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Bethany M. Wyrick
SLO1: The student assesses the philosophy, principles, and ethics of the library and information field.
As a newcomer to the library field, LIS 600 provided an introduction as well as the framework for my LIS journey. I was introduced to library philosophies, principals, and I learned the role that libraries play in our society today. I was taught the core values of professional librarianship, including service, literacy/learning, intellectual freedom, equity of access, privacy, and of course, democracy. In LIS 600, we were introduced to the concept of Institutional Review Boards (IRB) in terms of library assessment and research. This assignment helped to highlight the importance of ethics when dealing with human research subjects; specifically, to ensure that they are participating voluntarily and are protected from any psychological or physical risks. My LIS 655 course reflection assignment demonstrates my knowledge of the core values of librarianship as well as shared goals between the library and the community it serves. This course also helped me explore current trends and issues in libraries, such as patron/staff safety, COVID-19 recovery, reader's advisory, and so much more.
Course Reflection - Public Libraries (LIS 655)
IRB Certification (LIS 600)
Finding Aid for Personal Collection (LIS 640)
Discussion - Ethics in Reference Services (LIS 620)
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SLO2: The student identifies, evaluates, conducts, and applies current research and thought in library and information studies and in other fields.
Research is and will always be a passion of mine. The past four years have taught me various research techniques, including qualitative/quantitative studies, questionnaires, interviews, literature reviews, and many more. In LIS 630, I had the opportunity to work with a fellow classmate to research how to grant internet access to library patrons during the COVID-19 pandemic. Based on our research, we drafted an LSTA grant proposal, which aimed to provide mobile hotspots to residents of Cabarrus County, as well as give internet access to those who needed it. Under this program, patrons could check out mobile hotspot devices from the library at no cost. This was a fantastic way to observe how libraries can provide efficient and equitable services in times of crisis. In addition, I was tasked with interviewing a library manager that had decision-making power during the COVID-19 pandemic, which helped me identify managerial skills that were needed during this time. These ranged from critical thinking and adaptability to policy planning and tech knowledge. In LIS 661, I wrote a research proposal to observe patron satisfaction with ILL services at my local library. This taught me how to develop survey questions and analyze current services in order to identify potential improvements.
Research Proposal - Patron Satisfaction with ILL Services (LIS 661)
Managerial Interview During COVID-19 (LIS 650)
LSTA Grant Proposal - Mobile Hotspots and Granting Access During COVID-19 (LIS 630)
Article Review - Data-Driven Collection Management (LIS 610)
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SLO3: The student applies and values user education principles in the teaching of information literacy.
One of my most important takeaways from this program is the importance of teaching information literacy. I was lucky enough to also be raising my young daughter during the course of my UNCG career, and it has been so rewarding to see her grow up with a passion for reading and writing. In LIS 664, I created a LibGuide that recommended various techniques for avoiding readicide, or the systematic killing of the love of reading, often exacerbated by the inane practices in school environments. As librarians, one of our goals is to promote and encourage the love of reading and to show young children the impact that reading can have on their lives. The LibGuide provides an overview of the topic as well as relevant resources like articles, books, and others that would be helpful to those wishing to learn more. I learned the importance of encouraging free voluntary reading, modeling book selecting, and avoiding activities that measure fluency. In addition, I completed an article review regarding preschool storytimes in New Zealand, which helped me identify key early literacy skills, as well as how to practice the encouragement of these skills.
LibGuide - Strategies to Prevent "Readicide" (LIS 664)
Article Review - Observing Storytime Practices (LIS 661)
Interview with Library Technical Administrator (LIS 630)
Digital Curated Collection - Enabling Texts (LIS 635)
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SLO4: The student designs services to meet the information needs of all users and communities.
Libraries must always ensure that their services, programs, and facilities are accessible to anyone and everyone who may use them. I have learned about catering services to underserved populations, especially in the digital age. In LIS 635, I was tasked with designing and planning a program for adult learners who may need help writing a resume. I planned instructional objectives and activities based on my intended audience and their needs. In LIS 663, I used the objective-based planning and evaluation method to design two programs for stress-management: one for middle schoolers and another for high schoolers. These assignments helped me see that programs and services may vary depending on the age of your intended audience, even if the topic remains the same. The OBPE method of planning encouraged me to identify my goals and objectives first, then to plan services around those objectives with an evaluation component to help identify strengths and weaknesses of the programs.
Book Club Discussion - All American Boys and Enabling Texts (LIS 664)
Virtual Resume Prep Workshop Plan (LIS 635)
OBPE Worksheet - High Schoolers and Stress (LIS 663)
OBPE Worksheet - Middle Schoolers and Stress (LIS 663)
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SLO5: The student engages in professional development and service and identifies specializations and related professional organizations as relevant to individual interests.
I grew up in a household where learning and knowledge were always celebrated. I love learning new things, especially if it will give me the ability to help others. I joined several professional organizations over the course of my school career, including the American Library Association, Public Library Association, and was recently invited to join the Honor Society of Phi Kappa Phi. These organizations allow great networking opportunities and have helped me keep up with current trends and news in the library world. Several of my assignments over the years have involved the First in Fright Paranormal Investigation team, and I have really enjoyed combining schoolwork with an outside interest of mine. Over time, I built a professional relationship with the team and even designed and built their website. One of my very first assignments involved working with a client, evaluating their information needs, and learning what questions to ask in order to best meet those information needs. I also did some work with Little Free Libraries over the years, which eventually lead to a LFL in our own neighborhood!
A letter to my neighbors - Little Free Library
​LibGuide - Parenting Resources (LIS 610)
Working with a Client - Information Needs for the Paranormal (LIS 620)
Library Night with First in Fright Program and Plan (LIS 655)
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SLO6: The student applies appropriate technology for effective information services.
For two years, I worked as a member of the IT department for a large manufacturing company. While this does not pertain to libraries, I believe the experience helped me develop a more technical perspective, as well as an idea of various computer and technology-related questions people may ask. Prior to my time as a graduate student, I was not familiar with the various technologies that libraries utilize. One of my favorite projects was the PSA for Little Free Libraries in Catawba County, where I used a video camera and video editing software to create a YouTube video. My daughter and her friends even volunteered to be a part of the video; it's a project that I am incredibly proud of. I also utilized platforms like Wix, Canva, and Piktochart for many of my assignments, all of which I learned in LIS 635. Technology is incorporated in library programs, services, and also used to communicate and convey information to patrons. In LIS 630, I was also tasked with configuring and evaluating the Koha open source ILS, which helped me become more familiar with various fields, terminology, etc.
Public Service Announcement for Little Free Libraries in Catawba County (LIS 635)
Configure and evaluate an Integrated Library System- Koha assignment (LIS 630)
Relational Database Design and Implementation (LIS 630)
OPAC System Evaluation (LIS 640)
SLO7: The student applies advocacy, marketing, and communication principles
for entrepreneurial leadership.
Communications and marketing have always been subjects of interest for me, even to the point that I pursued my BA in Communication Studies. As a graduate student, I have learned the value of communication and how libraries must think of new and innovative ways to market themselves to both their stakeholders and the public. I loved seeing how libraries use various infographics to display information in a concise and trendy way. For my LIS 655 stakeholder presentation, I proposed a hypothetical partnership for the library with the First in Fright Paranormal Team. I had never had any experience having to advocate for a service or program, so I enjoyed learning how to evaluate a community need, demonstrate the ability to meet that need, then prove how investments were necessary to fund it. Through various assignments and class discussions, I also learned about which qualities make an effective leader, such as adaptability, flexibility, and willingness to learn, which also helped me to realize my own future potential leadership qualities and capabilities.
Chapter Lead Presentation - Organizational Issues in Management (LIS 650)
Leadership in Libraries - Discussion post (LIS 650)
Stakeholder presentation for FiFP library program (LIS 655)
Infographic - COVID-19 Regulations in the Library (LIS 635)
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SLO8: The student effectively collaborates for the achievement of individual, organizational, professional, and societal goals.
Working in a fast-paced production environment, it can be easier to lose sight of common goals as an organization. Many days, I even need an extra hour or two just to complete daily tasks. Sometimes it helps to take a step back and try to assess priorities to make sure you are still working towards a common goal that benefits everyone. I have thoroughly enjoyed most of my group projects over the duration of my UNCG career, and I value the opinions of my classmates, many of whom have actual library experience that I can obviously learn from. Who better to teach me about libraries than librarians themselves? It is important to feel that comradery and connection with group projects, especially as distance learners with little or no face-to-face interactions with fellow classmates. In LIS 610, I had two group projects, one for which I created a Group Collection and Publicity Project template that outlined member information, strengths, contact info, and individual roles within the group. I really enjoy the organizational aspects of group work, so I was happy to contribute and work with my classmates as a team. We ultimately used this template to help create a LibGuide for our "sample" library with individual components. In LIS 650, I had the privilege to work with the same group members over the duration of the semester to evaluate case studies and combine forces to write several papers, some of which are included in my artifacts below.
Group Case Study: Plans, What Plans? (LIS 650)
Group Case Study: Diversity, Discomfort, and a Divided Community (LIS 650)
Group Collection and Publicity Project with Individual Components (LIS 610)
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