Philosophy of LIS Practice

 

While there are multiple values and approaches I could pull from while reflecting on my philosophy as an information professional, there are three facets I want to focus on in this document: an approach that supports the library’s function as “The Great Equalizer,” working in collaboration with patrons to help serve their information needs, and a commitment to lifelong learning.

​

The Great Equalizer

The driving force in my work as a librarian is to support people in having an equal chance to reach their goals, be part of their communities, and flourish as individuals and as a collective. As Carla Hayden, the first African-American person and woman to serve as the Librarian of Congress, said, “Libraries are the great equalizer and when you have a free public library in particular, it’s an opportunity center for people all walks of life, and you are giving them the opportunity to make choices on which information, entertainment and inspiration means the most to them.” (Kim et al.) This idea of the library being “The Great Equalizer” is also supported in academic articles such as “Equal Access as Social Equity: A Literature Review of Programming and Services in Public Libraries” by Lily Rose Kosmicki for Progressive Librarian (Kosmicki) and “Assessing and Explaining the Critical Value of Public Libraries” by Amanda Hovious and Jamie Becker for Marketing Library Services (Hovious & Becker). My philosophy is that in order to support that function in the libraries, I must approach my work with equity, inclusion, and accessibility at the center of what I do. These values are also supported in the American Library Association’s Core Values of Librarianship as they describe “the rights we seek to protect and the ethical guidelines we look to for direction.” (ALA). At the time of writing this document, I currently work as a prison librarian serving the needs of incarcerated patrons who come to the library to better themselves, work towards a better future post-incarceration, and want to fill their time with recreational reading that builds them up. Whether in this position or in a position at a public or academic library, my focus will always be on building up my patrons and giving them equal access to the resources they deserve.

 

Working in Collaboration With Patrons

As a librarian, my approach is to work in collaboration with patrons to help serve their information needs. When the opportunities present themselves, I take the time to teach information literacy principles when assisting with research needs and build off of prior knowledge by recognizing and honoring their funds of knowledge (Hovious). I especially lean into the frame presented in the ACRL’s “Framework for Information Literacy for Higher Education” which is that “Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.” (ACRL). For both my patrons and for myself, I want to focus on the concept that answers are not always instantaneous like many have grown to expect with online search engines and even generative artificial intelligence chat platforms, as highlighted through the Principle of Least Effort in information-seeking behavior (Jansen). Rather, I want to exemplify the value of more in-depth work to fully find the answers we seek while still engaging with tools that improve efficiency in the process but maintain accuracy and quality in results found.

 

Commitment to Lifelong Learning

Finally, my philosophy of LIS practice centers on the value of lifelong learning both for myself and for the patrons I serve. Even as I graduate with my Masters, I believe I will never stop being a student at heart as I see lifelong learning to be an integral part of doing my job to the best of my ability. As an information professional, I also commit to supporting the efforts of lifelong learning in my patrons as that is a component of encouraging flourishing in our communities (Morgan-Klein et al.). I view the library as a place for encountering new ideas and will support that through my work from library programming to book displays to reference work and more. I am committed to stoking the spark of curiosity in adult learners of all ages and will support them in their exploration of the world around us.

 

Sources Cited

• ACRL. (2016, January 11). Framework for Information Literacy for Higher Education. ALA. https://www.ala.org/sites/default/files/acrl/content/issues/infolit/framework1.pdf

• ALA. (n.d.). Core values of librarianship. https://www.ala.org/advocacy/advocacy/intfreedom/corevalues

• Hovious, A., & Becker, J. A. (2025). Assessing and Explaining the Critical Value of Public Libraries. Computers in Libraries, 45(8), 27–29.

• Jansen, B. J., & Rieh, S. Y. (2010). The seventeen theoretical constructs of information searching and information retrieval. Journal of the American Society for Information Science & Technology, 61(8), 1517–1534.

• Kiyama, J. M., & Rios-Aguilar, C. (2018). Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths. Routledge.

• Kim, S. M., Mascaro, L., & Miller, Z. (2025, May 9). Trump fires librarian of Congress Carla Hayden. PBS. https://www.pbs.org/newshour/politics/trump-fires-librarian-of-congress-carla-hayden

• Kosmicki, L. R. (2019). Equal Access as Social Equity: A Literature Review of Programming and Services in Public Libraries. Progressive Librarian, 47, 51–80.

• Morgan-Klein, B., Osborne, M., & Osborne, M. (2008). Concepts and practices of lifelong learning. Routledge.