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This reader’s advisory is what Moyer and stover term a dynamic services as our group aims to provide sources of inofmration that will respond to user queries or requests.

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It is important that your library has access to what you recommend

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The accessibility of sources is very important when making a suggestion.

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When selecting resources online, you should take into consideration the audience and the reason for selecting this material.

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by Stover and Moyer (2010)

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It is not wise to make an assumption that the user is in a hurry purely because they are asking their query online (Kern 2003 cited in Cassell). Welcome the user and mention their name if visible. Repeat their question to them and conduct the reference interview with open-ended questions to begin. Notifying the user that you are repeating the question to ensure you fully comprehend what is being asked and keep the user updated on what searches you are conducting to uncover their infroamtoion need. The user’s replies serve as an indication to whether you are communicating efficiently and clearly. Face-to-face reference interviews have the same shortcomings as virtual ones. Librarians must use appropriate language that will allow the user to feel comfortable and heard. Joseph E Sttaw (200 as cite din Cassel) urges that a well written response is essential.

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Cassell talks about reference questions in a face-to face setting but they are also applicable to virtual reference questions. Cassell advises that in the case of a virtual reference interview to ensure that the librarian is leaving space for the user to ask more questions if their first question was inadequately answered.

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The reference librarian is not a specialist in every subject field and so user queries is an opportunity for librarians to learn. Once information is discovered, the librarian needs to decide what is useful and what is not useful to the user. Are they looking for general or technical information?

Continuing to ask the user what material they are looking for will help correctly identify what the user needs. Follow-up questions will help the librarian to know whether they have adequately responded to the query. Do not dismiss the user, end the conversation when you have done all you can but ensure that the user feels the same.

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There is a time for close-ended questions too. Once the question is fully understood by the librarian they may ask these types of questions to consolidate what they are searching for. Remember not to make assumptions when asking this type of question. The librarian should keep the user involved in the search so they can come to the desired answer. Repeating the question to the user t o ensure you have a fulll understanding is also important.

Now that the librarian knows exactly what information the user needs, they may begin using search terms and finding sources for the user.

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Cassel & Hiremath warn of librarians presuming that reference questions are simple and straightforward and highlights that often they are deceptively so. Clarifying questions are essential to aid the librarian in ensuring that the user’s question has been correctly and sufficiently answered

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Cassel and Hiremath highlight the importance of librarians being able to adapt to technology that is frequently evolving in society and changing the scope of reference services. It is important to consider what type of device they might wish to read this on.

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When determining whether a source is going to be important to add to a library’s collection, it is essential to consider the “scope, quality of content, appropriateness for audience, format, arrangement, authority, currency, accuracy, ease of use, unique coverage, and cost”

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Cassel advises to separate reference questions into three separate categories; ready reference questions. Research questions and bibliographic verification.

Ready reference questions are simple questions with a distinct answer. Cassel highlights that despite the simple nature of a ready-reference question, a reference librarian must take this opportunity to show the user how they discovered the answer. This will help the user to discover information independently. Take the user on the journey of discovering the answer. Cassel actually advises creating a ‘ready reference section’ to aid users looking of these types of answers. This can include encyclopaedias, almanacs and dictionaries.

Research questions are more detailed and often complicated. These types of questions may need detailed research that involves multiple sources to effectively come to a conclusion. Cassel notes that a questions that appears to be a ready reference question may be a research question so watch out for that. These types of questions often need the librarian to aid the user in their search by teaching them how to find relevant databases, journal articles and how to gain access to these in the library. These types of questions may also require the reference librarian to ask more questions about the topic to discover what it is the user actually needs. Cassel advises the librarian to discover “how much information is needed, what level of information is needed, and what other sources have already been consulted”.

Cassel draws attention to the fact that reference librarians are not there to give a set answer on research questions. They should assume a guiding role to give students the tools to perform this research independently.

Bibliographic verification involves verifying sources that the user has already gathered. This is a form of fact-checking or sometimes involves ensuring adequate citing has occurred.

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All of these are in my own words - can be used for reflection as is

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All of these are in my own words - can be used for reflection as is

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Bunge (1999 as cited in Cassel) states that it is the responsibility of the reference librarian to provide users with positive interactions and must aim to answer user queries to the highest standard they are able to.

The provision of information that is factual and without bias is essential to the reference librarian role. Personal biases must not come into a reference librarians provision of literature.

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Reference and Information Service: An Introduction

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Reference and Information Service: An Introduction

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by Casel and Hiremath

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Overcoming Transactional Distance: Instructional Intent in an E-mail Reference Service

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Overcoming Transactional Distance: Instructional Intent in an E-mail Reference Service

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by Martha Portree, R. Sean Evans, Tina M. Adams and John J. Doherty

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In conclusion, our research shows that the academic librarians involved in this particular e-mail reference service intend to provide some form of instruction in just over half of the interactions examined here. It is this instructional intent on the part of the librarian that is deliberately designed to overcome the negative issues of transactional distance in the online learning environment. In other words, the librarian seeks to provide the user with an appropriate and relatively immediate response. There are instances of significant customisation of responses over the base standard answer form. As noted above, this suggests a strong sense of instructional interaction. The librarian has stepped outside of the structurally bound, standardised response to engage more directly with the user and to acknowledge the experience and intent the user brings to the interaction.

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The statistical test therefore suggests that the librarians working on this Ask A Librarian service customise their user responses more when they intend to provide some level of instruction to the user.

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Rather, in an online interaction, we would suggest providing the user with the content requested, and then going an extra step: "Here you are. So you are probably looking for some statistics? If that doesn't contain quite what you were looking for, let me know, I'm happy to help you find articles and other resources that may answer your question." This provides an opening for more assistance without assuming that a patron cannot be expected to know what he or she wants and may prompt an immediate response from the patron for more assistance.

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In essence, then, neutral questioning provides the librarian with a tool for controlling the nature of the reference interview.

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Open questions such as "Tell me more about topic X'' allow users to respond in their own words and do not limit answers to the narrow range of choices presented by the closed question: open questions are invitations to talk. As such, they free them selves from the system-oriented constraints of closed questions. The draw back is that they elicit conversation that is irrelevant as well as relevant to the interview.

Neutral questions are a subset, of open questions. Open in form, they, guide the conversation along dimensions that are relevant to all information-seeking situations. The neutral questioning strategy directs the librarian to learn from the user the nature of the underlying situation, the gaps faced, and the expected uses i.e., the three elements of the sense-making model.

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The typical approach to interviewing at tempts to match users to the resources. It builds on the user's first statement by asking a series of closed questions (i.e., questions which can be answered with "yes'' or "no" or a specification of "this" or "that"). These closed questions are used to identify which of the system's resources the user needs and are typically arrayed along the dimensions of the system's storage and retrieval categories, such as subject or keyword, author, title, or format. In an empirically based study of the public library reference interview, Lynch discovered that librarians most frequently ask closed questions dealing with subject definition or bibliographic description.

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One of the most important tasks of a li brarian who acts as an intermediary be tween the inquirer and the system is query negotiation determining what the inquirer really wants to know.

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Neutral questioning is a strategy for conducting the reference interview in a way that allows the librarian to understand the query from the user's viewpoint. Neutral questions are open in form, avoid premature diagnosis of the problem, and structure the interview along dimensions important to the user

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Neutral Questioning: A New Approach to the Reference Interview

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Neutral Questioning: A New Approach to the Reference Interview

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by Brenda Dervin and Patricia Dewdney (1986)

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These services provide an opportunity for users to have their quesitons answered regardless of time-zone.

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has been critical to their success. Early experimental or pilot projects would be developed and slipped onto library websites, often buried multiple levels down with disclaimers and obtuse policy statements, warning all who tried to use them to beware. Media campaigns , well-designed web presences, even viral marketing approaches, have been developed and fruitfully deployed in a large number of venues.

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Contending with the vagaries of licensing agreements

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Contending with the vagaries of licensing agreements

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has been a continuing challenge. How much, if any, material from a licensed database or work can be sent via email or quoted in a chat message with a user who may or may not be part of your legal service population of community? Obviously, this issue quickly gets us into authentication, privacy and confidentiality territory as well.

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An Informal History (and Possible Future) of Digital Reference

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An Informal History (and Possible Future) of Digital Reference

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by Joseph Janes

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To avert many technical problems, libraries can simplify their VR services by using embedded IM. Embedded IM allows libraries to insert code into an html page that produces an IM chat box. This eliminates the necessity for users to login to a chat service. With embedded IM, users can start chatting immediately without signing up for a proprietary IM service

or filling out a form.

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Taking time to effectively communicate during a VR session

will ensure you correctly identify the patron’s information need and create a positive socioemotional experience; this will save time in the long-run.

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Librarians should not hesitate to use conventions that express the feelings and emotions that they would express in a face-to-face transaction.

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Librarians should become accustomed to common emoticons and other online communication conventions to ensure that we create the same level of personalization that has made in person reference such a valued service.

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A variety of communication techniques can facilitate the online reference interview and help overcome the other aforementioned barriers. Ronan (2003) made a number of suggestions for communicating during the VR interview. One such suggestion was communicating in short sentences or with only a few words at a time. She also suggested becoming familiar with common abbreviations. Some early adopters of the medium may take the use of abbreviations to a level many librarians are not familiar with (Munro and Zeidman-Karpinski, 2003); however, as synchronous online communication becomes more commonplace, knowledge of these abbreviations will certainly grow, thereby increasing their usefulness and practicality. Ronan (2003) also pointed out that long strings of words are difficult to read in the small patron interfaces of VR users, making the use of abbreviations and short phrases very practical.

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The most noted problems are the lack of physical and auditory cues one experiences in a face-to-face encounter.

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If it is the case that the reference interview is less likely in VR transactions, one reason could be that librarians feel a real or perceived pressure from the user to handle the transaction quickly. Another possible explanation is that the text format gives the perception of an adequately communicated user query.

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Challenges of the Virtual Reference System

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Challenges of the Virtual Reference System

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Common challenges or problems identified in the literature include tendency to omit the reference interview, communication limitations, extended transaction times, and technological problems.

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Enhancing Virtual Reference: Techniques and Technologies to Engage Users and Enrich Interaction

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Enhancing Virtual Reference: Techniques and Technologies to Engage Users and Enrich Interaction

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by William Breitbach & J. Michael DeMars

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Personalized signatures using the librarian’s first name or initials (differentiated from those automatically generated) may facilitate repeat use of the virtual reference

service.

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Wheeler and Fournier (2001) made some suggestions for ensuring successful asynchronous interactions. These include being approachable, which includes using a greeting and signature, and reassuring a user that the question being asked is valid. Tenopir (2006) notes that greeting rituals are a good starting point for rapport building and positive closing rituals help to encourage user returns to chat

reference.

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This indicates that a librarian may need to find an appropriate balance between formal and informal speech when providing chat reference.

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For instance, automated responses, phrased as “computer-generated reply,” or “copy and paste,” and insufficient interaction, phrased as “a lot of silence from the other end” together with impolite communication styles are all actions that are negatively perceived by users.

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For instance, users are

appreciative of efforts employed for enhancing interpersonal communication through utilization of the user’s name or provision of contact information or name. Actions that users cite positively also include open and polite communication styles and interpersonal rapport developed through working with and follow-up with users and inviting users to return to the reference service.

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A main advantage to virtual reference services in relation to assessment is the ability to keep complete and accurate artifacts (i.e. transcripts) of interaction between librarian and user (Garnsey and Powell, 2000). This provides a major benefit over face-to-face sessions where keeping verbal interaction for future

study can be unduly cumbersome. Transcript analysis is useful for examining several aspects of virtual reference services, such as quality of an answer, correctness of an answer, adherence to appropriate guidelines and interpersonal communication.

Through transcript analysis, several studies demonstrate that interpersonal rapport

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Users were more satisfied with a session when a reference interview had been conducted. Another reason to stress the importance of reference interviews is that librarians who conduct them are also more likely to follow service guidelines (Hyde and Tucker-Raymond, 2006). Marsteller and Mizzy (2003) found reference interviews occurring in chat 64 percent of the time, a rate comparable to face-to-face services.

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This method may pose problems for slow typists, and the nature of a chat conversation can seem stilted as there is a delay between turns.

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Marcum (2005) noted a weakness in asynchronous reference manifested in the

use of clarifying questions. Reference interviews can be more easily conducted

face-to-face or even through chat services, which may lack full use of nonverbal cues

but allow a quicker method of clarification. Doing so through e-mail can take much

more time and multiple exchanges; there is still the chance that the question will not be

properly addressed. As Marcum notes, the risk of miscommunication is high through

this method of reference.

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Ruppel and Fagan (2002) argue that interpersonal relations, associated with terms such as “friendliness” or “politeness,” are very important for successful reference service. Interpersonal rapport seems to have a significant impact on positive perceptions of reference interaction with librarians.

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Owing to its asynchronous nature, e-mail reference allows a librarian to digest and analyze a question more thoroughly. It is also easier to refer to the original query (Stacy-Bates, 2003). Since there is less pressure for an immediate response, this can lead to more complete and meaningful responses as the librarian is able to search for and compose a response (Braxton and Brunsdale, 2004; Straw, 2000).

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Asynchronous computer-mediated communication (CMC) exchanges such as e-mail provide the benefit of more time to interpret a message, both by the sender and receiver.

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Opening and closing rituals of the virtual reference service of theInternet Public Library

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Opening and closing rituals of the virtual reference service of theInternet Public Library

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by Jung-ran Park, Guisu Li and Amy Burger

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One paragraph in particular was highlighted as an issue by one reviewer. They suggested I jumped between points too much. To rectify this I separated the paragraph into two separate paragraphs and focused on one point in each.

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It was suggested I include an action plan on how to implement my learning. I attempted to do this by expanding on how I wish to use my learning in my future career.

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Both reviewers suggested that the second last paragraph where I discussed plagiarism was unnecessary and that my word count might be better put to use expanding on what I have learnt in previous paragraphs.

I incorporated this feedback and rewrote parts of my reflection and removed the paragraph on plagiarism

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An unmonitored referral occurs when the reference librarian refers the user to a library source, but does not follow up to make sure that the source is not only found but also answers the question adequately.

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Even when the library staff member does conduct an interview, a common problem is that too many questions relate to the library system, not to the context of the user’s informational need.

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Five common problems with the staff member’s role in the transaction: 

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Five common problems with the staff member’s role in the transaction: 

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1. Failure to establish contact by using appropriate attending skills

2. Bypassing the reference interview and accepting the initial question at face value

3. An unmonitored referral, which occurs when the staff member refers the user to a source, either inside or outside the library, without taking any steps to check whether or not the user eventually gets a helpful answer.

4. Failure to pay attention to cues from the user that the transaction was going offtrack

5. Lack of knowledge of appropriate sources.

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Some Implications of Mental Models Research for Reference Staff

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Some Implications of Mental Models Research for Reference Staff

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1. Remember that users tend to phrase their initial questions in a way that they believe meets the requirements of the system.

2. Be aware of the likelihood of the discrepancy between the user’s mental model of the library system and your own, and take steps to check for discrepancies

3. Mental models change through an incremental learning process.

This does not mean, however, that you should insist on giving unwanted instruction. You must assess— and not by guessing— what the users’ level of knowledge or ability is and whether or not they want to learn more on that particular day.

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1. Users ask for something very broad and general when they actually want a very specific piece of information within the broad category they have asked for.

2. Users ask for something specific, but there is a mismatch between the specific thing they ask for and what they actually need to answer their question.

3. Users aren’t exactly sure how the library system works and ask a question based on a misunderstanding or to clarify their confusion.

4. Keywords in the user’s question are ambiguous.

5. The user’s question involves a reconstruction as the user tries to remember specific terms or details and reconstructs the meaning, but not the form, of a forgotten item.

6. The user’s question contains an error or misconception not about the library system itself, but about the outside world.

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the reference interview is needed because the user’s initial question is so often not the real question— or at least not the complete question.

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a term from linguistics given to a question that doesn’t work because it leads to erroneous inferences.

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If users were all experts in understanding how information is gathered, organized, and retrieved, they would think about information differently— more like the way librarians do. They would also ask for information differently. But since they are not all experts, they often phrase their informational needs in terms that reference librarians find indirect, incomplete, or misleading. The mirror image of this problem is that your extensive knowledge of the library system makes it hard for you to think about information the way that users do.

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1. Users depend on librarians to help them the information they need.

2. Complex informational needs are presented in small libraries as well as in large ones.

3. Users’ questions may appear to be easy to answer but are often difficult.

4. Nearly half of these questions could not have been answered without the librarian’s help.

5. Users depend heavily on librarians not only to find the information they need, but also to find out how to use the system.

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In almost every transaction, one or more questions should be asked to give users a chance to expand on or clarify what they want

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In virtual settings, research studies have found higher levels of accuracy when librarians asked “clarifying questions” (either an open question or a closed question) in order to understand the real question.

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In the readers’ advisory interview ( see 7.5), librarians have directed conversations with readers about their reading tastes, experiences with books that they have read and enjoyed (or disliked) in the past, their current reading situation, and what they are in the mood to read at present. Sometimes librarians, when they are unable to communicate directly with a user who wants the information, must work through a delegate who is asking the question on behalf of the end user

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The purpose of the interview is to elicit from the user sufficient information about the real need so that the librarian understands it enough to begin searching. The user’s initial question often needs to be clarified, narrowed down, made more detailed, and contextualized. Questions asked during the reference interview are intended to elicit specific kinds of information: What does the user want to know? How does the user plan to use the information? What level of detail, technical specialization, or reading complexity is wanted? What is the preferred format for the information? Other restrictions may emerge such as how much work the user is willing to do to get the answer, whether there are time limits or deadlines, and how current the information must be.

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The term reference interview suggests to most librarians a short face-to-face, telephone, or online interview conducted for the purpose of finding out what the user really wants to know so that the staff member can match the user’s question to the library’s store of information.

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1. greeting the interviewee and establishing rapport; structure

2. general information-gathering or getting the big picture; that must reflect its

3. specific information-gathering;

4. intervention, such as giving information, advice, or instructions; and

5. ending, including feedback or summary.

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Rule of turn-taking - listening

Asking and answering questions - open and closed questions, sense-making questions

Directed toward a purpose

Repetition, encouraging and probing - important to ask same question in different words to gain fuller picture

Paraphrasing, summarising

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Conducting the reference interview: A how-to-do-it manual for librarians

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Conducting the reference interview: A how-to-do-it manual for librarians

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Nilsen, K., Ross, C.S., & Radford, M.L. (2019).

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Supplying information is not the end of the reference transaction. The librarian is responsible for determining if the patron is satisfied with the results of the search, and referring the patron to other sources including those not available through the local library.

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The search process is the portion of the transaction in which behaviour and accuracy intersect. Without an effective search, not only is the desired information unlikely to be found, but patrons may become discouraged as well. Many aspects of searching that lead to accurate results are dependent on the behaviour of the librarian.

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A successful reference transaction requires a high level of visibility.  Reference assistance should be available through a variety of technologies at a patron's point of need.

In order to have a successful reference transaction, it is essential that the reference librarian be approachable, make the patron feel comfortable. The librarian’s initial response in any reference situation sets the tone for the entire communication process, and influences the depth and level of interaction.

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Guidelines for Behavioral Performance of Reference and Information Service Providers - RUSA

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Guidelines for Behavioral Performance of Reference and Information Service Providers - RUSA

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Another strategy commonly used by librarians with students is to ask what the instructor actually said, or to ask to see what is written in the assignment.

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How did you hear about/Where did you read about X?

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Strategies for dealing with type III & IV

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Strategies for dealing with type III & IV

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Certain kinds of open questions work well. People always ask reference questions from a personally meaningful context, and the context can be uncovered by using neutral questions, described by Dervin as open questions designed to get at three dimensions of the underlying information need:
the background situation (how the information need was generated),
the gap or missing piece of understanding, and the uses,
or how the user plans to use this information.

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Some recommended follow-up questions are: Does this completely answer your question ? Does that help you ? Will that be all you need?

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Engage in conversation with the user, it may emerge accidentally that the topic is X, not Y.

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The librarian must answer these unspoken questions and show the user they recognise their need. Do this by repeating the user's words along with appropriate body language that invites the user to describe the information need in further detail

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The librarian must respond in a way that indicates the user is in fact in the right Place, the librarian is Available to help, the user has made Con tact in that the librarian is listening and willing to help, and the librarian has heard the Topic, or at least has some idea of what the query is about.

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Ross and Dewdney suggest that the librarian treat the initial question not as an accurate representation of the information need, but as four unspoken questions being asked by the user:

1. Am I in the right place?

2. Are you available to help me?

3. Have we made contact? (Are you listening and willing to help me?)

4. Have you understood my topic (in general) ?

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pragmatic information: aspects of meaning that have to do with the context or real world situation in which it is used

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We also know semantic information? information about meaning?when we know a word. In addition to knowing the concept or thing in the world to which the word refers, we know what other categories of meaning apply to it. Is the referent concrete or abstract?

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Syntactic information that we know about a word includes the grammatical category to which it belongs? - what we used to call parts of speech. In addition, we know syntactic facts that tell us how a word can be used grammatically in sentences.

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Phonological information tells us how to pronounce the word and its different forms.

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In the reference transaction, the librarian must have a clear, complete under standing of the user's information need before a satisfactory answer can be given.

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Negotiate question through a reference interview - librarian can clarify, expand and repair the query

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In the reference transaction, the librarian must have a clear, complete under standing of the user's information need before a satisfactory answer can be given.

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"Ill-formed queries" were classified into four main categories:
1) "no-harm done" examples (usually caused by acoustic failures)

2) unrecognized librarian-originated accidents (usually involving pronunciation variants or homophones)

3) secondhand communication accidents (where the user repeats an earlier misunderstanding

4) creative reconstruction (where the user reconstructs the meaning of a forgotten term).

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Oranges and Peaches: Understanding Communication Accidents in the Reference Interview by Dewdney & Michell

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Oranges and Peaches: Understanding Communication Accidents in the Reference Interview by Dewdney & Michell

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The zone of intervention is that area in which a user can do with guidance and assistance what he or she cannot do alone or can do only with difficulty. Intervention in this zone enables the person to move along in the information search process. Intervention outside of this zone is intrusive on the one hand and overwhelming on the other. Intervention on both sides of the zone of intervention is inefficient and unnecessary.

The conceptual framework of the Information Search Process also challenges researchers to look beyond the query to the inquiry to discover ways to enhance intellectual access that leads to learning, creativity and innovation.

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These findings indicate the need for considering uncertainty as a natural, essential characteristic of information seeking as a sign of the beginning of learning and creativity. Uncertainty is a concept that offers insight into the user’s quest for meaning within the Information Search Process

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This research reveals that prior to formulation people are likely to experience heightened uncertainty in the face of unique, incompatible, inconsistent information that requires construction and interpretation to be personally understood. It seems helpful for people to expect uncertainty to increase during the exploration stage of the process rather than thinking that increased uncertainty is a symptom that something has gone wrong.

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the conceptual premise proposed from the model of the Information Search Process is stated as an “uncertainty principle” for library and information services and systems. This uncertainty principle states that uncertainty is a cognitive state that commonly causes affective symptoms of anxiety and lack of confidence. Uncertainty and anxiety can be expected in the early stages of the process

The uncertainty principle is expanded by six corollaries, each of which offers an explanation of a particular component of the Information Search Process: process, formulation, redundancy, mood, prediction, and interest

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Within this task model the process of information seeking from the user’s perspective may be thought of as a sequence of choices based on four criteria: task, time, interest and availability.