Provision of Information Services 

 

Core Competencies: 

a. design a variety of information services to meet the needs of diverse users, including onsite, remote, and underserved users

b. identify, evaluate, manage, and use information resources and sources effectively

c. apply critical-thinking, information-seeking, and problem-solving skills to analyze users’ inquiries and match them with appropriate and accessible resources

d. provide users with professional consultation during the information service encounter

e. apply up-to-date technology strategically to improve services and enhance access to information resources

f. adapt and apply learning theories and principles in the design and delivery of best practices to promote information literacy

 

Description

For this project, I was going by my middle name "Lynn" at the time. In the professional Libguide, my partner, Anntwanette Sulton, and I focused on identifying, evaluating, managing and using information resources by making a detailed project. The questions we used were reflective of our previous work. Mine was "why visual art is important," as I was an undergraduate art major, and Anntwanette used "minority and women's studies," as she was interested in how women are treated by healthcare providers. We both made hypothetical questions of, "What is the Future of Women and Minorities in Healthcare?" as well as, "Why is Visual Art Important?" We then used critical-thinking, information-seeking, and problem-solving skills to analyze these inquiries. For example, I used resources such as a variety of books from the Richland County Public Library and online sources. Anntwanette used a variety of print sources as well. As is stated on the Libguide's, under "Lynn (Heather) and Anntwanette's Projects," according to Anntwanette Sulton, "The process for both interactions was the same stylistically. Step one was building rapport. Step two was question refining, negotiation, background, and conceptual understanding. Step three was finding sources and utilizing search strategies, and step four was ending with rapport." Although stylistically the same, the interactions were different because Anntwanette’s interaction was solely virtually in person via a Teams video call, while Lynn’s (Heather's) interaction started with email communication and then shifted to a Teams video call. During step one, Anntwanette started her in-person virtual interaction by asking Lynn (Heather) her name, how she was doing, and about her classes. Lynn (Heather) started her initial email interaction by asking Anntwanette how she was doing as well, and later when meeting virtually, Lynn (Heather) again built the rapport by asking about Anntwanette’s well-being.

The next step in the process was question negotiation and refining the question. In both simulations, the librarians didn’t have to hone in on negotiation as much, largely because the patrons came to the librarians with solidified topics they needed help finding information on. Therefore, in both simulations, the librarians just refined and clarified the questions by inquiring about background information on why the patron was interested in the topic, what they already knew, and the key and sub-components of the questions. 

 

Home - Libguide Heather Lynn Endicott - LibGuides at University of South Carolina MCIS

Analysis

Heather and Anntwanette's Libguide was an endeavor to find information on each of our chosen topics, using critical thinking skills, as well as information-seeking and problem-solving and showing how such information can be made available, about women's rights in Healthcare as well as how and why the visual arts are important to education. Over-all I feel that both pieces of the project, focusing on healthcare and education, were well-rounded and important examples of what a Libguide can do and be to educate the public about trending and contemporary issues. I also believe this libguide really shows that the critical thinking, information-seeking and problem-solving done by myself and Anntwanette is a good example for students and researchers in the future to create thier own libguides, first by finding a topic that is relevant to the individual persons.

Reflection

As one half of this project, I did a great deal of work, stemming from my undergraduate work as a studio art major, during which I did projects on early art such as the cave paintings in Lascaux, France. I had also been introduced to Art21 by my art history professor and was able to provide old and new information about visual artists such as the work of Ursula Von Rydingsvard, Nancy Spero, Laurie Simmons, and Mark Bradford. Mark Bradford dealt, in his art, about the newly begun, "Black Lives Matter," movement. Anntwanette also did an exhaustive job in her research on women's rights in healthcare.

Reading about Mark Bradford opened my eyes when it came to the "Black Lives Matter" movement. I had taken undergraduate Art History last in 2013, so I was glad to see that Art 21 was still making short documentaries and that those, that make Art21, were interested in social justice for African Americans and African American visual artists, such as Mark Bradford, Kara Walker, Kahinde Wiley, Martin Puryear, and Jonathan Green's works. In my future practice, will let the format of the libguide guide me if I am to make another one, and I also was spurred from this libguide to look into black art history and found respect for black artists and the "black lives matter," which has and will guide me in future interactions, both personal, and professional, with black people.