IS 531: THE REFERENCE INTERVIEW
"The fact that you know how to find information means that you're
systematically prevented from thinking about information the way your
users
do." ~ Mary Ellen Bates"
"The expert user is dead, not because we no longer need
sophisticated tools to find information -- emphatically we do -- but
because we can no longer get away with designing for expert users
only." ~ Leo Klein
"Reference is an art, and like many arts, is hard to pin down in quantifiable and objective methods. ... How do you rate librarians: their approachability, their subject authority and expertise, their knowledge of their collection, their polymath abilities to handle many different kinds of questions, or their ability to raise new funds for the library?" ~ Lee Hadden
"Reference in this situation [too many clients at the desk and the phone is ringing] became a sort of tennis game; the idea is to whack the ball back into the client's court and hope that it stayed there." ~ William Miller
"This is also my experience from 15 years in on-floor retail environments. Nine times out of ten, approaching a customer at the shelves with a 'Can I help you?' results in an initial 'no.' Generally, within a minute or two, they come back with 'have you got...' or 'I'm looking for.'"
"I explain to my friends like this: This is a question, but not a reference question: 'Do you guys have any information on caves?' And this is a reference question: 'I am trying to find information on those sightless fish that live in caves. I would like a book for my 10th graders to read." It's the librarian's job to turn the first type of question into the second." ~ Marylaine Block.
"A librarian should be as unwilling to allow an inquirer to leave
the
library with his question unanswered as a shopkeeper is to have a
customer go
out of his store without making a purchase." ~ Green
"One constant that the shift away from in-person encounters has not
lessened is the need for good communication skills. In all forms of
reference services, the success of the transaction is measured not only
by the information conveyed, but also by the positive or negative
impact of the patron/staff interaction." ~ Guidelines for Behavioral
Performance of Reference and Information Service Providers
Conducting the Reference Interview:
a How-To-Do-It Manual for Librarians by Catherine Ross, Kirsti
Nilsen, and Patricia Dewdney. Includes good examples and is
comprehensive.
Minnesota Opportunities
for Reference Excellence is a reference training program developed
for public librarians.
Between 1997 and 2003, ARL median statistics for in-person reference
declined 40 percent. This means that traditional reference work in the
reference room with face-to-face interaction is much less likely in the
future. The reference interview will increasingly need to be adapted to
a virtual interview situation. As James Retig says, "Reference will
remain place-based, but will no longer be place-bound. The place at
which it is based will not be a reference desk staffed by a reference
librarian."
Although the evidence is sometimes shaky, it is clear that some
reference encounters are not well done and the patron leaves with what
is needed only about half or slightly more than half of the time.
Unmonitored referrals are the most common failure [you need to go to
the music library or you need to go to the 327s]. Failure to conduct a
reference interview is another common problem. It's clear that "quality
of service remains tremendously variable and uncertain for users
whether provided in-person, by email, or via telephone."
I don't know who Bruno is, but these are a great introduction to reference work with the public.
The reference interview is the process of talking with the client to discover what is wanted and then what is really needed. Ideally, this is a partnership between the client and the reference librarian that will develop into a relationship such that the client becomes a returning customer. The interview involves a series of questions and answers that continues until the satisfied patron leaves the encounter. You will find a very good introduction to the reference interview [aimed at para-professionals] at the Ohio Library Council's website.
The initial question may come from the client or from the librarian. This question is usually an attempt to begin a conversation. The user may not know:
Welcoming, positive body language is essential. A pleasant greeting,
a
warm smile, attentive comments, relaxed body posture and good eye
contact are
essential. Be a good listener. Don't interrupt the client. Speak
clearly and
distinctly. Avoid premature diagnosis. Above all listen with care. For
example, a question about Wales is different from one about whales.
Rhapsodies are different from rap CDs.
If dealing with a reference request that has personal aspects, show empathy and compassion. Do not offer advice. Do not share similar experiences that you may know. It may also be useful to note that the library may not hold the best, most recent, or most complete information on this topic.
Walking the floor is more likely to elicit a response than working behind a desk. Asking the first question is even better, i.e. "Are you finding what you need?" Give the client your full attention. Stay with the client rather than pointing or directing.
In the last few years, management literature has focused on the client-driven organization. If the information agency is a client-driven organization, our business is to help the client to become successful. How do we know if a client is successful? What does it mean to be client driven? In general, the library literature contains few answers to these questions. Typically, there is little follow up to see if information needs were met and if they contributed to success. Special libraries and information centers have probably made the most progress in this area, but few information agencies seen to adequately focus on client success. Without client success, we are not likely to be successful and reference service is not likely to survive.
In most helping professions, the professional - client model includes four stages:
Without stepping into the argument of whether or not the information professions are "truly" professional, it is clear that many information professionals are not comfortable with this model. It is also true that nearly all users fail to see the reference professional in the same way that they view a lawyer or a physician. How similar is an information problem to a legal or medical problem? Are most legal and medical problems really information problems? To what degree is the reference encounter similar to the encounter between a patient and a health professional? Or is the reference encounter more like that between a sales person and a customer at a retail outlet? These are difficult questions. Still, they are worthy of spirited discussion.
Any public service work in the library is customer service. Ideally, library management would develop a "customer service culture." Such a culture involves standards and expectations that are appropriate and clearly communicated to all staff who work with the public. Staff who do not meet standards would be identified and correct or dismissed. Satisfied users are the key to any success for the information agency. The value of reference service is determined by users and seen in repeat business. Customer service may range from miserable to exceptional. Exceptional customer service requires planning, training, and constant attention. It does not just happen.
Quality control is essential for any organization that serves the public. Most information agencies, perhaps because they are understaffed and under funded, have not paid as much attention to quality control as for-profit organizations. The purpose of quality control in a service organization is to insure that service encounters are reasonably uniform and please the client. "Shoppers" or individuals who pretend to be customers and then write up the encounter are one common quality control tool used in for-profit organizations. "Call backs" to check customer satisfaction a week or so after the encounter are another example of something that is common for some retail establishments but rate in libraries. Librarians, generally, feel that unobtrusive measures are not ethical. Still, service is usually different when those on the desk know that they are being observed.
In most for profit organizations, management is responsible for quality control. Quality control approaches include:
It seems reasonable to expect employers to be responsible for
quality
control.
In a full-service environment, reference staff members should work
the floor rather than staying behind a desk. "Roving" reference
librarians will create customers.
Similarly, following the professional model, reference librarians
would have office hours and appointments to meet the needs of users
with a specific research project. Such appointments could also be held
virtually.
The contrary position is that professionals are not really employees in the usual sense. Here, the professional is primarily responsible to the profession and to the client. Professionals receive training (really education) from accredited programs, they are credentialed, and the professional association is responsible for quality control via licensure/credentialing, continuing education initiatives, and eliminating from the profession those found guilty of malpractice. In general, this sort of quality control does not seem to work well. A large proportion of professionals, including physicians and lawyers, are not individual professionals but are employees in larger organizations.
Most information agencies fail to take proper quality control steps. In some cases, the agency has little evidence of the quality and effectiveness of its public service, particularly reference service. If reference librarians are not effective interviewers,it is unlikely that they will be given the help they need to improve or that they will be reassigned. Having said this, my impression is that most library reference service is of reasonable quality. However, that seems to be because of the quality and devotion of the librarian rather than any institutional action.
Some studies of reference service, mostly using unobtrusive measures, have found that those who work at the reference desk provide correct responses about half of the time. While the research method may be questioned, particularly the focus on "right answer" questions, the findings raise considerable concern.
A well-regarded but older study found that only 45 percent of public library users would approach the reference librarian they had worked with and ask another question. Another study found that users would rather work with a librarian who had strong people skills than one who was more effective/knowledgeable but was not as outgoing. What does this tell us about staffing the reference desk?
Would better reference interviews increase the percentage of
"correct" answers?
The manner/appearance/personality of the reference person is extremely important. The cheerful, outgoing reference person is also likely to be more effective in the reference interview. Reference competency and successful service are not the same. Success requires motivation, empathy, the right manner as well as skill and competency
Unrealistic expectations impact the reference encounter. Many potential users and some present users have low expectations. They don't ask for help because they are unaware that help is available, because they don't believe that the reference encounter will provide them with what they need, or they are afraid that the will lose face during the interview.
Expectations may also be unreasonably high. For example, some may believe that the reference librarian can answer any query quickly and easily. When that does not happen, the user is likely to be disappointed and perhaps angry. The increased availability of information technology, especially the Internet and the WWW have increased patron expectations that everything they need should be available with little effort and time. They may also believe that anything digital must be correct and current. Similarly, patrons may have low expectations about traditional print resources with the assumption that they are dated and difficult to use.
Ideally, the information agency would create and implement a user education program that would result in reasonable expectations and encourage users to engage in reference encounters.
It is clear that information professionals, especially librarians, use a different language than most lay people. We talk about "periodicals" while they speak of "magazines." Even the name of our function or activity, "reference," is not intuitive or clearly understood by many clients. What is a reference department? What do they do there? Here are a list of names that some libraries use for their reference department. Which of these would be most understandable and appealing to most lay people?
The thoughtful reference librarian will use ordinary English as much as possible in dealing with users. We must interpret what they mean and use words that they can understand. Certainly, we should not expect users to understand our nomenclature. Don't expect most users to know what a "citation" is. Some words are often misused. For example, a request for a "bibliography" may be for a "biography." "Autobiography" and "biography" are often used as synonyms. A "reference book" is often any nonfiction or factual work. Acronyms and abbreviations should be avoided. Which common library terms are most likely to confuse new or occasional users?
Reference service may be the result of assumptions that reference professionals hold about the nature of their work. Here are some common ones:
Each of these assumptions is based upon some evidence related to particular audiences. To the degree that these assumptions are accepted, the need for the reference interview may increase or decrease.
We can not automatically assume that every encounter will involve an interview. Some anecdotal evidence suggests that about 80 percent of reference encounters do not involve a true interview. This may be because there are too few staff at the desk and too many customers so there is not enough time for an interview. Another explanation is that there is no need for the interview. Queries are taken at face value. The want-oriented model does not usually go beyond what the user requests. When interviews do take place, they may be hurried and superficial.
The distinction between wants (what the client requests) and needs (what will help the client to be successful) is crucial. The major purposes of the interview is to transform the "want" into the "need." If what most clients request is what they need, there may be little need for the interview. If what most clients want is not appropriate,then the interview becomes especially important. Given your information agency and typical users, how likely is it that wants will differ from needs?
The diagnostic/interview effort might be scientific; it could be reduced to a standardized process with certain questions asked in a certain order. The diagnosis might also be artistic; questions and sequence will vary from situation to situation and from professional to professional. Many reference service encounters will be viewed as unique events. If artistic, it will be more difficult to evaluate the interview situation and make generalizations.
The needs-oriented model focuses on the client's information need. The goal of the reference interview is to discover:
The WORF method is a good summary of this model.
This model focuses on a dialog based upon thoughtful questions, responses, and acute listening. Focused listening and paying attention is crucial. You don't want to rush off to find material on "whales" when the user said "Wales. The "dolphin" question may be about the football team and not the mammal. Questions are open-ended and cannot be answered by yes or no. These questions begin with "who," "what," "why," "where," and "when." Here are a few examples:
Most users, consciously or subconsciously, don't like to ask for help. It is better not to ask if they need help, but rather to ask if they are finding what they want. Here, there is less loss of face since it is often difficult to find items in a larger collection. Questions are intended to get the user to respond and participate in the finding/evaluating process. When the questions identify a reasonable information need, the reference person verifies or paraphrases that need before retrieving information.
To understand the question, you must understand the situation that generated it--the REAL question. Users may not wish to reveal the situation. They may not understand what information is needed. Asking for help can make a person look bad. Privacy and loss of face issues must be considered sympathetically. Sometimes, users may reveal more than you may be comfortable with. It is especially important to:
To understand the question, you must understand the gap that the client is attempting to fill. To understand the question, you should understand how the client is going to use the information sought. For example, you might say: "I could help you better if I knew how you will be using this information." Some librarians are uncomfortable with this question thread since it may be too intrusive.
It is important to verify user responses by restating or repeating them, i.e. "You need three articles or books on Afghanistan, but you can't use encyclopedia articles or WWW sources?"
Referrals should be monitored, i.e. the librarian accompanies the client. Unmonitored referrals often result in a dissatisfied client and a failure to find the needed information. In the monitored referral the librarian goes with the client to the shelves or wherever. If the referral is to a remote location, the librarian calls to verify that an item is available BEFORE making the referral.
Although often ignored, closure is a crucial part of the reference process. Ideally, this is the end of the interaction with a satisfied, pleased user and a satisfied, pleased librarian. This is a positive closure. When materials are provided, the reference librarian says "If these materials aren't what you need, please let me know and we will look some more." The interview closes with "Is this all the information that you need today?" Another closing question is "Does that completely answer your question?"
Negative closure appears to be fairly common and indicates a failure. Ross and Dewdney have prepared a thoughtful list of negative closure tactics after discussing the tension between the professional's commitment to provide quality service and too many users in the face of limited staff. Here is their list:
The unmonitored referral is probably the most common way of getting rid of the client.
Some questions are most difficult to solve. Mary Ellen Bates lists seven categories:
She does provide appropriate strategies for each, but the answers are "soft" rather than clear and firm. For example,
The Want Oriented Model assumes that clients generally know what
they
need, but may not phrase it usefully. There is no attempt to
identify the problem or how the information will be used. This approach
uses
closed questions that limit responses to an obvious option. For
example,"Is
this for a school project?" or "Do you need material to take home?"
Closed
end questions do not invite customers to participate in the process
because
they usually elicit short answers (Yes or No). This process may quickly
lead
to obvious but perhaps inappropriate sources. Literature suggests that
this model is used about half the time in academic and public
libraries. Is this a bad thing?
Several variables impact interview success. Some of these are related to the client. Here are a few examples:
It is fairly common for users to ignore suggestions to use certain resources or try certain strategies. Users may wish to use inappropriate sources for a variety of reasons. You will need to decide ahead of time how you will react to these actions. It is important not to become confrontational or attempt to scold users.
The most successful client assumes a personal relationship with the information professional and is comfortable in disclosing needs. This client is prepared and has thought about her information need and how she is going to use the information.
It is also important to recognize and be comfortable with client values, especially the younger ones who associate information seeking with the Internet. They want immediacy -- service that is available 24/7 and with quick, friendly responses. They also expect interactivity -- service that allows for easy interaction/dialog/communication. They also value personalization or information that is packaged just for them. These values create a real tension since quality service often takes time and may not be quick and easy.
Performance measures for reference services have identified attribute categories to be measured by user, peer, supervisor, and self assessments. These categories are:
Body language makes a notable difference. Pained facial expressions and lack of enthusiasm in speech, for example, clearly indicate a librarian who would rather not be bothered. There should be no doubt that we are friendly and welcome an encounter.
Communication skills relate to the librarian's ability to represent the library, promoting collections and services to present and prospective users, and attracting clients. The focus is on winning friends and influencing people. Both body language and communication should clearly show that we care about the client and are very interested in their success. We are also observant. We listen carefully and with focus. We pay attention to client body language and mannerisms.
Analytical skills relate to the librarian's ability to analyze wants and transform them into needs. It also includes the ability to relate particular needs to particular sources and provide timely solutions.
Teaching skills relate to the librarian's ability to instruct users in how to identify, retrieve, evaluate, and effectively use resources. It also includes the ability to evaluate instructional success and make appropriate adjustments.
Interpersonal skills relate to the librarian's ability to be patient, empathetic, understanding, caring and flexible in dealing with users and their information needs.
Knowledge relates to the librarian's understanding of the structure of subject and reference literatures, familiarity with local and appropriate distant collections, knowledge of sources and search strategies, and current awareness.
Variables associated with the information professional also impact reference interview success. Here are a few examples:
Some attitudes and values clearly impact the nature of the interaction. Here are a few examples.
As mentioned above, style/manner/personality are most important. Without being approachable, the reference interview cannot take place. Body language is especially important. Frequent eye contact is essential. Clients are not likely to approach someone who has her head down and is visibly busy at a task. Facial expression should be warm, friendly. Moving out from behind the desk encourages client interaction. Smiles make a difference. Voice should be friendly.
The successful interviewer is able to identify constraints, sometimes by observing body language and can shape the interview to acknowledge client behavior.
The reference librarian needs to be able to relate client attributes likely to affect information use without falling into sexual, racial, or ethnic stereotypes.
The successful interviewer, besides strong listening skills, must be an able questioner with the ability to quickly and accurately acknowledge and restate the question.
The successful reference interviewer is an effective negotiator. She knows what is appropriate and what can reasonably be done with the resources available. Potential problems are anticipated--too little information or too much. Do not promise more than can be delivered. This does not mean that you give up whenever a difficult question is encountered. Rather, it means that the professional is able to place appropriate limits on the search.
Proper closure is important. You will need to bring the interview and your participation in the search to a close. You need to do so in a manner likely to encourage the client to return if more help is needed or in the future with another question.
The well managed reference unit is characterized by a proper location that is easy to find, is comfortable and welcoming, and provides staff with the ability to scan the floor and see if anyone needs assistance. Signage is important in directing clients to the unit and to resources and services within the unit. Since "reference" is not always understood by clients, "information services" or some such would be a better label. The layout of the desk, phones, information technology, and offices should provide a professional appearance as well as being flexible. The reference interview works better when there is proper space for it. Some patrons will feel more comfortable if the reference interview occurs in a less public place.
Staffing policies should clearly state appropriate roles for
professionals and para-professionals in responding to questions and in
interviewing. For example, should circulation staff answer reference
question? Only directional questions?
How much help to provide is another key issue and that may vary. For
example, seniors may be given the information they need while students
are taught how to be self-sufficient.
"The first rule of reference is not to take responsibility for
answering legal, medical or theological questions that require an
opinion or ultimate response [R. Lee Hadden]." The policy should clear
inform users and staff about appropriate questions.
Interviewing itself might receive attention. For example, is the
reference interview mandatory?
Staff education and training is another important issue. Since
resources, formats, and technology change frequently, staff need the
opportunity to upgrade skills and knowledge.
Time issues should be part of a policy, not simply an understanding. You need to know about the unit norms for how much time to spend with one client or one question. Policies should also clearly indicate scope, e.g. which topics, types of questions, and audiences will be served (or not).
The number of hours spent on the desk at one time is particularly
important. Libraries vary notably in the number of hours on and off
desk, but
two hour shifts are common in libraries with larger reference
departments.
Four hours per day at the desk is common in smaller libraries, but can
be
taxing if there are many walk-ins and telephone requests. The
literature suggests that two hours per day on the desk is enough.
Potential users must be well informed that reference service is
available and that asked for assistance is encouraged. Reference should
be located in a highly visible location with excellent signage. The
same is true for virtual reference. Hours and availability of
professionals should meet most needs.
Reference staff should be poised and welcoming in verbal [pleasant,
cheerful voice] and non-verbal ways. Patrons are welcomed verbally and
with strong eye contact, a greeting, and a smile. The staff are not
busy with other activities. They scan the floor and initiate
conversations with a friendly greeting. When more than two patrons are
waiting, each is greeted and told when to expect service.
The librarian is visibly interested in the patron's information
needs and each phase of the reference interaction. She is focused on
the patron and appears unhurried and patient. She listens with care and
rephrases the question/want/need before acting. She faces the patron
when speaking and listening. She is an active listener. Establishes an
appropriate physical distance from the patron. Goes with the user
rather than sending the user away to resources. Engages in "shelf
talking."
Communication is "receptive, cordial, and encouraging. Language is
appropriate for the situation and the user. "Seeks to clarify confusing
terminology and avoids excessive jargon." Uses open-ended questions. Is
objective throughout the interaction. Does not share opinions or
values. Does not interrupt unless absolutely necessary.
Creates and executes a competent search strategy. Is flexible in
modifying that strategy when required. Insures that the content found
is appropriate for the patron's needs. Creates a partnership with the
patron. Explains what is being done and why. Accompanies the patron in
the essential phases of the search. Explains how to use sources as
appropriate. Knows when to refer patrons to an external source.
Checks to see if the patron's needs have been met. Encourages the
patron to ask for more help if more is needed. Indicates willingness to
spend more time on the question and return to the patron at a later
time.
Is client success a reasonable measure of our success? How do we learn if our help has contributed to client success?
Does a reference interview seem necessary to discover what information is needed? Are you more comfortable with the Need Oriented Model or the Want Oriented Model?
How important is quality control in reference work? Who is responsible for it? If you were head of a reference unit, what steps might you take to insure quality?
Which variables or attributes are most important in being a successful reference librarian? Which variables or attributes are most important in being a successful interviewer? Why?
