Kara DeCarlo

The experiences in the GSLIS program that stand out to me occurred not just in the
classroom environment, but also in the relationships I have built through my time at
Dominican. From the professors who teach with enthusiasm to the students who have been in
libraries for years to the students who have never worked in a library, everyone has contributed
to my understanding of libraries and library service. I feel confident in the ability of my peers to
bring great things to the field of library and information science in the future and I am thrilled
to be a part of this cohort. Of the various classes I have taken, I cannot pick one as the most
significant. All of the courses and all of the instructors are equally woven into my understanding
of libraries and library service. I can point to classes that challenged me, classes that encouraged
me, classes that were filled with moments of discovery, and classes that convinced me that being
a librarian is the best job in the world. In my first semester, I chose to take all four required
classes. I took three classes online and one in person. From this learning experience, I would
urge anyone who is pursuing a degree to take classes in both formats. The benefit of the online
format is that I was able to set the pace in which I completed assignments and readings, and the
faculty was always available to answer questions and provide feedback on assignments. But the
relationships and camaraderie that develops from taking a class in person are invaluable. In 701:
Introduction to Libraries and Information Services, I recall the feeling I had when I learned that
the core values of the LIS profession aligned with my own core values. It was after our class
presentations on professional organizations that I came to understand the value of belonging to
a professional organization. Through my membership in Illinois Library Association I was able
to attend the Youth Services Unconference held at Dominican University in August 2014. I
attended the Midwinter 2015 ALA conference in Chicago and I found that experience to be
overwhelmingly positive. In 704: Reference and Online Services class I learned a wide variety of
tools that I use on a daily basis. The most important skill I learned from that class is how to
conduct a reference interview. A successful reference interview minimizes the time you spend

wandering the stacks with a patron; and as most of the patrons I deal with are under the age of
12 it is best to keep the wandering to a minimum. I would say that 703: Organization of
Knowledge was one of the most challenging classes I experienced. As a result of my time in this
class, I can explain how to use a catalog and how it worksand why having catalogers is so
important to the profession. It was the in-person class that semester that most affected my
career path. In 770: Management of Libraries and Information Centers not only did we read a
great deal of literature about life in a variety of libraries, but we had guest speakers that spoke
candidly about their libraries and the profession as a whole. I was fortunate enough to have
classmates who were already working in public libraries and being able to discuss my plans and
options with more experienced peers made a huge difference in the career route that I chose. For
the spring 2014 semester, I took classes with a public-library focus. In 721: Library Materials for
Children I was once again surrounded by a variety of library professionals with a variety of
backgrounds. I further talk about this transformative experience in my portfolio. The way that
we explored materials for children emphasized not just quality materials, but also the patrons
right to access information regardless of the age of that patron. As a person who had grown up
with unrestricted access to materials, it was shocking to me to learn that people would want to
censor what children read. In 771: Public Libraries we explored the history of libraries,
marketing of libraries, supporting the cultures in your community, and how libraries are
meeting the challenges of the future. Once again, the class was filled with individuals with a wide
variety of experiences; and we were treated to guest speakers who work in the field. This course
helped me to prepare for the practicum that I am currently enrolled in by introducing me to all
of the aspects of public libraries. I also took two of the new 1.5 credit classes in the spring. In
805: Technology: Digital Content and Creation we got to tour Fountaindale Public Librarys
Studio 360 (a digital lab) and see all of the software and hardware that is available to patrons. I
learned to use digital content creation tools, and how to teach digital content creation to others.
In 804: Art in Picture Books I learned to consider how text and images work together to create a

successful book. I learned how to share that information with others. I learned why images are
so important to pre-readers, early readers, and reluctant readers. Honestly, I took this class
because I was eager to have discussion about art with other people, but these discussions went
even furtherinto culture, language, and how we as librarians can make the world accessible to
our patrons through picture books. Over the summer I participated in Oak Park Public Librarys
Teen Volunteer Program as an adult mentor. Being in a library that embraces the youth in the
community and strives to provide them with quality programming year-round was nothing short
of magical. This experience made me quite certain that youth services in a public library was
something that not only could I do, I wanted to do, and I know I could do it well. In the fall of
2014 I wanted to take classes that would help me to achieve a certification in youth services. I
also wanted to delve deeper into issues that affect youth services. It was for this reason that I
chose 777: Issues of Access, Advocacy, and Policy in Youth Services. This class repeatedly comes
to the top of the list of useful classes. I would suggest that all people planning service in public
libraries take this course. As a result of this class, I feel confident in my ability to navigate
challenges to materials, to speak up for the rights of the patrons, and to bring about change
when change is necessary. Another class that instilled confidence was 723: Services for Children
and Young Adults. As a result of this class, I am prepared to help caregivers get their young
children ready for success in school. I can explain to patrons why we offer the types of programs
we offer, and how each program is designed to be developmentally appropriate. I can plan a
wide variety of services for children from birth through high school. As a result of 722: Materials
for Young Adults, I can participate in a civil discussion over materials that a patron considers
offensive. I can recommend a wide variety of titles across a wide variety of genres. I can talk
about issues that matter to teens and I can stand up for teens. I am prepared to provide a space
that encourages teens to utilize all of their amazing potential. All of these skills I have gained
are a direct result of my time in the GSLIS program.

The artifacts that I consider to be my best are the artifacts that highlight the skills that I
have developed the most during my time in the GSLIS program. The first artifact is a Modern
Art Subject Guide, my final project for Reference and Online Services. I took reference in my
first semester at Dominican, and it was one of the most labor-intensive classes I have taken. I
will say that as a result of the time I put in, I have the skills to provide a patron with exactly the
knowledge they are seeking. The Modern Art Subject Guide was a project that I took a gamble on
when it came to choosing a format. I felt that using an online subject guide was the way to go,
given the target audience was high school students, who are both digital natives and slightly
nave when it comes to online resources. The next artifact that I am proud of is the storytime I
crafted for Services for Children and Young Adults. I combined excellent books with songs and
hands-on activities to provide a variety of experiences for both children and caregivers. I
planned a program that supported different learning styles, and presented the subject in a
variety of ways. Another artifact that makes me proud is a group project from the same Services
class. The assignment was to create a program for teens or tweens that was founded on 21 st
century skills and transliteracy. My group mates and I designed a program that was based off
the popular videogame Minecraft. Our program was designed to get kids to participate in
activities that encouraged peer-to-peer interaction and involved creative thinking. Lastly, I am
proud of my Service Statement from Issues of Access, Advocacy, and Policy. I made a strong
argument in favor of participation in a national initiative that would benefit the library and the
community. Across the whole of my experience, I can see all of the skills that I acquired reflected
in these four artifacts.
This e-portfolio demonstrates my commitment to helping children and young adults be
successful. The library is uniquely situated to be a place where kids and teens can experiment,
fail safely, and try on new ideas and new personas. The artifacts I have included deal primarily
with service to youth and underserved populations, and secondarily with attention to details
such as policy language, learning outcomes, and the tools we can use to serve patrons. Lastly, I

demonstrate a familiarity and excitement regarding the use of digital contentI am not afraid to
explore new ideas and concepts. In my experiences with my classmates and through
professional organizations, I recognize the importance and necessity of developing a network of
professionals for sharing successes and failures.
When I first came to the GSLIS program I intended to pursue a course of study that
would lead to archival work and use my past experiences at the Cherokee Heritage Center and
the Fort Sill Museum. My library experience was limitedI had been a library patron as far back
as I can remember and I had volunteered as a young teen for a handful of afternoons. It was
through my courses that I came to realize how dynamic and life-changing public libraries can be.
I will now be graduating with a certificate in Youth Services with the intention of working in a
public library. This dramatic shift is a result of my midterm project in my first semester class
Management of Libraries and Information Centers. We were given the option to interview a
library manager and profile a library. I took this opportunity to visit a museum library and a
public library. After seeing behind the scenes, I determined a career in public libraries was the
best fit for me. Further experiences in other classes only increased my interest in public
libraries. In Technology: Digital Content and Creation, we visited digital labs and had a Skype
visit from John Keogh of Kansas City Public Library where the library has partnered with a
variety of community groups to provide access to historical documents regarding the Civil War.
In seeing the ways that libraries are embracing digital tools I was convinced that the future of
libraries included possibilities that I couldnt even begin to imagine. In Services for Children and
Young Adults we were introduced to the 21st century skills (creativity, communication,
collaboration, and critical thinking) that kids today will need to be employable in the future. As
we investigated the ways that libraries are helping young patrons develop these skills I was
amazed at the ingenuity and diversity of approaches used by libraries across the United States.
Public libraries are community-focused, responsive, dynamic institutions that thrive from
feedback and flexibility.

I am currently participating in a practicum in the youth services department of a public

library that provides a wide array of materials and services for their patrons. In the future, I see
myself working in an environment that believes in providing the best service to the community.
I would like to be part of a team of librarians that are interested in providing children and young
adults the opportunity to develop literacy and 21st century skills. I am interested in providing
service to what I consider the in-between groups: preschoolers and tweens. Both groups have
their unique needs and challenges, and as I have personal experience with each I can attest to
their strengths. I have identified the knowledge gaps that I will need to address in order to
provide the best service, and I am currently working towards filling them. While I am proficient
in French, the majority of the English-language-learners in the greater Chicago area speak
Spanish. I am currently using Mango Languages to gain proficiency in Spanish, and plan to
continue my study until I can comfortably communicate with native speakers. In April I am
planning to make use of the resources provided by Storytime Universitya professional
development tool provided by Storytime Undergroundto further develop my skills and become
a Storytime Ninja.