Helping people find the information they need is not always a straight forward process. Patrons may have difficulty articulating their need, be unaware of options available to them, or have misconceptions about the library that prevent them from phrasing their question in a way that we can directly steer them to the information they need.
This module will help you learn about information needs, some of the hurdles in determining that need, and ways to make patrons feel comfortable approaching you.
Read the following pages from the Ohio Library Council's Reference Excellence Training Module (also known as ORE). This tutorial is oriented to public libraries, but segments of the module provide great training applicable to academic libraries as well. Since we are not using the ORE module completely, you DO NOT NEED TO:
ORE pages to read:
The following video discusses the information need and some of the common issues with patrons initially asking for something other than what they really need.
The GSU is known for its remarkably diverse student body, as well as helping students of all backgrounds achieve college success! This diversity can sometimes lead to unique issues with misunderstandings. Let's explore some groups at GUS that often have characteristics that may affect their information needs.
For this section, you have two sections: you may use the slide show or read the text below it.
Many students of traditional college age haven't grown up using traditional library services. They may be more accustomed to a bookstore atmosphere or rely on Google for all their information needs. They may expect library search tools to be intuitive and quickly deliver exactly the information they're looking for.
While many of today's students are tech savvy, some are technology averse. Studies show that even digital natives who are comfortable with technology are often not as adept as they seem (or as they think they are!) when it comes to effectively doing research on academic subjects, so it's safest not to assume anything!
The following questions demonstrate some common misconceptions of digital native patrons:
In addition to language barriers, often international students may be accustomed to different traditions related to libraries and school culture. For example, their culture may consider it impolite to say no to an authority figure such as a library employee or they may expect a different level of service than we provide.
Tips:
The following questions demonstrate some common misconceptions of international students
Students older than traditional college age may be especially eager to learn, but be nervous about their ability to resume academic work. They may not be familiar with modern changes to libraries and expect things to be as they were when they were younger. Even more than other students, non-traditional students are learning by drawing on their past experiences and incorporating new knowledge. Most are eager to learn if you volunteer to show them how the system works.
The following questions demonstrate some common misconceptions of non-traditional students
Online only students are often unaware of the library services and resources available to them, so may need extra help identifying services and resource options. Because they may not come into the library at all, reaching these students can be a challenge.
A disproportionate number of online students are non-traditional students, but they may also be traditional college age, international students, or other groups. While many live in the local area, they may live anywhere on the globe! (We have military students who are overseas.) Online students are especially likely to be juggling family and jobs, so often put a premium on their time and request help at unusual hours.
Tips: When helping online students, be aware of the fact that they may be completely dependent on electronic resources. They may especially benefit from virtual services such as chat reference, video tutorials, webinars and research guides. Because they may ask for help at unusual times of day, be flexible with communication methods such a email and research appointments outside of typical hours.
At the library, we need to meet the information needs of all students, including those with physical and mental disabilities. Unlike grades K-12, in college it is the student's responsibilities to communicate their needs. The Access and Accommodations Center makes sure that equipment is available for students with disabilities, so your library may have equipment for students with low vision or other accommodation needs. These students know how to use the equipment, but you may need to show them where it is.
Not all disabilities are readily apparent or may not be apparent at all. For example, students may have dyslexia, have difficulty with auditory processing, or be on the autism spectrum. It is not our responsibility to identify these disorders, and it is against privacy laws for AACE to disclose such issues, but if you notice a patron is having issues, you can adapt your style to best communicate with the patron, be sure to ask them about formats of resources they prefer, and otherwise be sensitive to their needs.
The library's Accessibility website describes services and technology specifically designed to address accommodation needs. In addition, the page includes parking and entrance information for those with mobility issues. Become familiar with this site and tour your library to notice potential access issues and to find special equipment.
Steps of the Reference Process
1. Approachability/ make the patron feel welcome
The patron needs to feel comfortable approaching you before any other interaction will take place.
2. Have a conversation to determine the information need
Following the initial contact, you will conduct a reference interview, a conversation with the patron to determine their real information need.
3. Lead the patron to resources
Following the reference interview, you will help the patron fill their information need. This may be providing them with the information itself or providing the patron with resources or skills that will help fill their need.
4. Follow up
Ask the patron if the information is what they need. This is especially important if you have provided them with resources or search strategies rather than a specific answer.
These are skills we will work on in subsequent modules of this tutorial.
