PLO 05
Statement of Competency: Demonstrate Information Literacy and Technological Agility
Libraries are often seen as hubs of information where people come to explore and acquire knowledge. However, few consider how to effectively utilize that information. To me, information literacy is a broad and profound concept. In Vietnamese, “information” can seem overly general, while “literacy” is often narrowly understood as the ability to read and write. As a result, information literacy is sometimes reduced to a superficial notion of reading and writing information. I believe it goes far beyond that—it encompasses the ability to comprehend specific types of information, gain a deeper understanding, and develop the common sense needed to manage and apply it effectively.
Technological agility, on the other hand, represents a new level of mastering information and transforming it through technology. This concept depends on context, knowledge, and the ability to recognize needs and leverage technology to solve problems and enhance work quality. In librarianship, technology has historically reshaped libraries, continuously improving efficiency, accessibility, and alignment with users’ needs through innovative tools.
5.1 Exercise expert information literacy skills including the ability to identify information needs, search, evaluate, produce, and use information ethically.
In my IST 611 course, I partnered with a librarian from the Indonesian National Library to conduct an online Zoom session titled “Boosting Information Literacy” for undergraduate patrons. This semester-long project marked my first foray into international collaboration. I utilized my research skills to gather and identify extensive information about the Indonesian National Library (INL), collecting data on its history, analyzing its patron base, and studying its surrounding community. Recognizing the large number of undergraduate students who frequent INL, and through discussions with my partner librarian, we settled on a topic focused on information literacy. We combined our library expertise with the Kahoot! tool to deliver essential information, teaching students how to find, search, and access academic sources to enhance their research skills. Despite being held online, the session attracted over 50 participants and received highly positive feedback. This project not only enhanced my learning experience in using Kahoot! as an educational tool but also highlighted how I can create and interpret engaging data and information for my patrons in future projects.
5.2 Apply knowledge of user information behavior in various contexts.
At Duong Lieu Library, I have consistently applied my understanding of user information behavior to improve access and engagement across different user groups. Our community includes young children, teenagers, parents, and elderly residents, each with different needs and behaviors when it comes to seeking and using information. For example, I noticed that young children often rely on visual cues, so we created a color-coded labeling system with 12 colors to help them identify book topics easily. This approach allows them to navigate the library independently and build confidence in choosing books. I also observed that parents are more likely to participate in educational programs when they see direct benefits for their children. This insight helped shape many of our events, such as the English Storytime series, which encourages family involvement while supporting early English language development. Another example is Psytalk – Talk to Love (WeHere Project), an event that helps parents understand their children’s behavior and guides them in responding with love and empathy. These programs reflect how we design services not only based on community needs, but also by observing how users engage with information in everyday life and responding with inclusive, thoughtful solutions.
5.3 Employ research methods to investigate important questions; collect, analyze, evaluate, and communicate data; and interpret results from studies in library and information science and cognate fields.
In my course IST 682, Cultural Competence for Information Professionals, I submitted an essay titled “Bridging Cultures: Expanding Library Services for the Burmese Community in Indianapolis.” In this project, I applied research methods to investigate how the Indianapolis Public Library (IndyPL) could better serve one of the city’s largest yet underserved immigrant populations. I began by identifying a clear research question: How can IndyPL expand its services to support the language, cultural, and educational needs of the Burmese community? I collected data from various sources, including demographic statistics, library catalog searches, and service reviews, and analyzed them to identify service gaps. For example, I found that although Indianapolis is home to over 29,000 Burmese residents, the library system offers fewer than 100 items in Burmese and very limited resources in Chin, Karen, or Rohingya. I also evaluated the availability of ESL programs, citizenship preparation classes, and cultural events tailored to this population, revealing a clear mismatch between community needs and current services. Based on these findings, I proposed a targeted initiative called Myanmar Hub, which includes expanded language collections, bilingual learning materials, and culturally relevant programming. Through this project, I practiced collecting, analyzing, and communicating data while also learning how to apply research results to promote equity and inclusion in public library services.
5.4 Engage, evaluate, and deploy various technologies ethically and critically
At Duong Lieu Library, we engage with technology in ways that are thoughtful, ethical, and tailored to our community’s real needs. Since most of our team members are high school and college student volunteers with no formal librarian training, we focus on developing simple and accessible systems. One of my proudest achievements was leading the WeTech project, a small team of one manager and three volunteers that has significantly contributed to the library’s technology growth. In our early days, we used Excel and printed cards to track borrowed books manually. To improve efficiency, we developed a custom website to manage our collection. This allowed us to simplify cataloging, make it is easy for volunteers to use and still effective for library management.
Next, we plan to create an app that allows volunteers to access data from their own devices, along with a patron-facing version for accessing library resources. While this may sound basic, it is tailored to our community’s characteristics and based on our community’s technology level. It also represents a significant step for our young, untrained librarians, as we have designed it to be as user-friendly as possible.
Future Plan
I believe libraries have the power to create meaningful change within communities. Information literacy should be tailored to actual needs and aligned with cultural contexts. My future plan is to design programs that integrate local characteristics to deliver essential information in engaging and relevant ways.
As society rapidly evolves, information literacy must be taught through diverse methods, engaging all human senses rather than relying solely on traditional approaches. Technology plays a pivotal role in this transformation. I hope to make it a core aspect of information literacy, both in serving my community and in any future professional environments I contribute to.
List of program outcomes: