LIBS 6014:
Introduction to Reference
Spring Semester 2016
Plummer Alston “Al” Jones, Jr., Ph.D.
Professor of Library Science
Department of Interdisciplinary Professions
East Carolina University
Course Description: Reference and information sources, print and online, for answering
questions in school, public, and academic libraries. 3 semester hours. Required for MLS.
Prerequisite or Co-requisite: LIBS 6010.
Instructor: Dr. Plummer Alston “Al” Jones, Jr., Professor of Library Science
Telephone: (252) 328-6803
E-mail: jonesp@ecu.edu
Office: 104-D Ragsdale
Office hours: Physical, 2:00-4:00 p.m. Tuesday-Thursday; Virtual, 24/7
For NC Public Library Certification: This course fulfills part of the requirements for
public library certification administered by the State Library of North Carolina.
Course Objectives
1. Demonstrate use of reference and information sources to answer questions by
completing problem sets requiring student to use eight types of reference works.
2. Prepare a pathfinder (annotated bibliography) on reference and information sources on
a topic of the student’s choosing for an audience defined by the student.
3. Employ the mechanics of APA Style.
Course Content Outline
Introduction to Reference and Information Services
Determining the Question: In-person, Telephone, and Virtual Reference Interviews
Finding the Answer: Basic Search Techniques and Strategies
UNIT I:
Answering Questions about Books, Magazines, Newspapers, Libraries and
Publishing, and Bibliographic Networks: Bibliographic Resources
UNIT II: Answering Questions about Anything and Everything: Encyclopedias
UNIT III: Answering Questions that require Handy Facts: Ready Reference Sources
UNIT IV: Answering Questions about Words: Dictionaries
UNIT V: Answering Questions about Events and Issues, Past and Present: Indexes and
Full-Text Databases; and Health, Law, and Business Sources
UNIT VI: Answering Questions about Geography, Countries, and Travel: Atlases,
Gazetteers, Geographic Information Systems, and Travel Guides
UNIT VII: Answering Questions about the Lives of People: Biographical Information
Sources
UNIT VIII: Answering Questions about Governments: Government Information
Sources
When and How to Use the Internet as a Reference Tool
Information Literacy in the Reference Department
Reference 2.0
Future of Information Services (Reference and Information Literacy)
Required Texts
Cassell, K. A., & Hiremath, U. (2013). Reference and information services in the 21st
century: An introduction (3rd ed.). New York, NY: Neal-Schuman. When a newer
edition becomes available, please purchase it instead.
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: APA. When a newer edition
becomes available, please purchase it instead.
Simplified Guide to APA STYLE
This simplified guide is by no means comprehensive. For some citations, you will need
to check the sixth edition of the Publication Manual of the American Psychological
Association. The following types of citations will be used frequently in pathfinders and
literature reviews.
Note about place of publication: some style guides require the designation USA (for
example, Greenville, NC, USA. I recommend that for places of publication in the
United States, the designation USA is not necessary (for example, Greenville, NC).
APA does require state of publication, however, even if the place is large and wellknown (for example, New York, NY).
Book (one author or editor):
Robinson, D. N. (Ed.). (1992). Social discourse and moral judgment. San Diego, CA:
Academic Press.
Periodical article (several authors):
Kernis, M. H., Cornell, D. P., Sun, C.-R., Berry, A., & Harlow, T. (1993). There’s more
to self-esteem than whether it is high or low: The importance of stability of selfesteem. Journal of Personality and Social Psychology, 65(1), 1190-1204.
Note the volume number of the periodical is also italicized, but the page numbers
are not.
Part of book (chapter, essay, etc.):
Baker, F. M., & Lightfoot, O. B. (1993). Psychiatric care of ethnic elders. In A. C. Gaw
(Ed.), Culture, ethnicity, and mental illness (pp. 517-552). Washington, DC:
American Psychiatric Press.
Massaro, D. (1992). Broadening the domain of the fuzzy logical model of perception. In
H. L. Pick Jr., P. van den Broek, & D. C. Knill (Eds.), Cognition and methodological
issues (pp. 51-84). Washington, DC: American Psychological Association.
Note that there is no comma between H. L. Pick and Jr. When appearing as an
author the form would be Pick, H. L., Jr.
Book, revised edition, later edition:
Rosenthal, R. (1987). Meta-analytic procedures for social research (Rev. ed.). Newbury
Park, CA: Sage.
Mitchell, T. R., & Larson, J. R., Jr. (1987). People in organizations: An introduction to
organizational behavior (3rd ed.). New York, NY: McGraw-Hill.
Note that edition information is not italicized. Note how Jr. is treated in author’s
name.
Document retrieved from website:
Electronic reference formats recommended by the American Psychological Association.
(2000, October 12). Accessed, http://www.apa.org/journals/webref.html
Note that there is no period after the URL.
Document retrieved from database:
Eid, M., & Langeheine, R. (1999). The measurement of consistency and occasion
specificity with latent class models: A new model and its application to the
measurement of affect. Psychological Methods, 4(1), 100-116. Accessed,
PsycARTICLES database.
Note that there is a comma after the first author and before &.
Encyclopedia or dictionary:
Sadie, S. (Ed.). (1980). The new Grove dictionary of music and musicians (6th ed., Vols.
1-20). London, England: Macmillan.
Bergmann, P. G. (1993). Relativity. In The new Encyclopaedia Briticannica (Vol. 26,
pp. 501-508). Chicago, IL: Encyclopaedia Britannica.
Government report from ERIC, federal government, state government, etc.:
Mead, J. V. (1992). Looking at old photographs: Investigating the teacher tales that
novice teachers bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI:
National Center for Research on Teacher Learning. (ERIC Document Reproduction
Service No. ED346082)
U.S. Department of Health and Human Services. (1992). Pressure ulcers in adults:
Prediction and prevention (AHCPR Publication No. 92-0047). Rockville, MD:
Author.
Note Author in this case means U.S. Department of Health and Human Services.
Most times the Author and the publisher are different.
Review of a book:
Schatz, B. R. (2000). Learning by text or context? [Review of the book The social life of
information]. Science, 290(2), 1304.
Recording:
Shocked, M. (1992). Over the waterfall. On Arkansas traveler [CD]. New York, NY:
PolyGram Music.
Internet article based on a print source:
VandenBos, G., Kapp, S., & Doe, J. (2001). Role of reference elements in the selection
of resources by psychology undergraduates [Electronic version]. Journal of
Bibliographic Research, 5, 117-123.
Data file:
U.S. Department of Health and Human Services, National Center for Health Statistics.
(1991). National Health Provider Inventory: Home health agencies and hospices,
1991 [Data file]. Accessed, http://www.ntis.gov
ASSIGNMENTS
Please submit all assignments as e-mail attachments to jonesp@ecu.edu
You are encouraged to collaborate on all of your assignments with another student
in the class. You must get this partnership approved as soon as possible. Only one
assignment per team will be turned in for grading. Make sure that you indicate on the
assignments both of your names. The same grade will be assigned to each of the
partners. It is up to partners to make sure that the work load is distributed equally and
fairly.
If you prefer not to collaborate, that is fine as well. In fact, if you get a late start in the
class it is probably best if you continue to work alone.
Problem Sets
Problem Sets (5 points per set, 40 total points for 8 sets): Provide students with practice
using the eight categories of reference works to answer questions. Students must
demonstrate use of appropriate sources to answer questions and document the strategies
used to find the answers.
Problem Sets Rubric



Correct answer, correct strategy (using appropriate reference sources): 1 point
Incorrect answer or incorrect strategy: .5 point off
Incorrect answer, incorrect strategy: 0 points
Grade (per problem set): A=4.5-5 points
Grade (total of 8 sets): A=36-40
B=32-35
B=4 points
C=28-31
C=3 points
F=<3 points
F=<28 points
Pathfinder (print handout which is used to promote information literacy on a given topic):

Pick a topic of interest to you. Compile a list of at least sixteen reference sources
that will not only introduce the topic to learners interested in the same topic, but
will lead them to information on that topic in a variety of sources. You will need
to find two sources, one print and one online, for each of the eight types of
reference works we will be studying in Units I-VIII. Every problem set requires
you to give the citation to a source you intend to use in your pathfinder. This is
why it is to so important to choose a topic quickly. Do some preliminary
investigation to make sure there are enough reference works on your topic.
School Libraries: The topic could be aligned with one of the North Carolina
Course of Study units. Prepare the pathfinder for use in your school library.
Collaborate with the teachers in your school to incorporate sources they feel are
essential for students to use. Distribute pathfinders both in the library and in
classrooms where they will be used.
Public Libraries: The topic should be one for which there are frequent requests
for homework, term papers, etc. Having a pathfinder on a frequently requested
topic will save time for reference librarians and students, allowing reference
librarians to spend more time for helping users with more individualized topics.
Pathfinders for specific audiences, including ethnic or immigrant groups,
community service groups, etc., should be available as handouts.
Academic Libraries: The topic should be one that is determined by collaborating
with teaching faculty to make sure that categories of essential information are
covered. Pick topics of local, national, or global interest and have copies
available as handouts in the library or for classes that come to the library for
instruction.

Include sources of information in all of the eight appropriate forms to be
examined in this course (bibliographies, indexes and abstracts, dictionaries and
encyclopedias, ready reference sources, biographical sources, geographical
sources, and government documents).

Remember that a pathfinder is not just an ordinary bibliography or list of sources:
it is a list of REFERENCE sources.

Do not use periodical articles. Use the index that helped you located the articles.

Cite sources according to the APA Style Manual. Annotate each item in the
bibliography using complete sentences.

Although the sources will vary from topic to topic, all pathfinders should be
organized using the following subheadings:
Scope statement—a definition of the topic and the audience for whom the
pathfinder is intended. Students should design pathfinders for the types of
libraries where they wish to work (school, public, academic). Students are
encouraged to target a multicultural, diverse audience, including Spanishspeaking students, special needs students, children of migrant workers, gay
students, African American students, etc. Students should collaborate with
teachers, school staff, community members, etc. to make sure that informational
and recreational needs are met.
Introduction—an introductory essay that gives historical background and
discusses aspects of the topic and justifies why this topic is important.
Subject Headings and Keywords Statement—Library of Congress Subject
Headings and Sears Library Headings that lead to material on your topic in
various indexes, abstracts, and catalogs, as well as keywords to use in online
searches.
Classification statement––listing of classification numbers in Dewey Decimal
Classification (DDC) and/or Library of Congress Classification (LCC) useful for
browsing.
Form Examples and Sources––listing of materials in various forms that are
examples of what can be used to find more material on your topic. Try to use as
many as possible of the eight categories of reference sources being studied
(dictionaries and encyclopedias, geographical sources, indexes and abstracts,
government documents, bibliographies, biographical sources, directories, readyreference sources, etc.). Website sources for all of these eight types of reference
works are great. Be sure to give complete URL for accessing the website. If
possible, make sure the URLs link to the website.

Be creative. Your final word-processed document should be long enough to cover
your topic completely, but don’t waste space. Think of your pathfinder as a
document that could be copied in quantity and distributed as handouts to people
who use your library and are interested in that particular topic.

Single space within citations and annotations. Double space between citations
and annotations. Use 12-pt Times New Roman font. Use italics rather than
underlining for book tiles, periodical titles, etc.

All sources must be reference works, rather than merely books or articles on the
subject of the pathfinder. For each of the twenty sources, include a citation with
an annotation that justifies or explains the inclusion of that particular source in the
pathfinder. Each reference source citation and annotation is worth one point, with
a possible 20 points. Each source that is correctly cited, but does not include an
annotation that gives justification for inclusion in pathfinder receives .5 point. A
source that is incorrectly cited, but includes an annotation that gives justification
for inclusion in the pathfinder receives .5 point. A source that is incorrectly cited,
and does not include an annotation that justifies the source’s inclusion in
pathfinder will receive 0 points.

Examples of acceptable topics, include: Cherokee Indians, North Carolina
Colonial History, Solar System, American Revolution, Civil War, Gardening,
Muscles and Bones, Holocaust, etc. Don’t pick a process, for example, how to
write a term paper, how to use the Internet, etc.
PATHFINDER RUBRIC (0-40 points)
Pathfinder (40 points): Students will compile a pathfinder (annotated bibliography) of
reference sources on topics of their choice (40% of grade). The word pathfinder is
preferred to bibliography since a pathfinder is more than a list of books (bibliography) in
that it may include other media and Web sites. The pathfinder is the assessment tool for
assessing students’ attainment of course objectives as well as relevant standards,
guidelines, and competences of professional library organizations.
PATHFINDER
Components
(0-40 points)
SCOPE
(0-5 points)
Definition of the
topic and the
audience for whom
the pathfinder is
intended. Students
should design
pathfinders for the
types of libraries
where they wish to
work (school,
public, academic).
Students are
encouraged to
target a
ABOVE
Proficient
(36-40 points)
Defines topic,
including sources to
be included and
sources to be
excluded; and
identifies audience (5
points).
MEETS
Proficiency
(32-35 points)
Defines topic, but
does not included
statement of
sources to be
included and
sources to be
excluded;
identifies
audience, but not
precisely (3-4
points).
BELOW
Proficient
(0-31 points)
Does not define
topic clearly; does
not identify
audience precisely
(1-2 points). Does
not include scope
statement (0
points).
multicultural,
diverse audience,
including Spanishspeaking students,
Special Education
students, children
of migrant workers,
gay students,
African American
students, etc.
Students should
collaborate with
teachers, school
staff, community
members, etc. to
make sure that
informational and
recreational needs
are met.
INTRODUCTION
(0-5 points)
An introductory
essay that gives
historical
background and
discusses aspects of
the topic and
justifies why this
topic is important.
CLASSIFICATION
NUMBERS
(0-5 points)
Library of Congress
Subject Headings
and other subject
headings that lead
to material on your
topic in various
indexes, abstracts,
and catalogs, as
well as keywords to
use in online
searches.
SUBJECT
HEADINGS AND
New DPI Standard
3.a
Explains and justifies
importance of and/or
need for a pathfinder
on this particular
topic (5 points).
Gives background
on the topic of the
pathfinder, but
does not
adequately justify
its importance (3-4
points).
Does not give
adequate
information on the
topic or
justification for
choosing it (0-1
point). Does not
include
introduction (0
points).
Lists examples of
Dewey Decimal
Classification
numbers AND
Library of Congress
Classification
numbers for the topic
to facilitate browsing
of shelves and
catalogs (5 points).
Lists examples of
Dewey Decimal
Classification
numbers OR
Library of
Congress
Classification
numbers for the
topic to facilitate
browsing of
shelves and
catalog (3-4
points).
Lists incorrect or
imprecise
classification
numbers (1-2
points). Does not
include list of
classification
numbers to
facilitate browsing
of shelves and
catalogs (0 points).
Lists examples of
Library of Congress
Lists keywords for
searching indexes,
Lists incorrect or
imprecise
KEYWORD
(0-5 points)
Listing of
classification
numbers in Dewey
Decimal
Classification
and/or Library of
Congress
Classification
useful for browsing
SOURCES
(0-20 points)
Listing of materials
in various forms
that are examples of
what can be used to
find more material
on your topic. Try
to use as many as
possible of the eight
categories of
reference sources
discussed in class
(e.g., dictionaries
and encyclopedias,
geographical
sources, indexes
and abstracts,
government
documents,
bibliographies,
biographical
sources, directories,
ready-reference
sources, etc.).
TOTAL:
Subject Headings for
the topic of the
pathfinder as well as
keywords for
searching indexes,
abstracts, catalogs,
etc. (5 points).
abstracts, catalogs,
etc. (3-4 points)
keywords for
searching indexes,
abstracts, catalogs,
etc. (1-2 points).
Does not include
subject headings or
keywords for
searching indexes,
abstracts, catalogs,
etc. (0 point).
Correct citation,
according to the APA
Style Manual, AND
annotation which
justifies the inclusion
of each source (1
point per source, 1820 points).
Incorrect citation
that does not
match examples in
the APA Style
Manual, OR
annotation which
does not justify the
inclusion of each
source (.5 points
per source, 14-17
points).
Includes fewer than
twenty sources,
incorrect citations,
according to the
APA Style Manual,
and annotations
which do not
justify the
inclusion of each
source (0 point per
source, 0-13
points).
A=36-40 B=32-35 C=28-31 F=<28 points
Final Exam (20 points): Students will complete a final exam covering major points of
the course, including demonstration of APA citations, and multiple-choice and essay
questions. Final exam will be sent when requested. Send e-mail to jonesp@ecu.edu.
Grading Percentages:
8 Problem Sets (5 points each)
40% (40 points)
Pathfinder
40% (40 points)
Final Exam
20% (20 points)
Grading Scale:
A = 93-100 points: Superior performance. Student meets and exceeds course
requirements and demonstrates the ability to integrate concepts covered in
class sessions and readings. Student demonstrates ability to think logically
and critically about management issues and to analyze problems and
formulate creative solutions. Student communicates ideas clearly.
B = 85-92.9 points: Good performance. Student meets course requirements and
demonstrates an understanding of concepts covered in class sessions and
readings. Student is able to apply concepts to problem solving and
decision making.
C = 77-84.9 points: Weak, but acceptable performance.
F = 0-76.9 points: Poor performance. No credit will be granted.
I = Incomplete: Indicates inability, for reasons beyond the student’s control, to
complete course requirements by the end of the term in which the course
was offered. A grade of incomplete will be conferred only in consultation
with the instructor.
W = Withdrawal from course within the time period specified by the university.
Student must initiate the withdrawal process.
Initiating a TaskStream Portfolio for the MLS Degree Program
Every student who intends to complete the MLS degree MUST initiate a portfolio in
TaskStream beginning with LIBS 6010, and MUST maintain the portfolio during each
semester in which the student is enrolled in LIBS courses.
The URL for TaskStream is https://www1.taskstream.com/ Your Taskstream account is
now provided for you free of charge with the proper access code. The code for the 2015-
16 academic year is WNLL9A-4MDD78. The program code for Library Science is
libsgep.
The portfolio you will create and maintain constitutes the exit requirement for the MLS
degree and stands in place of a thesis, comprehensive exam, or research project. The
MLS program uses TaskStream to monitor student progress throughout the program and
to provide data on program quality to accrediting agencies, primarily the American
Library Association.
In each LIBS course, you will prepare an assignment designated as the “course artifact”
along with an artifact reflection template that will be filled out online by the student. The
artifact for LIBS 6014 is the pathfinder.
Dates Due for Assignments
(All assignments are due by 8:00 a.m. on Tuesdays)
Jan. 19
Introductions
Jan. 26
Problem Set I
Feb. 2
Problem Set II
Feb. 9
Problem Set III
Feb. 16
Problem Set IV
Feb. 23
Problem Set V
Mar. 1
Problem Set VI
Mar. 15
Problem Set VII
Mar. 21
Problem Set VIII
Mar. 29
Final Exam
Mar. 30-Apr. 12
Drafts of pathfinders will be reviewed and suggestions for
improvement given. No grades will be assigned to drafts.
Apr. 13-18
Pathfinders must be posted to the Discussion Board for critiques by
your colleagues. You must critique at the pathfinders of at least 2
colleagues. These critiques do not have to be followed if you don’t
agree, but usually the critiques of others looking with fresh eyes at
your work are very helpful.
Apr. 19
Critiques posted to Discussion Board.
Apr. 20-26
Pathfinder and Reflection on Pathfinder must be posted to your
TaskStream account by Apr. 26. You may post earlier if you
desire, just make sure I approve your pathfinder for posting to
TaskStream beforehand.
Other Important Dates
Jan. 11
Classes begin.
Jan. 18
Martin Luther King, Jr. Holiday
Mar. 6-13
Spring Break
Mar. 14-20
Advising for registration for Summer and Fall 2016
Mar. 21
Registration begins.
Last day to drop a course without grade.
Mar. 25-27
Easter Holiday
Apr. 26
Classes end
Apr. 28-May 5
Exams. I will be available during this time if you have difficulty in
getting your work to me.
May 7
COE/MLS Program Commencement