Each graduate of the MLIS program is able to . . . use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
“Connecting people to information” is a philosophical principle I developed early on in my time in the MLIS program. This means that there is an abundance of information in every format. There are also people in need of information, although those people may be in lack of the necessary skills to seek out information which is reliable, relevant, and which is commensurate to their needs. Although these skills may seem to be restricted merely to reference librarians, every librarian must use the service skills they have internalized as part of their education must make themselves available. A particularly important set of guidelines was developed by RUSA to articulate to information professionals how to conduct reference interviews in a way which helps patrons find the information, helps to keep reference librarians engaged with the patron. Libraries should also create and make available information pathfinders and other bibliographical lists on topical themes to guide patrons to the information they seek and make them aware of items on the topic in their collection. If the item (or items) the patron seeks are not available, librarians will make use of holds and interlibrary loans to locate available copies of the item in other libraries. For my first piece of evidence relating to this competency, I will submit a transcript of a simulated communication, completed for INFO 210, between me (as a reference librarian) and a patron seeking information on a healthcare-related issue. The document contains annotations of RUSA recommendations alongside the dialogue. This will illustrate the use of RUSA principles in what I expect to be regular conversations with library patrons. The second piece of evidence relating to this competency is a shadowing assignment I completed for INFO 210 in which I spent two hours at a reference desk observing a reference librarian at work serving patrons. This assignment is broadly similar to the first assignment, but demonstrates not just a simulated conversation but real interactions between real patrons and a real reference librarian. The shadowing assignment contains a reflective sections in which I discuss ways that a reference librarian can effectively implement the RUSA guidelines in their regular interactions.
When a patron approaches me, I will demonstrate that I am attentive to their needs by showing, through body language, eye contact, and verbal greeting, that I am aware of their presence. They will come, perhaps, with many questions to ask me, and I will need to ask questions to help them narrow down what they are actually looking for. While they are speaking, I will listen attentively. If there are bibliographies available, I will inform the patron or provide them with a paper list, based on their preference. It is not only important to help users find information, but to do so in a way that protects their privacy. Many patrons may have needs which they are sensitive to not having exposed in the public arena (e.g., a teenage LGBT patron comes in seeking information about sexual education, and is afraid of same-age peers and/or parents finding out about their status or that they were seeking information on a given topic), and librarians should speak to patrons in a quiet, but attentive manner, or even set up an appointment to research the topic further if information cannot be located during a standard reference interview.