Graduate work examples that evaluate technology-mediated access in library and information services.

Grant Proposal - American Rescue Act Plan
Hybrid Library Service Model - Sensory Lab
LS530 - Public Libraries, Gerber (February 2023)

Technology drives so much of our societal progress year over year, and libraries are consistently challenged with keeping up. Before starting the SLIS program at the University of Alabama, my views of technology in libraries were mainly that of free wi-fi, access to computers, and potentially access to various e-materials. After taking a broad range of classes covering wildly different aspects of library work and the stewardship of information, there isn’t a single facet of my studies that didn’t involve technology in some way. Since I have begun working in public libraries during my time here at The University of Alabama, I’ve only become more convinced of technology’s ever permeating role in even the brick and mortar world of the library.

When reviewing graduate school work that supports technology as a mediator for access, I was drawn to pieces that represent parts of the world that I interact with on a daily basis as a worker in public libraries. The first is quite recent, as part of LS506: Modern Cataloging and Classification under the tutelage of Hayley Moreno. As a student in this cataloging class, I’ve not only learned basics in the technical aspect of cataloging, but also that access to library materials begins with proper cataloging. From the early period of LCC card catalogs to the MARC and post-MARC record computer formats, users/patrons/library staff wouldn’t be able to effectively find the materials they seek without an effective cataloging system. Metadata Quality - Access Starts Here is a discussion paper on the strengths and weaknesses of various cataloging methods. Not only that, but a ponderance on how the technology of cataloging is consistently evolving and while it is hidden from typical users of the cataloging system, it is ultimately responsible for how various materials are accessed effectively.

The second chosen work, The Power of Access to Scholarly Journals, was completed in LS 501: Information in Communities with Dr. Jeff Weddle. It attempts to shine a light on the gatekeeping aspect of access to scholarly journals. Unless one is a member of academia or willing to pay large yearly subscription fees, a wealth of research and knowledge has traditionally been kept behind closed doors. Technological movements have been slowly eroding away many of these barriers with the use of open source journals. These are places where authors can upload their research and various papers for anyone with internet access to find. I believe in promoting this type of technology, especially due to the fact that there is no intellectual property to protect and the growth of access to quality research and information is paramount to our progress as a society.

The third choice is the most directly related to my current position in Youth and Early Learning at the Evanston Public Library. It is a mock grant proposal that was prepared under the instruction of Jen Gerber in LS530: Public Libraries. The goal is to build a somewhat portable sensory environment for various storytimes and other programing servicing children in my community that present with autism spectrum disorder or other sensory processing disorders. Here I learned that technology used to mediate access doesn’t necessarily mean high-tech. Recent sensory “technology” such as rocking boards, vibrating blankets, and calming LED lights can provide an ideal space for those in our community that can feel overwhelmed in a traditional storytime or early learning program space. I also believe in making it portable, so that we can take this experience outside the library and into the community when needed.