Resume
After 11 years of teaching high school English, I am currently pursuing a Masters degree in Library and Information Science at the University of Washington. My passions include instructional librarianship, educational equity, and project-based learning. I’m becoming more-and-more certain that these ideas are closely connected, and my dream career would allow me to work on all of them at once.
Experience
English Teacher
Berkeley High School
Aug 2013 to Jun 2018
English Teacher
Santana High School
Aug 2007 to Jun 2003
Assistant Literary Agent
Writers House LLC
Mar 2004 to Mar 2006
Education
MLIS (expected)
University of Washington
Fall 2018 to present
BA Literatures in English
University of California, San Diego
Fall 2000 to Spring 2004
MA Teaching & Learning
Point Loma Nazarene University
Fall 2007 to Spring 2009
Teaching Credential
University of San Diego
Fall 2006 to Spring 2007
Volunteer Experience
Gallery Facilitator
Reuben H. Fleet Science Center
Feb 2012 to Aug 2012
Intern
Office of Congressman Mike Thompson
Jun 2001 to Aug 2001
Skills & Interests
Curriculum design
Project-based learning
Social justice & equity
Culturally responsive pedagogy
Instructional librarianship
Information literacy
Digital scholarship
Past Projects
Examples of my work as an MLIS student:
Fall 2018: “Collect the Wheels”: Leveraging Technology in Information Literacy Instruction
Abstract: This research project investigates the way that University of Washington library staff and instructors in the Expository Writing Program (EWP) collaborate to support development of first-year students’ information literacy, with a particular focus on technology. Data was collected using a variety of methods, including semi-structured interviews, document analysis, and student surveys. Analysis of the data reveals that information literacy instruction is embedded in EWP coursework, with support from the library coming in the form of Canvas instructional modules and one-shot sessions in the library. Obstacles to information literacy instruction include limited time and resources for those providing it, as well as diversity in first-year students’ needs and skills. Potential solutions to these challenges include increased opportunities for active learning in library sessions, as well as centralization of instructional resources to better support EWP instructors.