Goal II.a
Students identify and analyze diverse information needs of individuals and communities.
Artifact 1: Exploring Access in Library and Information Science
Artifact Explainer:
This artifact explores the history of access in American library and information science, with attention to how different communities have created, maintained, restricted, and expanded access to knowledge. The presentation begins before colonial institutions by discussing Indigenous repositories of knowledge, including Ojibwe birch bark scrolls and Haudenosaunee wampum belts, before moving into private libraries, college and university libraries, church and parish libraries, public libraries, and special libraries. The project concludes by reflecting on three major themes across library history: access, funding, and changing service trends.
I selected this artifact for Outcome II.a because it demonstrates my ability to examine how information needs vary across communities, institutions, and historical contexts. Rather than treating libraries as neutral spaces that simply “exist,” this project considers who had access, who was excluded, what kinds of knowledge were recognized, and how public access became a defining value in modern librarianship. It also connects historical patterns to present-day library services, including digital resources, community support, workshops, and other expanded roles.
Artifact 2: Community Needs Assessment
Artifact Overview
This community needs assessment analyzed the collection and community needs of the Central East Hillsborough Elementary PLC. Using data from participating schools, the assessment examined enrollment, student subgroups, racial and ethnic demographics, collection size, publication year averages, budget capacity, and media specialist survey responses. The project moved beyond looking at one school in isolation and instead considered broader regional patterns, including aging STEAM-related nonfiction, uneven purchasing power, and the practical barriers that affect collaboration across schools.
I selected this artifact for Outcome II.a because it demonstrates my ability to identify and analyze the diverse information needs of a specific community. The assignment required me to consider how student demographics, instructional support needs, collection currency, and budget differences shape access to library resources. It also helped me think about equity beyond representation alone, especially by considering whether students at different schools have access to current and instructionally useful materials. Because the project connects user needs, collection data, and regional access concerns, it strongly demonstrates my ability to analyze information needs in an applied school library context.
Project Note: This research proposal was completed as a collaborative project for LIS 6511. For portfolio publication, I edited the document to protect my project partner's privacy by replacing my project partner's names with a general identifier, Student 1. The portfolio version preserves the substance of the original project, including the contribution section, while removing personally identifying information for my project partner.
Artifact 3 - School Librarian Interview
Artifact Overview
For this assignment, I interviewed a practicing school library media specialist about the realities of providing reference and information services in an elementary school. The interview explored reference interviews, instructional support, digital resources, information literacy, collaboration with teachers, and strategies for meeting the diverse needs of students. I then analyzed the interview by connecting the librarian’s experiences to concepts introduced throughout the course and reflecting on how those insights would inform my own transition into school librarianship.
This artifact aligns with Goal II.a because it demonstrates an understanding of how information professionals assess user needs and connect individuals with appropriate resources and services. The assignment also emphasizes the importance of relationship building, instructional support, and information literacy, illustrating that effective reference work extends beyond answering questions to empowering users to become confident, independent information seekers.
Note: To protect the privacy of the interview participant and their school, identifying information has been redacted from this version of the assignment. The content, analysis, and reflections remain unchanged from the original submission.