Reflective Essay

Enrolling in the Master of Library and Information Science program at Dominican University was not just a decision to pursue an advanced degree; it marked the beginning of a transformative journey that shaped my professional identity within the library and information sciences. To start this essay off, I revised my personal statement for admission to Dominican University’s Master of Library and Information Science program to highlight a common thread that I observed throughout the artifacts showcased in my e-Portfolio.

Before enrolling in Dominican University’s Master of Library and Information Science Graduate program, I had been struggling to decide how I would like to continue once I completed an undergraduate degree.  But I knew two things for certain which are the same today:  I want to work in academia related to criminal justice, law, psychology, and research. I started my post-secondary education at Columbia College Chicago, majoring in Fashion Management.  At the end of Introduction to Fashion Business we were assigned a final paper that had to be about a famous fashion designer or fashion house; I chose Gucci.  While researching, I found a lot of information; but I found that I was focusing more on the murder of Maurizio Gucci than the fashions of the Gucci Fashion House.  This gave me concrete evidence that my passion was not for fashion – it was for justice.

After that semester I took a break from college to work temporary jobs at law firms and decided to attend Triton College for an Associate Degree of Arts in Criminal Justice Administration. Also, while at Triton College I received a paralegal certificate through the Paralegal Studies Program.  Once I finished at Triton College, I transferred to Roosevelt University for a Bachelor Degree of Arts in Psychology.  I changed my major to psychology because I felt that psychology was more science-based than criminal justice.

When I did research for a paper or assignment for work and school, I found that I tended to get many resources to get my answer. I felt it was a problem that I would enjoy accumulating resources more than finding the answer. I pride myself in being able to find answers to questions online or using other sources like LexisNexis or resources available at the library, like WorldCat. I feel that I am a chameleon of sorts. Whatever subject I am looking into--whether it be for a course I was taking, to help a friend or family member, or to assist at work--I would delve deep into that subject. Even if I did not have any interest in that subject.

My plan has always been to attend law school to be a lawyer and pursue a terminal degree to become a professor. I never wanted to be a lawyer because I like the theory of law more than the practice.  I believe too much in justice and enjoy being devil’s advocate. I really enjoy psychology, but I also love criminal justice. I thought about going into these fields as a forensic psychologist and testify at trials as an expert witness.  I also enjoy the law and corrections. But then I have the option to either go to law school become a lawyer, attend graduate school to be a psychologist, or go to a graduate school to be a professor in criminal justice or corrections.  While these fields are similar, they all take different paths. I did not want to start a doctorate program to find that I was on the wrong path five years in.

This is where I came to library science. During my last semester at Roosevelt University, it took me two semesters to complete my senior honors thesis when it should have only taken one. I believe this was because I had many resources and couldn’t use them all. After researching possible careers—like law librarian and academic librarian—I started to consider attending a school that offered library science. All the careers I found required an American Library Association accredited program and that there are only two programs Illinois.  I was thrilled that Dominican University was located down the street from where I lived. 

I wanted to complete a master’s program because I intended to attend law school which will give me the necessary skills and degree to be a law librarian or a research attorney, which would only work behind-the-scenes with the research. But I decided on pursuing a career in post-secondary or graduate school as I enjoy helping people find the resources they need to answer their questions.  Since I have been employed in higher education, I felt this is the field I would want to be in that will give me the atmosphere that I desired.

Now that I am at the end of my tenure at Dominican University’s Master of Library and Information Science Graduate program, I have different ideas of what will be my future. I currently am a Conflicts Researcher at a top 100 law firm in Chicago. After graduation, I hope to work towards becoming a law librarian or knowledge manager, preferably at my current law firm. Last semester I took Digital Asset Management and this semester I am in Knowledge Management. I have always had passion for law, but this new business side of the information world has grown on me.

When I reviewed the contents of my e-Portfolio I saw a trend. I started this journey writing papers courses with the theme of law, the topic I had the most knowledge in. But looking at where I have ended surprised me. I took advantage of the courses provided and challenged myself to take courses where I have a small interest to see if I would have a career in a different field. I guess I did this to “test the waters.” Luckily for me, I was able to take my administrative background and apply it to courses like Digital Asset Management and Knowledge Management. 

Upon learning the material, I had a newfound favorite topic—metadata. Taking courses that aligned with my new interests was easy. I enrolled in Digital Libraries followed by Metadata for Digital Resources. 

As I looked for more artifacts, I found another recurrent theme—the evolving nature of core values and ethics within diverse information environments. One assignment, "Imagining Prison Leadership," undertaken in the Management of Libraries and Information Centers course, shed light on the balance prison librarians must strike between providing access to information and navigating the institutional procedures within the prison setting. This paper underscored the importance of intellectual rights for prisoners, presenting a unique perspective on information provision within constrained settings. In addition, it became apparent that censorship within prison libraries posed challenges, raising ethical questions about the limitations imposed on incarcerated individuals.

Understanding the essential nature of information and its relevance to our diverse society emerged as another pivotal goal. In the Introduction to Library and Information Science course, I explored the definitions of Intellectual Property in a paper titled "Intellectual Freedom and the ‘P’ Word." This not only defined the concept but also highlighted the role of librarians as guardians of intellectual freedom and enforcers of the First Amendment.

The Evidence-Based Planning, Management, and Decision Making course provided another facet of professional identity development. Engaging in the assignment our group titled "MLIS Students: Prior Materials and User Experience" exposed me to the practical application of philosophy, theory, and models within library and information science. This hands-on research experience, involving hypothesis creation, polling, literature review, and analysis, demonstrated how theoretical underpinnings guide actual practice.

Resource evaluation was found in "Service Report 2" for the Reference and Online Services course. This assignment, requiring a physical library visit, encompassed an interaction with a librarian, coupled with a comprehensive analysis of the service quality.

Synthesizing theory and practice formed the crux of goal four. The project "Information Governance Policy: US Law Firm & UK Client Data Protection" in the Information Policy course exemplified the application of library and information science theories to craft a policy aligned with state, federal, and international regulations. From the same course, I saw the integration of teaching and learning principles arise in the "Comparative Country Report" assignment. Researching the information infrastructures and policies of Canada and the United States, was what culminated in a recorded presentation.

Venturing into the digital realm, the creation of a digital collection titled "1972" for the Digital Libraries course showcased the practical application of resource management. With images, descriptive metadata, and technical metadata, it captured the utilization of resources to curate and manage digital information effectively. Also, a work-related experience came through the "AI Task Force" at my law firm. This initiative involved weekly Zoom discussions on AI features and daily AI digests containing articles by firm attorneys. It exemplified the integration of professional engagement within the evolving landscape of legal information.

Effective communication and collaboration principles permeated the "Marketing and Advocacy" assignment for the Introduction to Library and Information Science course. It clarified the significance of libraries and the misconceptions surrounding their relevance in the digital age. In the same sphere, leadership principles took center stage in an article titled "Management Issues: Active Shooter Preparedness" for the Management of Libraries and Information Centers course. The article underscored the proactive measures needed for library safety, emphasizing the role of leadership in implementing effective safety plans.

In the narrative of my academic journey, it extends beyond the gathering of mere facts and knowledge. It reflects a dynamic process of applying theoretical foundations to real-world scenarios, demonstrating adaptability, and my continuous evolution within the multifaceted landscape of library and information science. This journey reflects an ongoing commitment to learning, applying, and growing within the multifaceted dimensions of the field, illustrating a deeper engagement with the subject matter and its practical implications.