The Reference Interview

I was really interested in this week's readings on the reference interview as this is something completely missing in my current school library situation. Teachers bring their classes to the library without telling the TL the purpose, students are sent to "do research" or "work in the library" or (my favourite) "to use the computers" but there is no direction or information provided to the TL. The TL also does not engage the teachers or the students in any form of questioning about why they are in the library. There is almost no interaction until someone can't find something, or they want to sign out a book. (or, usually, when something won't print) There are many reasons for this breakdown in the system, but not wanting to point fingers I am choosing to use this as an opportunity for change next year when I become the TL.

Before thinking a bit about how I would like to make the reference interview work for me in the library I need to comment on a few things discussed by Riedling in chapter 9. I had some concerns about some of her points, some of which were also discussed as unrealistic in the lesson notes. Riedling seems to suggest an individual interview with each student coming to the library, and even if I took only the basic questions and techniques she suggests, each interview could still take anywhere from 5-10 minutes or longer. This is completely unrealistic, especially when in most cases, an entire class of 30 has just entered the library, all wanting help and information at the same time. I think this brings up the importance of the teacher reference interview from our "hot topic" discussion. This is essential in being able to streamline the interview process and provide all of the students with some Frequently Asked Questions-type answers before the TL can conduct some individual interviews.

Riedling also says, "Familiarity of the library collection and conducting an appropriate search for information may be thought of as a reference skill separate from the interview. It is, however, a critical step in the procedure and an important part of the reference interview process. Without knowledge of the library media center collection, the interview cannot continue; the question cannot be answered." (103) My first thought is, "I'm in trouble." As a new TL I know I do not know the collection as well as I want to, and that this will be a learning experience for me. I do not see why the "question cannot be answered" or why the "interview cannot continue?" Is this not an opportunity to demonstrate collaborative learning with a student or staff member? Where is the "let's find out together" mentality that is the best part of learning and teaching? Riedling says further in the section that the "reference interview process relies on the complete skills of the school library media specialist, including expertise with all the library resources available, to provide the most accurate and complete response, and ultimately, information." (103) I see part of my skills as the TL will be my ability and willingness to find and learn what I need to do my job, to work with and help students, and work collaboratively with staff. I guess I feel that Riedling is suggesting a level of expertise that many school librarians do not have in the beginning, and that with the changes in time and money put into school libraries, is no longer as possible as it once was.

Thinking about the reference interview has made me put this process at the top of my "To Do" list for next year. I see this as an area for significant change and growth in the library of my school. I know that I will have to tread lightly as I move to make students and staff more accountable in the use of their library time. I know that I will need simple policies and procedures for "signing out" the library, including a form and discussion with me before classes are brought in, so that I can be prepared and efficient in the help I offer. I also know that there will be resistance - "I don't need your help, I do this project every year." or "It's ok, the kids just need to use the computers." I know that I will need to start slowly and offer simple information at first. One of the things I am currently doing in preparation for next year, is creating a blog for our library that has different pages for each subject area. I am then adding reputable and authoritative links for topics and units each class studies. This is proving easier, of course, with staff who are willing to share. My hope is that others will come on board as they realize the ease of use for themselves and their students. I also hope this will create more collaborative opportunities between the staff and me on future units of study.