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Journal articles on the topic 'Reference librarians'
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1
McAdoo, Monty L. "What Do Reference Librarians Do Now?" Evidence Based Library and Information Practice 17, no. 3 (September 19, 2022): 54–76. http://dx.doi.org/10.18438/eblip30129.
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Objective - The primary purpose of this study was to better understand the nature of “reference” and reference transactions. Methods - This study looked at four years’ of reference transaction (RT) data recorded at a small, state-owned university. Results - The data clearly indicates that the overall number of RT continues to decline. It also reveals that, despite the use of student mentors, librarians are still involved with a majority of RT, regardless of whether or not they require the expertise of a librarian to resolve. Conclusion - Continuing to be involved with RT which do not require the knowledge or training of a librarian (e.g., directional) can have a diminutive effect on the perceived role, work, and value of librarians. As such, it is suggested that these sorts of questions be addressed by student mentors or staff members. In turn, this will allow librarians to focus on those questions and activities which do require their unique knowledge and skills. Along similar lines, it is also suggested that librarians explore and identify new, non-traditional ways of applying their expertise to student success initiatives and the overall academic life of the institution. With the merger of three libraries, data from this study has been and continues to be used to make informed decisions about the provision of reference services in a new, integrated library environment.
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Saptaastuti, Rikarda Ratih. "Role of Reference Librarian in Public Relations Activity Role of Reference Librarian in Public Relations Activity in University Library." Pustabiblia: Journal of Library and Information Science 1, no. 2 (February 27, 2018): 239. http://dx.doi.org/10.18326/pustabiblia.v1i2.239-250.
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The library cannot achieve its goals without cooperation with the internal and external public. Therefore, libraries need PR (public relations) in their efforts to achieve their goals. The activity of the university library is directly or indirectly related with the PR activity since it is the part of PR activities to promote the image and the use of the library. The implementation of public relations activities in libraries has actually been performed by reference librarians. Reference librarians can use a variety of printed and online media, or convey information directly related to library services to users. With the recent development of information technology, using online search tools to seek information is more preferable by users than asking the reference librarian. Though online information tracking tool to organize information is more sophisti- cated presenting for users, users will still need libraries and referral services to find relevant information, as there are things that are not provided by online services such as selection, organization, provision of access, interpretation of relevant information, which can only be done by reference librarians. Reference librarians perform their duties by serving users in providing answers to questions or guiding users, and by creating awareness that the services provided by the library help promote maximum utilization of the library. PR officers through reference librarians attempt to attract the users’ attention through the provision and dissemination of information, and to serve as well as a liaison between the libraries with the users. PR becomes a necessity in libraries as PR activities will drive library function effectively and help promote library services more optimally.
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Askew, Consuella. "A Mixed Methods Approach to Assessing Roaming Reference Services." Evidence Based Library and Information Practice 10, no. 2 (June 14, 2015): 21. http://dx.doi.org/10.18438/b8f60v.
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Abstract
Objective – The objectives of this research are threefold: a) to assess the students’ perception of the roaming service at the point of service; b) to assess the librarians’ perception of the service; and, c) to solicit librarian feedback and observations on their roaming experience and perceived user reactions. Ultimately, this data was used to inform and identify best practices for the improvement of the roaming service.
Methods – A combination of quantitative and qualitative survey methodologies were used to collect data regarding patron and librarian service perceptions. Patrons and librarians were asked to complete a survey at the conclusion of each reference transaction. In addition at the end of the first semester of the implementation, librarians were asked to provide feedback on the overall program by responding to five open-ended questions.
Results – The findings indicate that our students typically seek assistance from the librarians once a term (58%), but the majority (71%) indicated that they would seek a librarian’s assistance more frequently, if one were available on the various floors of the library. Overall, our users indicated that they were “Satisfied” (36%) to “Very Satisfied” (43%) with the roaming service. Librarian responses indicate overall enthusiasm and positive feelings about the program, but cautioned that additional enhancements are needed to ensure the continued development and effectiveness of the service.
Conclusion – Overall, patrons were satisfied with the service delivered by the roaming reference librarian. The roaming librarians also provided positive feedback regarding the delivery of service. Data collected from both groups is also in agreement on two major program aspects needing improvement: marketing of the service and a means by which to easily identify the roaming librarian.
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Clarke, Maggie, and Carolyn Caffrey Gardner. "No-show at the reference desk: perceptions of appointments." Reference Services Review 48, no. 2 (April 29, 2020): 319–32. http://dx.doi.org/10.1108/rsr-01-2020-0004.
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Purpose This study aims to explore the prevalence and librarian perceptions of no-show research appointments in academic libraries. These findings are examined in light of the literature within academic libraries and other industries (health, hospitality) with appointment models. Design/methodology/approach This paper uses an exploratory survey of reference librarians across a stratified sample of academic libraries in the USA. The findings are considered through the lens of critical theory in academic libraries. Findings Academic libraries lack consistent understanding and language used to describe appointment-based reference models. Librarians do not gather much reliable data on the percentage of no-show appointments and further research is needed on this topic. Research limitations/implications Study results are limited to academic librarians in the sample who responded to the survey and indicated the availability of research appointments at their institution. The implications of this paper suggest ideas for gathering appointment statistics and evaluating the rhetoric used to advertise appointments to college students. Originality/value This research is unique in that it is the first exploratory study on the prevalence and perception of missed appointments in academic library reference models.
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Vinyard, Marc, Colleen Mullally, and Jaimie Beth Colvin. "Why do Students Seek Help in an Age of DIY? Using a Qualitative Approach to Look Beyond Statistics." Reference & User Services Quarterly 56, no. 4 (June 21, 2017): 257. http://dx.doi.org/10.5860/rusq.56.4.257.
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National statistics indicate that academic libraries are experiencing declines in reference transactions, but the references services in some libraries continue to thrive. While many studies explore reasons that students do not seek assistance from librarians, there is limited research explaining why students do ask for help. The authors conducted a study to answer two questions: (1) How do undergraduate students look for information? (2) What prompted the students to seek out help from a librarian? To answer these questions, the authors conducted in-depth, semi-structured interviews with undergraduate students who had received reference assistance. An important theme that emerged from the interviews was students’ preferences to search independently without assistance. Despite this “do-it-yourself” mentality, students aware of library research consultation services still continue to seek out assistance for librarians when stressful and time-consuming research questions arise. The findings from this study will help librarians better market their research services and understand how students perceive the help-seeking process.
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Lederer, Naomi, and Louise Mort Feldmann. "Interactions: A Study of Office Reference Statistics." Evidence Based Library and Information Practice 7, no. 2 (June 11, 2012): 5. http://dx.doi.org/10.18438/b88k6c.
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Objective – The purpose of this study was to analyze the data from a reference statistics-gathering mechanism at Colorado State University (CSU) Libraries. It aimed primarily to better understand patron behaviours, particularly in an academic library with no reference desk.
Methods – The researchers examined data from 2007 to 2010 of College Liaison Librarians’ consultations with patrons. Data were analyzed by various criteria, including patron type, contact method, and time spent with the patron. The information was examined in the aggregate, meaning all librarians combined, and then specifically from the Liberal Arts and Business subject areas.
Results – The researchers found that the number of librarian reference consultations is substantial. Referrals to librarians from CSU’s Morgan Library’s one public service desk have declined over time. The researchers also found that graduate students are the primary patrons and email is the preferred contact method overall.
Conclusion – The researchers found that interactions with patrons in librarians’ offices – either in person or virtually – remain substantial even without a traditional reference desk. The data suggest that librarians’ efforts at marketing themselves to departments, colleges, and patrons have been successful. This study will be of value to reference, subject specialist, and public service librarians, and library administrators as they consider ways to quantify their work, not only for administrative purposes, but in order to follow trends and provide services and staffing accordingly.
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Nowak, Jagoda Małgorzata. "Praca bibliotekarza z perspektywy półwiecza na przykładzie Sekcji Informacji Naukowej Biblioteki Jagiellońskiej." Studia o Książce i Informacji (dawniej: Bibliotekoznawstwo) 37 (June 26, 2019): 69–80. http://dx.doi.org/10.19195/2300-7729.37.5.
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The work of the librarians of the Reference Department of the Jagiellonian Library over the yearsEveryone can see what the library does, but is one aware of what tasks were involved and fall under the responsibility of a librarian? Based on the interviews conducted with librarians of the Reference Department of the Jagiellonian Library, the basic changes that have taken place in the librarian’s profession will be discussed. Review of old and current librarian work tools, as well as the scope of its duties will be compared. The aim of the work is to show the process of evolution of the librarian’s profession, with particular emphasis on changes that have occurred in the area of work tools and the manner of performed tasks.
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Mulliken, Adina. "“There is Nothing Inherently Mysterious about Assistive Technology”: A Qualitative Study about Blind User Experiences in US Academic Libraries." Reference & User Services Quarterly 57, no. 2 (December 28, 2017): 115. http://dx.doi.org/10.5860/rusq.57.2.6528.
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Eighteen academic library users who are blind were interviewed about their experiences with academic libraries and the libraries’ websites using an open-ended questionnaire and recorded telephone interviews. The study approaches these topics from a user-centered perspective, with the idea that blind users themselves can provide particularly reliable insights into the issues and potential solutions that are most critical to them. Most participants used reference librarians’ assistance, and most had positive experiences. High-level screen reader users requested help with specific needs. A larger number of participants reported contacting a librarian because of feeling overwhelmed by the library website. In some cases, blind users and librarians worked verbally without the screen reader. Users were appreciative of librarians’ help but outcomes were not entirely positive. Other times, librarians worked with users to navigate with a screen reader, which sometimes led to greater independence. Some users expressed satisfaction with working with librarians verbally, particularly if websites did not seem screen reader user friendly, but many users preferred independence. Participants agreed it would be helpful if librarians knew how to use screen readers, or at least if librarians were familiar enough with screen readers to provide relevant verbal cues. Many users liked and used chat reference and many preferred Purdue Online Writing Lab (OWL) to learn citation style, though learning citation style was challenging. Questions such as reference librarians’ role when e-resources are not equally accessible deserve wider discussion in the library literature and in practice. Given the challenges described by the research participants and legal requirements for equally effective electronic and information technologies, libraries and librarians should approach reference services for blind users more proactively. Recommendations are provided.
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Bradley, Doreen R., Angie Oehrli, Soo Young Rieh, Elizabeth Hanley, and Brian S. Matzke. "Advancing the Reference Narrative: Assessing Student Learning in Research Consultations." Evidence Based Library and Information Practice 15, no. 1 (March 12, 2020): 4–19. http://dx.doi.org/10.18438/eblip29634.
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Abstract
Objective – As reference services continue to evolve, libraries must make evidence based decisions about their services. This study seeks to determine the value of reference services in relation to student learning acquired during research consultations, by soliciting students’ and librarians’ perceptions of consultation success and examining the degree of alignment between them.
Methods – The alignment of students’ learning outcomes (reported skills and knowledge acquired) with librarians’ expectations for student learning during consultations was assessed. An online questionnaire was conducted to gather responses from students who had sought consultation services; 20 students participated. In-person interviews took place with eight librarians who had provided these consultations. The online questionnaire for students included questions about students’ assessments of their self-identified learning goals through consultation with a librarian and their success at applying the knowledge and skills gained. Librarian interviews elicited responses about students’ prior research experience, librarians’ objectives for student learning, librarians’ perceptions of student learning outcomes, and perceived consultation success. The responses of both the students and the librarians were coded, matched, and compared.
Results – Students and librarians both considered the consultation process to be successful in advancing learning objectives and research skills. All students reported that the consultations met their expectations, and most reported that the skills acquired were applicable to their projects and significantly improved the quality of their work. Librarians expressed confidence that students had gained competency in the following skill sets: finding sources, search strategy development, topic exploration, specific tool use, and library organization and access. A high degree of alignment was observed in the identification by both students and librarians of “finding sources” as the skill set most in need of enhancement or assistance, while some disparity was noted in the ranking of “search strategy development,” which librarians ranked second and students ranked last.
Conclusion – The data demonstrate that both students and librarians perceived individual research consultations as an effective means to meet student learning expectations. Study findings suggest that as reference models continue to change and reference desk usage declines, research consultations remain a valuable element in a library’s service model and an efficient use of human resources.
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VanderPol, Diane, and El Shaimaa Sakr. "Translating reference expertise." Reference Services Review 45, no. 4 (November 13, 2017): 575–83. http://dx.doi.org/10.1108/rsr-05-2017-0015.
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Purpose Librarians have expertise in helping patrons to define their information needs, develop search strategies and navigate the information environment. At Zayed University in the United Arab Emirates, the authors saw a need for the university’s staff to translate that expertise to help patrons to find materials in their native language, even when they cannot speak that language. Design/methodology/approach The authors, one Arabic speaker and one non-Arabic speaker, developed a workshop for their peers outlining strategies for translating our expertise as library professionals. In this paper, the authors share both the strategies for translating expertise that they recommended in the workshop, and information on their process in developing those recommendations. Findings The balance of expertise between the library staff and the patron is somewhat shifted when the search is being conducted in a foreign language. The librarian provides expertise with issues of access. The patron is the expert in her language, the transaction will not be successful without the patron’s contribution and full engagement. Demonstrating a willingness and capability to contribute to the process of searching in the patron’s native language is what is most important. Originality/value While there is evidence that libraries are providing foreign language collections and that librarians are considering how to deliver services to English as a Second Language (ESL) patrons, the literature suggests that the profession is not generally focusing on how English-speaking librarians can use their expertise to help patrons to access materials in their native languages.
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Daniel, Dominique. "Gender, Race, and Age of Librarians and Users Have an Impact on the Perceived Approachability of Librarians." Evidence Based Library and Information Practice 8, no. 3 (September 10, 2013): 73. http://dx.doi.org/10.18438/b8jp5h.
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Objective – To assess how the age, gender, and race characteristics of library users affect their perceptions of the approachability of reference librarians with similar or different demographic characteristics.
Design – Image rating survey.
Setting – Large, three-campus university system in the United States.
Subjects – There were 449 students, staff, and faculty of different ages, gender, and race.
Methods – In an online survey respondents were presented with images of hypothetical librarians and asked to evaluate their approachability, using a scale from 1 to 10. The images showed librarians with neutral emotional expressions against a standardized, neutral background. The librarians’ age, gender, and race were systematically varied. Only White, African American, and Asian American librarians were shown. Afterwards respondents were asked to identify their own age, gender, race, and status.
Main Results – Respondents perceived female librarians as more approachable than male librarians, maybe due to expectations caused by the female librarian stereotype. They found librarians of their own age group more approachable. African American respondents scored African American librarians as more approachable, whereas Whites expressed no significant variation when rating the approachability of librarians of different races. Thus, African Americans demonstrated strong in-group bias but Whites manifested colour blindness – possibly a strategy to avoid the appearance of racial bias. Asian Americans rated African American librarians lower than White librarians.
Conclusion – This study demonstrates that visible demographic characteristics matter in people’s first impressions of librarians. Findings confirm that diversity initiatives are needed in academic libraries to ensure that all users feel welcome and are encouraged to approach librarians. Regarding gender, programs that deflate the female librarian stereotype may help improve the approachability image of male librarians. Academic libraries should staff the reference desk with individuals covering a wide range of ages, including college-aged interns, whom traditional age students find most approachable. Libraries should also build a racially diverse staff to meet the needs of a racially diverse user population. Since first impressions have lasting effects on the development of social relationships, structural diversity should be a priority for libraries’ diversity programs.
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Moody, Marilyn K. "Reference Librarians and Technical Services Librarians:." Reference Librarian 17, no. 38 (August 7, 1992): 191–200. http://dx.doi.org/10.1300/j120v17n38_21.
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Miftah, Muhammad. "OPTIMALISASI KINERJA PUSTAKAWAN DALAM MENINGKATKAN VISITASI PEMUSTAKA." LIBRARIA: Jurnal Perpustakaan 4, no. 2 (January 1, 2017): 315. http://dx.doi.org/10.21043/libraria.v4i2.1757.
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Nowadays, the role of libraries is not only as a place to collect the rare references that can not be found in some bookstores, but rather serves as a vehicle for development and exploration potential of the human being, through the collection of reference in line with the development of contemporary, these ideals were impossible to realize if the enthusiasm of visitors to the library was minimal. The provision of library services is a major task of librarians in providing the sources of reference which can be utilized the users maximally. The adopted strategy is not enough just to complete the various collections of books or a variety of facilities and infrastructure to support the sustainability of the library. The important thing that must be concerned is creativity and the role of librarians in attracting public interest to continue to love reading. It is needed through the strategy and optimize the performance of the librarian. Thus the performance of librarians in managing and serving the visitors of the library must be improved from various aspects.
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Emmanuel Baro, Ebikabowei, Bueaty U. Efe, and Gboyega K. Oyeniran. "Reference inquiries received through different channels." Reference Services Review 42, no. 3 (August 5, 2014): 514–29. http://dx.doi.org/10.1108/rsr-09-2013-0049.
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Purpose – This study aims to investigate the different channels reference librarians receive reference inquiries from patrons in university libraries in Nigeria. Design/methodology/approach – A questionnaire was used to collect data on the various channels through which reference librarians received reference inquiries in Nigerian university libraries. The questionnaire was administered using an online method. Findings – It emerged that the face-to-face traditional reference desk was rated as the highest channel through which librarians receive reference inquiries in Nigeria, followed by library Facebook page and phone/short message service (SMS). Instant messaging (IM) and e-mail were identified as the least used channels by the patrons. The challenges mentioned include the absence of policy statements concerning virtual reference services; the lack of information and communications technology (ICT) skills on the part of librarians; slow Internet connectivity; power failures; management’s lack of support for emerging technologies; IM’s limitations; user’s expectations of instant answer; inarticulate requests; and lack of adequate current reference materials. Research limitations/implications – The findings are from a small sample size; therefore, the findings may not be substantial enough to generalize. Further study is necessary to determine if these results are consistent throughout other university libraries in Nigeria. Originality/value – The findings will inform university libraries in developing countries that are planning to adopt virtual reference services to deliver reference services to users anywhere, anytime.
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Farah, Barbara D. "Academic Reference Librarians:." Reference Librarian 11, no. 25-26 (January 5, 1990): 495–505. http://dx.doi.org/10.1300/j120v11n25_23.
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Sherby, Louise S. "Educating Reference Librarians:." Reference Librarian 13, no. 30 (October 8, 1990): 35–44. http://dx.doi.org/10.1300/j120v13n30_04.
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Kong, Leslie M. "Academic Reference Librarians:." Reference Librarian 25, no. 54 (July 25, 1996): 21–27. http://dx.doi.org/10.1300/j120v25n54_04.
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Rockman, Ilene F., and Sarah B. Watstein. "Reference Librarians/Educators." Reference Librarian 31, no. 66 (September 30, 1999): 45–59. http://dx.doi.org/10.1300/j120v31n66_06.
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Penland, Patrick R., and Aleyamma Mathai. "Accountable Reference Librarians." Reference Librarian 6, no. 16 (September 17, 1987): 257–70. http://dx.doi.org/10.1300/j120v06n16_20.
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Cmor, Dianne. "Academic reference librarians." Library Management 31, no. 8/9 (October 26, 2010): 610–20. http://dx.doi.org/10.1108/01435121011093388.
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Pikas, Christina K. "Communication is the Key Skill for Reference Librarians." Evidence Based Library and Information Practice 2, no. 4 (December 7, 2007): 88. http://dx.doi.org/10.18438/b84p5s.
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A review of:
Taylor, Robert S. "Question-Negotiation and Information Seeking in Libraries." College & Research Libraries 29.3 (1968): 178-94.
Objective – To better understand the question negotiation process in libraries both in intermediated and in self-help situations. To achieve a richer understanding of the relationship between library users and library systems in order to establish a research agenda and inform librarian education.
Design – The first part consisted of qualitative research involving interviews. The second part consisted of a diary study.
Setting – Special engineering libraries in the United States and a university campus (Lehigh in Bethlehem, Pennsylvania).
Subjects – The participants in the interviews were special librarians. Special librarians were selected because they have more specialized knowledge and respond to more substantive questions in greater depth than do public and academic librarians who emphasize instruction and who encounter staffing restrictions that prevent them from spending too much time on each inquiry. Detailed information on the selection of the individual participants is not provided.
The participants in the diary study were twenty undergraduate students who were enrolled in an information science course.
Methods – The interviews were open-ended and unstructured. The interviews lasted sixty to ninety minutes and were taped. No information is provided on transcription or analysis methods or paradigms.
In the second part, the students were given a reading assignment on information seeking. They then had to select a search topic and document the steps they took, decisions they made, and resources they used to answer the question. The participants were asked to analyze their original question, the type of answer required, and decisions they made in the process. No details are provided on the analysis of the diaries.
Main results – Taylor found five filters required for search definition:
1. Determination of subject;
2. Objective and motivation;
3. Personal characteristics of the inquirer;
4. Relationship of inquiry description to file organization;
5. Anticipated or acceptable answers (183)
These five filters provide general information necessary for the for the search definition. These types are not mutually exclusive and may occur simultaneously.
In the diary portion he found:
1. All participants consulted other people including librarians and fellow students;
2. None considered the library as a whole;
3. All inquiries required multiple sources; all answers were synthesized from multiple sources;
4. Participants were familiar with library research: they used the classification schedule to search, used subject headings, and used indexes or tables of contents.
5. Question or research problems changed as a result of information found
Conclusion – Question negotiation is a dynamic process which requires feedback and iteration to come to a conclusion. The librarian’s job is to work with the inquirer to understand the information need and then to translate the negotiated need into appropriate search strategies.
The author suggests that library school reference courses be updated to include instruction related to communication and negotiation in addition to the instruction on resources. He suggests more emphasis on questions instead of commands; that is, a cooperative process to determine what information is needed and how to best fulfill the need instead of assuming the inquirer “knows exactly what he wants, can describe its form (book, paper, etc.) and its label (author and title)” (191).
To aid self-help situations, the author recommends better subject description of resources and inquiry-oriented instead of object-oriented systems. He suggests building better query negotiation into self-help systems. At minimum the system should request the user state his objective, if for no other reason than to force the user to reflect on or analyze his question. Help should be available at the time of need, and this can be offered through technology instead of through staffing.
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Kloda, Lorie Andrea. "Reference Librarians use Electronic Sources Six Times More than Print Sources to Answer Patrons’ Questions." Evidence Based Library and Information Practice 1, no. 2 (June 5, 2006): 33. http://dx.doi.org/10.18438/b8np42.
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A review of:
Bradford, Jane T., Barbara Costello, and Robert Lenholt. “Reference Service in the Digital Age: An Analysis of Sources Used to Answer Reference Questions.” The Journal of Academic Librarianship 31.3 (May 2005): 263-72.
Objective – To test the hypothesis that electronic sources are used by librarians more often than print sources to answer questions at the reference desk.
Design – Use study.
Setting – Small, private university in the United States.
Subjects – Five full-time and two part-time librarians working at the reference desk for four months (two months in the fall of 2002, and two months in the spring of 2003).
Methods – The study recorded every question asked by library patrons during the two study periods, with the exception of non-library related directional questions and hardware problems. For each question recorded, librarians, while working solo at the reference desk, paraphrased the question and recorded the source(s) used to answer each question. Although questions were recorded regardless of source – in person, via email, or by telephone – the medium in which each question was asked and answered was not recorded. For the first half of the study period (fall 2002 semester), librarians kept manual records that were subsequently transcribed into a spreadsheet by a student assistant. In the second half of the study period (spring 2003 semester), the librarians entered data directly into a spreadsheet. The study’s data monitor (who was also a study participant) was responsible for ensuring the integrity of the data and for assigning a category to each source. The source category ‘librarian’ was problematic in that it was unclear whether or not the actual source of the answer was the librarian or a source located by the librarian. After the first half of the study, the procedure was changed to require that a reference librarian was to label a source used to answer a question as ‘librarian’ only if the answer came from a librarian’s own knowledge, and if it did not require consultation of an outside source. Categories were generated on the fly, as the data monitor reviewed the recorded questions and sources. By the end of the study, 23 categories had emerged. While all sources for answers were categorized, questions themselves were not. During the second part of the study, the gender of the patron asking the question at the reference desk was also recorded.
Main results –The results for the fall 2002 and spring 2003 semesters were similar. For the entire study period, librarians used a total of 3,487 sources to answer 2,491 questions. Sources fell into 23 different categories. The top 5 categories used to answer reference questions were databases (23.92%), librarians (23.6%), library catalogue (15.03%), internal Web page (12.27%), and reference books (9.38%). The top five categories accounted for 84.2% of all sources used. For 75% of the questions, librarians referred to a single source for an answer. Almost 60% of the sources used to answer questions were electronic. Of the internal Web pages used to answer questions, the library’s online journal title listings accounted for 76%. Reference books were used to answer questions in less than 10% of cases. Less than 2% of the library’s print reference collection (173 of 9,587 titles) was consulted to answer reference questions during the study period. The approximate 60:40 ratio of questions asked by female to male patrons corresponded to the university’s student body ratio.
Conclusion – The results of this study confirm the researchers’ hypothesis that librarians use electronic sources with greater frequency than they use print sources to answer patrons’ reference questions. The surprising finding in this study is the proportion (approximately one quarter) of reference questions answered by the librarians themselves, without the need to consult an outside source, either print or electronic. The study suggests that a large proportion of the reference collection goes unused in answering patrons’ questions and that librarians often answer a question using only a single a source of information. A reshelving study analyzing use of the reference collection is underway to supplement the results of the current study.
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Riehman-Murphy, Christina, and Jennifer Hunter. "Affirming the research party reference model." Reference Services Review 47, no. 1 (February 11, 2019): 48–59. http://dx.doi.org/10.1108/rsr-11-2018-0071.
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Purpose The purpose of this paper is to provide evidence of the value of Research Parties, a new model of supplementary reference in a social environment. Design/methodology/approach A survey of multiple choice and open-ended questions was administered to Research Party participants (n = 43) over the course of three semesters to discover the profiles of the undergraduate students who attended and how they heard about the event and to assess the value of the interaction to the student. Findings Respondents unanimously agreed that their interactions with librarians at Research Parties were helpful because their information seeking needs, including finding sources, learning how to search databases, gaining clarity into the assignment, writing and citing, were met. Respondents also mentioned attributes of the librarian’s disposition or attitude such as enthusiastic conversation, encouragement and patience. Several students reflected on their own learning process and noted that they would seek help from a librarian again. Practical implications The results demonstrate that Research Parties are helpful to undergraduate students and a worthwhile model for academic libraries looking to complement their traditional reference services. Originality/value While faculty and administrators have verbally expressed excitement about Research Parties, librarian colleagues have anecdotally reported success instituting this model at their institutions, and students have provided informal positive feedback, this is the first time the model has been evaluated more formally to capture its value.
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Kubas, Alicia, and Jenny McBurney. "Frustrations and roadblocks in data reference librarianship." IASSIST Quarterly 43, no. 1 (May 10, 2019): 1–18. http://dx.doi.org/10.29173/iq939.
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As data skills are incorporated into academic curriculum and data becomes more widely available and used in everyday life, many librarians find themselves serving as 'accidental' data librarians in their subject areas. Due to this evolving landscape and growing data need, it is increasingly important for librarians to be familiar with data resources and able to answer secondary data reference questions. To learn more about this area of librarianship, this study uses survey responses from librarians who answer data questions to explore the challenges and frustrations that arise from data reference questions and interactions. Our key findings reveal that frustrations are ever present in data reference regardless of how much experience a librarian has, and many frustrations arise due to factors such as patron expectations, subject-specific and data-related jargon, and data formats and accessibility.
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Feldmann, Louise Mort. "Information Desk Referrals: Implementing an Office Statistics Database." College & Research Libraries 70, no. 2 (March 1, 2009): 133–41. http://dx.doi.org/10.5860/0700133.
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In fall 2006, Colorado State University Libraries in Fort Collins, Colorado, underwent an administrative reorganization. Part of this reorganization involved changing Morgan Libraries’ Reference Desk to an Information Desk from which staff and student assistants would provide reference referrals to librarians. To gather statistics and track the success of this new service, the College Liaison Librarians, formerly known as Subject Librarians, implemented an office statistics database to record and track referrals received in their offices from Information Desk staff. This database evolved to also provide a centralized online area to collect numbers of office reference transactions. This paper discusses the reasons behind the office statistics database’s creation and the statistics it provides CSU Libraries College Liaison Librarians.
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Irawati, Indira. "Praktik signifikasi atas transformasi pelayanan referensi di Perpustakaan Universitas Indonesia." Jurnal Kajian Informasi & Perpustakaan 8, no. 2 (December 30, 2020): 207. http://dx.doi.org/10.24198/jkip.v8i2.26723.
Full textAbstract:
The transformation of reference services in academic libraries in the era of information technology has a significant impact on librarians. Librarians need to address transformation properly to design the right services. The University of Indonesia (UI) library has undergone this transformation since a decade ago and continues to adapt to existing developments. Various service concepts were developed to suit users' demands, including by providing online-based services and utilizing social media to communicate with users. This study aimed to explore how reference librarians interpreted this transformation and what they should do. The research method used qualitative methods with the phenomenological method narrated descriptively. The research informants consisted of 13 librarians and seven reference librarians. Data analysis showed that librarians'significance for transforming reference services resulted in 4 important themes that were interpreted as influencing their work as reference librarians. The four themes were digital-based library services, expansion of access, policy, and promotion. This research concludes that users and librarians' practice of significance for the transformation of reference services results in the digital libraries' concept, which requires expansion of access, relevant policies, and social media optimization for service promotion. The practice of significance related to communication patterns with reference users in the digital era effectively uses email and chatting on the WhatsApp application.
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Yunita, Irva, and Reza Nawafella Alya parangu. "LAYANAN READERS’ ADVISORY DALAM MEWUJUDKAN LAYANAN REFERENSI YANG PRIMA PADA PERPUSTAKAAN." Info Bibliotheca: Jurnal Perpustakaan dan Ilmu Informasi 4, no. 1 (January 10, 2023): 71–86. http://dx.doi.org/10.24036/ib.v4i1.362.
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This research discusses how reader's advisory services create excellent reference services in libraries. This study uses a qualitative research design with data collection using literature. The readers' advisory service is a user-oriented service to assist users in choosing the best works and according to the needs of these users according to the librarian's knowledge. So that in this readers' advisory service librarians have extensive knowledge about the many collections and needs of users. From this research it can be seen that readers' advisory services are services that support the creation of excellent reference services. However, to create a readers' advisory service, a librarian is needed who is willing to always learn so that he can find collections that suit the needs of users.
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Gremmels, Gillian S., and Karen Shostrom Lehmann. "Assessment of Student Learning from Reference Service." College & Research Libraries 68, no. 6 (November 1, 2007): 488–502. http://dx.doi.org/10.5860/crl.68.6.488.
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For at least 20 years, librarians have been evaluating the quality of reference service, and higher education has been grappling with assessment. This two-year study sought to bring together these two strands: (1) to compare the student’s self-report of what was learned in a reference encounter with the librarian’s statement of what was taught; and (2) to test whether students perceived a link to information literacy content that had been taught in class. The study found that students did understand reference as an instructional activity and that they made the desired links about two-thirds of the time, especially when the librarian was teaching the use of tools.
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Muellenbach, Joanne M. "Structured Interviews Reveal That Reference and Liaison Librarians—as Engaged, Proactive Partners—are Vital to the Academic Enterprise." Evidence Based Library and Information Practice 17, no. 1 (March 15, 2022): 128–30. http://dx.doi.org/10.18438/eblip30080.
Full textAbstract:
A Review of: Johnson, A.M. (2020). Reference and liaison librarians: Endangered species or “vital partners?” Views of academic library administrators. Journal of Library Administration, 60(7), 784-799. https://doi.org/10.1080/01930826.2020.1786979 Abstract Objectives – To investigate the current state and prospects of reference and liaison librarianship. Design – Structured interviews consisted of 10 questions that lasted between 30 and 75 minutes. Setting – Fourteen medium-sized, urban universities geographically spread across the United States of America. Subjects – Fifteen library administrators with at least 10 years of experience. Methods – The author contacted academic library leaders from 17 benchmark institutions and head librarians from other R1 institutions whose libraries were members of the Association of Research Libraries (ARL) or whose campus size and characteristics mirrored the author’s institution in that they were medium-sized urban universities. The study examined five primary questions and included an appendix with the 16-item survey instrument. The structured interviews included 10 questions about the current state and prospects of reference and liaison librarianship, along with questions related to demographics. The author transcribed the interviews and removed all identifying information. Since the interviews were structured and thus thematically similar, coding software was not used. The author compiled and analyzed the responses to the questions. Main Results – The concepts of connecting, discovering, listening, and partnering were inherent in the definition of being a liaison librarian. In general, the library administrators, all of whom had been in the profession for 10 years or more, felt that liaison librarians should be active in furthering scholarly activities in such areas as grant-writing, generating scholarship, or data curation. There was an emphasis on outreach, being proactive, and engaging with faculty, which raised an important question for administrators: Is this skill set too broad for any one person, and if so, how can the library profession collaborate to draw upon each other’s strengths? There was a consensus that while the work of reference and liaison librarians is vital to the academic enterprise, this work need not be situated at a central reference desk. Rather, librarians would be physically embedded or electronically linked to students and faculty, helping them to formulate answerable questions, locate high-quality, evidence-based information in specialized databases, or provide support in such areas as open educational resource development, augmented reality, or scholarly communications. Conclusion – In the view of current library administrators, being a reference and liaison librarian means partnering proactively with students and faculty to ensure a deep understanding of their teaching, learning, and research needs while also maintaining a thorough knowledge of the libraries’ collections and resources. To accomplish this, the librarian must be visible to their constituencies, tell memorable, authentic stories of what they have to offer, and build lasting relationships. Reference and liaison librarians require traditional knowledge of library functions and systems and teaching skills and possess qualities such as collaboration, communication, and flexibility. Overall, library leaders believe that liaison librarians will continue to be vital partners and that without a central reference desk, there will be a deeper integration within the academic enterprise.
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Radford, Marie L., Laura Costello, and Kaitlin Montague. "Surging virtual reference services: COVID-19 a game changer." College & Research Libraries News 82, no. 3 (March 4, 2021): 106. http://dx.doi.org/10.5860/crln.82.3.106.
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In March 2020, academic libraries across the United States closed and sent everyone home, some destined to not reopen for months. University offices closed. Classes were moved online. Suddenly, librarians and staff pivoted to working from home and to all remote services, without time for planning logistics or training. To study the impact of this extraordinary and sweeping transition on virtual reference services (VRS), we conducted a major study of academic library responses to the pandemic that focused on librarian perceptions of how services and relationships with users morphed during this COVID-19 year.Academic librarians rallied to our call, and we collected a total of 300 responses to two longitudinal surveys launched at key points during the pandemic. Data collection focused on two phases in 2020: 1) shutdown and immediate aftermath (mid-March to July), and 2) fall ramp up and into the semester (August to December). Via Zoom, we also interviewed 28 academic librarian leaders (e.g., heads of reference and/or VRS, associate directors for User Services) from September to November. Surveys and interviews centered on adaptations and innovations to reference services, especially VRS and perceptions of changes in user interactions.
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Rogers, Emily, and Howard S. Carrier. "A qualitative investigation of patrons’ experiences with academic library research consultations." Reference Services Review 45, no. 1 (February 13, 2017): 18–37. http://dx.doi.org/10.1108/rsr-04-2016-0029.
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Purpose This paper aims to report the findings of a qualitative investigation of student patrons’ experiences with research consultations provided by reference librarians at a comprehensive university located in the southern USA during 2014. Design/methodology/approach Data were collected through recorded interviews with patrons who had recently experienced a reference consultation with one of eight professional reference librarians during a semester. The recorded data were transcribed verbatim and the transcripts subjected to content analysis. The qualitative data analysis model selected was that of a conventional, inductive content analysis. Findings One principal finding demonstrates the need for marketing of the reference consultation service; participants were surprised at the service’s availability. Other findings illustrate the value participants placed on individual attention from a librarian, perceived librarian expertise, the consultation environment and student/librarian engagement. Research limitations/implications Limitations to this study include a small participant pool of undergraduate student patrons, mainly majoring in humanities disciplines. The findings therefore are limited in the confidence with which they can be generalized to larger populations. Practical implications The reference consultation remains an integral part of the services offered by an academic library’s reference department; libraries should market consultations accordingly. Academic libraries that do not operate on a subject specialist model should consider strategies for maximizing benefit when matching available staff to consultation requests. Social implications This study provides evidence for the value of one-to-one reference service through research consultations provided to library patrons in academic libraries serving institutions of the type described in the research. Originality/value A qualitative methodology, using content analysis of lengthy interviews with participants, provides considerable insight into academic library patrons’ attitudes toward the reference consultation service.
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Kulp, Christina, Cheryl McCain, and Laurie Scrivener. "Teaching Outside the Box: ARL Librarians’ Integration of the “One-Box” into Student Instruction." College & Research Libraries 75, no. 3 (May 1, 2014): 298–308. http://dx.doi.org/10.5860/crl12-430.
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This article reports the results of a survey that targeted reference and instruction librarians who work at libraries that are members of the Association of Research Libraries (ARL). Respondents were asked to indicate whether or not they teach students to use the one-box tool, and why or why not. Based on the responses of the 352 librarians who participated in the study, the researchers found that most reference and instruction librarians at ARL libraries are “teaching outside the box.”
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Johnson, Kristin, and Kathleen Carlisle Fountain. "Laying a Foundation for Comparing Departmental Structures between Reference and Instructional Services: Analysis of a Nationwide Survey." College & Research Libraries 63, no. 3 (May 1, 2002): 275–87. http://dx.doi.org/10.5860/crl.63.3.275.
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Public services librarians in academe juggle multiple duties, with reference and instruction being the two most common and visible. A survey of midsized academic libraries measured the departmental relationship between librarians who provide reference services and librarians who provide instruction services. Results indicate that services are generally organized in one department and instruction coordinators are prevalent. Regardless of departmental structure, reference and instruction librarians have similar jobs; they nearly all teach classes and work at the reference desk. Summarization of the subjective commentary reveals underlying satisfaction levels with various organizational arrangements and insight into the pros and cons of maintaining integrated or separate reference and instruction services.
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Vincze, Joseph. "Virtual reference librarians (Chatbots)." Library Hi Tech News 34, no. 4 (June 5, 2017): 5–8. http://dx.doi.org/10.1108/lhtn-03-2017-0016.
Full textAbstract:
Purpose This paper aims to explore integrating chatbot applications into libraries to improve reference services. Design/methodology/approach This paper explores the benefits of using chatbots as virtual reference librarians. Emma the Mentor Public Library’s Catbot is used as a case study. Findings Chatbots cannot replicate the complexity of human interaction (both knowledge and emotional), but these can provide a cost-effective way to answer the majority of routine reference questions and direct users to the appropriate service. Originality/value Readers will increase their awareness of how chatbots can streamline the work of the reference department by answering the majority of routine reference questions and freeing library staff to focus on more demanding research and tasks uniquely suited to humans.
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Merkley, Cari. "An Awareness of Library Patrons’ Social Styles May Play a Role in Librarians’ Satisfaction with the Reference Interview." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 89. http://dx.doi.org/10.18438/b8qk85.
Full textAbstract:
A Review of:
Sisselman, P. (2009). Exploiting the social style of patrons to improve their satisfaction with the reference interview. Library Review, 58, 123-133.
Objective – To determine if a patron’s social style affects how satisfied the patron and the librarian working with him/her are with the reference interview, and if a librarian’s knowledge of social styles leads to greater satisfaction with the reference interview for all involved.
Design – Direct observation, two survey instruments, and a checklist used to identify patrons’ social styles.
Setting – A public library system in the Northeastern US.
Subjects – A total of 24 library patrons who sought assistance at the reference desk of a public library and the five librarians who delivered reference services to them.
Methods – The researcher observed 24 reference interviews conducted by five different librarians at a reference desk in a public library system. It is unclear if all 24 interviews took place in the same library. Reference interviews that took place during the times the researcher was on site and did not relate to the use of the public computer terminals were included in the study.
During each interaction, the researcher compared the patron’s behaviour to a checklist of traits relating to assertiveness and responsiveness. For example, more assertive behaviours included moving and talking quickly and sustained eye contact. Less assertive behaviours included “waiting to be asked” and soft speech (p. 127). More responsive behaviours usually consist of a greater willingness to engage on an emotional level with the librarian and more open facial expressions and gestures.
The balance of behaviours across the two categories was used by the researcher to determine which of the following social style categories a patron belonged to: driver, analytical, amiable, or expressive. Drivers, described in social style theory as “practical and task orientated,” were those who demonstrated “less responsive” and “more assertive” behaviours at the desk (pp. 127-128). Those who were “less responsive” and “less assertive” were labelled analytical (p. 128). According to social style theory, analyticals “collect quite a bit of data before making decisions” and are methodical (p. 127). Patrons who were “more responsive” and “less assertive” were determined to be amiable; and expressives were those who were “more responsive” and “more assertive” (p. 128). Amiables are described as “easy-going” and expressives as “outgoing” and “spontaneous” (p. 127).
After the researcher had observed twelve reference interviews, the participating librarians received information on how to recognize and adapt to individual social styles. The information they received took the form of an article, a diagram of the four social style categories, and examples of famous people and their social styles. After the librarians received this information, the researcher then observed twelve additional reference interviews.
After each reference interview, the patron and librarian completed separate surveys. The surveys were adapted from the tools used by the Wisconsin-Ohio Reference Evaluation Program. Each survey consisted of ten questions, which gauged the patron’s and the librarian’s level of satisfaction with the reference experience. Librarians responded to questions relating to whether they were able to answer the patron’s question, their perceptions of the patron’s satisfaction, how comfortable and confident they felt during the interaction, and whether they “taught the patron something new” (p. 132). The patron survey asked about the quality of service patrons feel they received from the librarian, whether or not they found what they were looking for, and if they learned something new from the experience. A score was calculated based on the following possible responses: yes (4 points), partly (2 points) and no (0 points).
Main Results – Of the 24 patrons observed in the study, the majority (10) were analyticals. The next largest group was expressives (6), followed by amiables (4), and drivers (3). The remaining patron was classified as both a driver and an expressive because he/she held an equal number of characteristics for both categories.
The median survey scores indicated that, overall, librarians rated the quality of reference interview lower than their patrons. The median score for the librarian survey after the first twelve interviews was 28, while the median score for their patrons was 36. The correlation between these scores was r=0.27. After the librarians received information on social styles, the median score of the librarian survey rose to 32. However, the patrons’ median score dropped slightly to 35. The correlation of the scores after the intervention was r=0.57.
The responses of librarians and patrons most closely corresponded when the patrons were amiables. Amiables and the librarians who worked with them were in all in agreement on whether the patron’s question was answered. Only one of the expressives and one of the drivers disagreed with the librarians’ response to this question. In both cases, the librarians’ responses were “partly” while the patrons answered “yes” (p. 129). Twenty percent of the analyticals were satisfied with the information they received from the librarian. In some cases, they were satisfied even though the information they were provided was not what they were looking for when they first
approached the reference desk.
The study suggests that there may be a disconnect between librarian and patron responses in regard to whether the librarian taught the patron something new in the exchange. According to Sisselman, all expressives and 75% of amiables responded that they had learned something new, but only 93% of the librarians who worked with the expressives and 50% of those working with amiables felt that they had done so. The scores for drivers for this question were double those of the librarians they worked with – the actual figures were not provided by the author. The results for analyticals on this question were not reported.
Conclusion – The findings of the study suggest that a patron’s social style may play a role in how they perceive the reference interview. The author also suggests that “there may be a correlation between librarians’ understanding of the social styles of patrons (analytical, expressive, driver, or amiable) and the outcomes of reference interviews” (p. 130). Possible areas of application for these findings include improved public service and tailoring of communication and marketing strategies to the diverse social styles of current and potential patrons.
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Rockman, Ilene F. "Distinct and expanded roles for reference librarians." Reference Services Review 33, no. 3 (September 1, 2005): 257–58. http://dx.doi.org/10.1108/00907320510611285.
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PurposeProposes advocating that reference librarians have a distinct and important role in the development, management, dissemination, and sustainability of institutional repositories.Design/methodology/approachSuggests working with faculty and students to encourage them to share their research and instructional products, and to contribute to the extension of their discipline's knowledge base in new and meaningful ways.FindingsNotes that reference librarians are natural partners to be involved with institutional repositories because of their service orientation, subject experience as knowledge managers, and communication skills.Originality/valueMakes important recommendations about the role of the reference librarian in contributing to the success of institutional repositories.
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Imler, Bonnie Brubaker, Kathryn Rebecca Garcia, and Nina Clements. "Are reference pop-up widgets welcome or annoying? A usability study." Reference Services Review 44, no. 3 (August 8, 2016): 282–91. http://dx.doi.org/10.1108/rsr-11-2015-0049.
Full textAbstract:
Purpose The purpose of this study is to investigate user reaction to pop-up chat widgets for possible use as a promoter of online reference services in libraries. Design/methodology/approach Librarians at three different campuses of the Pennsylvania State University interviewed ten students at each campus. Librarians used a script to ask students to respond to various library websites and the potential utility of a pop-up widget. Students also responded to a sample chat widget and were asked to evaluate the timing of its appearance on the page. Findings All participants indicated on a timeline their preferred time for a pop-up to appear on a web page. Only 16 per cent of study participants had used the “Ask a Librarian” reference service from its current access point as a linked button on the libraries’ web pages. However, 83 per cent indicated that they would be more likely to use the Ask service if the widget appeared on the screen. Originality/value This research is unique, as there are no other studies in the library literature that explore pop-up chat widgets.
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Palais, Elliot S. "Abstracting for Reference Librarians." Reference Librarian 9, no. 22 (November 1988): 297–308. http://dx.doi.org/10.1300/j120v09n22_26.
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Broidy, Ellen. "Reference Librarians as Teachers:." Reference Librarian 5, no. 14 (September 17, 1986): 159–71. http://dx.doi.org/10.1300/j120v05n14_15.
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Kinkus, Jane. "Project Management Skills: A Literature Review and Content Analysis of Librarian Position Announcements." College & Research Libraries 68, no. 4 (July 1, 2007): 352–63. http://dx.doi.org/10.5860/crl.68.4.352.
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Project management is pervasive in the literature and practice of many industries, including finance, IT, engineering, and biotechnology. The recent rapid proliferation of complex library services such as virtual reference and digital repositories suggests that the role of librarians is becoming increasingly project-oriented. This article presents an overview of professional project management and a literature review from the library science and management literatures. A content analysis of librarian position announcements was conducted, and indicates that project management skills are in demand for librarians. However, it is unclear whether current library science literature and education adequately address project management skills or other traditionally “extra-librarian” leadership qualities now needed to effectively manage project based initiatives in libraries.
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Brown, Lesley J. "Trending Now—Reference Librarians: How Reference Librarians Work to Prevent Library Anxiety." Journal of Library Administration 51, no. 3 (March 24, 2011): 309–17. http://dx.doi.org/10.1080/01930826.2011.556950.
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Musrifah, Musrifah. "Keterampilan Komunikasi Efektif Pustakawan Referensi dalam Melayani Pemustaka di Perpustakaan UIN Sunan Kalijaga Yogyakarta." Pustakaloka 9, no. 1 (July 25, 2017): 83. http://dx.doi.org/10.21154/pustakaloka.v9i1.921.
Full textAbstract:
Librarians in their profession in the library must have adequate knowledge in all fields. As we know that the task of librarians, reference librarians especially severe because it requires special skills because the information presented comes from a special collection. Therefore, a reference librarian should have the skills, one of which effective communication associated with their professionalism in carrying out its duties are to serve, assist, guide, and became a consultant for user information as well as the high demands of science should be mastered. This is what lies behind the author's research on effective communication skills in serving the reference librarian at the Library of UIN Sunan Kalijaga Yogyakarta. This study aims to determine the general effective communication skills, how to build effective communication and the factors that hinder effective communication skills in serving the reference librarian at the library of UIN Sunan Kalijaga Yogyakarta. The method used in this research is descriptive method with qualitative research approaches. The research results indicate that communication reference librarian in serving users are already skilled and effective. As for how to build effective communication is done by reference librarian in serving users is how to understand and fulfill the aspects of effective communication as a full relief, tolerance, respect / respect, empathy, caring, polite, caring, can be heard, clearly, trust, caring and humble attitude. The factors that hinder effective communication skills in serving the reference librarian at the library UIN Sunan Kalijaga Yogyakarta that psychological factors, systematic, and ecological.
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Maloney, Krisellen, and Jan H. Kemp. "Changes in Reference Question Complexity Following the Implementation of a Proactive Chat System: Implications for Practice." College & Research Libraries 76, no. 7 (November 1, 2015): 959–74. http://dx.doi.org/10.5860/crl.76.7.959.
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There has been longstanding debate about whether the level of complexity of questions received at reference desks and via online chat services requires a librarian’s expertise. Continued decreases in the number and complexity of reference questions have all but ended the debate; many academic libraries no longer staff service points with professional librarians. However, convenient, proactive online chat services could reverse the trends. This paper provides results of a study of reference question complexity following implementation of a proactive chat service. The study reveals changes in the complexity of chat questions that may have implications for staffing online reference services.
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Kantor, Sarah. "Reference speed dating: Creating a spark at the reference desk." College & Research Libraries News 81, no. 2 (February 4, 2020): 80. http://dx.doi.org/10.5860/crln.81.2.80.
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Reference services, whether face-to-face or virtual, have been and remain a core library service. The importance of reference services is reflected in the library and information science (LIS) curriculum, but it is often overlooked in continuing education opportunities for librarians. In both master’s degree programs and the few continuing education offerings for reference services, instructors generally focus on the reference interview. For many working librarians, this can feel rote and ineffectual. After all, they already learned this in school. Experienced librarians may also feel that the reference interview is old hat, while newer librarians would benefit more from real-world practice than a repeat of their reference class.
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Herron, David, and Lotta Haglund. "Mismatch Between the Demands for Tenure and Those of Public Services is Creating a Crossroads in Academic Librarianship." Evidence Based Library and Information Practice 2, no. 4 (December 7, 2007): 73. http://dx.doi.org/10.18438/b8n30p.
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Objective – To explore how public services librarians in academic libraries perceive their duties and experience job satisfaction especially in relation to faculty status (tenure track or non-tenure).
Design – A multi-site study.
Setting – Academic libraries in the United States.
Subjects – Academic public service librarians.
Methods – In March 2004, an online survey containing 25 questions was sent out to 1,510 academic librarians across the United States. The survey included demographic and professional work-related questions, but mainly focused on retrieving information about librarian feelings, thoughts, and perceptions in relation to six aspects of the role of the public service librarian, namely: reference, collections, publishing, teaching, committee, and management activities. The survey data was stored in an SQL database and analyzed in various ways to try to see if there were correlations in the replies. In some cases, Chi-square was used to test for statistical significance.
Main results – 328 (22%) out of 1,510 potential replies were received. 74% came from public universities and 26% from private institutions. 23% of the respondent librarians had received their MLA before 1980, 34% between 1980 and 1994, and 43% 1995 or later. About 50% had worked as an academic librarian fewer than 10 years and 50% for 10 or more years. About 50% had worked at their current institution five years or fewer and the other 50% for six years or more. 49% had job descriptions which clearly indicated the relative emphasis of each of the main areas of their job. 50% came from tenure-track and non-tenure-track institutions alike.
The librarians were asked to reply to “most” and “least” questions. The following lists show the most chosen responses (in %) to the questions.
“Most” questions:
80% felt that they were most prepared for reference activities by their library school training.
50% felt most satisfied with doing reference activities.
25% felt that administrators viewed reference activities as being most important.
41% thought that reference activities had most service impact on users.
24% found teaching activities the most challenging aspect of their job.
49% had attended most training in the area of reference activities.
31% thought that reference activities would be most important for them 5 years later on (that is, at the date of publication of this review, 2009).
For those with a position description, 49% had descriptions that most emphasized reference activity.
For those in tenure-track positions, 78 % replied that publishing activities were most important for tenure.
“Least” questions:
28% felt that they were least prepared for teaching activities by their library school training.
44% felt that committee activities were the least satisfactory part of their job.
33% felt that administrators regarded publishing as the least important aspect of the job.
49% thought that publishing activities would have the least service impact on users.
46% thought that committee activities were the least challenging.
31% had attended least training in publishing activities.
35% thought that publishing activities would be least important to them 5 years later.
For those with a position description, 33% had descriptions that least emphasized publishing activities.
For those in tenure-track positions, 31 % replied that management activities were least important for tenure.
There was a correlation at an individual level between reference activities considered as having the most service impact on users and giving the most job satisfaction; and what the librarian thought was the most important to administrators.
There was an overall correlation between what librarians found most challenging and the type of in-service training they had attended, with the notable exception of publishing.
The area of scholarly publishing was perceived generally as the second most challenging area (18%) after teaching. However, very few (2%) replied that they had (recently) attended in-service training in this area.
Librarians with publishing as a clear component of their job description were more likely to find publishing challenging and to say that it was an important component for their administrators. Publishing was clearly considered important for tenure.
There were some statistically significant differences between more- and less-experienced librarians and more- and less-recently qualified librarians. In general (according to the authors), less experienced librarians tended to place more emphasis on teaching and committee activities, whereas more experienced librarians tended to emphasize collection development and management.
Conclusions – Generally, the authors conclude that “librarians feel that they are in tune with their library administrators” (360). The authors found a clear link between in-service training opportunities chosen by librarians and the areas that the librarians thought that the administration regarded as important.
However, there seems to be discord between the requirements for tenure (the majority ranked publishing as most important for tenure) and the service needs of users, librarian job satisfaction, and the perceived demands of administrators. The authors conclude that academic librarianship is at a “crossroads” where “librarians need to decide how and if publishing activities can be successfully balanced with other job components that are arguably more central to the library’s mission” (363).
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Ahenkorah-Marfo, Michael, and Harry Akussah. "Changing the face of reference and user services." Reference Services Review 44, no. 3 (August 8, 2016): 219–36. http://dx.doi.org/10.1108/rsr-01-2016-0001.
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Purpose Social media allows collaboration, participation and sharing in libraries with users. The purpose of this study is to examine the response of academic librarians in Ghana to the use of social media in reference and user services. Design/methodology/approach It is a quantitative study that used the Likert type of questionnaire in soliciting the views of academic librarians from six public and private universities in Ghana on their knowledge and use of social media in providing reference and user services. Findings The findings of the study indicate that majority of academic librarians are knowledgeable and use social media for both personal and work-related purposes. They, however, lack adequate skills to use the array of social media tools to make remarkable difference in service delivery. For this reason, they find the traditional mode of service delivery a comfort zone. Practical implications Higher education policy makers in Ghana and elsewhere would find the results useful in decisions on the types of social media tools to use in universities and colleges. Originality/value The study provides in-depth analysis of the impact of social media on reference and user services in Ghanaian libraries, which is deficient in literature. It also recommends change in policy direction and training to whip up interest in librarians to use social media.
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Duffus, Orolando. "Assessing UNC-Greensboro’s Reference Interns Program: Enhancing the employability of LIS students." College & Research Libraries News 78, no. 5 (May 11, 2017): 259. http://dx.doi.org/10.5860/crln.78.5.259.
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For decades libraries have been highly dependent on student interns to provide reference and other library services. In recent years, the roles and responsibilities of reference librarians have undergone significant changes. With the emergence of technology and development of virtual communication channels, reference service is no longer limited to a single physical space. In many academic libraries, the reference desk is either staffed by highly trained paraprofessionals or by student workers. In other instances, the reference desk has been dissolved or merged with other service points such as circulation or access services. Some libraries have moved to a system where patrons are referred to subject librarians or liaisons when specialized expertise and in-depth research techniques are required.
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Uutoni, Wilhelm. "Providing digital reference services: a Namibian case study." Information and Learning Science 119, no. 5/6 (May 14, 2018): 342–56. http://dx.doi.org/10.1108/ils-11-2017-0122.
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Purpose The purpose of this study was to evaluate digital reference services at the Namibia University of Science and Technology (NUST) and the University of Namibia (UNAM) library. Two aspects were evaluated, namely, “resources” and “elements of the general digital reference model”. Design/methodology/approach This study adopted a descriptive case study approach and used qualitative research methods, which comprised interviews and an observation checklist. The population consisted of librarians working at NUST and UNAM Library. Findings The research findings showed that these libraries used the general digital reference model in providing responses to the library users. The study established that the two libraries did not follow the International Federation of Library Associations and Reference and User Services Association standards of staffing and training of librarians working with digital reference services. The study further found that a lack of ability to fully demonstrate to users how to access various library services was one of the major problems that the librarians experienced. Research limitations/implications The study was limited to two academic libraries: UNAM and NUST. Originality/value The study could contribute to a better understanding of digital reference services provided by NUST and the UNAM libraries and contribute to the body of knowledge on the subject of digital reference services, especially in an African context, where few studies have been conducted on this subject. The two libraries could use the findings to improve digital reference services, plan for intervention and develop the services.
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Shrivastava, Rakesh K. "Law Librarianship in India with Special Reference to the Judicial Library System." International Journal of Legal Information 36, no. 2 (2008): 275–99. http://dx.doi.org/10.1017/s0731126500003061.
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Law librarianship, especially the librarianship in judicial institutions, is different from librarianship in any other discipline. This aspect is more appropriately explained by Prof. Igor I. Kavass, when he says that “the reason for law libraries being different from other types of libraries is that they serve a profession which is literally unable to exercise its work without the use of books.” While Librarians in other organizations may convince their users to give them some time for catering to their information requirements, a court librarian has to furnish the desired information at once because the case is being argued in the Court and desired information is needed in the course of the argument. So a law librarian has to provide the information instantly without any excuse. Because of this reason, a law librarian has to be a very alert professional and must develop his or her own tools and expertise to provide the desired information instantly.
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Janes, Joseph. "Digital reference: Reference librarians' experiences and attitudes." Journal of the American Society for Information Science and Technology 53, no. 7 (2002): 549–66. http://dx.doi.org/10.1002/asi.10065.
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