The reference in action (RIA) project was very helpful and provided me with many useful experiences. Creating the pathfinder was challenging, but also very rewarding. The pathfinder creation portion of the project allowed me to understand the importance of providing proper information on resources. I now know how vital it is to make sure the materials (such as books) are accessible and easy-to-find. I think that the pathfinder was a work in progress, and I learned a lot about selecting age-appropriate materials, as well as relevant materials for various categories (ready reference, nonfiction, audio/visual, etc.). I think that this experience was quite beneficial, and I have used what I learned about collecting and streamlining resources for a particular subject area to help patrons.
I really enjoyed the three interaction sessions in Belk Library. I felt like playing the librarian was a lot more interesting than playing the patron. As the patron, I felt my questions were adequately answered, and my classmates were excellent librarians in assisting me. I played a high school senior and an aspiring docent/tour guide. It was a positive experience overall. I think it is important to view the reference process through the eyes of both patron and librarian. As the librarian, I felt like I was "on my toes" while I tried to meet my patrons' needs, and find their resources in a timely, efficient manner. I learned that greetings and salutations are very important, and establishing a rapport with the patron is comforting, especially in an online setting. I also learned that technology issues happen, and that it's important to stay in contact with the patron and to keep reassuring him/her that the search is in progress. It was a little nerve-wracking to have a question that seemed difficult, and to not be able to find the question right away. However, the ASU Belk librarians reminded me that I could give my email address to the patron, or set up another reference appointment if I could not find the information they needed at the present moment. That's helpful to know, because the pathfinders provided most of the requested resources during the mock interviews, but I know that in reality I might not have a pathfinder handy on a particular subject. I might need to reconnect with the patron later. That was a useful lesson and something I won't forget.
The Belk librarians were extremely knowledgeable and encouraging during the entire process. They were so positive, even when giving constructive criticism. I really liked hearing what they had to say about our mock reference interviews. I am appreciative of their time, and the opportunity to work with them in the Belk forum.
Monday, April 29, 2013
Tuesday, April 23, 2013
Article Blog Post # 3
Summary of Article: Authors J. O'Gorman and B. Trott (2009) discuss the ever-changing field of reference in both public and school/college libraries. They connect the old "values" and ideals of the reference profession to new roles being assumed by reference librarians. They also discuss proactive measures taken by 21st Century librarians to help today's patrons.
I read the article "What Will Become of Reference in Academic and Public Libraries" by Jack O'Gorman and Barry Trott (2009). The article begins by discussing changes that have occurred in the field. The authors note that "some of the changes happening in reference include smaller reference collections, the disposition of printed reference books, and the increased use of eletronic tools." (O'Gorman, J.& Trott, B., 2009 pg. 327). These changes are relevant and have been reiterated throughout this course in our texts and discussions in class. I also saw these reflections in the public library I observed at the beginning of our course. The article goes on to discuss the implications that the Internet has brought to the reference desk and the subsequent effects its purpose in a library. The article goes on to mention that the materials and locations of information are changing and evolving, but so are the patrons. For example, the authors state the following in regard to patron frustration or unsuccessful reference experiences: "Sometimes it is because the information is not there, but often it is because their search skills are not as focused." (O'Gorman, J. & Trott, B.,2009 p. 328) I found this to be true in my middle school patrons, who expect an answer to just appear the moment their fingertips touch the keyboard of our library computers. Today, for example, I had a patron with a reference query about BMX bikes, and he was looking for a source on the Internet. His teacher, who was standing nearby, mentioned that he had to have a print source, and he looked at her with a confused grimace. It turns out that he had never even considered a print source, such as a periodical or encyclopedia, for a research query! This first-hand experience really connected me to this article, because I do think that research skills and electronic resource instruction are vital to the survival of libraries and reference desks.
The article goes on to discuss that librarians need to evolve and extend their services beyond the reference desk. The authors discuss various solutions to the "rift" between patrons and reference desks/librarians, such as the online reference tools we have been seeking, locating, discussing ,and using for our RIA projects and role-playing. The authors make some interesting arguments for patrons' needs in the article, as well. For instance, O'Gorman & Trott (2009) state: "If anything, in this complex information environment, students and public library users require even more assistance." (O'Gorman, J. & Trott,B., 2009 pg. 329). I would have to agree with this quotation, because it does seem that while the Internet and technology advances have irrevocably simplified our lives, tasks, and education, they have also made them quite complicated by inundating us with "information overload". The article goes on to discuss ways that we as librarians can mold our reference programs to fit patron needs. It mentions that while patrons may be less likely to approach the reference desk, and may be asking fewer questions overall, that they are asking tougher, "meatier" questions that require a lot of knowledge of Internet/database/resource navigation (O'Gorman, J. & Trott, B., 2009 pg. 330, 334)
There were some really interesting points in this article that I took personally. I liked that the authors discussed the roving librarian feature that some reference desks are offering. I even tried that myself today and met up with my aforementioned BMX query from a student who would not have asked me or approached the desk. Another quotation that struck me was the following: "Librarians also need to do a better job of promoting the current services offered to users." (O'Gorman, J. & Trott, B., 2009 pg. 330) This is important to remember, because sometimes I get wrapped up in new and innovative tools and gadgets for the media center, and I forget to promote the items that we have spent a large sum of money on in the past that are still relevant and useful. Finally, the article mentioned that print sources do seem to be becoming obsolete with time, especially since even reference librarians themselves are going to the web and online resources as a first-resort for answers. (O'Gorman, J. & Trott, B., 2009 pg. 331) I think we as reference librarians can't expect patrons to use the print resources if we are promoting or using them ourselves. That was an eye-opening thought.
Source:
I read the article "What Will Become of Reference in Academic and Public Libraries" by Jack O'Gorman and Barry Trott (2009). The article begins by discussing changes that have occurred in the field. The authors note that "some of the changes happening in reference include smaller reference collections, the disposition of printed reference books, and the increased use of eletronic tools." (O'Gorman, J.& Trott, B., 2009 pg. 327). These changes are relevant and have been reiterated throughout this course in our texts and discussions in class. I also saw these reflections in the public library I observed at the beginning of our course. The article goes on to discuss the implications that the Internet has brought to the reference desk and the subsequent effects its purpose in a library. The article goes on to mention that the materials and locations of information are changing and evolving, but so are the patrons. For example, the authors state the following in regard to patron frustration or unsuccessful reference experiences: "Sometimes it is because the information is not there, but often it is because their search skills are not as focused." (O'Gorman, J. & Trott, B.,2009 p. 328) I found this to be true in my middle school patrons, who expect an answer to just appear the moment their fingertips touch the keyboard of our library computers. Today, for example, I had a patron with a reference query about BMX bikes, and he was looking for a source on the Internet. His teacher, who was standing nearby, mentioned that he had to have a print source, and he looked at her with a confused grimace. It turns out that he had never even considered a print source, such as a periodical or encyclopedia, for a research query! This first-hand experience really connected me to this article, because I do think that research skills and electronic resource instruction are vital to the survival of libraries and reference desks.
The article goes on to discuss that librarians need to evolve and extend their services beyond the reference desk. The authors discuss various solutions to the "rift" between patrons and reference desks/librarians, such as the online reference tools we have been seeking, locating, discussing ,and using for our RIA projects and role-playing. The authors make some interesting arguments for patrons' needs in the article, as well. For instance, O'Gorman & Trott (2009) state: "If anything, in this complex information environment, students and public library users require even more assistance." (O'Gorman, J. & Trott,B., 2009 pg. 329). I would have to agree with this quotation, because it does seem that while the Internet and technology advances have irrevocably simplified our lives, tasks, and education, they have also made them quite complicated by inundating us with "information overload". The article goes on to discuss ways that we as librarians can mold our reference programs to fit patron needs. It mentions that while patrons may be less likely to approach the reference desk, and may be asking fewer questions overall, that they are asking tougher, "meatier" questions that require a lot of knowledge of Internet/database/resource navigation (O'Gorman, J. & Trott, B., 2009 pg. 330, 334)
There were some really interesting points in this article that I took personally. I liked that the authors discussed the roving librarian feature that some reference desks are offering. I even tried that myself today and met up with my aforementioned BMX query from a student who would not have asked me or approached the desk. Another quotation that struck me was the following: "Librarians also need to do a better job of promoting the current services offered to users." (O'Gorman, J. & Trott, B., 2009 pg. 330) This is important to remember, because sometimes I get wrapped up in new and innovative tools and gadgets for the media center, and I forget to promote the items that we have spent a large sum of money on in the past that are still relevant and useful. Finally, the article mentioned that print sources do seem to be becoming obsolete with time, especially since even reference librarians themselves are going to the web and online resources as a first-resort for answers. (O'Gorman, J. & Trott, B., 2009 pg. 331) I think we as reference librarians can't expect patrons to use the print resources if we are promoting or using them ourselves. That was an eye-opening thought.
Source:
O'Gorman, J., & Trott, B. (2009). What Will Become of Reference in Academic and Public Libraries?. Journal Of Library Administration, 49(4), 327-339. doi:10.1080/01930820902832421
Tuesday, April 2, 2013
Article # 2 Blog Post
This article discusses the use of the K-W-L method within
the reference interview. Pattee (2008)
describes children as "special patrons" who need extra guidance and
assistance when they approach the reference librarian for an interview (pg.
30). She suggests using the K-W-L method
developed by Ogle within the children's reference interview to create a focus
for the child's questions based on his or her prior knowledge.
Pattee describes the K-W-L method, which I have used
previously as a teacher before, as the following questions: What do I know?
What do I want to know? What have I learned? (Pattee 2008 pg. 34). I found this method effective when I was
teaching English and wanted students to predict outcomes or to use with
nonfiction reading, such as articles, for research assignments. As Pattee states in her article, a reference
librarian would engage a child by asking "what the child already
knows" about the topic he or she has been assigned or is interested in,
and then continuing on with the interview using that information (Pattee 2008
pg. 34). She mentions that this process
of discussing the child's prior knowledge will create an "agenda for
seeking information", which I found to be a useful idea (Pattee 2008 pg.
34). She also mentions looking at the
chapters or vocabulary in various books with the child in order to develop a
"table of contents for categories of information" (Pattee 2008 pg.
38). I found this idea to be quite useful and I think I will use this in my own
library. It is helpful to develop a list
of words that can translate into search terminology online. The second "phase" of K-W-L is
asking the question, "What do I want to know?". Pattee states that this stage of the method
"clarifies the child's information need" for the reference librarian,
so that he or she can begin accessing the appropriate information to share with
the child (Pattee 2008 pg. 37). This stage fosters the "collaboration
between the child and the librarian", and helps the child better focus his
or her requests so that the precise reference materials can be located and
utilized (Pattee 2008 pg. 38). During
this stage, Pattee also mentioned that the reference librarian may have to "rephrase
what the child said" again and again in order to guide him or her on to
the correct path (Pattee 2008 pg. 36).
The final stage of the method is analyzing or discussing what the child
has learned. He or she may have been led
to the appropriate and "perfect" resource (a specific database, a
book, or even a periodical); however, the reference librarian's job does not
end there. Pattee addresses that (as
mentioned in the Ross text), "library skills instruction is
important" so that the child will continue to grow in his or her own use
of library materials and research-based knowledge (Pattee 2008 pg. 36). I think Pattee's article was helpful in
understanding the reasoning behind this method as it could be used in the
library.
References
Pattee, A. S. (2008). What do You Know?. Children & Libraries: The Journal Of The Association For Library Service To Children, 6(1), 30-39. Retrieved from: http://0-search.ebscohost.com.wncln.wncln.org/login.aspx?direct=true&db=ehh&AN=32080777&site=ehost-live
Tuesday, March 26, 2013
RIA Blog Post # 1
I investigated the two pathfinders of the other students in my assigned group. The first pathfinder that I looked at was designed by Matt and Amanda and was entitled "Dinosaurs". This was a very interesting pathfinder, which was created to appeal to children ages 6-12 and teachers of those age groups. This pair had a plethora of book resources, both fiction and nonfiction. I assume the fiction books could be used to spark and interest in dinosaurs that would tie into both ELA and Science Common Core Standards. Matt and Amanda also included several lesson plans, including an interactive classroom activity about fossils during which students view objects in a mystery box. These seemed like they would intrigue and appeal to the young students in their demographic. Additionally, Matt and Amanda included two databases, one of which was Britannica, which I am a huge fan of lately. The new and improved Britannica database offers videos and interactive tools, as well as tips for teachers. This would be a great resource for students to use in their exploration of dinosaurs. I found their database to be very easy to use and navigate, and I think teachers would appreciate its descriptions of the resources (especially the books so they could rule out those that did not apply to their students).
I have created six questions that could be answered from exploring Matt and Amanda's pathfinder:
1) What are some different types of dinosaurs that used to roam the Earth?
2) What is the difference between the Triassic and the Jurassic eras?
3) How are fossils created?
4) Where can I go to see the remains of a real dinosaur?
5) What is the difference between paleontology and archaeology?
6) What role does a paleontologist play in the preservation and study of dinosaur bones?
I also explored Heather and Karen's pathfinder on the Outer Banks of North Carolina. This pathfinder was designed for ages 10 to adulthood. This site had many NC resources that could be multi-faceted and used in a variety of lessons about our state. I especially liked the link to the NC History Project, as I had never heard of that site before and would like to learn more about the famous sites and figures from the Outer Banks area. There were various books and online resources about Edward Teach aka the pirate, Blackbeard that would intrigue younger patrons. However, in one of the descriptions he is mentioned as being "bloodthirsty" which makes me question which Blackbeard resources are more "kid-friendly" than others. I also found the NC Pedia site to be interesting in exploring the various famed Outer Banks landmarks, such as Cape Hatteras. Their pathfinder had a myriad of resources such as museum links, maps, and timelines, as well as teacher resources like webquests (the Blackbeard webquest looks fun and awesome). It might be helpful to patrons to post Common Core standards for teachers exploring the pathfinder. It also might be helpful to separate the links by age group/grade level. I created six questions that could be answered by using Heather and Karen's pathfinder.
1) What is the history and connection between the coast of North Carolina and piracy/famous pirates like Blackbeard?
2) What are some aspects of Blackbeard's life and reign that are "tame" enough for my 4th grade students?
3) What is the oldest lighthouse in NC?
4) What are some legends/examples of folklore from the Outer Banks?
5) If I am planning a trip to the Outer Banks, what are the top historic attractions I should see?
6) Where are the wild ponies located and how did they get there?
I have created six questions that could be answered from exploring Matt and Amanda's pathfinder:
1) What are some different types of dinosaurs that used to roam the Earth?
2) What is the difference between the Triassic and the Jurassic eras?
3) How are fossils created?
4) Where can I go to see the remains of a real dinosaur?
5) What is the difference between paleontology and archaeology?
6) What role does a paleontologist play in the preservation and study of dinosaur bones?
I also explored Heather and Karen's pathfinder on the Outer Banks of North Carolina. This pathfinder was designed for ages 10 to adulthood. This site had many NC resources that could be multi-faceted and used in a variety of lessons about our state. I especially liked the link to the NC History Project, as I had never heard of that site before and would like to learn more about the famous sites and figures from the Outer Banks area. There were various books and online resources about Edward Teach aka the pirate, Blackbeard that would intrigue younger patrons. However, in one of the descriptions he is mentioned as being "bloodthirsty" which makes me question which Blackbeard resources are more "kid-friendly" than others. I also found the NC Pedia site to be interesting in exploring the various famed Outer Banks landmarks, such as Cape Hatteras. Their pathfinder had a myriad of resources such as museum links, maps, and timelines, as well as teacher resources like webquests (the Blackbeard webquest looks fun and awesome). It might be helpful to patrons to post Common Core standards for teachers exploring the pathfinder. It also might be helpful to separate the links by age group/grade level. I created six questions that could be answered by using Heather and Karen's pathfinder.
1) What is the history and connection between the coast of North Carolina and piracy/famous pirates like Blackbeard?
2) What are some aspects of Blackbeard's life and reign that are "tame" enough for my 4th grade students?
3) What is the oldest lighthouse in NC?
4) What are some legends/examples of folklore from the Outer Banks?
5) If I am planning a trip to the Outer Banks, what are the top historic attractions I should see?
6) Where are the wild ponies located and how did they get there?
Saturday, March 2, 2013
Article Assignment 1
Citation: Shantaram, P.(2012). Challenges in spreading information literacy among students. Indian Streams Research Journal, 2 (11), 1-5. Retrieved from: http://0-search.ebscohost.com.wncln.wncln.org/login.aspx?direct=true&db=a9h&AN=84443046&site=ehost-live
Summary of Article: This article discussed info literacy at the Higher Ed level in India and was more about encouraging the faculty to become literate so that they could share more with the students. The article also discussed disseminating info in rural areas.
I thought this was an interesting study about information literacy. I located it using the Belk Library search through Ebsco. I think it could be applicable to reference librarians in a college, especially one located in a rural setting. A small college might have faculty members who are still "feeling" their way through the transition between paper resources to online resources. The article seemed a bit outdated by the standards with which I am familiar (teachers switched from overhead projectors/began using Internet resources to meet state standards several years ago), but it was written for an international audience. When I considered the audience, I realized that it was probably quite relevant to faculty members meeting the challenges of becoming literate and promoting information literacy to college students world-wide.
I found this quote from the article very realistic and relevant to the reference world. The/article states on page 3, "Dissemination of information is alone not sufficient, instead the user of information should be taught to make the best use of the options provided to enhance their knowledge to perform a particular task." (Shantaram 2012). I think this relates back to my experience when I was an observer at the public library reference desk. The librarian I interviewed mentioned that there are opportunities to help patrons learn to use the resources rather than just "spoon feeding" them information. It kind of goes along with that whole saying (which I think was mentioned in our last class), "Give a man a fish, and he eats for a day. Teach a man to fish, and he eats for a lifetime". As a former teacher and a current media specialist, I see the importance of teaching the faculty (or in a public case, the library staff) various ways to share information and help students to find resources on their own.
The other part of the article that I thought was useful was a section titled, "Seven Skills That Make a Person Information Literate". This was cited as coming from article by Shyama Rajaram. One of the skills listed in the section was "locate and access". I think this is really important for students and patrons alike, as the awareness of information available and its location will help them to find what suits their needs. This is actually one of the steps in the Big 6 research process. I often teach this to my middle school library patrons, and make them aware that they have to know where to look, but also be able to go there and actually find what they are looking for! It sounds simple, but this is a serious impediment to the research process quite frequently. If the college faculty in the article could not locate the information they were suggesting that students use, then it would be difficult to show the student where to go!
Another skill that was mentioned was "Compare and Evaluate". Obviously, from what I have learned thus far in this course, the research process is not as easy as typing your topic into Google and pressing enter. A reference interview with a librarian on campus or at the public library could help a patron/student to find exactly what he/she needs. The "compare and evaluate" skill would have to be taught to students by the librarian or a faculty member. This would involve an acute awareness of what is available in the library, as well as its online databases.
The article later addressed the need for information literacy on college campuses, as well as the hindrances that can complicate the process of becoming literate in a technologically savvy world.
Again, I felt that the article was lacking in some areas, as far as relevancy in the reference field. However, it did discuss some of the basic foundations needed to understand the role of reference in an educational setting.
Tuesday, February 5, 2013
Reference Librarian Interview Analysis
I enjoyed interviewing/meeting Chris, the reference librarian at Charles A. Cannon Memorial Library. She was very polite, friendly, and helpful. I think she embodies the type of librarian that the Ross chapters talk about: open, smiling, inviting, and open to questions.
I asked Chris what kinds of resources were offered in the reference section, and she responded by discussing all of the options available in the library on the first (adult and reference) floor. She pointed out the 20 computers to me first, and said that technology is a big responsibility of the reference section, since the computers are housed there. She said many of the patrons use the computers for recreation/entertainment. However, there are also patrons using the computers for resumes, job applications, etc. Chris told me that patrons are given a two hour time limit on the computers, but one hour is guaranteed. I could sense that this was difficult part of the job, as it might be difficult to nudge patrons off of computers when they were in the middle of something or someone else was waiting. She said that if a patron was indeed doing a job application or taking an online test, they would often be allowed to stay the full two hours, even if someone was waiting. That person would just be redirected to the next available computer.
Chris said that the assistants (and she) often had to answer computer-related questions and help patrons with navigating websites, etc. She also said that John (one of the reference assistants) would often teach classes on uses of Microsoft Word, Excel, eReader devices, etc. I actually stayed after my observation and interview for John's eReader class. Most of the patrons were older, and had gotten eReaders from their adult children or for Christmas. They were so excited to learn to use the public library's eBooks. I found John's presentation to be informative, and the information he shared to be very valuable (for example, he discussed apps that you can download to read books online, and he also shared that certain books can only purchased in 26 loan increments).
Chris also said the computer classes basically provided templates for patrons that would make the programs easier to use. Chris also said that in the past there had been issues with patrons taking online tests and trying to ask the reference staff to proctor those tests. She said that they used to do it, but that it became too time-consuming and ate up time they could have been using to help other patrons or do their own work/jobs. She said they no longer provided that service.
Chris showed me other resources that were available including a free scanner for patrons, as well as a photo copier (that costs patrons a few cents). She also mentioned the print magazines that are still available ("Not as many titles as previously") and the newspapers (including what can be found on NC Live). Next, she took me into the archives/special collections room and showed me the microfilm, where patrons can view old records. I found this interesting, as I had never seen microfilm, except when people did research in movies!! She said many people use the archive room for genealogy searches. The library has an in-house subscription to ancestry.com and they offer heritage quest (similar to ancestry, but free) on the library's website.
She showed me the online system that the library uses for cataloging and circulation (we used Follett Destiny, so this was very new to me!) which is called Library Corp/Library Solution.
I asked Chris what most patrons visit the reference desk for/what kinds of questions people ask her and the assistants. She said the most common request for information is regarding divorce. Being so close to the courthouse (the library is on the same street), she said many lawyers would tell patrons to "go to the public library and ask the reference librarian for forms and information". She said this was difficult, because she is obviously not a lawyer, and she cannot give people the exact forms they need because each divorce is different. She does provide them with the reference books they need and she encourages them to look for the form that fits their situation. Chris also stated that people ask for other kinds of legal forms and government documents as well. She said specifically they look up statutes.
The next place she took me was to the encyclopedias and various reference print sources. These included the Gale Medical Encyclopedias, as well as encyclopedias of sports rules, values of antiques, ancient history, and Value Line books.She said the encyclopedia of careers is also still very popular, but it has been moving to online resources in recent years. In addition, she said patrons use the print resources for information on writing grants, and locating resources for "free money" from the government (books by the question mark guy from TV). Also, there is the Cypress Resume resource for those looking to build a resume. Chris said one of the more difficult parts of her job in recent years has been the balance between print and digital resources, and striving to give people the correct option to answer their questions and find what they're looking for in their research.
Chris also stated that the multiple branches of the public library in Cabarrus county are now located on the county website to provide unity among the branches. They also keep this unity in their acquisitions. She mentioned that the acquisitions have become centralized for all four branches. She and her reference committee at the library can recommend books for purchase and stay abreast of "fresh" resources through this unity. She also showed me that the website features eResources on topical research, the NC Live databases (both public and academic), and Axis 360, which is the link to the libraries eBooks. She explained that patrons are allowed to check out five titles at a time, and that there are multiple copies of most of these titles. She said that the reference desk often helps people get to these eBooks. She showed me a link to Transparent Language Online, that features universal, free classes in various foreign languages ( a COOL resource, in my opinion).
I asked Chris about what programs are offered at the library, and how she and the reference assistants are involved. She said, as state earlier, that John often provides the technology-related classes. She said she hosts book clubs for adults and teens. She also mentioned that the local literacy council is housed in the library. Chris said they do lots of adult and teen programming, including having social security and Medicare speakers come into to talk to patrons. She has also done programs on social media sites, such as Pinterest. Her goal with these classes and activities is to engage the community.
I asked Chris what she found most important and vital to understand about the job, and she said customer service. She explained that the reference desk tries to help everyone find an answer to his/her question. She said that may mean utilizing inter-library loans from other counties, and even other states, to meet a patron's needs. I asked Chris how long the librarians have to stay at the reference desk, and she and the various assistants stay for about 3 hours of desk duty at a time.
Finally, I wanted to know what joys and challenges a reference librarian faces day to day. Chris said the best part of the job is that it varies each day and there's always the element of surprise in helping new patrons. She also said that she really enjoys doing the book clubs. Chris said the challenges lie in technology mostly. She said it is important to be technologically savvy to assist patrons, and to help with computer issues that arise. She also said that a challenge had been the print/digital split in the library, and choosing the best resource for a patron.
I really enjoyed visiting the library, observing, and talking with Chris. It was very helpful to me, and it inspired me to improve my own methods of interaction with my patrons, as well to pay closer attention to resources and opportunities provided by the public library.
I asked Chris what kinds of resources were offered in the reference section, and she responded by discussing all of the options available in the library on the first (adult and reference) floor. She pointed out the 20 computers to me first, and said that technology is a big responsibility of the reference section, since the computers are housed there. She said many of the patrons use the computers for recreation/entertainment. However, there are also patrons using the computers for resumes, job applications, etc. Chris told me that patrons are given a two hour time limit on the computers, but one hour is guaranteed. I could sense that this was difficult part of the job, as it might be difficult to nudge patrons off of computers when they were in the middle of something or someone else was waiting. She said that if a patron was indeed doing a job application or taking an online test, they would often be allowed to stay the full two hours, even if someone was waiting. That person would just be redirected to the next available computer.
Chris said that the assistants (and she) often had to answer computer-related questions and help patrons with navigating websites, etc. She also said that John (one of the reference assistants) would often teach classes on uses of Microsoft Word, Excel, eReader devices, etc. I actually stayed after my observation and interview for John's eReader class. Most of the patrons were older, and had gotten eReaders from their adult children or for Christmas. They were so excited to learn to use the public library's eBooks. I found John's presentation to be informative, and the information he shared to be very valuable (for example, he discussed apps that you can download to read books online, and he also shared that certain books can only purchased in 26 loan increments).
Chris also said the computer classes basically provided templates for patrons that would make the programs easier to use. Chris also said that in the past there had been issues with patrons taking online tests and trying to ask the reference staff to proctor those tests. She said that they used to do it, but that it became too time-consuming and ate up time they could have been using to help other patrons or do their own work/jobs. She said they no longer provided that service.
Chris showed me other resources that were available including a free scanner for patrons, as well as a photo copier (that costs patrons a few cents). She also mentioned the print magazines that are still available ("Not as many titles as previously") and the newspapers (including what can be found on NC Live). Next, she took me into the archives/special collections room and showed me the microfilm, where patrons can view old records. I found this interesting, as I had never seen microfilm, except when people did research in movies!! She said many people use the archive room for genealogy searches. The library has an in-house subscription to ancestry.com and they offer heritage quest (similar to ancestry, but free) on the library's website.
She showed me the online system that the library uses for cataloging and circulation (we used Follett Destiny, so this was very new to me!) which is called Library Corp/Library Solution.
I asked Chris what most patrons visit the reference desk for/what kinds of questions people ask her and the assistants. She said the most common request for information is regarding divorce. Being so close to the courthouse (the library is on the same street), she said many lawyers would tell patrons to "go to the public library and ask the reference librarian for forms and information". She said this was difficult, because she is obviously not a lawyer, and she cannot give people the exact forms they need because each divorce is different. She does provide them with the reference books they need and she encourages them to look for the form that fits their situation. Chris also stated that people ask for other kinds of legal forms and government documents as well. She said specifically they look up statutes.
The next place she took me was to the encyclopedias and various reference print sources. These included the Gale Medical Encyclopedias, as well as encyclopedias of sports rules, values of antiques, ancient history, and Value Line books.She said the encyclopedia of careers is also still very popular, but it has been moving to online resources in recent years. In addition, she said patrons use the print resources for information on writing grants, and locating resources for "free money" from the government (books by the question mark guy from TV). Also, there is the Cypress Resume resource for those looking to build a resume. Chris said one of the more difficult parts of her job in recent years has been the balance between print and digital resources, and striving to give people the correct option to answer their questions and find what they're looking for in their research.
Chris also stated that the multiple branches of the public library in Cabarrus county are now located on the county website to provide unity among the branches. They also keep this unity in their acquisitions. She mentioned that the acquisitions have become centralized for all four branches. She and her reference committee at the library can recommend books for purchase and stay abreast of "fresh" resources through this unity. She also showed me that the website features eResources on topical research, the NC Live databases (both public and academic), and Axis 360, which is the link to the libraries eBooks. She explained that patrons are allowed to check out five titles at a time, and that there are multiple copies of most of these titles. She said that the reference desk often helps people get to these eBooks. She showed me a link to Transparent Language Online, that features universal, free classes in various foreign languages ( a COOL resource, in my opinion).
I asked Chris about what programs are offered at the library, and how she and the reference assistants are involved. She said, as state earlier, that John often provides the technology-related classes. She said she hosts book clubs for adults and teens. She also mentioned that the local literacy council is housed in the library. Chris said they do lots of adult and teen programming, including having social security and Medicare speakers come into to talk to patrons. She has also done programs on social media sites, such as Pinterest. Her goal with these classes and activities is to engage the community.
I asked Chris what she found most important and vital to understand about the job, and she said customer service. She explained that the reference desk tries to help everyone find an answer to his/her question. She said that may mean utilizing inter-library loans from other counties, and even other states, to meet a patron's needs. I asked Chris how long the librarians have to stay at the reference desk, and she and the various assistants stay for about 3 hours of desk duty at a time.
Finally, I wanted to know what joys and challenges a reference librarian faces day to day. Chris said the best part of the job is that it varies each day and there's always the element of surprise in helping new patrons. She also said that she really enjoys doing the book clubs. Chris said the challenges lie in technology mostly. She said it is important to be technologically savvy to assist patrons, and to help with computer issues that arise. She also said that a challenge had been the print/digital split in the library, and choosing the best resource for a patron.
I really enjoyed visiting the library, observing, and talking with Chris. It was very helpful to me, and it inspired me to improve my own methods of interaction with my patrons, as well to pay closer attention to resources and opportunities provided by the public library.
Reference Desk Observation Analysis
I'm really glad we had this assignment, because I think that it was really eye-opening and helpful to me as a school library media coordinator. It really sparked my interest and inspired me to better serve my own pint-sized patrons. During the observation, I noted that the arrangement of the library (Charles A. Cannon Memorial Library in Concord, NC) was quite ideal. The reference desk and office are situated directly across the library from the circulation desk, so librarians at both desks can see each other's patrons. The stacks for fiction and nonfiction are on either side between the two desks, and off to the side of the reference room, there was an archive and special collections room. The children's library, conference room, and auditorium were upstairs. As soon as I walked in, I made my way to the reference desk, where I was greeted by John, one of the reference assistants. He was sitting at the reference desk with another male assistant. Chris, the head reference librarian, was inside the adjoining office. I noticed that there was a variety of patrons in the reference section at this time. To the right of the desk, there were 20 computers, and all of those were filled. There were two high-school age girls sitting at a table nearby working on a school project, using reference books. Then, there were a few adult patrons sitting on the couches/chairs near the reference desk. So, fairly busy for a Monday night.
In the adjoining archive room, there were about four-five people working on a project. Later, the reference librarian told me they were probably doing local history searches or genealogy.
I found that the reference librarians were only approached a few times. Most of those that approached were asking about the class that John was providing at 6:30pm that evening. This class was on eReaders and how to use the library's free eBook resources on those devices.
The atmosphere in the reference section was quiet, and everyone appeared to be absorbed in whatever task or project they were doing at the moment.
In the adjoining archive room, there were about four-five people working on a project. Later, the reference librarian told me they were probably doing local history searches or genealogy.
I found that the reference librarians were only approached a few times. Most of those that approached were asking about the class that John was providing at 6:30pm that evening. This class was on eReaders and how to use the library's free eBook resources on those devices.
The atmosphere in the reference section was quiet, and everyone appeared to be absorbed in whatever task or project they were doing at the moment.
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