PLO 2: Critique and synthesize research and identify appropriate research methodologies to solve problems in the field.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 1: Institutional Effectiveness

• 1.4 The library develops and maintains a body of evidence that demonstrates its impact in convincing ways.

• 1.5 The library articulates how it contributes to student learning, collects evidence, documents successes, shares results, and makes improvements.

This annotated bibliography assignment required locating, analyzing, and synthesizing multiple scholarly sources on work-life balance in academic libraries. The process involved applying research evaluation strategies to understand an issue related to the entire field and drawing connections between a variety of diverse methodologies and findings. This aligns with PLO 2 as it demonstrates the ability to critically engage with and assess academic research to address real-world problems. In addition, the process supports ACRL Principle 1: Institutional Effectiveness. Specifically, standards 1.4 and 1.5, as it demonstrates the practice of building a body of evidence to support institutional knowledge and effectiveness. The research process also mirrors how librarians evaluate evidence based sources to improve services and advocate for issues like staff well being and policy changes.

PLO 3: Analyze and engage in the changing cultural, educational and social roles and responsibilities of librarians/information professionals and the environments they work in within the global society.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 3: Educational Role

• 3.2 Library personnel collaborate with faculty to embed information literacy learning outcomes into curricula, courses, and assignments.

• 3.4 Library personnel provide appropriate and timely instruction in a variety of contexts and employ multiple learning platforms and pedagogies.

This assignment involved designing lesson plan to educate collegiate faculty about Open Access publishing and scholarly communication. The process required researching instructional methods, aligning learning outcomes with faculty needs, and integrating tools such as Sherpa Romeo, institutional repositories, and curated LibGuides. The assignment demonstrates the application of PLO 3 by responding to the evolving educational role of librarians as instructors and collaborators in the scholarly communication landscape. The process aligns with ACRL Standard 3 (Educational Role), specifically standards 3.2 and 3.4, by emphasizing faculty and librarian collaboration as well as the delivery of multi-modal, pedagogically informed instruction. Through online modules, interactive workshops, and case study analysis, the lesson plan demonstrates best practices in academic library instruction.

PLO 1: Apply the field's foundational theories, principles, values, ethics and skills to everyday practice.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 1: Institutional Effectiveness

• 1.4 The library develops and maintains a body of evidence that demonstrates its impact in convincing ways.

• 1.5 The library articulates how it contributes to student learning, collects evidence, documents successes, shares results, and makes improvements.

In collaboration with a fellow classmate, I co-authored a grant application for the Council on Library and Information Resources’ (CLIR) Digitizing Hidden Special Collections and Archives initiative. Our proposal's goal was to digitize the Riot Grrrl Collection at the Rock and Roll Hall of Fame, with a focus on preserving and amplifying the voices of marginalized creators within feminist punk movements. This 74-page application included a work plan, budget, copyright considerations, metadata strategies, as well as equity focused access goals. This project meets PLO 1 by applying archival theory, digital preservation principles, metadata standards, and ethical considerations to a real world digitization initiative. The assignment required practical knowledge of digitization workflows, copyright and access ethics, community centered archival practices, and strategic planning. It also aligns with ACRL Standard 1—specifically 1.4 and 1.5—as the grant application required us to clearly articulate the educational, cultural, and scholarly value of the collection, describe anticipated outcomes, and develop a framework for assessing the project’s impact on institutional and public access. By designing a project that promotes discoverability, equity, and sustainability, we were able to demonstrate an evidence based and user centered approach to special collections preservation strategies.

PLO 1: Apply the field's foundational theories, principles, values, ethics and skills to everyday practice.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 8: Personnel

• 8.3 Library personnel demonstrate commitment to ongoing professional development, maintaining and enhancing knowledge and skills for themselves and their coworkers.

• 8.8 Library personnel continuously examine and transform roles to meet the needs of the evolving organization.

This assignment involved conducting a comprehensive preservation assessment of the James R. and Susan Neumann Collection at Oberlin Conservatory, where I am currently employed. I collaborated with the Special Collections Librarian to evaluate storage conditions, environmental risks, preservation challenges, and institutional policies regarding this specific collection. Using the Assessing Preservation Needs worksheets (Patkus, 2003), I thoroughly analyzed issues ranging from climate control and water damage to audiovisual storage and cataloging practices. This work aligns with PLO 1, as it applied foundational knowledge of preservation theory, archival ethics, environmental controls, and policy development to a real-world institutional setting. My recommendations considered multiple aspects regarding the situation such as practical constraints, ethical responsibilities, and the need for sustainable planning. The process reflects ACRL Principle 8, specifically standards 8.3 and 8.8, by demonstrating a proactive and reflective approach in special collections care. I examined institutional needs, proposed policy development initiatives, and outlined training needs and environmental improvements, which demonstrates an ongoing commitment to professional growth and institutional advancement. This project serves as evidence of my ability to engage with preservation challenges critically as well as collaboratively.

PLO 5: Identify needs and connect individuals and communities with information that engages and empowers them.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 1: Institutional Effectiveness

• 1.1 The library defines and measures outcomes in the context of institutional mission.

• 1.6 The library contributes to student recruitment, retention, time to degree, and academic success.

This project involved a quantitative and qualitative evaluation of the Oversize Books collection at the Oberlin Conservatory Library. As an employee in the library, I had access to the integrated library system, Sierra, which I used to gather, export, and analyze usage data for nearly 700 items. Using spreadsheet tools, I calculated turnover rates, relative use, median age, and circulation statistics to assess the relevance and efficiency of this unfortunately underutilized collection. The project fulfills PLO 5, as it applies a user-centered approach to collection evaluation, identifying low use materials and proposing responsive strategies such as weeding, promotion, digitization, and realignment with user/patron needs. It demonstrates how data informed decisions can directly enhance users’ access to meaningful and timely resources. It aligns with ACRL Principle 1, specifically standards 1.1 and 1.6, by evaluating collection performance in the context of Oberlin’s mission to support curricular needs, access, and academic success. The project’s findings contribute to institutional effectiveness by informing future space planning, acquisitions, and outreach to better serve the diverse community of musicians, scholars, and students at the university.

PLO 4: Evaluate systems and technologies relevant to a particular information context.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 4: Discovery

• 4.1 The library organizes information for effective discovery and access.

• 4.6 The library provides one-on-one assistance through multiple platforms to help users find information.

This project involved creating a detailed, step by step instructional guide for Oberlin Conservatory Library users to access and navigate the Naxos Music Library streaming database. The guide provides clear directions for logging in, searching music, accessing liner notes, using playlists, and connecting via the mobile app. It also explains how to access educational resources and request assistance. The assignment aligns with PLO 4, as it demonstrates the ability to evaluate and explain a specialized music streaming platform within an academic context. It required analyzing the system’s functionality, understanding user needs, and designing accessible instructional content to encourage independent exploration of the database. The project also reflects ACRL Principle 4, specifically standards 4.1 and 4.6, as it supports effective discovery and access by organizing information in a user friendly format. Additionally, it anticipates and supports multiple modes of user engagement, from desktop access to mobile use , which empowers users to make full use of the library’s digital resources.

PLO 4: Evaluate systems and technologies relevant to a particular information context.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 5: Collections

• 5.4 The library has the infrastructure to collect, organize, provide access to, disseminate, and preserve collections needed by users.

• 5.6 The library ensures long-term access to the scholarly and cultural record.

This assignment required developing a concise, informative fact sheet that summarizes the physical composition, degradation risks, preservation techniques, and long-term access strategies for audiotape formats. The fact sheet includes best practices for storage, environmental monitoring, labeling, handling, exhibition, and digitization. It also outlines challenges related to media degradation and equipment obsolescence, and offers an annotated bibliography of authoritative resources and technical guidelines. The fact sheet directly supports PLO 4, as it evaluates the preservation needs of a specific information format and translates those findings into practical recommendations that reflect current professional standards. The project aligns with ACRL Principle 5, specifically standards 5.4 and 5.6, by addressing the infrastructure and practices needed to preserve and ensure access to vulnerable audiovisual materials. 

PLO 3: Analyze and engage in the changing cultural, educational, and social roles and responsibilities of librarians/information professionals and the environments they work in within the global society.

Professional Standard or Competency in Area of Specialization: ACRL Standards for Libraries in Higher Education – Principle 2: Professional Values

• 2.5 The library commits to a user-centered approach and demonstrates the centrality of users in all aspects of service design and delivery in the physical and virtual environments.

• 2.6 The library engages in collaborations both on campus and across institutional boundaries.

This assignment critically examines the enduring popularity and cultural impact of five classic picturebooks, reflecting on their original context, intended audience, and relevance in the context of modern societal values. The project combines literary analysis, historical reflection, and reader response theory while also drawing from scholarship such as Molly Bang’s Picture This and Elizabeth Harris’s How a Book Is Made. Aligned with PLO 3, the assignment reflects an understanding of how librarians must continuously reevaluate the educational and cultural roles of literature in a changing world. It recognizes changes in family structure, representation, and reader engagement, and emphasizes the pairing of classic works with more diverse and  contemporary stories. This project also speaks to ACRL Principle 2, specifically standards 2.5 and 2.6, as it focuses on users, mostly young readers, and argues for more inclusive, collaborative approaches to collection development. The assignment shows the type of reflection needed to build collections and programs that honor tradition while also embracing future inclusivity and accessibility.