Introduction

For my professional interview of a person in a social position I interview Melinda Peterson of the Windmill Library, a neighborhood library in the Clark County Library District.  She is a senior librarian and runs the children’s literacy and story time programs.  I have personally known Melinda for about 2 years, ever since my daughter and I started going to the library and enjoying her amazing story times.  I had the pleasure of interviewing her and learning more about her job and the policies that governs it

Mission

“The district’s mission is to provide welcoming and inspiring spaces for reading, learning and achieving, and the tools and resources that families, children, teens and adults need to succeed.” Melinda responded when asked about her organization and its mission. 
“The Library is committed to building communities of people who can come together to pursue their individual and group aspirations,” she added.  Through our near daily interactions as the point person in the children’s section every time my daughter and I swang by over the summer I quickly developed a respect for Melinda that grew beyond her day-to-day functions as a librarian.  From this interview I learned that the child-focused programs she runs at the library go beyond a job; for her, sharing knowledge is a passion.  “I selected a career in social service, specifically working for the library district because they librarian at both my elementary school and my high school made a very large impact on my life. I knew from a young age that I too wanted to work at the library and to share my love of literature and also to hopefully have an impact on someone else’s life much like Miss Wendy and Miss Laura had on mine (Peterson, 2021).  In Olesen’s article, “Professional identity as learning processes in life histories,” from theJournal of Workplace Learning, the author argued that they saw a direct connection between a life history approach to learning processes and a critical historical sociology of knowledge (2001).  The positive experiences she had with her librarians growing up apply to this concept; knowledge and competencies form a societal resource and power base (Olesen, 2001).

Analyzing the Data

From the interview with Melinda, she pretty much reviewed the policies manual on how she is expected to act.  In an “off the record” conversation afterward she explained to me how seriously they take their handbook and the policies in it.  When asked which of the policies she had the hardest time with she quickly replied “an easier question would be which one do I find easiest.  The Clark County Library District is regularly reviewing policies and procedures that would benefit from revision and updates, but rarely factor in the opinion of those who implement them in daily operations (Peterson, 2021).  But she told me that the one area that our organization continually updates as our diversity plan; they pride themselves on being a very inclusive organization (Peterson, 2021).
“We have expanded and modified our Diversity Action Plan at least five times that I am aware of over the past 10 years to be sure that we are in compliance with not only local and federal standards, but also to ensure that we are inclusive for all who visit our libraries (Peterson, 2021).  She added that the “Unattended Children Policy” makes her work easier because we there is a firm policy in place that is easy to enforce so parents can’t just drop their children off at the library to complete distance-learning as a form of free childcare.” 
When asked which policy made her job harder she had to think for a minute, then said, with a smile, I don’t know, but I’ll tell you when they change it.
Reflection
            This interview didn’t really affect my personal innovation other than to make sure that it is something I am passionate about, as Melinda showed; your passion is what will get you through the day.  What I learned through this interview is one of the most important steps in human-centered design is design with, not for.  When asked what Melinda thought her greatest achievement was in her current position she actually answered rather quickly.  “I think it is safe to say that one of my major accomplishments is starting the toddler story time, which just so happens to be where I first met you. When I first started working at the library we had a story time for school-age children but not for toddlers. We had many parents bring toddlers to the library looking to attend story time only to be disappointed to find out the books being read were far too advanced for their two or three-year-old child.” 
“When I first pitched the idea our director was not confident we would have enough of a draw to make it worthwhile,” she continued. “Within a few short months we had to implement A “pass“ system because we had more children than space to accommodate. We designed with feedback from the parents on ways to make it fair for people to attend, and with their responses we laminated shapes cut out of paper and it was first come first serve. The toddler story time was incredibly successful right up until the COVID-19 shut down. I anxiously await the day that we can start it back up safely.”
            On this final point in the interview, I am in agreement.  Clearly articulating one’s professional purpose and professional values can clarify career direction as well as pro-vide inspiration and ongoing career motivation for emerging, established, and senior professionals (Cooper, 2010).  This article that we read during the week was written regarding healthcare professionals, but rings true for all professionals, especially those serving in the public sector.

I wish we had more time to do this interview and we didn’t have to do it over a Zoom meeting, on her break.  The only thing I could think to ask her in addition would be if she could see herself retiring from this job, because I can certainly see myself bringing my children to partake in programs she is involved with until they are too old.

 

References
Cooper, H. & Cottrell, R. (2010). Charting your career path through clear professional values
and purpose. Health Promotion Practice, 11, 1, 13 – 15.

Olesen, H.S. (2001). Professional identity as learning processes in life histories. Journal of
Workplace Learning, 13(7/8), 290 - 297.  Retrieved from http://files.eric.ed.gov/fulltext/ED477677.pdf
(Petersons M, personal communication, February 7, 2021).