Reference Interviews & Instruction
MAF's audio available in WebCT6340:Resources.
Required
Readings
Standards
Discussion
from Reference Interview Powerpoint by Beth Friese (in WebCT/Resources)
- Riedling's Reference Interview chapter (in WebCT 6340 Readings)
Standards
- 1.1B Identifies and addresses student interests and motivations
- Obligations & Opportunities: Virtual Dave (Lankes) (video)
- MAF's bookmarks: reference-interview
- IP chapters 4-5
- Reference Interviews Powerpoint file by Beth Friese (in WebCT/Resources)
- Reference Instruction Powerpoint file by
Beth Friese (in WebCT/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
- 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.
- 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)
-----
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.
-----
What kinds of cases have you observed with
older children?
Riedling chapter
Highlights:
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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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.
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.