Observation Paper
Kim Schwenk
While various library literature suggests that “the reference model of old is no longer
valid” and that the physical reference desk may be no longer vital for academic success, 1 the
reference interview and negotiation is still a crucial part of integrated service for library
professional, regardless of locality2. Within the scope of the interview, it seems also that the
degree of importance of evaluation during the reference process is changing the role of librarian
to teach users how to evaluate source quality and credibility more than how to locate sources.3
For the purposes of this analysis, the observation findings provide an interesting comparison to
illustrate the difference in the reference interview, not just between in-person and digital service,
and also posing the same question to a public vs. an academic librarian. Because the scope of
my interest question revolved around a particular geographic area of the Pacific Northwest, I
decided to use the virtual reference services at the XXX and secondly, I chose the YYY because
of the proximity to my residence. YYY also has a strong humanities department with a special
collections library, as I had hoped to fold in primary sources into my research. I’m currently
involved in environmental activism and am looking to produce an article for a zine I’m writing
about the roots of the environmental movement in the Pacific Northwest.
Scott Kennedy, “Farewell to the Reference Librarian,” Journal of Library Administration 51, (2011): 319.
Eileen G. Abels, et al. "A Model of the Reference and Information Service Process: An Educators' Perspective,"
Reference & User Services Quarterly 50, no. 3 (April 15, 2011): 235.
3
Abels, 239.
1
2
Approachability
The first guideline for the “Behavioral Performance of Reference and Information
Service Providers” asks that reference librarians are comfortable to approach. In remote
situations, particularly, services should be jargon free, with a high level of interest, timeliness,
explaining search sequences, and asking for follow-up.4 Both public and academic libraries offer
24-7 virtual reference services like Ask-A-Librarian or QuestionPoint, to either eliminate or
supplement the need to physically use reference services. Regardless of context or intent of
questions, both libraries are reporting that they are seeing fewer “ready” reference questions and
more difficult questions. As technology becomes more complex, users need more “technical”
assistance.5
My Question: I am starting research on the history of environmental activism in the United
States. Where I can find some information?
Regardless of the in-person or virtual reference response, the means to access the
assistance need to be clear, obvious, and welcoming to patrons.6 In recent research, studies have
indicated the best predicator of reference transaction’s success can be attributed to the interaction
between user and librarian.7 The XXX offers Ask-A-Librarian service displayed prominently on
their main page. I was directed to a librarian who identified herself as “Liz”. She then posted a
welcoming comment with a reference trigger, “How can I help you today?” She was definitely
friendly, and asked for patience while beginning the interview.
4
Reference and User Services Division of ALA (RUSA), “Guidelines for Behavioral Performance of Reference
Librarians,” June 2004, accessed March 7, 2012.
http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/guidelinesbehavioral.cfm.
5
Jack O'Gorman and Barry Trott, "What Will Become of Reference in Academic and Public Libraries?" Journal of
Library Administration 49, no. 4 (May 2009): 327.
6
RUSA, “1.0.”
7
R. Gers and L.J. Seward, “Improving Reference Service: Results of a State-wide Survey,” Library Journal,
110(18), 33.
The academic library environment at YYY was quite different. Instead of the privacy of
my own home, the library was bustling with students and staff. The main reference desk,
although not labeled, shadowed the main circulation desk. The librarian sitting there greeted me,
not standing, but provided some casual remarks about the busy space. This set the comfortable
tone of transaction, as the library was quite busy. Perhaps the most appealing aspect of the
reference desk was the two screen module, where the librarian controls the search, but the patron
can follow the steps on the display. This was a great feature, as librarians can use co-browse
capabilities to watch the patron perform tasks, or can explain how to conduct searches and enter
appropriate search terms rather than performing the search and merely informing the patron of
the answer.8
Interest and assessment
Part of what builds on the initial rapport of the reference transaction is the degree of
interest to which the librarian demonstrates.9
Navigating the reference question with tact, calls
for attentive, yet deferential attention to the true context of the information need. The
Encyclopedia of Library and Information Sciences describes information need as: A desire for
facts or data to fill a gap in, or substantiate, one’s knowledge.10 While librarians, not even a
subject specialist, can never be an expert on everything,11 reference librarians are ethically
Beth S.Woodard and Lori Arp, “One-on-one Instruction,” Reference and User Service Quarterly 44, no. 3 (Spring
2005): 204.
9
RUSA. “2.0.”
10
Charles M. Naumer and Karen E. Fisher, “Information Needs,” Encyclopedia of Library and Information
Sciences, Third Edition (New York: Taylor and Francis, 2009), 2454.
11
Kay Cassell and Uma Hiremath, Reference and Information Service in the 21st Century: An Introduction (New
York: Neal Schuman Publishers, 2011), 21.
8
obligated to conduct their interview in a manner this is minimally intrusive12 balancing asking
clear and neutral questions with insured privacy to assess the uses and intent of the question.13
In addition, when a patron approaches a librarian for help, their first question asked does not
often account for their entire information need.14
In both reference situations, the librarians asked “how many sources had I consulted
already?” and “what is the end product of the research?” Not surprisingly, the academic librarian
asked if the research was for a class and if there were other readings involved. Regardless of the
traditional desk model of service, the librarian at the university seemed to follow a tiered
approach model of negotiation15, beginning off broadly and listening for clues to narrow down
the search. Although, the virtual interview was removed from the face-to-face (Ftf) advantage,
the interviewer can maintain “word contact” with the patron with key world clues framing the
questions, which is something my public VR interview failed to do, leading to assumptions about
the initial question.16 Additionally, both did ask some pertinent open questions, trying to clarify
terms and the objectives of the research17: Is there a specific time period you are looking for?
And, is there a particular issue that you are interested in, as far as the activism goes? The
academic librarian, additionally, mentioned she had lived in the Pacific Northwest and was
familiar with the environmental movement there: “Would you be interested in sources created
and/or published in the Pacific Northwest?” I appreciated a somewhat personal connection to
the subject matter.
12
Richard Rubin, Foundations of Library and Information Science (New York: Neal-Schuman Publishers, 2010),
40.
13
Cassell, 19.
14
Richard E. Bopp and Linda C. Smith, Reference and Information Services an Introduction: An Introduction
(Englewood, Colo.: Libraries Unlimited, 2001), 47.
15
Richard Rubin, “Ethical Aspects of Reference Service,” in Reference and Information Services an Introduction:
An Introduction, ed. Richard E. Bopp and Linda B. Smith (Englewood, Colo.: Libraries Unlimited, 2001), 34.
16
Cassell, 20.
17
RUSA, “3.6.”
Accuracy and retrieval
At this point of the interview, the initial query was articulated and narrowed to identify
specific elements of the information need. I was surprised in the remote setting interview; she
didn’t find more information after I had given a few authority names of people involved in the
movement. It was very broad to general question, but ‘environmentalism’ is a well-used subject
headings. The information retrieved was related to the information I desired, but it lacked the
appropriate relevance considering the specific urls she provided18 nor did she provide detailed
search paths from databases to records, finding aids, etc.;19 this leads me to believe she was not
budgeting the reference time effectively. VR users value good referrals and are frequently also
willing to wait for a subject expert when they have a complex question rather than get an
incomplete (or incorrect) answer quickly.20 She assumed I only needed digital sources because
of the distance, only after I explained I would also travel to look at primary sources at the ZZZ or
other libraries in the area. The advantage, I did have here, was I could return to the chat
transcript after the interview was over to review the embedded URLs, and scripted messages,
representing the possibility to prolong the learning experience.21
The librarian at YYY, interestingly enough, spent a large majority of the time explaining
different kinds of sources, search strategy sequences, and database features.22 It seems the
emphasis here was on moving students into doing more of the processing and constructing of
strategies, rather than on merely having the librarian give them the process to answer a specific
question.23 Some of the questions she asked, “how familiar are you with Databases A-Z or using
RUSA, “4.0.”
RUSA, “4.9.”
20
Marie L. Radford, “A Personal Choice: Reference Service Excellence,” Reference and User Services Quarterly
48, no. 2 (Winter 2008): 112.
21
Woodard and Arp, 207.
22
RUSA, “4.3; 4.8.”
23
Woodard and Arp, 204.
18
19
subject heading links?” suggesting she was formulating “basic structure questions designed to
focus a topic, examine its relationship to other similar topics, or to see it as part of a whole.
These kinds of questions encourage students to see the contexts and relationships that inform
their topics." 24 She encouraged “pearl-growing” information retrieval techniques by referring to
other subject keywords in the databases record and advanced keyword searches in J-STOR and
the local OPAC. While this technique promotes an approach with “a reference question with an
instructional philosophy,”25 I was left to my own device about finding results, whereas the virtual
reference session answered the questions with direct responses, but with no pathways.
Follow-up
Beyond the basic techniques of asking questions like, “Does that make sense?” or “Were
there other things you might be interested in checking out?” the follow-up portion of the
transaction potentially has opportunities for the librarian to refer the patrons to other departments
or continue the research even after the initial interview is over.26 In both reference transactions,
there was a considerable amount of closure dialogue, yet I didn’t feel the transaction ended
prematurely. Some of the keys to a successful wrap-up is having constant communication with
the patron and always let the patron know that you are willing to keep searching, even though
you may have answered the question thoroughly.27 Again in both situations, I was directed to
visit a special collections or an archive for primary sources materials, however, the public
librarian did find some digital images in an online digital library for the material I was seeking.
Overall analysis
24
ibid, 206.
ibid, 203.
26
Kathleen M. Kern and Beth S. Woodard, “The Reference Interview,” in Reference and Information Services: An
Introduction, 4th edition. ed. Richard Bopp and Linda Smith, (Santa Barbara, CA: Libraries Unlimited, 2011): 60.
27
Anderson, Craig, "How to Be a Person: Tips and Tricks for Virtual Reference," College & Research Libraries
News 70, no. 10 (November 2009): 577.
25
In general, I felt more comfortable in the academic face-to-face interview than the virtual
chat with the public librarian, not necessarily because I personally work in academics and come
from a generation of pre-virtual reference, I but felt the “online reference staff may also lack the
ability to translate skills and abilities that they have acquired in an in-person environment to an
online environment.”28 While, I don’t feel she had difficult locating and retrieval materials
reflecting my needs, I don’t feel the instruction was too versed in showing the path to discover
research methods of evaluation. Perhaps the staff member was distracted or involved in dual
duties. The website for the XXX doesn’t describe the online reference services in too much
depth, just that they are available 24/7. I would probably use this service again for simple
inquiries, like circulation availability or if I need a book on plants of the Northwest, but for
complex research questions, I prefer working with a librarian having some instruction
techniques.
Having said that, the academic librarian may have assessed my appearance and/or
demeanor or my inquiry, and assumed (without asking) I was a graduate student, as she talked
and demonstrated about indexing, subject heading, citing sources, and advanced searching
techniques at a graduate level. She also guided me through the searches, suggesting I try broader
subjects and limit my date ranges, etc. While I responded well to this level of information
instruction, an undergraduate or someone unfamiliar with information analysis probably would
experience, as Constance Mellon reiterates “library anxiety”, because of their inadequacies. If
librarians want to break down any real or perceived barriers between themselves and the users
they are committed to serve29, then they need to assess, not just the inquiry, but the level of
28
Woodard and Arp, 207.
Michel C. Atlas, "Library Anxiety in the Electronic Era, or Why Won't Anybody Talk to Me Anymore? One
Librarian's Rant," Reference & User Services Quarterly 44, no. 4 (July 15, 2005): 315.
29
comfort the patron is used to for library services. I would return to this specific librarian again,
particularly because she created an instructional environment made possible by an encouraging
self-inquiry to areas I was not familiar with. I think reference in both physical and virtual outlets
function like maps, we just need road signs to help us get there.
Reference sources
Abels, Eileen, et al. "A Model of the Reference and Information Service Process: An Educators'
Perspective." Reference & User Services Quarterly 50, no. 3 (April 15, 2011): 235-244.
Anderson, Craig. "How to be a person: Tips and tricks for virtual reference." College &
Research Libraries News 70, no. 10 (November 2009): 577-579.
Atlas, Michel C. "Library Anxiety in the Electronic Era, or Why Won't Anybody Talk to Me
Anymore? One Librarian's Rant." Reference & User Services Quarterly 44, no. 4 (July 15,
2005): 314-319.
Bopp, Richard E. and Linda C. Smith, Reference and Information Services an Introduction: An
Introduction. Englewood, Colo.: Libraries Unlimited, 2001.
Cassell, Kay Ann and Uma Hiremath. Reference and Information Service in the 21st Century:
An Introduction, 2nd ed. Revised. New York: Neal-Schuman, 2011.
Gers, R., and Seward, L.J. “Improving Reference Service: Results of a State-Wide
Survey.” Library Journal 110, no.18 (1985): 32-35.
Kennedy, Scott. “Farewell to the Reference Librarian.” Journal of Library Administration 51,
(2011): 319-325.
Kern, M. Kathleen and Beth S. Woodard. “The Reference Interview.” in Reference and
Information Services: An Introduction. 4th Edition, ed. Richard Bopp and Linda Smith, 57-94.
Santa Barbara, CA: Libraries Unlimited, 2011.
Naumer, Charles M. and Karen E. Fisher. “Information Needs.” Encyclopedia of Library and
Information Sciences, 3rd Edition (New York: Taylor and Francis, 2009): 24-54.
O'Gorman, Jack, and Barry Trott. "What Will Become of Reference in Academic and Public
Libraries?" Journal of Library Administration 49, no. 4 (May 2009): 327-339.
Radford, Marie L. “A Personal Choice: Reference Service Excellence.” Reference and User
Services Quarterly 48, no. 2 (Winter 2008): 108-115.
Reference and User Services Division of ALA (RUSA). “Guidelines for Behavioral Performance
of Reference Librarians.” June 2004. Accessed March 7, 2012.
Richard Rubin, “Ethical Aspects of Reference Service,” In Reference and Information Services
an Introduction: An Introduction, ed. Richard E. Bopp and Linda B. Smith, 29-54. Englewood,
Colo.: Libraries Unlimited, 2001.
Rubin, Richard. Foundations of Library and Information Science. New York: Neal-Schuman
Publishers, 2010.
Woodard, Beth S. “One-on-One Instruction: From the Reference Desk to Online Chat.”
Reference & User Services Quarterly 44, no. 3 (Spring 2005): 203-209.