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
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