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The 2010-2011 Graduate Catalog states, "All students enrolled in the MLS degree program are required to complete a Special Project in lieu of a thesis or comprehensive exam as one of the University requirements for graduate degrees."
\nRequirements state that the project is to be a work of original research. My special project, originally completed in ILS 503, was to research, design, guide, and implement a beginning reader book leveling program at the Canton Public Library in Canton, Connecticut. The library collection and program for beginning readers is known as I Can Read.*
\nThe I Can Read Program has allowed Children\'s Librarian, Heather Baker, to fill holes in the beginning reader collection over the past year and a half. Library staff and volunteers continue to use the guidelines developed in this project to label and organize the collection.
\nProject Documents
\n\n This portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
| \nWelcome to the capstone portfolio of Heather L. Tebbs, MLS Candidate at Southern Connecticut State University, 2011. This site covers the years 2009 through 2010. \n These pages contain an overview of the courses I have taken, links to their syllabi, and examples of the coursework I have completed. They also contain information correlating this coursework to the ALA Core Competencies of Librarianship. In addition you will find reflections on my time at SCSU as well as a copy of my resume. All pages may be accessed using the menu at the top of this page. \n This capstone portfolio, as well as a special project, are required in lieu of a thesis for the completion of the MLS. The 2010-2011 graduate catalog states: \n \nAll master’s degree programs at Southern require the successful completion of one or more of the following individual capstone experiences: A thesis, a comprehensive\nexamination, or a special project. The capstone experience is the culminating academic event for students enrolled in a master’s degree graduate program. It requires students to demonstrate their ability to organize and synthesize knowledge and apply skills developed throughout their academic program. \n About me: \n My first experience working in a library was in the summer of 1990 as a temporary cataloging typist with the Canton Public Library in Canton, Connecticut. Subsequently, I went on to earn my B.A. in English Literature from the University of Connecticut (UConn 1996). During my tenure at UConn, I worked as the assistant to the Director of Special Collections at the Homer Babbidge Library. I have also volunteered as a children\'s library aid at the Aldrich Library in Barre, Vermont, and have completed special projects for the children\'s library and oversized book collections at the Canton Public Library more recently. I am currently employed as a substitute reference librarian and circulation librarian at the Canton Public Library. \n My career experience includes over ten years of experience as a software analyst and quality assurance specialist in the insurance and medical industries. In addition, I am a published author of women\'s fiction, and have copy edited several small press books of poetry and prose. \n
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| \r\nCore Competencies |
| The American Library Association (ALA) Core Competencies of Librarianship lays out the knowledge a student of librarianship must posses in order to qualify for a Master\'s of Library Science from an accredited institution. Those competencies, as approved and adopted by the ALA Council on January 27, 2009, are outlined below in association with the qualifying courses and coursework taken completed toward my MLS degree. \r\n Click on the course link to be taken to the Coursework page and to examine the qualifying coursework. |
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| Competency | \r\nQualifying Course(s) |
| 1. Foundations of the Profession | \r\nILS 503, ILS 560, ILS 564, ILS 655 |
| \r\n1A. The ethics, values, and foundational principles of the library and information profession. | |
| \r\n1B. The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and conscience). | |
| \r\n1C. The history of libraries and librarianship. | |
| \r\n1D. The history of human communication and its impact on libraries. | |
| \r\n1E. Current types of library (school, public, academic, special, etc.) and closely related information agencies. | |
| \r\n1F. National and international social, public, information, economic, and cultural policies and trends of significance to the library and information profession. | |
| \r\n1G. The legal framework within which libraries and information agencies operate. That framework includes laws relating to copyright, privacy, freedom of\r\nexpression, equal rights (e.g., the Americans with Disabilities Act), and intellectual property. | |
| \r\n1H. The importance of effective advocacy for libraries, librarians, other library workers, and library services. | |
| \r\n1I. The techniques used to analyze complex problems and create appropriate solutions. | |
| \r\n1J. Effective communication techniques (verbal and written). | |
| \r\n1K. Certification and/or licensure requirements of specialized areas of the profession. | |
| 2. Information Resources | \r\nILS 535, ILS 560, ILS 564, ILS 642, ILS 650, ILS 655 |
| \r\n2A. Concepts and issues related to the lifecycle of recorded knowledge and information, from creation through various stages of use to disposition. | |
| \r\n2B. Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and deselection. | |
| \r\n2C. Concepts, issues, and methods related to the management of various collections. | |
| \r\n2D. Concepts, issues, and methods related to the maintenance of collections, including preservation and conservation. | |
| \r\n3. Organization of Recorded Knowledge and Information | \r\nILS 506, ILS 655 |
| \r\n3A. The principles involved in the organization and representation of recorded knowledge and information. | |
| \r\n3B. The developmental, descriptive, and evaluative skills needed to organize recorded knowledge and information resources. | |
| \r\n3C. The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information. | |
| \r\n4. Technological Knowledge and Skills | \r\nILS 501, ILS 504, ILS 535, ILS 560, ILS 564, ILS 580, ILS 642, ILS 655 |
| \r\n4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. | |
| \r\n4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and\r\napplications. | |
| \r\n4C. The methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology-based products and services. | |
| \r\n4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant\r\ntechnological improvements. | |
| \r\n5. Reference and User Services | \r\nILS 504 |
| \r\n5A. The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to\r\nindividuals of all ages and groups. | |
| \r\n5B. Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. | |
| \r\n5C. The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information. | |
| \r\n5D. Information literacy/information competence techniques and methods, numerical literacy, and statistical literacy. | |
| \r\n5E. The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. | |
| \r\n5F. The principles of assessment and response to diversity in user needs, user communities, and user preferences. | |
| \r\n5G. The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services\r\nor resource development. | |
| \r\n6. Research | \r\nILS 580 |
| \r\n6A. The fundamentals of quantitative and qualitative research methods. | |
| \r\n6B. The central research findings and research literature of the field. | |
| \r\n6C. The principles and methods used to assess the actual and potential value of new research. | |
| \r\n7. Continuing Education and Lifelong Learning | \r\nILS 580, ILS 650 |
| \r\n7A. The necessity of continuing professional development of practitioners in libraries and other information agencies. | |
| \r\n7B. The role of the library in the lifelong learning of patrons, including an understanding of lifelong learning in the provision of quality service and the use of\r\nlifelong learning in the promotion of library services. | |
| \r\n7C. Learning theories, instructional methods, and achievement measures; and their application in libraries and other information agencies. | |
| \r\n7D. The principles related to the teaching and learning of concepts, processes and skills used in seeking, evaluating, and using recorded knowledge and information. | |
| \r\n8. Administration and Management | \r\nILS 560, ILS 564, ILS 565 |
| \r\n8A. The principles of planning and budgeting in libraries and other information agencies. |
\r\n This portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
\r\nThe courses listed are those I have taken over the period 2009-2010 toward the MLS degree. Click on the link to view course-specific information including syllabi, descriptions, and assignments.
\r\n\r\n This portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
Like most librarians, I have always been enamored of books. Unlike some, however, I am also enamored of technology. I believe the marriage of tradition and progress can take libraries and information to heights not dreamed of since the invention of the printing press. I am a romantic and a dreamer, yes. I am also a pragmatist.\n\n\nWe are not going to stop the vast flow of information in our modern world. Arguments about the evils of Google and Wikipedia will largely fall on deaf ears of a public who does not, as yet, even understand that librarians do more than "stamp books" at a circulation desk. What we are capable of doing, however, is injecting our knowledge and expertise into this relatively brave new world of technology and the internet.
\nComing into the Information and Library Science program at Southern Connecticut State University, having spent over ten years in information technology and software development, I took for granted that my classmates would have the same views I have expressed. I took for granted that progress was a good thing. That information technology and information were comfortable partners. What I have learned over the last year and a half, however, is that I was wrong.
\nMany of my classmates expressed, time and again, a deep seated discomfort with the pace of the information highway, the Wild West atmosphere, and the irreverence the public seems to display for old fashioned libraries. They were often more comfortable with the idea of censorship of electronic information than of printed information. They were also dubious about the likelihood of the success of ebooks and downright frustrated with what they saw as the barriers to disseminating information from electronic journals and other non-print sources. Many good debates took place surrounding these issues, and I learned a great deal from my classmates\' reservations about the perils libraries face in the information age.
\nComing to the end of this program, I can say that I still hold the starry eyed hope and excitement for information technology and its potential to re-invigorate the public view of librarianship and libraries. I would not want to live in a world where either books or technology did not exist. I do believe the two can coexist beautifully. We are simply at a stage where we are working out the bumps in the road, so to speak. We\'ve had over 500 years to perfect the printing press. Given that long, I am confident we can come up with solutions to the problems which my classmates and professors have brought to my attention. Knowing, as they say, is half the battle.
\n\n This portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
SKILLS
\nSIRSI Workflows, MS Office, Publisher, VISIO, Project, Access, Photoshop, Acrobat (including forms), HTML, all current Web browsers. Familiar with SQL, Microsoft Visual Studio, and MS SQL Server.
\nProficient in Web content management systems, including WordPress and Zope & Plone. Versed in social networking tools such as FaceBook, LiveJournal, and Twitter, as well as common blogging platforms.
\nEDUCATION
\nSouthern Connecticut State University
\nMaster’s Degree in Library Science, with Electronic Resource Management Focus
\nABD, December 2010
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\nThe University of Connecticut
\nBachelor’s Degree in English Literature
\nCum Laude
\nLIBRARY EXPERIENCE
\nCANTON PUBLIC LIBRARY Canton, CT
\nReference and Circulation Librarian 5/2009 to Present
\n· Answer print and database resource-related questions, perform reader\'s advisory, act as patron technical liaison.
\n· Staff the reference and circulation desks as a substitute.
\n· Implemented library\'s Facebook presence.
\n· Completed project to designate all over sized books in catalog.
\n· Designed and wrote promotional materials and aids.
\n· Spear headed implementation of children\'s room leveling program for beginning readers.
\n· Assisted in Local History Room projects.
\nALDRICH PUBLIC LIBRARY Barre, VT
\nChildren’s Room Volunteer 2002 to 2003
\n· Served patrons at the circulation desk.
\nUNIVERSITY OF CONNECTICUT, Storrs, CT
\nHOMER BABBIDGE LIBRARY
\nAssistant to the Director of Special Collections 1994 to 1995
\n· Cataloged special collections using in-house database.
\n· Assisted researchers in locating items of interest from collections.
\n· Corresponded with researchers and businesses requesting access to collections.
\n· Photocopied collection items for researchers.
\n· Shelved and filed rare books and ephemera.
\nSELECT EXPERIENCE
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STATE OF VERMONT Montpelier, VT
\nInformation Technology Specialist, OVHA 2005 to 2008
\nInsurance Licensing Assistant, BISHCA 2004 to 2005
\nAdministrative Assistant, EM 2003 to 2005
\n· Performed and managed Web content updates using HTML and Zope/Plone interface.
\n· Supported over 100 users transitioning from GroupWise email to Microsoft Outlook.
\n· Supported 60 users both on-site and remotely during agency emergency relocation.
\n· Supported users state-wide in the training and use of a web-based system.
\n· Developed and implemented training for executive-level users in PDA technology.
\n· Monitored and maintained user account privileges for users Agency-wide.
\n· Wrote end user documentation for agency roll-outs of new desktop applications.
\nGREEN MOUNTAIN LOGIC, INC. Montpelier, VT
\nSystems Analyst and Software Quality Lead 2000 to 2003
\n· Led team in testing Web-based laboratory information management system.
\n· Tested a Web-based glucose meter quality control management application.
\n· Wrote Business Requirements and Functional Specifications.
\n· Assisted with Graphical User Interface design.
\n· Trained end users on-site, and assisted end users via VPN, telephone, and e-mail.
\nHUB DATA, INC. Cambridge, MA
\nSoftware Quality Manager, Technical Support Representative 1997 to 2000
\n· Created and led Quality Assurance Department for web-based financial data system.
\n· Resolved help desk calls and trained end users.
\n This portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\n \nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\n \nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n This portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |
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\r\n \r\nThis portfolio was completed for the Masters of Library and Information Science at Southern Connecticut State University. |
| All content (c) Heather L. Tebbs 2010 except where otherwise stated. |