Foundations of Practice: How LIS Core Courses Have Shaped My Academic and Professional Growth

As I reflect on my journey through the core curriculum of my Library and Information Science program, I am struck by how foundational these courses have been to my development as both a student and a future school librarian. LIS 507, LIS 508, and LIS 575 each approached the field from different perspectives, yet together they wove a coherent and transformative framework for my understanding of what it means to work ethically, thoughtfully, and effectively in the information professions. These courses challenged me to think critically about the nature of information, how it is organized and accessed, and how research and evidence must guide our practice. More importantly, they helped me grow into a more reflective and purposeful practitioner, one who will lead with curiosity and care in service to diverse learners.

LIS 507 introduced me to the intricate world of information organization and retrieval. Before this course, I understood libraries primarily through the lens of access — making sure students and teachers can find what they need when they need it. However, 507 deepened my understanding of the structures and systems that make access possible. Through learning about acquisition, representation, and preservation, I came to appreciate the invisible but essential work that underpins user experiences. I also gained insight into the theoretical relationships between data, information, and knowledge, which broadened my view of the librarian's role as a bridge between raw information and meaningful learning. Concepts like metadata, controlled vocabularies, and classification schemes were no longer abstract — they became tools I could use to make collections more inclusive, accessible, and responsive to my school community. Furthermore, exploring the impact of representation on retrieval helped me see how thoughtful organization can either empower or hinder users, particularly those from marginalized backgrounds. These lessons have already shaped how I approach collection development and cataloging in ways that support equitable access and user-centered design.

LIS 508, though not detailed in the objectives here, complemented 507 in important ways (please provide if you want me to add this!). It emphasized broader issues of information behavior and services, reinforcing my belief that librarianship is fundamentally about people, not just resources.

LIS 575 challenged me to step into a more scholarly and evaluative mindset. I often viewed research as something reserved for academia rather than daily library practice. However, this course taught me otherwise. Through developing research questions, comparing methods, and preparing a research proposal, I discovered how essential research skills are for improving library services and demonstrating impact. I now understand how inquiry and assessment form the backbone of responsive librarianship. Whether I am studying student reading habits, evaluating the effectiveness of a new library program, or analyzing circulation data, I will rely on the research process to guide decisions that are grounded in evidence rather than assumptions. Perhaps most importantly, I began to see myself as capable of contributing to the profession's body of knowledge. The experience of reading and evaluating LIS research gave me confidence that my voice and insights matter — that as a practitioner, I can help shape best practices and advocate for what students and teachers need most.

Taken together, these courses expanded my view of what it means to be a school librarian. I am no longer focused only on managing resources or teaching isolated skills. Instead, I now see my role as multi-dimensional: I will be a steward of information, ensuring thoughtful organization and access; a critical researcher, using inquiry and assessment to improve practice; and a reflective advocate, committed to serving all learners with integrity and care.

These core courses provided me with more than technical knowledge — they cultivated a mindset that will inform every aspect of my professional practice. I understand now that every decision I make in the library — from selecting materials to teaching lessons to evaluating services — must be informed by theory, guided by research, and shaped by my ethical responsibility to the school community. Moving forward, I am excited to bring this foundation into my work, using what I have learned to create inclusive, dynamic, and evidence-based library programs that meet the evolving needs of my learners.