Outline

1
Outline
I. Reference Work Theories of Practice
II. The Reference Interview
III. Bibliographic Instruction and Information
Literacy
IV. New Models of Reference Work
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Reference Work

• Reference service
• public services side of library operation
• behind the scenes reference work collection
  management (evaluation, development, materials
  selection), creation of instructional materials,
  report writing, policy development, analysis of
  service, in-service training, etc. is varied as
  the more visible behind the desk reference
  service.

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Reference Work

• Reference theory
• lacking in some respect, is poorly regarded and
  little used?
• librarianship, like other people-based services
  and skill-based professions traditionally
  considered practical discipline and theories
  often appear impractical

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Reference Work

• Reference practice
• two major problems have historically and
  persistently interested the profession
• how much service? (how much and what kind of
  assistance to give)
• interview or not the enquirer? (how to establish
  and encourage communication bw the reference
  librarian and client)

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Reference Work

• policy manual (or staff manual) conveys the
  practical aspects of reference work in a
  particular library
• substantial body of literature about reference
  theory and a history of reference service
  documents the evolution of a theory or philosophy
  of service

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Reference Work

• policy statement
• defines reference service as the provision of
  information in many forms by staff to those who
  seek information, access to sources of
  information, instruction and assistance in the
  use of sources
• who is entitled to the service, how much service
  is given, what associated services (training of
  staff, production of bibliographies, monitoring
  of collection, etc.) are expected

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Reference Work
Levels of service Conservative
(minimum) Moderate (adequate) Liberal (maximum,
ideal)

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Reference Work

• levels of service
• guidance on the amount of service given (policy
  statement)
• inclusion or exclusion of types of material
• referral to outside agencies
• time spent away from the desk with the patron and
  the enquiry
• an appropriate response to homework and puzzle or
  contest questions
• priority of telephone inquiries

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Reference Work
levels of service conservative (minimum) - giving
as little assistance as is necessary in helping
people receive, or locate for themselves, the
required information moderate (adequate) -
finding the required information for the
inquirer liberal (maximum, ideal) - being sure
that the required information is fully searched,
found, and gets to the inquirer

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Reference Work
levels of service public librarians moderate
service, arguing that this service best fits with
the usual role of the public librarian and the
expectation of public library users academic
librarians may opt for a conservative approach,
seeing it as the best fit with their role and
ultimately the best for the majority of their
users.

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Reference Work
(1930s) In the 1930s theories might still be
better described as policies for work activities,
but it had become clear that a knowledge of
reference books (1940s) discussions about the
levels of service (1950s) instruction versus
information debate

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Reference Work
(1960s and 1970s) communication and relations
with users were a priority, and the reference
interview was front and center shift from
library-centered (the reference workplace, levels
of service, types of questions) to a
user-centered discussion (1990s) evaluation of
sources

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Reference Work
Instruction or information? Information --
supplying an answer without involving the patron
in the actual search activity Instruction --
teaching the user how to find the answer, either
directly by instruction or indirectly by
explaining a search as it proceeds

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Reference Work
Instruction or information? instruction is
formal activity in academic libraries (library
orientation, bibliographic instruction, teaching
about reference materials, use of CD-ROM and
reference via the internet) review of
information over instruction debate with an
emphasis on evaluation of sources

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II. The Reference Interview Ask someone who
knows! -Voted the best information source
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The Reference Interview

• question negotiation
• one person tries to describe for another person
  not something he knows but something he does not
  know
• needs to be understood from the patrons and the
  librarians side of the process
• negotiation of reference questions is a complex
  communication process
• communication theory applied to understanding,
  empathizing, and conducting an interview with the
  client

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The Reference Interview
Definition Goals Communication accidents Steps
of a typical reference interview

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The Reference Interview
definition
Conversation between a member of the library
reference staff and a library user for the
purpose of clarifying the users needs and aiding
the user in meeting those needs. (Bopp
Smith, p. 47)

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The Reference Interview

• distinguished from general conversation between
  staff and user because it has a specific purpose
  and structure
• from brief directional encounter to an ongoing
  interaction in support of a research project

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The Reference Interview

• how extensive or formal the interview should be?
• the needs or expectations of the user
• the collection available for use
• policies and procedures of the institution
• personal communicational styles of the
  participants in the reference interview

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Reference Questions
(1950s) emphasis on the processing of
queries reference theory limited to
categorization of reference questions and how or
with what to answer them the questions were
categorized as directional, quick reference,
search, research

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Reference Questions
Directional. The location of something is being
asked (support staff also handle routine and
directional questions, signs for some of these
questions, but they remain a most commonly asked
category)

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Reference Questions
Quick reference. Ready reference and one-step
process factual questions can be answered by
handy or nearby reference materials. The answer
may require a departure from the reference desk,
but the question is clear, concise and requires
no further consultation with the patron before
the answer is quickly found.

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Reference Questions
Search. The first step is the clarifying the
questions in a reference interview and the second
step is finding the answer. The question is
factual in nature but nonetheless requires
searching a number and variety of sources or for
a complete answer requires more than one source.

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Reference Questions
Research. Simple search elaborated. The question
is less factual and more subject or
topic-oriented in nature. The reference interview
clarifies the information wanted but finding the
answer may involve instruction, a variety of
sources and whatever additional information is
needed (referral to outside sources). Library
subject guides and instructional handouts are
helpful for answering frequently asked research
questions.

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The Reference Interview
Factors influencing the interview Communicatio
nal Environmental

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The Reference Interview
It has been said that the point of the
reference interview is as much, or more, to
determine the question as to decide on the
sources for the answer.

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The Reference Interview
4 stages in question negotiation (Robert Taylor,
1968) 1. Unexpressed need 2. Within-brain
description 3. Formal statement before the final
stage 4. The question as presented to the
information system The librarians task is to
work back through these stages with filters.

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The Reference Interview

• filters
• determine the subject?
• getting behind the question as presented in the
  users concept of the information system --
  moving from a compromised question to the
  actual question
• understand the user?
• establish objective and motivation
• personal characteristics of user (general
  background, level of information wanted, the
  subject knowledge, the critical acceptance of and
  urgency for an answer)

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The Reference Interview
Problem research models of users do not match
those of librarians traditional truism of
reference service clients do not always ask what
they want to know with any precision

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The Reference Interview
Goal understand the users model Librarians
applied what other disciplines taught about
rules of interviewing, including the use of
open or dynamic questions to lead people to
say more about the area of interest, and closed
or static questions to lead the interview to
its close.

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The Reference Interview
Goal match the model to the system to answer the
information need The librarians use of the
interview to mediate in the information system as
the system really is, and not as the client
assumed it to be, and produce an answer that is
acceptable to the inquirer.

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The Reference Interview
Steps
1. opening the interview 2. searching for
information 3. closure (response) 4. follow-up

Studies have identified most helpful vs. least
helpful aspects of service to depend on the
librarians behavior during the reference
interview
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The Reference Interview
Performance of the librarian during stages of the
reference interview 1. Opening the interview
Setting an approachable tone for the interview by
smiling, making eye contact, greeting the
inquirer and being on the same level 2. Searching
for information Conducting the interview in a
comfortable manner by maintaining eye contact,
having a relaxed body posture, being attentive
and interested with comments like yes, I see,
asking open questions and accompanying the client
to the shelves

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The Reference Interview
Performance of the librarian during stages of the
reference interview 3. Closure (response)
giving the answer with the same attentive
behavior, summarizing the query and answer
information, citing the source for the answer,
and ... 4. Follow-up Concluding the interview
tactfully and with an expression that allows for
some feedback and evaluation, such as Does this
answer your question? or is this what you need?

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The Reference Interview
extension of the reference interview is the
reference setting guidelines for a receptive
situation are available from many sources. ALA /
RUSA Guidelines for Behavioral Performance of
Reference and Information Services Professionals
(http//www.ala.org/rusa/behavior.html)

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The Reference Interview
Reference setting 1. The Reference Desk should
be clearly visible from the library entrance,
clearly marked, and as informal and unimposing as
is possible. A chair at one side, so that an
interview of any length can be conducted in
comfort,will help to give a receptive impression,
rather than a sense of institutional barrier.

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The Reference Interview
Reference setting (cont.) 2. Every effort
should be made so that the Reference Librarian
does not look busy with desk paper work. Patrons
will less readily ask questions if the librarian
seems too busy to help them and does not look
receptive. Answering questions is the primary
responsibility of the Reference Librarian.

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The Reference Interview
Half-right or half-wrong reference 55-percent
right reference / 40-percent failure rate in the
reference transaction (cf. Crowley 1985) (Hernon
and McClures 55 percent rule) Research and
incidental studies found that librarians gave
wrong (plain wrong, incomplete, partially
correct) answers to questions they were asked.

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The Reference Interview

Studies have consistently shown that the
effectiveness of reference service is low whether
measured by accuracy, helpfulness of the answer,
satisfaction of user, or willingness to return to
the same staff member. reasons communication
failures, failed interviewing techniques,
inadequate search strategies

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The Reference Interview

• Suggested solutions
• communications training (asking appropriate
  questions so as to fully understand what the user
  wants to know, verify the need, and use questions
  or other simple procedures to follow up)
• diversification of the repertoire of search
  strategies (requires continuous education)

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The Reference Interview
situation --- gap --- use Sense-making model
(Brenda Dervin) information-seeking and
information-using occurs when individuals find
themselves unable to progress through a
particular situation without forming some kind of
new sense about something. The information
needs are situationally bound.

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The Reference Interview
situation --- gap --- use Sense-making approach
to the reference interview allows the librarian
to understand the query from the users
viewpoint.

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The Reference Interview
situation --- gap --- use Technique of neutral
questioning (based on triangulation) movement
in which the librarians apply a questioning
technique is built into their interviewing
strategy, which is based on the sense-making
approach

45
The Reference Interview
Open-ended questions Close-ended
questions Neutral questioning
closed questions

neutral questions
open questions
46
The Reference Interview
Closed questions yes / no response this / that
response
Is this for a project? Do you want American or
Canadian authors? What if the user wants an
Australian author? Or, what if the query is not
related to a school project?

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The Reference Interview
Closed questions
Regardless of the interrogators intent, a closed
question always restricts the freedom of the
users response. Frequently, the closed question
also involves an attempt by the librarian to
match the user to the more familiar parts of the
system.


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The Reference Interview
Open questions
Tell me more about topic X ...

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The Reference Interview
Open questions

• free from the system-oriented constraints of
  closed questions
• allow users to respond in their own words
• do not limit answers to the narrow range of
  choices presented by the closed question
• questions are invitations to talk
• elicit conversation that is irrelevant as well as
  relevant to the interview

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The Reference Interview
Neutral questioning

• different from traditional questioning that
  focuses on expanding or narrowing the subject,
  bibliographic details, or format of the material
  sought
• subset of open questions that are open in form
  and guide the conversation along the dimensions
  that are relevant to all information-seeking
  situations

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The Reference Interview
Neutral questioning

• neutral questioning strategy directs the
  librarian to learn from the user the nature of
  the underlying situation, the gaps faced, and the
  expected uses
• open in form and structured in content so that
  the user is invited to talk about specific
  elements (situations, gaps, uses)
• user oriented rather than system-oriented

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The Reference Interview
Neutral questioning situation --- gap --- use
To assess the situation Tell me how this
problem arose. What are you trying to do in this
situation? What happened that got you stopped?

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The Reference Interview
Neutral questioning
To assess the gaps What would you like to
know about X? What seems to be missing in your
understanding of X? What are you trying to
understand?

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The Reference Interview
Neutral questioning
To assess the uses How are you planning to use
this information? If you could have exactly the
help you wanted, what would it be? How will this
help you? What will it help you to do?

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The Reference Interview
Neutral questioning

• (Dervin Dewdney 1986, 509)
• provides the librarian with a tool for
  controlling the nature of the reference interview
  while at the same time the technique provides
  users with control (freedom to unfold their
  stories in a human way)
• helping the librarian to avoid premature
  diagnosis, allows users to retain control over
  the description of need and directs the
  interaction to the most pertinent aspects of the
  users experience

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III. Bibliographic Instruction and Information
Literacy Information literate people are those
who have learned how to learn because they know
how knowledge is organized (ALA Presidential
Committee on Information Literacy 1989)
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Bibliographic Instruction and Information Literacy

• in addition to the facilities, libraries exist to
  promote knowledge and information literacy
• information literate people are those who have
  learned to learn because they know how knowledge
  is organized and can find whatever information
  they need at whatever point in their life and
  apply it to solve problems

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Bibliographic Instruction and Information Literacy

Understanding systems, services (for identifying,
acquiring current and retrospective
information) Evaluating information sources (in a
broad sense -- for effectiveness, reliability,
etc., and as applied to institutions, including
libraries, for various information needs) Having
basic skills for managing ones own information
(technological processing, etc.)

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Bibliographic Instruction and Information Literacy

• Reference departments are involved in preparing
  people for lifelong self-education in an evolving
  information environment through
• library lessons in elementary and high schools
• post-secondary library orientation
• bibliographic instruction
• information literacy as a program of instruction

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Bibliographic Instruction and Information Literacy
Forms of delivery (personal instruction, group
instruction, tutorials that are alternatives to
personal instruction) BI (bibliographic
instruction) library guides (orientation, using
the online information sources, finding
periodicals, loan regulations) library subject
guides (pathfinders)


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Bibliographic Instruction and Information Literacy

• BI (bibliographic instruction)
• group-oriented instruction (enables users to make
  more efficient and effective use of a library
  collections and services)
• library tours and general orientation
• class or specific group presentations
  (undergraduate, graduate, and others)
• computer and catalog demonstrations
• talks to faculty, staff in the library and
  people in other departments

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Bibliographic Instruction and Information Literacy

BI (bibliographic instruction) policy, goals,
and objectives - part of written library policy
on user education depends on the size, tasks,
staff and milieu of the library General
academic library policy may say that the library
staff conducts tours,etc., add-ons essay-writing
clinics policy also states which services are
normally available and when, can indicate
statistics required, and the staff responsible
for the types of instruction (professional,
support, etc.)

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Bibliographic Instruction and Information Literacy

in-house publications and guides complement the
bibliographic instruction, for the most common
queries of orientation and subject enquiry and
for times when the reference is not
staffed library guides (orientation, using the
catalog, finding periodicals, loan regulations)

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Bibliographic Instruction and Information Literacy

library guides (orientation, using the catalog,
finding periodicals, loan regulations) freely
distributed guides, to promote the librarys
collection and alert patrons to items of interest
(booklist / bookmark in public libraries
advertise new materials, good reading, or
topical and seasonal areas in the library like
holiday helps, career or retirement planning)

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Bibliographic Instruction and Information Literacy

• library guides (orientation, using the catalog,
  finding periodicals, loan regulations)
• directions where the material is housed
• information indication what types of resources
  are available in a certain section
• brief outlines of location and resources to
  answer more specific questions on commonly
  pursued topics (business, taxation, etc.)
• posted instructions beside terminals and at
  circulation desks

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Bibliographic Instruction and Information Literacy

library subject guides (pathfinders) a
library lesson

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Bibliographic Instruction and Information Literacy

• library subject guides (pathfinders) purpose
• to help novice searchers at an early stage of an
  enquiry by indicating initial sources for
  researching a subject, introducing various
  aspects of a subject but not exhaustive of
  resources or subject.
• for persons with limited knowledge of library
  resources, and idea of what they need or want
  helps them to assemble information and further
  define or meet their needs.

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Bibliographic Instruction and Information Literacy

• library subject guides (pathfinders)
• layout of resources follows a general to more
  specialized itemization of resources with a
  number of standard types or categories being
  mentioned first. Any type of resource can be in a
  guide, if it is available in the library.
• tone is determined by the compiler and may range
  from impersonal to personal
• paper and online (examples IPL Pathfinders
  www.ipl.org/ref/QUE/PF)

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Bibliographic Instruction and Information Literacy

• library subject guides (pathfinders)
• may use a question as lead-in, e.g.
• Have you considered a video on ? Followed by
  information that The AV department on the second
  floor has
• compilers and the librarys reference department
  may prefer a standard style and format because
  standard presentations fit with user
  expectations.

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Bibliographic Instruction and Information Literacy

• library subject guides (pathfinders)
• bibliographical references enough to aid users
  in identifying also the call number, special
  location, etc.
• short title is easily remembered
• notes are used if they clarify the uses of the
  source
• brief and descriptive
• a remark on the structure of the source, and a
  phrase as to why the source is useful are needed
• clear indication of the edition (annual revisions
  needed)

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Bibliographic Instruction and Information Literacy
library subject guides (pathfinders) typical
layout 1. topics scope 2. overview,
introduction 3. books and reports 4.
bibliographies 5. other reference titles 6.
journal articles, indexes and abstracts 7.
journals 8. other categories as they pertain to
the subject (biographies, electronic, online
items, government publications, information)


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Bibliographic Instruction and Information Literacy

library subject guides (pathfinders) 1. topics
scope (few phrases or sentences) 2. overview,
introduction (cite encyclopedias as providing
summary of topic) 3. books and reports
(identified by referring to subject headings in
the catalog, and giving a range of call numbers,
with perhaps 1 or 2 noteworthy titles being cited
as examples)

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Bibliographic Instruction and Information Literacy

library subject guides (pathfinders) 4.
bibliographies (noteworthy titles are mentioned,
and the category is a reminder that this type of
resource exists) 5. other reference titles
(cited depending on their contribution to the
subject)

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Bibliographic Instruction and Information Literacy

library subject guides (pathfinders)
6. journal articles, indexes and abstracts (both
general and subject indexes and abstracts may be
mentioned, with descriptive notes and the
headings for the subject noted) 7. journals
(where a title particularly refers to the subject
or can be counted on to have a reasonable number
of articles in the area)

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Bibliographic Instruction and Information Literacy

library subject guides (pathfinders)

• 8. other categories as they pertain to the
  subject
• biographies (usually as found in biographical
  dictionaries, indexes, not citing individual
  biographies)
• electronic, online items (if not identified in
  other categories or as a general statement
  outlining computer-based versions of reference
  publications)
• government publications, information (location
  of government materials and example of a general
  publication with information on the subject --
  census, statistical information)

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Bibliographic Instruction and Information Literacy

If patrons do not feel a need for a high-level
of library self-sufficiency, why are the
librarians advocating the skill? Are public
libraries responsible for recreational uses only,
or should they also mediate life-long
learning? What is the continuing role of
information specialists in an information-rich
environment?

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IV. New Models of Information Work Where do
librarians fit in a world that has Yahoo!
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New Models of Information Work
Interactive remote reference service /
Internet-based distributed reference
service Emergence of library-like services to
information seekers and online reference services
provided by commercial firms (e.g.
www.findsvp.com, search engines such as
askjeeves, google, or IPL experiment using MOO).

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New Models of Information Work
What remains unique about the libraries and the
librarians? Librarianship is the only
profession in this complex information industry
whose mission is to provide an evaluated
collection of resources to a defined clientelle
at no charge (Grodzins 1998)

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New Models of Information Work

• Librarians provide relevant, quality information
  at no charge
• No other profession is so tied to principles of
  democracy
• We have a code of work principles that guarantees
  open, equitable access
• We are thought of as a lifelong learning center
• We provide arrange of viewpoints for our users to
  be able to make informed choices
• We offer a world of information that began before
  the WWW