The document discusses fostering self-regulated learning at the reference desk. It describes self-regulated learning as students being able to formulate a research plan and monitor their progress. The role of the reference librarian is to assist and support students in learning to find information themselves, rather than just providing information. Through reference interactions that become tutoring sessions, librarians can model the entire research process and help students get past superficial results. This supports students in becoming lifelong, self-regulated learners and aligns with information literacy competency standards of determining information needs and accessing information effectively.

1. Fostering SelfRegulated Learning at
the Reference Desk
An Article Review
Marci Zabell Bone
LIS 60600: Organization of Information
Dr. Catherine Closet-Crane

2. Fostering Self-Regulated
Learning
at the Reference Desk
• Edward Eckel, Assistant Professor; Engineering and Applied
Sciences Librarian, University Libraries, Western Michigan
University Libraries
• What is the role of the reference librarian?
– To provide student information seekers with information, or
– To assist and support student information seekers in learning to find the
information they need

3. Elements of
Self Regulated
Learning (SLR)

“A self-regulating [learner] is able to formulate a research
plan as well as monitor and control progress toward the
completion of research.”

The student must participate in the process of focusing the
inquiry with the guidance of the reference librarian.

Reference interactions can become tutoring interactions
and the reference desk become a component and
extension of classroom learning

4. 
ACRL Information Literacy Competency
Standards One and Two
 “determining the nature and extent of
the information
needed”

“accessing needed information
effectively and efficiently

The reference interview becomes crucial in
forming the relationship between
librarian-tutor and student-researcher

The librarian can model the entire
research process, allowing the student to
get past the first page of Google results

As librarians create these opportunities
and students participate in them, students
can become life-long, self-regulated
learners

5. Selection of Articles Surveyed
• Schiller, A. R. (1965, January). Reference service: instruction or information, Library
Quarterly 35, 52-60.
• Katz, W.A. (1997) Introduction to Reference Work. New York: McGraw-Hill.
• Miller, C.A. and Rettig, J.R. (1985, Fall). Reference obsolescence, RQ 25, 52-58.
• Michell, G. and Harris, R.M. (1987, Fall) Evaluating the reference interview: some
factors influencing patrons and professionals, RQ 27, 96.
• Elmborg, J. (2002, July). Teaching at the desk: toward a reference pedagogy,”
Libraries and the Academy 2 459.
• Pintruch, P.R. and Zusho, A. (2002). The Development of Academic SelfRegulation: The Role of Cognitive and Motivational Factors. In A. Wigfield and J.
Eccles (Eds.) Development of Achievement Motivation. San Diego, Calif.:
Academic Press.