Christopher Rodriguez

LIS Mid-Program Reflection

March 17, 2019
Professor Cheryl Knott
Mid-Program Reflection

At the midpoint of my education as a graduate student, I completed a total of six courses

in Library and Information Science. My first six courses in the program were as follows: LIS

504, LIS 506, LIS 520, LIS 532, LIS 557 and LIS 571. LIS 504, titled “Foundations of Library

and Information Services”, focused on key features of modern library settings. This was the first

LIS course I had ever taken, and it was a great introduction to the world of library and

information science. I was pushed to think beyond the ideas of traditional library settings and to

understand the changing landscape from multiple perspectives. Many of my fellow classmates

either had previous library experience or were currently working in libraries in some capacity. I

was able to interact with my classmates through discussions, social media and other means to

begin piecing together the information. I never had any experience with libraries other than being

a patron at various libraries around my area. With my previous coursework in Literacy, Learning

and Leadership at the University of Arizona, I felt that one of the next best steps for me to take

was in Library and Information Science. In my LIS 504 reflection, I described my most

memorable learning experiences along with the accompanying artifacts. In this reflection, I

intend to discuss the key areas of studying in my coursework and their relation to the ten MLIS

competencies. I will first begin by reflecting on LIS 506, “Research Methods for Library and

Information Professionals”.

During my progression through LIS 506, I was introduced to a variety of research

techniques such as Z and Chi-square hypothesis tests, and research proposal design. The research
proposal was completed as a group effort and will be included as an artifact for this reflection.

As a group, my classmates and I were tasked with determining a target area of study in LIS,

crafting a proposal, and presenting our work to the class. Some of the core topics discussed in the

course included hypothesis construction, ethics, surveys, grants and content analysis. My group

and I were able to incorporate the core lessons into our research proposal. One of the most

engaging aspects of the course occurred each week, and it measured our learning and

understanding of each of the 10 competencies in LIS. Each week, the class was sent a survey

asking us which specific competencies we felt that the course covered that week. The specific

competencies that the course addressed were A2, A3, B4, B5, B6, B7, C8, C9 and C10. We were

able to see the results of everyone’s choices. Although all of our responses were anonymous, we

were provided with a simple percentage breakdown indicating which competencies were most

visited each week. With regards to our research proposal, our group focused on diverse groups of

library patrons, technology and the changing landscape of library services. We highlighted

students as a specific group that would benefit from our proposal, as we wanted to research

whether or not new and developing technologies are beneficial to students. Our main goal and

purpose however, was to ensure that technologies are easily accessible to the public where they

are students, occasional visitors or professionals. Our project proposal detailed our specific

goals, budgeting, potential risks, diversity plan and resources. This was a completely new

experience for me, and I had little to no knowledge regarding research grants, funding, or how to

design a proposal. At times, I felt as if my group and I were truly taking part in a professional

research proposal.

LIS 520, “Ethics for Library and Information Professionals” explored a wide range of

ethical topics such as privacy, intellectual property rights, moral theories, free expression and the
ALA code of ethics. There were a number of engaging assignments completed throughout the

course, one of which was a personal project that I focused on ensuring privacy at Pima Public

Library. The specific competencies addressed in this course were noted as A3, C8, C9, and C10.

My project aimed to incorporate each competency by evaluating how well the Pima public

Library Mission Branch was able to adhere to the ALA Code of Ethics. To prepare for this

project, I had a few meetings with a local librarian and began the interview process. I asked

different questions related to privacy, ethics, law enforcement, and the legalities in place. What

stood out to me the most, was the Library’s dedication in ensuring privacy. I was informed that

they do not keep any track of browsing history or personal data entered in computers. The

computers are all wiped once the user logs off, and a new session begins afterwards. With the

exception of a court order, the library will not give out any information. Even in cases such as

law enforcement calling the library and inquiring for about an individual, the individual’s

privacy will be guarded by the staff. In fact, the library will not reveal where the patron is, or

where they may be headed. However, the library may invite law enforcement to search the

premises, and gather information on their own. A related topic in this case deals with minors as

well as that the minor’s privacy must also be held safe. Even if a parent contacts a library by any

means regarding the location of their child, the library will not provide that information. On the

other hand, the library could decide to ask for a physical description of the person and tell that

individual to contact their parents. My main takeaway upon completion of the project was the

utmost professionalism that the library carries to the public. Just about every library I have

spoken with has taken the time to cite privacy and freedom of information as two of the most

important aspects of their jobs.

 LIS 532, “Online Searching” added an extra layer of applicable tools during my mid-

program experience. During my semester, was using the library website more in depth to be able

to find different articles. For a few different assignments, I was tasked with searching through

various library databases to answer questions by the instructor. I was essentially given a list of

questions that mirrored what actual patrons may ask a librarian, and I was expected to find the

correct information for each question. During these exercises, I was given a much different view

of the day-to-day tasks each librarian completes during the work week. I never considered many

of the questions on the assignment that were related to health, science and history, however I was

given the tools to search for information that fell out of my normal range of interests. I looked

frequently at the changing landscape of information, as well as how to implement various search

techniques. The artifact that I would like to include for this course, was a database evaluation

paper that incorporates all skills learned in the course. The competencies addressed in this course

were noted as A1, A3 and B4. For my final project, I examined two databases; Chicano Database

and HAPI, known as the Hispanic American Periodical Index. I examined the differences and

similarities of each database, as both databases contain resources pertaining to Hispanic culture

and documentation. I had to dig much deeper than simply viewing the content and deciding

whether or not both of the databases were suitable for research purposes. I had to also analyze

the search engine functionality, search features such as the display and output of results, and

literature coverage. I was tasked with searching for various documents and determining which

database was the most intuitive and user-friendly.

In LIS 557, “Documenting Diverse Cultures and Communities” we spent most of the

course developing our learning of the C8 competency. The C8 competency states “students will

demonstrate an understanding of how diversity contributes to the library and information

professions and analyze information issues from diverse perspectives.” Most of the class material

addressed the topic of diversity as well as the various issues surrounding it in today’s world. The

artifact that I would like to include with this course, is my History Pin project. The final project

in LIS 557 was to document a Latino food establishment in Tucson, AZ using the History Pin

website. I chose to document St. Mary’s Mexican Food restaurant and made a series of visits to

the restaurant to enjoy the food, the friendly people and homey atmosphere. The History Pin

project was unique in that it is all part of one ongoing collection that was organized by Professor

Richard Chabran. Each student in the class added their own History Pin post to his collection,

and, by the end of the course, all of our project were included and could be enjoyed by everyone.

History Pin was an innovative way to document Latino culture in Tucson, AZ which in this case

was specifically geared towards food. Students were able to find their location of choice on a

map, add their pins, and begin crafting their projects. In my case, I had grown to become a fan of

the restaurant, and naturally, I wanted to learn more about the establishment. I interviewed one of

the owners, Luis Salazar who gave me a history about the restaurant as well as his family. As I

had come to learn, St. Mary’s has been a family owned restaurant since its genesis in 1967. I was

given the opportunity to learn about how St. Mary’s provides different services to the

community. As a staple of the neighborhood it is located in, St. Mary’s has a unique way of

promoting themselves. According to Salazar, his family not only owns and operates the

restaurant, but they all live in the neighborhood as well. Promotion of the restaurant is conducted

mainly by word of mouth with little to no official advertisement. When thinking of St. Mary’s

role in the community, food plays a crucial role, and loyal customers have become the lifeblood

of the restaurant. One customer in particular, was described as a longtime visitor, first

discovering the restaurant while attending Pima Community College. Salazar explained to me
that since he was a kid, the customer would come to St. Mary’s and order the red chile meal. The

customer eventually graduated and moved out of Tucson while still making time to visit shows

twice a year for the same meal. In terms of service, the restaurant is always happy to assist the

community if time and resources allow. Services such as Church donations, high school

fundraisers and helping to feed the homeless were some of Salazar’s examples of the restaurant’s

services to the community.

Finally, LIS 571 “Introduction to Information Technology” was a course unlike any other

that I had taken in both my undergraduate and in my graduate experiences. The competencies

explored in this course were A3 and C10. I was introduced to a wide range of information

technology and tools ranging from functions within Excel, to computer programming. The final

artifact that I would like to include with this reflection, is a final group project that I completed

with my team. We designed a blood alcohol content calculator with the intention of discouraging

college students from drinking and driving. Much of the assignment included skills in computer

programming and coding. This final project was meant for us to apply the knowledge acquired

over the semester and create a finished product. Resources such as Code Academy, as well as our

Professor’s video lectures and walkthroughs were essential for our success. As an introduction to

computer coding, we were asked to first learn basic HTML and design a webpage containing

images, colors and different styles of font. We then moved on to learning basic computer

programming with Java in order to create functions such as calculators and graphics. We

eventually came to the conclusion as a group that we wanted to create a blood alcohol content

calculator for college students. The BAC calculator is meant for students to understand the

amount of alcohol their bodies can handle, as well as what goes beyond the legal drinking limit.

The purpose of the project was not only to showcase our skillset, but to also educate and inform
students of just how dangerous alcohol in excess can be. Some of the other valuable assignments

in the course included weekly technology journals and our use of different tools such as

Audacity and Microsoft Excel. I had never used excel to perform calculations until taking this

course, and I had mainly used it as a simple organizational tool. As for Audacity, I found this

tutorial and project to be a tremendous and valuable asset to my skillset. As someone who loves

radio and podcasts, I was given the opportunity to edit and create my own podcast. The weekly

tech journals previously mentioned were assigned with the intention of keeping all of us

informed on current events. I wrote journals about various topics such as medical advancements,

artificial intelligence and mind sensors in vehicles. I have continued to practice a few of the

different skills that I have learned throughout the course of LIS 571 including computer

programming. I intend on enrolling in a coding bootcamp that is offered by the University of

Arizona as long I successfully meet each of the program’s requirements.

During my first half of the program, I was introduced to a wide array of courses, many of

which I never considered taking before. Most of my coursework appeared to be centered around

different types of technologies and databases. In each course, I was expected to gain an

understanding of the uses of databases, technological tools and the future of libraries. As time

passed, I began to realize that my interests were geared toward utilizing the different types of

technologies found in libraries, offices and other settings. This discovery led me to begin

exploring other technical aspects of libraries such as organizing information, as well as metadata

and cataloging. I eventually decided to pursue an internship in cataloging and technical services

at the Joel D. Valdez Main Library which is currently in the process of completion. I also

enrolled in a course focused on e-learning for librarians in which we will begin examining and

designing learning tools and tutorials. For the remainder of my time in the MLIS program, I want
to continue not only learning and adapting to new technologies, but I also want to ensure that,

wherever I go, I am a successful and valuable asset to my place of work. My goal is to be able to

fix almost any problem that arises, whether it is a program failure, a missing document, or

something as simple as providing excellent experiences for customers. For the first time since

my freshman year of undergraduate studies, I am very excited to begin studies once again. I feel

that the MLIS program has revitalized my motivation to learn, and to explore new areas of

interest as well. Although I only have about another two months left in the program, I am

planning on continuing my education in the field and keeping up with new courses and new

developments.