In describing how to conduct reference interviews as part of the research process, Riedling (2000) lists determining the nature, quantity, level, and best format of information a student needs, and emphasizes the importance of encouraging students to use information literacy skills to access that information. She also emphasizes the importance of the relationship between the helper (the t-l) and the helpee (student), even if it is a relationship that has only just begun and only lasts for the few minutes of the interview. I deeply appreciate how she emphasizes good communication skills such as active listening, paraphrasing, awareness of body language, and how she points out how the student’s communication skills may not be as refined. This, once again, acknowledges the affective component of the research and learning processes – yay! Psychology, counselling, emotional intelligence and emotional literacy are huge interests of mine, and I would not want to see emotional literacy trumped by information literacy, as noble and important as the latter is. (In a worst nightmare scenario I imagine a world in which everyone can readily access information but not their emotions!)

I also fully agree that a successful reference interview is one in which the student feels satisfied that the teacher-librarian has given personal attention and accurate info, even if s/he  did not locate suitable or desirable material for the student. In my experience, if I have done all I can to locate something for a student, but still did not find what they wanted, they were fine with it, and went happily on their way or signed  something else out. (Sometimes I think I end up more disappointed than they do!). But it is gratifying to know that they are happy and I have done my best to help them.

What if found lacking (surprisingly so) is that Riedling does not suggest conducting a reference interview or collaborative effort with teachers. There should be no need for, say, 30 students to seek individual assistance from the teacher librarian for a class project they will all be doing. The t-l should, at the very least, have a copy of the assignment instructions and criteria – it is a basic tool to begin with. If the t-l does not have even a basic idea of what the assignment is, s/he cannot prepare adequately and the students are more likely to be short-changed and have a less than ideal research experience.

In my toc work, I find the involvement of the t-l in a collaborative process with any given classroom teacher who brings a class to the library for research varies from school to school. (Here I’m thinking more of secondary students). Some t-l’s are very proactive about getting specific details about research projects and will even spend time looking online for appropriate websites to recommend to students. (I know because I have done this as a library toc.)

Reference:

Riedling, Ann. Reference Skills for the School Library Media Specialist: Tools and Tips. Linworth Publishing Inc., Ohio, 2000.