Helena Mc Keever ID. 3112874 User Education and Reference Skills 72.271Assignment 2

Task 1: Learning style preferences and the reference encounter

Reflection on how I can use my understandings of different learning styles to help create successful reference encounters in the workplace. (400-500 words)

a) How my own learning style might influence how you interact with library users when you are helping them in a reference encounter.b) What are the strengths and weaknesses of your own learning style preferences in reference work? Support this with reference to at least two sources about how to do reference work.c) The strategies you might use to overcome any weaknesses that your own learning style preferences might cause in reference work.

When I am helping someone in a reference encounter I will likely use my preferred learning styles. Fortunately my learning styles are generally well balanced across the four dimensions (active/reflective, sensing /intuitive, visual/verbal, and sequential/global). My strategies for modelling good information literacy need to be informed by the knowledge that different people have a range of learning style preferences. I will not necessarily instinctively know another persons learning style because suggesting that they do the quiz is not part of a usual reference encounter.

My learning style preferences knowledge comes from the online instrument of Index of learning styles and strategies (Felder & Soloman, n.d). My results and summarised strategies in my forum post show I am a balanced learner across the index of preferences and have a moderate preference for visual over verbal learning styles, I believe that this is a strength. The slight preference may mean that I use maps and diagrams more than others and that I need to be aware and to use verbal techniques to enable those with this preference. To provide some insight into a potential customer, I asked my sister to complete the test and was surprised to see such a different result, in particular she was a very reflective learner with a score of 9. She explained how she needed time to read and reflect on new material covered in her work place at the Hospital working with blood matching for patients. I found this contrast helpful when I considered the weakness of my learning style preference because targeting a particular strength or weakness, such as highly reflective, does mean that you should use the suggested strategies. Roy and Novotny (2000) suggest that since not all learners are alike, it is safe to say that in any group of learners some will have different learning preferences than the instructor and that whilst people have natural and preferred ways to learn they need to improve on their strategies. In addition, librarians working with adults have a particular responsibility to encourageindependent and self regulated learning and to teach critical thinking processes (Roy & Novotny, 2000).

Pea-Ayala, Alejandro (2012) suggests that a study of learning styles such as visual/verbal is needed to support adaptive learning styles systems that integrate with e-learning systems and adaptive learning activities. I think that using more verbal techniques will be a way to balance my preferred visual preference. I could use the phone more for example with colleagues and or break tasks down verbally with a customer as opposed to giving directional advice by pointing to a reference source such as telephone books. My weakness for verbal learning could be aided with more effective group work where I hear a customers or a colleagues explanations of material say at reference meetings and learn more though others explanations. I can also write summaries or outlines of course or work material in my own words. Reference List

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

Roy, L. & Novotny, E. (2000). How do we learn? Contributions of learning theory to reference service and library instruction. The Reference Librarian 69/70 129-139. Retrieved from Library Literature and Information Science database via EBSCOhost

Pea-Ayala, Alejandro (2012). Intelligent and Adaptive Educational-Learning Systems: Achievements and Trends. Retrieved from http://eblib.com

Task 2: Analysis of two reference encounters

This essay will discuss and analysis two reference encounters: Case study 1: Trouble at the reference desk and case study 2: Business library reference encounter. It will provide a number of brief definitions of the reference interview. Practical examples will also be provided that include my thoughts both on the purpose of the reference interview and the behaviours that make an interaction more likely to succeedThe reference interview is the interpersonal communication that occurs between a reference librarian and a library user to determine the persons specific need(s), which may turn out to be different from the reference question initially posed a well trained reference librarian will sometimes initiate communication if a hesitant user appears to need assistance (Reitz, J, 2007)The reference interview is the conversation that takes place between the librarian and a user who is looking for information to help them solve their problem. The reference interview is a process (The Open Polytechnic of New Zealand, 2013).There are usually four main types of questions, Directional, ready reference, specific search ,research, readers advisory and bibliographic questions and this is what the reference librarian does all day. And then there are the other kind, my friend has this book about a boy who saw a car and it did this and I think it was yellow and do you have it or I need information on World War ll.Negotiating the reference interview is about being ready for the interview before you even ask a question. The key elements in the negotiation phase are: To be approachable. Some people feel intimidated in the library and may be shy about asking questions Make eye contact Look up when approached, smile, sit up, welcome customers, attentive behaviour Approach people rather than waiting for them to come to you, empathyDuring the actual interview:People dont always realise that information on any one subject can be found in many different forms or source materials: books, magazines, e-books, pamphlets, dvd, microform, internetand in many locations in the library: non-fiction, teen, magazines and reference.Behaviour during the reference interview is about a set of key processes or functions, for example: Paraphrase repeat back what the customer has saidActive listening .. without making assumptions, cutting off or finishing sentences (The Open Polytechnic, 2013)Ask open questions.. these can not be answered yes or noClarify.. to make sure you are meeting the users needsVerify when you think you are ready to search..ask one more time Follow up with a follow up question does this answer your question?.There are also unspoken rules that make up good reference interview behaviour.These include Not we dont have it but .. I can look for you and find out who may have it If you cant find an answer to pass the question on to other reference staff or take a reference inquiry where you have time to research and to get back to the person To make sure you understand the question yourself before starting to try and answer itOr these Name the source of the information when giving information Look the answer up rather than going off the top of your head Dont point take the person to the information or bring the info to the person Be as accurate and objective as possible Be professional Be positive Involve the user in the search (The Open Polytechnic, 2013)At the conclusion of a good reference interview you should have found out the purpose or why the information is needed. You should have a deadline after which the information is no longer needed. You should have an idea the type and amount of information needed, how much and in what form.Who/Where/What: Who needs the information? a student, a professional, a parent; Where what prompted the question, homework, curiosity, course work and What ; is the basic question.Then to close the interview you should ask a follow up question such as Does this completely answer your question? or Is there anything else I can help you find? If I am going to answer no to my follow up question and am going to continue to work on a question I will also let a user know who will be working on the query and get the contact details and full information about the query. I can also give the person some idea of when I will be getting back to them .My words are supported by the views of other writers on this topic. Katz (2002) describes how interview techniques such as listening, approachability, verbal and nonverbal cues, dress and ideal behaviour all work to provide preparation for the reference interview whilst Richardson, John suggests that analysis of the questioning-answering process is key to the reference function. Jones (2011) provides a range of examples of the way these definitions can be explored and developed in a library setting. The course module also provides much relevant instruction.In case study one I am struck with how what a visual learning style the librarian is using and how verbal the customer appears. I think of my own son who may have a learning disorder such as aspergers when he will not always process information unless it is broken down. I am critical of the pointing to the catalogue when the catalogue is not visible and when I would usually take a patron to a collection or to a to a new computer or catalogue - that is bring the information to the person and not or the person to the information. The librarian also interupts and should listen and actively listen that is not finish a persons sentences. The directional instruction is not a clear visual cue. I think the patron may not be able to process visual information well especially when this person shakes her head at the catalogue search results. I think the person has a dominant verbal learning style and makes more noise than the visual librarian. There could be a better process of finding out what information this person is really seeking. She should use the strategies of good reference behaviour as outlined above in the reference interview. She should be more careful with her directional queries and take the customer to the source to better model good information seeking behaviour.In the second case study we have a phone query that is sequential in nature it moves along step at time however the result person gets some very specific and excellent help from the librarian and has the strategies to set the librarian working to compile a shortlist of articles from a database they had searched before at the library but were now having trouble with. It was a more sequential learning encounter in that the person had already been to the library and had a demonstration and was now following up with the initial log in. The person was able to take in the verbal instructions for search strategies the librarian gave and was not put off and rang a second time for more detailed instructions after initially hanging up the phone to begin the search. This librarian also asked about the deadline for the information, Is 4 oclock tomorrow OK and they both provided their full names to each other. In the first call no names were provided. But the Caller has a successful and happy encounter finishing with,Thats great. Thankyou very much.When comparing the two case studies I see that one is face to face however not well managed really. The other is over the phone and although initially tricky to clarify what information was really needed this was the search suggestions worked well. The customer was confident enough to ring again to get further help and to ask the librarian to do dome detailed searching for him and to provide it the following day. In real life at my library it is often difficult to ring the Hastings Public library from home with not all branches having good phone access and difficulty with phone wait times. The Open polytechnic library is very good at this but often accessing e-books that do not download with a verbal prompt from the Open Polytechnic librarian is not straightforward. The business case study was more successful for the patron and the librarian used more of the successful behaviours discussed above.

Reference ListAmerican Library Association. (n.d). Guidelines for behavioral performances of reference and information service providers Retrieved from www.ala.org/rusa/resources/guidelines/guidelinesbehavioural Katz, W.A (2003). The reference interview. In introduction to reference work. Volume II : Reference serrvices and reference processes. (8th ed., pp.123-140) Boston, MA:McGraw-Hill.The Open Polytechnic of New Zealand. (2013). Module 2: The Reference Encounter. In 72.271 User Education and Reference Skills. Lower Hutt, New Zealand: Author.

Reitz, J. (2007), Online Dictionary of Library and Information Science. Retrieved from http://www.abc-clio.com/ODLIS/odlis_A.aspx

Richardson, J. (1999) Understanding the Reference Transaction, College and Research Libraries, May, pp 211-222.