COMPETENCY I: Reference

Core Competency I — use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.

San Jose State University MLIS Core Competencies

Competency

I

Introduction

The concept of reference services dates back to 1876, when librarian Samuel Green “Developed the idea of having librarians assist the user in the selection of books to suit their needs” (Cassell & Hiremath, 2013, p. 3). It was later in 1915 that the American Library Association defined reference services as “The service rendered by a librarian in aid of some sort of study” and “An organized effort on the libraries in aid of the most expeditious and fruitful use of their books” (Cassell & Hiremath, 2013, p. 3). The definition while worded differently, wasn’t all that different from Green’s 1876 definition. Even today reference services stay true to similar definitions of helping and aiding patrons find information in many different forms. While definitions have stayed relatively the same over time, the settings for reference services have changed to meet society’s information needs. 21st century librarians are not simply behind a desk guarding information, but rather providing reference services via virtual and physical settings. As technology and other societal advancements continue, it has become important for librarians to ethically understand their role in 21st century reference services. Today librarians have access to the Reference User Services Association’s (RUSA) Guidelines for Behavioral Performance of Reference and Information Service Providers. The RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers supply 21st century librarians everywhere with reference service concepts, principles, and techniques that allow them to connect patrons with accurate, relevant, and appropriate information.

Concepts

Reference librarians “Should never be passive participants, pointing the way to an answer. Instead, they should play the part of dynamic guides, collaborating with users on their search for information and knowledge” (Cassell & Hiremath, 2013, p. 7). Librarians are not information guards, but rather active participants in asynchronous and synchronous reference settings. Reference librarians are providing information services for their patrons that are multifaceted. Information service can be defined as “The process of resolving information needs of users in response to a particular question, interest, assignment, or problem and building positive relationships with users” (Cassell & Hiremath, 2013, p. 5). These transactions require librarians to recommend, interpret, evaluate, and use resources as part of the information retrieval process (Cassell & Hiremath, 2013, p. 5). Librarians may be tasked with assisting a patron on the phone, through email, messaging, and even social media. Concepts related to information services are vast and call for librarians to be forward thinking as they assist patrons online and in the physical library. There are three primary reference concepts related to information services, which are reference questions, research questions, and bibliographic verification. There are however other concepts related to reference services, such as readers’ advisory, information literacy, and marketing.

Reference Questions

Reference questions or “ready reference questions” are questions with answers that can be found quickly through traditional reference sources (Cassell & Hiremath, 2013, p. 6). These are simple questions, such as who was the first president or where can I learn about dog breads? Librarians have to remember to not just answer the question, but help the patron learn how to find the answer. These reference questions can be answered through databases, the library’s website, “General all purpose encyclopedia, dictionaries, almanacs, and handbooks” (Cassell & Hiremath, 2013, p. 6). It is important for librarians to keep up-to-date books and digital assets for this reason.

Research Questions

Research questions “Are more complex, may take much longer to answer, and typically require multiple sources of information” (Cassell & Hiremath, 2013, p. 6). This type of information service requires librarians to help patrons navigate databases and other information resources. Patrons may ask questions related to more specific topics. According to Cassell and Hiremath (2013) these topics can include everything from government to law and/or health. Research questions require time and patience as the reference librarian gets to know the patron and their information needs.

Bibliographic Verification

This last information service is similar to fact checking. Reference librarians review information found by a patron and verify the findings. According to Cassell and Hiremath (2013) bibliographic verification can also be the process of helping patrons cite their sources (p. 7). With so many different online platforms and databases around, patrons sometimes need help from reference librarians with organizing their information and evaluating the information they found.

Readers’ Advisory

Readers’ advisory is a type of information service, which strives “To put the right resources in the hands of the right reader” (Cassell & Hiremath, 2013, p. 7). Reference librarians may ask patrons if they can help them find a good fit book or new read. Readers’ advisory is the process of the librarian interacting with the patron and asking direct questions in order to recommend books (Cassell & Hiremath, 2013, p. 7). Readers’ advisory is not just limited to books, but also other materials such as audiobooks, videos, magazines, eBooks, games, music, and so on. While readers’ advisory primarily happens in face-to-face interactions, there are other ways reference librarians can recommend books for patrons. They can make displays, flyers, and online pathfinders that help readers find books similar to the other books they like.

Here some examples of alternative readers’ advisory methods for reference librarians:

Flyer from Random House Publishing: Book Recommendations

Goodreads.com List: “If you like Hunger Games, Then you will like…”

https://www.goodreads.com/list/show/7565.If_You_Like_The_Hunger_Games_Then_You_Will_Like_

Pinterest.com Boards: “If you like ______, then you will like…”

https://www.pinterest.com/search/pins/?q=book%20recommendations&rs=typed&term_meta[]=book%7Ctyped&term_meta[]=recommendations%7Ctyped

Information Literacy

Information literacy “May range from showing an individual how to use the library’s online catalog and basic print and electronic reference services to formal classroom sessions about conducting research in the library” (Cassell & Hiremath, 2013, p. 8). This type of information service is about providing patrons with information retrieval skills through print and/or online resources. In school libraries this may be done through programs and instructional classes that support Common Core State Standards (CCSS). CCSS is an initiative which strives to provide students with the skills to “Identify and provide quality resources” (Dickinson, Doll, & Kimmel, 2015, p. 230). Reference librarians in schools can provide information services not just limited to literature, but also math, technology, and science. In academic libraries information literacy is much broader and highly dependent on the information needs of the community or the specific patron. Information literacy can include free access to Internet services and/or instructional classes for filing taxes, healthcare, using social media, creating a resume, and other information needs.

Marketing

As reference services continue to grow online, it becomes “Important for libraries to call attention to them [online services] in order to encourage use by their community” (Cassell & Hiremath, 2013, p. 10). Reference librarians in schools, academic, and special libraries can accomplish this through marketing. Marketing involves library newsletters, e-newsletters, social media, signage, flyers and collaboration with other community organizations.

Principles

Reference service is the process of assisting, advising, and instructing “Users in accessing all forms of recorded knowledge. The assistance, advice, and instruction include both direct and indirect service to patrons” (RUSA, 2003). These are the fundamental goals for reference services, however it is important to keep in mind the guiding principles of reference services. These principles include approachability, interest, listening/inquiring, searching, and follow-up. RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers define the five principles as:

1. Approachability: Approachability behaviors, such as the initial verbal and non-verbal responses of the librarian, will set the tone for the entire communication process and will influence the depth and level of interaction between the staff and the patrons.

2. Interest: A successful librarian must demonstrate a high degree of interest in the reference transaction. While not every query will contain stimulating intellectual challenges, the librarian should be interested in each patron’s information need and should be committed to providing the most effective assistance.

3. Listening/Inquiring: The reference interview is the heart of the reference transaction and is crucial to the success of the process. The librarian must be effective in identifying the patron’s information needs and must do so in a manner that keeps patrons at ease.

4. Searching: The search process is the portion of the transaction in which behavior and accuracy intersect. Without an effective search, not only is the desired information unlikely to be found but patrons may become discouraged as well.

5. Follow-up: The reference transaction does not end when the librarian leaves the patrons. The librarian is responsible for determining if the patrons are satisfied with results of the search and is also responsible for referring the patrons to other sources, even when those sources are not available in the local library (RUSA, 2004).

(Cassell & Hiremath, 2013, p. 27).

To read more about each of the five principles you can visit the RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers website.

Techniques

The reference interview is the most common technique that reference librarians utilize today. Gross (Cassell & Hiremath, 2013) defines the reference interview “As a process in which the imposer or end user passes the question to another who will act as the agent in the transaction of the query and then return to the imposer with the answer or resolution” (p. 23). Reference interviews can happen in the library, online, on the phone, or even through social media. It is a process that follows the five principles of approachability, interest, listening/inquiring, searching, and follow-up. Each principle is broken down into steps that reference librarians can follow as part of the reference interview with their patron. Figures 1-5 discuss techniques for each of the principles according to the RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers (2013).

Reference librarians should also be aware of communication issues they may face while helping patrons. It is easy to misunderstand a question, the way someone pronounces a word, or cultural differences. Librarians can avoid these pitfalls by practicing looking approachable, active listening skills, knowledge of reference services, practicing reference questions, practicing follow-up questions and closing the interview, and by shadowing or mentoring other librarians (Cassell & Hiremath, 2013, pp. 27-28).

Evidence

The following evidence includes MLIS coursework that I have completed during my time at San Jose State University.

INFO 210 Reference and Information Services: RUSA Reference Interview Transcript and Analysis
INFO 210 Reference and Information Services: Discussions 1-9
INFO 260A Programming and Services for Children: Discussions 2-4
INFO 265 Materials for Young Adults: Book Talk Discussion 5

INFO 210 Reference and Information Services: RUSA Reference Interview Transcript and Analysis

Evidence:

RUSA Reference Interview Transcript and Analysis

I created a pretend reference interview using the RUSA Guidelines for Behavioral Performance of Reference Information Service Providers. In this imaginary transcript I addressed an ethical and legal related issue between a reference librarian and patron. The reference librarian had to ethically assist the patron and answer their question by adhering to the five RUSA guidelines. These guidelines included visibility, approachability, interest, listening and inquiring, searching, and follow up. I also reflected on the pretend interview by discussing class readings on the ethics of the library science field.

INFO 210 Reference and Information Services: Discussions 1-9

Evidence

Discussions 1-4 required me to complete a reference interview with a real library and librarian. In each scenario I asked a question and then analyzed the transaction using the RUSA Guidelines for Behavioral Performance of Reference Information Service Providers. I also discussed and cited at least three academic writings related to each discussion topic. Discussions 5-8 required me to research concepts of reference services and discuss my thoughts and scholarly articles on the subject. Lastly in discussion nine I wrote about my thoughts on librarianship and where I saw reference services heading in the 21st century. I researched trends and found that reference services are moving more and more online as technology continues to advance.

INFO 260A Programming and Services for Children: Discussions 2-4

Evidence:

In discussion two I wrote about the importance of information literacy programs in libraries as part of a young child’s emotional development. Discussion three analyzed different library websites and discussed the importance of a well maintained website as part of reference services. Discussion four focused on the importance of well practiced listening skills for librarians in order to better assist and communicate with patrons. In each discussion post I utilized scholarly articles and online sources to support my opinions.

INFO 265 Materials for Young Adults: Book talk Discussion 5

Evidence

Book Talk Discussion 5: Yaqui Delgado Wants to Kick Your Ass by Meg Medina

This assignment required me to create a short book talk video from the point of view of the main character. A short book talk is a way to get readers interested in a book without giving away the whole story. I also discussed elements of the book in discussion posts for this class. This assignment helped me practice techniques related to readers’ advisory.

Conclusion

Reference service is built into the foundation of librarianship. My coursework above reflects my skills as a reference librarian and my understanding of key concepts, principles, and techniques tied to reference services. I have written about and participated in traditional face-to-face reference services, synchronous phone reference services, and virtual reference services. With each assignment I have analyzed the reference transactions by comparing them to the five principles found in the RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers. As well, I have had the opportunity in my classes to further explore special and diverse reference services. Lastly, I discussed important concepts related to readers’ advisory, information literacy, and marketing.

References

Cassell, K. A., & Hiremath, U. (2013). Reference and information services: An introduction (3rd ed.). Chicago, IL:

American Library Association.

Dickinson, S. C., Doll, C. A., & Kimmel, S. C. (2015). Common core and common good: Educational standards and

the future of libraries. The Library Quarterly, 85(3), 225-243.

RUSA. (2003). Professional competencies for reference and user services librarians. Retrieved from

http://www.ala.org/rusa/resources/guidelines/professional

RUSA. (2013). Guidelines for behavioral performance of reference and Information Service Providers. Retrieved

from http://www.ala.org/rusa/resources/guidelines/guidelinesbehavioral