(from the Final Draft Core Competences Statement - August 2008 developed through American Library Association)
Foundations of the Profession
1A. The ethics, values, and foundational principles of the
library and information
ILS 503 covered many aspects of the ethics and values of the library profession and in particular those values expressed in the Library Bill of Rights. I've come to embrace those values very closely which has led me in part to my interest in Scholarly Communications and the Open Access Movement, of which I wrote in my research project for ILS 680.
In my Medical Bibliography, ILS 619, I researched and wrote about a collaborative project between the New Haven Free Public Library and the Yale Cushing/Whitney Medical Library on the Consumer Health Information Network as a means of promoting public health through libraries.
2A. Concepts and issues related to the lifecycle of recorded knowledge andinformation, from creation through various stages of use to disposition.
2B. Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and deselection.
2C. Concepts, issues, and methods related to the management of various collections.
2D. Concepts, issues, and methods related to the maintenance of collections,including preservation and conservation.
My research project for ILS 680
studied skills requirements for Institutional Repositories. Lynch
defines Institutional repositories as "a set of services that a
university offers to the members of its community for the management
and dissemination of digital materials created by the institution and
its community members. It is most essentially an organizational
commitment to the stewardship of these digital materials, including
long-term preservation where appropriate, as well as organization and
access or distribution. A key part of the services that comprise
an institutional repository is the management of technological changes,
and the migration of digital content from one set of technologies to
the next." Also know as Digital Repositories (Lynch, 2003).
Lynch, C. A. (2003). Institutional
Essential infrastructure for scholarship in the digital age. ARL,
1-7. Retrieved from http://www.arl.org/resources/pubs/br/br226/br226ir.shtml
Likewise, ILS 642 was specifically on the
Management of Electronic resources in librariess
Relevant courses: ILS 642, ILS 680
Organization of Recorded Knowledge and Information
3A. The principles involved in the organization and
representation of recordedknowledge and information.
I learned the basics of
cataloging and indexing in ILS 506 and ILS 531
respectively. I used the skills learned in ILS 506 to catalog a
private collection of books in a person's home and to then index that
collection for the homeowner in a binded index by author, title and
subject (see example below). I recently created a web based index
of web based resources using Google Docs for the subject area I am most
interested in which is Open Access scholarly communications.
Relevant courses: ILS 506, ILS 531
Technological Knowledge and Skills
4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies.
4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications.
4C. The methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology-based products and services.
4D. The principles and techniques necessary to identify and
analyze emerging technologies and innovations in order to recognize and
implement relevant technological improvements.
Relevant courses: ILS 501, ILS 532, ILS 655
Reference and User Services
5A. The concepts, principles, and techniques of reference and
user services that provide access to relevant and accurate recorded
knowledge and information to individuals of all ages and groups.
Relevant courses: ILS 504, ILS 619
In addition to ILS 504,
Reference and Information Resources and Services, and ILS 619 Medical
Bibliography/Libraries, I also have extensive relevant work experience
which covers all of the competencies listed above. As a member of
the ITS Service Desk, much of my work involves providing technical
information to callers and researching solutions to caller needs.
At the service desk, we support faculty, students, and staff, some at
work and some working remotely, either at home or anywhere else.
Some of our client's are are highly educated professors, doctors and
scientist, while others are much less educated maintenance
personnel. In addition, assessing the impact of any given
situation will impact whether a call requires the immediated escalation
and dispatch of the call to other ITS units, or whether I can stay on
the call and resolve it myself, which I do over ninety percent of the
time. All of these skills are relevant to reference work.
6A. The fundamentals of quantitative and qualitative research
Relevant courses: ILS 680
to ILS 680 Study
The purpose of this study was to determine whether students in Information and Library Science (ILS) programs are acquiring the skills necessary for current and future academic librarianship as it relates to scholarly communications. It specifically focuses on a set of skills necessary for building and maintaining ‘Institutional Repositories’, a technology which is growing in importance in the field of scholarly communications.
The research design employed a quantitative, close-ended survey of current graduate students of the SCSU ILS program. The objective of the survey was to discover the level of knowledge this group of students had, in aggregate, on a series of questions relating to open access concepts and institutional repositories so that generalizations could be made concerning their level of preparedness for entering the field of academic librarianship. The three sections of the questionnaire were used to determine the participant’s level of instruction in: a) the core competencies of the MLS curriculum, b) ‘Open Access’ concepts, and c) the key technologies needed for institutional repositories.
Institutional repositories have become important tools to those people and institutions who seek to lower the barriers to scholarly communications in what has become known as the “Open Access” movement. Essentially, proponents of this movement believe that computer technology can be and should be used to make new scholarship freely available to the world. Library Science is central to this process because of the role that long-term archiving has in making these systems possible.
The principles of the Open Access movement are supported by the country’s leading academic library associations including the Association of Research Libraries and its offshoot, ‘SPARC’, the Scholarly Publishing and Research Coalition. Several institutions of higher education have mandated that their faculty deposit new scholarship into their institutional repositories. Among them are Harvard, MIT, and the Stanford University School of Education.
of Library and Information Science will benefit from this research by
that their students are fully versed in this important and growing area
Continuing Education and Lifelong Learning
7A. The necessity of continuing professional development of
practitioners in libraries and other information agencies.
EDF 520 GR Child in the American Culture Spring 1993
Having received my Initial
Educator Certificate in 1994 (see above course list) and subsequently
working in Information Technology, the need for continuous learning has
been a simple fact of life for me for as long as I have been
working. Working in IT requires constant learning, and as library
services become ever more automated, the need for continuous education
is likewise a fact of professional life. Below is a section from my ILS
680 research project that speaks to this very issue:
of the newer services that academic libraries are offering are making
demands on librarians to be ‘continuous’ learners of new technology
skills. For instance, Huwe (2004) makes
the case that librarians today must be able to create web content using
languages such as HTML, CSS, and XML as library services move into
portal management, preprint and post-print collections, and the
archiving of administrative data. Huwe
goes on to say that librarians today need to be taking classes, reading
up on trends, and taking time to keep up with change on a continuous
basis as part of their job (Huwe, 2004).
Administration and Management
8A. The principles of planning and budgeting in libraries and
Relevant courses: ILS 642
Submitted: May 2009