Dominique Burns e-Portfolio

Introduction

Interpersonal communication is key in any organization, especially one that centers on customer service. Librarianship is not just an information profession all about the books, but also one that provides customer service for their patrons in the library and online. Librarians interact daily with a large array of personalities and issues. Besides finding information, librarians may deal with angry customers, mischievous teenagers, upset children, cultural differences, homeless individuals, and elderly patrons (Albrecht, 2015, chapter 1). Librarians also have to be able to communicate internally with employees, board members, and bosses in order to keep library operations running smoothly. The list is never ending, which is why librarians need strong interpersonal communication skills. Ross and Nilsen (2013) believe that there are four primary communication skills that are necessary for good communication in the workplace. These skills include non-verbal behavior, listening, speaking, and writing. These skills are important for face-to-face interactions in the physical space of the library and in virtual situations, such as email.

 

While there are many different communication models, for the purpose of this paper I will be describing communication skills based on the sense-making theory by Claude Shannon and Warren Weaver (Ross & Nilsen, 2013, p. 100). This model assumes “That information is a commodity that can be generated, stored, accessed, and transferred” (Ross & Nilsen, 2013, p. 100). The model includes five elements of communication, which are the following:

 

1. An information source, which produces a message.

2. A transmitter, which encodes the message into signals.

3. A channel, to which signals are adapted for transmission.

4. A receiver, which 'decodes' (reconstructs) the message from the signal.

5. A destination, where the message arrives (Chandler, n.d.).

 

This model describes communication as a signal being transferred between a sender and receiver. However, there is “noise” that can affect the message being sent. Noise can include environmental distractions or body language. Figure 1 below shows how this model of communication works.

 

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Figure 1

(Chandler, n.d.)

 

Non-verbal Behavior Skills

As humans we are constantly transmitting non-verbal messages through “Eye contact, tone of voice, facial expressions, posture, gestures, positioning of arms and legs, style of dress, and the distance you stand from other people” (Ross & Nilsen, 2013, p. 3).

It is unavoidable, however it is possible to choose which non-verbal behaviors you attach to the messages you send. Librarians are constantly helping patrons with their information needs or collaborating with patrons. This is why it is important to know which non-verbal behaviors you are putting out there and what they mean. Certain non-verbal behaviors will inform those you are talking with that you are interested or uninterested in what they are saying. There are six dimensions of non-verbal behaviors that librarians can practice for improving communication with patrons and co-workers. They are the following:

 

1. Kinesics – the way we use our bodies, head, arms, and legs, as well as facial expression, posture, and movement.

2. Proxemics – the way we use interpersonal spaces; the distance we stand from another person.

3. Paralanguage or vocalics – how we say something: the pitch, rate, loudness, and inflection of our speech.

4. Chronemics – the way we time our verbal exchanges; waiting time and punctuality; duration and urgency.

5. Physical Appearance – the way we look: body type; clothing; hair and skin color; grooming; accessories and cosmetics.

6. Gesture – the way we use our body to express meaning; hand and arm movements; head and eye movements (nodding or shaking head, rolling eyes, winking) (Ross & Nilsen, 2013, p. 3).

 

Non-verbal behaviors may also be perceived differently depending on the culture. This is important for librarians to know, because they often communicate with a diverse range of individuals. There are two types communication styles that can be found when communicating with other cultures, high-context and low-context (Ross & Nilsen, 2013, p. 4). According to Pflug (2011) high-context communication is common with individuals from Asian, Indian, Japanese, and Russian cultures (Pflug, 2011). High-context cultures communicate with very few words and embrace silence. In the library these patrons will expect eye contact and attentive listening, such as head nods. They look for non-verbal cues to make sure your words match your body language. They want to be greeted when they enter the library with a smile and a wave. While, low-context cultures prefer direct messages, facts, and logic. Unlike high-context communicators, they want straightforward answers with out the small talk. In fact low-context cultures “Often perceive high-context communication as polite but evasive” (Pflug, 2011, p. 131). Understanding cultural differences will help librarians develop non-verbal skills for helping patrons and collaborating with co-workers from different backgrounds

 

Non-verbal communication is much harder in online settings, because individuals cannot see those communication cues. In online situations, such as email or reference chat services, it is important to remember how you word messages or use symbols to express meaning. Librarians may use emoticons to express meaning in some situations, but may want to avoid typing in all capital letters, because it can convey anger or yelling.

 

Listening Skills

Communication “Is not a one-way process of a speaker’s sending a message to a passive receiver” (Ross & Nilsen, 2013, p. 21). Communication is two-way and requires both sender and receiver to be engaged. Listening skills are extremely important for librarians, as they constantly listen to their patron’s information needs an/or their co-workers. Effective listening according to Ross and Nilsen (2013) includes two things:

 

1. You have to be actually listening. Listening is not the same thing as not talking. Instead of really listening, people who are not talking may be daydreaming, waiting for their turn to talk, or thinking of what will say next.

2. You have to let the other person know that you are listening by using verbal and nonverbal attending skills (Ross & Nilsen, 2013, p. 21).

 

Listening is not a passive form of communication and librarians must practice listening skills for different environments, such as the workplace, or situations that require appreciative listening, informative listening, nonverbal listening, and active listing.  Appreciative listening is  “Listening in order to obtain sensory stimulation or enjoyment through the works and experiences of others” (Brownell, 2015, p. 85). Some examples of appreciative listening include listening to music, a speaker, a comedy show, and/or a play. Individuals may also engage in appreciative listening as a way to reach goals. Informative listening is listening to learn. This type of listening could be between a student and an instructor. Non-verbal listening focuses on outside “noises,” such as physical appearances, interpersonal space, timing of pauses, and tone of voice (Ross & Nilsen, 2013). While, active listening is the process of paying attention and actually hearing the individual. This type of listening is the most important for librarians. It requires librarians to give individuals their full attention by displaying non-verbal cues, avoiding interruptions, taking notes, and being aware of their own biases (Johnson, 2010). Perfecting these listening skills can help librarians in the following ways:

 

1. Finding out what someone wants so that you can satisfy needs (reference librarians do this, as do sales people and lawyers).

2. Understanding someone’s point of view, attitude, feelings, or concerns so that as a supervisor, you have the information you need to plan effectively, anticipate problems and resolve conflicts.

3. Receiving information to form an opinion or reach a decision.

4. Maximizing your learning during training sessions.

5. Getting feedback about your own performance so that you can correct problems before they become crises (Ross & Nilsen, 2013, p. 22).

 

Speaking Skills

Speaking skills are an essential skill for face-to-face communication in the workplace. This is a communication skill that is especially important for librarians, because they interact with library patrons and co-workers all day. Strong speaking skills are essential for general conversation, for presenting information, and collaborating with others. Speaking skills are also important in online settings, such as instructional videos or web-conferencing. Ross & Nilsen (2013) found that there were different types of speaking skills that could be used to better interpersonal work communication, such as acknowledgement, minimal encouragers, open questions, and avoiding a premature diagnosis (p. 31). Acknowledgement is the skill of “Restating or playing back the content of what the other has just said” (Ross & Nilsen, 2013, p. 31). In face-to-face communication this could be a librarian re-stating the patron’s question as a sentence. The same is for online settings, such as virtual reference chat services. Minimal encouragers include “Phrases, which encourage the other person to say more, are nonjudgmental and free of content” (Ross & Nilsen, 2013, p. 33). Example of this in face-to-face communication include the following statements:

 

- Uh-huh.

- I see.

- Go on.

- That’s interesting.

- Tell me more.

- Anything else?

- Can you give me an example (Ross & Nilsen, 2013, p. 33)?

 

Open questions allow patrons to provide more detailed responses. An open question does not require a no/yes response from patrons. Open questions help librarians “To hear in the other person’s own words the nature of a problem or situation” (Ross & Nilsen, 2013, p. 35). Open questions are an important speaking skill, because it allows librarians to ask the right questions in order to gather more information. However, it is also important to think before you talk or jump to a conclusion. This is called premature diagnosis and it is imperative that librarians avoid making this mistake. Here are some examples of premature diagnoses:

 

1. A young adult, who is wearing running shoes, jeans, and a t-shirt, asks for some material on bees. The librarian asks “Is this for a school project?

2. A woman in her thirties asks for pictures of Scandinavian costumes. The librarian asks, “Is this for your child – a costume to make for your child (Ross & Nilsen, 2013, p. 35)?

 

A premature diagnosis can cause communication failures, because it is an assumption made by one individual about another individual. Speaking to an individual based off an assumption can also come across as offensive or inconsiderate. When speaking to other individuals it is important to practice these different speaking skills, but it is also important to keep in mind how and what you are saying. The way you speak to a co-worker will differ from how you speak to a library patron. The way you present information a part of an instructional class will not be the same way you speak to a friend in relaxed conversation. It is key to keep in mind accents, volume, clarity, pace, pitch, inflection and pauses among other things when speaking (Skills You Need, n.d.).

 

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Figure 2: How to Improve Speaking Skills

(Fawkes, 2013)

 

Writing Skills

Written communication is an essential skill for librarians. Librarianship is a profession that revolves around written communication in many different forms. Writing in “both print and digital form” conveys many different messages, which is why it is key to consider who your audience is and what you are writing about (Ross & Nilsen, 2013, p. 85).  Different written materials need to be tailored for their specific audiences. Social media “Channels (such as Facebook or Twitter) will differ dramatically” from “Library webpages, blog posts, or conferences posters” (Lowe-Wincentsen, 2014, p. 44).  Content, tone, and style will also differ if you are writing a grant or presentation (Lowe-Wincentsen, 2014, p. 44). Here are some examples of different audiences librarians may communicate with through written communication.

 

1. An introductory class of freshman undergraduates in a basic library orientation, and information literacy class/workshop.

2. A faculty department meeting presentation on a research database.

3. A library conference presentation, or poster session.

4. A one-on-one research consultation with a student, faculty member, or research staff (Lowe-Wincentsen, 2014, pp. 44-45).

 

The ability to communicate clearly is an essential skill for good communication, because in the 21st century librarians will write emails, social media posts, reports, newsletters, policies, and even online reference responses. Attending writing workshops and reading up on writing methods for different types of sources will help librarians communicate more effectively with their co-workers and patrons.

 

 

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Figure 3: Effective Writing Skills

(Murtza, 2014)

 

Evidence

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

 

1. INFO 286 Interpersonal Communication Skills for Librarians: Group Project –Listening Techniques

2. INFO 286 Interpersonal Communication Skills for Librarians: Exploratory Essay

3. INFO 286 Interpersonal Communication Skills for Librarians: Pinterest Board

 

INFO 286 Interpersonal Communication Skills for Librarians: Group Project –Listening Techniques

 

Evidence

• Group Project –Listening Techniques Presentation: https://www.youtube.com/watch?v=lEgCDKzNby4

 

I worked with four other students to develop a presentation on listening techniques for the workplace related to the field of librarianship.  We researched and discussed different types of listening, such as appreciative listening, informative listening, nonverbal listening, and active listing. Since our presentation was on listening techniques for interpersonal work communication, we choose to narrate a visual power point. This required us to practice speaking skills, nonverbal visual cues, and listening skills. We uploaded our presentation on to a platform called Voice Thread, so classmates could comment on the presentation. I later re-uploaded the entire Voice Thread presentation to youtube.com.

 

INFO 286 Interpersonal Communication Skills for Librarians: Exploratory Essay

 

Evidence

• Exploratory Essay: Cross-cultural Communication: High-context and Low-context Cultures in the Library

 

Using class readings and scholarly sources I identified factors that affect an individual’s communication style and ways to improve communication. I discussed cross-cultural Communication between high-context and low-context cultures in the Library. I focused on how non-verbal and verbal communications can be interpreted differently across cultures. In the paper I examined different ways librarians could communicate with patrons from high-context and low-context cultures.

 

INFO 286 Interpersonal Communication Skills for Librarians: Pinterest Board

 

Evidence:

• Pinterest Board: Non-verbal Communication:

https://www.pinterest.com/LJohnsonMLIS/non-verbal-communication/

 

This Pinterest board required me to practice appropriate social media writing skills as I collected items related to non-verbal communication. I worked with four other students to identify non-verbal communication resources and to organize them with descriptions on a Pinterest board. This required me to work with other students and collaborate online through email.

 

Conclusion

No organization or individual can successfully communicate without the proper skills to do so. Communication is essential to the daily operations of libraries and the communities they serve. Librarianship is a profession rooted in information-seeking and customer service. Which is why good communication skills are so important for librarians. My evidence above reflects my experiences working in groups, but also my experiences researching interpersonal communication skills in the workplace. I have researched non-verbal behavior, listening, speaking, and writing skills. Honing these communication skills will help librarians better interact with patrons and co-workers in the physical and virtual spaces of the library. I feel my evidence above showcases my familiarity with necessary oral and written communication skills for professional work, such as group collaborations and presentations.

 

References

Albrecht, S. (2015). Library security: Better communication, safer facilities. United States of America: American

Library Association.

 

Brownell, J. (2015). Listening: Attitudes, principles, and skills. New York, NY: Routledge.

 

Chandler, D (n.d.). Transmission model of communication. Retrieved from

http://visual-memory.co.uk/daniel/Documents/short/trans.html

 

Fawkes, T. (2013). How to improve speaking skills in 7 simple steps. Retrieved from

https://www.troyfawkes.com/how-to-improve-speaking-skills-in-7-simple-steps/

 

Lowe-Wincentsen, D. (2014). Skills to make a librarian: Transferable skills inside and outside the lirbary. New

York, NY: Chandos Publishing.

 

Murtaza, S. A. (2014). Effective writing skills. Retrieved from

http://www.slideshare.net/hashimabbasi786/1st-effective-writing-skills

 

Pflug, J. (2011). Contextuality and computer-mediated communication: Across cultural comparison. Science

Direct, 27(1), 131-137. Doi: 10.1016/j.chb.2009.10.008

 

Ross, C.S., & Nilsen, R. (2013). Communicating professionally. Chicago, IL: Neal-Schuman.

 

Skills You Need. (n.d.). Effective speaking. Retrieved from

http://www.skillsyouneed.com/ips/effective-speaking.html