Reference Interviews

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Reference Interviews & Instruction
MAF's audio available in eLC 6340:Resources
*

Required Readings

Riedling's Reference Interview chapter (in eLC 6340 Resources)

Standards

1.1B Identifies and addresses student interests and motivations

Supplemental Readings

Obligations & Opportunities: Virtual Dave (Lankes) (video)
MAF's commentary on Riedling chapter (see above; also in eLC 6340 Resources)
MAF's bookmarks: reference-interview
IP chapters 4-5
Reference Interviews Powerpoint file by Beth Friese (in eLC/6340/Resources)*
Reference Instruction Powerpoint file by Beth Friese (in eLC/6340/Resources)*

Discussion
from Reference Interview Powerpoint by Beth Friese (in WebCT/Resources)

AASL Standards say these are the minimal ("acceptable") competencies you need:

Candidates model strategies to locate, evaluate and use information for specific purposes.
Candidates adhere to and communicate legal and ethical policies.
Candidates facilitate access to information in print, non-print, and electronic formats.
Candidates design library media instruction that assesses learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction.
Information skills instruction is based on student interests and learning needs and is linked to student achievement.
These are really just a few. If you read the Standards, you will find many competencies that relate to information and reference skills.

To me, these all flow into each other and I don't make much distinction:

information literacy
reference interviews
reference instruction
bibliographic instruction
information skills

In the media center, you will face at least these types of reference situations:

Urgent need for specific information
Individuals needing help on specific topics - providing a timely chance for differentiated information literacy instruction
Class projects: incorporating reference-skills instruction en masse
Requests for specific group bibliographic/reference skills instruction. Contextualize these as much as possible.

Fitzgerald's thumbnail version of what you need to know to provide good reference service and instruction:

How to find it ("it" can be just about anything!)
A tremendous repertoire of likely sources for your client base (considering ages, typical interests, and curriculum topics) and their key characteristics

Top Ten: old: encyclopedia, dictionary, almanac, atlas. Cohort 5 mentioned: thesauri; Guinness Book of World Records; subject encyclopedias (especially science); Famous First Facts; Contemporary Authors.
Brainstorm a list (audience participation here!)

How to find out what the patron wants to know
How to prevent plagiarism: setting up structures to prevent as much as possible; teaching information ethics; teaching reasonable and attractive alternatives
Perhaps an information literacy model to tie it all together (Big Six, Flip It, etc.: a quick, easy-to-remember framework). Or just: Access-Evaluate-Apply.

Cases for discussion:

The media center is quiet with only a few students working individually. Joey, a 3rd grader, comes into the media center and heads straight for the encyclopedia shelf. He runs his finger over the spines and finally pulls out the "T" volume. He opens the book at the beginning, and starts turning page by page, often stopping to glance at a picture and caption. Wondering about his purpose for visiting the media center, you approach him and say: "Hi Joey - what are you up to today?" He says: "Mrs. Smith said I was wiggling too much, and she sent me down here to do a report on turtles. I like turtles." He turns back to the volume and continues turning the pages. What, if anything, would you do? (C8 did this one already)

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Five fifth-graders arrive at the door on the run and out of breath. They burst into the media center and disperse: two to the computers, while one sprints for the biographies, another for the encyclopedias, and another to the fiction section. You know these kids, and realize they are all in Mrs. Walker's Social Studies class this hour. They each are clutching a small slip of paper. You flag one down and say: "Hi, Antonio. How are you? What's up?" Antonio says: "I need Susan B. Antonio." You notice he's in the Biography section, running his finger across the "B" books. Cassandra, who is in the Fiction "S" section, yells "I need Women's Suffrage!" Matthew is at the computer, pecking "Who is Elizabeth Cady S..." into the OPAC. Diagnose and prescribe help for this situation.

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What kinds of cases have you observed with older children?

Riedling chapter

Highlights:

Types of reference interviews
Basic interview skills
Things to find out from the patron
Skills you need to have

References

American Association of School Librarians and Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.
Friese, B. (2007). Reference instruction. Powerpoint file in WebCT 6340 Resources.
Friese, B. (2008). Reference interviews. Powerpoint file in WebCT 6340 Resources.
Logo by CoolText
Riedling, A.M. (2005). Reference skills for the school library media specialist: Tools and tips (2nd ed.). Worthington, OH: Linworth.

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http://it.coe.uga.edu/~mfitzger/6340/reference-interviews.html
MAF: mfitzger at uga.edu; maryannfitz at gmail.com; other contact info on eLC/6340 start-page.
*G-pres versions pending BF's approval

The content and opinions expressed on this Web page do not necessarily reflect the views of nor are they endorsed by the University of Georgia or the University System of Georgia.

Page history: Combined 2 sections (Ref instruction/Ref interviews) here on 12-18-08; structural work 12-31-08, 1-3-09; upgrade/refresh 3-31-09.4/28/09: made audio of "lecture" - uploaded to WebCT (later to eLC). 2/8/10: asked BF for permission to pub g-pres'; pending.