People skills are essential.

What you will learn in module 3:

• Effective actions 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 patron 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.

There are some other helpful resources to explore including:

• Living Learning Libraries — a population approach, standards and guidelines for NSW public libraries has information about providing reference and information services in NSW public libraries
• Guidelines for Behavioral Performance of Reference and Information Service Providers

Major Point: Being approachable encourages questions.

Exercise for approachability

1. Walk around 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

Module 3 Answers and review

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.

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

The reference actions checklist which lead to a successful reference process are:

• 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 actions. Research and studies have been done showing that these actions and behaviours improve reference service success. Working with the checklist of reference actions created from the research will help you evaluate your reference skills.

The checklist

The reference actions checklist consistently followed, have an impact on the success of reference interview. It is helpful to practice these techniques.

Exercises for reference actions

1. Print the reference actions checklist or access via a mobile device.
2. For one week, monitor your actions while working with patrons and work through the checklist.

• Which actions are already part of your work?
• Which actions do you need to incorporate into your interactions with patrons?
• Document the spoken questions or instructions used when working with patrons.
• You may wish to discuss your results with your supervisor or colleagues.

It’s helpful to observe other staff members who are successfully working with patrons and learn from them. Make sure you ask if this is okay.

Module 3 Answers and review

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 Roving reference which has detailed information about providing a roving reference or information service.

Major Point: Considered reference actions will improve the success of your reference work.

In today's interconnected world, understanding and navigating diverse cultural landscapes is essential for effective communication, collaboration, and mutual respect. This presentation introduces Dr. Nicole Cooke’s new Competent Humility Model, offers a holistic approach to building and maintaining cultural competence and cultural humility, and emphasizes how these processes work in tandem. Whether in the workplace, educational settings, or community engagements, embracing these concepts fosters a more inclusive and harmonious society where diversity is celebrated, and mutual understanding flourishes.

Exercises for Competent Humility Model

1. View this recorded session by Dr Nicole Cooke on the Competent Humility Model.

2. List four key messages you learned from this video.

Patron preconceptions

Overcoming physical and communication barriers in our libraries may require more than good reference behaviours. The reference process begins even before the patron enters the library. People may have ideas of what libraries can and can't do, and of what library staff 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. Show a willingness to help.

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, messy desks, stacks of books or computer monitors may intimidate some people. 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. Not all patrons will know how your library is organised.

Online 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 the techniques for creating accessible content at the Web Accessibility initiative.

ALA provides Guidelines for the Introduction of Electronic Information Resources to Users These guidelines are intended to assist librarians who provide and publicise new electronic information resources to users and potential users.

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.

One way to overcome barriers is to walk with the patron to the shelves.

Don't point

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

It's over where?

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.

Remember these important points

• Verify that you have the correct question.
• Accompany the patron 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.

Extract from APLA-ALIA-NSLA Guidelines, standards and outcome measures for Australian public libraries , Canberra ACT, Australian Library and Information Association, July 2016.

Strategic Community Focus - G1: Ensure universal access to library services within the community.

C. Maximise accessibility Access to library services is structured in a way that maximises accessibility and convenience to potential users, both when they use the library’s branches and when they access the library remotely. Information technology is used in innovative ways to enhance service access and delivery. The library works to minimise barriers to access for all users, and specifically for those with physical limitations and disabilities.

ALIA's guidelines are updated on a regular basis. See the most recent edition, published in 2021.

• APLA-ALIA Standards and Guidelines for Australian Public Libraries

Major point: Accompanying the patron in the library or using remote reference technology to guide patrons will help ensure they find what they are looking for.

Helpful behaviours for working with people with disabilities:

• Be aware that not all disabilities are visible.
• Be sure customers can reach and access their mobility aids when moving through the library
• Ask permission before you touch or move a mobility aid.
• Make sure that audiovisual equipment does not block anyone's view
• Be alert to architectural barriers.
• Be mindful of furniture which may get in the way when you are providing support.
• Address the customer directly, not the person's companion.
• Be aware that there are a variety of assistance animals permitted in the library.

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

ALIA provides guidelines for libraries setting out minimum standards for the provision of accessible and inclusive services for people with disabilities. Guidelines on library and information services for people with disabilities

Patrons who are hard of hearing

• Use non verbal communication - text messages, email, and other communication apps
• 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.
• Maintain eye contact.
• If a person does not understand your words, try a different phrase.
• Ask the patron to write down a question, or writing down information yourself.
• Access the National Relay Service for support

For the patron who is blind or a patron who has difficulty seeing

• There's no need to feel self-conscious about using phrases like, “I see what you mean” or “Let's take a look.”
• A person who is blind 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 use it

Guidelines for Implementing and Maintaining Virtual Reference Services

Major Point: We need to be sensitive to the needs of people with a disability in the library or when designing web sites and remote services.

Exercises for considering disabilities

1. Identify possible barriers which make your reference area/service point less approachable?
2. How do you access the Translating and Interpreting Service (TIS) at your library?
3. Research what apps are available to assist people who are hard of hearing or deaf. This link has some options to explore Helpful apps for people with hearing loss.

Module 3 Answers and review

Helpful behaviours 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.

Working with children

• Children should be shown the same level of respect and courtesy as adults.
• Be at the child's eye level.
• If a child is accompanied by parents or friends, focus on the child, but be sensitive to the parent. The library wants to encourage parents to have an active role in their child's reading and education.
• 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.

Working with young adults

• Young adults should be shown the same level of respect and courtesy as adults.
• If a young adult is accompanied by parents or friends, focus on the young adult, but be sensitive to the parent.
• Treat their questions the same way you treat adults' questions.
• Match the information you provide with the reading level of the young adults (not just the grade they are in) and provide the right amount of information.
• Module 11 Young Adults discusses this in detail.

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

Exercise for age groups

1. Talk to staff in your library. Ask them what they do differently when working with children or older adults.

Module 3 Answers and review

Communicating with patrons who are not fluent in English

• Speak in brief, simple sentences.
• Speak slowly and clearly.
• Rephrase the question, rather than repeating the same question.
• Do not 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?”

Hints

• If the patron does not understand you, try different words or phrases.
• Consider writing the question down or ask the patron to write it down. Patrons 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.
• Consider using a translation app
• Contact the Translating and Interpreting Service and access this free Government Service.
• 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 assist.
• Services NSW provides a document translation service.

Different customs

• 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 they speak English.
• Watch for non-verbal communication. If you want an acknowledgment, ask “Do you understand?” or watch for a nod.
• 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

• Always show respect.
• Allow time for the patron to translate what you have said.
• Be patient.

Major Point: Be professional and helpful to all patrons when providing an equitable service.

Exercise for communicating with patrons who are not fluent in English

1. Locate statistics (library statistics, census information, demographics from local Chamber of Commerce, etc.) on the percentage of people in your community from a different culture, or culturally and linguistically diverse (CALD) patrons.

Module 3 Answers and review

The telephone environment

Some patrons find it convenient to contact us by telephone. Please consider the following:

• 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.
• Always permit the patron to state their intent for calling, rather than immediately putting them on hold.

Answering the telephone

• 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 or council 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 professional and helpful.
• Speak clearly and not too quickly. Rapid speech may sound like a curt reply to the listener.
• Use simple, straightforward language.
• 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 been through several referrals already).

Reference interview techniques are critical

• Use open questions and clarify when necessary.
• Verify or repeat the question back to the patron before attempting to answer.

When you leave the telephone

• If you have to leave the telephone to look up an answer, put the call on hold if you can. This respects the privacy of other patrons' conversations in the library. Tell the patron what you are doing so they won't think they have been cut off.
• if you plan to leave the phone for more than a few minutes ask the patron if they would like to continue holding, or offer to call them back.

Giving the answer

• 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.
• Use a standard follow-up question to end the interview, such as, “Does that completely answer your question?”.

If you don't have an immediate 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.

Online reference

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 may use chat or text libraries with questions, or post questions on Facebook or Instagram. This is similar to providing a reference service by email. You may want to check local policies with your supervisor.

Policies and procedures for online reference

An online reference policy is helpful, including providing information about privacy and confidentiality. Information about this should be provided on the library web site, so patrons will know what to expect. When establishing library policies for online reference, consider the following tips:

• Make sure your emails have a generic address that patrons can send information and responses back 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 email reference form that prompts the patron to give you the 6 pieces of evidence needed for a complete reference interview see Module 2 Reference interview skills and question types.
• The form will need at least one method of contact for the patron, this will usually be their email address
• Provide expected turnaround time.

Tips for online responses

Many suggestions for email also work with Chat reference, as both are written communication. For additional suggestions, go to the Remote Reference in Module 2 Reference interview skills and question types.

• Consider setting up templates for consistent responses.
• Use clear and descriptive subject line entries.
• Provide complete citations for all resources.
• Indent titles, URL's, etc. on lines by themselves to make them stand out.
• Avoid using capital letters unnecessarily. 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 online responses

• 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.

Major Point: For telephone and online reference, be professional and helpful.

Exercises for telephone and email

1. What is your library's policy/procedure for telephone reference, call backs, priority of in-person versus phone patrons, or other telephone situations?
2. Does your library use email or social media for reference or information?
3. What are the social media guidelines? Are privacy and confidentiality covered in these guidelines?

Module 3 Answers and review

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

Difficult situations at the desk and how to handle them

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 see Module 6 Ethics and legislation
• Use the techniques discussed in Module 2 reference interviews see Module 2 Reference interview skills and question types
• Be positive and helpful.

Lots of people, not enough time

All staff who work at service points are at times faced with several people waiting for assistance. You can 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:

• 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 patrons 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.

Difficult 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.

You need to be 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 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.

Exercises for difficult situations

1. What is the procedure in your library for answering questions during busy times?
2. Are you required to answer phone calls while on desk?
3. What is the procedure if you are unable answer a question completely?

If you're not sure, talk to your colleagues about other ideas.

Module 3 Answers and review

Module 3 Answers and review

Reference Excellence - self paced reference and information services training

About Reference Excellence

Module 1 Overview of the reference process

Module 2 Reference interview skills and question types

Module 3 People skills, reference behaviours

Module 4 Search strategies

Module 5 Reference resources

Module 6 Ethics and legislation

Module 7 Roving reference

Module 8 Local studies

Module 9 Family history

Module 10 Children

Module 11 Young adults

Module 12 Corporate library services

Module 13 Technology reference services