Article #1
Citation: Dewdney, P. and Michell, G. (1997). Asking "why" questions in the reference interview: A theoretical justification. Library Quarterly 67 (1), 50-71.
Summary: The authors discuss certain elements of the reference interview, including questions asking "why," and how they may trigger negative responses from the user. Suggestions for improving these responses are made.
Analysis: Dewdney and Michell delve into the world on interpersonal communication, and show how it applies to the reference interview. The major focus is on the question "why," and how librarians determine what the user wants the information for. It's tricky to do, they point out, because of the possibility of the user not responding well; they ignore it or become upset because they do not see the relevancy of the question.
It's an element that I'm familiar with, thanks to my Reference Sources class. The key to a successful interview is to communicate effectively with the user (which Dewdney and Michell agree with). It's important to convey requests in a neutral and non-threatening manner, and to provide some kind of explanation to the user why you're asking them questions. For example, instead of asking a user, "Why do you want information on AIDS," say "It would help me if you could tell me what kind of information on AIDS you'd like to know." (This technique is especially useful if it's a controversial or potentially embarassing topic)
Discussion question(s): Is there any one best strategy for phrasing "why" to the user?
Implications: In the world of library science, consider well the old adage "it's not what you say but how you say it," but change the last part to "how you phrase it." It's important--and a little tricky--to phrase questions in a positive or neutral light. If you're going to get anywhere in the reference interview, you'll need to master all the ways that you can subtly probe the user for information...but subtly enough that they don't get upset.
Article #2
Citation: Mokros, H.B., Mulins, L.S., & Saracevic, T. (1996). Practices and personhood in professional interaction: Social identities and information needs. Library and Information Science Research 17, 237-257.
Summary: The authors examine two studies of speech patterns and conduct in online reference interviews, and study what effects communication (effective and noneffective) has on the user and librarian.
Analysis: Oh, dear, was this hard to get through. The pearls of wisom I managed to glean were thus... How you choose to handle a query effects the reference transaction. (Obvious, but let me explain) One section of the study examined the phrasing that the librarians used when responding to patron inquiries. The researchers focused on how the librarians did or did not provide a sense of legitimacy to the user. In one such transaction, a librarian states "There's nothing on here that tells me what you're looking for. I presume you're looking for something for a reason." Usage of those terms to reply to the user devalues the query, and by extension, the user's self-worth.
Discussion question(s): What are some good techniques to reassure users? What are some techniques to be avoided?
Implications: Again, another iteration of "not what you say but how you say it." Speaking in a straightforward and confident manner helps to establish rapport with the user and give a more confident image of the librarian. It also helps to encourage a sense of self-confidence in the user.
Friday, November 19, 2010
Sunday, November 14, 2010
Article #1
Citation: Dilevko, J. (200). "My mother can't quite understand why I decided to go to library school": what patrons say about library staff when asking government documents reference questions at depository libraries. Journal of Government Information, 27, 299-323.
Summary: Results of a study are presented, analyzing the treatment proxy users received while asking reference questions and government depository libraries.
Analysis: Reading this article gave me a flashback to an earlier assignment for another LIS class; we students were tasked with crafting reference questions and asking them at various libraries, and analyzing the reponses given and how we were treated. (So, essentially, this entire study.) I found myself nodding along when the study's proxy users began discussing negative closure and how frequently the librarians they spoke to employed it (and the negative responses outweighed the positive ones, which is nothing short of shameful). I've been on the end of more than one negative closure tactic, and if I didn't already have the knowledge to use the library or find information on my own, I might be as bitter towards the information services as some of the users here were.
While I read these reponses, what boggles me the most is the sheer unwillingness and utter refusal of the librarians to do their JOB. If you are hired as a reference librarian, you ought to expect people to come in and ask questions. I don't walk in to the pharmacy, only to be told that the pharmacist thinks my perscription is too hard to refill; I don't order a meal at a restaurant and have the chef tell me to expect a subpar dinner because the ingredients for what I chose don't exist. The job of a reference (but really, any) librarian is to find answers to questions. If you're not sure what to do or where to go, that's one thing. But you need to TRY. It's what you're there to do, after all, and makes me wonder about these librarians' motivations.
Minor ranting aside, it's almost fascinating to see how the librarians themselves practice information avoidance. The librarians (and to be fair, here I'm referring to the ones giving negative impressions and using negative closure) are essentially blocking out any questions or information needs that these users toss at them. It doesn't matter that the information may be useful, they don't want to know it or look for it.
Discussion question(s): One participant mentioned his/her mother, after a bad reference encounter, not understanding why the partipant was enrolling in library school. Could these negative impressions have repercussions on the future of library schools and the number of attendees?
Implications: I cannot overemphasize the importance of training librarians in interpersonal communication. Much of the negative and discouraging behavior I have personally encountered stemmed from lack of a positive attitude or willingness to communicate. So much of a librarian's job revolves around being able to communicate well with patrons that it seems absurd to not develop these skills. Greater transparency in the reference interview is also essential. Many users come to the reference desk because of unfamiliarity with a topic or sources, and would benefit from learning how to solve these problems for future searches
Article #2
Citation: Kuhlthau, C.C. and Tama, S.L. (2001). Information search process of lawyers: a call for "just for me" information services. Journal of Documentation, 57(1), 25-43.
Summary: This study provides further research on Kuhlthau's Information Search Process (ISP) model, using the information-seeking behavior of lawyers as a focus.
Analysis: Looking at Kuhlthau's earlier study involving the business analyst, it's interesting to draw some parallels here. The focus here is on lawyers, presumed to already be experts in their field, as opposed to following a novice analyst. The factor of uncertainty, for example, is noted as being very different in both studies. For the novice group, uncertainty was interpreted as an indicator that something had not been done properly or that a mistake had been made. The expert group, however, viewed it as a factor that increased their interest in the task, and heightened the sense of challenge. It's very interesting to see how one factor can be interpreted so differently among groups.
Kuhlthau describes this user group as being the generation that grew up between exclusively relying on print sources and exclusively relying on digital sources. While they are used to both sources, they express frustration with the too-rapid pace of technology. Their complaints ring true with many members of their generation, and show the slow transition from print to digital. It will be interesting to see the transition from digital to whatever will be invented next, and see what effects that will have.
Discussion question(s): How do librarians account for and provide for different generations who are accustomed to using different types of resources?
Implications: Several of the lawyers in the study indicated that the expertise of a librarian helped enormously with the organization of their work. Law librarians are a vital part in the legal process, though they may not initially seem like it. According to the study, they seem to be under-utilized, which may be a point that the librarians have to push for.
Citation: Dilevko, J. (200). "My mother can't quite understand why I decided to go to library school": what patrons say about library staff when asking government documents reference questions at depository libraries. Journal of Government Information, 27, 299-323.
Summary: Results of a study are presented, analyzing the treatment proxy users received while asking reference questions and government depository libraries.
Analysis: Reading this article gave me a flashback to an earlier assignment for another LIS class; we students were tasked with crafting reference questions and asking them at various libraries, and analyzing the reponses given and how we were treated. (So, essentially, this entire study.) I found myself nodding along when the study's proxy users began discussing negative closure and how frequently the librarians they spoke to employed it (and the negative responses outweighed the positive ones, which is nothing short of shameful). I've been on the end of more than one negative closure tactic, and if I didn't already have the knowledge to use the library or find information on my own, I might be as bitter towards the information services as some of the users here were.
While I read these reponses, what boggles me the most is the sheer unwillingness and utter refusal of the librarians to do their JOB. If you are hired as a reference librarian, you ought to expect people to come in and ask questions. I don't walk in to the pharmacy, only to be told that the pharmacist thinks my perscription is too hard to refill; I don't order a meal at a restaurant and have the chef tell me to expect a subpar dinner because the ingredients for what I chose don't exist. The job of a reference (but really, any) librarian is to find answers to questions. If you're not sure what to do or where to go, that's one thing. But you need to TRY. It's what you're there to do, after all, and makes me wonder about these librarians' motivations.
Minor ranting aside, it's almost fascinating to see how the librarians themselves practice information avoidance. The librarians (and to be fair, here I'm referring to the ones giving negative impressions and using negative closure) are essentially blocking out any questions or information needs that these users toss at them. It doesn't matter that the information may be useful, they don't want to know it or look for it.
Discussion question(s): One participant mentioned his/her mother, after a bad reference encounter, not understanding why the partipant was enrolling in library school. Could these negative impressions have repercussions on the future of library schools and the number of attendees?
Implications: I cannot overemphasize the importance of training librarians in interpersonal communication. Much of the negative and discouraging behavior I have personally encountered stemmed from lack of a positive attitude or willingness to communicate. So much of a librarian's job revolves around being able to communicate well with patrons that it seems absurd to not develop these skills. Greater transparency in the reference interview is also essential. Many users come to the reference desk because of unfamiliarity with a topic or sources, and would benefit from learning how to solve these problems for future searches
Article #2
Citation: Kuhlthau, C.C. and Tama, S.L. (2001). Information search process of lawyers: a call for "just for me" information services. Journal of Documentation, 57(1), 25-43.
Summary: This study provides further research on Kuhlthau's Information Search Process (ISP) model, using the information-seeking behavior of lawyers as a focus.
Analysis: Looking at Kuhlthau's earlier study involving the business analyst, it's interesting to draw some parallels here. The focus here is on lawyers, presumed to already be experts in their field, as opposed to following a novice analyst. The factor of uncertainty, for example, is noted as being very different in both studies. For the novice group, uncertainty was interpreted as an indicator that something had not been done properly or that a mistake had been made. The expert group, however, viewed it as a factor that increased their interest in the task, and heightened the sense of challenge. It's very interesting to see how one factor can be interpreted so differently among groups.
Kuhlthau describes this user group as being the generation that grew up between exclusively relying on print sources and exclusively relying on digital sources. While they are used to both sources, they express frustration with the too-rapid pace of technology. Their complaints ring true with many members of their generation, and show the slow transition from print to digital. It will be interesting to see the transition from digital to whatever will be invented next, and see what effects that will have.
Discussion question(s): How do librarians account for and provide for different generations who are accustomed to using different types of resources?
Implications: Several of the lawyers in the study indicated that the expertise of a librarian helped enormously with the organization of their work. Law librarians are a vital part in the legal process, though they may not initially seem like it. According to the study, they seem to be under-utilized, which may be a point that the librarians have to push for.
Saturday, November 13, 2010
Article #1
Citation:
Duff, W.M. & Johnson, C. A. (2002). Accidentally found on purpose: information-seeking behavior of historians in archives. Library Quarterly 72, 472-496.
Summary: Duff and Johnson report on the findings of a survey of historians' use of archives, examining how they orient themselves to the environment and resources and build their knowledge of material. While the historians did ask for aid from the information professionals, they were able to develop their own searching strategies to use.
Analysis: The various information-seeking behaviors that Duff and Johnson pinpointed all dovetail together. The user orients him or herself in the information center so as to locate material. Once familiarized, they search for known material, which can cement the information that they *do* know about a particular topic. Once the user has a idea of what it is they know, they can begin searching for information that will put their information into context: background information. With this further solidified piece of information in their mind, the user can now begin to search for information to satisfy their information need, and will be able to discern what is relevant to their topic. It's essentially a chain of events that all start with the user's orientation to the archive (or library, etc.)
Everything hinges on the user's ability to acclimate to the archive and learn how to use the resources. As Duff and Johnson point out, the historian incurs various costs (time and money) by using the archive, so efficiency is highly important. The user will utilize resources such as finding aids or the archivists themselves. One point of the study noted that some of the historians went to the archivists first for help, while some only went after looking unsuccessfully with the finding aids. It reminds me quite a bit of the typical pattern of library users, who may seek out the librarian for help right away, or try to utilize the various research tools and only ask a librarian if the first attempt fails.
Discussion question(s): To what degree are information professionals responsible for aiding findability and usability of an information center's resources? How do we best help the user learn to use them properly?
Implications: Utilizing an information center can be overwhelming and challenging, as Duff and Johnson show us. Users find their own way of adapting to the new environment and exploring it to find the information they need. While input from the librarians is helpful, it is also important to note that users will develop their own strategies and search in their own ways. It's important to recognize the autonomy that users want to wield.
Article #2
Citation: Jones, W. (2007). Personal information management. Annual Review of Information Science and Technology, v. 41: 453-504.
Summary: Jones presents the concept of PIM, or "personal information management," the study of the activities a person performs when handling information that is needed for various tasks or duties.
Analysis: Reading Jones' discussion made me sit down and think about how I personally store and retrieve information. He points out that the process of finding information relies upon the user remembering to look, recalling pertinent details about the information, and recognizing the information when found. Whenever I acquired data or information to be stored, I would drop it into whatever storage I was using at the time, label it, and leave it. However, I could not always remember where I put it; Jones points out that many users miss opportunities to refind and reuse information because they do not know where to look or because the information is unorganized.
Jones continues by discussing the issue of visibility, and shows how many users attempt to find ways to keep information in sight at all times so as not to forget about it. But desktops clutter up, and constantly keeping up browsers of useful information can detract from work. The key is to successfully manage the information in a system that keeps them organized and visible. (I eventually devised a series of folders in my computer that neatly organized school information by year, class, and project, as well as seperate folders on my desktop for other topics. A similar system was applied to my bookmarks, and as soon as a bookmark was made, I added it into its proper folder. It took about ten seconds, and saved me endless trouble in the future.)
Discussion question(s): How can a user apply PIM to their information-seeking?
Implications: Successful management of information is key to any library or information center. The only difficulty is how to structure it so it appeals to many different users, all of whom may have differing opinions on how things should be organized.
Citation:
Duff, W.M. & Johnson, C. A. (2002). Accidentally found on purpose: information-seeking behavior of historians in archives. Library Quarterly 72, 472-496.
Summary: Duff and Johnson report on the findings of a survey of historians' use of archives, examining how they orient themselves to the environment and resources and build their knowledge of material. While the historians did ask for aid from the information professionals, they were able to develop their own searching strategies to use.
Analysis: The various information-seeking behaviors that Duff and Johnson pinpointed all dovetail together. The user orients him or herself in the information center so as to locate material. Once familiarized, they search for known material, which can cement the information that they *do* know about a particular topic. Once the user has a idea of what it is they know, they can begin searching for information that will put their information into context: background information. With this further solidified piece of information in their mind, the user can now begin to search for information to satisfy their information need, and will be able to discern what is relevant to their topic. It's essentially a chain of events that all start with the user's orientation to the archive (or library, etc.)
Everything hinges on the user's ability to acclimate to the archive and learn how to use the resources. As Duff and Johnson point out, the historian incurs various costs (time and money) by using the archive, so efficiency is highly important. The user will utilize resources such as finding aids or the archivists themselves. One point of the study noted that some of the historians went to the archivists first for help, while some only went after looking unsuccessfully with the finding aids. It reminds me quite a bit of the typical pattern of library users, who may seek out the librarian for help right away, or try to utilize the various research tools and only ask a librarian if the first attempt fails.
Discussion question(s): To what degree are information professionals responsible for aiding findability and usability of an information center's resources? How do we best help the user learn to use them properly?
Implications: Utilizing an information center can be overwhelming and challenging, as Duff and Johnson show us. Users find their own way of adapting to the new environment and exploring it to find the information they need. While input from the librarians is helpful, it is also important to note that users will develop their own strategies and search in their own ways. It's important to recognize the autonomy that users want to wield.
Article #2
Citation: Jones, W. (2007). Personal information management. Annual Review of Information Science and Technology, v. 41: 453-504.
Summary: Jones presents the concept of PIM, or "personal information management," the study of the activities a person performs when handling information that is needed for various tasks or duties.
Analysis: Reading Jones' discussion made me sit down and think about how I personally store and retrieve information. He points out that the process of finding information relies upon the user remembering to look, recalling pertinent details about the information, and recognizing the information when found. Whenever I acquired data or information to be stored, I would drop it into whatever storage I was using at the time, label it, and leave it. However, I could not always remember where I put it; Jones points out that many users miss opportunities to refind and reuse information because they do not know where to look or because the information is unorganized.
Jones continues by discussing the issue of visibility, and shows how many users attempt to find ways to keep information in sight at all times so as not to forget about it. But desktops clutter up, and constantly keeping up browsers of useful information can detract from work. The key is to successfully manage the information in a system that keeps them organized and visible. (I eventually devised a series of folders in my computer that neatly organized school information by year, class, and project, as well as seperate folders on my desktop for other topics. A similar system was applied to my bookmarks, and as soon as a bookmark was made, I added it into its proper folder. It took about ten seconds, and saved me endless trouble in the future.)
Discussion question(s): How can a user apply PIM to their information-seeking?
Implications: Successful management of information is key to any library or information center. The only difficulty is how to structure it so it appeals to many different users, all of whom may have differing opinions on how things should be organized.
Tuesday, November 2, 2010
Article #1:
Kuhlthau, C.C. (1999). The role of experience in the information process of an early career information worker: Perceptions of uncertainty, complexity, construction, and sources. Journal of the American Society for Information Science 50, 399-412.
Summary: Kuhlthau's study analyzes the information-seeking behavior and decision-making process of a Wall Street analyst, carried out over a period of 5 years. The study looks at how experience influences information workers' approaches to information-seeking tasks, and how proficiency can be attained.
Analysis:
The study examined the analyst's level of uncertainty in regards to his work as a "novice" and five years later as an "expert." The results were broken down into different categories, examining how uncertainty influenced the analyst's information seeking behavior, perceptions of tasks, and choice of information sources. Kuhlthau found that while uncertainty never went away, it greatly diminished over time as the analyst gained more experience and became more comfortable. Because of this, the analyst's perceptions changed, and he began using different approaches to his work.
While reading through the latter half of Kuhlthau's study, I was astonished at how much the analyst's "novice" information-seeking behavior mirrors my own behaviors and attitudes as a new MLIS student and library graduate assistant. When first thrust into a new work or scholastic environment, there is an urge to be "right," to prove your competence. But lack of experience hinders this, and leaves you feeling overwhelmed and anxious. There are too many options, and you simply don't know which are the right ones. Because of your unfamiliarity with the work, it may seem too complex or deceptively easy, and can frustrate you. It's a universal feeling that can be applied to many situations, not just the information science field.
Discussion Question(s):
Anxiety and uncertainty shape our perceptions, sometimes wrongly, towards our work. How can we best approach unfamiliar projects and view them objectively? How can we reduce anxiety of new workers or students?
Implications: To remedy situations like this, training combined with mentoring is key. At this stage, the new worker or student can benefit from the experience of an older coworker or classmate. A similar system might benefit the business environment as well.
Article #2
McInerney, C. (2002). Knowledge management and the dynamic nature of knowledge. Journal of the American Society for Information Science and Technology 53(12), 1009-1018.
Summary: The concept of knowledge management is explored in context of the dynamic nature of knowledge itself. Critiques are made of knowledge management programs,along with suggestions for improvement.
Analysis: One of the key points McInerney raises for discussion is the separation of knowledge into two categories: tacit and explicit. The former is knowledge that is subconscious, perceived, and personal, while the latter is expressed, organized, and shared (One can also think of spoken and unspoken). McInerney states that when tacit knowledge is not expressed or recorded, the knowledge can be potentially lost. I immediately drew a mental parallel to numerous pieces of knowledge lost to the modern world (languages, skills, history, etc.) because the information was not widely shared or recorded. I further thought of how it applies to our field of work. Frequently, librarians do the bulk of work for a user without divulging their methods, or perhaps do not share information with a user for various reasons. Could that unshared information represent a "lost opportunity" for the user, as McInerney puts it? (1012)
Discussion Question(s): Is tacit knowledge truly useful if it is never taught or expressed?
Implications: Parallels can be made to the case for teaching users how to utilize and understand the library systems; our tacit knowledge, while useful to us, can be made more useful by expressing it and teaching others.
Kuhlthau, C.C. (1999). The role of experience in the information process of an early career information worker: Perceptions of uncertainty, complexity, construction, and sources. Journal of the American Society for Information Science 50, 399-412.
Summary: Kuhlthau's study analyzes the information-seeking behavior and decision-making process of a Wall Street analyst, carried out over a period of 5 years. The study looks at how experience influences information workers' approaches to information-seeking tasks, and how proficiency can be attained.
Analysis:
The study examined the analyst's level of uncertainty in regards to his work as a "novice" and five years later as an "expert." The results were broken down into different categories, examining how uncertainty influenced the analyst's information seeking behavior, perceptions of tasks, and choice of information sources. Kuhlthau found that while uncertainty never went away, it greatly diminished over time as the analyst gained more experience and became more comfortable. Because of this, the analyst's perceptions changed, and he began using different approaches to his work.
While reading through the latter half of Kuhlthau's study, I was astonished at how much the analyst's "novice" information-seeking behavior mirrors my own behaviors and attitudes as a new MLIS student and library graduate assistant. When first thrust into a new work or scholastic environment, there is an urge to be "right," to prove your competence. But lack of experience hinders this, and leaves you feeling overwhelmed and anxious. There are too many options, and you simply don't know which are the right ones. Because of your unfamiliarity with the work, it may seem too complex or deceptively easy, and can frustrate you. It's a universal feeling that can be applied to many situations, not just the information science field.
Discussion Question(s):
Anxiety and uncertainty shape our perceptions, sometimes wrongly, towards our work. How can we best approach unfamiliar projects and view them objectively? How can we reduce anxiety of new workers or students?
Implications: To remedy situations like this, training combined with mentoring is key. At this stage, the new worker or student can benefit from the experience of an older coworker or classmate. A similar system might benefit the business environment as well.
Article #2
McInerney, C. (2002). Knowledge management and the dynamic nature of knowledge. Journal of the American Society for Information Science and Technology 53(12), 1009-1018.
Summary: The concept of knowledge management is explored in context of the dynamic nature of knowledge itself. Critiques are made of knowledge management programs,along with suggestions for improvement.
Analysis: One of the key points McInerney raises for discussion is the separation of knowledge into two categories: tacit and explicit. The former is knowledge that is subconscious, perceived, and personal, while the latter is expressed, organized, and shared (One can also think of spoken and unspoken). McInerney states that when tacit knowledge is not expressed or recorded, the knowledge can be potentially lost. I immediately drew a mental parallel to numerous pieces of knowledge lost to the modern world (languages, skills, history, etc.) because the information was not widely shared or recorded. I further thought of how it applies to our field of work. Frequently, librarians do the bulk of work for a user without divulging their methods, or perhaps do not share information with a user for various reasons. Could that unshared information represent a "lost opportunity" for the user, as McInerney puts it? (1012)
Discussion Question(s): Is tacit knowledge truly useful if it is never taught or expressed?
Implications: Parallels can be made to the case for teaching users how to utilize and understand the library systems; our tacit knowledge, while useful to us, can be made more useful by expressing it and teaching others.
Subscribe to:
Comments (Atom)