Statement of professional identity, career plan, and resume

Statement of Professional Identity I am developing a professional identity at the intersection of library and information science, learning analytics, digital services, and user-centered design. My professional interests focus on how information systems can be designed, evaluated, and supported in ways that improve learning, strengthen access to knowledge, and make digital environments more equitable and usable. Through my MLIS studies at the University of British Columbia, my earlier training in creative technology and design, and my professional experience in information technology, I have become increasingly certain that I want to work in roles where information service, research support, and data-informed decision-making come together.

My interest in this area did not emerge from technology alone. While working as an IT analyst supporting enterprise systems, I repeatedly saw that a system could be technically stable and operationally effective, yet still create frustration for users if its design did not align with how people actually searched for information, completed tasks, or learned new workflows. Over time, I became less interested in systems as isolated technical structures and more interested in the human experience of information systems: how people encounter them, where barriers appear, and how better design and support can reduce those barriers. That shift led me first toward creative technology and design, and later toward library and information science.

My current work has strengthened and clarified this professional direction. As a research assistant in learning analytics, I have been involved in analyzing student learning behaviors and interpreting how data can inform more responsive educational support systems. This work has shown me both the promise and the responsibility of data-driven practice. Data can help institutions better understand patterns of student engagement, but it also raises critical questions about privacy, consent, transparency, and fairness. At the same time, my experience as an iSchool Peer Tech Advisor has shown me that effective information work is not only analytical but also instructional. Supporting students through technical challenges, helping them understand unfamiliar tools, and translating complexity into practical guidance have made me appreciate the teaching and consultation dimension of information work.

These experiences shape the values that guide my professional identity: equitable access to information, responsible data practice, user-centered service, and ethical accountability. I am especially interested in academic and research-oriented environments where digital services, learning support, and information expertise intersect. In the long term, I hope to become an information professional who helps institutions build smarter and more humane systems—systems that are not only efficient, but also accessible, transparent, and genuinely supportive of diverse users. My developing professional identity is therefore grounded in both technical competence and a commitment to using information work in the service of learning, inclusion, and the public good.

Career Development Plan

My career development plan is shaped by both aspiration and realism. I want to build a career in academic or research-oriented information environments where digital services, user support, instruction, and data-informed practice intersect. At the same time, I recognize that this path requires strategic planning. Current Canadian labour market information shows that librarian job prospects are rated as moderate nationally and also moderate in British Columbia over the next three years, with labour demand and labour supply expected to be broadly in balance over the 2024–2033 period. This means that entering the field will require more than an MLIS credential alone; it will require a clearly articulated professional profile and evidence of specialized, transferable skills.

What gives me confidence is that my background already aligns with several competencies identified for contemporary academic and research librarianship. The Canadian Association of Research Libraries emphasizes competencies such as collaboration, consultation and communication, support for teaching and learning, accessibility and user experience, evaluation and assessment, and knowledge of the research data life cycle. These areas resonate strongly with my experience in learning analytics, technical advising, design, and systems work. In particular, CARL highlights the importance of working with diverse users, partnering in learning and instruction, integrating critical thinking into instructional practice, understanding research data planning and reuse, and connecting accessibility with user experience design. Those competencies help me see that my technical background is not separate from librarianship; it is one of the ways I can contribute to it.

In the next twelve months, my immediate goal is to secure an entry point into a role related to academic libraries, digital services, research support, or educational technology support. I plan to target positions such as academic library assistant, digital services support staff, research support assistant, learning support specialist, or data-related support roles within higher education. During this stage, I want my application materials to present a more focused professional identity. Rather than appearing as a generalist with technical skills, I want to present myself as someone who can bridge research, instruction, and digital problem-solving. That means foregrounding my experience with workshop support, tutorial preparation, one-on-one technical guidance, and research analytics alongside my IT and design background.

Over the next one to three years, I want to deepen my expertise in three connected areas: instruction, research support, and data services. First, I want to continue developing instructional confidence by creating tutorials, supporting workshops, and strengthening my ability to teach technical and information concepts clearly to diverse users. Second, I want to expand my knowledge of academic research support workflows, especially in areas such as metadata, research data management, digital scholarship support, and repository-based services. Third, I want to continue building my analytical skills in ways that remain relevant to library and educational environments. Research on academic library data services suggests that these services are increasingly offered in academic libraries, and that librarians often need continued upskilling to support them effectively. That same work points to workshops, communities of practice, and mentorship as especially valuable forms of professional development, which gives me a practical model for how to continue growing after graduation.

In the longer term, over the next three to five years, I hope to establish myself in a role where I can meaningfully connect library values with digital and analytical practice. This could take the form of an academic librarian role with responsibility for digital services or research support, a research data or digital scholarship support position, or another information role within higher education that combines user service, instruction, and systems thinking. What matters most to me is not only the job title, but the kind of contribution I am making: helping people access information more effectively, supporting learning and research in thoughtful ways, and ensuring that data-driven systems remain accountable to human needs.

This plan is intentionally a living document. I do not expect my career path to unfold in a perfectly linear way. However, I do know the kind of professional I want to become: someone who can move between technical systems and human needs with clarity, care, and ethical responsibility. My goal is to build a career that makes meaningful use of my background in information technology, design, and learning analytics while remaining grounded in the core commitments of librarianship: access, service, education, and public trust.