Conclusion

CONCLUSION

The Meta of It All…

Meta serves as prefix to two phenomena integral to twenty-first century librarianship – data and literacy. It’s not surprising then when Dr. Marcia Bates (1999) succinctly describes information science itself as a “meta-discipline” (p. 1044) and as such, it is essential that information professionals be aware of how recent factors inclusive of emerging technologies are shaping the information people search and retrieve. First, I think it’s useful to unpack what is meant by “meta-discipline.” Bates employs the term when she writes “…that information science, like education and journalism, among others, is a field that cuts across, or is orthogonal to, the conventional academic disciplines. All three of the above-named fields…cut across all of what we might call ‘content’ disciplines” (Bates, 1999, p.1044). Put more simply, a meta-discipline is less about content itself than it is about shaping the way other disciplines and/or fields of study or interest receive, process, and utilize content most purposeful to them. In execution, this requires that today’s information professional not necessarily be individually knowledgeable on a vast array of subjects but significantly, possess the skills to locate, guide, and teach toward provision of access to basic information resources.

I have always been drawn to the concept of meta. This was fostered through an early interest in film criticism and furthered in pursuit of my undergraduate degree in literary studies where literary theory informed much of my literary analysis. I’ve long been aware of my engagement with content about content or meta-content though it’s only in the last few years that I’ve realized the commentary no longer just supplements my experience of content consumption. Any more, it supplants it. At a certain point, I shifted from seeing meta-content as equally significant to choosing meta-content over the original content itself.

I had not originally perceived any relationship between this personal interest and my academic pursuit of a Master’s degree in Library and Information Science when I began the program in January 2017. But then I came across Bates’s characterization of information science as a “meta-discipline” and it all clicked for me. It was unsurprising that I would ultimately be drawn to a field of study that is something about something – information about information, content about content, the thing about the thing.

I love and have long been practicing the act of the deconstruction, organization, classification, reticulation, analysis, study, commentary, discourse, and/or dialogue of/on/about/related to — the thing. As is evidenced by the work in this culminating academic portfolio, I am fascinated with and driven by considerations of data and literacy especially as they relate to the Web and new technologies. The infinite possibilities for metadata are discussed in depth in Competencies E and G while an extended exploration of information literacy and specifically, information literacy instruction, is glimpsed as the through-line in this portfolio but in particular, as it informs Competencies H, J, K, L, and O.

When I began this program, I was uncertain of which career path I’d follow or in which aspect of librarianship I’d focus my effort and attention. This body of work evidences my trajectory from intrigued and engaged MLIS student to passionate and determined information literacy instruction information professional.

Following the completion of my degree, I desire to work in an academic library where I can bring many of the ideas contained herein to fruition in ways that genuinely benefit my students and foster their capacity for infinite learning. In turn, I’m equally committed to furthering my own infinite learning, seeking professional development opportunities, conducting meaningful research, embracing emerging technologies, and committing to the consistent and necessary evolution of the information profession informed by the skills, philosophies, insights, and knowledge I gained through my experience at the School of Information.

Reference:

Bates, M. J. (1999). The invisible substrate of information science. Journal of the American Society for Information Science, 50(12), 1043-1050.