Running head: GATHERING CLUES Adriene Staggs Terri Summey LI 813XI 22 Sept.

. 2010 Gathering Clues: An Observation and Analysis of Reverence Transactions

Just as Sir Arthur Conan Doyles famous detective Sherlock Holmes scoured London for clues, many people go to their universitys library hoping to find clues that help them solve an information need. A student may need information about a project he is completing. Professors may want to find a dissertation or journal article about regional literature. Some may come in search of a place to scan materials. Many of these patrons can receive help from the reference librarian. The reference librarians interactions with patrons also provide clues about the best means of assisting library users. As a SLIM student charged with observing and analyzing reference transactions, I began my observations at 7:00pm in Emporia State Universitys William Allen White Library (WAW) on Wednesday, September 15, 2010. While the location is reflective of my actual observations, the names of the librarians, staff, and patrons have been changed to protect the privacy of those observed. In the William Allen White Library, the reference desk is located on the floor above the lobby. As patrons proceed up the stairs from the lobby, a sign overhead points them to reference services. The reference desk is located to the right of the stairway and faces the Library Electronic Classroom. The reference desk stands about three feet tall. Patrons can easily see over it. This design accommodates the American Library Associations Guidelines for Behavioral Performance of Reference and Information Service Professionals concerning approachability. According to Cassell and Hiremath (2009), authors of Reference and Information Services in the 21st Century, approachability means that users can clearly see that a

GATHERING CLUES reference librarian is available (p.12). While higher desks may separate t clients and librarians, the reference desk in the WAW library encourages interaction between patrons and reference librarians. When patrons first approach the semi-circled reference desk, either a student worker or the reference librarian greets them. Seemingly, the main job of the student worker Laura was to

print out documents library patrons sent to the librarys printer queue from the computers located throughout the library. The reference librarian, Jessie, was available to answer reference questions. The patrons who frequented the desk appeared aware of the different roles of both the student worker and the reference librarian. This may be because they are seated at opposite ends of the desk. Normally, lines formed quickly as students waited to receive their printed material. The clear distinction between personnel at the desk allowed those with reference questions to side step those waiting for documents. In the article Changing Reference Service Environment: A Review of Perspectives from Managers, Librarians and Users, Rieh (1999) explains that Friedss study finds that users are reluctant to discuss their questions when several other patrons are waiting behind them. I believe the distinction between the student worker who hands out printed documents and the reference librarian contributed positively to users experiences because it avoids this problem. When I first arrived at the library, the reference floor was quiet. People were working at computers, reading at tables, and using the on-line catalog. From my position behind the reference desk, I watched one patron look up information in the on-line catalog. Unsatisfied with her result, she approached the reference librarian. Without hesitancy, she began to tell Jessie that she has entered an authors name, but none of the authors books were listed in the

GATHERING CLUES catalog. However, when she typed in books she knew the author had written, the catalog confirmed that the library carried those books. Jessie responded by moving out from behind the desk and following the patron to the

computer. Looking at the listings, Jessie realized the author had a common name, and there were several entries for authors with that same name. She also realized the author was currently popular. As Grover and Carabell (1995) suggest, the foundation for diagnosis is a knowledge base (p. 3). Jessies knowledge of current, popular reading material allowed her to deduce what materials the patron desired. Jessie explained that authors are listed by birth year. Since the first author on the list was born in the 1930s, Jessie opened the materials available by the next author, born in the 1960s. The patron thanked Jessie and began scanning the list. A few seconds later, the same patron returned and asked, How do you know if the listings are books? Jessie explained the symbols denoting each material type in the catalog. The patron thanked her again before heading downstairs. Although the reference librarians at WAW are not considered roving librarians, Jessie did move from behind the desk to assist the patron. Further, the patron returned when she encountered another question. The patrons return seems to indicate that she felt comfortable with their previous interaction and believed Jessie could adequately assist her. Jessies actions and the users continued questioning also appears to confirm Gibbonss (2007) assessment that the Net Generation, spanning roughly from 1982 to the present, values personal service from librarians. By 8:30pm, sixty-seven patrons congregated on the reference floor of the library. However, most of the reference questions were asked using the internet. Out of the seven

GATHERING CLUES reference transactions that occurred, two were in person. One was by telephone. Four were by

internet. Of the questions asked using the internet, three used the Ask a Librarian chat feature. One used e-mail. The high percentage of patrons who use chat and email to ask reference questions reflects the generational mindset of many students. A recent report released by Beloit College (Nief & McBride, 2010) concludes that the freshman class of 2014 considers communicating through email too slow. A study conducted by Lancaster and others (2007) supports this conclusion by finding that college students prefer chat rather than email. The WAW Library recognizes this important user trend and utilizes a free widget from Meebo to conduct chat interviews. The Ask a Librarian widget is featured on the library home page. A message indicates if the librarian is on or off line. When a user types a question, a tone alerts the librarian. One of the questions asked through chat concerned Ritalin. The user asked, Doing presentation. Where can I find information about Ritalin? Jessie responded, Hello. Have you ever used any of our electronic databases before to find articles? In this first interaction between the librarian and the user, Jessies Hello indicated she was available and pleased to assist the user. She avoided the negative strategy mentioned by Ross and Dawdney (1998) of immediately beginning to type and look for information without alerting the user. Seeing the words on the screen eliminates the possibility that the librarian may have heard the request incorrectly. Additionally, the user revealed that the information was for a presentation. In light of these circumstances, Jessie chose not to ask a clarifying question. She did begin, however, to gauge the users familiarity with electronic resources. The user answered, Yes . . .but I dont remember how to use them. No problem, Jessie replied.

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This simple phrase helped assure the user that Jessie was willing to help, and it may have served to lessen the users anxiety. Gibbons (2007) finds that the Net Generation does not consider themselves proficient at using E-resources . She suggests that librarians continue to work with students to make them more comfortable using this technology. By walking the user through each step of accessing the databases, Jessie made this process easier. She proceeded by instructing the user to open another window to the library home page. In short bursts, Jessie continued her instructions by posting each individual sentence separately: Click on Eresources. Click on Database by Subject. Click on Medicine and Health Care. By responding with these short bursts, Jessie avoids one complaint some users had in a study conducted by Breitbach, Marland, and Sage (2009) that profiles Meboos uses as a tool for answering reference questions. The study found that some students were impatient using IM and expected immediate, quick answers to complicated questions (p. 92). Although the study also indicates that typing replies in short bursts may cause a few users to leave the conversation before they have received a full answer, the user talking to Jessie remained connected. Next, Jessie directed the user to several good databases within the larger subject. She told the user, Those should give you some good information about Ritalin, side effects, ect.. This specific direction allows the user to immediately begin looking for information, rather than wandering through the databases. Moments later, the user returned, asking, They ask for a password. What is my Pin? Jessie explained that the user should be able to access the database using the Buzz-in user name and password. She encouraged the user to try it and let her know how it went. The followup question allowed the user to return if problems arose. Seconds later, the user confirmed that

GATHERING CLUES following Jessies directions had worked. Before ending the chat session, Jessie asked if she could assist the user with anything else. This follow-up question allowed Jessie to measure the success of the diagnosis, which is an important step in the diagnostic process. Before signing off, Jessie closed the session by thanking the user for coming to Ask a Librarian and wished the user good luck researching. This closure encouraged further interactions with the Ask a Librarian feature by creating a positive atmosphere.

In another chat session, Jessie used neutral questioning to try to clarify the question. The patron entered the session by stating, Im looking for information on evaluating sources, but not quite sure where to begin looking. Jessie first introduced herself and then asked the user to tell her more about the topic or assignment. She explained that this would help her answer the questions more effectively. As pointed out by Dervin and Dewdney (1986), neutral questions allow the librarian to glean relevant information while also allowing the user to remain in control of the interview. In this case, the user revealed that he needed to know how to tell if an on-line journal was accredited. The neutral question allowed Jessie to give relevant information, but the user chose how much he wanted to reveal. Jessie affirmed his question and provided an answer. The affirmation reinforced a positive atmosphere by avoiding the implication that the user should have done something more before approaching the librarian (Ross and Dewdney, 1998). Additionally, Gibbons (2007) contends that the Net Generation has led sheltered and protected lives with little adversity. Considering this fact, the affirmation offered by Jessie possibly helped to lessen the anxiety Net Generation Patrons might feel when they face adverse search queries. The user thanked Jessie.

GATHERING CLUES Jessie asked if she could be of further assistance. However, the user had still not responded when the Ask a Librarian feature went offline at 9:00pm. During the evening, one aspect of my observations led to some questions. A patron approached the desk and said that the scanner was not working. Jessie moved from behind the desk to assist the patron with the scanner located around the corner. Jessie also encouraged Laura, the student worker, to follow so that she would know how to operate the machine. As Jessie showed the patron how to operate the scanner, she spoke encouragingly. Robinson and Reid (2007) reveal that mechanical barriers greatly affect students library anxiety. They find that even students comfortable with other aspects of the library hesitate when they encounter problems with machines. According to Robinson and Reid (2007), students are afraid of breaking the machine, or they feel uncomfortable because people are watching them struggle. Jessies encouraging tone appeared to help alleviate anxiety. The student looked relieved that Jessie could help. The importance Jessie placed on instructing both the patron and Laura about the scanners use highlights her understanding, though perhaps unconscious, of the anxiety caused by machines. In the end, the patron was able to scan her document; however, Jessies move to instruct

the patron left no one at the reference desk. Although I did not observe any students approaching the desk during Jessie or Lauras absence, Robinson and Reid (2007) also mention that a librarian who appears busy deters students from asking for help. I imagine that a vacant desk would convey a similar message. However, I am not sure if I would change the situation. Jessie moved to the scanner when few, if any, people were around the reference desk. If she had refused to help the patron, it could have easily been considered unwillingness to help rather than unavailability to help. This attitude could have created a negative experience for the patron

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using the scanner. Additionally, Jessie limited her time at the scanner to a few minutes. I do not believe her absence was unreasonable in its context. By 9:30pm, sixty-one patrons remained on the reference floor who continued to study, explore, and search. For me, 9:30pm marked the end of my explorations into the reference services and reference transactions of WAW Library. Overall, my observations lead me to conclude that the reference transactions conducted at WAW Library are positive experiences for most users.

GATHERING CLUES References Breitbach, W., Mallard, M., & Sage, R. (2009). Using meebos embedded IM for academic reference services. Reference Services Review, 37(1), 83-98. doi: 10.1108/00907320910935011

Cassell, K. A., & Hiremath, U. (2009). Refernece and Information Services in the 21st Century: An Introduction (2nd ed.). New York, NY: Neal-Schuman Publishers, Inc. Dervin, B., & Dewdney, P. (1986). Neutral questioning: a new approach to the reference interview. Reference Quarterly, 25(4), 506-513. Gibbons, S. (2007). The Academic Library and the Net Gen Student. Chicago, IL: American Library Association. Grover, R., & Carabell, J. (1995). Toward better information service: diagnosing information needs. Special Libraries, 86(1), 1-10. Lancaster, S., Yen, D. C., Huang, A. H., & Hung, S. (2007). The selection of instant messaging or email. Reference Services and Review, 15(1), 5-22. doi: 10.1108/09685220710738750 Nief, R., & McBride, T. (2010). The beloit college mindset list for the class of 2014. Beloit College Mindset List. Retrieved from http://www.beloit.edu/mindset/2014.php Rieh, S. Y. (1999). Changing reference service environment: a review of perspectives from mangers, librarians, and users. The Journal of Academic Librarianship, 25(3), 178-186. Robinson, C. M., & Reid, P. (2007). Do academic enquiry services scare students? Reference Services Review, 35(3), 405-424. doi: 10.1108/00907320710774283 Ross, C. S., & Dewdney P. (1998). Negative closure: strategies and counter-strategies in the reference transaction. Reference and User Services Quarterly, 38(2), 151-163.