NSW public library wiki

This module will cover reference services for children up to twelve years of age. For the youngest ages, information is provided about how to help parents of young children with their reference enquiries.

Providing a reference service to children is a core skill for all public library staff. You can use many of your existing skills in providing a reference service, but there are a few special considerations. This module will help develop the skills you need to provide this service. This module is for all staff who provide a reference service in public libraries.

Providing a positive library experience for children, as well as adults, is important so that they continue to use the library services.

Your library may have someone with a specialist role providing services to children from birth to twelve years of age. Generally specialist children's staff will have detailed knowledge of relevant collections and services. They will be happy to share their expertise and experience with you.

It is important to show respect to the child and their information needs. What the child is asking is just as important as any other query that you may help with.

• The child may feel uncomfortable when talking with an adult other than their parent or teacher
• Be aware that a five year old will have different information needs and different ways of expressing them to a twelve year old. You will need to adjust your handling of the situation accordingly.

• Talk to the child as a priority, rather than the parent or carer.
• The child is doing the assignment or asking the question and they need to be the focus of your attention.
• Make sure the child understands what you are saying.
• You may need to simplify your words, for example: use the word project instead of assignment, what is it about? instead of what is the subject?
• Show that you are enthusiastic and approachable. It is encouraged to come out from behind the desk as this removes barriers.
• Have a look at Module 7 Roving reference for some pointers.
• There will be times when you will be talking to the parents when the child is not with them. Obtain as much information about the assignment as possible.
• Encourage the parent/s to bring their child to the library.
• If the parent is asking for the information, remind them to check with the child that the resources are useful.

Tackling the assignment question

While it is preferable for children to bring their assignment into the library, you can still obtain information about the assignment by using the skills from Module 2 Reference interview skills and question types.

You can try some of the following

• what topic are you learning about?
• what were you talking about in class?
• what do you know about the topic already?
• where have you already looked for information?
• did your teacher suggest any information which could help?
• how much information do you need?
• what format do you need the information in?
• how long is the assignment and how do you need to present to it?
• when is it due?

• If the project is based on a current news story, you may need to check news sources like some that are available on NSW.net
• What do you do when you can't find the information you need? What follow up do you do? Talk with your colleagues about other strategies.
• Mention any popular topics and assignments to your children's staff.
• The techniques are similar for enquiries of general interest like where are the dinosaur or digger books.

• Have a look at your junior information collection. Are some of the titles online as well as available for loan? Have a look at your reference collection for adults - are there titles which are suitable for use by children?

• Consider the layout of your library Non Fiction collections. Always walk the child to the shelf and assist in differentiating the appropriate resources for their age.

• Guide the child to use the Catalogue to find the information they are looking for.

• Have a look at your library website for resources for children. How easy is this information to find? How easy is it to work out the age group it is intended for?

• Does your library have downloadable e-books for children?

• If you have access to Studiosity (or similar online tutoring service using web chat), demonstrate how to use the service.

• Does your library provide information to children about how to access the library's online resources? Does your library run any training, targeting children and their parents in how to use the library's online resources?

• What is your library's policy on internet use for children aged twelve and younger? Read your library policy for this.
• Are there extra considerations when the child is unattended?
• What is included in your library policy about internet access for children?
• Refer to the Library Council Guidelines for additional information.
• You may like to talk to your supervisor about this.

• Remember that you are providing the access to the information, and not necessarily finding the answer for the child.
• Make sure you don't deluge the child with information.
• When you are helping the child find information, take them with you to search for the information.
• Be aware of your body language and that of the child.
• Listen to the child to gauge how much detail you talk them through.

Exercises for questions and resources

1. Check your library's collection development policy.
2. What kind of reference materials are collected for children?
3. Does your library collect textbooks?
4. List three relevant aspects relating to children and internet access as outlined in the Library Council Guidelines.

Module 10 Answers and review

Readers' advisory = information requests

• What tools does your library have to help you with enquiries about children reading for recreation?
• Does your library have children's reading lists?
• What websites, databases and print resources are available to help? Have a look for yourself and talk with your colleagues about this.
• Have a look at how your junior collection is shelved. How are series shelved? Are there any subject or genre headings to help? Are the subject headings in the catalogue?
• How is the collection divided by age? Read a couple of titles from the children's collection.
• When suggesting a “book to read”, a good place to start is to ask what other books the child has read and why they enjoyed them.
• Readers will respond to different appeal factors such as pacing, characterisation, story line, frame/setting, tone, language/style see The Readers' Advisory Guide to Genre Fiction
• Indyreads resources for readers' advisory.
• Has someone at your library attended the Rewarding reading training? Contact Ellen Forsyth for more information.

Exercises for readers' advisory

1. Use the catalogue to find picture books about dinosaurs. What subject headings are in the record?
2. Find a book about Minecraft or Lego suitable for a 9 year old. What additional resources would you suggest your library purchase on either of these topics?
3. How would you go about satisfying a request for a historical novel for a 10 year old? List three titles

Module 10 Answers and review

First experiences: helping parents of young babies/children

Your library has material to help parents of young babies with their enquiries about their children and for their children. These items may be picture books, DVDs, or other formats. Your library collections include resources for issues such as, death of a parent, divorce, first day at school, tantrums etc. These items may be located with the picture books or information books.

Transition to high school

Some children when they go to high school, will think they have outgrown the children's collection. It will depend on the assignments where the most appropriate information is located within the library. Have a look at how your collections are arranged.

Exercises for things to consider

1. Check what resources your library has to help parents of young children and babies.
2. What are the relevant subject headings in your catalogue for these resources?
3. What is in your children's non-fiction collection?
4. Does the catalogue show the children's eBooks held by the library? How is this indicated in the catalogue?

Module 10 Answers and review

Module 10 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