Heidi Resnik

Dr. Maria Pacino

LIB 550
March 28, 2016

As in all avenues and aspects in the world of academia, standards set the foundation for
behaviors. The standards for References and Information Services (RIS) have been established
by the Reference and User Services Association (RUSA), which includes collection
development, electronic services, behavior performances, professional competencies, and
services for special populations (Farmer, 2014, p. 85). The reference interview, a conversation
and interaction between the librarian, who provides guidance and assistance to the patron, and
the patron, who needs assistance and guidance in locating information and materials for a
particular purpose, must be properly executed by manifesting the following skills, irrespective
of the interactive space (i.e., face-to-face or remote): Visibility and approachability, Interest,
Listening and inquiring, Searching, and Follow-up (Farmer, 2014, p. 86). Further, when
working with youth, librarians must consider the unique information interests and needs of
teenagers, [especially]in terms of cognition, psychology, and physiology[In addition,]
[y]ouths expectations of themselves and others may also be inaccuratethey may over- or
underestimate their ability to find information, and they may lack patience to persevere in their
research effort (Farmer, 2014, p. 86). An effective librarian must consider these developmental
truths as she works with her teen patrons. In addition, a capable librarian must consider how the
affective domain interplays when working with all children and adults. Also important to be
aware of is the physical context in which the reference interaction takes place and how it directly
correlates to the patrons emotional responses during the interview, which in turn affects the
process and results of the quest. If a patrons affective filter is high because he feels intimidated,

insecure, or inconsequential, the reference interaction will not go well. Farmer (2014) offers
reminders to ensure a positive exchange between the librarian and the student: to match body
language, maintain equal height eye contact, utilize joint computer screen viewing, remove
physical barriers, and having effective labels and signage to name a few (p. 88-89).
Another important aspect to consider when interacting in a reference conversation is how
humans interact with information in its various forms. An acute librarian will be able to evaluate
and assess how her patron feels about his ability to locate and work with information. Farmer
(2014) explores this emotional interplay as patrons seek and engage with information. Carol
Kuhlthau (2004), the best-known researcher in this area found predictable pattern in that process:
1. First encounter: uncertainty, curiosity, fear of the unknown, hopelessness
2. Selection: increasing focus and optimism
3. Exploration: possible confusion and doubt, especially if information conflicts
4. Formulation: increased clarity and confidence
5. Collection in light of formulation: increased interest and confidence, deeper
involvement
6. Presentation: satisfaction or resignation (Farmer, 2014, p. 24-25).
Keeping these probable responses in mind as the student is in the process of searching for
information will equip the librarian to assist more successfully.
According to the RUSA Guidelines Behavioral Performance of Reference and
Information Service Providers 3.0 Listening/Inquiring, [t]he reference interview is the heart of
the reference transaction and is crucial to the success of the process. The librarian should
effectively identify the patron's information needs in a manner that puts the patron at ease.
Effective listening and questioning skills are necessary for a positive interaction. I would first
put the patron at ease by asking, How are you today? I would follow that with How may I
assist you in finding information on your topic? When the student begins to explain and reveals

some of his needs, I will ask him his name and tell him mine. I will then call him by his name to
send the message that I care about him as an individual. After that, I would continue the
conversation with the basic introductory questions about his needs and tailor the focus as I learn
more.
Questions (a combination of open-ended and closed and clarifying) I would ask my high
school students in a reference interview after establishing the aforementioned groundwork:
What are the teachers expectations for the outcome of this assignment?
Tell me about your topic
What types of sources and how many do you need?
What kinds of research experience have you engaged in before this assignment?
How do you feel about this type of assignment?
When is this assignment or project due?
The reference interview has numerous intricacies, especially because these types of
encounters take place in various contexts: in person and remote. Reference interviews can be
synchronous and asynchronous when conducted in a digital platform, which adds to the
complexity of communication. In the 21st century, communicating about information needs
remotely is becoming increasing popular. According to Luo and Weak (2013), [t]o make
libraries more appealing to users and reach out to a wider user community, reference services are
often delivered via a variety of communication channels that have gained widespread popularity
among teens, such as e-mail, chat, and instant messaging. Farmer (2005) pointed out that teens
appreciate that online information sources and services offer anonymity, speed, convenience, and
the ability to click, copy, paste, and print. They can be ambivalent about asking for help at the
reference desk because they may feel concerned about appearing subservient or looking ignorant
in front of their peers. Online reference services present them with an alternative to seek
assistance without such concerns (p.15). Texting as a viable form of communication because

smartphones have enabled people to perform myriad tasks on one device, including research.
Luo and Weak (2013) agree, [a]s the prevalence of texting grows, the library world has also
recognized its value and started offering reference services via this venue. Text reference service
provides teens with the opportunity to extend their conversation with the library, seeking help in
the medium they are most comfortable with (Luo and Weak, 2013, p.15).
The teacher librarian in the 21st century must be sensitive to a patrons needs, know the
myriad ways in which to assist a patron to locate materials, and practice excellent speaking and
listening skills in all reference encounters.

REFERENCES
Farmer, L. (2014). Introduction to reference and information services in todays school
library. Lanham, Maryland: Rowman and Littlefield.
Guidelines for Behavioral Performance of Reference and Information Service Providers.
American Library Association, September 29, 2008.
http://www.ala.org/rusa/resources/guidelines/guidelinesbehavioral
Luo, L. & Weak, E. (2013). Text reference service: Teens' perception and use. Library &
Information Science Research, 35, 14-23.