Reference Revisited: Reports and Responses

All of the reporting groups discussed the impact of new technologies, and most, not surprisingly, discussed the Internet. Of the listed topics, only numbers 2 and 5 were not chosen. Most of the reports echo the themes of M. Pastine's paper. It seems that the opportunity to discuss these problems with colleagues was the most important aspect of the break-out sessions. These discussions helped us to realize that our experiences are shared by others, that we are not alone. While we already acknowledge this on an intellectual level, hearing it directly provides an emotional reinforcement whose value cannot be underestimated.

Lack of adequate training for library staff was a common thread. Rapidly changing technologies require ongoing retraining, both for staff and for library users. Here are some representative comments taken from various reports:

Job stress, especially technostress is a big factor in the work lives of all librarians represented in our group. Several people voiced the opinion that little or no attention is paid to training in their workplace for new electronic databases.

One group which chose to discuss the topic of "New Computer Databases" discussed several scenarios relating to training. One included inviting faculty and graduate students to attend vendor demonstrations or hosting "open house."

The general consensus in another group was that the reference librarian was the most logical, and most expected staff member to teach patrons the use of Internet. Training of staff members on Internet generally was hit-or-miss; one trained oneself as best one could. Some key points:

Librarians must let go of the idea that we must be perfectly knowledgeable in all areas. It's OK if we are NOT the experts! We must believe that it is acceptable if we cannot immediately (or sometimes ever) tap into a source.

With technology, the work load is merely transferred into other areas and is NEVER decreasd (our administrators must realize this concept as well!). Focus on what is applicable to the patrons' reference needs. Some ideas for teaching Internet to patrons:

1. Teach short classes to patrons, staff, etc., during "brown bag" lunches.
2. Develop or purchase computerized tutorials and make these available to your patrons.
3. Set up a program where your "surfers" serve as tutors to the "toe-dippers" and "skinny-dippers." Your "net hogs" may be less inclined to tie up the Internet lines, eliminating the need for sign-up sheets.
4. Recognize that the one-on-one approach to teaching the Internet, while it may satisfy the patron, places greater stress on your staff, and is not time effective.
5. If "net hogs" become a problem, use kitchen timers to set a reasonable time limit.

In yet another focus group, there was a concensus that having Internet access in the public area means more work for librarians. Internet access invariably requires that more time be spent with patrons.

Why are we viewed, and perhaps why do we view ourselves, as an expendable resource, easily replaced by emerging technologies? There are several reasons, such as trends toward outsourcing, a rose-colored, myopic view of the Internet and other new technologies on the part of administrators and the public, increasing access to artificial intelligence, etc.

Despite these questions, none of us really believed that emerging technologies would do away with our jobs, or the services we provide. Job obsolescence due to technological advances is not the issue. What we do will not change. What will change is how we do it. We are analytical problem solvers, using those highly prized critical thinking skills as to how and where a certain piece of information can be found. We are also information evaluators, knowing when a certain source is a good choice or a dead end. And these skills are based on our experience with and knowledge of how information is structured and stored. Thus, new technologies give us new tools to work with and new ways to use them. Mastering these new tools is the issue.

New technologies bring about new ways of viewing the world, of solving a problem and of accessing information. As far as the Internet goes, let's take advantage of its electronic sources. This is information our users need. Now, as in the past, they turn to us to find it for them. Not everyone wants to spend five hours searching the Internet for something that can be found in the library in three minutes.

The responses collated here were taken from RRT Facilitator reports from the following individuals:

• Susan Beck
• Jack Becker
• Fran Ebbers
• Marian Jackson
• Jeanne Pyle.

The editor regrets that space did not permit printing them in full, and wishes to thank everyone who took part.

Reference Revisited: Updating and Retraining in a Rapidly Changing Environment
Reference Revisited: Breakout Topics

Page created 9/8/96
Copyright ©, 1996, Reference Round Table, TLA
Send comments to:

• Jeanne Pyle jpyle@sfalib.sfasu.edu
• Will Stuivenga stuiveng@amigos.org