the face of all aridity and disenchantment
it is as perennial as the grass.

Take kindly the counsel of the years,
gracefully surrendering the things of youth.
Nurture strength of spirit to shield you in sudden misfortune.
But do not distress yourself with dark imaginings.
Many fears are born of fatigue and loneliness.
Beyond a wholesome discipline,
be gentle with yourself.

You are a child of the universe,
no less than the trees and the stars;
you have a right to be here.
And whether or not it is clear to you,
no doubt the universe is unfolding as it should.

Therefore be at peace with God,
whatever you conceive Him to be,
and whatever your labors and aspirations,
in the noisy confusion of life keep peace with your soul.

With all its sham, drudgery, and broken dreams,
it is still a beautiful world.
Be cheerful.
Strive to be happy.