Teaching the reference interview through practice-based assignments

Saunders, Laura

doi:10.1108/rsr-04-2016-0025

Cited by 6 publications

(1 citation statement)

References 34 publications

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“…2 However, in teaching reference through roleplay, students often approach the interaction more casually than they would a real-world transaction. 3 Due to the lack of urgency inherent in roleplay, students may find themselves ill-prepared for reference services in the field.…”

Section: The Problem With Reference Instructionmentioning

confidence: 99%

Reference speed dating: Creating a spark at the reference desk

Kantor

2020

C&RL News

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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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Section: The Problem With Reference Instructionmentioning

confidence: 99%

Reference speed dating: Creating a spark at the reference desk

Kantor

2020

C&RL News

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A Database by Any Other Name: Instructor Language Preferences for Library Resources

O'Neill

LeBlanc

2022

New Review of Academic Librarianship

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This study explored the language preferences of instructors at Louisiana State University for library resources and whether library terminology influenced those choices. Participants were presented with both screen captures and definitions of electronic library resources and were asked to identify them in their own words.Faculty did not use library terminology consistently and performed better when presented with a definition than with a screen capture. No correlation was found between rank, teaching experience, college, or attendance in library instruction and preference for library terminology. A statistically significant relationship existed between frequent use of library resources and preference for library terminology.Confusion about this terminology could create difficulties for faculty in conducting their own research and may confuse their students when they hear conflicting language from their instructors and librarians. Librarians should use clear language, provide context on websites, and provide instruction on these resources specifically catered to instructors.

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Engaging Students in Learning: Teaching the Reference Transaction

Al‐Qallaf

2020

Libri

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The purpose of the study was to explore the impact of applying a series of passive and active learning activities including a practice-based assignment when teaching the reference transaction to 43 students enrolled in a graduate program at Kuwait University. Students were asked to visit an academic library of their choice and approach the reference desk with a distinct information need. Based on the 2013 RUSA behavioral guidelines, students rated their perceptions of the behavioral attributes of reference librarians during the reference transaction encounter. In addition, two open-ended questions asked students for their opinions and feedback regarding their interaction with reference librarians. Finally, a three-hour class session was allocated for students’ reflection and discussion of their learning experience. All students participated in the study. Students found librarians approachable and exhibited interest in their inquiries. However, they showed less proficiency in their searching skills, managing and facilitating the use of results as well as applying follow-up activities. Students’ views and beliefs regarding their learning experience showed that the experiential nature of the assignment provided insight into the nuances of reference librarians, interviewing techniques, and the extent of subject knowledge and skills essential for a successful reference transaction. The results show that teaching students the reference transaction using a practice-based assignment coupled with having students assess the reference librarians’ performance provides a practical perspective that enhances student learning. Further, the benefits in using multiple methods and strategies in teaching the reference transaction that emerged from the study is deemed valuable for library and information science education in the design and development of course content.

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Teaching the reference interview through practice-based assignments

Cited by 6 publications

References 34 publications

Reference speed dating: Creating a spark at the reference desk

Reference speed dating: Creating a spark at the reference desk

A Database by Any Other Name: Instructor Language Preferences for Library Resources

Engaging Students in Learning: Teaching the Reference Transaction

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