Week 8: Learning Journal Assignment

Dominique Burns, INFO 233-10, Professors Buchanan and Harlan, Learning Journal Assignment Week 8


Lately I have been exploring virtual makerspaces that I could tie in with the technology curriculum at the school where I work. The school is a K-12 science and technology charter school here in Colorado. Since this week we are learning about technology trends, I thought it would be fun to try out a new online resource. I decided to explore the “Best Websites for Teaching & Learning” link on this week’s module.

1When I first arrived at the American Association of School Librarians website I clicked on the 2015 recommendations and then “Social Networking & Communication.” After exploring the list of options, I went with the site StoryboardThat. I chose this site for two reasons. The first was because I am the Anime and Manga club sponsor where I work, and clubs at this school are a class once a week during block schedule. I thought that it could potentially make for a fun club activity. The second reason was that I wanted to see if I could use it to create a virtual makerspace for students in the library.

I made an account and decided to try making my own storyboard. I really liked that there were so many creative options to choose from. I was able to choose scenes, characters, textables, shapes and different locations for my story. Everything was drag and drop, which made learning to use the site fairly easy. I could even customize my character’s hair, eyes, and skin color. I have to say after making my own storyboard that I love the site! I can picture setting up Chromebooks in the library for a virtual makerspace activity and/or implementing this in the Anime and Manga club.


I’m excited to show my students this site and I’m pretty sure they will make way better storyboards than the one I did. Here is my storyboard:



Categories: 2016, INFO 233, INFO 233 Sec 10, Personal Learning Network Learning Journal, Uncategorized | Tags: , , , , | 1 Comment

Week 7: Learning Journal Assignment

Dominique Burns, INFO 233-10, Professors Buchanan and Harlan, Learning Journal Assignment Week 7


I joined a new online book community called LibraryThing! At first glance the site looks similar to Goodreads.com. I felt hesitant about making an account, mainly because I love Goodreads.  I decided to try the site out, because of a recommendation from a classmate. Once I made a LibraryThing account and explored the site I could see the differences. I like that the site is targeted at avid readers and professionals. There are a lot of options for cataloging and organizing your personal collection. I’m thinking I will start the process of adding my own books to my account this summer. Another neat thing about the site is that you can import your online book purchases form Amazon.



I don’t see my students being as in to the site as I am. I think they would prefer Goodreads over LibraryThing, mainly because of how simple Goodreads is. LibraryThing is a dream for organizing, but at the same time had a lot of options. Goodreads also has more of a social feel to it. I came across a blog post from Barbara Fisters about the differences between the two sites. She writes:

They have significantly different flavors. LibraryThing is more focused on individual members’ catalogs, drawing on book metadata from many sources, making it useful for those who collect pre-ISBN books or non-US, non-English titles. Goodreads is much more social and contemporary and is designed to enable Facebook-like group formation and socializing around books.


I completely agree with Fisters about the differences between the two sites. I think both sites offer users a different experience and that is what makes them popular. Over all I liked LibraryThing and plan to use it more. The site has some other nice features, such as a recommendations page. This page recommends books based off your own collection. I also discovered some librarians in my area on the site and would love to connect with them on there!

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Week 6: Learning Journal Assignment

Dominique Burns, INFO 233-10, Professors Buchanan and Harlan, Learning Journal Assignment Week 6

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connected learningMy emerging trend project is on high school library makerspaces, which means I have been reading about makerspaces for weeks now. With that in mind I feel like makerspaces fit right in with this week’s topics. In lecture and in the readings we learn about connected learning and participatory culture. According to Dr. Harlan (n.d.) connected learning in the library “Connects learning in different contexts through networks, interests, and production” (Online Lecture). While authors Hamilton and Cox (2012) define participatory culture as “Long-term sustained learning experiences that integrate writing, reading, speaking, and listening” (p. 7). The question is how can you incorporate connected learning with a participatory culture in today’s school library? I think the answer is makerspaces, as they allow for student to learn through many different platforms. Makerspaces are defined as “Centers of collaboration, experimentation, critical thinking, engineering, and creation” (Gustafson, 2013, p. 35). There are so many different types of makerspaces out there and many of them can meet common core requirements while engaging students in connected learning.

For example a virtual makersapce can promote literacy, writing, reading, and student collaboration in the library. This meets common core standards and allows for students to expand their knowledge and skills sets in a digital environment. One type of virtual makerspace that you can incorporate in your library is a writing program. This can be done through online communities or websites where students could write book reviews.

Another idea that I just recently learned about from a librarian at a near by charter school is National Novel Writing Month (NaNoWriMo). NaNoWriMo takes place in November and is a month long initiative that encourages individuals to write 50,000 words. She implements her program in a few different ways. First she encourages students to make an online NaNoWriMo profile, so they connect with their peers online. Students can track what they are writing and collaborate with their peers on the website. Second she works with staff at her school to have library writing workshops in preparation for NaNoWriMo. I advertised for NaNoWriMo at my own high school library this past year, but I didn’t take full advantage of the online writing community. I love how she has created a virtual makerspace for students in the library. Students could use the library computers or bring their own to work. There were teachers there to help them all month long during lunch and recess.

After talking to her I can already envision implementing this program in my own high school library. I think it would be great to make a virtual/temporary makerspace for the month of November. We have Chromebooks that I could set up in one area of the library for students to write on. I loved her idea to include staff in on the project and would definitely do the same!


Gustafson, E. (2013). Meeting needs: Makerspaces and school libraries. School Library

     Monthly, 29(8), 35-36.

Categories: 2016, Personal Learning Network Learning Journal, Uncategorized | 1 Comment

Week 5: Learning Journal Assignment

Dominique Burns, INFO 233-10, Professors Buchanan and Harlan, Learning Journal Assignment Week 5



I love the reading from Valerie Diggs (2009) on libraries as learning commons. I think that the role of a library is to provide information and that information comes in many different forms. I find that it is hard to sometimes convince others of this notion and I also agree with Dr. Harlan (n.d.) that library stereotypes are “Deep in our cultural consciousness” (Learning Commons Lecture). However, I do think with time that our schools and communities will start to see libraries as more than a book warehouse. It’s why I am constantly pushing for non-stereotypical library events and programs in my own high school library.

2016+Open+Mic+Image+FlyerIn fact this last Friday we held our first ever high school open mic for the students in the library. More and more libraries are starting to implement these types of community events, which is why I wanted to do one in my own library. I think that an open mic night is the type of library event that reflects that the library is a learning commons. The event brought both staff and students into the library to work together. The students were also collaborating for weeks on short stories, poems, and music in the library.

I learned a lot as well from hosting this event. I’d never done an open mic night and found very few articles online about implementing one in a high school library. I did find one article from librarian Cathleen Ash (2014), who wrote a “how-to” guide based off of her own experiences. She described the steps she took towards implementing an open mic night in her high school library. I found it incredibly helpful and used a lot of her suggestions. I’m definitely grateful for the online community of librarians who blog about their events. It expands my own professional learning network when it comes to learning from other librarians. This event also gave me a chance to work with other staff members and students to bring the event in to fruition.

Besides gaining professional development from it, I felt like my students were able to learn from the experience as well (Koechlin, Zwaan, & Loertscher, 2008, p. 10). They had the opportunity to really take ownership of the library and I think that’s what made the event fun and successful. I truly loved seeing the library change from “book storage room” to an interactive learning commons. Since the event I have had more students working in the library, which has inspired me to start working on my next event… a video game evening in the library!

Categories: 2016, Personal Learning Network Learning Journal, Uncategorized | 1 Comment

Week 4: Learning Journal Assignment

Dominique Burns

INFO 233-10, Professors Buchanan and Harlan

Learning Journal Assignment Week 4

11247_pkg1One of the options for these weekly PLN journal entries is to write about “Leading voices in the field” (Buchanan & Harlan, n.d.). Nancy Pearl, besides having an obviously cool name, is a leading voice in the field of librarianship. She may also be one of only librarians out there that has her own action figure. This isn’t exactly what makes her a leading voice in the field of librarianship, but it is a fun fact. What makes her a leading voice in the field of librarianship is her drive for reading and literacy. Author Kim Rodriguez (2011) believes it is important for all librarians to dream from day one and Pearl has done just that.

Pearl is notably known for her “City-wide book clubs” started in 1998, were she inspired many individuals to join her book club called “If All of Seattle Read the Same Book” (Abe Books). Her goal was to get more people reading and she ultimately succeeded as the program was adopted by other cites. The program was later re-named “One City One Book” (Rodgers, 2002). Pearl’s program since then has grown substantially. There are now instructions for implementing book clubs based off of her initial program. These can be found on the American Library Association website.

Pearl has become so influential in her profession, as a librarian, that companies like Amazon.com now work with her. Individuals can buy her favorite out-of-print book recommendations based off her “Book Lust Rediscoveries series” through Amazon.com. The company works with her to re-print books she believes are important and should be universally read. This is no easy feat, as Pearl has had to inspire and convince others to believe in her programs and causes. Her citywide book clubs started as a way to bring awareness and promote reading. Now Pearl’s belief in the importance of reading and her excitement is shared with large-scale companies, such as Amazon.com.

Pearl is also an active public speaker and in a simple YouTube search you can find and listen to her talk. I find Pearl to be very inspirational and would recommend that all librarians in training take some time to listen to her speak. Here is a short video from Pearl talking about what drew her to librarianship.


Nancy pearl



Rodriquez, K. (2011). Be the change, live the dream—from day one. In G.K. Dickinson & J. Repman (Eds.), School Library Management. Santa Barbara, CA: ABC-CLIO, LLC.

Rogers, M. (2002, April 1). Libraries offer chapter and verse on citywide book clubs. Library Journal. Retrieved from


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Week 3: Learning Journal Assignment

Dominique Burns

INFO 233-10, Professors Buchanan and Harlan

Learning Journal Assignment Week 3



IMG_3335This week I had an opportunity to attend a professional development workshop on “Instructional Practices” at the school I work at. We talked about two books, Teaching with Love and Logic by Jim Fay and David Funk (1995) and The 8 Keys of Excellence by Bobbi DePorter (2010). I am familiar with Teaching with Love and Logic and read it many moons ago. It is one of my favorite resources and I recommend it to anyone who works in a school. I was familiar with The 8 Keys of Excellence prior to the workshop, but haven’t read the book. DePorter’s (2010) book is about character education and implementing it in to the classroom. I’m definitely excited to read her book and learn more on the subject. Our administrators provided us with a copy of DePorter’s (2010) book to take home and cut outs of the eight keys.  I really loved getting to spend time with my co-workers and I was also hoping to walk away with some collaboration opportunities.

In INFO 233 one of our assignments was to read four articles from our textbook, School Library Management. Then summarize and share a personal reflection about each article. I found that many of the articles I read and that my classmates read included a common theme. This theme was the importance of collaboration. One of my classmates wrote about the article “School Library Media Collaborations: Benefits and Barriers” by Dawn Frazier (2010). This wasn’t one of my four articles, but it grabbed my attention since it is something I want to work more on. I ended up reading it and I think that every librarian in training should read it too. Frazier (2010) writes “A school librarian’s curricular role has expanded from resource provider to educational partner with the goal of creating 21st century learners” (p. 77). With this in mind I set about finding ways to partner with other co-workers for the benefit of the students. After attending my professional development workshop I walked away with two new collaborations.

The first one is helping the middle school honors teacher with honor society applications. I’m going to be reading and reviewing the applications as a sponsor. The second opportunity is collaborating with the GLT (Gifted Learning Teacher) to make a new template for writing book reviews. We are going to make a template that requires students to provide higher levels of critical thought when writing book reviews. A benefit of helping with this is that I will get to come in to her classroom to work with her students. She also asked if I would display the reviews in the library, which of course I said yes to!


Frazier, D. (2010). School library media collaborations: Benefits and barriers. In G.K. Dickinson & J. Repman (Eds.), School Library Management. Santa Barbara, CA: ABC-CLIO, LLC.

Categories: 2016, INFO 233 Sec 10, Personal Learning Network Learning Journal, Uncategorized | Leave a comment

Week 2: Learning Journal Assignment

Dominique Burns

INFO 233-10, Professors Buchanan and Harlan

Learning Journal Assignment Week 2

I keep thinking back to the reading the “5 Do’s and Don’ts for Expanding Your PLN as a Teacher” from Global Digital Citizen. I feel like I am perfectly hitting point four on the Don’t List. Point number four being, “Don’t miss out on professional development opportunities.” According to the Global Digital Citizen, “A professional learning network involves making connections and building personal relationships with other educators around the world for the purposes of sharing ideas, resources, and voicing educational concerns.” In some form I am doing this, through online communities like WordPress, Goodreads and LinkedIn. However, I think I am not fully taking advantage of professional development opportunities in my digital or physical learning environments (Buchanan, 2015). Being active in professional development opportunities is a large part to growing, cultivating, and sustaining a professional learning network (The Tenacious Teacher-Librarian Blog, 2015). My school offers free professional development classes as a way for employees to learn and collaborate with one another. My job is a professional learning network in its own and it’s important that I recognize this. Which is why I have decided to sign up for one of those professional development workshops. It’s a way to not only grow my professional learning network, but also grow as a librarian in training.

Since this week we learned about 12 dispositions, I wanted to choose a professional development class that would help strengthen some of my dispositions (Harlan, n.d. p. 13). I singed up for a workshop on “Instructional Practices” to work on my awareness and implementation of a variety of instructional strategies disposition (Harlan, n.d., p.13). The workshop is Friday February 12th, 2016. Since I can’t write too much about a class I have yet to take, I’ll make sure to blog about the experience for my week three post. I’m also hoping that I will walk away with collaboration opportunities from the workshop. I don’t think I do it enough and from everything I have read these past weeks in INFO 233, I’ve come to realize that a disposition for collaboration is a great way to grow personally and professionally.


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I also want to share a resource I came across this week since I am talking about professional development opportunities. The LibraryScienceList offers a list of free online professional development courses for librarians. I thought this was a great resource
to share, especially if you don’t have professional development workshops or opportunities in your physical learning environments.


I’d love to know what online professional development opportunities you like to take part in, so share below!




Harlan, M. (n.d.). Dispositions [PowerPoint slides]. Retrieved from https://sjsulis.voicethread.com/share/5806196/

Harlan, M. (n.d.). Document values, roles, and dispositions. (pp. 1-18). Retrieved from              https://sjsu.instructure.com/courses/1185095/files/42169184/download?wrap=1



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INFO 233/Assignment #1: Personal Disposition Statement


Dominique Burns

Assignment #1: Personal Disposition Statement

INFO 233-10, Harlan & Buchanan

Spring 2016

In one of my undergraduate classes I had the opportunity to take the Indigo assessment. I have always known that I wanted a career that would give me the opportunity to help others. I just wasn’t completely sure what that career was. The Indigo assessment provided me with a list of possible career choices, which included librarian, teacher, counselor, and social worker. It was librarian that intrigued me the most, but to be honest I wasn’t so sure what that meant as a career. That’s when I stumbled upon a blog titled “The Unquiet Librarian” by Buffy J. Hamilton. Hamilton (2012) wrote about school libraries in today’s world and one of her posts struck a cord with me. Hamilton (2012) wrote:

I still believe in the possibilities of libraries and school librarians–but those will never come to fruition if we acquiesce and abandon the effort to elevate the library as a site of participatory culture and a cornerstone of every child’s learning experience in schools, as a partner who can support our teachers by being embedded as part of the team to give every child positive, constructive, and meaningful learning experiences. (https://theunquietlibrarian.wordpress.com)

Hamilton’s passion for her job was evident and it’s what helped guide me to a career in school librarianship. Numerous things drew me to school librarianship, such as my love for reading, working with others, and the sense of community. What ultimately drew me to school librarianship was that I would be able to work with kids and hopefully make a difference in their lives through education and outreach programs.

As a librarian in training, I hope the profession will allow me to be a “Passionate advocate, a technologist, a teacher, a futurist, a tinkerer” and a reliable resource for my students (Harlan, n.d., p.2). In the lecture, The Many Hats of the Teacher Librarian, Professor Buchanan (n.d.) talks about leadership and the numerous roles you take on as a librarian (slide 6). I hope in the future this profession will give me the chance to take on leadership roles in the school community. As well, give me the opportunity to “wear different hats” as I work with teachers, administrators, and students. I want to run a library that meets the diverse information seeking needs of an entire school community. While this is what I hope the profession will be, I also have concerns. I worry that schools might not be able to see the value in libraries as technology progresses. I fear that schools will look at libraries as book warehouses and not as a place to explore or create (Harlan, n.d., p. 2). I worry that others might be mentally stuck with an outdated understanding of libraries.

In order to bring my dreams for this profession in to full fruition, I need to practice 12 dispositions. The 12 dispositions according to Dr. Harlan (n.d.) are:

  1. Awareness and implementation of a variety of instructional strategies.
  2. Commitment to Information Literacy
  3. Using assessment to improve student learning
  4. Supporting literacy and reading
  5. Supporting diversity
  6. Commitment to intellectual freedom
  7. Communication
  8. Participation in advocacy
  9. Seek opportunity for collaboration
  10. Practice and model resiliency
  11. Develop leadership
  12. Embrace professional ethics (p. 13)

I think of the 12 dispositions, six of them will be my strengths as a school librarian. The six dispositions are a commitment to information literacy, supporting literacy and reading, supporting diversity, commitment to intellectual freedom, developing leadership, and embracing professional ethics.

The first disposition I listed is a commitment to information literacy. I am passionate about helping students find information through numerous ways. The second disposition I choose was supporting literacy and reading, because of my love of reading. The third disposition I picked was supporting diversity, because I believe it is important to meet the interests and information needs of the entire school. The fourth disposition I picked is commitment to intellectual freedom, because I believe this is an important building block to any school library. The fifth disposition I picked was developing leadership, because it is important to foster a learning environment that gives leadership opportunities. The last disposition I picked was embracing professional ethics, because I believe that no matter the profession, one should operate with a strong understanding of right and wrong in their chosen area of work.

While I feel that the above six dispositions could be strengths of mine, I also think there are six dispositions that I will need to improve on in order to be an effective teaching librarian. They are awareness and implementation of a variety of instructional strategies, using assessment to improve student learning, communication, participation in advocacy, seeking opportunity for collaboration, and to practice and model resiliency. I chose these six dispositions because I need to develop them in order to create a habit of mind (Harlan, n.d., p.12).

These dispositions will position me to provide leadership with in my profession and my school because they will make me a stronger librarian. They will make me a well-rounded librarian who supports literacy and reading on a broader spectrum of learning (Harlan, n.d., slide 8). While all of the dispositions are important, the primary focus for me as a librarian will be to make sure that the school library is a learning commons that meets the diverse needs of a diverse student population. Diversity is the largest disposition in my mind, because it affects all of the other 11 dispositions. Diversity requires librarians to be aware, committed, and to support a diverse range of literacy and intellectual freedoms. To act as an advocate and to practice communicating, collaborating, and resiliency for a diverse school population. Lastly, this disposition develops leadership and a professionally ethical librarian. This is why supporting diversity will be one of my primary focuses as I continue on in my journey to school librarianship.


Buchanan, S. (n.d.). The many hats of the teacher librarian [PowerPoint slides]. Retrieved from


Hamilton, J. (2012, April 2). Do I really have to leave the role of school librarian to do the work of a school librarian? [Blog]. Retrieved from


Harlan, M. (n.d.). Dispositions [PowerPoint slides]. Retrieved from


Harlan, M. (n.d.). Document values, roles, and dispositions. (pp. 1-18). Retrieved from


Categories: 2016, INFO 233, Uncategorized | Leave a comment

Week 1: Learning Journal Assignment

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Dominique Burns

INFO 233-10, Professors Buchanan and Harlan

Learning Journal Assignment Week 1

In LIBR 266 one of the assignments was to pretend buy books for the San Jose Public Library using Library Journal, Publishers Weekly and School Library Journal. Following the detailed instructions and requirements I flipped through countless pages of magazines and journals. These publications gave me numerous ideas and book suggestions, however the process took a while and felt very one-dimensional. I don’t want to take away from what I learned with the assignment, because I do now utilize these publications. I access them through the magazine application on my iPad. Nicole A. Cooke (2011) writes, “Librarians owe it to their clients and to themselves as competent professionals, to remain abreast of trends and developments in the field” (p. 2). I agree with Cooke (2011) and I think that because I work with high school students I have become prone to using online platforms more frequently in my job.

The students at the high school I work at have access to information 24/7 and in order to keep up professionally with their information needs I have started to utilize different online platforms. I use these online platforms to provide my students answers and to grow the high school’s library collection. I love the site Goodreads.com when it comes to not only researching books, but also connecting with others. I can get book recommendations based off my own personal reads or my student’s interests. The site gives me immediate access to user made book lists and online book groups. I can add and connect with friends, other librarians, educators, authors, book reviewers, and general users on the site. I constantly get ideas for new programs, books, and even displays from other users. I’ve had more than one occasion where a student comes in to the library and asks for book recommendations. Since these students have access to information quickly, it is easy to lose them if I don’t have an answer. It sounds a little silly, but that is the world that many of our teen library patrons live in. Goodreads.com allows me to type in any book title, author, and/or genre to search for book recommendations. It takes me seconds to pull up information and provide any answers I may not have.

What I like about the site is not just the quickness it provides me with information, but the wide professional learning network it gives me. The site offers users the opportunity to be a lurker, participant, or leader (Buchanan, Developing your PLN, 2015). I can be as active as I want on the site when it comes to “growing, cultivating, and sustaining” my “professional learning network (PLN)” (The Tenacious Teacher-Librarian Blog, 2015). I’m a fan of Goodreads and if you are familiar with the site I’d love to hear more opinions about using it as a resource for librarians. Do you like it? Do you think it works? How do you use the site?


 Buchanan, S. (2015). Developing your pln [Online Lecture].

Retrieved from


Cooke, N.A. (2011, May 31). Professional development 2.0 for librarians: Developing an online personal learning network (pln). World Library and Information Congress,1-13.

Goodreads (n.d.) Retrieved from


 The Tenacious Teacher-Librarian [Blog].

Retrieved from


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Blog Report 8: Personal Reflection on Information Communities.

Blog Report #8

Final Reflection Blog: Personal reflection on information communities.  

  • Personal reflection on information communities.
  • What are you taking away from your explorations and research?
  • What will inform your practice as an information professional?

This past week’s lecture on creation culture by professor Michael Stephens resonated strongly with my information community and the role of today’s library/librarian (Stephens, 2014). Stephens describes current libraries to now offer open and shared common spaces for any individual to use (Stephens, 2014). He refers to these spaces as “The Commons” and describes the shared space as having many different names or purposes. These common spaces are “beyond just traditional libraries” (Stephens, 2014). My local library offers a time for individuals to come use the computers for gaming with other library patrons. The library advertises sites that include my information community, Twitch.tv, on their information bulletin boards. I started looking up other libraries in the area and noticed that they too offered times for library patrons to meet-up with others who shared in their assorted interests. These shared interests could be gaming, video making, discussing favorite shows, crafting, and many other topics. These meet-ups focused on information that expanded beyond the books on the walls. The meet-ups allowed for librarians to offer other ways for patrons to receive information on a mixture of topics through the formulation of smaller communities within the library. It was not necessary for the Librarian to be all knowing on each topic, but rather required the Librarian to develop new ways in our technological world that would help patrons find information.

What I have taken away from this semester is that technology has created new communities and redefined what a community is. Beyond that, technology alters the role of information professionals in the library. Technology allows for individuals to supply information and seek information amongst one another online. This is largely how my information community Twitch.tv operates as an online gaming community. As information professionals and future librarians I think it is our role to do more than just acknowledge the online versions of our books in databases and catalogs. I consider it our role to offer learning environments that help other individuals find information through many different mediums. I believe Twitch.tv is a version of these “common” spaces that libraries are becoming. This class has helped me in understanding the role of libraries and librarians today. I can understand better yet why a library would have a gaming night. These events allow for the library take online “commons” and make them accessible for more individuals in the library. It allows for patrons to find new communities and information they may not have had access to.

This class as made me realize that as an information professional I want to be able to create unique and new ways that the library can help patrons find information. I want to expand on the concept of libraries being similar to “common” spaces. My dream is to work as a Young Adult Librarian and I think my information community has helped me understand a younger generation of information seekers. This semester has allowed me to research a community I was not knowledgeable on and to look at a way of information seeking online that I did not fully grasp before.







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