This document provides an overview of information services and the reference interview process in school libraries. It defines information services as any service intended to provide information for a client or assist them in finding information. It describes the traditional reference services provided by libraries, including answering questions for patrons in-person, by phone, or electronically. The document outlines the steps in the reference interview process, including determining the real information need, finding information to meet that need, and ensuring the need has been met. It discusses open-ended questions, clarifying questions, and neutral questions that can be used in the interview. The goal of the reference interview is clear communication to understand the patron's true information need.
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Information Fluency Strategies and Practices to Help Enhance Critical Thinkin...St. Petersburg College
Information fluency is the intersection of information literacy, computer literacy and critical thinking and is a “must” for participants of the 21st century. Mairn explores a variety of resources, research tools, and tips that can be integrated into course management systems and/or traditional classroom settings to help build fluency and develop critical thinking. These tools range from using real-time web/mobile services like Twitter to using conventional econtent more creatively and other tools/services to construct a learning environment — online or face-to-face — that is conducive to information discovery, sharing, and lifelong learning.
This is the presentation prepared for MyLISA OPENS
This presentation discusses the Unit-1 of UGC prescribed text for NET examination: Role of Information
This is the presentation prepared for MyLISA OPENS
This presentation discusses the Unit-1 of UGC prescribed text for NET examination: Role of Information
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“I Can Do It All By Myself”: Exploring new roles for libraries and mediating ...Patrick "Tod" Colegrove
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Abstract:
Users are increasingly self-reliant in their information seeking behavior. Where is the place for the personal interaction with librarians in this new paradigm? Join an active conversation to explore (a) What the DIY user behaviors are, (b) how libraries can respond to them in terms of new services, fiscal and personnel resources, and technologies, and (c) how to leverage technology to create online or face-to-face mediation opportunities that would be welcomed by users.
I CAN DO IT ALL BY MYSELF: : Exploring new roles for libraries and mediating ...Bohyun Kim
Presentation given at the American Library Association Annual Conference, Anaheim, CA. June 23, 2012.
Speaker: Bohyun Kim, Digital Access Librarian, Florida International University
Speaker: Jason Clark, Head of Digital Access and Web Services, Montana State University Libraries
Speaker: Patrick T. Colegrove, Head, DeLaMare Science & Engineering Library, University of Nevada, Reno
More program details: http://ala12.scheduler.ala.org/m/node/806
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Researching Your Speech What Is Research.docxronak56
Researching Your Speech
What Is Research?
Libraries and Librarians are Our FriendsLibrarians have many tricks and shortcuts up their sleeves to make hunting for information easier and faster.Interacting with librarians and using libraries effectively is the first step to good research.
17 Strategies to Work
With LibrariansA research librarian is extremely knowledgeable about information sources.You can learn from a librarian and increase your own research skills.When on reference desk duty, the librarian is available to help; present yourself in person.A librarian can teach you, but can’t make excuses for late work.If a librarian is already helping someone else, wait your turn.
Strategies cont.When a librarian helps you find sources, have the courtesy to look at them.Research is a process, not an event; allow sufficient time.The librarian can’t do the work you’re supposed to be doing toward your own grade.Reference librarians are professional, highly educated information specialists; ask your “stupid” question.Good research takes time, and interacting with the librarian takes time.
Strategies cont.Students should expect reasonable questions from the librarian, such as: “Where have you looked so far?” “Have you been to a library workshop before?”Students should approach a librarian sooner rather than later.If you don’t have a well-defined topic to research, bring a copy of the assignment to show the librarian.
Strategies cont.Most academic librarians will give in-depth consultations to students by appointment.Students should be as specific as possible in what they ask for.Many research questions do not have ready-made or one-stop answers.Information comes in varying formats.
Research is Fun and UsefulYou get to ask questions and actually find answers.Research can open a world you never knew existed.Research can lead you to new ideas and activities.A scholarly investigation into a topic in order to discover, revise, and/or report facts, theories, and applications.
Three Functions of ResearchDiscovering occurs when people conduct some kind of study and find something completely new.Revision occurs when people revise existing facts, theories, and applications.Reporting happens after you accumulate information about a topic and report it to others.
Three End Results of ResearchA fact is a truth that is arrived at through the scientific process.A theory is a proposed explanation for a phenomenon.Researchers often look for new applications for something that already exists.
Primary ResearchResearch that is carried out to discover or revise facts, theories and applications, and is reported by the person conducting the research; it is active and creates new knowledge.
Types of Primary Research
Surveys or QuestionnairesSurveys or questionnaires you conduct are a type of primary research in which you collect facts, figures, or opinions. For a survey, you should ask four questions:Do you know what you want to ...
This presentation given by Arta Kabashi of AMIGOS covers Day 1 of the Small Library Management Training Program's IV: Reference workshop and covers the library as a community information resource, core reference issues, methods of virtual reference and the reference interview.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Information Services
1. LIB 640 Information Sources and Services
Summer 2012
What Are Information Services?
Defining Reference Service in School Libraries
2. 2
What are information
services?
And what do they have
to do with schools and
libraries?
3. 3
Information Services:
a working definition
For the purposes of this class,
we can define information
services as any service intended
to provide information for a
client or user, or assist a client or
user in finding or searching for
information
4. 4
Libraries have traditionally
provided reference services
reference services
• All the functions performed by a trained
librarian employed in the reference section of a
library to meet the information needs of
patrons (in person, by telephone, or
electronically), including but not limited to
answering substantive questions, instructing
users in the selection and use of appropriate
tools and techniques for finding information,
conducting searches on behalf of the patron,
directing users to the location of library
resources, assisting in the evaluation of
information, referring patrons to resources
outside the library when appropriate, keeping
reference statistics, and participating in the
development of the reference collection.
5. 5
What Is Reference?
Why Is It Important?
• The goal of reference work is to
meet people’s information needs.
• Reference work includes finding
out what information people need
and using library resources to
provide that information.
• http://www.olc.org/Ore/1what.htm
6. 6
Important reminder
Reference work is about people
• those who need information and
those who provide it. Reference
service is providing information to
meet the needs of the individual
library users in your community.
• Module 1 - People
7. 7
What is the reference process?
The reference process includes the
following:
1. Encouraging the patron to contact the
library when there is an information
need.
2. Finding out what the real information
need is.
3. Finding the information that will meet
the need.
4. Making sure the patron’s need really
has been met.
8. 8
Reference questions
What is a reference question?
• A reference question is a question
that involves the knowledge, use,
recommendations, interpretation,
or instruction in the use of one or
more information sources by a
member of the library staff.
• Library » CPLA Reference & Resource
Center » Frequently Asked Questions »
Reference
9. 9
Then, there’s the reference interview
Reference interview?
• In the reference process, knowing how
to get the question is a critical step
toward finding the right answer.
Determining the real question is
accomplished through the reference
interview. The reference interview is a
discussion between you and your
patron. It involves asking the right
questions and listening carefully to the
answers.
• Houston Area Library System HALS
Reference123 Module 2..Questions
The Reference Interview
10. 10
Thought-provoking
According to Robert Taylor, the
reference interview is
• “one of the most complex acts of
human communication,” for in this
act “one person tries to describe for
another person not something he
knows, but rather something he
does not know.”
• “Question Negotiation and Information
Seeking in Libraries,” College and Research
Libraries 29 (May 1968): 180. Quoted in
Tibbo, Helen. “Learning to Love Our Users:
A Challenge to the Profession and a Model
for Practice.” 2002. Online at
http://www.ils.unc.edu/tibbo/MAC Spring
2002.pdf
11. 11
Communication with a Purpose
The reference librarian “is involved in
diagnostic and prescriptive activity.”
• “what people ask for [want] is
often not what they really need.
Thus, it is important to have the
diagnostic session so that the client
will be given the right information
and will be successful.”
• Robinson, William C. (2000). “The
Reference Interview.” Course material from
the University of Tennessee—Knoxville
apparently no longer available online
12. 12
Basic Considerations
1. The student may not know what to
expect.
2. The “average” student may have no
preknowledge of the type of resource(s) Ann Riedling
that will answer his or her question.
3. The student’s communication skills
may not be as refined as yours.
4. The student may not know the
terminology (library lingo) used in the
reference interview.
• Riedling, Ann Marlow. “Great Ideas for Improving Reference
Interviews.” Book Report. 19.3 (Nov/Dec2000): 28-29.
13. 13
Considerations, cont.
5. The student may lack knowledge about
the subject, the assignment, or the usage
policies of the SLMC.
6. The student may misinterpret your
nonverbal or verbal cues.
7. The student may be fearful of you or
frustrated about the question being
raised.
8. Communications may become
miscommunications when a student is
unable to verbalize his or her information
need.
• Riedling, “Great Ideas.”
14. 14
Miscommunication happens!
Examples:
• Patron asks for information on
“career.” Turned out he meant
“Korea.”
• After showing the patron several book
about Buddhism, I realized that was
not what he meant when he asked for
information on Nirvana.
• the Hawaiian volcano, Killer Whale
• Miscommunications in Libraries. Now an
archived site.
• See also Weird library reference questions
15. 15
Deep Reference Question
• Yes, an actual question:
If I ate only Cheetos, would I turn
orange?
• See all the posts labeled “Reference” made by
The Liberry aka Amy or Marian The at
http://lovetheliberry.blogspot.com/search/label/
reference
16. 16
Types of problems
Reference librarians are used to dealing with
situations like these:
• Homophones, a word the librarian interprets
with one meaning while the user means the other:
e.g., Wales/Whales; China/china.
• user misunderstands and, in turn, conveys this
misunderstanding to the librarian: i.e., “I need
the book Catch Her in the Eye” (Catcher in the
Rye)
• user understands the concept but does not use
the correct terms: i.e., I need the book, “Battle
of the Planets” - (War of the Worlds)
• Gale/ALISE Bibliographic Instruction Support
Program. Instructional Module 2: Importance of the
Reference Interview . No longer available online.
17. “Oranges and Peaches”:
17
A Classic Article
Understanding Communication Accidents in the
Reference Interview
• In the reference transaction, the librarian
must have a clear, complete understanding
of the user’s information need before a
satisfactory answer can be given. Often the
question must be negotiated through a
reference interview, where the librarian will
attempt to clarify, expand, and perhaps
repair the query as it is initially presented
by the user.
18. 18
Structure of the Interview
ORE Skills and steps in the reference
interview:
• Paraphrasing
• Asking open questions
• Clarifying
• Verifying
• Getting all the needed information (the
6 pieces of evidence)
• Following up
• Ending the interview
• Reference Interview Module 2
http://www.olc.org/Ore/2interview.htm
20. 20
What are neutral questions?
Neutral questions
• “Neutral questions are open in form,
avoid premature diagnosis of the
problem, and structure the interview
along dimensions universally important
to users -- their gaps, their situations,
the bridges they wish to construct, and
the outcomes they wish to achieve.”
• Dervin, B., & Dewdney, P. (1986). Neutral
questioning: A new approach to the reference
interview. RQ, 25 (4): 506-513. Abstract online at
https://faculty.washington.edu/jwj/lis521/zennezdervinde
wd86nq-1.pdf
21. 21
Uses of Neutral Questions
Used to discover the user’s
motivation and objectives without
asking “why” questions
• What would you like to know about X?
• How do you plan to use this information?
• How would this information help you?
• Freund, L. “Question Negotiation in
Online Searching.” Powerpoint
presentation. Online at
http://choo.fis.utoronto.ca/FIS/Courses/LIS1325
/QuestionNego.pdf
22. 22
Evidence Needed
What do you want to end up with at the
conclusion of the interview?
• Purpose
• Deadline
• Type and Amount
• Who
• Where
• The Basic Question
• 6 Pieces of Evidence. Houston Area Library System
Reference Training Module 2. Online at
http://www.hals.lib.tx.us/ref123/2evidence.htm
23. 23
Ending the Interview
Close
• Check if the question has been or
can be answered with the material
at hand.
• Check to see if the person is
satisfied at the moment.
• Expressly offer additional help as
needed.
• Withdraw cordially.
• “The Reference Interview: A Common-Sense Review.”
Available online at
http://infopeople.org/sites/all/files/past/2004/reference/ASCL
AALAref_interview.pdf
24. 24
Reference in the School Library
Types of interviews
• Ready reference interviews
• Include questions that can be answered
with short factual information
• Research project interviews
• Involve in-depth coverage of a topic,
often requiring the use of multiple
sources
• Readers’ advisory interviews
• Recommending good leisure reading
• Ann Riedling, Reference Skills for the School
Library Media Specialist, 2nd ed.
25. 25
Face-to-face Reference
• Part of the joy of the reference
interview is its tangible, tactile
nature and the slow buildup as
you gather enough information
to begin the search process. You
listen, question, and listen
again; you pick up cues from
gestures and facial expressions.
• Schneider, Karen G. “Internet Librarian: In Your
Dreams: A Y2K Fantasy.” American Libraries
December 1999. Online at
http://archive.ala.org/alonline/netlib/il1299.html
26. 26
Email Reference
Eileen Abels (1996) suggests that
• every reference question should take
between three exchanges -- the
question by the patron, a summary of
the question by the librarian, and a
confirmation of the question by the
patron -- and five -- the three already
listed plus a second round of
summarization by the librarian, and a
confirmation by the patron.
• Staley, Laura: “E-Mail Reference: Experiences at
City University.” PNLA Quarterly, 62.4 (Summer
1998). Online at
http://www.pnla.org/quart/su98/staley.htm
27. 27
Digital Reference
What is Digital Reference?
• Digital reference services, also
called “Ask-An-Expert” (or
“AskA”) services, are Internet-
based question and answer services
that connect users [frequently
members of the K-12 education
community] with individuals who
possess specialized subject or skill
expertise.
• http://www2.maxwell.syr.edu/plegal/askalg.html
28. 28
What about virtual reference?
What is Virtual Reference?
• Virtual reference is the provision of library
reference services through digital or
electronic information technology. In the
case of Ask A Question (AAQ), it means
that individuals are able to ask for and
receive reference assistance at any time
using any computer with Internet access,
whether they are at home, at work, in the
library or elsewhere.
30. 30
Important question
Regardless of how the service is
provided, virtually or in person, does it
have to be a certified school librarian
who provides the service?
• Are School Librarians Expendable?
• “School librarians are on the chopping block
as states and cities seek to cut their education
budgets. . . . Do superintendents and
principals see librarians as more expendable
than other school employees? If so, why?”
• New York Times
Updated June 27, 2011 03:46 PM
31. 31
A recent resolution
ALA Resolution that School Libraries and
Librarians are Critical to Educational Success
• Whereas school librarians help students acquire
unique skills not taught in the classroom and
information and technology skills essential for
students in the 21st century;
• Whereas there has been research conducted in
22 states and a Canadian Province that
provides significant evidence indicating the
value added to student’s academic development
by the presence of a strong school library
program led by a credentialed librarian;
•
32. 32
More from the resolution
• Whereas the most universal finding is that the
presence of full-time, credentialed school
librarians and appropriate support staff who
implement a quality, school integrated program
of library services is directly related to these
student educational gains;
• Whereas quality school library programs
staffed by credential school librarians prepare
students to have the 21st Century skills they
need to succeed in college and careers. They are
particularly critical to help close the
achievement gap of students who come from
economically disadvantage backgrounds.
• ALA Resolution that School Libraries and Librarians are
Critical to Educational Success