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--- module_3_people_skills_reference_behaviours_ref-ex [2025/03/12 06:02] – [Telephone and email] sarahfearnley
+++ module_3_people_skills_reference_behaviours_ref-ex [2025/03/12 18:42] (current) – ellen.forsyth_sl.nsw.gov.au
@@ Line 303: / Line 303: @@
   * Treat children's questions the same way you treat adults' questions.
   * Match the information you provide with the reading level of the particular child (not just the grade the child is in) and provide the right amount of information for them.
-  * [[Module 10 Children ref-ex]] discusses this in detail.
+  * [[Module 10 Children ref-ex|Module 10 Children]] discusses this in detail.
 **Working with young adults**
@@ Line 410: / Line 410: @@
   * The question may come by telephone, but the answer may need to be provided in another format, for example by a reservation, or an e-mail.
   * Make sure the patron understands the answer. Make sure the patron is ready to take down the answer. "Are you ready for me to read this now?" Offer to spell difficult words or names and check to make sure the patron heard. "Would you like me to repeat that?"
-  * Always identify the source of the information first, before giving it. For example, "I'm reading from the 2020 edition of ___ , and it says..."; or "I have the 2020 ___ encyclopedia website on my screen, and it says...". Both the title and the date of the source are important, so the patron can evaluate the currency and accuracy of the information.
+  *Always identify the source of the information first, before giving it. For example, "I'm reading from the 2025 edition of [name of publication], and it says..."; or "I have the 2025 [name of] encyclopedia website on my screen, and it says...". Both the title and the date of the source are important, so the patron can evaluate the currency and accuracy of the information.
   * Use a standard follow-up question to end the interview, such as, "Does that completely answer your question?".