Behavioral Guidelines for Reference and Instruction 

The following behavioral guidelines apply to librarians and information assistants offering virtual reference or face-to-face reference and information services on a walk-in or appointment basis. They also inform the behavior of librarians providing classroom library instruction. The guidelines are organized according to six observable (i.e., measurable) behaviors, with examples of the guidelines in action.

These guidelines and selected actions are derived from goals proposed by librarians at Helmke Library and from published sources. These sources include The American Library Association's (ALA) Reference and User Services Association's Guidelines for Behavioral Performance of Reference and Information Service Providers (2004) and Guidelines for Implementing and Maintaining Virtual Reference Services, and the International Federation of Library Associations and Institutions' (ILFA) Reference and Information Services Section Digital Reference Guidelines.

1.0 Approachability / Interest

Users' initial interaction, whether at the Helmke Library Service Desk, the research consulting context, or in a virtual reference setting, should make them feel comfortable in seeking help and confident that they can expect timely, courteous, professional service every time.

1.1 Acknowledge users' presence promptly through a friendly greeting (and eye contact, if in person) to make them feel at ease and reduce their perception that the situation is intimidating, risky, confusing, or overwhelming;

1.2 If delayed in helping them immediately, let them know when they will be assisted; and

1.3 Use effective interpersonal communication, body language, and voice intonation to convey a professional interest in all users' information needs.

1.4 Post virtual reference guidelines in a prominent location so that patrons will know what to expect from the service.

1.5 Provide links to reference assistance on the library’s homepage as well as at other points of need.

2.0 Listening / Inquiring

Demonstrating a high level of interest in the user's inquiry will generate a higher level of satisfaction among users. Interest, good listening and questioning skills, and a commitment to providing effective service enable us to perceive whether users are new to the library or already familiar with some services and judge whether their prior knowledge and skills need to be reinforced or perhaps corrected.

2.1. Rephrase the user's question or request and ask for confirmation that you have understood.

2.2 Use open-ended, neutral questioning techniques to encourage users to expand on the request or present additional information. Examples of open-ended questions include:

• Please tell me more about your topic.
• What additional information can you give me?
• How much information do you need?

2.3 Use closed, clarifying questions to refine the search query. Examples of these questions include:

• What have you already found?
• What type of information do you need (books, articles, statistical data, etc.)?
• Do you need current or historical information?

2.4 Seek feedback throughout the interaction about how new information fits their perceived needs; and

2.5 As appropriate, explain how to access electronic resources on and off campus (e.g., point out access information on the Find Resources By... page, or provide remote-access instructions).

3.0 Searching / Discovering

The search process is the stage of the interaction in which behavior and accuracy intersect. Without adequate knowledge and an effective search, the desired information is unlikely to be found. Through a talk-aloud method with minimal use of library jargon, explain to users what you are thinking and doing at all stages of the interaction (as you develop an initial search strategy, choose a resource, use it effectively, and evaluate your results).

3.1 As appropriate, begin the interaction in a demonstration mode and then switch to a practice mode whereby users get to try out the same techniques for themselves;

3.2 As appropriate, introduce more than one resource type during the session (e.g., books as well as periodical articles, articles plus Web resources, etc.); and

3.3 Explain the difference between books or periodicals located through IUCAT catalog, and articles or chapter-level content (e.g., edited volumes, dissertations, reports, etc.) located through databases and indexes.

3.4 In virtual reference, explain your search process, including resources and keyword choices.

4.0 Evaluating

Evaluation is integral to the searching / discovering process, and is going on continuously. Seeking feedback from users about the search strategy and the results provide further ideas to explore.

4.1 As appropriate, explain how to choose different databases for their overall scholarly content (e.g., Ovid vs. EBSCOhost databases), how to use built-in evaluative functions (e.g., EBSCOhost's peer-reviewed filter, presence of a bibliography, length), and use additional tools to judge the caliber of an item (e.g., journal link in EBSCOhost, Ulrich's, Katz, Cabell's, ISI's Journal Citation Reports);

4.2 As appropriate, explain the peer-review process and point out the features of scholarly (peer-reviewed, refereed), professional journals, and general-interest periodicals to help users judge the quality of published works; Refer users to appropriate online tutorials and how-to guides (e.g., Is Your Journal Scholarly?) as warranted by their need and level of understanding.

4.3 As appropriate, point out the bibliography at the end of an article in a scholarly journal, encyclopedia, or handbook, and explain that the references will likely lead to other relevant items;

4.4 As appropriate, emphasize criteria for judging the quality of both printed and Internet resources (accuracy, authority, objectivity, currency, coverage) and highlight cues that signal a high-quality Web site (e.g., .edu or .gov extension, or retrieval by a search engine such as Google that bases relevance ranking on the number of links to a site).

4.5 As appropriate in virtual reference, provide links to resources that will help the user evaluate the quality of resources (e.g., Is Your Web Site Credible, etc.).

5.0 Locating / Delivering

Encourage users to feel confident that they can get the assistance they need and develop skills for locating relevant items retrieved through Helmke Library's information systems. Emphasize the key principle of searching (discovery) vs. handling (delivery) that derives from information foraging theory. Highlight the meaning of Helmke Library's IIFE Web (the Integrated Information Foraging Environment) and our teaching-learning site, Information Literacy Tool Kits.

5.1 Demonstrate the use of IU-Link as a mechanism for finding full-text articles in electronic or print formats;

5.2 Produce the full-text copy or provide the call number and instruct users how to retrieve each item located in the library's collections, or if results are too lengthy, demonstrate how to do so;

5.3 As appropriate, point out alternative full-text formats (PDF page image file, HTML), and promote use of PDF format for scholarly materials to retain original pagination and graphics;

5.4 Create an awareness of Document Delivery Services (DDS) and IUCAT's Request Delivery and its availability through IU-Link and the library's homepage, emphasizing that users who begin their research early are not restricted to Helmke Library's holdings; and

5.5 As appropriate, mention that DDS is available at no charge only to IPFW users, that users must request a reasonable number of items needed for their research, and that articles will be delivered electronically via their IPFW account.

6.0 Follow-up

Confirm that users are satisfied with the results of the search and if not, take responsibility for referring users to other sources and encourage them to return for further help.

6.1 Explain that appointments are not required, and that users can expect to work with a particular librarian by appointment or the next available librarian on a walk-in basis;

6.2 Offer to work again yourself with the user or make a referral to another librarian or outside agency;

6.3 Provide your name and area of expertise verbally or offer your business card or another librarian's card so that users will know how to make further contact; or

6.4 Provide effective directions or instructions for referrals, perhaps making contact on behalf of users; and

6.5 As appropriate, promote use of academic support services on campus (e.g., the Writing Center, CASA, IT Services' short courses).