Table of Contents
Goal 1 — Information Resources & Services
Goal 2 — Organization of Recorded Knowledge
Goal 3 — Research & Evaluation
Goal 4 — Technology & Digital Literacy
Goal 5 — Leadership, Ethics, and Diversity
This portfolio reflects my work in the Dominican University MLIS program, demonstrating growth across reference, cataloging, research, technology, and leadership. Each artifact represents a step toward my goal of uniting library science, creative practice, and public service. Together they show my commitment to preserving access, fostering critical inquiry, and building spaces of care within academic and community settings.
Benny's Resume
This resume highlights my professional experience as part of my larger goal to unite library science, cultural heritage, and legal study. Each position reflects a dedication to access, justice, and the evolving role of libraries in civic life.
View or download my full resume below.
Outcome 1a — Describe the evolving nature of core values and ethics within diverse information environments
Through my work on the digital exhibit Live at the Hungry Brain, I explored how libraries and archives uphold ethical responsibility in representing community voices. The project emphasized diversity, authenticity, and access; demonstrating how ethical curation preserves culture while respecting the people who create it.
Goal 1 — Information Resources & Services
My work in the Dominican MLIS program has strengthened how I understand information services as both an ethical and community-based practice. From managing access points in cataloging to engaging with patrons at the University of Chicago Library, I’ve learned how professional values like intellectual freedom, equity, and accountability shape daily work. These experiences have grounded my professional identity and guided how I serve diverse users with integrity and care.
Outcome 1b — Demonstrate how a philosophy, theory, model, or major perspective of the LIS profession guides practice in diverse settings
In my LIS 707 Leadership Term Paper, I connected leadership theory with everyday library work; showing how reflective practice and empathy shape decision-making. The paper bridges theory and experience, illustrating how professional philosophy becomes action within real institutional contexts.
Outcome 1c Participate in professional activities and associations
My practicum at the University of Chicago Library centered on the Year of Games exhibit and gave me ongoing experience in a professional academic setting. I met monthly with Patti Gibbons, Head of Collection Management and Exhibitions, to learn how exhibits move from initial concept to final installation, including planning, curation, scheduling, and cross-department communication. At the front desk I became a point of contact for visitors and staff, answering questions and helping maintain a welcoming environment that supported the exhibit’s goals. This practicum showed me how exhibits are produced behind the scenes and how frontline work supports that process. It strengthened my communication skills and deepened my understanding of how collaborative work shapes public-facing library projects.
Outcome 2a Apply cataloging principles and standards to organize information resources
In this assignment, I compared MARC 21 records for three books across the catalogs at Dominican University, the University of Chicago, and the Chicago Public Library. By examining fields such as the 500 general note, the 504 bibliographical note, and the 520 summary note, I gained a clearer understanding of how different institutions apply descriptive cataloging standards to the same work. I analyzed how variations in edition, cataloging policy, and available metadata shaped the presence or absence of these fields, and how each decision affected user discovery and research value.
This exercise helped me see cataloging as an intentional design of access rather than a mechanical task. Evaluating how specific MARC fields contribute to clarity, context, and search precision strengthened my understanding of descriptive standards and showed how metadata choices directly shape the user experience.
My work for this goal focuses on how information is structured, described, and made discoverable. Through cataloging coursework and hands-on practice, I learned how metadata, standards, and classification systems guide users toward what they need. I came to see organization not only as a technical process but as an ethical one that requires accuracy, clarity, and respect for the communities represented in the record. These artifacts show my growing skill in applying cataloging standards and subject vocabularies, along with my understanding of how organizational systems influence access, representation, and the overall user experience.
Outcome 2c Develop appropriate responses to assessed information needs within diverse communities and organizations
My work in LIS 885 helped me understand how information needs emerge from historical context, cultural identity, and power dynamics. In my analysis of colonial collecting practices, I examined how museums have controlled and distorted the stories of Indigenous communities by treating cultural objects and even human remains as data rather than as expressions of lived experience. I contrasted this with community-led archives, where people define their own narratives and reclaim authority over their history. This work showed me that responding to an information need is not only a matter of providing access, but of understanding who has been silenced, who should be centered, and what ethical responsibilities institutions have when caring for materials that are not their own. By recognizing these gaps and the harm caused by past practices, I learned how to frame responses that respect community knowledge, support self-representation, and restore control to the people most affected by the record.
Outcome 2B: Understanding and Applying Classification Systems
For this artifact, I analyzed the biography Three Finger: The Mordecai Brown Story and applied the Library of Congress Subject Headings to create accurate subject access. I scanned the title, table of contents, and introduction to identify central themes, then constructed the authorized heading Brown, Mordecai, 1876–1948, confirming its accuracy by comparing it to the WorldCat record. This process demonstrates my ability to interpret a work’s content and apply controlled vocabulary consistently, using LCSH as a major organizational system for information access.
In my reflection, I also examined the limitations of LCSH and how rigid or outdated terminology can fail to capture nuance, drawing on critiques from Cronquist et al. and the Change the Subject documentary. This awareness shows not only technical skill, but an understanding of the ethical and representational challenges embedded in classification systems.
Outcome 3a Conduct and apply research and evaluation methods in information settings
I assessed the Smithsonian’s online exhibit “Celebrating Jackie” using the four-part Assessing Excellence framework of Comfort, Engagement, Reinforcement, and Meaning. I evaluated how the exhibit’s design, narrative structure, and digital features shaped user experience, and I analyzed how well it communicated Jackie Robinson’s legacy across historical, cultural, and emotional dimensions. Drawing on both the exhibit itself and external research on digital preservation practices, I examined how online collections support learning, accessibility, and public memory. This process strengthened my ability to use structured evaluation methods and helped me understand how thoughtful design and evidence-based analysis improve the way cultural institutions present information to diverse audiences.
Goal 3 Research and Evaluation
My work for this goal reflects how I have grown as a researcher and how I use structured inquiry to understand, evaluate, and improve information environments. Through projects that analyzed digital exhibits and developed evidence-based strategic plans, I learned to apply research methods, interpret findings, and connect analysis to real organizational needs. These experiences strengthened my ability to assess user experience, evaluate design choices, and use frameworks such as Assessing Excellence and design thinking to guide meaningful improvements. The artifacts in this section demonstrate my ability to gather data, interpret it clearly, and turn research into practical strategies that enhance access, inclusion, and user engagement.
Outcome 3c Evaluate resources or tools that manage and facilitate access to information
For this project I conducted a full evaluation of LIS databases in order to determine which resources best support research on Chicago sports. I compared subscription databases, open access repositories, and academic discovery tools, assessing each one for scope, usability, coverage, search functionality, and long-term research value. The process required me to identify redundancies, justify removals, and recommend additions based on relevance and access needs. I also created search strategies and user guides for each selected database, which helped me understand how interface design, controlled vocabulary, indexing, and platform features shape a user’s ability to retrieve meaningful information. By comparing my selections with an AI-generated list, I was able to analyze the strengths and limitations of automated recommendations and reaffirm the importance of human judgment in database evaluation. This work strengthened my ability to critically assess digital tools and showed me how thoughtful evaluation directly improves access to information in an academic or public research setting.
Outcome 3b Interpret research findings and apply them to practice in information settings
I developed a design thinking–based strategic plan that applies research on neuroinclusion, leadership, and organizational behavior to a real information environment. Drawing on scholarship from library leadership studies and marketing principles, as well as evidence gathered from institutional context and staff needs, I created a program outline that integrates neurodivergent perspectives into recruitment, support, and professional development at the University of Chicago Library. The project uses structured research methods, including empathy interviews, SWOT analysis, implementation mapping, and measurable outcomes, to inform decision-making and guide the creation of inclusive workflows. This work demonstrates my ability to interpret research findings and translate them into practical strategies that improve organizational culture and support diverse users and employees.
Outcome 4a Demonstrate technological fluency and evaluate digital tools in information environments
Below I created a multimedia presentation that evaluates Historypin as a digital tool for cultural heritage work. I examined how the platform supports community storytelling, public engagement, and the preservation of historical materials. My analysis focused on usability, access, interface design, and the effectiveness of its mapping and search features. I also considered where the tool falls short, such as the absence of a dedicated mobile app, which limits its accessibility for on-the-go users. This project demonstrates my ability to assess a digital platform through a critical lens and communicate how technology can support cultural heritage initiatives in libraries and related institutions.
Goal 4 Technology and Digital Literacy
My work for this goal reflects my ability to use digital tools thoughtfully and evaluate how technology supports access, learning, and cultural memory. Through coursework in cultural heritage and digital research, I gained experience assessing online platforms, creating multimedia presentations, and comparing the effectiveness of different information systems. These projects strengthened my digital literacy and helped me understand how technology shapes user experience and supports the mission of libraries and cultural institutions. The artifacts in this section demonstrate my ability to analyze digital tools, communicate their strengths and limitations, and apply technology to serve diverse users.
Outcome 4b Create and manage digital content to support information access and user engagement
Linked here, I built the Tigers by Benny website using the Wix platform as a way to present visual work in a clear and accessible digital environment. Developing the site required me to design page structures, organize image collections, and create intuitive navigation that supports different types of users. I worked with digital tools for layout, media embedding, and mobile optimization, which strengthened my understanding of how interface choices shape the way people move through online content. This project demonstrates my ability to create, manage, and refine digital materials while applying principles of usability, design, and information access in a web-based setting.
Outcome 4c Demonstrate teaching and learning principles in relation to professional practice
My literature review on customer service in academic libraries explored how teaching and learning principles shape professional practice and staff development. I examined research on soft skills training, improvisation techniques, experiential learning models, and leadership approaches that support employee growth. This work helped me understand how staff learn to provide effective service and how intentional instruction improves confidence, communication, and user experience. I analyzed how libraries can build training programs that address accessibility, digital literacy, and user engagement, as well as how mentorship and recognition strengthen workplace learning. Through this review I gained a deeper understanding of how professional education, reflective practice, and organizational support contribute to a learning environment that benefits both staff and the communities they serve.
Outcome 5a Apply marketing and advocacy principles to demonstrate and promote the value of libraries
In this discussion analysis, I examined how relevance, reputation, and crisis communication shape the public identity of libraries. Using insights from Anderson’s marketing framework and the TED talks by Rebecca Raven and Mark Ray, I explored how libraries must communicate consistently and honestly in order to earn trust before a crisis occurs. I argued that visibility, narrative control, and community engagement are not optional. They are the foundation of a library’s reputation and the reason a community sees it as essential during difficult moments.
This work helped me understand marketing as more than promotion. It is the ongoing practice of building credibility, framing the library’s mission in clear language, and advocating for the institution through everyday communication. By analyzing how effective messaging, transparency, and community-centered outreach support long-term trust, I learned how libraries can strengthen their public value and lead with confidence when challenges arise.
Goal 5 Leadership, Ethics, and Diversity
My work for this goal reflects how I have grown as a communicator, collaborator, and emerging leader within academic and community information environments. Through coursework, practicum experience, and applied projects, I learned how libraries build trust, support staff, and serve diverse communities through clear communication and ethical decision-making. I explored how marketing shapes public perception, how professional communication supports shared understanding, and how leadership principles guide organizational culture. These experiences helped me recognize that leadership in libraries is not only positional. It is relational. It is built through listening, transparency, and a commitment to creating spaces where people feel respected, informed, and included. The artifacts in this section show how I apply advocacy, communication, and leadership practices to strengthen library services and contribute to environments grounded in equity and care.
Outcome 5c Demonstrate leadership principles in an educational, professional, or community context
In my comparative analysis of library access policies at UChicago, MIT, and Harvard, I examined how leadership decisions shape who is welcomed into academic information spaces and why these choices matter for surrounding communities. Through interviews with senior library administrators and an analysis of historical shifts in policy, I traced how UChicago has moved from an exclusive, research-only model toward a more inclusive approach informed by data, community engagement, and changing institutional values. By comparing this evolution with the practices at MIT and Harvard, I evaluated how different leadership cultures interpret access, responsibility, and public trust. This project helped me understand leadership as a balance between historical identity, community needs, and ethical accountability. It strengthened my ability to analyze institutional decisions, recognize the impact of policy on diverse users, and articulate how thoughtful leadership can create more open and responsive library environments.
Outcome 5b Demonstrate effective professional communication to achieve common understanding
In my LIS 701 group presentation on homelessness and library service, I worked with classmates to communicate a complex social issue in a way that was clear, accessible, and grounded in evidence. Our goal was to help library workers understand the barriers unhoused patrons face, the ethical responsibilities libraries hold, and the practical challenges staff encounter on the ground. I contributed research, visual design, and narrative framing that translated academic sources into language that invited reflection rather than judgment. The presentation required me to coordinate tone and structure with my group, ensuring that our sections aligned and built toward a shared message. This experience strengthened my ability to communicate professionally about sensitive and stigmatized topics and taught me how collaborative communication can build common understanding in library settings.
Personal Statement
My personal statement reflects the path that brought me to librarianship, the values that guide my work, and the commitment I bring to public service, cultural stewardship, and the pursuit of justice.