Meta-MLIS? Also, hopes and plans for a post-graduation summerPosted: 03 Jun 2011
In less than one week, on June 8th, I will have turned in the last of my school assignments. On June 11th, even though I’m not attending the commencement, I will officially be a MLIS graduate. Working on this degree over the last year and a half has, at times, been inspiring, frustrating, boring, emotional, difficult, fun and challenging.
My last semester at Binghamton University, where I double-majored in Philosophy and Pre-Law (PPL), I wrote a meta-philosophy paper as part of an independent study. I wanted to know exactly what I had just spent four years of my life thinking about and studying. Was it really important? What, if anything, did I learn from the experience?
My paper was really not that impressive and essentially said that philosophy is important even if it does not provide concrete answers because it still asks questions, advances the dialogue, blah, blah, blah. It was very abstract and, looking back, relied on a lot of weird rhetorical and creative flourishes that did not necessarily make sense and that I would never have attempted in a class assignment as it would have been a sure way to receive a poor grade in a department full of ethical philosophers.
So, the paper kind of failed on a philosophical level. However, it still is one of the most important tasks that I undertook while at BU. It was only a semester long but it was mostly self-directed. I got reading suggestions from my advisor and was allowed to write and explore in whatever way I chose. I gained a lot personally from this paper and it made me really think critically about the degree I was receiving and what it meant – and would mean – in my life. Those were the things I could not write about – yet they may be the most important.
Now that I am at the end of my MLIS I find myself wishing that I was given a chance to explore the degree in the same way. What would a meta-MLIS paper look like? It is difficult to really think critically about the MLIS degree from inside of it. Drexel is on the quarter system. So, I took five 10-week quarters starting in March 2010 and ending June 2011. The breaks between quarters I spent catching up on things that would get pushed aside during the busy 10 weeks before it. There was not much time to look inward and assess what I was learning.
But now that I am graduating and facing an unsure job market I suspect that I will have some free time for just such an endeavor and I plan to document it here. More than just writing about LIS education, I really want to figure out what I gained from it on a different level. Sure, I learned about metadata and information architecture and web design. But what else? What did I learn that is not specifically taught? How has the last five quarters changed me?
I think that a blog (specifically, this one) is a good way for me to start exploring the thoughts I touched on above. I am not necessarily saying this because I think that what I have to say is profound or even important to anyone but me. But blogs allow for conversation – even if that conversation is only perceived. They are dialectal in nature. Lacking any sort of advisor or professor as I had during my undergrad, a blog is a decent substitution.
Claire Creffield recently said this much more eloquently:
Blogging might seem (has always seemed to me) like a hideously public way of conducting personal reflection, but its saving grace is its joyful acknowledgement of the inescapably communicative nature of thought. Blogging puts into practice a recognition that, if a private language is an impossibility, so, too, it is impossible to pursue self-knowledge by means of a wholly private use of language.
In addition to blogging about my MLIS experience, I also hope to write more about education in general and comment on some of the ideas that Michael Stephens brought up in his recent LJ column.