Reference Services, Chapter 4

Chapter 4 – Interview Techniques

At last! The patron has found the place to ask, has not been scared off, has approached the desk and asked a question. But what does the patron really want to know?

Most patrons will start by asking a general question rather than for the specific information needed. The reference interview is a dialogue between the librarian and patron that guides the patron through the process of asking and insures that the librarian understands what the true question is.

GENERAL GUIDELINES

Pay attention to the patron. Be a good listener. Focus your attention on the patron you are helping. Look at the patron while he or she is talking.

Provide feedback to the patron. Simple statements such as “I see,” or “I understand,” nodding your head or making eye contact show you are paying attention and thinking about the question.

Let the patron finish. Don’t risk interrupting the patron’s train of thought. Let the patron complete the entire question, then restate the question back to the patron to be sure you understand accurately what he or she is asking.

FIVE QUESTIONS EVERYONE SHOULD KNOW HOW TO ANSWER

1. Where are the restrooms?

2. Where do I check out books (renew books, pay fines)? This question is asked frequently in libraries that have a reference desk separate from the circulation desk. But even in our library, people are sometimes confused about which side of the desk is for checkout, where to return books, etc.

3. How do I print (email, save, or photocopy) my stuff? You may help the patron find the best information source in the world, but if they can’t print, photocopy or save the information they will be dissatisfied.

4. Do you have a stapler (tape, paper clip, pencil)? Providing basic office supplies makes a huge difference in patron satisfaction and willingness to return. We should provide a reasonable amount of basic supplies in a place where patrons can use them.

5. Where are the magazines (newspapers, books on [fill in a subject])? Most often the patron doesn’t want to know where we keep things, but is looking for some specific information. This is the ideal question to lead into a reference interview. A good response to this type of question is,“Do you want a specific title or are you looking for information on a topic?” Then, if they want a specific title you can help them find it. If they are looking for information on a topic, you begin a more in-depth questioning.

THE PATRON APPROACHES . . .

The listening process also involves nonverbal communication. Specific aspects of nonverbal communication that can aid the reference librarian are:

Patron profile – Every library serves a certain defined community. The reference librarian should learn the needs and question patterns of the community as a whole. Then look at the patron you are serving and estimate how that person fits into the user community. Nonverbal clues such as age, gender and dress can help you estimate what kind of service will be required by that patron.

Patron time – Nonverbal communication is a good indicator of how much time a patron is willing to spend on a reference transaction.

Patron materials – Notice what materials the patron is carrying when approaching the reference desk. A patron may have notes or may already have found some information on the topic. A student may have an assignment or instruction sheet.

THE INTERVIEW

Although listening skills and nonverbal skills are important, verbal communication skills are the most important part of the reference process. We learn the most about the inquiry by questioning the patron. Some patrons find asking for help difficult or embarrassing. The librarian should not only help the patron pinpoint his or her information needs, but make the patron feel comfortable about asking. Questions can be used to gather more information from the patron, to verify the subject, and to suggest potential search strategies.

Open-ended questions do not elicit a predetermined response. They are intended to gather more information and allow the patron to expand upon the research needed. Open-ended questions should be used early in the reference interview when the patron is trying to explain the information need. Examples:

Can you tell me more about that?

Where have you looked so far?

What kind of material do you expect to find on this topic?

How much would you like to find on your topic?

Closed-ended questions elicit a specific answer, often a yes or no response. They are used near the end of the interview, to verify specific features of the patron’s question. Examples:

Have you looked in the library catalog?

Do you want books or articles?

Do you want current or historical information?

While working with a patron, be careful to use only neutral questions. Do not criticize, accidentally insult, or imply anything negative about the patron. “Why” questions may cause the patron to feel he has to justify his information need and generally should be avoided. For example, ask

“How do you plan to use that information?” rather than “Why do you need that?” or “What do you need that for?”

"What about that source helped you?” rather than “Why did you look there?”

At the end of the reference interview, always try to restate the patron’s question and then ask “is that what you want?”

CLOSING THE INTERVIEW

The librarian must make it clear to the patron when the reference interview is over.

Tell the patron that you have finished, start him with a logical source and tell him to return to the reference desk if that source does not answer the question.

When the reference desk gets busy, the librarian must balance the needs of the individual with the needs of the group. If you are working on a long and involved reference question and other patrons are waiting, tell the first patron that her question will take some time. Give her something to start with, and tell her that you will return after you have helped some of the others.

PROBLEM PATRONS

Some patrons do not have a real reference question and just want to hang out and talk. We must make it clear to these patrons that we are here to help with questions, not to solve their personal problems. These patrons may begin with a reference question then demand that we listen to their other issues. This is the only time that a librarian should consciously be short with a patron.

Reference Services, Chapter 3

Chapter 3 – Environmental and Administrative Factors

For any reference service to be successful, patrons must know that such a service exists, and know where to go and how to get that service. No matter how strong your knowledge and skills, you are useless to patrons if they can’t find you when they need help. This chapter discusses location, hours and staffing of the reference service area.

Location –

The traditional method of providing reference service is from a designated location within the library. This service desk is generally located near the reference collection, with computer access nearby. Patrons need to be able to find it easily. A central location, visible from the entrance to the building and with clear signage is best. (Alternative names for reference desk = information, research assistance, help desk.)

Some libraries combine the reference service with other functions, like in our library where all services are performed from one location. The advantage of a system like this is that patrons have fewer places to go for service. The disadvantage is that reference service becomes a small part of the larger circulation function. Patrons with information needs require your undivided time and attention, which is difficult to provide at a multipurpose service desk.

Remote service via telephone, e-mail, instant messaging or chat can also be effective in fulfilling patrons’ information needs.

Telephone service works best for short answer questions, since telephone patrons often compete with in-library patrons for service.

E-mail reference service allows patrons to submit a question at any time, even when the library is closed, and allows the librarian to respond when it is most convenient. Most e-mail reference services use a form to help the patron structure the question. Since there is no direct contact between the librarian and patron, back-and-forth correspondence may be required to clarify the question or obtain additional information. An advantage of this type of service is that the librarian can send material directly to the patron if using electronic sources.

Instant messaging or chat reference combines the interactivity of telephone and in-person service with the speed of the computer. Advantages: the patron can get help quickly regardless of where that patron is located. Disadvantages include the possibility that the remote patron will be competing with in-library patrons for service, the librarian and patron must have compatible technology, and the librarian must constantly be monitoring the system for activity. (Other technologies mentioned include video streaming and web page pushing; with no info given about either.)

Hours –

The American Library Association recommends that a library should offer reference service during all the hours the library is open. If this is not possible, then reference service should be available during the hours that meet the needs of the majority of their users.

Staffing –

Three staffing models were discussed.

Professional Librarians Only – The professional librarian is trained in reference interview and searching skills, is most knowledgeable about the library and its collections, and is therefore the best person to help patrons. (What a snob!) But who needs a P.L. to direct them to the bathroom, look up WalMart’s phone number, or help them master the computer catalog? And what happens when there’s one P.L. on duty and 6 college students need resources on 6 different subjects?

Mixed Staffing – Another person works at the reference desk with the reference librarian. The staff member or student answers directional questions and basic reference questions, and the librarian handles in-depth research questions. (The course instructor uses this staffing method for his library’s reference service. He uses student assistants to answer the phone, provide directional information, help patrons with the catalog, and help with problems at computer workstations. Research help is provided by the librarian.)

Tiered Service – The reference desk is manned by a staff person or student. The reference librarian is in a separate location. Patrons approach the reference desk with their questions, and if the question is beyond the capabilities of the staff/student, the patron is referred to the reference librarian. This requires the reference staff to recognize when a referral should be made, and the reference librarian to be available when needed. This model was presented as “providing excellent service to a few, while the majority of patrons receive lesser service.” A study at Brandeis University showed that 34% of patrons will leave rather than wait for additional help. This staffing model can work well in libraries with little need for in-depth reference service.

My thoughts on this chapter: You can see the instructor’s bias in the way the staffing models were presented. And I happen to think there are people who are not “professional librarians” who are very good at research (my bias is also showing). I can be one of them if I’m interested in the subject, but . . . looking up boring stuff for other people, not so much. I'm looking forward to getting our new circ and reference desks -- I do think it will be nice to have a designated "question answerer," and a place to do it (reference, that is) separate from circulation functions. I was surprised that roving reference wasn't addressed at all in this chapter. As far as remote options, I know we get a number of phone reference questions, but can patrons submit reference questions through iBistro? And I guess "Ask Away" would be an IM/chat type reference service. I wonder if there's any way to track whether our patrons use this service.

(Sorry its taking me so long to complete this series. There are still 2 more chapters to go.)

All Staff Meeting, 3/6/2008

1. Lost or Damaged Items

Withdraw lost and damaged items after the patron has paid for them. Do this by checking the item out to DELAVANWD.

Be sure to inspect all incoming items before taking any action to check them in – this includes items received on the van. If damaged items are received on the van, do not receive the in-transit item. Call the owning library and let them know the item was received damaged and that you are returning it to them. Use the gold form to transmit these items to the owning library. The computer will still show the item is in transit to us. I don’t think there is a way to change this to show where it is actually going, but we should investigate that by calling the system when we need to.

When damaged items are received in the book drop, do not check them in. If the item is owned by another library, contact the owning library and the patron to let them know of the damage. Fill out the gold form for lost or damaged materials, attached it to the item, and forward to the owning library. They will determine the amount of the fine and the disposition of the material.

If the item belongs to us, create a bill for the damage. Contact the patron and let them know how much it is. Also let them know that they can have the item when the fine is paid, and that we will hold it for 14 days. Check out the item to DELAVANWD and place it in the galley closet, place a label on the spine with the patron’s initials and the date it is to be discarded. We should send the patron a mailed copy of the bill in these situations to ensure they get the notice from the start.

2. Jean Dibble is retiring effective April 1. A new staff member, Mary Bieber, has been hired beginning that date. Jean will be teaching several people to process AV materials before she leaves.

3. All the hard work we’ve been doing and the changes we’ve made have had a significant impact on circ with a 60% increase over last year at this point. Programming, customer service, database additions, the website, weeding, the facility improvements, these all make a difference. Good job, everyone!

4. Something to think about: Do we want to require a library card for internet use? If we decide to do this, we will issue a restricted card that is good for internet use only to those people who now use their DLs or school IDs to sign up for a computer. Union Grove has a system like this now, and I will check with them for the details.

5. When checking materials out to patrons who did not bring their library card, be sure to see some ID unless you know the patron personally. The “20 questions” method of identification (where you ask them about stuff in their library record, like phone, date of birth, etc.) may be employed as a last resort, but generally should be avoided.

6. Some procedural items were discussed.

• Time cards: be accurate with our timecards. I have been making too many corrections on them and it’s the employee’s responsibility to accurately represent time worked. Thankfully the errors have been in the library’s favor and I’ve been kind enough to fix the issues, but now I will not fix sloppy work unless it is inaccurate for the employee’s benefit. Be sure to list the dates across the top in the S-M-T-W etc. boxes, look at the schedule when you fill out your time card, and use a calculator when adding the columns.

• Supplies: Ordering everyday supplies does not need my direct approval. These are things we need to run the library and can be regularly relied on as purchases. Inform me if we need something unusual.

• Beth has been assigned the holds ratio report.

• I may assign staff to review journals and recommend materials to buy.

7. Teen Tech Week is actually this week but we are celebrating it the last full week in March, 3/24-29 during spring break. There is a coupon in the newsletter that teens (age 12-19) can present with their library card to receive an additional hour of computer time – that’s in addition to the 2 hours they are already entitled to.

8. The next staff meeting will be on April 3 at 8 a.m. when we will be receiving training on the new copier.

Brian/seb

Reference Database Training ALL Staff Meeting 2/7/08

Below is a basic handout I've made for the research workshops I will be teaching at the high school. Much of what I list here replicates what we discussed at the Feb. 7, 2008 All Staff Meeting. This goes into more detail in some respects, and in others it's just advice to students, but I think it's handy for everyone to look over as a reminder.

Aram Public Library Database Options: http://www.delavan.lib.wi.us/

Badgerlink:
EBSCOhost: Search here for Magazines and Journal Articles.
ProQuest: Search for Newspaper Articles.
African American Biographical Database: Info on influential African-Americans.
NewspaperARCHIVE: Access NewspaperARCHIVE contains tens of millions of searchable newspaper pages, dating as far back as the 1700s. It is your gateway to searching and reading historical newspapers online.
LitFINDER: Find Author Bios, Poems, Essays, Stories, Plays, and Speeches.
WISCAT: A collection catalog of most Wisconsin Public and College Libraries.
WORLDCAT: A collection catalog of most libraries in the entire world.

Chilton Automotive Repair Database: Covers car repair and maintenance from the 1950s-2007.
Legal Forms: Find electronic copies of all legal forms.
Testing and Education Database: Practice tests for the ACT, SAT, GED, GRE, ASVAB, all Civil Service Tests, etc.

Overdrive: Free downloadable audio books, movies, and classical music.
NetLibrary: Free downloadable E-Books.
Heritage Quest: Online Genealogy tool.

Examples and Tips:
General Tips: Start broad. The more search terms you use the more defined or narrow your search becomes, and less likely you will find anything on your subject. Be creative. If the terms you are using are not coming up with results, think about other words that can be used synonymously, and use those words. Don’t reinvent the wheel. It’s highly unlikely that you are the first to write about a subject; so use the literature you find from others and look at their works cited to find those articles or terms to use when searching for more articles. Be persistent. Quality research is not easy and it takes effort and time; start early so you find your path and so you have time to order things that are not fulltext. Learn the tools. Not all search engines work the same way. Learn the rules for each search engine and apply them to your search to yield results; you wouldn’t build a bike without consulting the instructions first. Think outside the box. Don’t just think about what your subject is, but think about what your approach to the subject is; you may have a medical subject, but your approach is socio-economic, or business, or ethical/religious, etc. The approach may tell you more about where to search than the subject will. Don’t be afraid to ask for help. Good researchers know when they are stumped and go to professionals (LIBRARIANS) when they are stuck. Convey what you want and what you’ve tried to the librarian. The more you know, and have tried in all the above tips, the better it is for the librarian to help you find what you need.

Definitions of terms:
Abstracts = summaries of what the article is about.
Boolean = adding “and, or, not” between search terms to yield more specific results.
Truncation = adding * at the end of a word to search all possible variations. Example category* Would search categories, category, or any other word that has some other ending.
Wildcard = For example, type ne?t to find all citations containing neat, nest, next, etc.
Proximity = Near Operator (N) - N5 finds the words if they are within five words of one another regardless of the order in which they appear. For example, type tax N5 reform to find results that would match tax reform as well as reform of income tax. Within Operator (W) - In the following example, W8 finds the words if they are within eight words of one another and in the order in which you entered them. For example, type tax W8 reform to find results that would match tax reform but would not match reform of income tax.
Stop Words = These are common words such as, of, in, the, a, an, after… that the search ignores no matter if they are in quotations or not.

Ebscohost: 1. Select the database(s) you want to search that your subject would most likely be in. 2. Enter your search terms with the word “and” between the terms. (example: steroids and testosterone). When you type in “steroids testosterone” without the “and” you only get 12 articles. When you type it in above you get 667 articles. You can add more terms to narrow it as you go. 3. Click on the article to view the Abstract. If the abstract seems like it leads you somewhere you want to go, view the article or print the citation page to be brought to the library for Inter Library Loan. You can print all content on Ebscohost, or email it to yourself. You can also sign up for an RSS feed of a particular search you create so when new results appear you are notified via RSS reader.

Proquest: 1. Select Advanced Search. 2. Fill in the boxes with terms and use the drop down arrows to find the appropriate field to search. Remember, Proquest does not do all newspapers. It searches the major, independent papers and only that paper’s standard edition. Even still, you’ll find millions of articles.

Litfinder: Not all literature is included, but a lot is so give it a try. You may find searching for specifics are easier and then browsing those results yield a better path. Example: Search for Ibsen in the Author field. Find him and then below the biography it gives you links to all the works listed in the database by him. Many are fulltext.

WISCAT and Worldcat: You will not find fulltext items on these databases, this show what library owns specific items.

Chilton Automotive Repair Database: Must have an Aram Public Library Card.
Legal Forms: Must have an Aram Public Library Card.
Testing and Education Database: Must have an Aram Public Library Card.
Overdrive: Download the Overdrive Media Consol the first time. After that it’s as easy as clicking your mouse.
NetLibrary: Create a Free Account.
Heritage Quest: Must have an Aram Public Library Card.

HOLA Workshop for Service to Spanish patrons.

1. Goals for serving our Spanish Speaking Community:

Signage in Spanish.Cinco De Mayo- Connect and become a part of the planning process.Collect more materials and find a better spot for them in the library.Get a Spanish speaking community member as a board member.Do more PR in basic Bilingual flyers, ads, etc. and where to put them.Do more programing for Spanish speakers to help them assimilate. The library can help teach the English language and other life skills that will help them succeed in this country, city, town, etc.Use Wally Rendon to do a Financial Literacy program for Spanish Speakers.Become involved in the Hispanic business council, cultural councils, etc. go to their meetings.

2. Items from the workshop for staff use that will help:
CD Survival Spanish for Library Staff. We can all benefit from hearing and repeating what is on this CD.

3. Actions we can take to make it easier on us and Spanish speaking patrons:
We need to keep a visual Dictionary at the desk, as well as a Spanish dictionary at the desk.
Use Web Junction Spanish Language Outreach Programs. Don't reinvent the wheel.
4. Why we serve Spanish speaking patrons:
By providing a welcoming atmosphere (Spanish signs, Spanish staff, etc.) they will be more likely to pick up the things that help them learn English, or sign up for ESL classes through the Walworth. Co. Literacy Council, or being informed about other life skills.

5. Concepts to understand about the Hispanic culture:
Very Paternalistic. Potentially sexist for American Standards, but don't assume so. Machismo means a sense of extreme responsibility in Mexico, but in America it has changed to a more negative connotation that conveys a womanizer or misogynist. In America, Hispanic women are awakened many times and empowered because they have more rights, responsibilities, and many of them take to it.
In Hispanic culture, if you are in a meeting or visiting a home, you will likely be offered something right away (coffee, food, etc.). It's a bridge they extend to build trust. If it's turned down you are sending a message of rejection. By nature, the people do not trust the government because of where they are coming from. Libraries are government, so we need to keep that in mind. We need to defuse that element of distrust. It's huge because the fear that must exist about someone knowing what you are reading, viewing, using the Internet for, etc. We need to build the trust to let them know that we do not keep records of what they check out, we keep their info completely private, we do not check for legal residency, etc. Hispanics shy away from shame, so if they are late with a book there is so much shame they may not come back. Also, back to the distrust, families will not go to parent teacher conferences because of fear and distrust, not language barriers always. They will send an older sibling, a cousin, etc. to build distance from the institution.
Many times Mom as the power, but Dad has the authority to carry it out. Mom may make the decision, but it will not be carried out until the father does so or approves it.
The oldest son, typically becomes the patriarch of the family when the father dies. However, that is changing to some degree in America. Family decisions after the father dies, become family decisions where all the kids collectively decide.
In Walworth Co. the people are from the rural areas of their country rather than the cities. They are more timid but willing to work with you once trust is built. Much more discussion and trust needs to take place between city officials and the Hispanic community. Most families are in or below the poverty level.

Systems people live in: Nurturing system is where you learn things of your culture. Your music, food, language, etc. from home. The Sustaining system which is the USA, the system you live in. In the US this is run by rich white men and women. Of all congress persons only Russ Feingold is not a millionaire. Their values clash with the values of Hispanics or other citizens for that matter. Gangs fit in the middle, between these two systems for the kids growing up in America. They don't feel comfortable at home or within the sustaining system, so gangs take up that slack, for better or worse. Religion is also an institution that can bridge that gap to make people more comfortable.

In Walworth Co. the hispanic population comes from more rural areas of their home countries. They are more timid as people, but less jaded so once trust is built they can and will participate.

We should not assume Latinos need help. They may be doing fine. The idea of what can we do to help Hispanics can be very ethnocentric of us and we should be aware of our own prejudices. Look into yourself and look at what you as a white person or as a white culture that we do that could be seen as weird or odd by non-white people. We are all culturally biased. No one has the same cultural program. We have to be aware of our own biases and be willing to recognize them and deal with them.

All relationships are built on Trust, Respect, and Dignity. We should treat all patrons, but especially Hispanics or others not from our culture in this way.

Programming and getting men there can be done by hooking them in by convincing them that we need their wisdom.

Regular programming is key. Once every 3 months will not work for reaching the Hispanic community. Which means we should do regular Spanish story hours or other regular Spanish programming. For any program we have for Hispanics, we should make up certificates of achievement to be passed out at the end. These are very meaningful and shows accomplishment.

All info provided by Ben Ortega who runs the Spanish Center and he has informed me that they are looking to open a branch in Delavan. Until then we can contact or give Spanish patrons their contact info. We can reach the Spanish Center at 262-657-2160. or at spanishcenter@wi.rr.com . Refer people for social services including but not limited to Gang Prevention, parenting, senior citizens, medical. The only thing they don't do is immigration at this time.

We need to build that trust with our patrons by asking them what they want and need and by getting involved in their activities. Don't wait for them, they won't come, we have to make the first step.

Time is more loose in Hispanic cultures. 7:00 means around 7:00 not right at 7:00.

Not looking elders or those of authority in the eye is an act of respect. It's opposite of what we've been taught as Americans.

AND now everyone at the workshop sung happy birthday to me, as Rhonda and Bernie brought me a birthday cake :) It was too cute.

6. Misconceptions about the Library to overcome:
Biblioteca = Library
Libreria= Bookstore
Library materials are for sale.
Public Libraries are only for the educated or for those attending school.
In other countries libraries exist, but you become a paying member as a subscription cost, and THEN things are free to loan out after the subscription is purchased. We need to make it clear that Free really means FREE. Because they could think we're just trying to sell them something they can't afford.
Libraries only provide English materials.
Libraries will divulge personal information to government agencies.

7. Realities Change:
Immigration today is infinitely more difficult to accomplish than before World War II. You had to live in the US for one year and have an American testify you would make a good American. You did not need to take a test, or have papers, or anything like today. It's good perspective to realize what our Spanish patrons might want have to deal with. Not all of them want or need citizenship and this may be a part of it, is that it's too much effort for what it's worth, but for those that do want it, realize it's very difficult and many hoops to jump through.

8. PR possibilities:
Church bulletins.
Word of mouth*
Schools.
Getting involved in the Hispanic organizations.

Reference Services, Chapter 2

Chapter 2 - Approachability

We found out in Chapter 1 that a patron's interaction with the librarian is the most important part of any transaction. Patrons have a much stronger memory of the person who served them than of the purpose of their library visit. Just as our opinions of staff influence our choice of stores, restaurants and other businesses, library patrons judge our quality of service by whether or not the librarian was friendly, interested, and willing to help.

Before any interaction between library staff and patron can occur, a library visitor must be able to find a librarian and be willing to ask that person for help. "Approachability" means whether or not the patron feels comfortable asking you for help.

During this portion of the class, we were shown pictures of male and female librarians of all ages and ethnic backgrounds performing various activities, wearing different types of clothing, and with different facial expressions. We were asked to choose between pairs of photos, and select the librarian we would feel most comfortable approaching with a question. A similar survey has been given to hundreds of library users. The results showed a slight difference between old/young, male/female, and various ethnic groups depending upon the user population demographics (which may mean a Hispanic or Spanish-speaking librarian would be more approachable to some users of our library). How the librarian was dressed also influenced whether or not a patron would approach, which led to a discussion of uniforms, name tags and dress codes. Most patrons chose a librarian who was neat and dressed slightly more formally than the patron. The instructor's advice: Dress like you are part of the community, but at a level the community respects.

Here's what we ALL can do to be more approachable:

1. Be visible to the patron (not hidden behind piles of books or a computer screen).
   
2. Make eye contact.
3. Smile.
4. Greet the patron

In addition, some activities we do at the service desk make us seem more approachable than others (in order from most approachable to least):

1. Standing, making eye contact, smiling.
2. Standing, making eye contact.
3. Helping another patron.
4. Standing, writing.
5. Sitting, making eye contact.
6. Using the computer.
7. Reading.
8. Talking on the phone.

This study shows that a librarian standing is selected more often than one who is sitting. When you are standing, you are at the patron's eye level. You are more easily seen, and making eye contact is more natural. It also holds true, then, that children will most often ask for help from someone sitting (at their eye level).

Notice that patrons would rather wait for a librarian who is helping another patron than approach one who is doing other things. We learned that the patron is almost always drawn to a librarian doing something active. A librarian helping someone in the stacks or shelving books will be more approachable than one just walking around (who may not be recognized as library staff, or may be perceived as the "library police" -- someone to be avoided.)

The issue of roaming (going into the stacks to help patrons) raised an obvious question. When you leave the desk to help someone, then others see no one at the desk. We were told that as long as the librarian remains visible, patrons at the desk will wait. If you go where you are not seen (like in the stacks or around the corner), people waiting will give up after a few seconds. So it's important to let people know you will be right back, or get someone else to help them if you will be out of sight.

My thoughts on this chapter: Like the majority of my classmates, I was very surprised to find that patrons would rather wait for a librarian to finish helping someone else rather than interrupt someone doing another activity. This caused me to rethink which activities are appropriate for the service desk, eliminate those that take my attention away from the public, and think about how I look to library users. One time, frowning over a computer problem in the children's room, I overheard a conversation between mother and 4-year old daughter. Mother: "Ask the librarian where they have those books." Child: "I don't want to . . . she's a scary grandma." I've never thought of myself as a scary grandma, but it made me smile, at which point I became unscary and the little girl found her courage (and her books). Maybe I should have a smiley face tattooed on my hand to remind me.

The whole subject of approachability made me think about shopping. How do you decide which clerk to ask when you need help? How do you feel about having a salesperson approach you and offer to help? Have you ever had an experience where you can't find anyone to help you? I have a friend who seldom comes to the library any more because of some negative interactions she had with a single employee. Even though there are many of us to choose from, she won't take a chance on being served by the person who made her feel her needs were unreasonable.

Enough philosophizing for today. I'd like to hear your comments on this information. I think the more we talk about it, the better we'll all understand what we have to do to make our customers happy and our library awesome.

Reference Services, Chapter 1

I’ve been thinking for a while how to pass on the information from this class and finally decided just to share my notes (and thoughts) chapter by chapter. So here’s chapter 1.

Chapter 1 - Reference Service Overview

Reference service consists of four major activities: Ÿ

1. Answering patron questionsŸ
2. Teaching how to use the libraryŸ
3. Advising users (recommending materials)Ÿ
4. Promoting the library and its services within the community

There are several different methods of evaluating the effectiveness of a reference transaction. The four methods discussed in this class are obtrusive, unobtrusive, willingness to return, and WOREP.

Obtrusive – The librarian is observed while working with patrons. The observer listens to the question and follows the librarian through the reference process, but does not intervene.

Unobtrusive – The librarian is asked test questions by observers posing as patrons. The answers to the test questions are known by the evaluator, who then determines the accuracy of the response. This study may be conducted by phone, email or instant messaging as well as in person.

Willingness to return – Actual patrons are asked to evaluate how well the librarian met their information needs. This method focuses on “willingness to return: -- whether or not the patron would return to the same librarian with a future question.

WOREP – The Wisconsin-Ohio Reference Evaluation Program is a two-part survey form used for rating the accuracy of a reference transaction. One part is completed by the librarian, one part by the patron. The data is analyzed by computer, which matches the librarian and patron responses. To be considered accurate, both the patron and the librarian must indicate that the question was answered correctly and completely.

Here are a couple of things that particularly interested me in this chapter:

Both unobtrusive evaluation and the WOREP, which measure the accuracy of a transaction, indicate that no matter what type or size library is tested, the average performance of a reference librarian is to answer 55% of the questions correctly.

Willingness to return studies show that patron satisfaction does NOT depend on the accuracy of the information received. A study at the University of Michigan showed that patrons who get a wrong answer – and know for a fact that they received the wrong answer – are still willing to return if the librarian was personable, helpful, and made a strong effort to answer the question. The study also showed that patrons who get the right answer are not willing to return if they perceive the librarian as arrogant, uninterested, or unhelpful.