kyairla davis

kēy-air-la

Preferred name: Kayla

Master’s in Library and Information Science

School of Information, University of South Florida

Table of ​Contents

statement of integrity

I. All artifacts, reflections, narratives, and examples are mine alone (except where indicated as a group or team ​project), and has been prepared solely by me.

II. I am protecting the privacy of the contents of my ePortfolio by password protecting it, submitting it through ​Canvas, or by sharing the URL only with my advisor.

III. Any publicly accessible pages have been deliberately designed and approved by me and by my advisor so that ​they may be used for potential job search or other public access to my professional portfolio or web page.

IV. Before making my ePortfolio public, I will respect the privacy of others by modifying or removing information that ​could lead to the identity of individuals (team members in group projects, internship supervisors, interviewees, etc.) and ​institutions.

June 2024

introduction

My experience in the master’s program in library and information science (MLIS) at the University of South Florida ​(USF) has been transformative. The faculty and staff created a supportive environment that has fostered my growth as ​a graduate student and inspired me to excel to the very top of my capabilities. I entered the MLIS program with the ​intention to focus on public libraries; however, the program’s curriculum introduced me to different types of libraries ​and other areas of librarianship. I found that I resonated with academic librarianship, and most of my elective ​coursework reflects this interest. The support I received in the program also inspired me to pursue impactful ​extracurricular activities, such as serving as the president for the programs student organization and initiating an ​independent research project examining the history of library services to Africans Americans in Florida.

This portfolio covers many of my accomplishments while in the program and offers selected artifacts as demonstratives ​of my experience and academic performance.Each artifact should be considered through the lens of the MLIS ​program’s Student Learning Outcomes (SLOs). The SLOs guide the program’s curriculum and exist in accordance with ​the American Library Association’s core competencies for librarians. Most artifacts are embedded directly onto this ​page; however, some artifacts contain links that can be viewed in another tab for closer analysis.

student learning ​outcomes

artifacts

Artifacts are physical or electronically produced papers, projects, or other works made while in the MLIS program. ​These may also include evidence of participation in other curricular or co-curricular activities. Artifacts are illustrative ​of professional knowledge, skills, and competencies; each has been selected in accordance with the program’s Student ​Learning Outcomes.

I. Leadership and Innovation

I.a. Students are able to evaluate critically, reflect, and problem-solve individually as well as collaboratively.

Both of the following artifacts result from core courses in the program. The presentation on ethical dilemmas is an example ​of the reflection and critical evaluation needed to approach difficult situations in libraries. Some of ethical dilemmas covered ​in this video include employee dress codes that restrict cultural garments and library patrons with noticeable body order. ​Similarly, the project proposal demonstrates the level of analysis that should be utilized to solve problems or initiate ​programs and/or projects.

Joining Ask a Librarian Project Proposal, ​LIS6409: Introduction to Library Adminstration

Professional Ethics Reflection, LIS5020: Foundations of ​Library and Information Science

I.b. Students demonstrate effective communication skills.

While in the MLIS program, I served two terms as the president of the program’s student organization, SOLIS. These are the ​combined student chapters of the American Library Association and the Special Libraries Association. The following ​screenshots are examples of communications I sent to student members through the organization’s Canvas page. This ​experience both enhanced my communication skills and offered an opportunity to further develop my leadership qualities.

SOLIS Announcements, Co-curricular Activity

I.c. Students participate in professional and community engagement activities in the field.

In Fall 2023 and 2024, I participated in planning the Tampa Bay Library Consortium’s annual VIP Conference. I was involved ​in the detailed organization and implementation of these events. I felt a great level of satisfaction from this contribution to ​the LIS field and look forward to future involvement in the Tampa Bay Library Consortium and other LIS organizations.

Planning Committee, VIP Conference - Tampa Bay Library Consortium, Co-curricular Activity

I.d. Students demonstrate leadership skills and innovation in a diverse and global environment.

As previously mentioned, I served as the president of SOLIS from Fall 2022 to Summer 2024. One of my duties as president ​was organizing and holding regular meetings for the organization. The following are agendas I created to guide these ​meetings. These further emphasize the leadership skills I’ve gained while in the MLIS program.

SOLIS Meeting Agendas, Co-curricular Activity

II. Systems and Services

II.a Students identify and analyze diverse information needs of individuals and communities.

Also a result from a core course, this Community Needs Assessment outlines an analysis of an academic library collection for ​a hypothetical community college. The assessment required careful evaluation of the potential needs of a college’s library, ​especially in regard to serving the diverse needs of students.

Community Needs Assessment, LIS6511: Collection Development and Maintenance

II.b. Students evaluate and select print and digital information resources and systems to meet needs of users.

The following research paper explores the development of the “Critical Cataloging” movement and how the words used to ​describe things influences the ways humans interact with objects. This paper demonstrates my ability to incorporate a variety ​of perspectives in the evaluation and selection of resources and systems utilized to serve users.

Inclusive Cataloging Research Paper, LIS6711: Organization of Knowledge I

II.c. Students understand and use appropriate information technology for information services.

Another student and I were asked to update the ALA’s LibGuide on libraries and incarceration because the previous guide ​was outdated and did not reflect current standards of service to incarcerated individuals. While creating this guide, we took ​careful consideration of the platform and made sure the content and resources included were appropriate for this ​technology.

Libraries and Incarceration - ALA LibGuide, LIS6603: Basic Information Sources/Services

III. Knowledge Representation

III.a. Students analyze, organize and describe various formats of information objects.

During my final semester in the program, I participated in an internship at the National Museum of African American History ​and Culture located in Washington, D.C. My work centered on the digitization and cataloging of a family photo album held ​unprocessed in the Museum’s collection since 2016. I gained a number of new digital skills, including photographing objects ​using the Phase One and Canon Camera systems and editing raw images using Adobe Bridge and Photoshop.

This experience required the analysis, organization, and description of various formats of information objects. I had to ​carefully analyze each photograph to determine the best method for capturing and preserving its details, organize the ​images and create metadata, and ensure each image was accurately described and easily retrievable within the Museum's ​digital archive. I gained an understanding of the complexities of digital preservation and the importance of maintaining the ​integrity of the original objects.

Internship - Smithsonian’s National Museum of African American History and Culture, ​LIS6946: Supervised Fieldwork

III.b. Students identify and apply best practices in the use of different technologies for knowledge representation.

The following artifact is an example of health information curation using a selected technology. I used Microsoft Sway to ​create a resource guide for those living with or impacted by bipolar disorder. I felt it was important to use a platform that ​could offer a variety of resources, while also being easy to navigate.

Beyond the Diagnosis - Health Information Curation, LIS5631: Health Information Sources

IV. Theory and Praxis

IV.a. Students will describe applications of quantitative and qualitative research methodologies in library and ​information science.

The culminating work for Research Methods in Library and Information Science was a research proposal. This proposal was ​created in a group and relies on both quantitative and qualitative methodologies to answer our chosen research question. ​The following video presents our proposal for a study on first-generation college student retention and the potential ​influence of academic libraries.

Research Proposal Presentation, LIS6271: Research Methods in Lib/Info Science

IV.b. Students will identify opportunities for research and ​develop plans for research in applied settings in library and ​information science.

History of Library Services to African Americans in ​Florida - Independent Research, Co-curricular Activity

The mentorship I have received in the program ​encouraged me to pursue an impactful extracurricular ​research project that benefits our understanding of ​librarianship in the state of Florida and the United ​States as a whole. This project involved extensive ​archival research to uncover where and how library ​services to Florida’s Black population were offered ​throughout time. I presented this research project at ​the 2024 Florida Library Association annual ​conference.

conculsion

I am confident that the MLIS program was prepared me for a dynamic career in library and information science. ​Although not comprehensive of all the knowledge attained in the program, these artifacts are evidence of my ​understanding of the key competencies needed to perform effectively as a librarian and information professional.

After completing the program, I hope to work in academic libraries or cultural heritage centers where I can continue to ​utilize my skills in research and instruction, as well as knowledge organization, representation, and preservation. ​However, I realize these skills are applicable in a variety of information environments, and I will remain open minded in ​the type of institution I decide to contribute to in the future.

I would like to express my sincere gratitude to the faculty and staff of the School of Information at the University of ​South Florida. I owe special thanks to Dr. Kathleen de la Peña McCook, Dr. Natalie Taylor, and Dr. Denise Shereff.