LS21 - All Notes

UNIVERSITY OF SANTO TOMAS
COLLEGE OF EDUCATION
BACHELOR OF LIBRARY AND INFORMATION SCIENCE PROGRAM
LS21: REFERENCE SOURCES AND SERVICES III

TABLE OF CONTENTS
Reference and Information Services 1

Competencies 6
Search Strategy 9
Reference Interview 11
Reference in School & Special Library, etc. 15
Reference and Research Services in Special Libraries: Navigating the
Evolving riches of Information
What's so special about Special Librarians?
The Evolution of Library Reference Services: From General to Special
Applying traditional librarianship to new roles for Special Librarians
2|R E F E R E N C E A N D I N F O R M A T I O N S E R V I C E S
CHAPTER I:
REFERENCE AND INFORMATION SERVICES

LS21: Reference Sources and Services III
DEFINITIONS OF REFERENCE SERVICE
1. JAMES I. WYER – that part of library administration which deals with the assistance given to the readers in their use of the
resources of the library.
2. MARGARET HUTCHINS – reference service includes the direct, personal aid within a library to persons in search of
information for whatever purpose and also various library activities especially aimed at making information as easily
available as possible.
3. DR. RANGANATHAN – the process of establishing contact between a reader and his document in a personal way.
4. SAMUEL ROTHSTEIN – the personal assistance given by the libraries to individual readers in pursuit of information.
PIONEERS OF REFERENCE SERVICE
I. REFERENCE SERVICE WAS THOUGHT OF MORE FORMALLY AT THE LAST PART OF THE 19 TH CENTURY.
In 1876, SAMUEL SWET GREEN of the Worcester Free Public in Massachusetts made first proposal to establish a more
personal relation between the librarian and the reader in terms of library service. He believed that greater assistance given to
library users would give better understanding of the library as a learning institution.
In 1891, W.B. CHILD discussed the functions of reference as ‘assistance in acquainting the readers with the intricacies of the
catalogue which facilities access to the resources of the library.
In 1915, W.W. BISHOP defined reference service as an “organized effort on the part of the library to help in the expedition and
fruitful use of the library”. CHARLES F. MCCOMBS, having the same idea, as W.W.Bishop believed that librarians should
identify the sources of information to help the reader.
The idea of subject specialization, which was instituted by Melvil Dewey in 1901, was fully accepted in the year 1930. From this
time reference service had been considered a major task in library work. One of the factors that gave rise to this aspect of library
service was the Second World War. Information became vital that speedy access to it was extremely necessary.
In the same year (1930), JAMES I. WYER strengthened the idea of reference service by identifying three concepts, which he
described as conservative, moderate and liberal. These were further described by Samuel Rothstein as minimum, middling and
maximum.
II. LEVELS OF ASSISTANCE
1. CONSERVATIVE OR MINIMUM – this concept asserts that the library only gives the researcher instruction and guidance in
the use of the library and its resources. The researcher is made to locate information he wishes to have. In a way, this
concept was supported by John Cotton Dana and Justin Winsor.
2. MODERATE OR MIDDLING – the library gives instruction or guidance in search on information whenever possible but on
busy days, he may render limited services.
3. LIBERAL OR MAXIMUM – the emergence of publications require the valuable assistance of the librarian to give necessary
support to researchers. Information dissemination and easy access to it is the name of the game. According to Wyer, the
“only tenable and impregnable theory of reference service is that which frankly recognizes the librarian’s obligation to give
unlimited service.”

College of Education
Bachelor Of Library & Information Science
ACCORDING TO MUKHERJEE, REFERENCE SERVICE CONSISTS OF THE FOLLOWING CATEGORIES OF WORK:

 Attending to inquiries received from readers, either in person, or over the phone or through correspondence.
 Helping readers at all levels in the use of library tools, and generally guiding them as to the reading materials available
in the library.
 Providing general information.
 Preparing reading lists and bibliographies on request from readers.
 Helping in research by maintaining abstracting and indexing services.
 Providing facilities for copying of reading list, duplicating or documentary reproduction methods.
 Making arrangement for inter-library loan.
 Preserving university ephemera as research and reference material.
 Keeping in touch with and cooperating with bibliographical centers.
 Collecting information regarding library resources.
 Locating information required by clients.
 Retrieving research information.
REFERENCE DEPARTMENT
The reference department of any library is one of the most important places in the library. This is organized in such a way that it
allows the steady flow of information.
The functional reference department is characterized by several major factors. These are staff, collection, facilities and the
reference room.
a. The STAFF is considerably a key factor in reference work. A well-trained staff contributes a lot to the achievement of
its objectives.
b. The COLLECTION of the reference department is the source of all information requested by library users. The more
comprehensive the collection is, the more information can be extracted from it. A good library collection is attributed to
the effort of the librarian to enrich it.
c. The REFERENCE ROOM is never complete without the necessary FACILITIES. The sources of reference work
become complete with the inclusion of the facilities which can be contribute a lot to better learning on the part of the
library users and ease in the search for the needed information on the part of the staff.
RELATION WITH OTHER UNITS OF THE LIBRARY

The reference department is one of the components of the entire library system. Its functions largely depend upon its affiliation
with other units of the library system.
The reference department should be closely related with the following:
1. ADMINISTRATION – the active reference librarian participates in library administration. Communication plays a vital role in
this work.
2. TECHNICAL SERVICE:
a. ACQUISITION – this requires the reference librarian to be familiar with the different materials that will suit the needs of
the library users. He is also responsible for the selection and acquisition of materials not only for the reference
department but also for the other units of the library.
b. ORGANIZATION OF LIBRARY MATERIALS/CATALOGING – materials that have been acquired need to be
organized. Organization of library materials allows the convenience of retrieving every piece of material acquired by the
library.
c. BIBLIOGRAPHY AND INDEXING
3. READER’S SERVICES
 Circulation – borrowing, ordering, retrieval
 Guidance

The reference librarian in his effort to give the best possible service cannot do much without the above-mentioned services in the
library. The above-mentioned services therefore have very close affiliation with the functions of the reference works.
FACTORS AFFECTING SERVICE

 The type and function of the library
 The size of the collection
 The attitude of management, particularly its customer service philosophy
 The staff’s attitude towards customer service
 The needs of clients
 Availability of staff and their workload
 Availability of facilities and space
 How much money is available
TYPES OF REFERENCE SERVICE

 Direct
- Reference or information services personal assistance, etc.
- Formal or informal instruction in the use of the library or information center and its resources.
 Indirect
- Selection of materials.
- Access to a wide range of information sources. E.g. print and non-print materials, etc.
- Evaluation of the reference department/section.
- Interlibrary loan activities.
- Organizations. This must be done hand in hand with the administration and the other services rendered by the library.
- Reference administration – this is a major consideration in small to medium size libraries.
- Miscellaneous task, i.e. “housekeeping chores” which have something to do with filing, photocopying, maintenance of
cleanliness in the keeping of records, etc.
COMPUTERIZED REFERENCE SERVICE

1. Use of computers in reference service
- Computer assisted search, Types of question
2. Computer-Assisted search
- Online search, Search strategy
3. Types of computer search

- CD-ROM searches, Gateway searching, Internet search
REFERENCE SERVICES
The reference services provided by a library include:
1. ASSISTANCE IN USING THE LIBRARY – many library clients need help searching the catalogue, finding material on the
shelves or finding information in reference sources. Some people feel comfortable using a library, but are unfamiliar with
electronic resources of information and request help using CD-ROM databases or the Internet. Library staff advises on
search techniques and explain how to use the library’s resources.
2. ANSWERING REQUESTS FOR INFORMATION – many library clients ask for help at the reference desk because they are
unsure where to start looking. The inquiries range from simple questions to complex research topics. Library staff is trained
to find answers to these questions and to help clients find the information.
3. READER EDUCATION – library staff provide instruction on how to use the library to individuals and group of clients. A
library staff may hold orientation tours for new clients, or conduct training sessions on using resources or specific sections of
the collection. Most libraries publish guides or leaflets on their collections and services.

4. CONDUCTING LITERATURE SEARCHES – if a library client has a complex research question, the library staff may search
for the relevant information using online or CD-ROM databases or the Internet. In other libraries clients are encouraged to
do their own searches.
5. CURRENT AWARENESS SERVICES – are provided to ensure that library clients keep up-to-date with information in their
interest or subject areas. Services include:
a. BIBLIOGRAPHIES OR READING LISTS – library staff prepare lists of works on a particular topic of interest to their
clients.
b. JOURNAL CIRCULATION – new issues of journals are sent to clients who have expressed an interest in reading them.
c. DISPLAYS – new additions to the library are displayed in a prominent position, or displays of materials on a particular
subject are prepared.
d. NEW TITLES LISTS – a list of resources added to the collection are circulated to clients.
e. NEWSPAPER CLIPPINGS – some libraries prepare their own newspaper clippings by reading the daily papers and
others subscribe to commercial clippings services which provide articles relevant to that library’s needs.
f. BOOKMARKING RELEVANT INTERNET SITES – many libraries bookmark Internet sites which are relevant to their
clients’ interests.
g. CURRENT AWARENESS BULLETINS – some libraries prepare bulletins, these contain news about the library, details
of new services, lists of newly accessioned resources and other items likely to be of interest.
h. SELECTIVE DISSEMINATION OF INFORMATION (SDI) – involves asking clients to describe their information needs
and then supplying items which fit those needs when they are received by the library. This service is usually provided
by special libraries and involves a great effort by the library staff.
i. INTERLIBRARY LOAN – if a library does not hold the required item, staff will borrow it from another library, thus
extending the amount of information available to its clients.
REFERENCE AND INFORMATION SOURCES
DEFINITION
1. REFERENCE SERVICE – it is the process of giving information by answering reference question.
2. REFERENCE BOOK – Katz defines this as one “designed by its arrangement and treatment to be consulted for
definite items of information rather than to be read consecutively.
3. REFERENCE LIBRARIAN – the person who interprets the question, identifies the precise source for an answer, and,
with the user, decides whether or not the response is adequate.
TYPES OF REFERENCE AND INFORMATION SOURCES
1. SOURCE TYPE / FACT FINDERS. Examples are encyclopedias, fact sources (e.g. yearbook, almanac, handbook and
directories), dictionaries, biographical sources (e.g. Who’s Who, Current Biography), geographical sources (e.g.
guidebooks, atlas, maps, and gazetteers.
2. LOCATORS / CONTROL ACCESS DIRECTIONAL TYPE OF INFORMATION SOURCE

- Bibliography, which is commonly defined as an organized list of records, is considered as the “first broad class or form
of reference source”.
o Control – bibliography keeps the records of publications produced from time to time. Records compiled in the
bibliography serve as a control upon which the librarian, bibliographer and other intellectual groups draw
needed information to complete research work.

o Access – the systematic arrangement of items in the bibliography facilitates access types of information and
all access types of information can be broadly defined as bibliographies. These are subdivided according to:
 Bibliography of reference sources and the literature of a field of either a general or subject nature.
 The library card catalog / OPAC
 General systematic bibliography e.g. The National Union Catalog (NUC)
 Indexes and abstract (e.g. RGPL, New York Times Index)
 Direction – bibliography indirectly gives the sources of information.
3. TIMELINESS OF REFERENCE SOURCES

a. PRIMARY SOURCES – are original materials. Examples of these are reports, magazine articles, patent, theses,
dissertations, manuscripts, and monographs.
b. SECONDARY SOURCES – are materials prepared from original or primary sources. Original materials, which have
been rearranged, interpreted, condensed, belong to this classification.
c. TERTIARY SOURCES – are primary and secondary sources combined together. These are materials that have been
twice removed from the original. Almost all types of reference sources fall under this classification.
INFORMATION SOURCES
QUERY PURPOSE SOURCE
Meaning, Spelling,
Words Pronunciation, Synonyms, Dictionaries and thesauri
What? Usage
Background Encyclopedias
Things Facts and figures Almanacs and handbooks
Background Biographical dictionaries, Encyclopedias
Who? People Location Directories
Location Maps, atlases, gazetteers
Where? Places Facts and figures Almanacs and handbooks
Background Encyclopedias, thematic atlases
When? Events and dates Facts and figures Almanacs and yearbooks
Current events Indexes, yearbooks
Why? Information Facts and figures Directories, handbooks, statistics
Source: Lane, Nancy. (1996). Techniques for student research: a practical guide. 2nd ed. Melbourne : Longman.

CHAPTER II:
COMPETENCIES
MANAGING THE 21ST CENTURY – REFERENCE DEPARTMENT: COMPETENCIES
The 21st century is seen as the era of electronic generation and as an era of constant change. Competencies that the leader
must possess in order to get the job done well and influence the employees’ behaviors to enable the department to achieve its
predetermined goals. Competencies are the building blocks representing the core understanding and capabilities required of an
effective reference department leader
WHAT WILL LIBRARIANS DO?

 Librarians will continue to do collection development
 Librarians will do more information literacy instruction-both one-to-one and in groups.
 Librarians will develop their reader’s advisory skills to provide more personalized service to their users
 Librarians will learn more about marketing
CORE COMPETENCIES CONSIDERED VALUABLE FOR THE REFERENCE LEADER
1. CREATING AND COMMUNICATING A VISION, MISSION AND GOALS.

- The reference department leader needs to develop and communicate a vision, mission, philosophy and goal of the
department.
- He/she must be a visionary, must have a mental picture of what the department should be.
VISION – is the thoughtful future analysis and planning that enables leaders to develop a system to forecast the future. It
should help answer three questions:
o What are we going?
o How will we get there?
o How will we know when we have arrived?
GOAL – provides a sense of direction, a road map, and enhances unity of purpose among the staff.
ADVANTAGES OF SHARED VISION, MISSION AND GOALS:

 Direct attention and action
 Mobilize energy
 Lead to higher effort
 Increase persistent effort
 Motivate staff to develop strategies that will enhance their performing at the required levels
 Lead to goal attainment, which often leads to a high sense of satisfaction and positive self-worth and self-esteem,
and further motivation to achieve even more.
2. CREATING AND MAINTAINING A POSITIVE AND NURTURING WORKPLACE CLIMATE AND CULTURE.
- WORKPLACE CLIMATE is a collective perception by employees of what it feels like to be an employee in a particular
department, where those perceptions influence employees’ motivation to learn and perform to the best of their ability.
The climate of the reference department helps to establish and sustain a motivated work environment that fosters
commitment, esprit de corps, team spirit, pride, trust, and group identity. Organizational culture is the shared
philosophies, expectations, attitudes, norms and values of the organization.

- Reference leader should acquire the competency to establish and maintain a workplace climate that is non-
threatening, nurturing, supportive and safe. A good manner is another factor that promotes positive workplace climate.
Even when dealing with a difficult employee or situation the leader should not get angry, and emotional.
H - Hear and understand me.

E - Even if you disagree with me please do not make run.
A - Acknowledge the greatness in me.
R – Remember to look for my noble intention.
T – Tell me the truth with compassion
WHEN THERE IS A PROBLEM THE REFERENCE LEADER SHOULD:

 Define the problem
 Look at the potential causes of the problem
 Identify alternatives for approaches to resolve the problem
 Design a plan to implement the best alternative
 Monitor the implementation of the plan
 Verify the efficacy of the plan in solving the problem
DEFINITION OF LEADING AND MANAGING:

a. LEADING
- Implies the ability to set direction and to influence the behaviors of others toward the attainment of a
predetermined goal or set of goals.
- It is doing the right thing.
- Focuses primarily on people.
b. MANAGING
- Is preoccupation with structures and procedures.
- It is doing the thing right.
- Focuses primarily on the task to be completed.
3. SETTING EXPECTATIONS
- Employees would understand and be more aware of the set expectations when the leader and the staff, whenever
possible collaborate to:
 Develop policies and procedures for the efficient operation of all reference functions and activities
 Establish rules and regulations to guide staff behaviors
 Schedule regular meetings
 Develop an employee manual
 Provide feedback-focus on the behavior rather than on the person
 Maintain channels of communication
4. BEING TASK-CENTERED AND EMPLOYEE-CENTERED
TASK-CENTERED EMPLOYEE-CENTERED
 Focuses directly on:  Exhibits trust, respect, warmth, support and concern
 setting tight work standards for the welfare of the staff.
 organizing  Focuses on:
 defining and assigning task carefully  Development of interpersonal relationships
 prescribing work methods to be followed  Uses group decision-making and endeavors to
 emphasizing meeting deadlines treat staff in a sensitive and considerate way.
 closely supervising subordinates and
 delineating relationships with staff members

5. MOTIVATING
- Can be defined as that force or that drive within the employee that moves him/her to direct his/her behaviors,
energies and efforts toward the attainment of the predetermined goal(s) of the reference department.
- The leader should make followers feel good about them, support the deepest psychological needs of followers,
make employees feel that they are doing a good job and give them recognition for it.
6. DELEGATING
- A good leader possesses the skills for effective delegation. It not only reduces the workload and stress of the
leader but encourages employees to grow professionally, feel recognized, valued and trusted.
GUIDELINES THAT MAY ENHANCE DELEGATING FOR RESULTS AND EMPLOYEE DEVELOPMENT:
 Delegate a specific task to a specific employee
 Match assignments with the right employee with the needed abilities
 Spell out assignment clearly
 Give employees the authority needed for the responsibilities assigned to them
 Create a safe, supportive and non-threatening atmosphere
 Maintain an open communication channel between you and the employee
 Remember that there is more than one way to get a task done
 Provide employees with the needed resources-human and material-to complete the task
 Evaluate employee execution of the delegated assignment
 Acknowledge and reward a task well done.
7. COMMUNICATING
- In order to provide an efficient reference service, staff at a reference desk must communicate effectively with their
clients. They must be able to identify requests that have legal and ethical concerns, and demonstrate and apply
their knowledge of standard procedures.
 Could be defined as the many ways information is shared and/or exchanged between individuals or
within a group of individuals.
REFERENCE STAFF MUST LEARN TO COMMUNICATE WITH CLIENTS AND INTERPRET THEIR NEEDS. THESE
SKILLS INVOLVE:
 Determining an appropriate level of communication for each client
 Interviewing clients to establish their needs (e.g. conducting a reference interview)
 Explaining procedures for accessing information
 Providing information in a language and format appropriate to the client’s needs
 Obtaining feedback on the appropriateness of the information supplied.
 Understanding the principles and practices of high quality customer service.
EFFECTIVE COMMUNICATION COULD BE ENHANCED WHEN THE LEADER:

 Meets with his/her staff regularly
 Asks them how they feel about their jobs
 Has informal discussion with each member
 Does not ask employees questions to which he/she is not prepared to receive honest responses
 Views negative feedback as evidence of room for growth
 Gives timely feedback
 Encourages two-way interaction
 Develops and uses active listening skills
 Uses silence effectively
8. STAFFING
- Effective hiring is the first step to having a staff that will enable a unit to accomplish its goals.
SOME TIPS FOR HIRING THE BEST STAFF FOR THE JOB INCLUDE:
 Do not be in a rush to hire

10 | R E F E R E N C E A N D I N F O R M A T I O N S E R V I C E S
 Search for people who are good fit for the job you need to do
 Search for people who would fit into the team
 Design and implement employment policies and procedures that foster through search and selection
activities
 Search until you locate the person who is right and not just “good enough” for the job.
 When a staff member leaves or when a new position is created, review the job description of the position and
the ideal candidate for the job. Then design a job advertisement that targets the needed qualities.
CHAPTER III:
SEARCH STRATEGY
SEARCH STRATEGY
- The process of finding answers to reference queries in the fastest, most efficient way . It is important to use reputable
sources, avoid giving answers based on your own knowledge, discuss your strategy with your client and encourage
them to contribute their ideas.
AN EFFECTIVE SEARCH STRATEGY INVOLVES THE FOLLOWING STEPS:
1. CLARIFYING THE PROBLEM

 Fit the topic into a discipline – e.g. history, library science
 Make sure you are familiar with the topic – check the terminology in a dictionary or encyclopedia.
 What level of detail is needed?
 How much information is required? Would a paragraph from a textbook be sufficient, or does the client want a list of
references?
 Who is going to use the information? Is it for the client or for someone else?
 What will the information be used for?
 How urgent is the request? Can you take your time looking for the information or is it needed immediately?
 Is recent material needed, or historical information?
 Do you need to find a particular format – e.g. periodical article?
2. SELECTING THE MATERIALS

 Decide whether the information is likely to appear in reference sources.
 Is the information likely to be held by a library, information agency, archive or other source?
 Do you need to contact an expert in the field?
 Do you need to search the catalogue, or consult indexes or databases?
3. PRIORITIZING THE SOURCES

 Identify the sources in the order of their likelihood to contain the information.
4. LOCATING THE SOURCES

 Are they in the reference collection?
 Are they held by the library or information agency?
 Will you need to find another location?
5. SEARCHING THE MATERIALS

 Search until you find an answer or determine that the answer is not in that source.
6. EVALUATING THE PROCESS

 Is further clarification of the problem necessary?
 Is more time available?
 Do you need to refer the problem to someone or somewhere else?
7. COMPILING AND PRESENTING THE INFORMATION

 When using this search strategy you need to ensure that you have understood the type of information needed, the
formats, the method of presentation, the timeline, the resource implications and any special sensitivities relating to the
type of information needed.
PRIME SOURCES OF INFORMATION

1. LIBRARY CATALOGUE – systematic list of all the materials held by the library.
2. REFERENCE COLLECTION – this is used to answer reference questions which involve finding factual information.
3. GENERAL COLLECTION – some enquiries can be answered from items held in the general collection such as
periodicals.
4. DATABASES AND NETWORKS - e.g. ebsco, proquest, etc.
5. PEOPLE – some questions can only be answered by an expert in the field. (e.g. friends who has a lot of knowledge
about a particular subject, you can save time by asking their advice).
6. OTHER LIBRARIES AND AGENCIES – some questions which cannot be answered need to refer to other libraries or
information agencies.
TYPES OF REFERENCE QUESTIONS

Reference questions fit into the following categories:
1. DIRECTIONAL – these requires knowledge of the physical layout of the library.
2. READER EDUCATION – involve educating people to use the library’s resources effectively.
3. READY REFERENCE – involves providing factual information from one simple source.
4. RESEARCH – involves answering complex questions which cannot be answered from one source.

CHAPTER IV:
REFERENCE INTERVIEW
REFERENCE INTERVIEW
- Is the face-to-face exchange between a librarian and a reader to communicate, refine or clarify a reference enquiry
(Mortimer)
PURPOSE
Library staff conducts a reference interview in order to:
 Determine the information needs of the client
 Assist the client to locate the required information quickly
 Enable the library staff to assess the client’s library skills
 Explain the library’s resources and services if required
STEPS IN A REFERENCE INTERVIEW

1. Find out what information the client requires and establishing rapport with the user.
FIVE FACTORS:
a. INITIATION – begins the interaction using non-verbal signals, eye contact, and body orientation, movement toward the
user or verbal enforcement.
b. AVAILABILITY – turning around, moving toward the patron, using eye contact or otherwise signaling attention to the
user nonverbally
c. PROXIMITY – users decide who to approach based on their physical distance from the librarian.
d. FAMILIARITY – the user had previously met or been helped by a particular librarian.
e. GENDER – users found it more comfortable to approach a female librarian.
2. Ask the client to clarify the topic.

3. Repeat or paraphrase the question to ensure you know what is involved or negotiating the question (establish the patron’s
query).
OPEN ENDED QUESTIONS CLOSED ENDED QUESTIONS

How much information do you need? Do you need current or historical information?
What have you already found? Do you need factual or analytical information?
What format for the information do you need? Can you read languages other than English?
4. Try to find out what the client already knows and what sources have been consulted. It is sometimes useful to know why the
client needs the information, but you need to ask tactfully because it may invade their privacy. Some clients will be reluctant
to tell you why they want the information. It is also important to check how much time is available to find the answer.
5. Develop a search strategy and communicate it to the user in order to find the required information quickly and efficiently,
you need an effective search strategy. This is often done in close consultation with the client. If you have conducted a
successful reference interview, you should have thought of some relevant sources. If you cannot think of a source, start with
an encyclopedia, which often leads to other sources. Consulting other library staff may lead to suitable sources.
 Once the subject is clear the librarian should construct a search, selecting search terms and identifying the most
appropriate sources for the particular user.
6. Locate the information and evaluate it. Whatever the extent of a reference query, the librarian should continually check in
with the user to determine whether the material being discovered complies with the user’s needs.
7. Ensure that the question is fully answered – the follow-up. It is necessary to check with users to see whether they have had
their question answered.
8. Closing the interview – interview should close an open note. In particular, the librarian can make a follow-up comment that
will encourage the user to return.
REFERENCE INTERVIEWING SKILLS

1. INITIATE CONTACT with people near the desk. Be approachable. Use friendly non-verbal and verbal behavior and
greetings.
2. LISTEN without commenting until the patron is finished talking. Repeat the question if necessary, or ask people to write
it down if you cannot understand their speech.
3. Let your replies be SHORT and CONCISE, do not repeat unnecessarily.
4. Ask CLEAR and RELEVANT QUESTIONS tailored to the user's need. Ask neutral probing questions to help the
person elaborate, to find out the person's objective or purpose, and to discover relevant user characteristics.
5. Use OPEN QUESTIONS to encourage the person to give pertinent information. Ask open-ended questions to find out
what kind of answer or material will satisfy the person.
6. HELP CLIENTS TALK about their information problem by PARAPHRASING or RESTATING what they have said so
they can confirm your interpretation or provide more detail.
7. Respond to the user's FEELINGS--empathize, encourage, mirror.
8. WAIT DURING SILENCES for the client to respond, do not interrupt, talk over or rush the pace of the interview.
9. INVITE PATRON FEEDBACK by saying things like, "Is this what you mean?"
10. AVOID APPEARING SUPERIOR in knowledge or status.
11. LET THE CLIENT LEARN BY DOING the actual search activities, such as looking-up a term, typing commands,
reading screens, selecting options, turning pages, holding the book, etc.
12. Ask the patron to RETURN TO YOUR DESK if they need more help. Check on people’s progress after the interview.
13. FOLLOW-UP by asking, "Does this completely answer your question?" or "Is this all you need?" etc.
14. REFER the person to another section or another library if you cannot locate the information, call first to check if that will
work. Consult with another staff member if you are uncertain of the information you have found, or if you cannot locate
it.
15. CLOSE TACTFULLY & provide a link back to the reference desk. Say "Thank you" or "Good luck!" and "Let me know if
you find/don't find it." etc.
PROBLEMATIC STRATEGIES IN THE REFERENCE INTERVIEW
THE IMPOSED QUERY

Definition: According to Melissa Gross it is a process in which the imposer or end user passes the question to another who will
act as the agent in the transaction of the query and then return to the imposer with the answer or resolution.
A good example of the imposed query is when a parent arrives in the library asking for information for a child’s homework
assignment. In this case the person who needs the information is not present and the parent may or may not be clear as to the
actual information need. It is helpful to the librarian to identify this situation as the imposed query since the librarian will realize
that the person asking the question may not be able to clarify the question for the librarian, making it more complicated to provide
help.
THE COMMUNICATIONS TRAP

Sometimes the problem between the user and the librarian is one of communication. Sometimes the librarian misunderstands
the question because the pronunciation of the key words is slightly different or the librarian hears the word and relates it to
something familiar to him or her. The solution to these miscommunications is first to restate the question, allowing the user the
opportunity to restate it, and second, to ask follow-up questions, helping to introduce context into the discussion.
BEHAVIORS TO AVOID
 The librarian provides an unmonitored referral. This is when the librarian sends the user somewhere else without any
clear direction. For example, the librarian gives the user a call number and suggests looking in that area or points to a
particular area and suggests browsing there. Similarly, problematic would be a situation in which the librarian refers the
user elsewhere in the library or to an agency without confirming that the user will actually find information there.
 The librarian suggests that the user should have done some independent work before asking for help.
 The librarian tries to get the user to accept information more easily available than what the user needs.
 The librarian suggests that the information will not be found for one of a number of reasons, such as too hard, obscure,
or elusive or simply not available in the library and perhaps not in any library.
 The librarian tries to convince the user not to pursue the question.
 The librarian leaves the desk and does not return.
 The librarian through a nonverbal action such as turning away from the user indicates that the interview is over.
WHAT TO DO WHEN CONFRONTED WITH A DIFFICULT LIBRARY USER

 Remain attentive & concerned
 Use a calm tone of voice
 Avoid sounding loud, condescending, patronizing, moralistic, or critical
 Listen carefully for clues to person's motivation or causes of behavior
 Think carefully before responding, evaluate situation
 De-dramatize by being agreeable and sympathetic to their difficulties and frustrations
 Use "we" instead of "i" when explaining rules and policies
 Establish credibility by being firm and consistent in explaining your position
 Don't assume inappropriate roles (police officer, psychologist, social worker)
 Don't physically touch, crowd, or confront anyone
 Get assistance from a colleague or supervisor
 When you feel unsafe, leave the area, call security or police
 Use common sense, each situation is unique
 After an unpleasant situation, dissipate tension by talking to a colleague or supervisor
REFERENCE INTERVIEW SKILLS: NEGOTIATION TECHNIQUES

Greeting patrons in your vicinity: APPROACHABILITY
SMILE.
Look at people (eye contact).
Good morning. (Add names if you know them.)
Hello. Hi.
NOTICING & RECOGNIZING PEOPLE WHO MAY NEED ASSISTANCE:

- Is there any way that I can help you this evening? What is your question?
- Do you have a question?
- Are you finding something?
- Are you finding what you need?
- Are you finding the book (article, journal, etc.) you are looking for?
- Is this working out for you?
- Is there anything I might help you with before we close?
- Would you like to learn to use this?
- I can show you.
EXAMPLES OF OPEN QUESTIONS:

- Where have you checked for information so far?
- What do you mean by ? What further clues can you give me? What examples can you give me?
- I'm not familiar with . Can you explain it to me? What is it you want to know about ?
- How will you use the information? That will help me with the search.
- Where did you read about ? Who was ?
- What do you already know about ?

- Why does interest you?
- Why are you interested in ? What about interests you? (Jennerich & Jennerich The Reference Interview as a Creative
Art 1987. p. 14.) What would you like to know about this topic?
- Can you tell me a little bit about the topic?
- What else can you tell me that might help us locate materials? What would you like the book to do for you?
- Do you know some key concepts, terms or vocabulary for this topic? What specific aspect of the topic are you
interested in?
- Tell me more about "x".
- How will this material be used?
- What kinds of material do you NOT want? Where did you hear about this topic?
- Can you explain what you mean?
- Can you tell me more about that aspect: I'm not familiar with that, can you give me some more details? What kind of
information do you want on this topic?
- What do you want to do with this project?
- What difficulties are you having?
- What corporations are you interested in?
- What do you mean by large?
EXAMPLES OF CLOSED QUESTIONS:

- Do you want a popular or a scientific source of information? Do you know the author? (title, date of publication, etc.)
- Is this for an assignment?
- How long does it have to be?
- Do you need something brief or lengthy? Do you want curriculum guides?
- Do you want curriculum guides or research articles?
- Are you interested in travel books or the history of Alaska?
- Do you want program descriptions of elementary counseling programs?
- Do you want current information or something older? Do you want American or Canadian authors?
- Are these national or international companies?
- Do you want examples of actual paintings or a biography? Do you want illustrations?
- Do you want books or magazine (journal) articles?
- We have technical medical information and we have pamphlets for the general public --do you want either of these?
EXAMPLES OF CONFUSING CLOSED QUESTIONS--AVOID ASKING DOUBLE QUESTIONS.

- DO NOT ASK: 1. Did you look in Voyager or Academic Search Premier? ASK ONE QUESTION FOR EACH SOURCE.
- DO NOT ASK: 2. Did you go to the Hawaiian Collection and Microforms? ASK ONE QUESTION FOR EACH
LOCATION
- DO NOT ASK: 3. Did you get the call number and go to the stacks? ASK A SEPARATE QUESTION FOR EACH STEP
IN A PROCEDURE
- DO NOT ASK: 4. Do you know how to use the OPAC or do you want me to show you?
- ASK A SEPARATE QUESTION FOR INQUIRY
- DO NOT ASK: 5. How may I help you or are you finding what you want? ASK ONE QUESTION OR THE OTHER, NOT
BOTH
EXAMPLES OF PARAPHRASES/RESTATEMENTS:
- So, it sounds like there are two areas you're interested in: first, how to set up the program, and second, curriculum and
activities for the classroom.
- You want to write an article that convinces professors to allow their students to do a practicum and state the benefits to
the students, practitioners, and professors.
- So, you want to help students improve their interpersonal skills that they'll need in dealing with co - workers.
- You want to know which professor is a specialist in coal formations.
- You need to write a term paper on the psychological effects of heart disease.
- You want a book that will help you learn how to teach disabled children to dress themselves.

- You want a book that will help you figure out how to treat the blight on your roses. You want a book that will summarize
all of the treatments for cancer.
- You want material that will help you understand your daughter's lupus condition.
CHAPTER V:
REFERENCE IN SCHOOL & SPECIAL LIBRARY, ETC.

SCHOOL LIBRARY
INTRODUCTION
Today the presence of a library in the school no longer needs justification. School library service has been recognized as
essential and inevitable in the over-all education for children. In the midst of the present information and resources explosion, no
classroom instruction can sufficiently cover the scope of knowledge needed by an individual for efficient and effective life in
society. The school library is the type of library by which such vast scope of knowledge may be made available to the school
children.
I. BASIC PHILOSOPHY OF LIBRARY SERVICES

1. The library in the school is a SERVICE CENTER whose main function is to further the school’s objectives. The library
provides materials for all the subjects in the curriculum.
2. The school library is a TEACHING-LEARNING CENTER. It teaches informally by helping pupils locate information, by
training pupils how to use reference books, how to use the card catalog/OPAC, indexes, and other tools of learning.
3. The school library is a MATERIAL’S CENTER that supplies the classes in the school with films, microfiche, records,
pictures, maps, and periodicals in addition to books.
4. The school library is a READING CENTER where pupils make use of the different sources of information not only to
gain knowledge but also to spend their leisure hours by reading.
II. AIMS OF THE SCHOOL LIBRARY

1. To acquire books and other materials in line with demands of the curriculum and the needs of boys and girls and to
organize these materials for effective use.
2. To guide pupils in their choice of books and other materials of learning desired both for personal and curricular
purposes.
3. To develop in pupils skill and resourcefulness in their use of books and libraries and to encourage the habit of personal
investigation.
4. To help pupils establish a wide range of significant interests.
5. To provide aesthetic experience and develop appreciation of the arts.
6. To encourage lifelong education through the use of library resources.
7. To encourage social attitudes and provide experience in social and democratic living.
8. To work cooperatively and constructively with instructional and administrative staffs of the school.
III. SELECTION AND EVALUATION OF REFERENCE SOURCES IN A SCHOOL LIBRARY

1. AUTHORITY- checks the reputation of the publisher and editor. Who is the author, who is the publisher, and what
expertise does the author have in the subject matter?
2. SCOPE- coverage, limitations, etc. What subject area does the source cove r? Is it broad or specific treatment of the
subject?
3. RECENCY/CURRENCY – How current is the material? Are there other sources that are more current? Would this
book duplicate information in another, already owned source?
4. ARRANGEMENT – How is the book laid out? Can you easily find information in the source? Does it have appropriate
access points, indexes and cross-references?
5. FORMAT- (physical aspects) take into consideration the binding of the books, arrangement of the words, print size, the
use of boldface type and then other type features, margin, type of paper, use of different aids and devices like thumb
indexes, running heads, guide keys, etc
6. SPECIAL FEATURES – Does the book have important illustrations or other features that would make it valuable?
7. COST – How much does it cost? Are there are other comparable sources that are less expensive?
IV. AIDS TO SELECTION:

 Basic book collection for high school  Library Journal
 Best books  New York Times Book Review
 Book Review Digest  Publisher’s Weekly
 Booklist and Subscription Books Bulletin  Reader’s Adviser
 Books in Print  Saturday Review
 Children’s Catalog  Science Books
 Choice  Technical Book Review Index
 Index to Reviews in the Humanities
A. GENERAL REFERENCES
- Provides a variety of information on topics of general interest. These sources are broad in scope, not limited to any
single subject, but useful for many subject areas. These include encyclopedias, dictionaries, yearbooks, biographical
dictionaries, bibliographies, geographical sources, atlases, almanacs, serials and periodicals, and directories.
B. SUBJECT REFERENCES
- These are specific references provide information on selective topics which are useful to specific subject areas. These
include books on history, social sciences, skill books, workbooks, reviewers, and illustrations that deal with specific
topics.
C. SUPPLEMENTARY MATERIALS
- Materials other than textbooks and teacher’s manuals, which aid in the teaching and/or learning of certain concepts
and skills for reinforcement, enrichment, and mastery. Supplementary materials are either print or non-print materials.
a. PRINT MATERIALS are textual materials, which are either published or unpublished such as general references and
subject area specific reference materials that aid in the teaching and/or learning of concept and skills.
b. NON-PRINT MATERIALS are supplementary materials other than print materials such as videotapes, audiocassette
tapes, films, transparencies, and multimedia learning packages that aid in the teaching and/or learning of certain
concepts and skills.
SPECIAL LIBRARIES
DEFINITION
- A library established, supported and administered by a business firm, private corporation, association, institution,
government agency or other special interest group to meet the information needs of its staff in pursuing the goals of the
organization (ALA).
- An organization that provides focused, working information to a special clientele on an ongoing basis to further the
mission and goals of the parent organization.
I. CHARACTERISTICS

 EMPHASIS ON THE INFORMATION FUNCTION: providing information efficiently and economically. Primarily
concerned with actively seeking out and providing information needed by the parent organization’s clients or
patrons rather than just acquiring and preserving the information in a collection.
 LOCATION: they are units of larger organizations whose purposes are usually other than providing education or
library service, such as business and industrial organizations, government agencies, non-profit institutions,
associations.
 LIMITATIONS IN SUBJECT SCOPE: collection on “specialized subject areas” single subject or a group of related
subjects.
 SMALLNESS: collections, staff, space
 PRESENCE OF PROFESSIONAL LIBRARIAN: preferably with subject expertise.
 OBJECTIVE: collections and services designed to support and further the objectives of a parent organization
rather than a curriculum.
II. TYPES OF SPECIAL LIBRARIES

1. RESEARCH – supports the research needs of scholars, preserves priceless documentation for future scholars.
2. CORPORATE/INDUSTRIAL – business and industries, banks, advertising agencies, insurance companies,

chemical companies, aerospace corporations, pharmaceutical companies, architectural firms, construction firms,
etc.
3. GOVERNMENT – serves various departments and agencies of the government.
4. INSTITUTIONAL – museums, hospitals, prisons, associations etc.
III. FUNCTIONS OF THE SPECIAL LIBRARY

- The basic functions, which are central to the operation of a special library, are acquisition, organization, and
dissemination of information. Each function has three (3) levels of service: minimum, intermediate, and maximum
level of function.
IV. SELECTION AND ACQUISITION OF MATERIALS
a. What is the subject scope of the collection?

- The scope of the collection, which is determined by the objective of the organization, varies according to the
type of the organization it serves. In some organizations, the range of subject scope may be very restricted
or confined to one narrow subject area. If new projects or technologies develop, new subject areas will be
added to the collection. Thus the subject scope of the collection of a special library is not static. It is dynamic
and changing. The librarian must know the changing needs of the organization to meet the present and
future information requirements of its users.
b. Who is responsible for selection?

- Usually, it is the librarian who is always responsible for the selection of materials but a lot more people are
responsible for selection like subject experts (if there is one), the selection committee (if there is one), the
department heads and of course the clients and members of the organization. Their recommendations are
nevertheless subject to the selection policies of the library.
V. TYPES OF MATERIALS ACQUIRED

1. PUBLISHED INFORMATION – print and non-print, including electronic, information sources publicly available:
books, journals, technical reports, vertical file materials (clippings, pamphlets, brochures, sales literature, trade
catalogues, speeches, annual reports, patents, financial statements, etc.) microforms, CD-ROM and online
databases, realia, maps, pictures, audiovisual materials.

2. INTERNAL INFORMATION – information generated internally in the organization: research reports, technical
memoranda, laboratory notebooks, working papers, correspondence, house organs and newsletters, sales
literature, company advertising, market surveys.
3. OUTSIDE RESOURCES – information materials from resources outside the scope of the special library (e.g.
networking, multi-type library cooperation)
4. ELECTRONIC RESOURCES – Internet, Online, CD-ROM, Digital

a. INTERNET – the “global information superhighway”, a worldwide telecommunications web linking computers,
networks, and people of all kinds to connect to one another, to communicate with one another.
b. ONLINE DATABASES – provides access to information produced by single information providers on specific
subjects. Access limited to subscribers requires password, even when accessed via Internet. Examples:
OCLC, ProQuest.
c. CD-ROM (COMPACT DISC-READ ONLY MEMORY) - an electronic database that can be accessed offline,
updated regularly, requires CD-ROM player
d. DIGITAL LIBRARY – a library of electronic resources, original source materials in any format are converted
into electronic formats to provide greater access to library materials, making it possible for users to search
and retrieve documents quickly and locate information from remote locations.
The first step in organizing a new special library is the acquisition of materials to be used in providing library services. Materials
for the new library will come from two sources – those already owned by the organization and new materials which will be
purchased. In the process of this search for existing materials, the librarian will determine what subscription to what periodical
and services are in effect and to whom each one goes. Materials, which are out of date or of no value will be discarded but it’s a
must to exercise caution in discarding items that may have future value. Only those, which are valuable, will be processed and
kept.
It is advantageous to establish the library as the centralized department for handling all purchases of books, periodicals, and
other library-oriented materials. This results in economy and speed and will avoid duplication of purchases. The library through
its records will know who has purchased what and where it is kept.
VI. THE METHODS OF ACQUIRING MATERIALS

1. Purchase
2. Gifts
3. Exchange
VII. ORGANIZATION OF THE COLLECTION
A. CATALOGING AND CLASSIFICATION – Use standard (LC or Dewey) or devised and simplified classification and
subject headings for documents. An established standard in descriptive cataloging is desirable and important
especially with large special libraries. This is most important in union database. With this, bibliographic records
would not be presented in forms and styles that vary from library to library. For small special libraries, the librarian
may devise its own classification system. The library shall try to maintain a local history collection of its
organization, reflecting its growth, progress and success. This includes photographs, annual/corporate/program
reports, brochures, news clippings, including an index or catalogue of all its in-house publications and other
materials of importance and value to the institution.
B. INDEXING AND ABSTRACTING – for periodical articles, book chapters and specific subjects buried within a text.
C. ELECTRONIC ACCESS – providing access to own resources and retrieval of outside resources.
VIII. DISSEMINATION OF INFORMATION
A. REFERENCE AND RESEARCH SERVICE – answering simple reference questions to doing complex
computerized literature searching.
B. CURRENT AWARENESS SERVICE – anticipates needs of users, provides most up-to-date information
 Types: routing, acquisition bulletins, table of contents, newsletters, SDI (Selective Dissemination of
Information, a service targeted to individuals and utilizes a system which enables librarians to
match incoming materials with the profiles of users.
C. CONVENTIONAL (SENT BY MAIL) AND ELECTRONIC DOCUMENT DELIVERY (SENT VIA EMAIL OR ARIEL)
 INTRANET – a private network inside a company or organization that uses the same kinds of
software/databases that you would find on the public Internet, but that is only for internal use.
D. PHOTOCOPYING SERVICE
E. CIRCULATION OF LIBRARY MATERIALS – only allowed for the staff of the organization.
Having a library website helps a lot in the dissemination function. Visitors to the library website can access:
1. The Library’s Online Catalogue
2. Electronic Journals
3. Commercial CD-ROM databases on the LAN
4. Online Databases
5. Virtual Reference Help Desk
 The effectiveness of a library depends to some degree on the image it presents to its potential users. Librarians must
develop public relations programs designed to show how the library functions in the interests of its users.
IX. METHODS OF PROMOTING THE LIBRARY
1. PUBLISHED WORD – posters, newsletters, an article in a library journal, library brochures, etc.
2. PERSONAL COMMUNICATION – library orientation for new staff; librarians should seek contact with employees
and administrators in the organization to discuss available and needed library service.
3. ATMOSPHERICS – refers to the concept of designing the library with consideration for the people who use it. The
library must exude a welcoming feeling and staff attitude must be pleasant.
The practice of public relations in the special library makes better service, creates a pleasant image of the library as an important
asset to the parent organization and enhances the status of library personnel.
LIBRARY CONSORTIUM
- A formal association of libraries usually restricted to a geographical area, number of libraries, type of library, or subject
interest, which is established to develop and implement resource sharing among members and thereby improve the
library services and resources available to their target groups. Some degree of formalization of administration and
procedures is required.
LIBRARY NETWORKS IN THE PHILIPPINES
1. THE DEPARTMENT OF SCIENCE AND TECHNOLOGY - ENGINEERING AND SCIENCE EDUCATION PROJECT
(DOST-ESEP) LIBRARIES: THE FIRST LIBRARY NETWORK IN THE PHILIPPINES
- The DOST-ESEP Library Network was envisioned to: 1) build library resources and services in eight academic
libraries; and 2) provide connectivity by means of the information highway in the Philippines, the (PHnet), which is also
the country’s gateway to Internet. It was proposed as an integral component of the Department of Science and
Technology - Engineering and Science Education Project (DOST-ESEP). It was launched on November 22, 1995.
THE EIGHT ACADEMIC INSTITUTIONS PARTICIPATING IN THE PROJECT ARE:

1. Ateneo de Manila University (ADMU)
2. De la Salle University (DLSU)
3. Mindanao State University - Iligan Institute of Technology (MSU-IIT)
4. University of the Philippines, Diliman College of Engineering (UPDCE)
5. University of the Philippines, Diliman College of Science (UPDCS)
6. University of the Philippines in Los Banos (UPLB)
7. University of the Philippines in Manila (UPM)
8. University of Santo Tomas (UST)
PERFORMANCE INDICATORS
When envisioned, the specific aims of the DOST-ESEP library network were:
 To provide the member libraries with an integrated library system which they can use independently of each
other while at the same time providing access to a union catalog and/or reciprocal access to each other’s
catalogs;
 To build library resources and services adequate to support the eight member institutions identified for the
masteral programs in science and engineering through a cooperative acquisitions program and efficient
document delivery mechanism;
 To provide member libraries with access to Internet and all its services via the PHnet;
 To provide non-member libraries access to the network library catalogs via the public telephone system
and/or any Internet provider;
 To achieve a widespread diffusion of skills in the use of IT by providing training for members and non-
members and by acting as demonstration sites for other libraries wishing to automate;
 To ensure continuity of service even after the duration of the project by means of a fund raising scheme and
proposing the establishment of a National Science Library and Information Center.
2. INTER-INSTITUTIONAL CONSORTIUM (IIC) OR SOUTH MANILA CONSORTIUM

- Mobilize resources of five (5) institutions to complement each other’s strengths and areas of improvement. It
establishes linkages locally and globally.
- Committee of Librarians has a continuing project, e.g. cooperative centralized processing of library materials to
maximize resource utilization of the member libraries:
o Standardize bibliographic description and classification of collection and improve the quality of cataloging;
provide common access to the collection; share highly specialized and technical library materials.
MEMBERS:
1. Adamson University
2. De La Salle University (DLSU-Manila)
3. Philippine Christian University (PCU)
4. Philippine Normal University (PNU)
5. St. Paul University-Manila (SPUM).
6. St. Scholastica’s College (SSC)
3. INTRAMUROS LIBRARY CONSORTIUM (ILC)

- Address common concerns on maximizing the use of the varied resources of each library in the Intramuros area. The
idea is to develop specialization rather than duplication of resources and services.
MEMBERS:
1. Colegio de San Juan de Letran
2. Lyceum of the Philippines University
3. Mapua Institute of Technology
4. Pamantasan ng Lungsod ng Maynila
4. MENDIOLA CONSORTIUM
- It was founded on July 16, 1974. Agreement focuses on cross enrollment, resource sharing particularly access to
library holdings namely Filipiniana collections, business literature holdings, humanities, education and legal collections.
MEMBERS:
1. Centro Escolar University (CEU)
2. College of the Holy Spirit
3. La Consolacion College Manila
4. San Beda College (SBC)
5. ASSOCIATION OF RESEARCH AND ACADEMIC LIBRARIES INFORMATION NETWORK (ARALIN)

- Computerized Filipiniana bibliographic records (union catalog) established to answer the increasing need for data
sharing and the establishment of a network for the dissemination of information in the education sector.
6. LIBRARYLINK PROJECT
- Established in 1997 by Filipinas Heritage Library. One-stop resource center for Filipiniana resources. It aims to provide
one search engine or point of entry for researchers and students who are doing research on Filipiniana.
LIBRARY AND INFORMATION ASSOCIATIONS AND ORGANIZATIONS
1. ASSOCIATION OF SPECIAL LIBRARIES OF THE PHILIPPINES (ASLP)

- A non-stock, non-profit organization composed of special librarians from government institutions, private sectors,
business community and the academe. ASLP aims to stimulate the professional enhancement of its members and their
personnel by providing advanced learning, propagate theoretical knowledge and strengthen partnerships and linkages
among special libraries in the Philippines and abroad. ASLP is a national library association of librarians and
information professionals working in special libraries which upholds the dignity of the library profession and observes
professional ethics at all times.
2. PHILIPPINE ASSOCIATION OF ACADEMIC AND RESEARCH LIBRARIES (PAARL)

- The Philippine Association of Academic and Research Librarians represent the librarians of institutions supporting
scholarly, research and/or formal education on the collegiate level and above.
3. PHILIPPINE ASSOCIATION OF SCHOOL LIBRARIANS, INC. (PASLI)

- PASLI is the official association of Philippine School Librarians from both public and private institutions. It unifies all
members, together with the school teachers, toward the common goal of enriching students through empowering
school libraries.
4. PHILIPPINE LIBRARIANS’ ASSOCIATION, INC. (PLAI)

- (Formerly known as the Philippine Library Association) is the only nationally accredited professional organization of
librarians in the Philippines to date. At present, it serves as the umbrella organization for all library groups in the
country. The association was founded on October 22, 1923 by a group of six professional librarians who had studied
library science in the United States under government scholarships. Its first set of officers were: vaunted scholar Dr.
Trinidad H. Pardo de Tavera as President; his assistant, Mr. Jose Zurbito, as Vice-President; Mr. Cirilo B. Perez, an
assistant librarian of the Bureau of Science, as secretary; and Mrs. Rosa Abriol, librarian of the American Circulating
Library of the Philippine Library Museum, as treasurer. On October 8, 1925, the association was officially registered as
a non-stock, nonprofit corporation. On May 5, 1989, it was renamed Philippine Librarians Association, Inc., for
purposes of accreditation with the Professional Regulation Commission. Then in 1990, RA 6966, the law
professionalizing librarianship in the country, was passed. With that, PLAI became the only accredited organization of
professional librarians in the Philippines. In December 2008, after its corporate life expired in late November, the
association was re -incorporated with the Securities and Exchange Commission, under new Articles of Incorporation
and ByLaws.
5. MEDICAL AND HEALTH LIBRARIANS ASSOCIATION OF THE PHILIPPINES (MAHLAP)

- National group of medical and health librarians in the Philippines. The health and medical information providers, the
librarians or information specialists are working hand in hand with the me dical professionals for decades now. The
recognition of the importance of information providers led to the organization of the Medical and Health Library
Association of the Philippines (MAHLAP) in 1988 and paved the way to the culling of medical and health professional
librarians in the country. The Philippine Council for Health Research and Development (PCHRD), an agency of the
Department of Science and Technology (DOST), played a vital role in the creation of MAHLAP. The idea of organizing
an association of medical and health librarians was conceived at the seminar-workshop on "Current Management
Trends for Health Care Libraries," Cebu, 3-7 November 1986.
USER INSTRUCTION

- A training in how to use a library where information is available, why to use a particular search strategy, what other
sources can help and how to explore them further.
- NECLAMEGHAN (1985) distinguishes user education, user orientation and user assistance.
- ROBERTS AND BLANDY (1989) prefer a broad term: Library Instruction
LIBRARY INSTRUCTION
- A comprehensive service and a process of making the user self -reliant in locating, sorting and repacking information.
- An inspirational and informational link between the book and the user and desirable for an experienced one.
- Prepares the user for self-evaluation of information.
WHY IS USER EDUCATION NECESSARY?

- Users are heterogeneous and information seeking is a complex activity.
USER INSTRUCTION HAS TO BE CONTINUOUS FOR TWO REASONS:

1. Characteristics of library system - such as the use of jargon, lack of strategy and professionalism in marketing,
complexities and perplexities in catalogues, preconceived ideas of user needs and self - centered librarians.
2. The deficiencies in communication between the user and the library - such as attitudes of users towards the library as
a last resort, the image of librarians, and intricacies in information-seeking patterns in the idea plane and in the verbal
plane.
CURRENT PRACTICES
MEDIA USED POSITIVE NEGATIVE

One-to-one instruction Simple Expensive
Orientation by informal tour Traditional and effective Time-consuming, too general and
causes boredom.
Printed materials Describe services, tools and search Need frequent revision and may not
strategies be used
Visuals Enhance teaching skills Needs mediator
Workbooks Students are involved Users may hesitate to write and even
feel shy
Audiovisuals Useful and effective Not easily prepared, economical
and easy to use
Programmed instruction Allows networking Products are costly and still depends on
other methods
RECOMENDED PRACTICES
GROUPS INDIVIDUALS
Lectures, Seminars and Tutorials, Audiovisuals, CAL and tour Printed guides, Pathfinders, Practical Exercises, Programmed
methods Instruction and Personal Assistance
TRENDS AND FUTURE OF REFERENCE AND INFORMATION SERVICES

- A library plays different roles for different people. To some, it is a place to read books for relaxation and newspapers to
keep up to date; to others it is a place to do research and it is a place for seeking information in response to a
particular need. Today, the informational role of the library is emphasized.
- Shift from Librarian-as-searcher to librarian-as-evaluator - Librarians teach users to evaluate source quality and
credibility more than just to locate sources.
WHAT DO LIBRARIES TRADITIONALLY DO?

The traditional role of the library has always been as an intermediary between the information producer (or publisher) and the
user.
1. SELECTION: choosing and acquiring information resources available in the marketplace, based on user needs, quality
standards, and the available budget;
2. STORAGE: maintaining the availability of publications through short-term as well as long-term storage and
preservation;
3. SERVICE: making the information resources available through facilities and procedures for onsite use, circulation, and
loans to and from other libraries;
4. SUPPORT: providing guidance and assistance to the user, including the development o f support systems such as
catalogues, user education, reference services, etc.
CURRENT TRENDS
Advancement of ICT brought a lot of changes
1. Changes in Library Information Resources

- More information to access, New techniques have facilitated, Digital Network
2. Changes in environment
- More and enhanced facilities
3. Changes in the role of librarians and Information professionals
- More job opportunities, Self-image, motivation, Expected to do more and more in digital age
ENHANCED REFERENCE SERVICES

- Provide online services; Increasing numbers, availability and complexity of online materials
DIGITAL OR VIRTUAL REFERENCES

- Live References, Virtual References, Digital References, Online References, Electronic References, Remote
References
- Assistance offered by the librarians
- Provide distant access
MODES OF DIGITAL REFERENCE SERVICE

1. ASYNCHRONOUS TRANSACTION - This mode involves a time delay between the receiving question and providing
answer.
ADVANTAGES
 Psychological barrier that stops shy users asking questions face to face is removed.
 Useful for the users who are poor in oral communication.
 Physical boundaries are removed.
 It does not require extra software and no extra training.
 Reference librarian find more time to think, chalk and plan out a strategy and finally search and give the
answer.
 No restrictions of working time, user can ask query any time.
 This mode of receiving and answering questions is cost-effective.
DISADVANTAGES
 As face to face interaction is not possible, reference librarian not able to get clarification about his doubts
arising in his mind after receiving the query.
 Speed of receiving and answering questions depends on the volume of e -mail traffic and communications
link over the internet.
 It is difficult for reference librarian to judge the urgency of information.
a. E-MAIL REFERENCE SERVICE

- Simple, cheapest and cost effective service in which transaction involves back and forth exchange of
information.

- Users sends the query in the form of a message and receives an answer at a later time
- Users can ask a question even when the Library is closed.
- Library gives reply by e-mail, fax or phone as he finds it convenient.
b. REFERENCE VIA WEB

- Ask A Librarian website which provide a structured web form where user must have to respond to specific
queries, in addition, to asking their questions.
- The web form has to be accessed from library home page or reference web page.
- The fields then have to fill in by the user and finally the form is sent back to the library through e-mail.
- Answers usually provided by e-mail, phone/post.
2. SYNCHRONOUS TRANSACTION - this transaction takes place in ‘Real-Time’ with an immediate response to the query.
IT GAINS MORE IMPORTANCE DUE TO SEVERAL FEATURES SUCH AS:

 User query is solved in real-time (i. e. interaction between the user and the reference librarian is live).
 Speed of this service is faster than e-mail service, so user does not have to wait for the response.
 Clarification can be sought online.
 This service can be offered any time (24/7 basis).
 Reference librarian can attend multiple users simultaneously.
 Voice over Internet Protocol (VoIP) can be used by reference librarian to talk to users and hear them while
connected and while locating the resources.
 If the user finds difficulty in finding information from any particular resource, reference librarian can
demonstrate how to use the particular resource.
 Instant messaging needs software products such as AOL Instant Messenger and ICQ which must be
downloaded on both librarians and patron’s computer.
 These products allow librarians to communicate with the patrons in real time.
DISADVANTAGES
 Typing speed and errors occurring during typing text may c ause difficulty in communicating proper massage
between user and the reference librarian.
 User needs to type the complete question and reference librarian need to answer in typed format (depends
on the speed and efficiency of both in typing.
 May be stressful for the user to wait for the answer every time.
 Reference librarian while busy answering several questions at a time, may not attend urgently needed
questions.
 In developing countries technology is at premature stage, therefore need of this service is yet to be
recognized.
 It is a labor-intensive service.
a. TEXT BASED CHAT/INSTANT MESSAGING

- This service is a supplement to the email reference service as the exchange of information between the user and
reference librarian is live (takes place in real time).
- The 1st step in asking questions in chat reference service is for the user to complete the log-in screen. After the
question has been sent, software modifies all of the librarians who are available online and after monitoring the
queue, the first available librarian answers the question.
- Reference librarian can use variety of tools such software with the ability to co - browse, prewritten messages,
typical greetings, sign off texts to save time and typing involved in reference interview.
b. VIDEO CONFERENCING / WEB CAM SERVICES

- Introduced as a remedy to the communication problems inherent in text based services.
- Include visual elements where user and librarian both can use text and speech transactions and they can and
hear each other just similar to face to face interview.
- Useful in distance learning, research and reference application, can be found in off - campus library services of
University libraries.

c. DIGITAL REFERENCE ROBOTS

- An artificial intelligence is used to response the questions when the reference librarian is not available, is known
as Digital Robots.
- The most well-known of this type of service is Ask Jeeves.
- The operation of this service involves use of software to search the database of questions and answers.
REFERENCE IN THE LIBRARY 2.0 MODEL

- That is, not only are the question answering and research components of reference services increasingly
collaborative, users are playing an increasing role in information production.
THE FUTURE
1. A more prominent role for reference services - where the services provided are attractive, effective, evaluated,
marketed, integrated, professional, institutionalized, value based, and appropriate (Janes, 2002).
2. A tiered reference service - where libraries are linked through collaborative arrangements to share the reference
responsibilities.
3. A global digital reference service - where reference questions can be sent electronically and answered by another
librarian in another country, who can provide a better answer or a faster response.
4. A point-of-need reference service - where answers are provided at any time, any place and in any form desired by the
user. Live reference services are available 24 hour a day (e.g. the KnowItNow24x7 web site provided by the Cleveland
Public Library) which provide the service when needed.
CONCLUSION
1. Digital Library technology is becoming an essential enabler of library services. With the advent of technology,
especially mobile and wireless computing, the possibilities seem limitless but it is no ways diminishes the role of
human interaction rather enhances it. Librarians now a day play the role of information selectors, organizers and
teachers. The goal of information services is to provide the information sought by the user. Information services should
anticipate as well as meet user needs.
2. The trends indicate a continued shift away from a linear reference process
3. The future is indeed bright for digital reference services.


LS21 - All Notes

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LS21 - All Notes

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF SANTO TOMAS

LS21: REFERENCE SOURCES AND SERVICES III

Reference and Information Services 1

REFERENCE AND INFORMATION SERVICES

DEFINITIONS OF REFERENCE SERVICE

PIONEERS OF REFERENCE SERVICE

II. LEVELS OF ASSISTANCE

UNIVERSITY OF SANTO TOMAS

ACCORDING TO MUKHERJEE, REFERENCE SERVICE CONSISTS OF THE FOLLOWING CATEGORIES OF WORK:

RELATION WITH OTHER UNITS OF THE LIBRARY

The reference department should be closely related with the following:

UNIVERSITY OF SANTO TOMAS

FACTORS AFFECTING SERVICE

TYPES OF REFERENCE SERVICE

COMPUTERIZED REFERENCE SERVICE

3. Types of computer search

UNIVERSITY OF SANTO TOMAS

REFERENCE AND INFORMATION SOURCES

1. REFERENCE SERVICE – it is the process of giving information by answering reference question.

TYPES OF REFERENCE AND INFORMATION SOURCES

2. LOCATORS / CONTROL ACCESS DIRECTIONAL TYPE OF INFORMATION SOURCE

UNIVERSITY OF SANTO TOMAS

3. TIMELINESS OF REFERENCE SOURCES

UNIVERSITY OF SANTO TOMAS

MANAGING THE 21ST CENTURY – REFERENCE DEPARTMENT: COMPETENCIES

WHAT WILL LIBRARIANS DO?

CORE COMPETENCIES CONSIDERED VALUABLE FOR THE REFERENCE LEADER

1. CREATING AND COMMUNICATING A VISION, MISSION AND GOALS.

ADVANTAGES OF SHARED VISION, MISSION AND GOALS:

UNIVERSITY OF SANTO TOMAS

H - Hear and understand me.

WHEN THERE IS A PROBLEM THE REFERENCE LEADER SHOULD:

DEFINITION OF LEADING AND MANAGING:

4. BEING TASK-CENTERED AND EMPLOYEE-CENTERED

UNIVERSITY OF SANTO TOMAS

EFFECTIVE COMMUNICATION COULD BE ENHANCED WHEN THE LEADER:

UNIVERSITY OF SANTO TOMAS

AN EFFECTIVE SEARCH STRATEGY INVOLVES THE FOLLOWING STEPS:

1. CLARIFYING THE PROBLEM

2. SELECTING THE MATERIALS

3. PRIORITIZING THE SOURCES

4. LOCATING THE SOURCES

5. SEARCHING THE MATERIALS

6. EVALUATING THE PROCESS

7. COMPILING AND PRESENTING THE INFORMATION

UNIVERSITY OF SANTO TOMAS

PRIME SOURCES OF INFORMATION

TYPES OF REFERENCE QUESTIONS

UNIVERSITY OF SANTO TOMAS

STEPS IN A REFERENCE INTERVIEW

e. GENDER – users found it more comfortable to approach a female librarian.

2. Ask the client to clarify the topic.

OPEN ENDED QUESTIONS CLOSED ENDED QUESTIONS

REFERENCE INTERVIEWING SKILLS

PROBLEMATIC STRATEGIES IN THE REFERENCE INTERVIEW

THE IMPOSED QUERY

THE COMMUNICATIONS TRAP

WHAT TO DO WHEN CONFRONTED WITH A DIFFICULT LIBRARY USER

REFERENCE INTERVIEW SKILLS: NEGOTIATION TECHNIQUES

NOTICING & RECOGNIZING PEOPLE WHO MAY NEED ASSISTANCE:

EXAMPLES OF OPEN QUESTIONS:

- What do you already know about ?