Reference Services at Academic Libraries: Berardino 1
Chapter 9:
Reference Services at Academic Libraries
Bailey Berardino
"My guess is (it will be) about 300 years until computers are as good as, say, your local
reference library in search."
Craig Silverstein: Director of Technology, Google.com
Reference has always been about serving the information needs of patrons. In an
academic environment that need usually revolves around research. “Reference librarians apply
critical-thinking skills, emotional intelligence, teaching ability, and question analysis to connect
the user with appropriate resources” (Wolfe, Naylor, & Drueke, 2010, p. 108). The role of the
reference librarian has changed and evolved during its relatively short time in the academic
world. The reference librarian of today must be very flexible and proactive to stay relevant in a
constantly evolving information world. It is important to know that this position is still as
important as ever, if not more so. “The results have indicated a strong growth in reference
services in American academic libraries during the past forty years. In comparison to other
library positions, there is a continuously increasing need for reference librarians” (Wang, Tang,
& Night, 2010, p. 439).
History
The reference librarian is a relatively newer development in the library world. It started
just over 100 years ago, and moved more slowly in the academic community than in public
libraries. The first academic services were seen at Harvard University and Columbia in the
1880’s. Reference librarians as a profession began to develop in the later part of the 19th century
and the early 20th century. There were still not very many professional positions available.
Subject specialization did not begin until the 1920/30’s. After this came the growth of interest
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in the theory of reference services. The reference librarians’ job was moving from just helping
to find answers, to organizing materials and teaching patron to help themselves (Wang et al.,
2010).
In the beginning, few reference librarians had degrees, many did not have any formal
training beyond high school. They usually did not have any professional library training.
“During this time period, the primary function of reference librarians was to locate appropriate
books, journals and other materials in order to fulfill library patron’s information need” (Wang et
al., 2010, p. 490).
Reference services evolved again following World War II, in response to the rapid social,
economic and technological changes in America in the 1950’s. “Library collections, buildings
and services exploded during this period. Along with this explosion came greater
responsibilities” (Wang et al., 2010, p. 490). Reference librarians became more involved in
professional services and university and community services. The “Guidelines for Bibliographic
Instruction in Academic Libraries” was published in 1977 (American Library Association). This
publication not only led the advancement of library instruction at all levels, but it established the
concept of the instruction role and responsibilities. At the time the main responsibilities for the
reference librarians included reference desk services, bibliographic instruction and collection
development (Wang et al., 2010, p. 490).
There was another large shift in the job responsibilities of academic reference librarians
following the technological changes of the 1980’s. The start of the Internet and personal
computers forever changes the idea of reference work. There are now new information
technology and sources, alternative ways to organize information and new ways of
communicating. “Libraries are crafting new roles and responsibilities for librarians by both
Reference Services at Academic Libraries: Berardino 3
reinventing for traditional positions was well as creating new job roles” (Wang et al., 2010, p.
490). Librarians are expected to do more liaising with the rest of the academic community and
much more multitasking. Librarians need to fully communicate with both students and staff the
valuable tools and knowledge they have and how they can help. It is the librarian’s job to make
themselves, and the role they play in information literacy, vital to the academic community.
Throughout the evolution of reference services, the reference librarian has had many
alternative names. In the 1960’s and 70’s some of their names includes Bibliographer, Rare Book
Reference Librarian, Reader’s Service Librarian, Data-tape/Reference Librarian and Instructional
Service Librarians. The 1980’s and 90’s included names such as Audio-Visual reference
Librarians, Computer Systems Reference Librarians, Database searching Librarian, Information
Professional, Learning Resource Specialist, Digital Service Librarian. In the 21st century new
names included Instruction and Outreach Librarians, Reference/Web Service Librarian and
remote reference Librarian. Throughout all these changes, what was remained constant was that
“technology skills, subject knowledge, and communication skills continue to be important
features which are the basis for conducting reference services” (Wang et al., 2010, p. 493).
The Digital Evolution
No discussion about reference would be complete without talking about the importance
of the digital evolution that has occurred over the last 20 to 30 years. The introduction of
personal computers and then the Internet has changed how students access information.
“Anyone can now quickly and freely, look up much of the factual information that once required
a knowledgeable reference librarian with access to, and master of, multiple print ready reference
sources” (Arndt, 2010, “Services in a (post)Google World,” p. 7). Within the last five years the
growth of personal devices that access the Internet has gone well beyond laptops to netbooks,
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smartphones, e-book readers, tablets and more. There is some disagreement on the impact of
mobile devices on the academic community. Some say that the impact has been gradual, while
others say that new features and wireless connectively are putting us on the verge of a
revolutionary phase (Lippincott, 2009, p. 205). Beyond just the Internet, users no longer need
just books to access information. Online journals and databases have not only digitized
materials, but also made them available remotely.
So does this mean that reference librarians are no longer needed to help users with their
information needs? On the contrary, with the wealth of “new information available” from so
many different sources, librarians are needed more than ever to help students.
While Google and its ilk took away the demand for ready reference, it created a new need
for service to users overwhelmed by the fire hose of information, both credible and
incredible, unleashed on the Internet. Ever adaptable, librarians are finding new ways to
reach out to and serve users in the current environment. (Arndt, 2010, “Services in a
(post)Google World,” p. 7)
Reference librarians need to use their skills to help students to critically assess the information
they find. Reference librarians are also moving into more of a teaching role, helping students
with information literacy.
There is evidence to suggest that the library is still the first place many users go for
information. A study conducted by Head in 2007 showed that a majority of students start their
research by looking at course readings or the library website, not search engines such as Google
as prior research has suggested. It also showed that “students used the library and considered
library resources helpful – both the reference librarians and databases” (Head, 2007, Discussion).
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New technology has brought also changes to the way that reference librarian
communicate with their patron. E-mail reference was the first form of electronic communication
that libraries implemented; it is still widely used. Other types that have been used recently
include IM, chat, text, Facebook, Twitter and various other web 2.0 services. This has been met
with mixed response and is not always widely used by patron. Evidence suggests that users
prefer face-to-face communication for help with an assignment rather than online or on the
phone (“How academic libraries can influence student’s web-based information choices”, 2002;
see also Ismail, 2010). One study of a library users showed that “their 18-22 year old students
preferred in-person reference use over use of Web 2.0 services. She suggests that librarians first
look at the needs and desires of their local users, rather than quickly adopting the latest
technological trend” (Arndt, 2010, “Services in a (post)Google World”, p. 8). Arndt suggests
that to stay relevant in this environment, the reference department must use relentless promotion,
instruction and customer service.
Different Reference Models
There are many different reference models used by various institutions. There is no one
successful way to implement reference, but rather different approaches to different
environments. The best models take into account the desires and wants of their current academic
environment, even if it means straying away from “traditional” reference. “The traditional
model, involving face-to-face interaction between a patron and a librarian who answered every
types of question from one or more multipurpose service points, prevailed throughout the ‘paper
era’” (Wolfe, et al., 2010, p. 108). This is not often the case anymore. Some of these models
are: tiered (or progressive) service structures, roving reference, increased use of
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paraprofessionals or students, combining circulation and reference, information commons and
the removal of the reference desk all-together.
In a tiered service model, initial questions are answered by a non-librarian staff member,
usually a paraprofessional or student. If questions are judged to be more than ready reference,
patrons are referred to a librarian, sometimes on who is on call, or by appointment. “Under the
tiered service model, staff at the initial service point must be able to both handle basic questions
competently and recognize immediately which queries should be referred to subject specialist”
(Benefiel, Miller & Ramirez, 1997, p.85). This model has grown in popularity because librarians
were finding that a large number of the questions they were answering were not categorized as
“reference.” They were direction questions or technical question (Arndt, 2010, “Reference
Service Without the Desk”). Studies concluded that a non-librarian could answer the majority
of questions.
The tiered model and others often stresses appointments for research help. Moving
beyond a quick question at a desk, students set up appointments with subject specialists to get indepth help with their information needs. “Recent literature on research consultation services has
indicated that these services successfully provide point-of-need instructional services and ease
students anxiety about library research by offering an experience that is customized to a patron’s
learning style and experience level” (Meyer, Forbes & Bowers, 2010, p. 58). This model does
have its limitations, for example when staff at the desk do not correctly assess the patron’s need
for in-depth help, or if patrons do not wish to take the time to make appointments (Meyer et al.).
The Reference Collection
With new technology, librarians are no longer shackled to the library, the desk or the
print collection (Wolfe et al., 2010). While this has brought many new possibilities to the world
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of reference, it has also meant a decline in the print reference collections. “Reference texts were
some of the first books to go online and for good reason, they offer so much more than their print
counterparts” (Rolfe, 2011, para. 1). However, e-reference materials are not as visible as print
materials, causing many students, and even librarians to looks elsewhere. “Sadly, the downturn
in the visibility of reference resources also means that librarians will be less able to point toward
the library’s riches” (Rolfe, para. 6). Although print reference may no longer be practical,
reference librarians have many viable options if they take the time to learn to use and share them.
A Proactive Approach
Some libraries have been documenting the decline of reference desk transactions.
However this does not need to be the end of academic reference, just a transformation. Many
institutions have seen success in trying new models. One size many not fit all, and a
combination of more then one may work best for your users. “Understanding the academic
community needs and the organization of information, should skill be the key for providing
successful reference service in the future” (Wang et al., 2010, p. 439).
Librarians must take a proactive approach to keeping themselves valuable. They must
learn to be flexible to the needs of their users. They must take a greater role in liaising with the
teaching faculty and promote information literacy. They must also promote collaboration with
other departments and take the time to be properly trained in new technologies and skills (Wolfe
et al., 2010). They must be willing to advertise and promote themselves and they ways in which
they can help students. “While the dawn of Google may have engendered fears for the future of
librarianship, it has merely challenged librarians to apply their creativity and innovation to
rethinking and reshaping their services for the (post)Google age” (Arndt, 2010, “Services in a
(post)Google World”, p. 9).
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References
American Library Association. Association of College and Research Libraries. Bibliographic
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