Introduction

Libraries have always held a special place in my life. One of my earliest memories is of my mother returning from town with a package of Where the Wild Things Are stickers and other keepsakes from our local public library when I was terribly ill. Since I was homebound, the librarians wanted to be sure I got a little something special from them. As small as this gesture was, it has stuck with me all these years...

Fast forward to a desperate job hunt when I set out for college — I was casting a wide net and thought it would not hurt to try the Nelsonville Public Library. Shortly after, I was informed they were not hiring. I was disappointed, but not surprised. However, the following week, their part-time high school student worker unexpectedly put in her two weeks' notice, and they called me in for an interview. Thus began my library career that, now more than 20 years later, has categorically shaped my life. When I consider how impactful this work experience was to my core values, my mind immediately recalls the free summer food service program.

A few years before I was hired, the library began providing free meals during summer youth programs in response to a nutritional gap that many kids experienced over summer breaks from school (Food Research and Action Center, 2002). This ingenious strategy positively impacts both the health and knowledge of their community members. I began working there in 2000, well after the program was in full swing. I got to see the need and appreciation for the service firsthand when tasked with handing out lunches or working at the circulation desk after the programs wrapped up. It was quite common to check out piles of books about magic tricks, animals, or other exciting topics to kids who were inspired by the engaging programs. 

This is just one of many experiences that unknowingly shaped my worldview in ways that align with professional core values found in the library landscape. For instance, the American Library Association’s (ALA) (2017) list of professional ethics includes a statement that is particularly relevant here:

We affirm the inherent dignity and rights of every person. We work to recognize and dismantle systemic and individual biases; to confront inequity and oppression; to enhance diversity and inclusion; and to advance racial and social justice in our libraries, communities, profession, and associations through awareness, advocacy, education, collaboration, services, and allocation of resources and spaces.

Working in a public library revealed to me how library services and resources can help address social justice, confront inequality, and break down barriers and biases through educational programs and services like the free summer meal program. But it goes beyond just the professional landscape.

As I can attest from personal experience, a simple gesture like sending stickers home to a sick child can have deep ripple effects in the lives of others. The core values that libraries gifted to me have seeped into my bones, shaping the lens that I view life through. I genuinely believe that my time spent in libraries as a young patron, and later working in both public and academic library landscapes as an adult, has made me not just a better librarian, but a better person.

References

ALA. (2017, May 19). Professional Ethics. http://www.ala.org/tools/ethics  

Food Research and Action Center. (2002, June). Hunger Doesn't Take a Vacation:     Summer Nutrition Status Report. https://files.eric.ed.gov/fulltext/ED469672.pdf

 

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Presentations & Webinars

Mathuews, K. B., & Spellman, R. A. (2023, November 3). Building assessment into the library strategic plan [Conference Poster Presentation]. ALAO 2023 Annual Conference.

Mathuews, K. B., & Spellman, R. A. (2021, April 13-15). Collaborative, staff-led strategic planning... in a global pandemic! [Conference Poster Presentation]. ACRL 2021 Conference, virtual.

Mathuews, K. B., & Spellman, R. A. (2023, October 27). Staff-led strategic planning: Empowering colleagues to navigate change [Conference Lightning Talk Presentation]. ALAO 2023 Annual Conference, virtual.

Mathuews, K. B., & Spellman, R. A. (2023, August 9). Staff-led strategic planning: A roadmap for success [Webinar]. Niche Academy.

Mathuews, K. B., & Spellman, R. A. (2023, October 10). Staff-led strategic planning: A roadmap for success [Webinar]. FloridaLibraryWebinars.org.

Spellman, R. A., & Mathuews, K. B. (2023, November 3). Collaborative workflows in hybrid environments: Organizing, communicating, and instilling ownership [Conference Presentation]. ALAO 2023 Annual Conference.

Publications

Mathuews, K. B., & Spellman, R. A. (2023, June 15). Creating a staff-led strategic plan: A practical guide for libraries. Bloomsbury Libraries Unlimited.

Interviews

Mathuews, K. B., & Spellman, R. A. (2024, February 28). An interview with Katy B. Mathuews and Ryan A. Spellman [Audio podcast]. New Books Network. https://newbooksnetwork.com/creating-a-staff-led-strategic-plan

Web Development

Websites developed and currently maintained:

Master of Library and Information Science (MLIS)

The program of study for Kent State University's Master of Library and Information Science (MLIS) is guided by five information science professional standards. These are identified as Program Learning Outcomes (PLOs).

This academic portfolio section was compiled for my Masters Portfolio in Library and Information Science (LIS 60280). Correlations between individual projects and PLOs are indicated via color-coded badges. Hover over the badges to see the PLO descriptions at any time throughout my portfolio.

PLO 1 PLO 2 PLO 3 PLO 4 PLO 5


  • PLO 1 | Course: LIS 60040 Information Institutions and Professions

    For this video review, we were tasked with finding an institution that we would recommend for a hypothetical award and then advocate for it. This exercise was an excellent opportunity to explore the values and ethics as interpreted by a specific library and analyze how they use their skills to work within those values and ethics.

    It was through this exercise that I saw first-hand work that aligns with ALA's Code of Ethics on many levels. In particular, providing the highest level of equitable service to users (1) and confronting inequality and oppression (9).


  • PLO 2 | Course: LIS 60050 Research and Assessment in LIS

    This research proposal put many of the skills I acquired both from my undergraduate and graduate coursework to practice. Developing a proposal for a major research project such as this requires a deep understanding of prior research in the subject matter and how to address the research question with both quantitative and qualitative methodologies. I took this opportunity to develop a research proposal that I would like to see put into action. After some revision, I hope to make this happen in the near future.

    Developing this research proposal was an exercise in how libraries can contribute to institutional effectiveness, a top principle of ACRL's Standards for Libraries in Higher Education (1).

    Your browser does not have a PDF plugin but you can download it from this link.

  • PLO 3 | Course: LIS 60010 The Information Landscape

    In my research for this brief paper, the use of predictive and prescriptive data analytics in the educational landscape is explored. Ethical concerns are plentiful in this topic. The paper draws to a close with suggestions on how both users and LIS professionals can address these concerns in such a fast-paced and data-driven information ecology.

    Through my research for this paper, I was able to explore some pitfalls that higher education data collection can have on the user. As ACRL includes in their performance indicators for their Standards for Libraries in higher Education, libraries must safeguard user's privacy (2.2). Data analytics, no matter how useful, must not go unchecked here.

    Your browser does not have a PDF plugin but you can download it from this link.

  • PLO 3 | Course: LIS 60650 People in the Information Ecology

    My research for this review paper focuses on the information needs and information gathering practices of International Students in the United States as it pertains to higher education. Even with such a diverse group, patterns emerge and some suggestions on best practices are found.

    This research was eye-opening. It took me down a path to better understand the experience of international students in the United States of America. There is a wealth of knowledge out there that can reveal hidden opportunities for our users. This research in particular aligns to important professional ethics such as ALA's principle that stresses using awareness, advocacy, education, collaboration, services, and resources to, among other things, enhance diversity and inclusion (9).

    Your browser does not have a PDF plugin but you can downlaod it from this link.

  • PLO 4 | Course: LIS 60637 Metadata Architecture and Implementation

    Building this application profile was an exercise where I was able to put VRA Core 4.0 into real practice. This required experimentation with different metadata schemas to find the right fit, as well as exploring which ISO standards and vocabularies are best for the project.

    Your browser does not have a PDF plugin but you can download it from this link.

  • PLO 4 | Course: LIS 60637 Metadata Architecture and Implementation

    This is a video presentation explaining the Tool Metadata Application Profile and how it can be put into real world scenarios.


  • PLO 4 | Course: LIS 60637 Metadata Architecture and Implementation

    In my Metadata Architecture and Implementation course, we were tasked with developing a range of “fact sheets.” These fact sheets served as an excellent way to evaluate and become more proficient with different metadata schemas that I may encounter in future work. This particular fact sheet focuses on the Dublin Core Metadata Initiative.

    Your browser does not have a PDF plugin but you can download it from this link.

  • PLO 4 | Course: LIS 61095 Linked Data

    My Metadata Architecture and Implementation course sparked my interest in linked data. This course on linked data, led by Dr. Marcia Zeng was a robust tour de force of many aspects of linked open data. Featured here is a project plan that was developed during the class. Although the project was never fully put into action, it was a great exercise on thinking through how something like this could be acheived. In fact, this has inspired a project that I continue to work with well after completing the course.

    Your browser does not have a PDF plugin but you can download it from this link.

  • PLO 4 | Course: LIS 60637 Metadata Architecture and Implementation

    In my Metadata Architecture and Implementation course, we were tasked with developing a range of “fact sheets.” These fact sheets served as an excellent way to evaluate and become more proficient with different metadata schemas that I may encounter in future work. This particular fact sheet focuses on VRA Core 4.0.

    Your browser does not have a PDF plugin but you can download it from this link.

  • PLO 5 | Course: LIS 60602 Resource Description and Access

    Resource Description and Access turned out to be quite challenging, yet extremely rewarding. This portfolio piece exhibits the wide range of content we had to catalog by hand in MARC, following RDA and LC-PCC PS guidelines. Learning the finer details on how integral accurate resource description is to information discovery was eye opening... learning how detailed and precise this work is was humbling.

    Your browser does not have a PDF plugin -- but you can still access it from this link.

  • PLO 5 | Course: LIS 60633 Digital Curation

    My Digital Curation course was an amazing tour de force of digital curation tools and trends in the field. Underutilization of Institutional Repositories was something I latched onto and decided to focus my energy on that topic for my final paper. Here, I examine reasons users are reluctant to use IRs, and present some ways IR managers might address these reasons.

    This exploration of why users avoid engaging with IRs, and using that knowledge to form solutions, was an interesting exploration of the library as intellectual commons as ACRL specifies in their Standards for Libraries in Higher Education. Principle 6.4 specifically addresses the need for libraries to have virtual spaces that serve as an intellectual commons (6.4). However, to contribute to academic success, as ACRL points to in performance indicator 1.6, this intellectual commons cannot be just created, it must be used. For it to be used, it must be shaped with input from the user.

    Your browser does not have a PDF plugin but you can download it from this link.
  • Course Name Description
    LIS 60010
    THE INFORMATION LANDSCAPE    		Exploration of the nature of information and technology in information-intensive environments. Topics to be addressed include information lifecycle processes such as production, storage, sharing, and consumption; social, cultural, economic, legal, and technological contexts for understanding information processes; the roles of information professionals and agencies, and their place in the larger information marketplace; current and emerging information technologies that shape the information economy.
    LIS 60020
    INFORMATION ORGANIZATION    		Introduction to the theory and practice of information organization and retrieval in various information environments. Familiarity with principles, standards, tools and current systems relating to organization of information and retrieval. Exploration of supported information system functions such as searching, browsing, and navigation. Assessment and evaluation of information organization and retrieval systems.
    LIS 60030
    PEOPLE IN THE INFORMATION ECOLOGY    		Takes a user-centered approach in exploring the information needs and behaviors of people (as individuals and in groups, communities, and institutions) in relation to the larger information ecology that surrounds them. Topics covered include an overview of information ecology; the user-centered paradigm; major information needs and information behavior theories, models, and findings; the landscape of information sources and services for users; factors that influence people’s information needs and behaviors; and user empowerment, information ethics, information fluency, and related issues.
    LIS 60050
    RESEARCH AND ASSESSMENT IN LIBRARY AND INFORMATION SCIENCE    		Focuses on quantitative and qualitative research methods applicable to information settings and environments. Explores research design, data analysis, proposal development, and ethical issues.
    LIS 60040
    INFORMATION INSTITUTIONS PROFESSIONS    		Examines the political, social, economic, and technical forces that influence the larger environments in which information institutions are situated. This course explores characteristics of the environments in which information professionals may work, including but not limited to academic, school, public, and special libraries, museums, archives, cultural heritage institutions, government organizations, corporations across all industries, and information creators and publishers. The course explores characteristics of the information profession including core values and principles, emerging professions, and understanding possible futures in profession, and explores ideas of organizational behavior in information institutions that operate across the institution as a whole, within groups, and within individuals in the organization.
    LIS 60510
    DATA FUNDAMENTALS    		The first of three one-credit courses in digital technologies, this course presents foundational knowledge on the principles that underlie digital resources and services in modern information society, with specific emphasis on data representation, encoding, formatting, and data modeling.
    LIS 60511
    INTERNET FUNDAMENTALS    		The second of three one-credit courses in digital technologies, this course presents foundational knowledge on the principles that underlie digital resources and services in modern information society, with specific emphasis on online information systems, the Internet, and data security.
    LIS 60512
    INFORMATION SYSTEMS FUNDAMENTALS    		The third of three one-credit courses in digital technologies, this course presents foundational knowledge on the principles that underlie digital resources and services in modern information society, with specific emphasis on Web-based information applications, programming logic, Linked Data, and the interpretation of data.
    LIS 60602
    RESOURCE DESCRIPTION AND ACCESS    		Theoretical foundation, principles, core concepts, and practical application of current standards and conceptual models for the description (descriptive cataloging) of a variety of resources in information institutions. Topics include history and principles of descriptive cataloging standards, best practices documentation, resource discovery, authority work, encoding standards and structures, linked data, ethical issues, as well as current topics in resource description and access, such as emerging technologies and future directions.
    LIS 60637
    METADATA ARCH AND IMPLEMENT    		Principles and theories of metadata development in the digital environment. Main focus is given to the design and applications of metadata schemas for distinct domains and information communities, issues in metadata interoperability, vocabulary control, quality control and evaluation. Examination of international standards, activities and projects with the use of case study approach.
    LIS 60633
    DIGITAL CURATION    		Management and preservation of digital objects and records throughout their lifecycle. Essential technologies and standards for building and maintaining robust, trusted digital repositories. Emphasizes the use and reuse of scholarly data, business and government records, cultural heritage materials, and other digital objects to create resources supporting communities of practice in their work.
    LIS 61095
    LINKED DATA    		The course covers the concepts and major proficiencies related to the practices and technologies of Linked Data, introduces key technologies that support Linked Data, and provides hands-on practices in producing and interacting with RDF data models, vocabularies, and datasets. Issues and practices related to the implementation of Linked Open Data (LOD), LOD approaches used in existing applications and websites, and the impact of LOD on data exchange and information discovery are analyzed and discussed in the course.
    LIS 60655
    COPYRIGHT    		Exploration of advanced copyright topics such as mass digitization, creative arts and other issues in fair use, library, archive and educational uses including the TEACH Act, digital first sale rights, Digital Millennium Copyright Act, and an introduction to copyright reform.
    LIS 60650
    INFORMATION POLICY    		Political, economic, cultural and legal issues regarding the production, distribution and use of information (print, electronic and Web). Policy-making process, standards and protocols, intellectual property, information economy, impact of computers on access and policy, privacy rights, transnational flow of information and the Internet and the World Wide Web.
    LIS 60280
    MASTER'S PORTFOLIO IN LIS    		Completed in a student’s last semester. It will include the creation of an electronic portfolio to represent and self-evaluate the student’s experience throughout the MLIS program, considering program learning outcomes and preparation for a career in the field of library and information science.

Your browser does not have a PDF plugin -- but you can still check out my CV by downloading it from this link.

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