The three most significant learning experiences in the GSLIS program for me would be: in LIS 718 (Storytelling

for Adults and Children) I learned how to give and receive instructive criticism. After I finished retelling a tale selected for young children or teens and adults, I had to sit quietly at my desk while a fellow classmate took notes, and listen as my peers related how I could alter the delivery and structure of the tale in order for the future performance, and delivery of it to be more effective. In LIS 773 (School Libraries) I learned through various group projects (ex: group Library Program Assessment) that: as a librarian I would have to get used to collaborating with other librarians on a regular basis, and that each individual brings with them personal knowledge gleaned from previous professional experiences. In LIS 722 (Library Materials for Young Adults) I learned that it is difficult to leave personal bias out of a literary review, however; at the same time that I also learned that the most effective way to combat bias is to keep an open mind. Books composed for young adult readers do not merely instruct anymore; they entertain, they allow readers to live vicariously through the characters-to experience all of their joys and sorrows. The two artifacts which exemplify my best work are: the review I composed for LIS 704 (Reference and Online Services) of the graphic novel, Marvels. The review underwent two revisions, before the final product was submitted. I had wanted to do the genre justice, whilst at the same time offering an honest assessment of: the content of the work, the interplay between illustrations and text, and how seamlessly dialogue had been incorporated into the narrative. The ELL/ESL (English Language Learner/English as a Second Language) presentation for LIS 773 (School Libraries) bears mention as well. The research process for the presentation had been enlightening; it lead to a decision that the presentation would be far more balanced if I did not merely focus on ELL/ESL students, but on the teachers and School Library Media Specialists who struggle to help ELL/ESL students close the achievement gap between them and their native English speaking peers because of the fact that standardized tests have gained prevalence as a means of measuring student achievement. The Cross Page 1

information was organized into two sections, accentuated by simple graphics imbedded into Power Point slides. The portfolio reflects my interest in various literary genres, as demonstrated by the inclusion of the graphic novel review, as well as my belief that librarians must understand their patrons needs in order to serve them (most clear examples: ELL/ESL presentation, Personal Reflection 5 and the Mission and Vision Statement for Edgar Alan Poe Preparatory School). Furthermore, it also reflects how I am utilizing the knowledge gained from the LIS courses that I have taken thus far (ex: Storytelling Hour event flier). In particular, LIS 718 (Storytelling for Adults and Children) in my current Internship position at Comfort Public Library, located in Comfort, Texas. I have been collaborating with a co-worker in implementing a storytelling hour for young children in order to encourage parents to bring their children into the library and set the foundation for early child literacy. The storytelling hour includes simple songs, rhymes from Mother Goose, and two stories which often include animals capable of human speech, repetition, and metered rhyme schemes. In addition, it also reflects my professional philosophy regarding literature, which is always keep an open mind; every book has its audience. The development of this personal tenet came about while I was enrolled in LIS 722 (Library Materials for Young Adults) with Professor Del Negro, who patiently reminded my peers and me that it is perfectly alright to like the books you do, just dont be a snob about it. Lastly, the portfolio reflects the fact that I am always willing, ready, and eager to learn (examples, ELL/ESL special interest presentation and statistics gathered on teens and suicide). The more information I gather, the more eager I become to share it with others and to help them gather the information they need. Before commencing my education in the GSLIS program at Dominican, my perspective of what libraries are was limited. My only practical experience had been as an intern at Gerber Hart Library and Archives, a special library located in Rogers Park. I had believed that the role of libraries was to supply

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information to any person with an inquiring mind who wandered through the door, and to provide access to books and archival materials. Now, I believe that disseminating information is merely part of what libraries do. Libraries are community centers and they are spaces where people come to interact with one another; where they come to learn; to have their needs met for information regarding anything ranging from homework help to healthcare to how to post their resume online. They are versatile spaces, where the personnel range in levels of expertise as well as personality; no two reference encounters that patrons have are the same. I feel better equipped to face the professional world, now that my knowledge of what libraries are and can be has increased, through the education that I have received in the GSLIS program. I can see my career going in a myriad of different directions, but ideally I would like to obtain a PHD in Library and Information Science with an emphasis on Services to Youth with hearing disabilities, in order to be able to better serve the needs of an overlooked part of the library user population. Either that or return to Texas and receive a teachers certification for grades K-12 through the Region 20 program in order to not only allow for greater career flexibility, but also to be closer to my family who inspired me to consider these career paths. No matter which course my professional life takes, I will be equipped to handle any of the challenges that arise because of the well-rounded education I have received at Dominican University.

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