Finding the best resources to meet a need requires a good strategy.

What's your plan?

Once you have a good understanding of the reference behaviours and successful communication needed to identify information needs where do you start looking for answers?

What will you learn in module 4?

You will learn:

• How knowing the source of the question can help
• How it is important to understand indexes and subject headings
• How to determine the best search terms or keywords
• What do you do with difficult questions
• When to call an expert or to refer a question
• How to ensure information is accurate

Module 4 helps you begin matching questions to available resources for successful reference strategies.

Online searching and online reference Access to online resources increases the need for careful search strategies. The proliferation of web resources and the commercial nature of many search engines require skilful reference work. New links and material are regularly added to the State Library of New South Wales eresources page. Make sure you scroll down the page.

The key to successful searching is getting the correct question in the first place see Module 2 Reference interview skills and question types. Some patrons will have expectations about the format or source of the information and it is important to establish that other sources may also be valid.

Once you know what the patron needs you can start the search.

How you think about getting the answer (your search strategy) directs the methods and actual resources you will use see Module 5 Reference resources. For remote reference the methods are the same.

Start broadly, break into parts, then narrow the search.

Think broadly about what resources might satisfy your patron's information need then break down complex questions into manageable parts. See if the question can be restated or organised differently to help find the answer.

Consider the most appropriate types of resources

Review the resources you have on hand. Consider books, magazines, both online and in the library. Remember local studies information, government agencies and other organisations or sources of information including community information or experts. Know the databases available through your library, how they are organised and how they relate to the library's collection.

Use the right keywords and subject headings for the resources you choose

• Consider possible search terms or keywords for your search.
• Use broader terms and synonyms to open more areas of information.
• Use narrower terms for precision searching.
• Use specialised search techniques such as truncation, boolean or authority searches.

Each of these techniques will deliver different results, so use a range of options.

Know how to use the reference resources

When using online search engines choose carefully. Different search engines will deliver different results. Know how search engines work, how to narrow or broaden searches and how to use a search engine's advanced searching techniques. For more precise searching see Look it up.

With books, be familiar with standard reference source access points such as a table of contents, index or user guide.

Provide the information in the best format

Consider what format is needed by the patron. They may require an audio or visual resource, or some information they can access from home without coming into the library. There could be a need for the information to be in large print. Search by format in the library catalogue or search for different formats in databases or search engines.

Consult with an expert on the subject, or a subject specialist

Sometimes the information resource will be a person. Use your library's community information database, search online for authorities on the subject or consult experts in the field. Colleagues may have specific experience and have developed networks to guide this search.

Major point: Use a search strategy that will get you to the most appropriate resources.

Exercises for search strategies overview

1. Try one search term in a range of resources, and see what the results look like.
2. Compare the results from three (3) different search engines for information about your town or suburb.
3. What resources are used by your library to share Community Information?
4. Compare the relevance and currency of information available from a database and other resources such as a community noticeboard.

Module 4 Answers and review

Where do you start?

It is important to know the reference sources in your physical and online collections, what subjects are covered in the resources and where information on different subjects is located throughout your library.

The first step in any good search strategy is to determine what the patron already knows and the source of the their information. Throughout the exercises in this module you will explore subject headings and indexes in a few reference resources that are part of successful reference search strategies. You will learn more about resources in Module 5 Reference resources.

Find out the patron's source

Finding out your patron's initial source of information on a topic may help you find what they need. The source can give clues to other sources and may also help you clarify the patron's information need. Wikipedia may be useful for definitions and the links in the citations can guide your ongoing search.

Online sources

If your patron's source was an online search, support the patron in conducting a targeted online search. If the original source does not appear to be an authoritative site discuss better options and how to evaluate online sources.

You may want to explore further by reading Cooke, Nicole A (2018). Fake news and alternative facts : information literacy in a post-truth era. ALA Editions, Chicago

You can watch a video of Dr Nicole A Cooke talking at the NSW public library reference seminar in 2022.

Exercises for information sources

1. Select five reference resources from the list below:

• Australia New Zealand Reference Centre (ANZREF) or other NSWnet databases you have access to
• An encyclopaedia such as World Book or Britannica - it may be online
• A dictionary
• An atlas such as the Macquarie Illustrated Atlas
• Wikipedia Wikipedia
• TROVE TROVE

Use each of the resources to look for information about New South Wales.

2. List examples of where you can you find New South Wales information in each of the five (5) resources?

3. Which resources have the most current information about New South Wales?

4. Where else could you find information about New South Wales in your library? List five (5) examples from different sections of the library.

Module 4 Answers and review

Successful search strategies require an awareness of subject terms, subject headings or categories.

Any time you are looking for information on a particular subject you will use resources that are arranged by subject, have indexes which include subjects, or use specific subject heading schemes such as Library of Congress Subject Headings (LCSH).

You can use a subject approach with your library's catalogue. The books on the shelves of the library are classified by subject, as are indexes to magazine articles (databases). Many of the reference books you use and some web directory subject guide sites are organised by specific categories. These categories are the subject headings.

Working with subject headings

• Determine what subject heading best describes the topic of your question.
• There are often many ways to describe the same topic.
• Formal subject headings may not match common usage.
• Sources may use different terms for the same concepts, so you may need to think about synonyms or similar ways of saying the same thing
• Search engines use keywords.

Library of Congress Subject Headings (LCSH) allows for some standardisation in the library online catalogue and standard databases. The terms in this database are used when adding bibliographic records to the catalogue. LCSH is a place to begin when you are not sure what heading to use.

Another strategy is to check the subject headings within the catalogue record for another book on the subject. They may appear only as part of the full catalogue record. Online catalogues each work a little differently and you will have to check to see how yours handles subject headings. If you don't find it under one term, try a synonym. TROVE is another way to explore subject headings.

There is no single standard list of subjects used for all reference resources. Schools refer to the Schools Catalogue Information Service (SCIS) for relevant subject headings. Many professions, industries and disciplines have their own subject heading lists, for example medical subject headings cataloguers refer to MESH. Try to think of as many different terms for the same concept as you can, and try them all. Broaden the subject if you have trouble. For example, you might find mention of a particular Aboriginal artist under her name, 'Aboriginal artists', 'Kamilaroi artist' or 'Aboriginal art' online searches.

For online searching a narrow approach is often necessary in working with large numbers of results.

• Try different search engines, and different search techniques.
• Refer to the search engine's 'help' and 'tips' on how to refine your search.
• Make sure that you practice some advance searching as this can help narrow search results.
• Keep track of all the terms you used in your search and pass that list on if you refer the question.

Major point: Successful search strategies require an awareness of subject terms used in library catalogues and resources as well as knowledge of how search engines work.

Exercises for subjects and terms

1. Use your online catalogue to see how many subject headings there are for bushfires
2. Find out where all those subject headings come from. Look for 'bushfires' as a subject heading in the Library of Congress Subject Headings. Click on the 'References' tab to see the correct subject heading. Cataloguers assign the subject heading to the catalogue records and understanding more about the heading will help your reference work. If you want to know more, talk to an experienced colleague, your trainer or a cataloguer.

Module 4 Answers and review

Indexes are guides to the resources in your library and other libraries.

Finding aids

You can think of indexes as finding aids. They help you locate books, find information within books, databases and websites.

Some indexes help you locate information within magazines or journals.

Examples:

• Your library catalogue is an example of an index which helps you find library resources.
• There are indexes which help you locate parts of works such as magazine articles (Gale OneFile: Australia and New Zealand) or novels (Gale Books and Authors and Novelist). Note: often full text of titles will be available in the same database as the index. Most of the above are full text.
• There are also indexes to individual works, for example recipe and gardening books often contain indexes.

Some sources are arranged alphabetically by subject and it is common to bypass the index altogether. For example some gardening books are arranged by plant name and may be consulted by turning directly to an article rather than using the index. The index can help you locate information when there is no dedicated entry on a topic.

To use any index effectively, including the catalogue, follow these steps.

• Try looking up the most specific term first. Example, 'blue macaw' - try 'macaws' or 'parrots'.
• Then try a synonym, example, if there is no entry under 'money' try 'currency'.
• Then try to broaden the search term. Example, if you are looking aloe vera and find nothing under 'aloe vera', broaden to 'succulents'.

Some indexes may have broad subject headings. With large numbers of items under each subject heading, it is difficult to directly go to the most specific heading. Sometimes you may want to use the table of contents or browsing. Terms can change over time, or be different depending on location, this will need to be taken into account when searching.

Major point: Indexes are finding aids that help you find whole works, parts within works, topics within an individual work, or individual articles.

Exercises for indexing

1. Examine the subject headings or index terms used in five (5) of the reference resources listed below. Include at least one book in your selection:-

• Gale OneFile: Australia and New Zealand or other NSWnet databases you have access to
• An encyclopaedia such as World Book or Britannica - it may be online
• A dictionary
• An atlas such as the Macquarie Illustrated Atlas
• Wikipedia Wikipedia
• TROVE TROVE
• A non-fiction book with an index

2. Note the following for each resource: -

1. Are the resources arranged by subject heading and is this reflected in the table of contents?
2. Do they have indexes?
3. How easy are the indexes to understand and use?
4. How similar or different are the index terms or subject headings among the books? ie. Do they use the same terms for the same topics?

Module 4 Answers and review

Do the search, verify the answer, and cite your sources.

Finding the right information

Even if you are sure you know the answer to a question, look it up. The goal of reference is to find the right information for the patron. It is important to verify what you have found.

• Accurate information is important, but reference sources may not always agree.
• Two different sources or web sites may have conflicting or slightly different information, or we may miss the most authoritative source or site completely.
• The patron should know what source you are using so they can judge the answer, even when you are giving out something obvious like the spelling of a word, or the boiling point of water, or the capital of East Timor.
• Be sure to preface your answer with something like 'I'm reading from the Macquarie Dictionary, and it says that you spell 'catalogue' c-a-t-a-l-o-g-u-e'.
• Always look up the answers and cite your sources. Do a thorough online search, using the most appropriate search engines or subject guides.

I found the answer to your question in…

One online search may not be enough. Not all search engines perform the same way or cover the same range of sites. Sometimes a subject guide, database or a news site is a better place to look it up. You may also consider government, education or subject specific sites which may not be indexed by all search engines.

• Be aware that some high ranking results may be an ad/sponsored link.
• Sites resulting from your search may appear on the list because of the number of sites which link to them, the number of times a keyword was used on the site, or may have been engineered specifically to get hits from search engines.
• Evaluate sites carefully. Examining resources in Module 5 Reference resources will provide more information on this.

Guides or tutorials can improve your search skills. NSW.net provides database training courses for public library staff who wish to increase their knowledge of the statewide databases available. Databases often contain tutorials and online guides.

When you've looked up the information, be sure the patron knows the source of the information you give. This is especially important when answering a telephone or online request because the patron can't see what you have. Informing the patron of the exact search terms used can also be useful.

A good practice is to name the source before giving out the information -'I have the latest Guinness book of records and it says…', 'I found the answer to your question on the ALIA web site at www.alia.org.au ' for example. This allows the patron to make the determination about the accuracy and reliability of the information.

Major point: Always look it up, even when you think you know. On the internet, look it up with the most appropriate search engines and cite sources for print or online.

Exercises for look it up

1. Please answer these reference questions.
2. Cite your source.
3. Make sure you use a mix of sources both in your library and online.

• What is the life span of a mosquito?
• How can you change the colour of a flower?
• What is the origin of the phrase 'pass the dead horse'?
• Do you have a biography of Kath Day-Night and Kim Craig?

Module 4 Answers and review

Be sure that the information you are giving out is correct and current.

Finding the correct answer

The information you find should meet the information need and allow your patron to say yes when you ask the follow-up question- “Does this completely answer your question?” The purpose is to find complete and accurate information in a timely manner.

Common reference problems

Some common problems in reference work that prevent accurate answers are:

• reading information incorrectly; for example reading the wrong line of a table or transposing numbers
• not clearly understanding the patron's question and answering the wrong question; for example giving the patron information on the worst plane crash in New South Wales when the patron really wanted the worst crash worldwide
• answering off the top of your head without verifying the information first
• providing outdated information
• not being aware of the resources available to find the information
• not being specific enough

Currency

Depending on the subject, old information may be incorrect. Examples are names of elected representatives, addresses and phone numbers of businesses, statistics, scientific, medical or legal information. There are many other instances of course when older information is inaccurate. When you suspect you have an old source check the date of the material you are using. This includes online. Have you checked if there is newer information available even if your library does not hold it. Sometimes there are clues in the material itself. You may have a third edition dated 2018, is there a newer edition?

Print editions may not be updated as frequently as online information on the subject.

Statistical tables should indicate on the table the date of the information. Given tables usually give the name of the group or agency that compiled them it's worth checking to see if later figures are available. Business information changes quickly.

Information you find may be out of date. Offer to pursue the question giving the patron an idea of when you might access the updated information. If the patron prefers to make a direct contact, provide a relevant source for them to use. For example, an organisation listed in an online community directory may not have been updated for two years, and contact details may have changed.

Using online resources

If you are consulting a website or a database do the following: -

• Check facts and where possible use known or verifiable sources
• Check spelling in written responses and validate URLs

When searching online, be sure to include additional evaluation of the: -

• author,
• content,
• domain name,
• date of last revision,
• objectivity,
• authority and
• accuracy, link to selection criteria for databases.

You may want to explore further by reading Cooke, Nicole A (2018). Fake news and alternative facts : information literacy in a post-truth era. ALA Editions, Chicago

Always cite sources of information completely, whether an article from a magazine, a web page, a reference book, or a database.

Major point: To provide accurate information verify the question; use accurate and current sources; and relay the information carefully.

Exercises for accuracy

• Search for the information listed below. (Numbered 1 - 5). Use at least two different sources for each topic.
• Is the information the same in the two sources or different? What is the difference and why?
• Look at the date of the information. There could be a difference between the date of the website and the date of the information. Have you located the most current information?
• What is the result for your patron if you use old information?
• What is the result for your patron if you use only one source of information and it is not the most complete source?
• What problems did you encounter in your search? i.e. Is the information behind a paywall.

1. Look up the population of Australia and the population of New Zealand.

2. How many cars are there registered in NSW?

3. How many sheep are there in Australia?

4. What is the largest lake in the World?

5. What was the hottest day in Australia in 1976?

Module 4 Answers and review

Here are some different resources to help you cite sources, which will make sure you provide all the crucial information to your patron. There are many citation methods - look at these examples.

1. Harvard here. This includes how to cite information obtained from Generative AI Tools
2. APA7 here. This includes information relating to Digital Object Identifiers.

Digital Object Identifiers (DOIs) are special strings of alphanumeric characters that form a persistent link to individual publications. They are issued at the time of publication, much like an ISBN or a serial number. DOIs can be attached to a number of different publications, including journal articles, books and chapters, conference papers, and so on.

A number of referencing styles (including APA, Harvard, Chicago, and Vancouver) require that you include DOIs for publications where they have been assigned. This guarantees that others will be able to access your listed references, as DOIs offer persistence and permanence that standard URLs (links) do not.

Exercise for citing your sources

1. A primary school student has come into the library and asked :-

What do frogs eat, and where do they live, and how long do they live for? They would like images showing the life cycle of a frog, and some other information to give a talk to their class about where frogs live.

Obtain information from the following resources and record the details of the resources on the Bibliographic Record Sheet.

• a book from the library that you have located using the library catalogue;
• an ebook;
• a journal article from an online database;
• a website.

Create a bibliography for the 'Frog' research. Use either Harvard or APA7 guidelines. Include all four resources in your bibliography. Refer to the 'Cite' link in the Database you have used to locate the details for the bibliography.

Your bibliography will include:-

1. a book from the library that you have located using the library catalogue;
2. an ebook;
3. a journal article from an online database;
4. a website.

Module 4 Answers and review

What do you do when you can't answer a question using your library's resources?

Who knows the answer when beginning work on a reference question?

Sometimes it may be more efficient and productive to ask yourself “who knows the answer” rather than what book or online source contains the answer. Remember your job is to meet the patron's information need in whatever way works best. Putting a patron in touch with an organisation or a knowledgeable individual who can help is often a far better way to successfully meet those needs.

Thinking about this can actually inform how you search and where you search.

How can you locate local experts?

Remember to check

• your community information database,
• the local phone directory,
• newspaper,
• website or
• Facebook group.

These may help you identify people working in various fields or relevant groups. For example if you have a question about identifying a plant - try your collection, however the botanic garden staff and volunteers, community garden enthusiast or local nursery staff may also help.

Other library or Council staff may have specialist knowledge to assist with referrals.

Major Point: It is often as efficient and productive to ask yourself, “who knows the answer” rather than what books or databases contain the answer.

Exercises for asking experts

1. Which of the resources you've been working with earlier in this module has information on the population of your town, your local government area or the state? Where else might you look?
2. Without using ABS resources, how might you discover information about your local Aboriginal or Torres Strait Islander community groups? What language do they use? What is the name of the language, and where can you contact your local Aboriginal Land Council/s?
3. What resources might you use to locate a snake catcher or the winner of the local camp drafting competition?
4. Is there someone in your library or in your community who would have this information?

Module 4 Answers and review

Patrons may have information needs that your library’s resources alone may not meet.

Information and referral services

Patrons sometimes need the services of groups or agencies – for social or health issues, for example.

Successful search strategies may include providing the patron with information about the group or agency that can provide assistance.

Helping put patrons in contact with the appropriate agency for their needs is the role of information and referral.

Library involvement

Libraries often use community information directories. These directories are indexed by standard keywords describing the kinds of help offered. LINCS is an example of a community information directory. Your community information may be collated using a different system for example SA Directory of Community Services

A complex information need (for example, looking after a relative with a head injury) may be met by a combination of sources:

• Make sure the person has sought medical advice.
• Referrals to local carer's support agencies and specialists.
• Books on caring for an invalid.
• Articles in magazines or databases.
• Website information - relevant association.
• DVDs on how to care for a person with a disability.

Don't limit yourself to sources at hand on the library shelf or online. Think of good reference as providing assistance in meeting people's information needs.

Major Point: Patrons may have information needs that your library’s resources alone will not meet. They may need the services of special groups or agencies.

Exercises for information and referrals

Referral to another person or organisation can be a suitable way to find relevant information. List the various referral options you would use to provide the required information.

1: The library patron would like information on how to grow espalier fruit trees in Canberra / Southern NSW region.

2. A patron would like to learn how to do Tunisian crochet. Is there a group or other support available that you can refer them to?

3. How does your library keep track of referrals? What systems are used?

Module 4 Answers and review

For some enquiries or questions, you may list the resources used. This can be helpful for complex and recurring enquiries.

Keep a record of your search

Throughout the reference process, you may keep track of the questions, the information you gathered in the interview, and the sources you've tried and the search terms used. Record anything that might help you, another staff member, or another library to continue work on the enquiry if the question is referred.

Example Bibliographic Record sheet

When you are searching for information you should:

• Note the books/subject headings/search term.
• Note the online sources and other resources you use.
• Note the subject headings you use in working with databases and the inclusive dates of the databases you check. List the specific database titles you use.
• Do not record a statement like “all the books here” or “all our antique books,” in case the question must be referred to another library. Call numbers may not be helpful at the next level either, but the author's last name and the book's title should be enough to identify the source for most purposes.
• You can print or e-mail a list from the catalogue.

Counting enquiries

You may also need to keep track of the number of questions (transactions) as well as the resources used. A reference transaction is “a transaction with a patron. It involves the knowledge, use, recommendation, interpretation, or instruction in the use of one or more informational sources, by a member of the library staff. It includes information and referral services”. These statistics are reported annually. A method which can be used for this is the enquiry completion rate.

Major Point: Keeping track of your search helps others who may work on the search and helps in planning future services.

Exercises for keeping track

• Does your library management system have the capability to keep track of reference questions?
• Do you use it?
• Does your library have a place where frequently asked questions are recorded and shared?
• Does your library keep track of reference questions all the time or at certain times of the year? What are the statistics used for?

Module 4 Answers and review

An important part of the search is keeping the patron informed of your progress and included in the search strategy.

Let the patron know what is happening

If you are moving about the library with a patron, explain to them where you are going, what you are doing and why.

Patrons can add valuable refining information to aid in your search if you explain how and where you are looking and often appreciate the chance to learn more about the library. This will build on the reference interview defined in Module 2: Reference interview skills and question types

The following are some helpful phrases and tips to keep the patron informed about the progress of an ongoing search,

• “I'm going to check the online database of magazine articles now to see if we can find an article about your subject.”
• “Let's look in the phone book to see if we can find that address.”
• “I'll need to be away from the phone for a minute while I check the shelves.”
• Do not use library jargon.
• You may need to explain the resource you are using, why it's appropriate for the question, and what the limitations may be in regards to currency or accuracy.
• It is especially necessary to keep the patron informed when using remote technologies where the patron cannot see what you are doing.

Major Point: Continue the reference interview as you search, keep the patron informed of your progress.

Module 4 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