Methodology

I began collecting a record of class projects, discussions, leadership experiences and other extracurricular work using the MLIS Student Success Planner, which I received in INFO 203. After every semester, I updated the planner and created a finished file for each course, making sure that the document names in my folders matched those in the planner’s spreadsheet. This system helped me keep track of which competencies I had solid evidence for, and it made organizing everything later more manageable.

I started reviewing my evidence over winter break and narrowed it down to a list of items I wanted to use for each competency. When the spring semester began, I built the website and began drafting most of the evidence essays first. As I worked through this process, I was able to find key references to be later used during the competence essays.

Writing took the longest, in part because I’m dyslexic and words often take time to feel “right” to me. I used text-to-speech tools to listen to my references, took notes, made outlines, and then went through iterations of writing, listening, and editing. It’s been a slow process, but I hope the final result reflects my understanding of the subject matter for each section.