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Preserving Pedagogy in Online Reference
Joanne Smyth & Patricia Johnston UNB Libraries, Fredericton, N.B. Canada
Internet Librarian International, London, UK
March 18, 2002
The Reference Interview:Tangible Components
Non-verbal Skills: Gestures Posture Tone of voice Facial expression Eye contactFrom: Jennerich, E. & Jennerich, E. (1987). The Reference
Interview as a Creative Art. Littleton, CO: Libraries Unlimited.
The Reference Interview: Tangible ComponentsVerbal Skills: Remembering Avoiding premature diagnoses Reflecting feelings Restating/paraphrasing Using encouragers ClosureFrom: Jennerich, E. & Jennerich, E. (1987). The Reference
Interview as a Creative Art. Littleton, CO: Libraries Unlimited.
The Reference Interview:Intangible Components Success Isolation Style
From: Jennerich, E. & Jennerich, E. (1987). The Reference Interview as a Creative Art. Littleton, CO: Libraries Unlimited.
LIVE (Library Information in a Virtual Environment)
Synchronous, online reference service Chat + collaborative browsing Using LSSI software (all the bells and
whistles) Transcripts automatically e-mailed at close
of each session
Challenges to Pedagogy in Online Reference User characteristics The ‘culture’ of the Internet The role of the librarian
User Characteristics
High expectations/low patience1
Associate Internet with ease of use2
Individualistic, egalitarian3
Autonomous self-learners3
1 Francoeur, S. (2001). An analytical survey of chat reference services. Reference Services Review 29(3), 189-203.
2 Smith, K.R. (2000). Great expectations, or, where do they get these ideas? Reference and User Services Quarterly, 40(1), 27-31.
3 Wilson, M. (2000). Evolution or entropy? Changing reference/user culture and the future of reference librarians. Reference and User Services Quarterly, 39(4), 387-390.
‘Culture’ of the Internet
No hierarchy, no supplicant/gatekeeper roles1
‘Modified context’ leads to miscommunication and hostile communication, and yet reduces the importance of these2
1 Wilson, M. (2000). Evolution or entropy? Changing reference/user culture and the future of reference librarians. Reference and User Services Quarterly, 39(4), 387-390.
2 Burkell, J. & Kerr, I. (2000). Electronic miscommunication and the defamatory sense. Canadian Journal of Law and Society, 15(1), 81-110.
Role of the Librarian
No longer holding the “franchise as sole proprietors of information at the reference desk” 1
Feeling pressure to perform at speed of Google
1 Wilson, M. (2000). Evolution or entropy? Changing reference/user culture and the future of reference librarians. Reference and User Services Quarterly, 39(4), 387-390.
Our Observations (So Far)
Users are patient, co-operative. Librarians are relaxing, as they become
familiar with the venue. We can teach in this forum. Online
reference is not just for quick answers. Only 57% of sessions include a reference
interview.
UNB Libraries Service Summary
Serves University of New Brunswick and Saint Thomas University
UNB has 9,782 f/t and 2,533 p/t students STU has 2,208 F.T.E. Students
LIVE Summary of Service Oct. 22 – Dec. 6, 2001
Days of service: 28 Number of calls: 46 Average call duration: 12:42 Thank rate: 60%
LIVE Question Types
Reference:Ready reference 4Specific search 22Research 8
Policy/procedural:Access instructions 11Library policy 7
Directional:Physical 1Web sites 0
ACRL Information Literacy Competency Standards1. Determine the nature and extent of information needed2. Access needed information effectively and efficiently
3. Evaluate information and sources critically and incorporate into knowledge base and value system
4. Use information effectively to accomplish a specific purpose
5. Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally
Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago, IL: ACRL.
Comparing ACRL Standards:LIVE and Baruch College*
35
48
1 0
1931
86
0 1 4
Standard 1Standard 2
Standard 3 Standard 4
Standard 5
0
20
40
60
80
100
LIVE Baruch College
*Francoeur, S., & Ellis, L.A. (2001) Information Competency Standards in Chat Reference. Paper presented at the 2001 Virtual Reference Desk Conference, Orlando, Fla.
Common Trends
Standards #1 and #2 are most commonly addressed– Determine information need– Access information
Common Trends
Standards #3 and #4 are seldom addressed– Evaluating and incorporating information– Using information effectively to accomplish
a specific purpose– These do not necessarily take place in the
library
Common Trends
Standard #5 is occasionally addressed– We regularly co-browse licensed
databases with students in LIVE, and must explain the procedure for logging in to our proxy server
– Many students inquire about citation styles
Can Online and Face-to-face Reference Be Compared? No great difference between question
types. Cottrell and Eisenberg (2001) used
Eisenberg-Berkowitz Information Problem Solving Model (IPS) (Big 6) to analyze face-to-face reference in an academic setting.
IPS Stages
1. Task definition2. Information-seeking strategies3. Location and Access4. Use of Information5. Synthesis6. EvaluationCottrell, J. & Eisenberg, M. (2001). Applying an information
problem-solving model to academic reference work: findings and implications. College and Research Libraries 62(4), 334-347.
Comparing IPS Stages and ACRL Competencies
IPS Stages Task Definition Info-seeking
strategies Location & Access Use of Information Synthesis Evaluation
ACRL Standards1. Determine information
need2. Access information3. Evaluate & incorporate
information4. Use information for
specific purpose5. Understand info. use,
use ethically & legally
Comparing Online and Face-to-face Reference
Topics frequently addressed include: Task definition, problem definition Developing a search strategy Locating and accessing information
Comparing Online and Face-to-face Reference
Topics rarely addressed include: Information use, analysis, incorporation Synthesis and application Evaluation