Helena Mc Keever

ID. 3112874
User Education and Reference Skills 72.271
Assignment 2
Task 1: Learning style preferences and the reference encounter
Reflection on how I can use my understandings of different learning styles to
help create successful reference encounters in the workplace. (400-500 words)
a) How my own learning style might influence how you interact with library
users when you are helping them in a reference encounter.
b) What are the strengths and weaknesses of your own learning style
preferences in reference work? Support this with reference to at least two
sources about how to do reference work.
c) The strategies you might use to overcome any weaknesses that your own
learning style preferences might cause in reference work.
When I am helping someone in a reference encounter I will likely use my
preferred learning styles. Fortunately my learning styles are generally well
balanced across the four dimensions (active/reflective, sensing /intuitive,
visual/verbal, and sequential/global). I will not necessarily instinctively know
another persons learning style because suggesting that they do the learning
style quiz is not how I would normally interact as part of a usual reference
encounter. My strategies for modelling good information literacy need to be
informed by the knowledge that different people have a range of learning style
preferences in the four dimensions.
My learning style preferences knowledge comes from the online instrument of
Index of learning styles and strategies (Felder & Soloman, n.d). My results and
summarised strategies in my forum post show I am a balanced learner across the
index of preferences and have a moderate preference for visual over verbal
learning styles, I believe that this is a strength. The slight preference may mean
that I use maps and diagrams more than others and that I need to be aware and
to use verbal techniques to enable those with this preference. I can see what is
means to be sequential, global, active, reflective, sensing and intuitive.
To provide some insight into a potential customer, I asked my sister to complete
the test and was surprised to see such a different result, in particular she was a
very reflective learner with a score of 9. She explained how she needed time to
read and reflect on new material covered in her work place at the Hospital
working with blood matching for patients. I found this contrast helpful when I
considered the weakness of my learning style preference because targeting a
particular strength or weakness, such as highly reflective, does mean that you
should use the suggested strategies. Roy and Novotny (2000) suggest that since
not all learners are alike, it is safe to say that in any group of learners some will
have different learning preferences than the instructor and that whilst people
have natural and preferred ways to learn they need to improve on their
strategies. Librarians working with adults have a particular responsibility to
encourageindependent and self regulated learning and to teach critical
thinking processes instead of just source selection (Roy & Novotny, 2000).
Pea-Ayala, Alejandro (2012) suggests that a study of the learning styles is
needed to support adaptive learning styles systems that integrate with elearning systems and adaptive learning activities and encourage independent

learning. I think that using more verbal techniques will be a way to balance my
preferred visual preference. I could break tasks down verbally with a customer
face to face or over the phone as opposed to giving directional advice by
pointing to the catalogue or a reference source such as telephone books. My
weakness for verbal learning could be aided with more effective group work and
direct one-to-one verbal instruction. I do find it effective when I hear a
customers or a colleagues explanations say at group reference meetings and
learn more though others explanations, for example teaching time with my
manager or a phone conversation with another organisation. I can also write
summaries/outlines or mind maps of course or work material in my own words.

Reference List
Felder, R.M., & Soloman, B.A. (n.d). Learning styles and strategies. Retrieved
from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Roy, L. & Novotny, E. (2000). How do we learn? Contributions of learning theory
to reference service and library instruction. The Reference Librarian 69/70
129-139. Retrieved from Library Literature and Information Science
database via EBSCOhost
Pea-Ayala, Alejandro (2012). Intelligent and Adaptive Educational-Learning
Systems: Achievements and Trends. Retrieved from http://eblib.com

Task 2: Analysis of two reference encounters

This essay will discuss and analysis two reference encounters between patrons
and librarians: Case study 1: Trouble at the reference desk and case study 2:
Business library reference encounter. It will provide a number of brief definitions
of the reference interview. Practical examples of recommended behaviors are
listed and summarized from library articles, websites and slides as well as course
notes. Successful interactions or positive recommendations for behaviour are
contrasted with negative behaviours in the analysis. The purpose of the
reference interview and an outline of behaviours that make an interaction more
likely to succeed with a particular focus on the two case studies are then
discussed with a focus on communication and reference strategies.
The reference interview is the interpersonal communication that occurs
between a reference librarian and a library user to determine the persons
specific need(s), which may turn out to be different from the reference
question initially posed a well-trained reference librarian will sometimes
initiate communication if a hesitant user appears to need assistance
(Reitz, J, 2013)
The reference interview is the conversation that takes place between the
librarian and a user who is looking for information to help them solve their
problem. The reference interview is a process (The Polytechnic of New
Zealand, 2013).
A Reference interview is done to clarify understanding of the key elements and
requirements of a users request and to meet the users information needs. A
good way to do this is to this is to use questioning and listening techniques in the
initial negotiating phase.
Ross and Dewdney (1998) examine the reasons for reference failure in their
article Negative closure: Strategies and counter-strategies (of users) in the
reference transaction with examples of the reference interview in public libraries
and evaluations of the quality of information service. In Case Study 1. I argue
that the reference transaction is not as successful as in Case Study 2. where
there is negative closure; we learn, for example, that a search for demand
change management is met with a call number for a book in the public library
after a failed catalogue directional response and that the transaction is

interrupted or closed when the male librarian is relieved at the desk. No follow up
names or inquiry details have been gathered to pass on to any relieving
colleague and this shows an area that needs improvement. You might not expect
a face to face encounter to be more difficult that a phone enquiry however the
opening negotiation and subsequent questioning by the librarian in Case Study 1
is not as effective as in Case Study two where there is better questioning and a
plan to follow up. Negative closure is about closing a reference query down, for
example, by an unmonitored referral without providing an effective solution.
There are also learning style differences to account for in the two case studies
such as verbal/visual.
Negotiating the reference interview is about being ready for the interview before
you even ask a question. The key elements in the negotiation phase are:

To be approachable, as some people feel intimidated in the library and

may be shy about asking questions

To make eye contact, to look up when approached, smile, sit up,

welcome customers, to use attentive behaviour, to show empathy

To approach people rather than waiting for them to come to you,

(Frost, 2012).

Specific behaviour or sets of key processes or functions more likely to make a

reference interview succeed include, for example Frost (2012) recommends:

Asking open questions... these can not be answered yes or no

Clarifying... to make sure you are meeting the users needs

Paraphrasing, i.e. repeating back what the person has said.

Verifying i.e. when you think you are ready to search to ask one more
time (Frost, 2012)

These behaviours can also be found in the course notes and other recommended
readings, for example

Involving the user in the search(The Open Polytechnic, 2013)

Active listening, i.e. without making assumptions, cutting off or

finishing sentences(The Open Polytechnic, 2013)

Frost (2012) also recommends following up with a follow up question, for

example, does this answer your question? (Frost, 2012).
The Reference and User Services Association (RUSA) Guidelines for Behavioral
Performance with Reference and Information Service Professionals address
referral (e.g. Guidelines 4.17, 5.6, 5.7 and 5.8) as well as consultation (for
example. Guidelines 4.8 and 5.4. to consult other librarians when additional
subject expertise is needed). Users describe initial behavior such as smiling,
making eye contact and finishing conversations as positive behaviors (McKenzie,
2003).
The intent of the Guidelines was to identify and recommend observable
behavioral attributes that could be correlated with positive patron
perceptions of reference librarian performance. The committee identified
several areas in which behavioral attributes could be directly observed,
including visibility/approachability, interest, listening/inquiring, searching,
and follow-up activities. These guidelines have been widely used to assist
in... evaluation of librarians and staff who provide information services
directly to library users. (American Library Association, n.d).
Other writers on this topic, such as Katz (2002), describe how interview
techniques such as listening, approachability, verbal and nonverbal cues, dress
and ideal behaviour all work to provide preparation for the reference interview.
Richardson (1999) suggests that analysis of the questioning-answering process is
a key part of the reference function.
If we examine the reference encounter in Case study 1: Trouble at the
reference desk we can see that one of the problems is that the user does not
appear to get the full attention of the librarian. The second is that when
confronted with the computer, (Some results flash up on the computer. She
looks at these but shakes her head (TOPNZ, 2013) the user does not understand
(Katz, 2002). I think the male librarian may have a visual learning style whereas
the customer (female) appears to need better verbal communication. I think the
user could have a learning disorder or difficulty with face to face learning. There
is also the fact that the librarian at the information desk downstairs next to
returns may be perceived as busy and as not fully interview trained. The librarian
does smile at the patron and that is good behaviour but there is no information
literacy modeling and the patron appears to have trouble with the catalogue.
Interrupting before finding the information needed with a suggestion to use the
catalogue is not recommended behaviour. We see that when the patron has
trouble with the catalogue she approaches the librarian again but is hesitant
(TOPNZ, 2013). The librarian should not have pointed to the catalogue when it
was not visible but he should have taken the user to the information. The
directional instruction is not a clear visual cue and should be followed up with an
offer of further assistance.
In the negotiation phase the librarian also interrupts when he should actively
listen, look up from his screen and ask questions to clarify the information need
of the person. The patron should not have to cough to get the attention of the

librarian. The librarian searches the catalogue again without using any significant
questioning techniques or search strategies and then gives a call number for a
book. However people dont always realize that information on any one subject
can be found in many different forms or source materials: books, magazines, ebooks, pamphlets, dvd, microform, internetand in many locations in the library:
for example, non-fiction, magazines and reference. It would have been better to
offer the patron a choice of source material and guidance to select from the
collections.
There are also some unspoken rules that make up good reference interview
behaviour according to Frost (2012) and The Open Polytechnic (2013). These
include:

To take the person to the information or bring the info to the person
rather that to point

To make sure you understand the question yourself before starting to

try to answer it

That if you cant find an answer to pass the question on or consult with
other staff or take a reference inquiry where you have time to research
and to get back to the person, perhaps with the help of colleagues.

To name the source of the information when giving information

To look the answer up rather than going off the top of your head. Not
we dont have it but I can look for you and find out who may have
it

To be as accurate and objective and professional and positive as

possible(Frost, 2012 & TOPNZ, 2013).

At the conclusion of a good reference interview a librarian should have found out
what the basic question is or the basic purpose or why the information is needed
and by who and what the information is for, (for example, is it for a work project
or personal information for themselves). The librarian should have a deadline
after which the information is no longer needed. There should be a good idea of
the type and amount of information needed, the level of information (complexity,
language used, specialist documents) how much and in what form.
It can also help to determine the amount of time you have to complete the
request, and exactly what the person needs to know (key terms, subjects,
aspects of subjects etc.). To close the interview the librarian should ask a follow
up question such as Does this completely answer your question? or Is there
anything else I can help you find? They can also let a user know who will be
working on the query and get the contact details and full information about the
query. The librarian can also give the person some idea of when I will be getting
back to them.

In Case Study 2: Business library reference encounter we have a phone query to

a business library information centre. The enquiry moves along sequentially and
effectively and may even involve another librarian in the call centre with follow
up work to create a short list of Pro-quest database articles as well as company
websites. The man had already been to the library and has been shown the
database, he now gets some very specific and excellent help from the librarian to
search the Pro-quest database using keywords, search strategies suggested by
the librarian; such as refining the search, and suggested subject headings, useful
phrases and hyphenated word searches. The listening/inquiring, searching, and
follow-up activities are better preformed and the parameters of the enquiry are
better defined for example, the librarian asks about the deadline for the
information, Is 4 oclock tomorrow OK and both Brian (the caller) and Victoria
(the librarian) provide their full names to each other, with an invitation from
Victoria to call the same number again if you need to and instructions from
Brian in the marketing section on the code for charging his department
(TOPNZ,2013). In the first call no names were provided and Brian does a search
on online shopping for articles in Pro-quest before ringing back 15 minutes later
to say he has too many articles But from here on in the librarian is using effective
questioning techniques for a reference interview. Brian has a positive reference
transaction and gives feedback, Thats great. Thank you very much.
Library reference interview literature states that the positive or negative
behavior of the librarian (as observed by the patron) becomes a significant factor
in perceived success or failure. (McKenzie, 2003).
When comparing the communication in the two reference transactions I noted
that in Case Study 1. that the communication was slower and there was some
frustration for the user with the catalogue before the librarian learns what the
original search terms are: Demand chain management which could be about
business processes. In case study two there is also an initial slowness but the
user has 15 minutes to themselves before they phone back. Brian is able to find
articles in a database but needs help to refine the search keyword from the initial
shopping on line to e-payments , a subject heading electronic commerce and
also to specific companies such as Billpoint (TOPNZ, 2013) . In case study one a
book is consulted rather than a database and the purpose or any of the
parameters of the inquiry are not fully understood. In both cases there is a
matter of fact tone of voice and the potential for follow up. It is the learning
difficulty of the first patron with regards that catalogue that is problematic. The
librarian needs to take more time to understand this customer and the query and
use some more effective reference interview strategies.
(Ross & Nilsen, 2009) state that professional library training allows the reference
librarian to conduct a reference interview, consult the appropriate reference
tools, and provide an answer that is supported by authoritative sources. In Case
study 1 the tools used are the catalogue and a book and a quick discussion on
internet availability. In Case study 2 the tools are the Pro-quest database and
then very effective search strategies, then the confident customer requests a list

of summarized articles and specific organizations websites. The ability of the

librarian to give confidence to the customer to use a range of different reference
tools and strategies is better in the business library reference encounter.
McKenzie (2003) states that a re-evaluation of practice guidelines for
approachability, interest and listening/enquiry is needed when there is more than
one staff member. You can see how when someone is relieving at the desk as in
the end of Case study 2 that the inquiry begins for the customer again with a
new staff member and now a new request to be made for access to the pay per
use internet facility and with the query not resolved or search terms and
strategies not disclosed. There is the risk than this customer pays for internet
time and then has problems with the screen again or does not know keywords to
even do a general search. It would be better to offer further instruction and
possibly a demonstration of how to access a suitable database. The librarian
should ask what the problem was earlier to give more information. The more
successful encounter was the phone enquiry at the business library than the face
to face encounter at the public library.
Nilson and Ross (2006) state that in an examination of user accounts of virtual
reference transactions (chat, video conferencing, email and instant messaging),
that the reference interview has almost disappeared. In the case studies we
can see that the reference transaction is simplified or shortened. (Nilson & Ross,
2006). It is always a more effective reference process if the librarian clarifies the
question in the initial negotiation phase. Ross and Nilsen and Radford (2009)
remark that up to 85 percent of people who come to the library searching for
good books to read use browsing at a strategy. In doing so they show themselves
to be reflective learners or visual learners or a combination of learning style
types. However an effective reference encounter, with an advisorial reading
component or a general reference encounter with welcoming behaviour is critical
for the verbal learner or the global learner or the learner who is not intuitive with
source selection Welcoming behaviours such as a welcoming look or other
behaviours such as outlined in the ALA/RUSA Guidelines for behavioral
performance of reference and information service providers is recommended to
provide additional strategies for librarians and information professionals who
initiate and welcome users and assist them to search, research and follow up on
their reference queries. The additional strategies discussed in this essay add to a
growing volume of relevant literature that helps improve the reference
experience and also to help avoid negative behaviours that impact upon patron
satisfaction with the reference interview. Behavioural performance,
communication styles and questioning techniques allow the librarian to clarify
understanding of the key elements and requirements of a users request and to
meet the users information needs.

Word count: approximately 1838 words excluding all quotations.

Word count: less than 1900 (500 + 600 +400 +400).

Reference List

American Library Association. (n.d). Guidelines for behavioral performances of

reference and information service providers Retrieved from
www.ala.org/rusa/resources/guidelines/guidelinesbehavioral
Frost, Fiona (2012), Reference training-interview [PowerPoint slides] Hastings,
New Zealand: Hastings Public Library.
Katz, W.A (2003). The reference interview. In Introduction to reference work.
Volume II: Reference services and reference processes. (8 th ed., pp.123-140)
Boston, MA: McGraw-Hill.
McKenzie, P.J. (2003). User perspectives on staff cooperation during the reference
transaction. Reference Librarian, (83/84), 5-22.
Nilson, K. & Ross, C.S. (2006). Evaluating virtual reference from the users
perspective. The Reference Librarian 46 (95/96): 53-79.
Reitz, J. (2013), Online Dictionary of Library and Information Science. Retrieved
from http://www.abc-clio.com/ODLIS/odlis_A.aspx
Richardson, J. (1999) Understanding the Reference Transaction, College and
Research Libraries, May, pp. 211-222.
Ross, C., Nilsen, K., & Radford, M. (2009). The readers advisory interview. In
Conducting the reference interview. In Conducting the reference interview
(2nd ed.). New York, NY: Neal-Schuman.
Ross, C.S & Dewdney, P. (1998). Negative closure: Strategies and counterstrategies in the reference transaction. Reference & User Services Quarterly
38(2), 151-163.
The Open Polytechnic of New Zealand (2013) Module 2: Case studies. In 72.271
User Education and Reference Skills. Lower Hutt, New Zealand: Author
The Open Polytechnic of New Zealand. (2013). Module 2: The Reference
Encounter. In 72.271 User Education and Reference Skills. Lower Hutt, New
Zealand: Author.

the resource.

As a sensing learning I can help myself with these techniques.

"Sensors remember and understand information best if they can see how it connects to
the real world. If you are in a class where most of the material is abstract and theoretical,
you may have difficulty. Ask your instructor for specific examples of concepts and
procedures, and find out how the concepts apply in practice. If the teacher does not
provide enough specifics, try to find some in your course text or other references or by
brainstorming with friends or classmates."
As an Intuitive learner I could help myself with these techniques:
I can ask my teacher/coach for interpretations or theories that link the facts, or try to find
the connections themselves. To avoid careless mistakes due to impatience with details
and repetition I must take time to read the whole question before beginning to answer
and be sure to check my results
As a visual learner I can help myself with these techniques:
Try to find diagrams, sketches, schematics, pictures, timelines, photographs, films,
demonstrations flow charts, or any other visual representation of course material that is
predominantly verbal. I should ask for CD-ROM displays of the course material if
available. I could use a highlighter to colour code notes relating to one topic with the
same colour. Another technique is to prepare a concept map by listing key points,
enclosing them in boxes or circles, and drawing lines with arrows between concepts to
show connections.
As a verbal learner I can help myself with these techniques:
I can write summaries or outlines of course material in own words. I need effective group
work where you can hear classmates' explanations of material and learn more thought
others explanations.
As a sequential learner I can help myself with these techniques:
Most college courses are taught in a sequential manner. However, if you are a sequential
learner and you have an instructor who jumps around from topic to topic or skips steps,
you may have difficulty following and remembering. Ask the instructor to fill in the
skipped steps, or fill them in yourself by consulting references. When you are studying,
take the time to outline the lecture material for yourself in logical order. In the long run
doing so will save you time. You might also try to strengthen your global thinking skills by
relating each new topic you study to things you already know. The more you can do so,
the deeper your understanding of the topic is likely to be.
As a global learner I can help myself with these techniques:
If you are a global learner, it can be helpful for you to realize that you need the big
picture of a subject before you can master details. If your instructor plunges directly into
new topics without bothering to explain how they relate to what you already know, it can

cause problems for you. Fortunately, there are steps you can take that may help you get
the big picture more rapidly.
Before you begin to study the first section of a chapter in a text, skim through the entire
chapter to get an overview. Doing so may be time-consuming initially but it may save
you from going over and over individual parts later. Instead of spending a short time on
every subject every night, you might find it more productive to immerse yourself in
individual subjects for large blocks. Try to relate the subject to things you already know,
either by asking the instructor to help you see connections or by consulting references.
Above all, don't lose faith in yourself; you will eventually understand the new material,
and once you do your understanding of how it connects to other topics and disciplines
may enable you to apply it in ways that most sequential thinkers would never dream of.
This experience tells me to be conscious of different learning style preferences to help
me to experiment to strengthen my strategies for each and to create rapport with the
person I am assisting if I can determine their dominant leaning style or to access some
form of information to provide some solution. I realize reflective learners need more time
to pause and review and that I can help fill in steps for sequential learners for example.

Reference list
Felder, R.M., & Soloman, B.A. (n.d). Learning styles and strategies. Retrieved August 25,
2013, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm