People skills are essential.

What you will learn in module 3:

• Effective behaviours in reference work.
• How you overcome barriers and make patrons comfortable during the reference interview.
• How to handle tricky situations

Module 3 provides you with insights for working effectively with library patrons.

Overview

Reference service is an ongoing process. Determining information needs requires an effective reference interview. A successful interview includes paraphrasing, asking open questions, clarifying and verifying to gather the 6 pieces of evidence that determine what the patron wants to know. The end of the information search is a follow-up question to be sure the correct information was found.

Welcoming behaviours and approachability

Asking the right questions during the reference interview is a good start, however, what you do while you're saying it can make a big difference. Patrons are often reluctant to ask questions. Your job is to encourage questions by using welcoming behaviours and by being approachable. Following are some behaviours for encouraging questions by showing your patrons respect and courtesy.

Verbal

• Greet your patron and let them know your name.
• Be friendly and professional
• Use a relaxed, welcoming tone of voice.

Non-verbal

• Maintain natural eye contact (but be aware of cultural sensitivities).
• Be at patron's eye level if you can. For example, if your patron is seated, perhaps in a wheelchair, it really makes it easier for them to talk to you if you are seated.
• Keep a relaxed, open body posture.
• If you are taking the client to or between shelves, set your walking pace to match theirs.
• Provide an appropriate setting and maintain privacy.
• Eliminate physical barriers - reduce desk clutter
• Do not divide your focus between patrons and other tasks.
• Lower distracting noise levels.

Remote Reference

Remote reference requires the same skills as face-to-face reference. Approachability is demonstrated with welcoming language and a clutter-free visual design. Prominent links to the reference and information services on the library's web site are to be provided. Provide a clear statement of the scope of the service, including turn around times. Make it easy for patrons to ask questions and access reference services via the website.

Guidelines for Behavioral Performance of Reference and Information Service Providers, 1.8

ALIA or Living Learning Libraries JA

Major Point: Being approachable encourages questions.

Module 3: Exercises (ref-ex)

Body language and nonverbal communication

Body language and nonverbal communication are important ways of expressing interest in the question which is being asked. It can make the difference between a patron accepting our help when we offer it, or declining our assistance because we do not seem approachable.

Positive body language

Part of being approachable and making people feel comfortable in the library is using positive body language. Patrons notice our behaviour as well as our words. Our physical behaviours are another way of showing patrons respect and courtesy and expressing interest in what the patron is saying. You can use the following techniques.

• Give the patron your complete attention. Use your physical actions to show this.
• Move with your patron rather than pointing. Directions that seem simple to you may be confusing to a person not used to your library.
• Be aware that people may prefer different amounts of physical space around them. Within reason accommodate the patron's preferences.
• Some people may be uncomfortable with direct eye contact. Do not be disconcerted if patrons do not return the contact and adjust your gaze.

Guidelines for Behavioral Performance of Reference and Information Service Providers, 2.6-2.8

Major point: Expressing interest in the patron's question is an essential reference behaviour when providing either face-to-face or remote services

The reference behaviours which lead to a successful reference process are: list to be checked All

• Approachability
• Interest
• Listening
• Clarifying
• Verifying
• Searching
• Informing
• Follow-up.

Approachability, making people comfortable, and asking the questions used in successful reference interviews are all reference behaviours. Research and studies have been done showing that these behaviours and actions improve reference service success. Working with the checklist of model behaviours created from the research will help you evaluate your reference skills.

The checklist update checklist EF draft add link to checklist

Consistently followed, these very powerful techniques can have a much greater impact on the success of reference than the size of the collection, the number of years experience of the staff, the number of staff or the level of education of the staff.

These techniques are not difficult to practice. We all use some of these techniques from time to time. Effective reference librarians consistently use the model reference behaviours.

Roving reference

The patron does not need to come to the inquiry or reference desk. Library staff can be approached wherever they are.

For more information about this go to Module 7 ( - insert link) which has detailed information about providing a roving reference service.

Guidelines for online reference behaviours

Online reference requires many of the same skills necessary for other forms of reference.

1. Exhibit professional competencies essential for effective reference.
2. Follow standard guidelines of reference service (such as reference interviewing).
3. Follow guidelines for behaviours and interpersonal communication practices.
4. Demonstrate skills in the effective use of online communication, as well as awareness of problem areas when conducting reference interviews online.
5. Treat patrons' and colleagues' online communication, including stored transcripts or records, as private and confidential.

Adapted from Guidelines for Implementing and Maintaining Virtual Reference Services

Specific behaviours are described on the Model Reference Behaviours Checklist.

Major Point: Model reference behaviours will improve the success of your reference work.

Module 3: Exercises (ref-ex)

Recommended reference behaviors may not be enough to overcome physical and communication barriers.

Patron preconceptions

Overcoming physical and communication barriers in our libraries may require more than the model reference behaviours. The reference process begins even before the patron enters the library. People have preconceived ideas of what libraries can and can't do, and of what librarians are like. This may keep some people from coming to the library at all when they have an information need.

In the library

Once people are in the library, it may be hard for them to tell you what they need. The patron may not speak or read English well, may be afraid to ask a “dumb” question, may not be familiar with libraries, may not know how to express clearly a need, not know they can ask a question, or they may not be able to clearly identify who are library staff. Try to show a willingness to help. A caring attitude transcends any language barrier.

Try to be alert to barriers to communication, such as:

• The patron's discomfort or lack of familiarity with libraries
• Language, cultural, or educational differences
• Physical or emotional problems the patron may have

Physical barriers

Sometimes we put actual physical barriers between our patrons and ourselves. High counters, stacks of books or computer monitors may intimidate some people. Imagine the barrier a high counter creates for a child or for a person in a wheelchair.

In some libraries, the reference area may be tucked into a corner or away from the entrance where it cannot be seen easily by a patron walking into the library.

Many patrons prefer to help themselves. They rely on good signs and an orderly arrangement to find what they want. If the arrangement of the building is confusing, your patrons will be confused, too. It helps to look at our libraries from different patrons' points of view.

Web barriers

The Australian Human Rights Commission (HRC) has developed advisory notes to draw attention to resources that will help make websites accessible to the broadest possible audience. In these Notes HRC provides advice about how web designers and website owners can avoid disability discrimination. These Advisory Notes provide background information on accessibility and legal issues, such as the Disability Discrimination Act 1992.

If you are going to be contributing content to your library's website you should understand techniques for creating accessible content at the Web Accessibility initiative.

Major Point: Cultural, physical, technological or language barriers; misconceptions about libraries; and confusing library or web site designs can be barriers to successful reference service.

Module 3: Exercises (ref-ex)

One way to overcome barriers is to go with the patron.

Don't just point

When you need to direct a patron somewhere in your library, make every effort to take the person rather than pointing. Patrons feel more secure with having the librarian go with them to search. This also gives you a chance to carry on a little more conversation with the patron and may give you additional clues as to what the real information needs are.

It's over where?

Our libraries can be very confusing to patrons, and patrons can be uncomfortable about being in the library and asking questions. Pointing to a section and saying, “it's over there,” leaves the patron uncertain. Perhaps library signage is not clear, perhaps the patron can't follow your point or has trouble navigating.

Studies show that whenever a library staff person can accompany a patron to the section of the library where the answer may be found, the chance that the question will be answered correctly increases.

Remember these important points

• Verify that you have the correct question.
• Accompany the patron whenever possible to the area where the answer may be found.
• If you cannot leave the area you are in, make sure you give clear directions and details as necessary, say you will be over to check on the patron's progress as soon as possible, and then do so.

What are the options with remote service?

Use appropriate technology to help guide patrons through library resources, when possible.

Guidelines for behavioral performance of reference and information services providers 4.11

Major point: Accompanying the patron in the library or using remote reference technology to guide patrons will help ensure a successful reference transaction.

Helpful behaviors for working with people with special needs.

Special situations

Working with people with a disability, or those using wheelchairs or mobility aids.

• Do not move a wheelchair, crutches, or other mobility aid out of reach of a person who uses them.
• Do not push a mobility aid without first asking the occupant if you may do so, lean on a person's mobility aid when talking. Respect their personal space.
• Make sure that audiovisual equipment does not block the view of people who use accessible seating.
• Be alert to the possible existence of architectural barriers.
• Be mindful of barriers such as chairs which may get in the way of you helping them.
• Address the person with a disability directly, not the person's companion.
• Be aware that there are a variety of an assistance animals.

Disability Etiquette Tips, Beth Loy, Job Accomodation Network, WVU.

Patrons who are hard of hearing

• Be sure you have the person's attention before speaking.
• Be sure the person can see your face as you speak. Don't put your hand in front of your mouth while you talk or talk as you walk away from the patron.
• Speak slowly and clearly, but don't exaggerate your lip movements (that may distort words).
• Use key phrases, and be concise.
• Try to maintain eye contact. This helps keep the feeling of direct communication.
• If a person does not understand your words, try a different phrase. Some words are at a pitch that can't be heard, no matter how loud you say them.
• Don't be embarrassed about asking the patron to write down a question, or writing down information yourself.

For the blind patron or patron who has difficulty seeing well

• There's no need to feel self-conscious about using phrases like, “I see what you mean” or “Let's take a look.”
• A blind person may take your arm if they need you to physically guide them.
• Have good magnifying glasses available.
• Be sure you have good lighting and large, clear signs.

Communications and technology considerations

Recommendations for digital, or remote reference for patrons or staff with disabilities require considerations in technical set-up of supporting software. Consider these options:

• Use software with non-text options such as voice-over-IP.
• Provide text on the web site that directs screen-readers to an email form or alternate contact information.
• Be aware of what relevant technology your library has. and know how to us.

Guidelines for Implementing and Maintaining Virtual Reference Services

Major Point: We need to be sensitive to the special needs of physically disabled patrons, in the library or when designing web sites and remote services.

Helpful behaviors for working with patrons of all ages.

Working with older adults

It's important to be sensitive to the possibility that a patron may have a physical disability (poor vision or hearing) which makes communication more difficult; however, we shouldn't make assumptions about older patrons and their ability to communicate their needs. Not all older patrons need large print books.

Some older patrons may not be comfortable with changing technology in libraries, but others will be. Remember that people have a natural resistance to change when they have fond memories of a specific institution. Be encouraging.

A few older patrons may also be seeking social contact when visiting the library. The library may fill this role, but a busy reference desk isn't a good place for a leisurely chat, so be sure to practice your skills for politely ending conversations.

Working with children

• Children should be shown the same level of respect and courtesy as adults.
• Try to be at the child's eye level.
• Speak to the child as a person, not as a student.
• If a child is accompanied by parents or friends, focus on the child, but be sensitive to the parent's need to be in control of their child. Remember, the library wants to encourage parents to have an active role in their child's reading and education.
• Don't assume all questions are school questions. On the other hand, school is children's work, so treat school questions as real and important.
• Children's questions should be referred when you can't find something in your branch. Treat children's questions the same way you treat adults' questions.
• In doing the reference interview, take special care to find out what the real information need is. Children may have more trouble than adults explaining the question to you.
• Be sensitive to matching the information you provide with the reading level of the particular child (not just the grade the child is in) and to providing the right amount of information.
• All children should be treated equally. Some children are difficult (just like some adults), but all deserve the same courtesy.
• Module 10 discusses this in detail.

Working with young adults

• Young adults should be shown the same level of respect and courtesy as adults.
• Speak to the young adult as a person, not as a student.
• If a young adult is accompanied by parents or friends, focus on the young adult, but be sensitive to the parent's presence.
• Don't assume all questions are school questions. On the other hand, school is young people's work, so treat school questions as real and important.
• Young people's questions should be referred when you can't find something in your branch. Treat their questions the same way you treat adults' questions.
• In doing the reference interview, take special care to find out what the real information need is. Young adults may have more trouble than adults explaining the question to you.
• Be sensitive to matching the information you provide with the reading level of the young adults (not just the grade they are in) and to providing the right amount of information.
• All young adults should be treated equally. Some young adults are difficult (just like some adults), but all deserve the same courtesy.

Major Point: Don't make assumptions about a person's needs based solely on age. Patrons of any age are entitled to the same services.

Module 3: Exercises (ref-ex)

Use model reference behaviors to overcome barriers.

Communicating with all patrons

Methods for communicating with patrons for whom English is not their first language include:

• Speak in brief, simple sentences.
• Rephrase the question, rather than repeating the same question.
• Try not to use library jargon.
• If you don't understand, ask questions; but keep questions short.
• Don't ask “either/or” questions; pose two questions instead.
• Don't ask negative questions which can be misinterpreted easily; for example, “Don't you like mysteries?”
• Speak slowly and clearly.
• Avoid idioms and metaphors, e.g., “That's cool.”

Things to Try

• If necessary, write the question down or ask the patron to write it down. However, be especially sensitive to patrons who may not be able to write in English yet.
• It is okay to ask another staff member for assistance, as another set of ears can help.
• If the patron does not understand you, try different words or phrases. The ones you used first may not have been mastered yet.
• Don't be afraid to use a dictionary.
• If you see that a patron has misunderstood your direction after the person has left your station, don't assume that the patron will eventually discover the error. Follow through with whatever assistance you can give.

Different customs

• Recognize that people from some cultures are not demonstrative. Smiling may hide emotions such as frustration or confusion.
• From patrons of some cultures, silence should not be construed as misunderstanding or rudeness. Some other possible reasons are (1) respect for your authority, (2) full agreement with what you are saying or doing, or (3) fear of being judged by how he or she speaks English.
• Don't expect verbal reinforcement such as “I see” or “Uh-huh” when you are explaining something to a patron. Watch for non-verbal communication. If you want an acknowledgment, ask “Do you understand?” or watch for a nod.
• Remember that in some cultures it is considered polite to avoid eye contact.
• Realize that name order may be different for some cultures. Ask for “family name” instead of “last name”, and “first name” instead of “Christian name”.

Positive attitude

• Remember that saving face is important in many cultures. Your attitude is very important.
• Always show respect.
• Allow time for the patron to translate mentally what you have said.
• Be patient.
• Keep smiling.
• Don't raise your voice; this may be perceived as anger.
• Allow time for patrons to accomplish what they came for, even when you are busy.

Get help

• Remember that word of mouth is more important than the written word when people are new to this country.
• When possible, get help to complete a communication transaction. Use contacts who understand the language when possible, and encourage personal contact.
• Know and use the expertise of staff members in your library or library system who can help translate. Identify other patrons in your community who may be willing to help translate.

Prepared by the Sunnyvale Public Library staff, April 1985. From: Liu, Grace. Promoting Library Awareness in Ethnic Communities: Based on the Experiences of the South Bay Cooperative Library System, 1984-1985. 1985.

Major Point: Concern for the individual can help overcome cultural barriers

Module 3: Exercises (ref-ex)

Model behaviors and approachability on the telephone or by email.

The telephone environment

Many users find it convenient, even imperative, to contact us by phone rather than in person. Phone reference requires special skills and presents special problems:

• You can't see your patron's facial expressions, and they can't see yours.
• The telephone distorts words, so it's easier to make mistakes in hearing. This may be caused by a mobile phone in an area of poor reception.
• You can't see who your patron is, so don't assume the kind or level of information wanted. You need to ask.
• You may feel under more time pressure if patrons become restless waiting for a reply because they can't see what you're doing.
• Always permit the client to state their intent for calling, rather than immediately putting them on hold.

Answering the phone

• As soon as you pick up the receiver, talk to the caller. Don't pick up to stop the ringing while continuing a conversation with someone else.
• If it is a poor connection, offer to call them back immediately.
• Identify your library or branch clearly. Follow library policies on how to identify yourself and the library.
• Your initial greeting sets the tone for the rest of the interview. Let your voice show that you are confident and willing to help.
• Put warmth and friendliness in your voice. Callers can't see you smile, but they can hear it reflected in your voice.
• Speak clearly and not too fast. Rapid speech may sound like a curt reply to the listener.
• Use simple, straightforward language. Avoid library jargon the patron won't understand.
• If the patron gives you a name any time during the call, write it down (phonetically)and try to use it later in the conversation.
• Asking for the borrower number can be helpful too.
• If you can help them with whatever their query is, then do so. Only refer on when you can't help (they may have through several referrals already).

Reference interview techniques are critical

• Use the Guidelines for behavioral performance of reference and information service providers or .
• Use open questions and clarify when necessary.
• Verify or repeat the question back to the patron before attempting to answer.

When you leave the phone

• If you have to leave the phone to look up an answer, put the phone on hold if you can. This respects the privacy of other patrons' conversations in the library. Tell the caller what you are doing so they won't think they have been cut off.
• Warn the patron if you plan to leave the phone for more than a few minutes. Three minutes seems like a very long time when you are listening to dead phone silence.

Giving the answer

• The question may come by phone, but the answer may need to be provided in another format, by a reservation, or an e-mail.
• Make sure the patron understands the answer. It helps to begin by making sure the patron is ready to take down the answer. “Are you ready for me to read this now?” You can offer to spell difficult words or names and check to make sure the patron heard.“Did you get that?” and “Would you like me to repeat that?”
• In giving information, always identify the source of the information first, before giving it. For example, “I'm reading from the 2016 edition of __, and it says…”; or “I have the 2016 _ 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?”.

If you don't have the answer

• If you can't find an answer, always offer to refer the question.
• Never let a question drop because you can't find an answer right away. If the patron has time to wait, offer to call back after working on it.

Reference by email Email is used in libraries for information about patron accounts, overdue notices, books being held, and for reference. When you can't see the patron, can't use your voice to convey meaning, and are putting answers in writing, special care is required.

People are also texting or tweeting libraries with questions, or posting questions on facebook, use similar methods to providing a reference service by email. CHeck local policies with your supervisor.

Recommended policies and procedures

A well-defined online reference policy is helpful. Pertinent parts of the policy (e.g. what is and what isn't available) should be made clear to patrons, in the library and on the Web site, so that they will know what to expect. When establishing library policies for email, consider the following tips:

• Make sure your emails have a generic address that patrons can send information and responses back to in the email. No one person should be the “email librarian” unless you are really the only staff person who manages this service.
• Create an effective email reference form that prompts the patron to give you the 6 pieces of evidence needed for a complete reference interview.
• It is helpful if the form requests email address, telephone, and mail address in case you need to contact the patron for more information or send information that will not fit on one email response.
• Give your patrons clear directions and expectations for turnaround time and the type of answer and materials that are available.
• State whether you will you send documents electronically, or does the patron need to come in to get copies?
• Create a frequently asked questions or FAQ for patrons so they can get information on what to expect from the service and how to use the service effectively.

Tips for email responses

Many suggestions for email also work with Chat reference, as both are written communication. For additional suggestions, go to the Remote Reference page.

• Check email responses for consistency as multiple librarians work on different emails to insure patrons are being served equally.
• Consider setting up templates for consistent responses.
• Use clear and descriptive subject line entries.
• Begin with a greeting to the user, and identify the sender.
• Library jargon and abbreviations should be avoided (e.g. ILL or RDA).
• Spell out dates and commonly used words, avoiding Web acronyms such as BTW or IMHO.
• Provide complete citations for both print and Internet resources.
• Indent titles, URL's, etc. on lines by themselves to make them stand out.
• Avoid using capital letters unnecessarily. (It is actually more difficult to read all caps, as we learn to read with both upper and lower case, and tend to read by shapes of words.) In most online forms capital letters indicate shouting.
• Keep instructions simple and easy to follow.
• Check your responses carefully for spelling and other errors, and make sure they are complete and understandable.

Setting the tone for emails

In email communication the patron cannot hear your tone of voice or see your facial expressions.

• The tone of emails should be more business than personal, depending on the patron.
• Remarks that may be witty or appropriate in person or even over the telephone can easily be mistaken in email.
• Don't write anything that you would not want forwarded to a third party.
• Your reply to a question from a patron is formal communication from the library and should be treated as such.
• Do not respond in haste to a hostile email. Consider having a colleague review before sending.

Email material on this page was adapted from MORE Minnesota Opportunities for Reference Excellence) 2003, and from [http://www.nmrls.org/ce/Tips_and_Strategies.doc Tips and Strategies for Good Customer Service, Northeast Massachusetts Regional Library System.] - CANNOT FIND SECOND LINK, LINK ON OLD WIKI IS BROKEN. HAVE UPDATED MORE LINK TO THE CORRECT URL.

SMS, Chat and IM

If your library uses SMS, chat or IM (instant messaging) for reference and/or as follow-up for other forms of reference, guidelines would be similar to email. Are privacy and confidentiality covered in the guidelines? Make sure you provide feedback to the client about what you are doing.

When you are using these methods keep in mind your library's polices for providing reference and information services.

Major Point: For telephone and email reference, use your voice or words to smile, emphasize the reference interview behaviors, and speak or write clearly.

Customer service is the primary responsibility of library staff in any situation.

Tricky situations at the desk and how to handle them

Model reference behaviours improve service, but some situations may require additional techniques. Many situations arise during the reference transaction that don't have clear-cut right or wrong answers.

Some possible solutions are listed in this module, but your own library's policies should be your final guide. No policy can cover all possible difficult situations. You will be called on often to use your judgement both in new situations and in applying guidelines to common ones.

Feel free to discuss points like these with your supervisor, and don't hesitate to call for help if you find yourself in a situation you are not sure how to handle.

• Remember that customer service to patrons is your primary responsibility.
• Apply professional ethics. (You will learn more about reference ethics in Module 6
• Use the techniques discussed in Module 2 reference interviews.
• Be positive and helpful.

Too many people, not enough time

All staff who work at service points are at times faced with several people waiting for attention. You can only serve one person at a time effectively, and you should always fully serve the person in front of you. Some tips for handling lines at the reference desk are:

• Ask if anyone has a very quick question (like directions to a part of the library) that can be answered immediately. Sometimes a patron may think they have a quick question that turns out to be a long one. In this case, you may have to return to the patron who was next in line and get back again to the “quick question” patron.
• Acknowledge the people waiting. Let them know you are aware of them and will get to them as soon as you can.
• If necessary you may need to politely inform the patron that this is a busy time and that you will be glad to do what you can now, however, you may need to follow up with them at a less busy time or arrange an alternative time to provide more in-depth assistance. Let the patron choose what they would like.

Tricky situations juggling phone calls and in-person patrons

Juggling phone and in-person patrons is a situation where you need to know your own library's policy. Some libraries give preference to in-person patrons, since they have taken the trouble to come to the library. Others treat phone patrons and in-person patrons equally and take them in order.

It will save frustration for you and your patrons if you are clear about how your own library handles this area. All staff should be consistent in the approach to this problem. Some tips include:

• Take callers' names and phone numbers and offer to call back at a less busy time, at a time convenient for the patron. Be realistic about when that might be. Don't promise to call soon if you can't follow through.
• A ringing phone is a distraction to everyone. It's very hard to ignore. It is often better to answer the phone, take a number to call back, and then continue to help the in-person patron. Let your patron in the library know you will be right back to help them with their question.

Major Point: You can only serve one person at a time effectively, and you should always fully serve the person next in the queue whether they are in person or on the phone.

Module 3: Exercises (ref-ex)

What have you learned?

Using model behaviours (approachability, comfort, interest, listening, inquiring, searching, informing, and follow-up) in reference work will help you overcome barriers and make visitors comfortable during the reference interview.

What you say and do when working with patrons is important in tricky situations, when working with many people, doing telephone reference, or working ith special groups of people. Be aware that cultural, physical, or language differences, misconceptions about libraries, and confusing library arrangement can be barriers to successful reference service.

Do the following to review:

• Review the Answer 3 key
• Review the following main points of Module 2 (use the links to go back to any section you want to look at again)

Approachability

It is important during the reference interview to encourage questions by being approachable and by using verbal and non-verbal welcoming behaviors. Web sites and library remote services must also provide the appearance of approachability to encourage patrons to use the services.

Major Point: Being approachable encourages questions.

Body language and nonverbal communication

Use body language to show respect for patrons. Stop what you are doing and pay complete attention when listening to the question. For remote transactions, avoid long delays that make the user feel abandoned.

Major Point: Expressing interest in the patron's question is an essential model reference behavior, in providing either face-to-face or remote services.

In person, a smile and respectful body language can help patrons feel comfortable.

Model behaviours

Finding information needs is more successful when all model reference behaviors are used: approachability, comfort, interest, listening, inquiring, searching, informing, and follow-up.

Major Point: Model reference behaviours will improve the success of your reference work.

Barriers

Cultural, physical, language, education, or emotional differences can create communication barriers that prevent patrons from indicating real information needs. Misconceptions about libraries and confusing library arrangement can prevent patrons from using the library or library services successfully.

Major Point: Cultural, physical, technological, or language barriers; misconceptions about libraries; and confusing library or Web site designs can be barriers to successful reference service.

Go with the patron

One way to overcome barriers is to go with patrons. Studies show that whenever a library staff person can accompany a patron, chances increase that the question will be answered correctly.

Major Point: Accompanying the patron in the library or using remote reference technology to guide patrons will help insure a successful reference transaction.

Special groups

It is especially important to use model reference behaviors for patrons with special requirements and to adapt your skills to your patron's needs.

Major Point: We need to be sensitive to the special needs of physically disabled patrons, in the library or when designing Web sites and remote services.

Age groups

Listening is a critical behavior when dealing with patrons of any age. Listen carefully to questions without making assumptions. All patrons should have equal access to our services.

Major Point: Don't make assumptions about a person's needs based solely on age. Patrons of any age are entitled to the same services.

Different cultures

It is important to recognize the differences in attitudes and behavior of patrons from a different culture in order to provide good reference service and to practice behaviors that will help in working with those who do not speak English well.

Major Point: Concern for the individual can help overcome cultural barriers.

Phone and email

Remote reference by telephone presents special problems and requires special skills. You must use your voice to show approachability. With email you can't see the user or use your voice to convey meaning, and are putting answers in writing, so special care is required!

Major Point: For telephone, email and online reference, use your voice or words to smile, emphasize the reference interview behaviors, and speak or write clearly.

Tricky situations

Service to patrons is your primary responsibility. You can only serve one person at a time effectively, and you should always fully serve the person in front of you. There are solutions to handling too many people, but your own library's policies should be your final guide.

Major Point: You can only serve one person at a time effectively, and you should always fully serve the person in front of you.

what to do when you finish the module…

When you have completed the exercises for this module, talk with your supervisor about them.

Please fill out and submit the Evaluation of Module 3

Suggested answers for Module 3 exercises

Approachability

Walk around the reference area of your library. How well does the area meet the following suggestions for approachability?

• Provide an appropriate setting
• Maintain privacy
• Eliminate physical barriers
• Reduce desk clutter
• Lower distracting noise levels

If you've worked at the library for some time, it may be difficult for you to “think like a client”. Pretend that you've never been in the library before when evaluating approachability. If you find problems, think about what you can do individually to overcome them, e.g., move to a less noisy spot when talking to a client or standing in such a way that gives the client a little privacy.

Model behaviours

Print the Model Behaviours Checklist if you haven't already done so. For a period of one week, monitor your behaviour while working with clients. Work through the Model Behaviours Checklist. Which behaviours are already part of your routine? Which behaviours do you need to incorporate into your interactions with clients? Record the spoken questions or instructions used when working with the client.

Discuss your results with your supervisor. It's helpful to observe other staff members who are successfully working with clients and learn from them.

Barriers An interesting exercise is to bring a friend into your library to look around with a new perspective. Choose someone who doesn't often use the library. Ask for reactions on the general atmosphere, signs, lights, arrangement, and ease of finding things.

Think of a shop or business you've recently visited that was new to you. How easy was it for you to find things and understand the arrangement of the facility? Your library's arrangement can be difficult to understand for anyone unfamiliar with it.

Age groups

Talk to staff in your library ask them what they do differently when working with children or older adults. Listening is a critical behavior when dealing with patrons of any age. Listen carefully to questions without making assumptions about a person's needs based solely on their age. All patrons are entitled to all the services the library has to offer. That said, there may be some key skills which other staff share with you for handling particular age groups ore successfully. Thank about how you would like to be treated and act accordingly.

Different cultures

Locate statistics on the percentage of people in your town from a different culture, or CALD (Culturally and Linguistically Diverse) clients. (Australian Bureau of Statistics publications are a good source for this, or perhaps your council website has a locally specific resource) Do other staff members have insights about working with people in your library from different cultures?

Telephone and e-mail

• What is your library's policy/procedure for telephone reference, calling people back, priority of in-person versus phone clients, or other telephone situations?
• Does your library use email for reference and/or as follow-up for other forms of reference? What are the guidelines? Are privacy and confidentiality covered in the guidelines?

Look at the policies or guidelines, observe what others do. Have you ever called or emailed your own library with a reference question? This can be a very enlightening experience. You can also have a friend or family member call you at the library with a question and ask them if they can easily understand you.

• Does your library use SMS, chat or IM (instant messaging) for reference and/or as follow-up for other forms of reference? What are the guidelines? Are privacy and confidentiality covered in the guidelines?

Tricky situations

• What is the procedure in your library for handling many people?
• Do you work with clients and also take calls?

If you can't answer a question completely, do you call back later? If you're not sure, talk to other staff members about the ideas suggested here.

Look at reference and information desk or circulation desk policies for your library. Ask and observe what other staff are doing.