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Our readings this term point out that reference work is at the heart of library work. Katz defines the role of the reference librarian as “…accessing, evaluating, managing, organizing, filtering and distributing information” (3). Over the years, with the development and increasing use of technology, the format of information and the way it is accessed may have changed, but the fact that people still need information has not changed. While reference is at the core of library services, it is the reference librarian who will connect patrons with the information they need. Although it may appear to be a deceptively simple matter of asking what information is needed and then finding that information, reference work is considered some of the most important and difficult work in the field of library science.
Whether it is information, guidance, or instruction that patrons need, a skilled reference librarian must possess the knowledge, skills, and temperament to help the patron find the information they need. The success of this “information contract” is dependent on the reference librarian successfully conducting a reference interview. Just as reference work is at the heart of library service, the reference interview at the heart of a successful reference interaction. It is the role of the reference librarian to conduct the reference interview in such a manner, that he or she is able to determine what the patron is looking for and either point them in the right direction, instruct them as to how to locate the information, or at times locate the information for the patron in as timely a manner as possible.
Reference and User Services Association Guidelines
The Reference and User Services Association (RUSA) of the American Library Association (ALA) first developed guidelines for behavioral performance in 1996. They have been updated since to include remote reference services, but the basic acceptable practices remain the same whether providing live or digital reference assistance. This paper will detail two reference interviews this writer enter into as a patron at an academic and public library for the purpose of evaluating the reference librarian and the services provided.
The academic library I visited was at Stonehill College in Easton, MA and the public library I visited was the New Milford Public Library in New Milford, CT. I decided to ask the same questions at both the academic and public library reference desks to get an idea of the difference in information available as well as the approach of each reference librarian. Each interview will be discussed within the context of the five areas identified in the RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers.
Guideline 1 ~ Approachability
First and foremost, the patron must perceive the reference librarian as approachable. It is critical for the patron to be able to identify that the reference librarian is available to offer assistance and to feel comfortable doing so. RUSA guidelines state “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” (RUSA 2004). These verbal and non-verbal responses include smiling, acknowledging the patron is there, making eye contact, asking if any help is needed, and presenting an active presence in the reference section.
Stonehill College
My first visit was to the reference librarian at Stonehill College in Easton, MA. on a Friday afternoon. The library was well populated with many students at computer terminals, printing papers, and studying separately and in groups. I was able to easily locate the reference desk that was in a well-lit area with a large sign with bold letters hung from above. The desk was located centrally in the library but toward the back, to give me some sense of privacy to ask questions. As I approached the desk, the librarian was working at her terminal but stopped, looked up and smiled. She was pleasant and friendly and asked if she could help. At this point in the reference interview, I felt completely comfortable asking the librarian for help. She was neither over solicitous not standoffish. The librarian met all the RUSA guidelines for approachability effortlessly.
New Milford Public Library
My second visit was to the reference desk at the New Milford Public Library on a Sunday afternoon. There was a moderate amount of patrons, most of the computer terminals were occupied, and the children’s section was busy. I easily located the Information / Reference Desk as it is located on an easily visible lower level on the right as you walk in. I approached the reference desk and the librarian was on the phone and did not acknowledge I was even standing there. She proceeded to talk for almost 5 minutes while I stood awkwardly nearby. She rolled her eyes and laughed when she got off the phone and made an off-hand comment about difficult patrons. She then smiled nicely and asked if I needed help.
At this point, I was a little uncomfortable due to the long wait without even a simple glance in my direction or a signal that she knew I was there. I felt as if she intentionally did not look in my direction so I was feeling this had not gotten off to the best start. Although she smiled once she was off the phone, her comment about difficult patrons seemed unprofessional and left the impression that she wanted me to know her last reference interview on the phone was not pleasant. Although I was there to observe, I was left wondering if she might make a comment about me once I left. Guideline 1.5 states that a reference librarian “Acknowledges patrons through the use of a friendly greeting to initiate conversation, and by standing up, moving forward, or moving closer to them.” She remained seated and gave the impression that she was tired.
Guideline 2 ~ Interest
At this point in the reference interview, the reference librarian should be conveying that they are interested in the patron’s information needs. The RUSA guidelines state that even if you aren’t stimulated by the question, you should be demonstrating a high level of interest in helping the patron. This will again be accomplished through verbal and non-verbal actions such as nodding, facing the patron, and maintaining eye contact throughout the interview. Behaviors such as looking around, tapping a foot or pencil impatiently, looking bored should be avoided as they will inhibit the development of a good “information contract” with the patron. The ready reference question I asked concerned in what year would Christmas next fall on a Sunday. The question I asked that required research to find the information was “Do you have information on the ACRL Environmental Scan Survey and the OCLC Perceptions of College Students survey?”
Guideline 3 ~ Listening / Inquiry
In addition to showing interest in the patron’s information need, the reference librarian also has the obligation to clarify exactly what it is the patron is looking for. This can be accomplished through skilled open and closed questions that help the patron verbalize what it is they are looking for. This inquiry needs to be done in an encouraging and non-judgmental manner that will encourage a willingness on the patron’s part to engage in this type of exploration. The skilled librarian will ask how much information is needed, what has been found already, the goals of the research if that seems appropriate and non-intrusive. This part of the interview helps the reference librarian form an idea of where he or she will need to begin looking for information.
Stonehill College
After asking my ready reference question, the librarian pointed me in the direction of the almanacs and asked me if I knew how to use a perpetual calendar. I told her that yes I did and moved on to my next question. I then told her I needed information on the ACRL Environmental Scan Survey and the OCLC Perceptions of College Students survey. She asked if I had found any information already and where I had looked. I told her I was just getting started and had not yet done any research.
Although it was an academic library, she didn’t ask if I was a student at the college and didn’t seem concerned about my status at that time. During the interview, there were people coming and going around the desk, she did not seem rushed or worried about the amount of time she was spending with me. At this point she introduced herself as Trish and asked me more questions about the type of information that was needed. In these interactions, Trish again met and surpassed guidelines two and three by showing genuine interest in my question and by skillfully asking questions to clarify what I needed.
New Milford Public Library
I am sorry to say, my experience at the New Milford Public Library was not as positive. I asked my ready reference question and was again pointed to the almanac, although this time was only told that there were calendars in there that might help. After looking for the information, I told her I needed information on the ACRL Environmental Scan Survey. She stared blankly at me and told me she didn't think they had any books on that. That was the extent of her answer. She made no effort to ask any clarifying questions and didn’t ask me any more questions.
At that point I told her I needed to compare the results of the survey with the OCLC Perceptions of College Students Survey. She shook her head no, and just looked at me, so I explained that ACRL was the Association of College and Research Libraries. She actually said, “I don't know anything about that.” At this point, if she were to demonstrate good reference behaviors, she should have asked questions about my need for this information. By asking and clarifying, she would have given me the impression that she was not only interested in my question, she also would have demonstrated that she was interested in helping me find information. At this point, I felt that not only was she not interested in my question, I did not have much confidence that she was going to be able to help.
Guideline 4 ~ Searching
This is the point in the reference interview where the reference librarian needs to have not only identified the information need, but also needs to be knowledgeable about the available resources. A skilled reference librarian will share search strategies with the patron, use all available databases and print and electronic resources, in addition to providing information that will allow the patron to continue the search in more depth at a later date. All of this needs to be done in a timely manner taking into account the time restrictions of the patron and the reference needs of other patrons.
Stonehill College
At this point in the reference interview, Trish was searching the library’s online databases. She first Googled ACRL Environmental Scan and asked me if this was the survey I was talking about. I said yes, and she then went back to the EBSCO databases and continued searching. Although when I started talking to her the computer terminal was facing away from me, Trish kept nudging it in my direction as she searched so that by the end of the interview, we were working together coming up with advanced search terms.
She eventually logged on to her university account at the college where she was taking a graduate level course. She could not have been more helpful and found me several full text articles as well as a bibliography of articles to locate myself. She printed out four full text articles and bibliographic information. Again, Trish demonstrated all the qualities of effective search strategies in her efforts to find the information I needed in a timely fashion.
New Milford Public Library
At this point in my reference interview at the New Milford Library, the reference librarian had already told me she didn’t think they had any books on my topic and that she didn’t know about my topic. Although she had a computer at her desk, she did not use it to either look for information or at least Google the terms to find out what it was that I was looking for. She showed no interest or curiosity in my topic. She told me to go to one of the computers and look on EBSCO. I asked her what databases they had and she said probably science and history. She then asked me if I had a library card to log onto the computers and look at them. I was really stunned at her disinterest and total lack of effort to help me find any information or sources aside from pointing me toward the computer.
Guideline 5 ~ Follow-Up
This is the point in the reference interview after the librarian has located information and either directed the patron to the appropriate resources or has aided the patron in the actual search. Although the patron is researching on his or her own or is holding printouts of information, the interview is not over yet. This is the point when the reference librarian should reconnect with the patron and check to see if they found the information that they needed. This is the time when more assistance may be offered, a more knowledgeable librarian consulted, calls might be made, or any effort required to help make sure everything possible was done in a timely fashion to help the patron. It is through these closing efforts that many patrons make a determination if the reference librarian was worth consulting or not.
Stonehill College
By this time, Trish had found numerous articles and additional resources for me to follow-up on. She asked me repeatedly during the interview if there was anything else I needed or anything else she could do. She was helpful but not overpowering. At the end of the interview, I left with the information needed and a positive feeling about the library and my reference experience.
New Milford Public Library
At this point, all I had been offered was a chance to log onto a computer and look at databases the reference librarian wasn’t even certain the names of. At the end of the interview I basically just wandered away from the area without being asked if I found what I needed or if I could use more help. Although there were several other librarians at the circulation desk, no effort was made to call them over and consult with them. And while there was a phone at the desk, no effort was made to use the available resources to locate the information I knew existed.
Conclusion
RUSA Guidelines were established to ensure that librarians are trained in the necessary skills required to conduct successful reference interviews. The skills are broken down into five distinct and clearly defined behaviors that any librarian would benefit from reading and following. Libraries are entrusted by our society to collect, organize, preserve and disseminate information. It is their obligation to make every effort possible to meet the information needs of their patrons in a timely fashion in the format that is desired. A reference librarian should adhere to the RUSA Guidelines and make every effort to provide the best reference services possible.
In visiting two different libraries, I came away with two vastly different experiences. At Stonehill College, the reference librarian, Trish, was exceptional. She employed every behavior listed and did so in a relaxed, confident and natural manner. I left the library confident in the information she helped me locate, and inspired to provide the quality of service I had received. In comparison, my experience at the New Milford Public Library could not have been more disappointing. The reference librarian was neither skilled in interviewing me nor interested in locating the information needed. This was a librarian who clearly needed to review the RUSA Guidelines and was in need of direct supervision. In a position as critical as that of a reference librarian, competencies need to be continually assessed to ensure patrons are getting the best reference services available.
Works Referenced and Cited
Bopp, Richard E. and Linda C. Smith. (2001). Reference and Information Services: An
Introduction. Colorado: Libraries Unlimited.
Katz, William A. (2002). Introduction to Reference Work: Basic Information Services
Volume 1. Boston: McGraw Hill.