Using the Wisconsin–Ohio Reference Evaluation Program (WOREP) to Improve Training and Reference Services

Novotny, Eric; Rimland, Emily

doi:10.1016/j.acalib.2007.01.017

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…The disparity in librarian and patron perceptions of success have surfaced in other studies as well. One study showed that patrons were substantially less satisfied than librarians believe them to be (Novotny and Rimland, 2007). In this study, librarians generally spent about 5 minutes or fewer with patrons, often referred them to only one resource, and patrons reported not receiving enough information or help with their question.…”

Section: Artificiality and Levels Of Confidencementioning

confidence: 63%

Teaching the reference interview through practice-based assignments

Saunders

2016

RSR

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Purpose This study aims to explore the effectiveness and learning outcomes of two reference interview assignments – one in which students worked with a family member or friend and a “practice-based” assignment in which students were paired with other graduate students working on a class assignment. Design/methodology/approach Students completed reflective essay and submitted a survey rating their perceptions of their patrons’ satisfaction, completeness of the answer and overall success of the transaction. Findings Students in both classes were successful and applied the skills and competencies of the reference interview, but students with the practice-based assignment had a more realistic experience and were somewhat less confident about their performance. Practical implications The study offers some implications and suggestions for a more effective and realistic approach to teaching the reference interview. Originality/value There is a lack of literature on how to teach the reference interview and on the effectiveness of different types of assignments. This study addresses that gap and the results of this study will be of interest to Library and Information Science faculty, as well as library directors and reference managers who might offer training to staff.

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Section: Artificiality and Levels Of Confidencementioning

confidence: 63%

Teaching the reference interview through practice-based assignments

Saunders

2016

RSR

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“…Novotny and Rimland used a standardized survey instrument, the Wisconsin-Ohio Reference Evaluation Program, to examine the ways in which reference librarians answer questions (Novotny and Rimland 2007). Results indicated that these librarians answered questions quickly, tended to use a single source to answer questions, and felt the reference exchange produced successful results.…”

Section: Training Within Librariesmentioning

confidence: 97%

“…Based on these results, which were contrary to results from peer institutions and the customers, training was developed to increase librarians' awareness of the tools they used and how they answered questions. This successful venture encouraged the librarians to seek more training activities in the future (Novotny and Rimland 2007).…”

Section: Training Within Librariesmentioning

confidence: 98%

Using Second Life as a Training Tool in an Academic Library

Condic

2009

The Reference Librarian

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Training is an important factor for successful employee growth within an academic library. The purpose of this article is to scrutinize the option of using the virtual world, Second Life, as a training tool within an academic library. In doing so, various topics will be examined including training within libraries, the use of Second Life in educational settings, and Second Life as a training tool. Second Life offers unique opportunities for training but also presents a definite set of challenges, the first of which is the steep learning curve. Second Life is a virtual world that is being used with varying success as a training technique within corporate settings; however, little has been documented within a library setting. Nonetheless, libraries may find that Second Life can be an asset toward achieving their training goals.

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“…Another assessment method I am interested in exploring is Wisconsin-Ohio Reference Evaluation project, which has been used by the Penn State University Libraries in the early 2000s in two areas of the library (Novotny & Rimland, 2007;Paster, Fescemyer, Henry, Hughes, & Smith, 2006). Pearson (2014) says "the image of a librarian as friend, mentor, and information provider creates a powerful positive symbol for customers" (p. 178).…”

Section: Conclusion and Next Stepsmentioning

confidence: 99%

Reference After 5 PM: A Reference Librarian’s Experience Working Atypical Hours at a Large Research Library

Fargo

2017

palrap

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Reference services continue to change and evolve in the academic library. Students need reference support outside the normal 9:00 a.m. to 5:00 p.m. business hours in an academic library. The author works these later shifts and has found success in helping students. This success is due to the author’s collaboration and relationship building with not only students but also library employees and other departments to support a robust and active reference service on Sundays and after 5:00 p.m. This paper explores the author’s first semester providing reference services during the fall 2016 semester.

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Using the Wisconsin–Ohio Reference Evaluation Program (WOREP) to Improve Training and Reference Services

Cited by 12 publications

References 5 publications

Teaching the reference interview through practice-based assignments

Teaching the reference interview through practice-based assignments

Using Second Life as a Training Tool in an Academic Library

Reference After 5 PM: A Reference Librarian’s Experience Working Atypical Hours at a Large Research Library

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