Maintaining records

Introduction
Most reference areas maintain some records to measure how busy they are, or to justify staffing levels. The types of records kept vary from library to library. Some libraries place great importance on keeping detailed records of requests and statistics on usage. Others do not consider record-keeping necessary, or find it too time-consuming. In some instances, library staff need to present a statistical record to their management when trying to obtain additional staff or increase opening hours.

In the ideal environment, reference staff should
• record all details of an information search
• maintain appropriate statistics of inquiries.
Inquiry forms
Most libraries have a printed form which staff use to record the number of enquiries. Some use a form to record the details of a search such as the sources used, the time taken to answer the inquiry and whether the search was successful.
Exercise
Make an appointment to talk to a person who works at a reference desk in a library. Ask about the methods used to record
• the number of reference enquiries
• the types of reference enquiries
• the level of success answering reference queries

Based on the information gathered, decide whether you think this is an effective method of record-keeping.
Exercise
Look at the next three reference statistic sheets and fill in the tables below.
Example 1 – A public library

Reference and Directional Statistics

Library …………………………… Day …………………………… Date ………………….

	Reference inquiries	Directional inquiries
Example	Water conservation
1
2
3
4
5
Total		Total

Example 2 – An academic library

Reference Queries
Month ………………………….

	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Total
Up to 3 mins
Over 3 mins

Example 3 – A University library

Reference Enquiries

Date:

Location:

Time period:

Less than 2 minutes
1	2	3	4	5	6	7	8	9	10
11	12	13	14	15	16	17	18	19	20
21	22	23	24	25	26	27	28	29	30
31	32	33	34	35	36	37	38	39	40
41	42	43	44	45	46	47	48	49	50
51	52	53	54	55	56	57	58	59	60
61	62	63	64	65	66	67	68	69	70
71	72	73	74	75	76	77	78	79	80
81	82	83	84	85	86	87	88	89	90
91	92	93	94	95	96	97	98	99	100
101	102	103	104	105	106	107	108	109	110
111	112	113	114	115	116	117	118	119	120
121	122	123	124	125	126	127	128	129	130
131	132	133	134	135	136	137	138	139	140
141	142	143	144	145	146	147	148	149	150

Between 2 and 10 minutes
1	2	3	4	5	6	7	8	9	10
11	12	13	14	15	16	17	18	19	20
21	22	23	24	25	26	27	28	29	30
31	32	33	34	35	36	37	38	39	40
41	42	43	44	45	46	47	48	49	50

Greater than 10 minutes
1	2	3	4	5	6	7	8	9	10
11	12	13	14	15	16	17	18	19	20

	Example 1	Example 2	Example 3
What information is being collected?	Collecting information on the total number of reference enquiries and of directional enquiries in one day. Also includes a brief description of the topic of the reference enquiries.	Collecting total number of reference enquiries each day for a month.	Collecting total number of reference enquiries for 2 days.
What are the benefits of this form?	Clear layout, one can trace who answered the enquiry.	Has one month on a sheet so economical use of paper.	Easy to fill in because you just cross out a number.
What are the problems with this form?	No indication of how long the enquiries took or who wanted the information. Only one day per sheet, so would use a lot of paper.	Not much room to write in. Only breaks enquiries into 2 categories - does not allow for longer enquiries.	Cluttered layout. Uses lots of paper.
Which form do you like best? Give reasons.

Example 4 – A special library

Reference Queries
Name: Date:
Organisation:
Address:
Phone no.: Fax:

Estimated date required by
Details of inquiry:

Sources checked: [ ] Catalogue [ ] Kinetica
[ ] CD-ROM [ ] Internet
[ ] Other…………………………..

Result/response:


Client: Form of response:
[ ] Internal [ ] In person
[ ] External [ ] Letter
[ ] Government [ ] Compliments slip
[ ] Student [ ] School [ ] Tertiary [ ] Fax
[ ] Researcher [ ] Telephone
[ ] Business [ ] Email
[ ] Media
[ ] Other

Date completed:…………………………….
Signature:…………………………………….

Example 5 – An Information centre

Information Request Form:

Name of requester:
Branch: Section:
Location:
Telephone no.: Fax no.:
Date of request: Date information required by:
Information required on:

This information is required for:

Types of information wanted (Please circle the ones you are interested in):
Journal articles / Books / Videos / Internet sites / Other (Please specify)
Time period to be searched (- eg last 5 years):
Geographic areas (- eg Australia only):

DATE COMPLETED: COMPLETED BY: TIME SPENT:

SOURCES USED:
Example 6 - A Special library

Details
Name	Phone
Division Section Date received Received by	Branch Location Date required Handled by
Request statement
Key words
Retrospective	Current
Manual	Electronic
From (year)	ILL
Search (including sources with comments)

	Example 4	Example 5	Example 6
What information is being collected?	Collecting details of one enquiry including who wants the information, details of the enquiry, which sources were checked and how the library responded.	Collecting details of who wants the information, the information required and why it is required and the type of information required including time period and geographic areas.	Collecting details of who wants the information, a request statement including suggested key words and comments on the search and sources used
What are the benefits of this form?	Includes lots of information so easy to analyze who requested the information and which sources are used most frequently.	Narrows down the type of information required, includes time spent on search.	Asking for key words would help to narrow down the search. It is helpful to include comments on the search in case you receive a similiar request in the future.
What are the problems with this form?	Would take a long time to complete.	Would take a long time to complete.	Would take a long time to complete.
Which form do you like best? Give reasons.

Example 7 – A Special Library

Online and CD-ROM search profile

Name:

Division:

Phone:

Search profile:

General description:

Suggested words:

Any known significant references:

Preferred form of output (printed or on disc):

Signed:

Date:
 
Example 8 – A Special Library

Online and CD-ROM search request form

Name of officer: Extension:
Section: Date:

Narrative description of topic:

Date required:

Known authors:
Known papers or articles: (list on reverse)
Types of Materials of Interest: All: If not “All”, please specify:
Articles: Reports: Patents: Conference papers:

Standards and specifications: Other:

Languages of Interest: All

If not “All”, please specify those of interest:

Years to be covered (only if such a limit is necessary):

How many relevant items do you think might be found?

Maximum amount of time to be spent:

Maximum amount of money to be spent (if applicable):
 
Example 9 – A Special Library

Online or CD-ROM Search Request

Name of requestor:
Section:	Location:
Dates: Short title of search: Years to be covered: English only? [ ] Yes [ ] No Other languages	Date search required by:
Abstracts required (if available)
Suggested databases:
REQUEST STATEMENT Please describe subject of search as fully as possible - define ambiguous or specialized terms, list keywords; list any known authors, organizations or journals of particular interest:
Please note any subjects of the topic NOT wanted:
Search (including sources with comments)

	Example 7	Example 8	Example 9
What information is being collected?	Collecting information on online and CD-ROM search.	Collecting information on online and CD-ROM search.	Collecting information on online and CD-ROM search.
What are the benefits of this form?	Asks for a general description of the search and also suggested keywords and any known significant references.	Allows for a narrative description of the search and asks for lots of detail on the type of information required. Includes the amount of time and money to be spent.	Asks for a short title of the search and also a more detailed description. Includes space for any aspects of the topic not wanted.
What are the problems with this form?	Does not include when the information is required by.	Would take a long time to complete. You would probably need to guide the client through the responses.	Would take a long time to complete.
Which form do you like best? Give reasons.

Ethics

Library staff follow a code of ethics which outlines that they should always

• remain objective
• provide the right information
• avoid making judgements about the clients or the questions asked
• avoid interpreting the information
• avoid giving legal, medical or financial advice
• respect the confidentiality of each query
• provide equal service to all
• remember legal implications when supplying information

Although you should try to treat all library clients equally, some libraries prepare guidelines on the level of service provided to various types of clients. For example, research staff in an academic library are likely to receive more assistance than undergraduate students.

The Australian Library and Information Association has prepared a Statement on professional ethics which all reference staff should keep in mind.

ALIA statement on professional ethics
Librarians and library technicians significantly influence or control the selection, organization, preservation and dissemination of information. In a political system dependent on an informed democratic society, they are members of a profession explicitly committed to intellectual freedom and the freedom of access to information. Libraries and library technicians have a special obligation to ensure the free flow of information and ideas to present and future generations.

Librarians and library technicians are dependent upon one another for the bibliographical resources used to provide effective information services, and this dependence imposes obligations for the maintenance of the highest level of personal integrity and competence in the performance of their duties.

Librarians and library technicians:

1. Must provide the highest level of service to all clients through appropriate and usefully organized collections, equitable access and service policies and skilful, accurate and unbiased responses to all legitimate requests for assistance.
2. Should not exercise censorship in the selection, use or access to material by rejecting on moral, political, gender, sexual preference, racial or religious grounds alone material which is otherwise relevant to the purpose of the library and meets the standards which are appropriate to the library concerned.
3. Must recognize and respect intellectual property rights and in compiling information for clients must avoid manipulation of information likely to mislead.
4. Must protect each user’s right to privacy with respect to information sought or received and materials consulted, or
5. Must distinguish clearly in their actions and statements between their personal philosophies and attitudes and those of an employing institution or professional body.
6. Must treat fellow workers and other colleagues with respect, fairness and good faith and advocate conditions of employment that safeguard the rights and welfare of all employees of the institution.
7. Must avoid situations in which personal interests might be served or financial benefits gained at the expense of library users, colleagues or the employing institution.
8. Must maintain and enhance their professional knowledge and skills to ensure excellence in the profession by encouraging the professional development of co-workers and by fostering the aspirations of potential members of the profession.
   
   Adopted 1986 Revised November 1997
   
   Available on the Internet at http://alia.org.au/policies/professional.conduct.html

Legal requirements
When assisting a client, you may have to take into account

• copyright
• freedom of information
• privacy
• duty of care
• censorship
• confidentiality

Copyright
Before providing information to a client you must make sure that you are not infringing the copyright laws by copying or downloading too much information. You must become familiar with the conditions of the copyright law and instruct clients on how to comply with it.

Freedom of information
Most library staff agree that clients should have freedom of access to information. However there are situations when you need to use your common sense before answering a request for information. For example, if an enquirer asks for information on suicide or the use of poisons, you may need to refer to your supervisor before supplying the information.

Privacy
You must not reveal details of an enquiry to another library client. This is particularly important in special libraries where researchers may be working on sensitive topics.

Duty of care
Library staff can be held liable for the quality of information that they supply. When working in a reference area you must make sure that all the information you provide is accurate and that you can supply details of the source in the information.

Censorship
Many people argue that libraries should not include books on topics such as how to commit murder or instructions on how to make bombs. Others argue that people should have the freedom to read whatever they want. A common problem is that people use computers in libraries to search for pornographic material. It is very difficult however for library staff to patrol usage of all computers.

Confidentiality
Library staff must be discreet and tactful when handling enquiries. It can be frustrating if a client is unwilling to tell you why they need the information. However you must remember that they have the right to keep quiet about their reasons. Be careful when conducting a reference interview that your conversation is not overheard by other library clients.

Gosling, Mary. Learn reference work. Canberra: DocMatrix, 2001, pp. 108-110.

Introduction to reference: Communicating with clients

Introduction
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.

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 – i.e. 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

The reference interview
Introduction
A major part of reference work is finding out exactly what information a client wants. Some clients will explain what they want, but many give very unclear clues. All reference staff need to develop good communication skills to ensure a good service, and to save time and effort. In order to find out what information is required, you often need to conduct a ‘reference interview’.

A 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 conduct 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.

Reference staff may need to encourage the client by asking questions and rephrasing questions, in order to find out exactly what is being asked. By spending time checking the question, you will avoid wasting time seeking the wrong information, and ensure that you meet the client’s needs.

The steps in a reference interview
In order to conduct an effective reference interview, follow these steps:

1. Find out what information the client requires. The client might carefully explain what he or she wants, but in many cases clients use an indirect approach – e.g. they ask whether the library holds copies of Australian geographic, but they really want information about the Birdsville track.
2. Ask the client to clarify the topic. You must avoid misunderstanding over the meaning of the question.
3. Repeat or paraphrase the question to ensure you know what is involved.
4. Try to find out what the client already knows and what sources (if any) 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. 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.

Conducting the interview
Be approachable
Many clients start a conversation with ‘I know this is a dumb question but…!” Staff must reassure the client that all queries are of value and that the library is there to serve their needs.

Some clients find libraries confusing, intimidating and overwhelming. They may think their enquiry is not worthwhile or they are reluctant to bother library staff. It is important therefore for staff to make the clients feel welcome and at ease. The initial verbal and non-verbal responses of the staff will influence the level of interaction between the library and clients.

In order to help the client feel at ease,

• make eye contact – even if you are busy, eye contact can assure clients that you know they are waiting for help
• smile
• be prepared to help people – put down work you are doing
• use a friendly tone of voice
• stand up, don’t just point in the general direction of the shelves
• appear confident – take time to consider the query and work out a search strategy based on your knowledge of the tools at the reference desk and in the collection
• be patient and courteous even with difficult clients
• move from the reference desk if necessary to help clients.

Show interest
Although some reference enquiries may not sound interesting to you, remember that the topic is of interest to the client. Aim to provide a good reference service regardless of your own interests.

In order to demonstrate an interest in the client’s request you should maintain eye contact, make attentive comments, give the client your full attention, and appear unhurried.

Communicate positively
It is extremely important to listen carefully to the client to ensure you understand the request completely, and to ask the correct questions to clarify the enquiry.

In order to communicate in a positive manner you should always be courteous. Do not interrupt clients when they are explaining their enquiry. It is a good idea to paraphrase or summarise the question in order to make sure you understand what is required, and to verify the question before searching. Avoid using jargon when talking to your clients.

Questioning the client
Phrase your questions carefully to determine the client’s needs quickly and efficiently.

The most effective type of question is an open-ended question, which allows clients to explain everything they know about the topic, and to describe their information need as clearly as possible.

For example:

• Can you tell me more about what you need?
• What type of information are you looking for?
• We have a number of books about your topic. Could you give me more specific details?
• I am not sure I understand what your question means. Can you give me some more information?
• How will you use this information?

Closed questions give clients the option of answering ‘yes’ or ‘no’ or selecting between several options.

For example:
Do you want a bibliography on ancient civilizations, or do you want information on a particular region?
You should use closed questions only after clients have had the opportunity to explain their request – e.g. is this information recent enough?

Communication problems
Library clients often have difficulty explaining their needs.

• They will often ask a very vague or broad question. You need to ask open-ended questions to obtain more information.
• They may mumble so that you have difficulty understanding what they say. You may need to repeat what you think they have said or ask them to repeat the question.
• Some clients assume that if you work in a library you know the answer to everything, including every detail of the materials in the collection. This is impossible, but you should make sure you keep up to date with additions to the collection.
• A client may not have the correct information. Often library clients ask for information on behalf of someone else and they may have incomplete details. You need as much information as possible or you may have to persuade the client to find out more detail and then return to the library.

If the reference interview is not done properly, the client may receive wrong or misleading information. The library staff and the client will waste time and the client will become frustrated with the library.

Follow-up
The final part of the reference process is to determine whether the client is satisfied. In most cases you will be able to find an answer to a question, but you must ensure that the answer fully satisfies the client. If the answer is not satisfactory, you may need to refer the client to another member of staff – e.g. your supervisor – or to an information source outside your organization.

In order to determine whether the client is satisfied, check with them to be sure the information is received and understood. You may need to ask them ‘does this completely answer your question?’. Encourage clients to return to the reference desk if further help is needed. It is important for clients to know that they can return for further assistance if more information is needed, or if they could not locate exactly what they wanted.

Referring enquiries
In some instances, library staff find that they must refer a reference enquiry to others. Many libraries establish procedures that determine when a reference query should be passed on. These procedures may take into account the length of time taken to solve a query, how busy the reference staff are, or the intricacies of the query. There are also times when the question is too hard for a junior staff member, and they need to refer it to a senior member of staff who has more experience with the reference sources. If you are unsure of where to start looking for an answer, you should ask a supervisor for assistance.

You may need to refer an enquiry to a staff member within your own library – e.g. a question might relate to work done in the Technical Services section of the library. It may be necessary to refer an enquiry outside your organization because your library does not have the relevant sources to answer it. For example, you may need to refer the enquirer to the National Library, or a government department or embassy.

Remember, you do not lose face if you refer a question to other resources. The basic aim of a library is to serve its clients and to fulfill their information needs in the best way possible. Knowledge of these other resources and how to exploit them is also serving clients’ information needs.

Introduction to reference: Reference services for specific groups

A person’s right to use a library should not be denied or abridged because of origin, age, background or views. American Library Association. “Article V” Library Bill of Rights

Objectives
By the end of the module you should be able to:

• Recognize the communication barriers that exist between library staff and members of specific user groups.
• Demonstrate competence in conducting a reference interview with patrons from a variety of backgrounds and ages.

Readings
Canada. Human Resources And Skills Development. A Way with Words and Images: Terminology Guide Concerning Persons with Disabilities. Last modified 15 Mar 2004. 22 Mar. 2004. http://www.hrsdc.gc.ca/eng/disability_issues/reports/way_with_words/index.shtml
Entire document available at http://www.hrsdc.gc.ca/eng/disability_issues/reports/way_with_words/way_with_words.pdf

Canadian Library Association. Canadian Guidelines on Library Information Services for Older Adults. 24 Nov. 2002. Canadian Library Association, Ottawa. 22 Mar. 2004. http://www.cla.ca/AM/Template.cfm?Section=Library_and_Information_Services_for_Older_People

Canadian Library Association. “Public Services.” Canadian Guidelines on Library and Information Services for People with Disabilities. Feb. 1997. Canadian Library Association, Ottawa. 22 Mar. 2004.
http://www.cla.ca/AM/Template.cfm?Section=Position_Statements&Template=/CM/ContentDisplay.cfm&ContentID=4065

“Carolyn is Deaf, How Can I Communicate With Her?” 22 Mar. 2004.
http://web.archive.org/web/20030907082327/http://www.worksupport.com/Archives/carolyn.asp

“Disability Awareness.” Removing Barriers: Tips and Strategies to Promote Accessible Communication. North Carolina Office on Disability and Health, 1999. 22 Mar 2004. http://www.fpg.unc.edu/~ncodh/htmls/rbtipsandstrategies.htm

Liu, Grace F. Promoting Library Awareness in Ethnic Communities: Based on the Experience of the South Bay Cooperative Library System 1984-1985.
1985. California State Library. 22 Mar. 2004.

Introduction
The make-up of Canada’s population impacts on society as a whole and on libraries as one of society’s institutions. An examination of the mix of age groups and origins shows how diverse is the population libraries serve. Statistics Canada estimates for 2001, 12.64% of our population to be over the age of 65, by 2016 this figure is predicted to rise to 15.88% (The Sustainability Report).

Immigrants form a significant proportion of Canada’s population as well. “As of May 15, 2001, 5.4 million people, or 18.4% of the total population, were born outside the country.” “Of the 1.8 million immigrants who arrived between 1991 and 2001, 58% came from Asia, including the Middle East; 20% from Europe; 11% from the Caribbean, Central and South America; 8% from Africa; and 3% from the United States.” (Canada’s Ethnocultural Portrait)

The top 10 source countries for immigrants coming to Canada (1991 to 2001) were:

1. China
2. India
3. Philippines
4. Hong Kong
5. Sri Lanka
6. Pakistan
7. Taiwan
8. United States
9. Iran
10. Poland
    

The top non-official languages spoken at home were:

1. Chinese*
2. Punjabi
3. Arabic
4. Spanish
5. Tagalog (Filipino)
6. Russian
7. Persian (Farsi)
8. Tamil
9. Urdu
10. Korean

* reported as Chinese, Cantonese, Mandarin or Hakka (CBC News)

In 2001 28% of Aboriginal people lived in large metropolitan areas, with Winnipeg having more Aboriginal people than all of the Northwest Territories, Nunavut and the Yukon combined (“2001 Census: Aboriginal Peoples of Canada.”)

In 2001, 3.6 million Canadians living in households reported having activity limitations; this represents a disability rate of 12.4% (A Profile of Disability). People with disabilities take an active part in society and deserve to be shown respect as does any other user group.

Libraries have also traditionally made a distinction between services for adults and those for children and young adults.

With such a distinct population; we should expect and be prepared to deal with patrons from many different backgrounds no matter what type of library we work in. The reference librarian may encounter patrons who are recent immigrants, international students, or citizens of long-standing minority groups for whom English may or may not be their first language. The technician when trying to fill a reference need for members of these groups may come up against communication barriers brought on by either language or cultural differences.

Language and speech barriers
Ross and Dewdney offer four practical tips for dealing with situations where you may have problems understanding what the patron is saying.

1. Restate what you do understand.
2. Take the blame on yourself for not understanding.
3. Ask the patron to write down their request.
4. Ask a colleague for help. (120)
   

“Above all, stay calm and be patient… Work through the strategies of acknowledgement, take ownership, asking the user to write the question down, and finally referral. One of these will work.” (120)

We must also remember to use plain language and not library jargon, not just with those with whom English is not their first language but with other patrons as well.

Grace Liu in Promoting Library Awareness in Ethnic Communities gives the following tips for communicating with patrons from other cultures.

• Speak in brief, simple sentences. Minimize library jargon.
• Don’t ask “either/or” questions, pose two questions instead.
• Speak slowly and articulate distinctly. If necessary, write it down for the patron.
• Don’t expect verbal reinforcement such as “I see” or “Uh-huh” when you are explaining something to a patron. Watch for non-verbal communication. If you want acknowledgment, ask “Do you understand?” or watch for a nod.
• If you see that a patron has misunderstood your direction after he or she has left your station, don’t assume that the patron will eventually discover the error. Follow through with whatever assistance you can give.
• Recognize that most Asians are not demonstrative. Smiling may hide emotions such as frustration or confusion.
• Silence from patrons of some cultures may indicate 1) respect for your authority; 2) full agreement with what you are saying or doing; 3) fear of being judged by how he or she speaks English.
• Realize that name order may be different for some cultures. Ask for “family name” instead of “last name”.
• Always show mutual respect.
• Be patient.
• Keep smiling.
• If you don’t understand, ask questions, but keep them short.
• Don’t ask negative questions, as these are easily misinterpreted – for example, “Don’t you like mysteries?”
• Give time for the patron to accomplish what he came for, even when you are busy.
• Give time for the patron to translate mentally what you have said.
• Don’t raise your voice; it may be perceived as anger.
• Avoid idioms and metaphors.
  

Different age groups
People are living longer with better health. Treat older adults as individuals. As the Canadian Guidelines on Library and Information Services to Older Adults states “Older adults are not a homogeneous population that can be easily categorized… the information needs and interests of older people range widely and mirror the adult community as a whole.” Do not assume a physical impairment such as hearing or vision. If an impairment does exists deal with it sensitively. Remember as well that new technology may be intimidating to older patrons and, as with other segments of library users, more personal attention may be needed in filling their reference needs. Be aware also of situations where patrons may be looking for social contact. You may need to practice skills in ending or redirecting social conversations when you are trying to serve the reference needs of others.

When working with children in a public library it is important to grant them the same level of respect and courtesy given to adults. Just as we suggested being at eye level during the reference interview, we should also try to be on the child’s level and not tower over him or her. Children have less life experience and may therefore have more trouble explaining their real information need to you. If a child is accompanied by a parent or care-giver be sure to speak with the child and not to the adult as if the child is not there. Remember, however, that the adult may want to be involved in helping the child.

Don’t assume all questions from children relate to school work. Be sensitive in trying to provide material in an appropriate amount and at an appropriate reading level for the child. If a child’s question cannot be answered with local resources, he or she deserves to have it referred for a more extended search just as you would for an adult.

Reference services to young adults pose some challenges as information to suit their needs may be found in both the children’s and adult collections of public libraries. All of us mature at a different pace so we need to be sensitive to retrieving information from or directing teens to what they may see as the “kiddies” section. Some university and college libraries make their collections accessible to young adults and technicians working in these libraries need to treat their needs with as much attention as is given to other legitimate client groups.

Patrons with disabilities
We need to be sensitive to the special needs of patrons with disabilities. We also need to realize that sometimes we may feel uncomfortable dealing with persons who have disabilities, just as they may feel uncomfortable in approaching us. Ross and Dewdney provide practical advice in reducing our fears of saying or doing the “wrong thing”.

1. Leave the user in control.
2. Don’t make assumptions about the user’s abilities or needs.
3. Treat the user as an individual, never talk to a companion, if present, as if the person were not there.
4. Maintain appropriate nonverbal behavior. Your voice may indicate your physical attitude even if the patron is unable to see you.
5. Don’t underestimate people with disabilities.
6. Don’t assume the user wants special materials.
7. Know the facts about specific disabilities.
8. Know the limitations of your library with regards to its physical barriers and be ready to help as needed.
9. Don’t pretend the disability doesn’t exist.
10. Encourage the user’s independence.
11. Use follow-up questions.
12. Encourage feedback. (117)
    

Tips for communicating with people who are deaf include

• Knowing the facts about kinds of impairments.
• Not exaggerating your lip movements.
• Facing the user as you speak.
• Using writing as required. (118)
  

For people using wheelchairs or scooters

• Know your library’s physical barriers and how to help the user overcome them.
• Try to speak with the person at eye level so they will not have to strain to look up at you. (118)
  

For the visually impaired

• Know the facts regarding level of visual impairment. Some vision may be present.
• Listen carefully, as a blind user places more reliance on speech.
• When guiding a blind person allow her to take you arm, don’t grab hers.
• Don’t treat guide dogs as pets. (119)
  

Further information on issues of diversity and barriers to communication is available through the Province of Ontario’s Gateway to Diversity Web site, http://www.cprn.com/en/diversity.cfm (No longer online)

Works cited
Beaujot, Roderic. Immigration and Canadian Demographics: State of the Research. Ottawa: Strategic Policy, Planning and Research. Citizenship and Immigration Canada, 1998. 26 Jan 2010. http://web.archive.org/web/20040203215423/http://www.cic.gc.ca/english/srr/pdf/res3fiii.pdf

Canada. Human Resources And Skill Development. A Way with Words and Images: Terminology Guide Concerning Persons with Disabilities. Last modified 15 Mar. 2004. 26 Jan 2010. http://www.hrsdc.gc.ca/eng/disability_issues/reports/way_with_words/way_with_words.pdf

Canadian Broadcasting Corporation. Indepth: Immigration Canada’s Newcomers: Immigration Patterns. CBC News Online. December 4, 2003. 22 March 2004. http://www.cbc.ca/news/background/immigration/

Canadian Guidelines on Library and Information Services for Older Adults. Canadian Library Association, Ottawa 12 Sep. 2009. 26 Jan. 2010
http://www.cla.ca/Content/NavigationMenu/Resources/PositionStatements/OlderAdultsrevsept09.pdf

Liu, Grace F. Promoting Library Awareness in Ethnic Communities: Based on the Experiences of the South Bay Cooperative Library System 1984-1985. 1985. California State Library. 22 Mar. 2004.

Ontario. Gateway to Diversity. 2 Apr. 2001 http://www.cprn.com/en/diversity.cfm

Ross, Catherine Sheldrick, and Patricia Dewdney. Communicating Professionally: A How-To-Do-It Manual for Library Applications. 2nd ed. New York: Neal-Schuman, 1998.

Statistics Canada. 2001 Census. “Aboriginal Peoples of Canada.” 7 July, 2003. 22 Mar. 2004. http://www12.statcan.ca/english/census01/products/highlight/Aboriginal/Index.cfm?Lang=E

Statistics Canada. 2001 Census. Canada’s Ethnocultural Portrait: The Changing Mosaic. 21 Jan. 2003. 22 Mar 2004. http://www12.statcan.ca/english/census01/products/analytic/companion/etoimm/canada.cfm

Statistics Canada. A Profile of Disability in Canada. 4 Apr. 2003. 26 Jan 2010. http://www.statcan.gc.ca/pub/89-577-x/index-eng.htm

The Sustainability Report. “Canada’s Aging Population.” Sustainability Reporting Program. 2000. 22 Mar. 2004 http://www.sustreport.org/signals/canpop_age.html

The Reference interview: a common-sense review

Note: Techniques that help people with learning disabilities and other disabilities can also improve library service for all of the people in a community.

Greet

• Look welcoming and animated.
  
• Appear interested in the person and what he or she needs.
  
• Greet people warmly and directly.
  

Remember that you can’t see a learning disability and that it might be in one area of perception or expression or a combination of areas. Here and throughout the entire process, speak clearly and not too quickly, and make eye contact. Because self-esteem is an accompanying problem, be sure to treat both the person and the question seriously and respectfully.

Probe

• Restate request.
  
• Ask open questions to get more information.
  

Verify

• Restate specific question by paraphrasing.
• Ask if some sources have been checked and what was found.
  

If you haven’t moved out to the materials, now is a good time to do it. Include a variety of formats. Try to choose at least one item that has a high proportion of pictures and diagrams and relatively little text. Include some items with sound and/or motion. Check discreetly for preferences in format, paying attention to non-verbal clues as well as actual statements. Ask if the person wants a quick, simple overview or something more in depth, if that’s appropriate. If there’s a pathfinder or other written material relating to the verified question, offer it. Offer an audio version in addition to print, if there is one.

Locate information

• Check appropriateness of level, depth of coverage
• Ask about format preferences
• Offer help with using the tool(s)
  

If printers are available for OPACs or reference tools, be sure to point this out. If there are computers for word processing and other applications, mention this too, including any assistive hardware or software. Continue to be an active listener and observer of non-verbal cues. Don’t overdo or hover, but make the person feel comfortable and able to ask for help as needed.

Close

• Check if the question has been or can be answered with the material at hand.
• Check to see if the person is satisfied at the moment.
• Expressly offer additional help as needed.
• Withdraw cordially.
  

Follow up (a little later or if the person is looking in need of help)

• Ascertain if the question has been completely answered.
• Check to see if anything else is needed, or if there’s another question.

Roads To Learning, The Public Libraries’ Learning Disabilities Initiative
ASCLA/American Library Association

Introduction to reference: Reference services for specific groups

Persons with disabilities

• Leave user in control
• Don’t make assumptions about user’s abilities or needs
• Treat user as an individual
  o Speak directly to user, not to companion if present
• Maintain eye contact, relaxed posture, etc.
  o Don’t get uptight.
• Don’t underestimate user
• Don’t assume user wants special materials
  o A “Talking Book” may not be necessary for someone with an eye disability
• Know facts about specific disabilities
• Know limitations of your library
  o Make as much of the collection accessible, remove barriers
• Don’t pretend disability does not exist
• Encourage user’s independence
• Encourage feedback
  o From variety of sources, persons

The deaf
Be sure person can see your face as you speak, do not cover your mouth with your hand while you talk, or talk as you walk away from patron.

• Speak slowly and clearly but do not exaggerate lip movements (may distort words)
  o Don’t exaggerate how you speak, and don’t talk too loudly either.
• Be sure you have person’s attention before speaking
• Try to maintain eye contact (helps keep feeling of direct communication)
• If person does not understand your words, try a different phrase. Some words are at a pitch that cannot be heard, no matter how loud they are said.
• Do not be embarrassed about asking user to write down a question, or writing down information yourself.

Persons who are blind

• Know the facts, ability to see and read varies greatly
• Do not feel self conscious about using phrases such as “I see what you mean” or “Let’s take a look”
• If you need to guide user, let him take your arm. Do not take his.
• Acknowledge user verbally with restatement and verbal encouragers, describe what you are doing or where you are going. Make sure other staff are aware of where you are.
• Do not treat guide dogs as pets
• Keep aisles clear of obstacles

Wheelchair/scooter users

• Condition may be permanent, progressive or temporary (different levels of expertise in using wheelchair)
• Know library’s physical barriers and how to help user overcome them. If you leave, tell them where you are going.
• For a conversation sit down, it can be tiring for the user to look up for any length of time. Get on their level.

Specific age groups
Seniors
Seniors are one of the fastest growing age groups.

• Be sensitive to possibility of a physical impairment which makes communication more difficult (vision/hearing).
  o Be aware though that not all seniors have any impairments.
• Do not assume all older patrons have similar problems and needs e.g. large print books.
• Some may need encouragement to use newer technologies.
  o More libraries are using electronic materials. More seniors are using e-mail regularly. Some will be more likely to attempt new technologies then others will.
• Older users may be seeking someone to talk to and require a reminder others are waiting to be served.
  o Perhaps they need to look into another place to convene?
• Do not make assumptions about a person’s abilities based solely on age

Children are entitled to the same services as adults.

• Show same level of respect and courtesy.
• Try to be at child’s eye level.
• Speak to child not parent/caregiver
• Do not assume all questions relate to school
• Treat child’s question the same way as you do an adult’s
  o Take them seriously.
• Children may have more trouble explaining question to you due to their lack of experience and vocabulary
• Be sensitive in matching information to reading level of child and in providing the right amount of information.
  o Present a range of materials from different areas. Teens may bounce between both adults and children’s sections.

Patrons from different cultures

• Speak in brief simple sentences avoiding library jargon. Present one concept at a time.
• Pose two questions rather than “either/or” ones.
• Speak slowly and articulate distinctly. If necessary write information down.
• Do not expect verbal reinforcement, watch for a nod or ask “Do you understand?”
• Recognize smiling may hide emotions such as frustration or confusion
• Silence may indicate
  o Respect for authority
  o Full agreement
  o Fear of being judged on quality of spoken English
• Realize name order may be different for some cultures
• Saving face is important in many cultures, always show mutual respect
• Be patient
• Keep smiling
• Ask questions if necessary, but keep them short
• Do not ask negative questions which can easily be misinterpreted
• If all else fails ask someone else for help
• In some cultures it is considered polite to avoid eye contact
• Allow time for patron to translate mentally what you have said
• Do not raise your voice, this may be taken for anger
• Avoid idioms and metaphors

Speech barriers

• Restate what you understand
• Take ownership of problem, e.g. “I’m sorry I seem to have trouble understanding people today. Could you tell me again?”
• If you still cannot understand, ask patron to write question down. “It would help me if you could just write… down on this paper.”
• If all else fails, tactfully ask someone else to help.