Library and Information Services Course and Skills

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The objectives in which I feel well prepared to enter the LIS profession include the following. First, I am well designed to perform administrative, service, and technical functions of professional practice in libraries and information centers (PO 1). The courses that enabled me to adequately prepare for these functions include: MLIS 7200, management of libraries and information centers; MLIS 7100, information sources and services; and MLIS 7505, applied technologies in library practice. In MLIS 7200, I acquired the knowledge and skills that will enable me to perform administrative functions effectively. Similarly, I gained useful insights on how to deliver the most appropriate and reliable services in public libraries by pursuing MLIS 7100. Having taken MLIS 7505, I am well equipped with knowledge about modern information and communication technologies that enhance efficiency and service quality in new libraries.

Second, I am well prepared to demonstrate professionalism in my work in libraries and information centers (PO 4). The courses that enabled me to achieve this capability include MLIS 7180 and MLIS 7220. In MLIS 7180, I learned about the techniques that can be used to assess the information needs of various users of public libraries. Consequently, I can address the concerns of all library users in a professional manner. By taking MLIS 7220, I gained an in-depth understanding of how public libraries function and their mandate in society. Thus, I can professionally manage the operations of public libraries and information centers.

Two Student Learning Outcomes from MLIS 7800 that Contributed to My Professional Preparation

MLIS 7800 enabled me to fulfill the first student learning outcome (LO1). In this regard, I am able to synthesize the knowledge gained throughout the course of study and to apply the acquired knowledge to the considerations of current professional issues. The instructions used in MLIS 7800 promoted critical thinking and the development of contextual competence. This enables students to understand different concepts and to synthesize the knowledge gained in various courses (Lopus, 2003, p. 23). By engaging in critical thinking, I am able to use the knowledge acquired in the MLIS program to demonstrate professionalism in my work in libraries and information centers.

MLIS 7800 also enabled me to fulfill the second student learning outcome (LO 2). In a nutshell, I can create a professional development plan. The activities that contributed the most to my knowledge gains in this learning outcome include the following. To begin with, conducting self-assessments enabled me to understand the strengths and weaknesses of my professional development efforts (Goldberg, 2007, p. 45). Through these assessments, I have been able to identify the qualifications which are fundamental in my work as a librarian. These qualifications include the MLIS degree, which I intend to successfully complete at Valdosta State University. In addition, I plan to pursue a Ph.D. in public policy and administration from Walden University. After achieving these qualifications, I expect to be promoted to the position of branch librarian.

The second activity that enabled me to acquire knowledge about creating a professional development plan is setting career objectives and goals. I have learned how achievable short term and long term professional development goals can be arranged. Last but most importantly, networking activities enabled me to formulate career development strategies.

Methods Used to Deliver Content Most Effectively

The course content was mainly delivered through online discussion boards. All coursework and learning activities were conducted through online discussions. The online discussion boards were the best instruction methods due to the following reasons. The rationale of delivering the content through online meetings is that it enables the professors to reach as many students as possible (Buzzetto, 2007, p. 89). Concisely, it allows professors to get students who are not able to attend on-campus classes because they live far away from the university (Anderson, 2009, p. 96). The online option is also convenient for students with scheduling conflicts (Mosay, 2011, p. 67). In this regard, the online discussion boards enabled me to continue with the learning process without disrupting my daily work schedule.

The online discussion boards were also useful in imparting knowledge. The discussion boards provide a platform in which students share their knowledge and experiences (Chan, 2000, pp. 543-569). Thus, I had the opportunity to access new ideas and information from other students. Similarly, it was possible to contact the lecturers or seek academic help without having to travel to the campus. Through a fast and reliable internet connection, it is possible to get immediate feedback concerning the comments and questions that are posted on the discussion boards (Weber & Englehart, 2011, pp. 558-568). Besides, it is easy to access reading materials from the lecturers through the discussion boards. This enabled me to deepen my understanding of various concepts. Apart from allowing the students to share knowledge, the discussion boards improve students’ communication competence (Rhea, 2009, pp. 15-27). By participating in the discussions on a regular basis, my writing skills improved tremendously. I have learned to accept and to critique the opinions of my colleagues in a professional manner. Furthermore, I have learned to communicate my ideas and information in a way that is easy to understand.

Fulfillment of Personal Motivation and Career Goals

Moving up the career ladder was one of the main goals that motivated me to enroll in the MLIS program. I needed the MLIS degree so that I can be promoted to the position of a branch librarian at the Clayton County Library System. This goal has been partly achieved since I have already acquired the knowledge and skills that will enable me to execute my duties as a branch librarian. I also enrolled in the MLIS degree program in order to advance my studies. In a nutshell, I needed the MLIS degree in order to be able to pursue a Ph.D. in public policy and administration. After graduating with the MLIS degree, I will be able to get admission to the Ph.D. program at Walden University by 2013. If these goals were not met, I would recommend a change in the content of the courses (Floodgate, 2002, pp. 43-47). For instance, I would expect the university to introduce relevant courses in the MLIS program if I did not acquire adequate knowledge and skills. Similarly, I would recommend a change in the methodology for delivering the content in order to enhance learning among students (Riebe, Roepen, & Santarelli, 2010, pp. 528-539). Generally, the online discussion boards can be supplemented by increasing the number of face-face interaction sessions between lecturers and students.

References

Anderson, G. (2009). Achieving Teaching Excellence. London: Oxford University Press.

Buzzetto, N. (2007). Principles of Effective Online Teaching. New York: McGraw-Hill.

Chan, D. (2000). Capstone Summary: Insights and Implications for Management Development. Journal of Management Development, 19(6), 543-569.

Floodgate, E. (2002). Personal Development Plans: The Challenge of Implementation. Journal of European Industrial Training, 18(11), 43-47.

Goldberg, J. (2007). Capstone Design Courses. Boston: Jonh Wiley and Sons.

Lopus, J. (2003). Capstone. New York: McGraw-Hill.

Mosay, S. (2011). Capstone Simulation for Coding. London: Oxford University Press.

Rhea, Z. (2009). Indigenising International Education in Business. Journal of International Education in Business, 2(2), 15-27.

Riebe, L., Roepen, D., & Santarelli, B. (2010). Teamwork: Effectively Teaching and Employability Skill. Journal of European Industrial Training, 52(6), 528-539.

Weber, J., & Englehart, S. (2011). Enhancing Business Education Through Integrated Curriculum Delivery. Journal of Management Development, 30(6), 558-568.

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Library and Information Services Course and Skills

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