Running head: FUTURE OF REFERENCE SERVICES IN ACADEMIC LIBRARIES
Future of Reference Services in Academic Libraries
Cory Christopher Hughes
Valdosta State University MLIS 7000 Foundations
9 NOV 2014
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Future of Reference Services in Academic Libraries
This inquiry will focus on existing literature concerning the effect of new technologies
on reference services in academic libraries. Principally of interest is to see what existing
scholarly works discuss concerning whether or not the reference desk as a physical place is a
viable model service point for academic libraries going forward. Kilzer (2011, p. 291) points out
that the history of reference services has been examined numerous times over the years dating as
far back as 1955. This review does not intend to summarize those historical accounts of reference
services but rather focus on more recent scholarly works concerning the topic.
In reviewing the literature on this topic certain topical themes have made themselves
evident. The effect of new technology on academic library reference desks as actual physical
spaces is one such theme. Whitney and Glogoff (1994, p.321) mention a “library without walls”
dating back some twenty years ago. Examining more closely the literature regarding changing
library technologies will give practitioners some insight into how they effect academic library
physical reference desks today and into the future.
Another theme which made itself evident during this review was that of the effect of new
technology on the actual duties and responsibilities of academic reference librarians and how
they provide their services to academic communities. A review of current literature regarding
this topic will assist library practitioners in understanding current trends in providing reference
services in today’s environment of constantly changing technology.
The Reference Desk as Physical Space
The library as an actual physical building has faced numerous challenges as a result of
increasing improvements in technology and the ability to work remotely via the internet (Rubin,
p 248). Libraries have had to seriously contemplate their current designs in relation to their
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electronic needs and as a result many libraries opted for expensive redesigns of their physical
spaces (Rubin, p. 248). Rubin notes that some practitioners surmised that the rise of “libraries
without walls” would lead to the eventual extinction of brick and mortar libraries (Rubin, p.
249). Still others believed that academic libraries were adapting well to changes in technology
and dependence upon electronic services (Rubin, p. 203). One such adjustment was the ability of
academic libraries to start offering virtual reference services (Rubin, p. 203). Libraries were
nearly forced to rethink the reference desk as a physical location as many traditional reference
materials were shifting to digital format (Campbell, 2006, para. 6). The demand for reference
services also dropped significantly starting around 1991 (Campbell, 2006, para. 6). Due to these
pressures academic libraries are mostly “virtual” spaces that have moved away from the physical
reference desk and now offer private reference consultations, as well as consultations using text
messages, e-mail, and telephones (Campbell, 2006, para. 6). Scholars today are more and more
preferential to using commercial search engines over library reference services (Campbell, 2006,
para. 6). Ultimately Campbell (2006, para. 7) believes that the internet itself will completely
replace the physical reference desk as well as virtual reference services. His contention is that
the internet will be “functioning like one gigantic neural network” which could “accept and
accurately answer queries of the most complicated sort” (Campbell, 2006, para. 7).
Carlson (2007, p. 293) agrees that academic reference desks are indeed “dying out” and
he describes scenarios where librarians are utilizing social media, text messaging services, online chat, and one-on-one consultations in order to provide reference services. One promising
young librarian at the University of Michigan goes out to nearby coffee shops and conducts
reference services one-on-one or in groups all while getting to know the students and drinking
coffee (Carlson, p. 27). Carlson (2007) is certainly much less pessimistic than Campbell but
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agrees that reference desks are indeed “dying out”, however, librarians are adapting and finding
new and engaging ways to interact with patrons within the academic communities they serve.
Carlson does not go as far as to say that reference services will disappear completely like
Campbell proposes.
Kilzer (2011, p. 293), in contrast to Carlson and Campbell, asks if the “real product” that
academic reference desks and librarians provide is actual face to fact contact with real people
who can help them achieve their research or academic goals. Kilzer (2011, p. 293) proposes that
traditional reference desks staffed by librarians is preferable in today’s connected world because
actual physical contact with real people is desired over virtual contact. Kilzer (2011, p. 293)
pointed to studies conducted at the University of Massachusetts and the University of Georgia in
which it was found that library patrons at those academic libraries preferred to receive their
reference help face-to-face (Barratt, Acheson, & Luken, 2010; Moore & Wells, 2009). Moore
and Wells (2009) conducted a study in which they surveyed students using the University of
Massachusetts library for one 24 hour period. The study was interested in the thoughts of
students as it pertained to roving assistance and librarians (Moore & Well, p. 75). They knew
going into the study that today’s undergraduates are part of the generation called “millennials”
and they are known to be competent users of technology (Moore &Well p. 75). What they found
was that 82% of the 641 undergraduates they surveyed preferred reference help face-to-face
(Moore & Well, p. 81). While other libraries are doing away with the reference desk the
University of Massachusetts is maintaining theirs in light of the pro-librarian attitudes of their
undergraduates in favor on face-to-face help (Moore & Well, p. 84).
Similarly Barratt, Acheson, & Luken (2010) surveyed students for a two week period at
the University of Georgia’s Miller Learning Center which is a mixed use facility consisting of a
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reference desk, computers, social space, as well as classrooms. Librarians experimented with
three new ways to provide reference services which included roving, instant messenger, and
face-to-face at a coffee shop within the building (Barratt et. al., p.51). Survey results indicated
that students overwhelmingly preferred face-to-face interaction as opposed to other virtual means
to receive reference assistance (Barratt et al. p. 53).
Burger (2007, p. 5) perhaps defines it best by stating that we can stop reinventing
reference because “the people have reinvented it for us”. Burger (2007, p. 5), like others
mentioned in this review, understands that on-line tools have transformed the work of reference
librarians and those tools have rendered reference desks as physical spaces a defunct concept, at
least in some libraries. The current literature reveals a more balanced approach in consideration
of keeping the physical reference desk in place but adding virtual services to augment academic
librarian’s abilities to scale their services to help more people within the community.
Reference Librarian’s Changing Roles
With seemingly constant changes in technology and expectations of patrons librarians
must understand that the old model of reference, sitting behind a desk waiting for questions, is a
thing of the past (Kilzer, 2011, p. 297). The people, as Burger (2007) explained, have already
redefined reference and the librarians must go to where members of their academic communities
congregate. Going forward it will also be crucial for academic libraries to form partnerships with
other divisions on campus (Kilzer, 2011). Drexel University Libraries, for example, are
partnering with the nearby student resident halls and are installing a “Learning Terrace” which is
phase one of a plan to imbed librarians through out the campus (Kilzer, 2011, p. 296; Landgraf,
2011, p. 13). The learning terrace will not have traditional library accoutrements like books and
computers but will offer wireless internet connections, electrical outlets, flexible seating both
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inside and out, as well as space for tutoring and mentoring by professors during open office
hours. (Landgraf, 2011, p. 13). Drexel looks at their students as “intentional learners” and they
expect that their students “will take responsibility for their own educational needs” which was
part of the impetus behind the building of the learning terrace (Landgraf, 2011, p. 13).
Another example of academic librarians partnering with their academic community again
comes from Drexel University. They realized that undergraduate students do not always ask for
help with their research projects for any number of different reasons (Kilzer, 2011, p. 295;
Martin & Park 2010). To combat this fear Drexel University libraries implement a partnership
with the university and established a personal librarian program in which 28 librarians and paraprofessional staff corresponded with 2,800 incoming freshman before they arrived on campus for
their first semester (Kilzer, 2011, p. 295). They invited the freshman to visit the library when
they arrived on campus to receive a small gift. They were also encouraged to reach out to the
librarians and other resources at the library to ask for help with research papers, homework, and
other assignments (Kilzer, 2011, p. 295). Out of 2,800 incoming freshman 280 of them actually
went to the library to pick up their gift which lead to their initial exposure to the library (Kilzer,
2011, p. 295).
Partnerships between academic libraries and their sponsoring institutions appears to be a
trend that will continue. Academic reference librarians will embrace new roles as roving
librarians using digital and social technologies to service patrons through out the campus. Kilzer
(2011) put it best in describing the old model of sitting behind a desk waiting for patron’s
questions is quickly dying out but perhaps a more “multi-modal” approach to reference is best.
Some evidence presented in the literature provides information that at some institution patrons
prefer face-to-face assistance.
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Conclusion
Moore and Wells (2009, p. 76) point out that millennials are very experienced users of
technology and they have special requirements when it comes to technological services.
The
following characteristics were identified of millennials by Moore and Wells (2009):
1. They have great expectations.
2. They expect customization.
3. They are technology veterans.
4. They utilize new communication modes (p. 76).
Given these expectations going forward I think Kilzer (2011, p. 297) is on the right track as
describing the reference problem solution as being a “multi-modal” approach which takes into
consideration the changing and diverse needs and preferences of a constantly changing group of
people (Kilzer, 2011, p. 297).
Academic librarians will need to be “pro-active” instead of
“reactive “as it pertains to providing reference services (Kilzer, 2011, p. 297). Seeking out new
ways to interact with campus communities whether by way of reference desk, virtual space, or
face-to-face at some common space where the community congregates (Kilzer, 2011, p. 297). The
reference desk as physical space does not appear to be defunct as the current scholarly work
mentioned previously that students in some situations prefer the traditional face-to-face reference
interview. Given that the nature of information technology is constantly changing and providing
more access to various kinds of information academic librarians and other professionals have to
be dedicated life long learners and realize that change is inevitable in the world of libraries (Rubin,
2010, p. 262). Due to this constant cycle of change there will always be a need for additional
research to continue to define what reference services will resemble in the future. It is not known
exactly what the future will look like for academic libraries, their reference desks, or the roles of
librarians but one thing is clear, librarians will require constant “continuing education and training”
(Rubin, p. 263). There is still more research that can be done in the area of technological change
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and how it effects academic libraries (Rubin, p. 262). Libraries of all types have traditionally
always weathered the storm of change since their inception hundreds of years ago and “there is no
reason to assume they have lost any of those resiliencies” (Rubin, p. 263).
Personal Reflection
In my planned transition from my current profession to the world of academic librarianship
I had planned to try and make my entry into the world of reference services first. I made an
assumptions that my soft skills and abilities picked up from other careers and life experiences
would most likely translate to qualifications as an entry level academic reference librarian. Early
on in the MLIS Foundations course we’ve read numerous articles and chapters which discussed
the potential dismal job opportunities for librarians in the future as well as the potential for some
library jobs not to exist any more, like reference librarians. I was a little anxious about some of
that bad news related to libraries but have since learned that there is plenty to be excited about in
the future of academic libraries. The only reference services I have ever been exposed to are those
taking place at a desk and though a virtual instant messaging system. I could envision myself
fulfilling the reference roll in that traditional way but I am simultaneously optimistic about some
of the new ideas of reference service points that I discussed in this literature review. The potential
to mingle with patrons in common spaces outside of the library or potentially service patrons from
a distance via smart phone or tablet is incredibly exciting to think about. I tend to agree with Rubin
in that libraries will continue to adapt and remain relevant in the years to come (Rubin, p. 263).
Certainly I could end up in a traditional desk reference positon as an entry level librarian and be
faced with those lazy students who simply want the librarians to do all the research for them or
those folks who just need directions to the restroom or need more paper loaded in the printer. In
my current profession I am used to not being confined by a desk and I relish the freedom to roam
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my assigned area to help anyone in need. The idea of a roving librarian is appealing to me because
it would allow me to utilize by existing soft skills in an effort to assist people seeking specialized
information for research, homework, or to the assignments. What appeals to me most is simply
having the opportunity to help people fulfill their information needs. I also remain optimistic about
the future of academic libraries and projects like the learning terrace at Drexel University. In my
future professional career I would like to be associated with projects similar to that one. Also,
having begun writing and honing my skills as researcher has energized me for the potential to
possibly publish some articles in a peer review journal at some time in the future once I have some
library experience, knowledge, and research expertise.
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References
Barratt, C., Acheson, P., & Luken, E. (2010). Reference models in the electronic
library. Reference Services Review, 38(1), 44-56.
doi:http://dx.doi.org/10.1108/00907321011020716
Burger, L. (2007, March). Transforming Reference. American Libraries. p. 5.
Campbell, Jerry D. 2006. “Changing a Cultural Icon: The Academic Library as a Virtual
Destination.” Educause Review 41 (January/February): 16-31.
Carlson, S. (2007). Are Reference Desks Dying Out? Librarians Struggle to Redefine-and in
Some Cases Eliminate-the Venerable Institution. Reference Librarian, 48(2), 25-30.
Kilzer, R. (2011). Reference as Service, Reference as Place: A View of Reference in the
Academic Library. Reference Librarian, 52(4), 291-299.
Landgraf, G. (2011). Learning Terrace to Embed Library Throughout Drexel Campus. American
Libraries, 42(3/4), 13.
Martin, P. N., & Park, L. (2010). Reference Desk Consultation Assignment: An Exploratory
Study of Students' Perceptions of Reference Service. Reference & User Services
Quarterly, 49(4), 333-340.
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Moore, A. C., & Wells, K. A. (2009). Connecting 24/5 to Millennials: Providing Academic
Support Services from a Learning Commons. Journal Of Academic Librarianship, 35(1),
75-85.
Rubin, R. (2010). Foundations of library and information science. New York: Neal-Schuman
Publishers.
Whitney, G., & Glogoff, S. (1994). Insider's guide to library automation (Book Review);
Planning second generation automated library systems (Book Review); Directory of
library automation software, systems, and services (Book Review); Designing
information (Book Review); Networks for networkers (Undetermined). Library
Quarterly, 64: 319-331.