Most folks understand that working at library reference desks traditionally means answering questions - anything from "where can I find samples of resumes" to "I need to find analyses of fairies in mythology." However, few people outside of library culture realize that reference work also includes:
Teaching people research techniques, tricks and methods; subject analysis and keyword choice; database and software tricks; online searching skills; basic computer skills; and critical thinking. A little bit of each goes into every interaction at the reference desk. In order to teach these effectively, when people ask questions I have to quickly figure out what they already know about each of these and also what they already know about the topic-at-hand. Sometimes I intuit their experience from the way that they ask their questions, but often it only becomes clear after I have asked them a few clarifying questions.
Conducting "reference interviews" (asking for clarification of their needs) and communicating effectively. When someone asks "where are your books on children," I have to ask enough questions to find what they really want: are they looking for information on toilet training, selecting elementary schools, diagnosing learning disabilities, games to play at birthday parties, or perhaps how to start a day care business? Each of those issues require different approaches to searching for information, different sources will be helpful, and different call number areas will be appropriate.
Interpreting assignments and encouraging students to consult with their instructors for clarification on vague instructions or requirements.
Constantly learning about new sources well enough to instruct users in how to use them efficiently.
Troubleshooting computer and printer problems. Ugh, some days...
My approach to reference service
In academic libraries, I'm not finding answers to people's questions, I'm teaching and helping them learn to find answers for themselves. The amount of detail, intensity of hand-holding, and content of these mini-instruction sessions vary greatly from question to question.
I am an on-the-spot instructor when I am working at the reference desk. I have two goals in reference interactions: (1) teach people how to be self-sufficient when searching for information and (2) teach them how to be as efficient as possible so they can get out of the library quickly and get to the meat of research - reading and evaluating what they find. I like to work as a team with library users: they are the experts on their needs (the topic they want to search for, their point-of-view, their interests, their goals, their assignments) and I am the expert on the research process (what resources to try, what search techniques are most efficient, how much time to spend with resources that aren't giving us what we want, how information may be presented in a particular resource). Together we will work on solving their information needs and ideally they will learn some new search techniques along the way.
My background and experience with reference service
In graduate school, I took several classes related to reference service. While working in libraries, reference service has been one of the major components of each of my positions. I have provided traditional reference service at Pierce College, Highline Community College, University of Washington's Suzzallo Reference and Research Services Division, and University of Illinois' Undergraduate Library.
I also provided traditional reference service as a para-professional at the University of Illinois' Applied Life Studies Library (Kinesiology, Leisure Studies, and Physical Therapy). I participated in individual research consultation services at both the University of Washington (where I also coordinated requests for consultations with reference librarians) and at the University of Illinois' Undergraduate Library (as part of their "Term Paper Research Counseling"). The Undergraduate Library at the University of Illinois housed a separate CD-ROM area reference desk, and a written anonymous reference service (The Question Board), both of which I participated in. (For more information on the written anonymous reference service, see "The Question Board" by Donna Pittman in College & Research Libraries News June 1987.)
![[Kari J. Kells, kkells@indexw.com]](images/logokk_sm.JPG)
Send questions or comments to kkells@indexw.com.