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Reference and Information Services
A N I N T R O D U C T I O N
FO UR T H EDIT ION
Kay Ann Cassell Uma Hiremath
CHICAGO :: 2018
alastore.ala.org
© 2018 by the American Library Association
Extensive effort has gone into ensuring the reliability of the information in this book; however,
the publisher makes no warranty, express or implied, with respect to the material contained herein.
ISBNs
978-0-8389-1568-4 (paper)
978-0-8389-1707-7 (PDF)
978-0-8389-1706-0 (ePub)
978-0-8389-1708-4 (Kindle)
Library of Congress Cataloging in Publication Data
Names: Cassell, Kay Ann, author. | Hiremath, Uma, author.
Title: Reference and information services : an introduction / Kay Ann Cassell, Uma Hiremath.
Description: Fourth edition. | Chicago : ALA Neal-Schuman, an imprint of the American Library
Association, 2018. | Includes bibliographical references and indexes.
Identifiers: LCCN 2017056092| ISBN 9780838915684 (print : alk. paper) |
ISBN 9780838917060 (epub) | ISBN 9780838917077 (pdf ) | ISBN 9780838917084 (kindle)
Subjects: LCSH: Reference services (Libraries) | Electronic reference services (Libraries) |
Reference books—Bibliography. | Electronic reference sources—Directories.
Classification: LCC Z711 .C355 2018 | DDC 025.5/2—dc23
LC record available at https://lccn.loc.gov/2017056092
Cover design by Kimberly Thornton; imagery © Adobe Stock. Text design and composition
by Karen Sheets de Gracia in the Cardea and Acumin Pro typefaces.
This paper meets the requirements of ANSI/NISO Z39.48–1992 (Permanence of Paper).
Printed in the United States of America
22 21 20 19 18 5 4 3 2 1
E D I T O R I A L A D V I S O R Y B O A R D
Anita Ondrusek, Retired Professor, Department of Library and Information Studies,
Dewar College of Education and Human Services, Valdosta State University
Amy VanScoy, Assistant Professor, Department of Library and Information Studies,
Graduate School of Education, University at Buffalo
David H. Ward, Reference Services Librarian and Associate Professor, Undergraduate Library,
University of Illinois at Urbana-Champaign
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C ONT ENTS
List of figures and tabLes vii
Preface ix
acknowLedgments xv
PART I Fundamental Concepts
1 Introduction to Reference and Information Services 3
2 Determining the Question: In-Person, Telephone, and Virtual Reference Interviews 15
3 Finding the Answer: Basic Search Techniques 33
PART II Introduction to Major Reference Sources
4 Answering Questions about Books, Magazines, Newspapers, Libraries and Publishing, and Bibliographic Networks— Bibliographic Resources 59
5 Answering Questions about Anything and Everything— Encyclopedias 77
6 Answering Questions That Require Handy Facts— Ready Reference Sources 103
7 Answering Questions about Words— Dictionaries, Concordances, and Manuals 121
8 Answering Questions about Events and Issues, Past and Present— Databases (and Indexes) 147
9 Answering Questions about Health, Law, and Business— Special Guidelines and Sources 171
10 Answering Questions about Geography, Countries, and Travel— Atlases, Gazetteers, Maps, Geographic Information Systems, and Travel Guides 207
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/ CONTENTSvi
11 Answering Questions about the Lives of People— Biographical Information Sources 225
12 Answering Questions about Government and Related Issues— Government Information Sources 239
PART III Special Topics in Reference and Information Work
13 When and How to Use the Internet as a Reference Tool 259
14 Readers’ Advisory Services Cindy Orr 281
15 Reference Services for Children and Young AdultsSujin Huggins 301
16 Information Literacy in the Reference Department 319
PART IV Developing and Managing Reference Collections and Services
17 Ethics in ReferenceDiana Floegel 335
18 Selecting and Evaluating Reference Materials 347
19 Reference as Programming 361
20 Managing Reference Departments 381
21 Assessing and Improving Reference Services 397
22 Reference 2.0 419
23 The Future of Information Service 443
Appendix RUSA Outstanding Reference Sources 2007–2018 453
about the authors and contributors 461
index of reference resources 463
subject index 475
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F IGUR E S AND TAB L E S
FIGURES
3.1 Database Search Strategy Worksheet 47
3.2 Form Interface for a Database 48
3.3 Refining a Database Search 49
3.4 Screenshot of the LibGuide page for MacPhádín Library at Stonehill College 52
5.1 Venn Diagram: Oxford University Press “Reference Reimagined” 78
13.1 WWW Cyberguide Ratings for Content Evaluation 275
15.1 A Model of Young People’s Decision Making on the Web 303
19.1 Screenshot of “Classes & Workshops” at the New York Public Library 367
19.2 Queset House: A Learning Commons at the Ames Free Library
(North Easton, MA) 368
19.3 Screenshot of Fab Lab at the Fayetteville (NY) Free Library 371
19.4 Screenshot of YOUmedia’s Createch at Saint Paul (MN) Public Library 372
21.1 Example of a Survey Page on Reference Support at the MIT Libraries 401
21.2 Trigger Questions Used in a Protocol Analysis Study 404
21.3 Unobtrusive Observation Worksheet (Questions) 405
21.4 Desk Tracker Guide: Recording Reference Questions 407
21.5 Reference Desk Notebook, Sample Page 408
22.1 Screenshot of Reference Blog at the Yale Law Library 424
22.2 Readers’ Advisory Blog at the Bensenville Community Public Library 424
22.3 Blog as In-House Communication at Barnard College Library 425
22.4 Blog as News Bulletins at the University of Montana 425
22.5 Blog as Personal Statement 426
22.6 Twitter Account at the Library of Congress 427
22.7 Podcasts at Johns Hopkins Medicine 427
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/ LIST OF FIGURES AND TABLESvii i
22.8 Folksonomy of the University of British Columbia Graphics in Flickr 428
22.9 Cloud Tag for the Witkin State Law Library 429
22.10 Drill-Down of a Single Tag for the Witkin State Law Library 429
22.11 Facebook Account of Duke University Law Library 430
22.12 RSS Subject Feeds Offered by the MIT Libraries 432
22.13 Catalog Search Result Page at the University of Huddersfield 433
22.14 Mashup of SELCO Library Consortium Site 434
22.15 PDA Zone at the University of Alberta, Edmonton, Canada 436
22.16 Mobile Library at the Boston University Medical Center 436
22.17 Screenshot of Librarian 2.0 Position Announcement 438
TABLES
13.1 Sample General Search Engines 267
13.2 Sample Academic Search Engines 268
13.3 Sample Metasearch Engines 269
19.1 Reference Tools: Traditional and Collaborative 368
19.2 Framework for Programming Assessment 375
19.3 Logic Model for Reference Exhibit at University of Buffalo 377
20.1 Changing Paradigms in Reference Management 382
20.2 Select Examples of Collaborative Virtual Reference Services 386
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PR EFAC E
Reference and Information Services: An Introduction, Fourth Edition, is about skills, changing
resources, and best practices. Reference service has become much more complex as avail-
able resources expand and is in a constant state of flux.
The process of maturing into an experienced reference librarian, learning new skill
sets, is challenging, unending, hugely rewarding, and, yes, fun. In this book, we identify
these skill sets, analyze them, break them into their component parts, and present them
to you, the eternally maturing reference librarian, in ways that are reproducible. The first
and second editions of this book were dedicated to the intrepid librarian because the ref-
erence librarian at the start of the twenty-first century had to, above all else, be fearless in
the face of a technology revolution. The third edition was dedicated to the entrepreneurial
librarian who must continually think outside of the box and look for trends, new resources,
and technology that can be adapted to the library setting. This fourth edition is dedicated to
the digital explorer, the librarian who makes use of all the digital resources to assist library
users in their quest for information.
Ambiguity, never a stranger to the field of librarianship in general and information
studies in particular, seems particularly acute in the face of dramatic new technologies fos-
tering equally dramatic new ways of doing reference. Digitized books and other resourc-
es are available from many sources, including Google and HathiTrust. The solid old desk,
across which the static transaction of reference questions and answers was conducted, is
often entirely replaced by virtual reference, reference consultation services, roving librar-
ians, and mobile technology. Real-life librarians have spawned virtual reference librarians
within the dense proliferation of social networks like Facebook. Online searching skills,
techniques, and interpretation have overtaken resource-based reference and are impera-
tive to effective reference services in all libraries.
The increasingly fast pace of change has compelled us to write yet another new edition
to update and replace the sources listed in the third edition. Search skills required to locate
newly digitized government documents, for example, bear little resemblance to searches
through the voluminous GPO publications of a few years ago. An augural job listing by the
New York Public Library included this as one of its performance expectations: a knowledge
of the library as a “location where new and emerging information technologies and resourc-
es are combined with traditional sources of knowledge in a user-focused, service-rich en-
vironment that supports today’s social and educational patterns of learning, teaching, and
research.” No pressure intended.
The professional reference librarian must commit to an ongoing understanding of the
fundamental concepts, essential resources, search techniques, and managerial tasks inher-
ent to reference, which are underwritten in large part by the wider social and educational
patterns of information and research. The chapters contained in this edition support that
commitment, even as they ease the pressure of trying to know too much without organized
skill sets. The larger universe, where the primacy of information has never been felt more
acutely, is kept in strict perspective throughout the text. The updated chapter on Reference
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2.0 tools now captures more of the restless mutability of emerging technologies and alerts
the reference professional to experimental trends and practices that are utilizing new tech-
nology in innovative ways. More important, it acknowledges the maturing of virtual refer-
ence and the continually rising expectations of the user to access information freely, instan-
taneously, and often using mobile devices. The chapter on reference work with children and
young adults, completely rewritten for this edition, reflects the importance of developmen-
tally appropriate reference resources, a timely mirror to the global emphasis being placed
on the relevance of information-seeking behavior at all stages of human development. An
expanded chapter on ethics adds a critical framework for reference librarians having to
function within the somewhat unseen but treacherous shoals of information copyright is-
sues and professional codes of conduct. The role of reference librarians as “information
trust agents” cannot be underestimated in a universe of unending and complex information
transactions. This chapter aims to anchor the expected rules of conduct and alert reference
librarians to areas of vulnerability. A new chapter on programming as reference explores
alternate ways of providing information to library users in timely acknowledgment of new
forms of information-seeking behavior.
While earlier editions provided a mix of print and e-resources, this fourth edition
emphasizes electronic resources, in deference to the primacy of online searching over re-
source-based reference. The book continues to provide free web resources of depth and
value useful for budget-conscious institutions faced with continuing global recession, along
with a listing of mobile apps available for smartphones, iPads, and other mobile technology.
This text also incorporates the valued suggestions of practitioners, including the adoption
of the suggestion by an LIS faculty member to provide the uninitiated student with a com-
prehensive idea of the immense diversity in reference resources through an accessible list
of RUSA “Outstanding Reference Sources,” so that a list of selected titles appears as an ap-
pendix. What worked effectively for the first three editions remains but is enhanced with
necessary updates. We have taken care to both cull and expand the hundreds of resources
listed in the text.
Each of the chapters on resources provides an important section on selection and keep-
ing current in the field. We have continued to treat reference transactions as an organic
process that involves understanding both the text and the subtext of a question, identifying
the best resources, and providing an optimal answer. Reference and Information Services: An
Introduction differed from traditional reference texts in consciously linking questions to
sources, rather than classifying resources and providing a general description of their use.
Our approach, firmly grounded in real-world practices, was a direct result of the oft-heard
remark from library school graduates who believed their experiences in real transactions
felt remote from what they had studied at school. The progression of question → reference
interview → search process → resource options → answer was deemed to be a truer repre-
sentation of what students would face in the real world, and this fourth edition continues
to uphold that structure.
ORGANIZATION
While this fourth edition of Reference and Information Services: An Introduction is aimed
at all reference librarians striving to acquire or affirm the necessary skill sets, it is orga-
nized to complement the syllabus of a typical library and information studies course. The
four sections that make up the text provide a well-rounded grounding in the fundamental
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PREFACE / xixi
concepts of reference, the arsenal of major resources with which every reference librarian
must become familiar to answer basic questions, special topics such as readers’ advisory
and user instruction (that fall within the purview of reference work), and tools to field the
ongoing responsibility of developing and skillfully managing reference departments in the
face of constant change and innovation.
Part I: Fundamental Concepts
Chapter 1, “Introduction to Reference and Information Services,” provides you with an
overview of the breadth of services housed under the reference rubric and discusses some
of the changes in reference service.
Chapter 2, “Determining the Question: In-Person, Telephone, and Virtual Reference
Interviews,” outlines the first and perhaps most critical step in the reference process. In or-
der to assist the reader, the librarian must skillfully determine the user’s question or need.
Given that reference is, and always will be, predicated on contact and communication, even
in times of change, this chapter takes into account in-person, telephone, and virtual refer-
ence interviews.
Chapter 3, “Finding the Answer: Basic Search Techniques,” is in many ways a conclu-
sion to part I and a prelude to part II. Having identified the question, the next step is to
construct an answer. This hands-on chapter trains you to organize your thoughts, develop a
strategy for the particular request, and find the optimal solution.
Part II: Introduction to Major Reference Sources
The nine chapters in this section focus on how, what, where, who, and when questions as
they correlate to authoritative resources, rather than describe types of resources. Included
in this section are these chapters:
Chapter 4, “Answering Questions about Books, Magazines, Newspapers,
Libraries and Publishing, and Bibliographic Networks—Bibliographic
Resources”
Chapter 5, “Answering Questions about Anything and Everything—
Encyclopedias”
Chapter 6, “Answering Questions That Require Handy Facts—Ready
Reference Sources”
Chapter 7, “Answering Questions about Words—Dictionaries, Concordances,
and Manuals”
Chapter 8, “Answering Questions about Events and Issues, Past and Present—
Databases (and Indexes)”
Chapter 9, “Answering Questions about Health, Law, and Business—Special
Guidelines and Sources”
Chapter 10, “Answering Questions about Geography, Countries, and Travel—
Atlases, Gazetteers, Maps, Geographic Information Systems, and Travel
Guides”
Chapter 11, “Answering Questions about the Lives of People—Biographical
Information Sources”
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Chapter 12, “Answering Questions about Government and Related Issues—
Government Information Sources”
Each of these chapters begins with an overview of materials and how they are used to answer
the particular type of question. We provide sample questions (and answers) for which those
sources are best used and describe the major print, electronic, and web-based materials avail-
able. Also included are guidance for collection development and maintenance practices; fur-
ther considerations and special information particular to the topic; a final list of the “top”
reference sources in the subject area; and a list of recommended free websites. The Recom-
mended Resources Discussed in This Chapter lists are standardized as title entries for easy
discovery. As each chapter is uniformly structured, you will find it conducive both to advanced
reading in preparation for service and as an effective reference source at the desk.
Part III: Special Topics in Reference and Information Work
Chapter 13, “When and How to Use the Internet as a Reference Tool,” addresses one of the
most challenging and ubiquitous reference resources to have emerged in our times. Out-
lining the strengths and weaknesses of the Internet as a reference source, this chapter also
contains a five-step approach to using the Internet in reference transactions.
Chapter 14, “Readers’ Advisory Services,” discusses both the history of readers’ adviso-
ry (RA) and its current practice. While RA is sometimes housed in departments other than
reference (Adult, Children’s, or Young Adult Services), the librarian sitting at the reference
desk should and often must be prepared to field all questions, including an RA question.
This chapter, authored by Cindy Orr, describes the most common types of RA queries, best
practices and common mistakes in RA, and a list of recommended resources.
Chapter 15, “Reference Services for Children and Young Adults,” authored by Sujin
Huggins, discusses a developmentally appropriate approach to reference work with chil-
dren and young adults. Librarians must be conscious of both reading and development lev-
els of children and young adults. The chapter also discusses reference service for children
with special needs and includes recommended titles for reference collections for children
and young adults.
Chapter 16, “Information Literacy in the Reference Department,” discusses the impor-
tance of information literacy in all types of libraries and offers suggestions for one-to-one
classroom instruction and distance learning. In the right transaction, instruction can be a
very appropriate and valued response to a query.
Part IV: Developing and Managing Reference Collections and Services
The selection of fast-disappearing or format-changing reference materials has never
required as much dexterity and flexibility as in the current climate. Management skills are
essential for the library professional, as is the development of assessment tools that contin-
ually measure the library’s success in cresting and controlling the ebb and flow of changing
reference collections and services.
Chapter 17, “Ethics in Reference,” authored by Diana Floegel, tackles the sometimes
difficult but very important issues of professional codes of ethics, plagiarism, copyright and
intellectual property, as well as access to information and censorship.
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PREFACE / xi i ix i i i
Chapter 18, “Selecting and Evaluating Reference Materials,” provides sources for re-
view and evaluation criteria. You will also find guidance for managing the materials budget,
assessing collections, weeding titles, writing policy, and marketing collections.
Chapter 19, “Reference as Programming,” introduces the idea of using collaboration,
interactivity, and crowdsourcing programming events as a timely way to connect users with
information.
Chapter 20, “Managing Reference Departments,” looks at staff, service, and depart-
ment organization. This chapter provides options for managers and considerations for de-
cision making. While aimed at the manager, it is also a helpful glimpse for any professional
into the form and function of today’s reference departments.
Chapter 21, “Assessing and Improving Reference Services,” moves from the day-to-day
practice of reference work to the vision and development of future services. In times of
budget stringency especially, there is heightened emphasis on assessment and accountabil-
ity. From why we should assess to what and how to assess to what we should do with our
findings, this chapter encourages a hands-on and proactive approach to improvement.
Chapter 22, “Reference 2.0,” provides a comprehensive snapshot of the many tools and
sites mined from Web 2.0 technology and used to enhance reference services by innovative
libraries across the United States, Great Britain, and Canada.
Finally, chapter 23, “The Future of Information Service,” looks ahead to the models,
materials, and services that will continue to evolve and define reference services in the
foreseeable future.
ROUND 4
Skills and best practices are anchors in a reference world that is in constant flux. In asking
you to absorb the skill sets provided in this book as a means to navigate fearlessly through
the shifting sands of reference, we have been rather fearless ourselves. We have invited
stringent critiques from theoreticians and practitioners, students and faculty, as well as
colleagues and friends on the ideas, organization, choices, and usability of the text. Our
personal egos have been temporarily suspended in the search for an objectively good prod-
uct. The members of the Advisory Board (listed on the verso of the title page) have been
invaluable in helping us toward this goal. We have been in safe hands and we hope to pass
that security on to you.
David Lankes talks of libraries as facilitators of knowledge creation and reference as
conversation and participatory networking. Round 1 of this book was birthed through in-
tense conversation. We could see our fetal ideas gain bone, muscle, and tissue as we held
focus groups at ALA conferences, deconstructed scores of reference syllabi, poured through
publishers’ catalogs and websites, and immersed ourselves in “participatory networking”
with both aspiring students and grizzled practitioners. It was a heady experience. Round
2 was a process of fine-tuning, of quieter contemplation, of more in-depth questioning
and expanded experience. Comprehensiveness, currency, and readability were the ternion
values undergirding all additions, subtractions, and edits to the text. Round 3 focused on
tethering multiformat reference tools and services to the larger movements in society to
provide context to the choices we made. Round 4 has been updated and expanded within a
reference ecosystem where crowdsourcing, cloud computing, and the remarkable immedia-
cy of mobile technology are all feeding and being fed by a vigorous new style of information
seeking and reference research.
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The product you hold amalgamates the energetic fire of its birth; the controlling waters
of intensive calibration and expansion that marked Round 2; the recognition of reference
as part of a dynamically changed information universe in Round 3; and the acceptance of
continual flux and new forms of information-seeking behavior in Round 4. We hope the
evolution of our approach to best practices and resource anchors will find resonance in your
individual development as digital explorers of the twenty-first century.
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P A R T I
Fundamental Concepts
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C H A P T E R 1
Introduction to Reference and Information Services
A CHANGING REFERENCE landscape dominates the current conversation on reference
and information services. Although such services’ mission and goals remain steady, the way
they are provided is constantly changing. The development of subscription and free elec-
tronic resources has changed the sources of information available, while virtual reference
has made it possible to reach users no matter where they are. Librarians and library users
are constantly bombarded with a wide range of information choices that must be evaluated
for authenticity and accuracy. Whether at home on their computers or wandering through
the stacks, many people feel as though they are drowning in a sea of information. New
media and technologies link users to this new and growing body of global knowledge and
enable librarians to assist them virtually as well as face-to-face. Reference services are at
once a life raft, map, and compass to those who feel adrift. In providing users with a com-
bination of personalized services in a timely manner, libraries reaffirm their centrality as
twenty-first-century public institutions par excellence.
For all its contemporary relevance, the concept of reference service is over a century
old. In 1876, Samuel Green, librarian of the Worcester Free Public Library in Massachu-
setts, developed the idea of having librarians assist users in the selection of books to suit
their needs. This served a dual function, increasing the use of his library’s collection and
thereby demonstrating the need for the library. Green saw the role of the public library as
one of welcoming users by having a pleasant and cultivated female staff (Genz, 1998). Some
forty years later, in 1915, at the thirty-seventh meeting of the American Library Association,
a paper on reference work was delivered by William Warner Bishop, the superintendent of
the Reading Room of the Library of Congress. Bishop defined reference work as “the ser-
vice rendered by a librarian in aid of some sort of study,” claiming that it was “an organized
effort on the part of libraries in aid of the most expeditious and fruitful use of their books”
(Genz, 1998: 511).
Charles Williamson further developed the idea of reference service in his 1923 report
“Training for Library Service: A Report Prepared for the Carnegie Corporation of New
York,” which included a course description for reference work:
A study of the standard works of reference, general and special encyclopedias, dictionaries, an-nuals, indexes to periodicals, ready reference manuals of every kind, special bibliographies, and the more important newspapers and periodicals. Works of similar scope are compared, and the limitations of each pointed out. Lists of questions made up from practical experience are given, and the method of finding the answers discussed in the class. (Genz, 1998: 513)
More recently, several authors, including William A. Katz (2001) and Linda C. Smith and
Melissa A. Wong (2016), wrote reference texts in which they continued to refine the role of
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/ PART I : FUNDAMENTAL CONCEPTS4
the reference librarian over the subsequent decades.
Perhaps the most important point to remember is that reference service seeks to fulfill
the greater mission of the library by assisting individual users. Despite the many transfor-
mations that have been wrought on reference work by developments of our information
society and paradigm shifts in the self-understandings of the library, much has remained
the same. First and foremost, it is still a service in which the librarian interacts with the
patron on a one-to-one basis, whether in person or virtually. This level of personal service
has become even more important in the twenty-first century in light of the alienating and
depersonalizing effects of many information technologies. On the other hand, the way in
which librarians provide such service has changed considerably—it now extends beyond
face-to-face assistance thanks to the availability of the telephone, e-mail, and the technolo-
gy for chat and instant messaging (IM) reference. Even social media sites such as Facebook
and Twitter are now involved.
ETHICS
Ethical awareness and engagement is a crucial aspect of all library services, and the ideals
that have been established for the profession generally apply fully to those working in ref-
erence services. Just as therapists would do their patients little good if they did not keep
their patients’ information confidential, reference librarians must follow certain standards
of behavior if the service they provide is to be effective. The American Library Association’s
current Code of Ethics, last revised in 2008, provides a useful guide. This code upholds a
variety of the principles essential to the modern library.
The code encourages librarians to provide the same high level of service to all library
users and to provide information that is “accurate, unbiased and courteous.” This statement
is at the heart of good reference service, which strives to provide high-quality information
and information to all. Reference staff must understand what constitutes a good reference
interaction and must strive to meet that standard with each user query (Bunge, 1999).
The code calls for upholding the principles of intellectual freedom and resisting at-
tempts to censor library materials. Resource selection is reflected in this statement, as li-
brarians are encouraged to provide information on a subject from many points of view. The
code goes on to insist on the user’s right to privacy and confidentiality in requesting and
using library resources. Reference librarians must be particularly cognizant of this profes-
sional obligation. They must respect the privacy of users by keeping their reference inter-
views and the resources used confidential.
Intellectual property rights, addressed in the code, are of increasing importance in li-
braries. Librarians must keep current with changes in intellectual property laws—especially
copyright—and keep their users aware of these laws. Librarians must know when copying is
covered under the “fair use” provision of the law and when copying violates the copyright
law. This is more than good in itself; it also helps protect the institution, its employees, and
its users from claims of copyright infringement and intellectual dishonesty.
The relationship between personal interests and professional responsibilities is dis-
cussed in the code. The respectful treatment of coworkers and colleagues and the safeguard-
ing of the rights of all employees are encouraged. Library employees are cautioned not to
put private interests ahead of library interests. This means that employees should be cir-
cumspect in their dealings with library vendors and other outsiders so their decisions are
made on professional merit and are not influenced by personal interests.
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CHAPTER 1 : INTRODUCTION TO REFERENCE AND INFORMATION SERVICES / 5
The code also cautions library employees not to put personal convictions or beliefs
ahead of library interests. This is of special significance to reference librarians. Sometimes
a librarian must help a user research an area that is personally against the librarian’s own
beliefs or philosophy. By putting professional duties first, the librarian can successfully as-
sist the user and provide the information needed.
Other professional library organizations have their own codes of ethics. These include,
among others, the Association for Information Science and Technology, the Society of
American Archivists, the Medical Library Association, and the American Association of Law
Libraries. A more in-depth discussion of ethics is presented in chapter 17.
KINDS OF INFORMATION SERVICE
Information service is the process of resolving information needs of users in response to a
particular question, interest, assignment, or problem and building positive relationships
with users (Radford, 1999). The Reference and User Services Association (RUSA) of the
American Library Association defines reference transactions, sometimes referred to as ref-
erence service, as “information consultations in which library staff recommend, interpret,
evaluate, and/or use information resources to help others to meet particular information
needs” (RUSA, 2008). These reference transactions can take place in person, on the tele-
phone, or virtually via e-mail, chat reference, instant messaging, social media, or videocon-
ferencing. Librarians are also creating websites, answer archives, and links to “frequently
asked questions”—all of which are designed to anticipate user questions and help people
independently find information. Traditional reference desk service continues to be highly
valued by library users in many settings, but newer forms of virtual communication such as
e-mail, chat reference, and texting have become extremely popular. Consequently, it is all
the more important for librarians to understand the range of inquiries that can be expected,
allowing them to provide a full and ready answer, regardless of the form through which the
query arises or through which the answer is delivered.
Answering Reference Questions
In light of the immense diversity and range of possible questions, being approached by
a patron with an information need can seem like a daunting prospect. Indeed, much of
the difficulty of information services arises from uncertainty about the kind of service or
breadth of information called for by a given question. Categorizing reference questions by
type is a useful way to make sense of such concerns. Three common types of reference
questions are ready reference questions, research questions, and bibliographic verification.
Ready reference questions such as “Where is Jimmy Carter’s Presidential Library?,”
“Who won the 2014 World Series?,” “What is the capital of Cambodia?,” or “What coun-
tries use the Euro?” can be readily answered using a general reference source. The librarian
may be tempted to tell the user the answer to simple ready reference questions. Yet here
the saying “Giving a man a fish feeds him for a day while teaching him to fish feeds him
for a lifetime” helps to explain the importance of providing instruction when possible. No
matter how simple they initially seem, ready reference questions provide the opportunity
for teachable moments. Taking into consideration users’ needs and willingness to engage in
instruction, librarians should lead users through the process of looking up the information
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rather than simply provide the solution.
Librarians who assist users with ready reference inquiries on a regular basis sometimes
choose to create a “ready reference” section of the most commonly used resources—either
in print or on the library’s website—to answer quick questions. Typically, such sections
include a general all-purpose encyclopedia, dictionaries, almanacs, and handbooks. Librari-
ans should keep the sources up-to-date and also avoid depending so heavily on this subset of
the collection that other sources are overlooked by library users and librarians. Ready refer-
ence questions have diminished due to the ease of answering basic questions through search
engines such as Google, though a study found that for chat reference about 30 percent of
the questions were ready reference (Connaway and Radford, 2011). Thus, ready reference
remains a cornerstone of information services, and librarians should be poised to provide
it at any time.
Research questions are more complex, may take much longer to answer, and typical-
ly require multiple sources of information. These are often the questions that require the
user to consider a variety of sources and viewpoints and to subsequently draw conclusions.
Sometimes questions that initially seem like ready reference questions are found to be far
more complex, as previously hidden facets of the user’s inquiry are revealed. Here, the vari-
ety of possible sources increases with the complexity of users’ questions. Librarians should,
for example, guide users in the use of bibliographic sources, databases, and other reference
materials. Likewise, users with complex questions may need guidance as to how to find or
request the full text of articles for which electronic databases offer only citations, allowing
them to move beyond cursory surveys of the literature.
Research questions, especially if users are unable to fully articulate the nature of their
queries, require librarians to ask additional questions through the reference interview as a
means of understanding the nature of the requests before setting out to help the patrons
answer them. The librarian will need to determine how much information is needed, what
level of information is needed, and what other sources have already been consulted. As is
discussed in chapter 3, information services call for mutual engagement, especially with
more complex questions. Reference librarians should never be passive participants, point-
ing the way to an answer. Instead, they should play the part of dynamic guides, collaborat-
ing with users on their search for information and knowledge.
Naturally, the extent of such engagement may vary from one circumstance to another.
Different types of libraries tend to have their own standards for how long librarians should
spend with users on research questions. Many public libraries recommend that users be
given five or ten minutes of personal assistance and then asked to return if more help is
needed. A university library may have a similar standard, or depending on the institution,
the librarian may invite the user to make an appointment for more in-depth research as-
sistance. Some libraries may suggest that patrons call or e-mail ahead of their visit so the
librarian can be prepared to offer the best possible assistance. Many libraries now offer
consultation services for which the enquirer may make an appointment in advance, which
allows for longer reference sessions. Librarians may also refer users to other institutions
with more specialized materials in the area of their research or offer to call back or e-mail
if additional information is found.
Finally, library users may seek bibliographic verification when they have already ob-
tained the information needed but must verify the sources. Sometimes this service is a mat-
ter of fact checking, while on other occasions users may have completed their research but
lack full citation information. As researchers increasingly depend on electronic databases
for information, compiling and formatting bibliographic citations becomes easier. Verifying
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CHAPTER 1 : INTRODUCTION TO REFERENCE AND INFORMATION SERVICES / 7
and citing material found on webpages is more difficult since the information needed for
the citation is not always easy to find.
Readers’ Advisory Service
Readers’ advisory service, sometimes considered a type of information service, is the quest
to put the right resources in the right reader’s hands. Public and school librarians especially
are increasingly expected to provide an answer to the question “Can you help me find a
good book?” Fortunately, as demand has increased, so too has the ease of providing this
service. While there is no substitute for a librarian’s own knowledge or experience, many
new technologies serve to make readers’ advisory far easier than it was in the past. Many
online databases, for example, have functions that automatically recommend other books
to those who like a given title. Others have searchable lists of works by genre, helping read-
ers match their favorite books to similar material. As always, however, it is important to
remember that readers’ advisory, like other reference work, is predicated on the interaction
between a librarian and a library user. Asking directed questions, listening carefully to the
user’s responses, and tailoring assistance accordingly are the basis of excellent, truly helpful
service.
Readers’ advisory service is generally associated with public libraries and school librar-
ies and may be employed by those looking for fiction or sometimes literary nonfiction. In
academic libraries, it is far less common as users rarely come in searching for a good book
to read. Even so, readers’ advisory may be needed in academic settings to help researchers
looking to deepen their knowledge of a particular field. For example, a patron who has read
and enjoyed Stephen Ambrose’s Undaunted Courage but is troubled by allegations about
Ambrose’s questionable accuracy and academic honesty may want to know the titles of
books about the Lewis and Clark expedition that are both reputable and engaging. Success-
ful readers’ advisory librarians are skilled at asking users questions that enable them to as-
sist in finding books of interest. They must know a great deal about various genres of fiction
and nonfiction and be intimately familiar with their libraries’ collections. Significantly, it is
important that they be able to convey their expertise in a friendly and conversational man-
ner. Truly mastering readers’ advisory service requires a great deal of skill and practice. The
basics are explored in more detail in chapter 14.
Information Literacy Instruction
Information literacy, formerly often referred to as user instruction, may range from showing
an individual how to use the library’s online catalog and basic print and electronic reference
sources to teaching formal classroom sessions about conducting research in the library. The
basic component of information literacy includes demonstrating how, when, and why to
use various reference sources in an integrated way that will capture the user’s attention at
a teachable moment.
In today’s educational settings, the ease of using electronic resources often results in a
failure to teach more traditional research strategies. While finding superficial information
has grown easier, in-depth information using specialized resources has become increasingly
difficult to find for many students. In the library, too, approaches to instruction may vary.
Librarians often question whether to simply answer questions posed by users or to teach us-
ers how to employ the available resources. This may be contingent on the library’s mission
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/ PART I : FUNDAMENTAL CONCEPTS8
or purpose. Academic institutions may call on their librarians to help students understand
how to engage effectively and independently in the research and information evaluation
process. Public librarians, by contrast, may try to teach users about reference sources in
a more informal manner as they lead users to the answers they seek. Thus, while instruc-
tion is always an important part of reference work, the degree to which librarians go about
providing it is highly contingent on the type of library and the way it has defined its role in
library instruction.
In any case, all reference librarians must be skilled at helping users find information
and answers quickly, and they must be ready to teach users how to use the reference sources
that are available. The best reference librarians develop an intuition for when to be infor-
mation providers and when to be information literacy instructors. In some libraries, only
specific, designated librarians are charged with conducting library instruction courses. Nev-
ertheless, an increasing number of librarians are required to participate in their libraries’
information literacy programs, and library school graduates are expected to be capable of
teaching basic classes on the use of library resources. As should be clear, even those infor-
mation professionals not charged with providing formal instruction have the opportunity
to informally teach those they assist. The various aspects of information literacy are cov-
ered in greater depth in chapter 16.
SELECTING AND EVALUATING PRINT AND ELECTRONIC RESOURCES
Selecting and evaluating print and electronic information for the library’s collection can be
as professionally rewarding as providing expert information service. Reference librarians’
involvement in selecting and evaluating titles for the collection helps them develop rich
knowledge of the sources at their disposal, increasing their effectiveness.
The responsibility for selecting reference materials depends largely on the size and
scope of the library. In large academic libraries, selecting reference materials may be as-
signed to subject bibliographers whose job descriptions stipulate collection development
responsibilities. On the other side of the continuum, the evaluation and purchase of re-
sources in very small libraries may be the work of a single reference librarian or coordinator
of reference. A range of shared selection and evaluation possibilities between these points
include reference materials selection committees or group assignments.
The question “What makes a resource a reference source?” has long been debated
in the library profession. For the purpose of this discussion, reference sources are those
resources set aside to be consulted for specific information rather than to be read as a
whole. In other words, reference sources contain content meant to be “looked up.” Typi-
cally, one examines a particular section of a reference source rather than its entire text.
Reference collections are always on hand either in the library or electronically, making for
a consistently available body of knowledge that comes from many parts of the world. Note
that labeling narrative or nonreference resources as “reference” to ensure that a popular
volume is always available may lead to bloated reference collections, and, thus, this is
not generally recommended. Finally, with the addition of electronic reference sources
that have become increasingly available to remote library users from their homes, dorm
rooms, offices, and elsewhere, reference collections encompass fewer print books and are
available twenty-four hours a day.
As the present trends toward shrinking budgets for reference collections, lean refer-
ence collections, and the elimination of duplication among print and electronic collections
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CHAPTER 1 : INTRODUCTION TO REFERENCE AND INFORMATION SERVICES / 9
continue, the careful evaluation and selection of reference materials is essential. Libraries
should determine the criteria that will be used in selecting sources for their reference col-
lections. The following criteria may help determine whether a print or an electronic re-
source is a worthy addition to a library’s collection: scope, quality of content, appropriate-
ness for audience, format, arrangement, authority, currency, accuracy, ease of use, unique
coverage, and cost.
Some libraries select reference materials by reading reviews in the library professional
literature, such as Library Journal, Choice, and Booklist. Other institutions insist on phys-
ically reviewing reference sources displayed at library association conferences or through
special arrangements with publishers for trials of the electronic versions. Most libraries
employ a combination of these two. A more extensive discussion of selection and evaluation
takes place in chapter 18.
CREATING DIGITAL FINDING TOOLS
Another strategy employed by many reference departments is the creation of finding tools,
subject or research guides, and pathfinders for library users. Here, librarians act as guides,
mapping out the best routes through familiar territory and pointing out interesting sites
along the way. Subject or research guides are often prepared by academic libraries using
LibGuides (www.springshare.com/libguides) as a template for frequently requested sub-
jects, such as African studies, criminal justice, and intellectual property. Similarly, public
libraries may prepare guides that address frequently asked questions of a quotidian nature,
such as finding job information, checking the credentials of a health care provider, or
researching a family tree. Depending on the topic, audience, and needs, these guides may
assist the user to identify a selection of appropriate reference books, relevant databases and
search terms, a selection of current and authoritative websites, and/or tips for searching the
library’s catalog for additional materials.
Librarians also create websites of carefully evaluated links and other resources orga-
nized by topic. Who better than a librarian to organize information, pointing users to “the
best” sources and helping them steer clear of the dubious? Web-based finding tools are
available to users 24/7, they can be updated as often as needed, and they can include direct
links to websites and electronic reference tools. Depending on the circumstance and the
nature of a library’s web presence, such resource guides can be either general, providing
direction to broadly targeted reference resources, or subject specific. Examples of library
subject-specific guides include the Chicago Public Library’s “Explore: Chicago’s History”
(www.chipublib.org/#/filter/explore/explore-chicago-history) and the Rutgers University
Libraries’ “New Jerseyana” (https://libguides.rutgers.edu/sb/newjersey). Larger libraries,
whether academic or public, often produce these guides. Smaller libraries may be better
served by developing bibliographies for specific areas in which they have subject specialists.
PROMOTION AND MARKETING
Promotion and marketing of libraries and reference service is becoming more important
than ever. With expanding e-resource collections and e-services, library collections may
be less visible to the public, so it is even more important for libraries to call attention to
them in order to encourage use by their communities. Promoting reference service among
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/ PART I : FUNDAMENTAL CONCEPTS10
individual library users can go a long way toward achieving this goal, especially insofar as it
demonstrates how the library can serve them. In large communities—urban public librar-
ies, for example—promoting the library through individual users is not enough to attract
new users, and major marketing or publicity campaigns become important. In academic,
school, and special libraries, promotion and marketing are equally essential. Use of print
and online newsletters, websites, information literacy instruction, and meetings with fac-
ulty and staff can provide opportunities to promote the library’s resources.
EVALUATING STAFF AND SERVICES
Libraries may seek to routinely evaluate their reference collections or reference service. In
Assessing Service Quality, Peter Hernon, Ellen Altman, and Robert E. Dugan (2015) empha-
size that “it is becoming increasingly important to have measures that reflect some aspects
of quality—that is, service quality—and indicate how customers respond to services and
functions” (51). The focus of measurement from the customer or external perspective can
involve questions such as “How responsive?,” “How accurate?,” “How reliable?,” “How cour-
teous?,” and “How satisfied?”
Assessing the quality of the reference interaction from the user’s perspective will help
determine the service’s effectiveness. Evaluating reference staff is another way to do this
that will also help to ensure quality reference service. The American Library Association’s
Reference and User Services Association (RUSA, 2013) has developed “Guidelines for Be-
havioral Performance of Reference and Information Service Providers” that are intended
to be used in the training, development, or evaluation of library professionals and staff. The
reference librarian’s performance is typically evaluated on both the information conveyed
to the user and the library user’s satisfaction with the interaction.
The following factors are covered by the RUSA guidelines:
• Approachability: The reference librarian must be visible to the user either
physically or virtually.
• Interest: The librarian should demonstrate a high degree of interest in the
reference transaction.
• Listening/inquiring: The librarian should demonstrate good listening and
questioning skills.
• Searching: Searching is at the intersection of an accurate search process and
good interpersonal skills.
• Follow-up: The librarian must determine if the user is satisfied with the
results of the search/interaction. (RUSA, 2013)
These performance guidelines may form the backbone of a library’s staff evaluation instru-
ment, whether the instrument is a simple self-evaluation checklist, a peer-evaluation tool
or a formal evaluation system influencing earning potential.
In addition to evaluating staff, the library may measure its productivity or efficiency
with quantitative measures that include the number of questions answered and the fre-
quency with which print and/or electronic sources are consulted. Smaller libraries may
count the number and type of all in-person questions answered by the reference staff. Larg-
er libraries frequently rely on quarterly one-week periods to estimate the number of ques-
tions answered over the course of a year. Depending on the available resources, data may
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CHAPTER 1 : INTRODUCTION TO REFERENCE AND INFORMATION SERVICES / 11
be recorded using hand-held computers, by making hash marks on a form, or by any means
in between.
A variety of other evaluation strategies are also available to libraries. For example, an-
other useful measurement is assessing the quality of the resources available. Departmen-
tal evaluations can include issues of resource allocation such as how the library’s budget
allocates for library staff, print and electronic resources, computers and networks, and
buildings. Evaluation methods frequently used to gauge users’ satisfaction with reference
services and sources include questionnaires, surveys, focus groups, observation, and inter-
views.
It is crucial that library administrators determine what is to be measured and against
what standards before choosing the preferred method of evaluation. There are many sourc-
es available for detailed information on designing evaluation instruments for libraries. Li-
brarians should carefully consider these aspects: selecting the best method; developing and
field-testing the instrument; administering the survey, questionnaire, or interview; plan-
ning the observation; avoiding interviewer bias; and scores of ethical issues. Analyzing data
and developing conclusions and recommendations may require advanced training, and in
some cases libraries may need to hire evaluation experts. These and other questions are
considered in greater depth in chapter 21.
THE CHANGING NATURE OF REFERENCE
As the form of the library has evolved in the years since Samuel Green’s pronouncements in
1876, so, too, has the nature of reference services. Today, reference stretches far beyond the
walls of the library and has loftier goals than welcoming users to the library with a “culti-
vated female staff.” Academic libraries and some special libraries in particular have already
seen a slowing of traffic to the physical library and an increasing use of the library’s online
resources. Users can ask questions 24/7 through virtual reference and expect an immediate
response. Likewise, they can access electronic resources that the library provides through
its website. Virtual reference is growing quickly; the appeal of chat, instant messaging,
social media, and other technology-based services such as mobile technology point to a gen-
erational paradigm shift ahead. These online reference services have the advantage of being
convenient and necessary in this fast-paced world.
In numerous forms and fashions, technology continues to change reference services.
Librarians must be ready to learn new technology and adapt to the needs of users unable
to imagine a world without electronic resources. Like few other professionals, librarians
must be willing to ride the waves of such change, adapting to meet the needs of their users.
Whether it is a smartphone, an iPad, or a laptop, users will want to receive and read their
information via the technology of their choice.
New models of reference are also developing to meet different user needs. Libraries are
adding more points of service such as an information desk near the front of the library, a
reference service point combined with other library services, or an in-depth reference cen-
ter where a user can sit down with a librarian and work out a plan for researching a paper. In
other situations, librarians rove the library to help users who do not approach the reference
desk, may meet individually with users to discuss their reference or research needs, or work
as an embedded librarian in an online course.
These and other new strategies are changing the way libraries offer information ser-
vices. Looking ahead, librarians must be aware that reference work will no doubt be based
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/ PART I : FUNDAMENTAL CONCEPTS12
increasingly on electronic means of communication. At the same time, it will continue to
be a personal service, although not necessarily face-to-face. There will be more emphasis on
electronic materials, while some older materials will still need to be consulted in print for-
mat. Even so, the way librarians and users find and convey information is as fundamental
today as it ever was. The chapters ahead explore the cutting edge of contemporary refer-
ence, demonstrating how to keep this crucial service central to the modern library.
RECOMMENDATIONS FOR FURTHER READING
Agosto, Denise E., Lily Rozakis, Craig MacDonald, and Eileen G. Abels. 2011. “A Model of the Reference and
Information Service Process: An Educators’ Perspective.” Reference and User Services Quarterly 50,
no. 3: 235–244.
This article provides an overview of current trends in the delivery of information services,
models of practice, and the role of the librarian in education. Reference today is found to be
a more collaborative, evaluative process than in the past.
Alexander, Laurie, Jane Blumenthal, Karen Downing, Barbara MacAdam, K. Rana Gurpreet, Karen Reiman-
Sendi, Nicole Scholtz, and Laurie A. Sutch. 2011. “Mlibrary: Concepts for Redefining Reference.”
Journal of Library Administration 51, no. 4 (April 22): 326–342.
The authors examine the evolution of library reference services over the course of ten years
at the University of Michigan Library. This study of one library provides general insights
into how reference has changed during this period, including the reconfiguration of space
in the reference room, reference inquiry trends, shifts in the role of academic librarians, as
well as the emergence of new information needs and new technology.
Buss, Stephen P. 2016. “Do We Still Need Reference Services in the Age of Google and Wikipedia?” The
Reference Librarian 57, no. 4: 265–271.
Buss argues that even as reference services and the role of the information professional
change, the user’s need for assistance will still be there.
Connaway, Lynn S., Timothy J. Dickey, and Marie L. Radford. 2011. “‘If It Is Too Inconvenient I’m Not
Going After It’: Convenience as a Critical Factor in Information-Seeking Behaviors.” Library and
Information Science Research 33, no. 3: 179–190.
This article presents the findings of two multiyear empirical studies on how perceived con-
venience affects information-seeking behavior. The findings are put in the context of grati-
fication theory. Convenience is shown to affect users’ choice of resources, their satisfaction
with the resources, and the time horizon of the search process.
Ismail, Lizah. 2010. “What Net Generation Students Really Want: Determining Library Help-Seeking
Preferences of Undergraduates.” Reference Services Review 38, no. 1: 10–27.
Ismail discusses the results of a survey of undergraduates at Marywood University, which,
to the surprise of the university’s librarians, indicated that students preferred in-person
reference encounters to virtual reference. Findings underscore the benefit of assessing the
needs and preferences of users before investing too exclusively in new models of service.
Kilzer, Rebekah. 2011. “Reference as Service, Reference as Place: A View of Reference in the Academic
Library.” The Reference Librarian 52, no. 4: 291–299.
Kilzer examines how reference and research models are trending toward a distributed vari-
ety of services at point of need. She explores the traditional concept of “reference as place”
and reinterprets this concept in light of reference services as they exist today. Kilzer shows
that proactive methods and collaboration between universities and campus entities are
increasing in importance.
alastore.ala.org
CHAPTER 1 : INTRODUCTION TO REFERENCE AND INFORMATION SERVICES / 13
Nunn, Brent, and Elizabeth Ruane. 2011. “Marketing Gets Personal: Promoting Reference Staff to Reach
Users.” Journal of Library Administration 51, no. 3 (March 24): 291–300.
Nunn and Ruane suggest an outreach campaign to address the lack of awareness of ref-
erence services by promoting the personal aspect of reference through person-to-person
interactions, word-of-mouth recommendations, and establishing relationships with faculty
and students.
O’Connor, Lisa, and Kacy Lundstrom. 2011. “The Impact of Social Marketing Strategies on the Information
Seeking Behaviors of College Students.” Reference and User Services Quarterly 50, no. 4: 351–365.
The authors apply social marketing, “the application of commercial marketing techniques
to the resolution of social and health problems,” to academic library outreach. Their work
shows how social marketing strategy results in some positive changes in information-seek-
ing behavior among college students, specifically a reduction in procrastination and an
increase in help seeking. However, it does not show an effect on the selection of materials.
Smith, Debbi A., and Victor T. Oliva. 2010. “Becoming a Renaissance Reference Librarian in Academe:
Attitudes toward Generalist and Subject Specific Reference and Related Profession Development.”
Reference Services Review 38, no. 1: 125–151.
Smith and Oliva discuss librarians’ attitudes about general and specialized reference ques-
tions and the level of subject-area preparation needed by academic librarians at the refer-
ence desk. They also address professional development and confidence level.
Stoddart, Rick, and Beth R. Hendrix. 2016. “Learning at the Reference Desk: A Pilot Project to Align
Reference Transactions with University Learning Outcomes.” Journal of Academic Librarianship 43,
no. 1: 3–7.
This article reports on a project designed to measure the educational impact of reference
services on students.
BIBLIOGRAPHY AND WORKS CITED
American Library Association. 2008. “Code of Ethics of the American Library Association.” American
Library Association. www.ala.org/tools/ethics.
Bunge, Charles A. 1999. “Ethics and the Reference Librarian.” The Reference Librarian, no. 66: 25–33.
Connaway, Lynn S., and Marie L. Radford. 2011. Seeking Synchronicity: Revelations and Recommendations for
Virtual Reference. Dublin, OH: OCLC Research. www.oclc.org/en/reports/synchronicity.html.
Genz, Marcella D. 1998. “Working the Reference Desk.” Library Trends 46, no. 3 (Winter): 505–525.
Hernon, Peter, Ellen Altman, and Robert E. Dugan. 2015. Assessing Service Quality: Satisfying the
Expectations of Library Customers. 3rd ed. Chicago: American Library Association.
Katz, William A. 2001. Introduction to Reference Work. 2 vols. New York: McGraw-Hill.
Radford, Marie L. 1999. The Reference Encounter: Interpersonal Communication in the Academic Library.
Chicago: Association of College and Research Libraries.
RUSA (Reference and User Services Association). 2008. “Definitions of Reference.” American Library
Association. www.ala.org/rusa/guidelines/definitionsreference.
——— . 2013. “Guidelines for Behavioral Performance of Reference and Information Service Providers.”
American Library Association. www.ala.org/rusa/resources/guidelines/guidelinesbehavioral.
Smith, Linda C., and Melissa A. Wong, eds. 2016. Reference and Information Services: An Introduction. 5th ed.
Englewood, CO: Libraries Unlimited.
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/ 475 /
SUB J EC T INDE X
AAAD (acronyms and abbreviations dictionaries),
128
Aber, Jeremy Ward, 216
Aber, Susan Elizabeth Ward, 216
academic libraries, 322, 347
access, equitable, 339
active listening, 27
almanacs, 106
alternative facts, 264
Altman, Ellen, 10
American Association of School Librarians (AASL),
320
appeal factors, 285–286, 287, 290
approachability
guidelines on, 26
as performance guideline, 10
Arp, Lori, 323
assessments
acting on, 411–413
focus of, 398–399
future of, 448
methods for, 399–410
ongoing, 413–414
reasons for, 397–398
Association for Library Service to Children
(ALSC), 272
Association of College and Research Libraries
(ACRL), 320–321, 323, 327, 328, 389
Association of Educational Communications and
Technology (AECT), 320
atlases, 209, 210–214, 217
Aulisio, George J., 338, 341, 342
authority headings, 44
availability, 17
Avery, Susan, 324
avoidance, 50–51
BBaker, Nicolson, 355
Barnhart, Charles Lewis, 130
Barnum, P. T., 372
Barsh, Adele, 335, 343
Bartlett, John, 133
Bay Area Community Colleges Information
Competency Assessment Project, 328
Beard, David, 295
Beck, Susan E., 324
behaviors to avoid during reference interview,
22–24
Bent, Moira J., 373
Berkowitz, Robert. E., 321
Besterman, Theodore, 66
bias, 339, 340
bibliographic control, 67–68
bibliographic instruction (BI), 319, 364
bibliographic management software, 135
bibliographic resources
bibliographic control and, 67
bibliographies of, 66
collection development and maintenance and,
68–69
evaluating, 69
free websites for, 71
further considerations for, 69–70
national catalogs and bibliographies, 61–63
nonprint materials, 66
overview of, 59–60
periodicals and newspapers, 65–66
publishing and library resources, 67
questions answered by, 60–61
top, 70
trade bibliographies, 63
uses for, 60
U.S. retrospective bibliography, 63–65
bibliographic verification, 6–7
“Big 6”, 321
biographical information resources
collection development and maintenance and,
232–234
evaluating, 233–234
free websites for, 235
further considerations for, 234–235
alastore.ala.org
/ SUBJECT INDE X476
biographical information resources (cont.)
major resources used, 226–232
overview of, 225
questions answered by, 226
top, 234
biographies
of contemporary people, 226–228
retrospective, 228–230
Bishop, Corinne, 386
Bishop, William Warner, 3, 364
Black, Henry Campbell, 183
Blanchat, Kelly Marie, 389
blogs, 293, 423–426
book blogs, 293
Bradley, Phil, 270
Branch, Benjamin Dewayne, 215
Brown, Nancy, 281, 294, 295
browsing, creative, 38
BRS, 147
budget management, 354
Burgess, John T. F., 343
Burke, Susan K., 294
business resources
collection development and maintenance and,
192–195
evaluating, 195
free websites for, 201
further considerations for, 196–198
major resources used, 187–192
overview of, 171–174
questions answered by, 174–175
top, 199
Buss, Stephen, 444, 446
Butcher, Karyle, 383
CCanada
almanacs for, 106
bibliographic resources in, 63
dictionaries for, 126
government publications from, 249
law resources in, 187
maps for, 214
Caro, Susanne, 241
case studies, 409–410
catalog, library, 44–45, 68
categorizing answer, 34–36
category mistakes, 15–16
censorship, 340–341
Chan, Wai Sze, 411
chatbots, 437
chat reference, 24–25, 385–386, 387, 431, 444
Children’s Internet Protection Act (CIPA), 341
children’s reference service
collection development and maintenance and,
311
current trends in, 310–311
databases for, 160–161
dictionaries for, 129–130
encyclopedias for, 92
information needs and behaviors for, 301–303
introduction to, 301
managing, 311–312
online searching process and, 303–306
reference process and, 306
types of services for, 306–310
citation indexes, 159
clarifying informational need, 42–43
clarifying questions, 16, 19
Clark, Amanda, 16
close-ended questions, 19
closing interviews, 21
collaboration, 41–42, 420–429, 448
collaborative expertise, 366–369
collection development and maintenance
bibliographic resources and, 68–69
biographical information resources and,
232–234
budget management and, 354
business resources and, 192–195
children’s reference service and, 311
databases and, 161–163
encyclopedias and, 92–96
ethics in, 340–342
evaluation criteria for, 350–353
geographic information resources and, 215–217
government information services and, 250
health resources and, 192–195
identifying, selecting, and evaluating materials
for, 349–353
law resources and, 192–195
ongoing assessment and, 354
overview of, 347–348
print versus electronic resources, 353
promotion and marketing and, 357
ready reference sources and, 114–115
weeding and, 354–355
word resources and, 136
writing policy on, 355–357
Committee on Information Technology Literacy,
320
Committee on Institutional Cooperation, 62
communications trap, 22
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SUBJECT INDE X / 47 7
community experts, 365–366
competencies, new, 446–448
competency, sense of, 43–44
computer instruction, 364
concordances, 121, 133–134
confidentiality, 4, 173, 335, 338–339
Connaway, Lynn S., 16
consortial initiatives, 389, 445
content evaluation tool, 274, 275–276
copyright, 4, 341–342
Côté, Maryvon, 16
Crawford, Walt, 420
creative browsing, 38
criticality, 172
cross-disciplinary questions, 36
crowdsourcing, 369–370
Crowdsourcing Consortium for Libraries and
Archives (CCLA), 369
Crowley, Bill, 282–283, 294–295
culture, communication and, 16
Cunningham, Thomas H., 321
current awareness services, 114
current questions, 35–36
customization, 420–421, 431–434
DDali, Keren, 295
D’Angelo, Barbara J., 326
databases
for art and architecture, 157
business, 159, 191–192
for children and young adults, 160–161
collection development and maintenance and,
161–163
for education, 154
electronic, 45–50
for ethnic studies, 158
evaluating, 161–163
final thoughts on, 164
free websites for, 165
further considerations for, 163–164
history of, 147–148
for humanities, 155–156
for language and literature, 156
legal, 185–186
for library and information science, 157–158
major resources used, 149–161
medical, 159, 180–181
mobile access for, 164
multidisciplinary periodical, 150–151
for music, 156–157
newspaper, 152
overview of, 147
for psychology, 158
questions answered by, 149
for science and technology, 152–154
for social sciences, 154–155
for special types of materials, 159–160
subject-based, 152–159
top, 164
uses for, 148
depository libraries, 240–241
Dervin, Brenda, 16, 18
Dewdney, Patricia, 16, 18, 21, 22, 23
Dewey, John, 370
dictionaries
abridged, 124–126
acronyms and abbreviations, 128
bilingual, 130–131
biographical, 230
business, 188
children’s, 129–130
free websites for, 141
“gated” word, 127–128
general, 123–126
geographical, 209–210
learners’, 126
legal, 183–184
major resources used, 123–132
medical, 175–176
metadictionaries, 129
overview of, 121–123
questions answered by, 122–123
rhyming, 128–129
sign language, 132
slang, 127–128
speaking, 132
special constituency, 129–132
specialized, 126–129
subject, 131
top, 140
unabridged, 124
usage of, 121–122
visual, 127
for visually and hearing impaired, 131–132
digital and online encyclopedias, 88–90
digital finding tools, creating, 9
digital literacy, 365
Dimsdale, Denise, 340
direct observations, 403–404
directories
business, 188
legal, 184–185
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directories (cont.)
medical, 179–180
subject, 268–269
U.S. government information, 242
Dishno, Richard, 213
dismissive behavior, 23
Dogpile, 268, 269
Drupal, 116–117
Dugan, Robert E., 10, 241
Ee-books, 338, 339, 342
EBSCO, 150
e-government, 248
E-Government Act (2002), 240, 244
Eisenberg, Michael B., 321
election information, 247–248
electronic databases, 45–50
electronic discussion lists and alerts, 194–195
electronic resources. See also Internet reference;
individual resource types
bundling of, 89–90
changes due to, 445
management of, 389–390, 446–447
selecting and evaluating, 8–9
elementary answers, 41–42
Ellis, Lisa A., 324
e-mailed questionnaires, 402
e-mail reference, 444
embedded programming, 373
encyclopedia.com, 99
encyclopedias
for children and young adults, 92
collection development and maintenance and,
92–96
digital and online, 88–90
free websites for, 99
further considerations for, 96–97
general, 82–90
legal, 184
major resources used, 82–92
medical, 176–178
overview of, 77–79
questions answered by, 79–82
specialized, 82–83, 90–92
structure and use of, 78–79
top, 98
weeding and, 355
entrepreneurship aids, 191
equitable access, 339
ethical literacy, 343
ethics
ALA policies on, 336–338
among librarians, 342–343
business, legal, and medical reference and, 173
in collection development and management,
340–342
introduction to, 4–5, 335
library patrons and, 342
in reference service, 338–339
sample considerations involving, 335–336
evaluating information, 20–21
Evans, Charles, 64
executive branch publications, 243–246
exhibits, 371–373
experts, programming with, 364–366
F“fair use” provision, 4, 341–342
fake news, 264
familiarity, 17
Farber, Evan, 319
Fichter, Darlene, 437
FIT (fluent with information technology), 320
Flaspohler, Molly R., 325, 327
focus groups, 407–409
folksonomies, 428–429
follow-up
guidelines on, 26
as performance guideline, 10
providing, 43
reference interviews and, 21
form subdivisions, 44–45
Forte, Eric J., 241
Fosmire, Michael, 215
Frank, Donald G., 16
Franklin, Benjamin, 106
future of information service, 443–450
GGalvin, Jeanne, 324
Garnar, Martin, 383
Gausted, Edwin, 213
gazetteers, 208, 209–210
Gee, M., 373
gender, 17
general encyclopedias, 82–90
Genovese, Michael, 243
genre, 286
geographic information resources
collection development and maintenance and,
215–217
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SUBJECT INDE X / 47 9
free websites for, 219
further considerations for, 217–218
major resources used, 208–215
overview of, 207–208
questions answered by, 208
top, 218
Gers, Ralph, 21
Gibbons, Susan, 433
Ginsparg, Paul, 262
GIS sources, 215
globes, 209
Glose, Mary B., 65
government information services
collection development and maintenance and,
250
evaluating, 250
free websites for, 252
further considerations for, 250–251
major resources used, 241–249
overview of, 239–241
top, 251
Government Performance and Results Act (1993),
397
Granville, Bartholomew de, 93–94
Green, Samuel, 3, 443
Gregory, Vicki L., 16
Gross, Melissa, 21–22
Hhandbooks and manuals
business, 188–190
medical, 178–179
Harris, John, 78
Hartnett, Cassandra J., 241
Hayes, Derek, 213
HB2165 (Arizona), 339
health information sites, 181–182
health resources
collection development and maintenance and,
192–195
evaluating, 195
free websites for, 200
further considerations for, 196–198
major resources used, 175–182
overview of, 171–174
questions answered by, 174–175
top, 197
health statistics, 181–182
Hensley, Randy Burke, 320
Hernon, Peter, 10, 241, 400
hidden observations, 405–406
hierarchy of needs, 172
Hoffert, Barbara, 293
Houston, Anne, 361–362
“how” facts, 112–114
Hurst-Wahl, Jill, 435
Huwe, Terence K., 448
Iimposed query, 21–22, 36
IM reference, 24–25, 387, 444
indexes
biographical, 226
business, 191–192
citation, 159
history of, 147–148
legal, 185–186
medical, 180–181
newspaper, 152
overview of, 147
subject-based, 152–159
top, 165
uses for, 148
informational need, clarifying, 42–43
information literacy
approaches to, 321–322
assessment and evaluation of, 327–328
in classroom setting, 325–326
ethics and, 323–324
further considerations for, 328–329
future of, 447
information-seeking behavior and, 328
instruction in, 7–8
by library type, 322–323
one-on-one instruction for, 324–325, 364
overview of, 319–320
standards for, 320–321
technology and, 326–327
virtual reference and, 325
information service, kinds of, 5–8
in-house surveys, 400–401
initiation, 17
intellectual freedom, 340–341
intellectual property rights, 4
interactivity, 262
intercultural communication, 16
interest, 10, 18, 26
interest groups, 369
International ICT (Information and Communica-
tions Technology) Literacy Panel, 328
Internet
filtering of, 341
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Internet (cont.)
as full-fledged reference tool, 259–260
growth of, 259
Internet reference. See also electronic resources;
individual resource types
evaluating, 264
evaluating results of, 272–276
nature of, 260–266
strengths of, 260–263
successful, 266–276
weaknesses of, 263–266
interviews, 403
investment guides, 190
JJackson, Pamela Alexondra, 327
Jacobson, Trudi E., 321
Janes, Joseph W., 16, 25, 38, 444
Jennerich, Edward J., 16
Jennerich, Elaine Z., 16
Johnson, Samuel, 137, 139
Johnson, Sarah, 293
judicial branch publications, 246
KKatz, William A., 3–4
Katzer, Jeffrey, 16
Kazlauskas, Edward, 17
Kelly, James, 64
Kern, Kathleen, 27
Kleckner, Karen, 293
Klinefelter, Ann, 338
Knapp, Patricia, 319
knowledge, professional, 172–173
knowledge bases, 50, 103, 388
known-item search, 44
Kobelski, Pamela, 321
Kochkina, Svetlana, 16
Kong, Ningning, 215
Kuhlthau, Carol Collier, 284, 321, 328
Kwon, Nahyun, 16
LLampert, Lynn D., 323
Lankes, David R., 420
Lanning, Scott, 321
Larsgaard, Mary Lynette, 217
law resources
collection development and maintenance and,
192–195
evaluating, 195
free websites for, 200–201
further considerations for, 196–198
major resources used, 182–187
overview of, 171–174
questions answered by, 174–175
top, 198
learning styles, 381, 392
learning triangle, 363
legislative branch publications, 242–243
Leip, Dave, 248
library catalogs, 44–45, 62, 68, 194
Library of Congress, 61–62
Library of Congress Subject Headings (LCSH),
44–45, 162
library orientation tours, 364
Lisewski, Amy, 335, 343
listening/inquiring, 10, 26
list skills, 270–271
local facts, 107
locating information, 20–21
logic models, 376
Luban, John, 399
Luo, Lili, 16, 343
Lupien, Pascal, 25
Lynch, Mary Jo, 16
MMachine Readable Cataloging (MARC) records, 68
Mackey, Thomas P., 321
Maid, Barry M., 326
mailed questionnaires, 402
makerspaces, 370–371
management
department organization and, 382–383
learning styles and, 381
of new roles, 388–392
of staff and service delivery, 383–388
team-based, 382
Mann, Thomas, 264
manuals, overview of, 121
Map and Geospatial Information Round Table
(MAGIRT), 216
maps, 208–209, 210–214, 247
marketing, reference, 9–10, 390–391, 447–448,
449–450
mashups, 432–434
Maslow, Abraham, 172
Mawhinney, Tara, 16
May, Anne, 289
McClure, Charles R., 400
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metadictionaries, 129
metasearch engines, 268
Michell, Gillian, 22
microblogs, 423, 426–427
mobile services, 164, 384–385, 435–437
Molnar, John Edgar, 64
Mon, Lorri, 16, 25
Montessori, Maria, 363
mood preferences, 286
Moran, Barbara B., 392
Morgan, Kathleen O’Leary, 248
Morgan, Scott E., 248
Morrison, Andrea M., 241
Moyer, Jessica, 285
Nnational catalogs and bibliographies, 61–63
National Forum on Information Literacy, 319–320
National Higher Education ICT Literacy Initiative,
328
negative closures, 23
Nelson, Michael, 243–244
neutral questioning model, 16, 18–19
newspapers. See periodicals and newspapers
next-generation information access systems (NGI-
ASs), 264
Nicholson, Scott, 420
Nilsen, Kirsti, 259
Nolan, Christopher W., 21
nonprint materials, 66
Oobituaries, 230
observations, 403–406
OCLC (Online Computer Library Center), 68
Ohe, Kevin, 89–90
Ojala, Marydee, 104
one-on-one instruction, 324–325, 364–366
online catalogs, 68, 194
online resources, legal, 186–187. See also electronic
resources; Internet reference
online surveys, 402–403
open-access journals, 159
open-ended questions, 19
open source encyclopedias, 91
O’Sullivan, Carmel, 323
outreach, 371–373, 447
overviews, 38–39
Overy, Richard, 212
Owen, Tim, 37
Ppartnership programs, 365–366, 371–373, 388
Patriot Act, 335, 339
Pearl, Nancy, 288
peer-to-peer exchanges, 362
periodicals and newspapers
as bibliographic resources, 65–66
databases for, 149–150, 151
multidisciplinary databases for, 150–151
Peters, Gerhard, 243–244
plagiarism, 323–324
planning, future, 448–449
podcasts, 423, 427
portals, 91–92
Presidential Task Force on Information Literacy,
319
Printing Act (1895), 240–241
print resources, selecting and evaluating, 8–9
privacy, 4, 173, 335, 338–339
programming. See reference as programming
promotion and marketing. See marketing,
reference
providing appropriate information, 43
proximity, 17
public libraries, 322–323, 347
publisher sites, 193–194
publishing and library resources, 67
QQayyum, M. Asin, 16
QR codes, 434
question negotiation, 16, 18–20
questions
follow-up, 21
improving skills for, 27
open-ended versus close-ended, 19
quotations, 133
RRadford, Gary P., 21
Radford, Marie L., 16, 17, 21
Ranganathan, S. R., 137, 138
rapport with user, establishing, 17–18
read-alike lists, 288
Reader Privacy Act (New Jersey), 335, 339
readers’ advisory service, 7
readers’ advisory services
best practices for, 289–290
blogs and, 423–424
current status and importance of, 282–285
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readers’ advisory services (cont.)
future of, 447
how to conduct conversation for, 285–290
indirect, 292–293
introduction to, 281–282
keeping current for, 293–294
key works and tools for, 290–292
mistakes and, 289
new trends in, 294–295
research on, 284–285
summary of, 296
READ Scale, 35
ready reference questions, 5–6
ready reference sources
collection development and maintenance and,
114–115
free websites for, 117
further considerations for, 115–116
major resources used, 105–114
overview of, 103–105
top, 116
wikis, 421–422
Reference 2.0
collaboration, 420–429
concluding remarks on, 437–439
customization, 420–421, 431–434
description of, 419–421
development of, 444–445
introduction to, 419
seamlessness, 420–421, 434–437
social networking, 420–421, 429–431
reference and information services
assessing and improving, 397–414
changing nature of, 11–12
introduction to, 3–13
new roles for, 388–392
organizing, 382–383
staff and service delivery, 383–388
Reference and User Services Association (RUSA),
5, 10, 25, 282
reference as programming
assessment and evaluation of, 374–376
introduction to, 361–362
learning triangle and, 363
strengths and challenges of, 374
types of, 363–373
reference blogs, 423–426
reference collection development. See collection
development and maintenance
reference desk, managing, 383–384
reference interviews
conducting, 17–21
cultural differences and, 26
improving skills for, 26–27
problematic strategies in, 21–24
purpose of, 15–16
research on, 16
RUSA Guidelines for, 25–26
by telephone, 24
virtual, 24–25
reference questions, answering, 5–6
reference wikis, 421–423
referral sheets, 196
Reichel, Mary, 321
rejection factors, 287
relationship marketing, 391
research data services (RDS), 388–389
research guides, 9
research questions, 6
Resource Description and Access (RDA), 68
resource selection and evaluation, 8–9.
See also collection development and
maintenance
restraint, 173
results, saving, 49–50
retrospective questions, 35–36
Rettig, James, 449
reviews
published, 192–193
sources of, 349
road atlases, 213–214
Roget, Peter, 132
Roorbach, Orville, 64
Rosenberg, Betty, 282
Ross, Catherine Sheldrick, 16, 21, 23, 259, 284–285,
286
Rourke, Lorna, 25
roving reference, 384–385, 446
RSS (really simple syndication) feeds, 114, 388,
431–432
SSabin, Joseph, 64
Saricks, Joyce, 281, 285–286, 294, 295
school media centers, 322
Schweitzer, Albert, 178
SCIS (social and collaborative information
seeking), 361
seamlessness, 420–421, 434–437
search engine optimization (SEO), 264–265
search engines
academic, 267–268
general, 266–267
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SUBJECT INDE X / 483
searching
guidelines on, 26
as performance guideline, 10
practicing art of, 44
search operators, 271–272
search results, evaluating, 272–276
search strategy
developing successful, 20
worksheets for, 46, 47
search techniques
answer types and, 39–42
gameplan for, 42–51
introduction to, 33
tools for, 34–39
search terms, 270–271
Seavey, Charles A., 241
self-imposed observations, 406
sense-making, 18
service delivery, 383–388
services, evaluating, 10–11
Sevetson, Andrea L., 241
Seward, Lilli J., 21
Shah, Chirag, 362
Shaw, Ralph R., 64
Shoemaker, Richard H., 64
Shuler, John A., 241
Silverstein, Joanne, 420
single source questions, 36
skilled answers, 40–41
Skype-based services, 388
smartphones, 263, 282, 435–436
Smellie, William, 83
Smith, Duncan, 295
Smith, Linda C., 3–4
SMS reference, 387
social media/networking, 269–270, 387–388,
420–421, 429–431
social tagging, 45
specialized encyclopedias, 82–83, 90–92
special libraries, 323, 347–348
specific questions, 36
Spratford, Becky, 293
SQA (social question and answer), 361, 366, 369
SQUIN (single question aimed at inducing
narrative) technique, 295
staff, 10–11, 383–388
state governments, 248
statistical resources, 246–247
strategizing, 42
Straw, Joseph E., 25
Strong, James, 134
Strothmann, Molly, 294
study groups, 369
Stueart, Robert D., 392
style guides, 134–135
subcategorizing, 38
subject experts, 366
subject guides, 9, 422
subject headings, 162
suggestion boxes, 399–400
surveys, 400–403
Swope, Mary Jane, 16
TTalbert, Richard J. A., 213
Taylor, Robert S., 16
team-based management, 382
technology. See also electronic resources; Internet
reference; Reference 2.0
impact of, 11
reference interviews and, 16
telephone directories, 116
telephone interviews, 24
telephone surveys, 401–402
Tennant, Roy, 40
testing direction, 37–39, 444
text messaging, 24–25, 387
Theroux, Alexander, 121
thesauri, 132–133
Thi-Beard, Kate Vo, 295
Thiry, Christopher J. J., 216
Thorndike, Edward Lee, 130
time frame, 34–35
Toomy, Alice F., 66
trade bibliographies, 63–65
travel guides, 209, 215
Tronier, Suzanne, 384–385
Trott, Barry, 343
Trump, Donald J., 437
trust, 361
Tuohy, Patricia, 371–372
Turner, Nancy B., 324
Twain, Mark, 132
21st Century Information Fluency Project, 276
Tyckoson, David, 443–444
Uunion catalogs, 62
United Kingdom
almanacs for, 106
bibliographic resources in, 62–63
dictionaries for, 125–126
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United Kingdom (cont.)
government publications from, 249
health resources in, 182
law resources in, 185, 187
United Nations documents, 252
United Nations publications, 248–249
University of California, 62
usage guides, 134–135
user appropriate resources, 36
user instruction. See information literacy
U.S. government, guides to, 241–242
U.S. retrospective bibliography, 63–65
utility, levels of, 39
UX (user experience) librarians, 397, 410
Vvalue-added answers, 39–40
Verminski, Alana, 389
video sharing, 428
virtual reference, 24, 385–387, 391–392
virtual worlds, 435
visualizing answer, 37
Vnuk, Rebecca, 293
VoIP (voice-over Internet protocol), 388
WWalker, Claire, 16
Wang, Jian, 16
Warf, Barney, 209
web management, 389
Webster, Noah, 124
weeding, 354–355
“what” facts, 109–110
“when” facts, 111–112
“where” facts, 112
“which” facts, 110–111
“who” facts, 107–109
Whyte, Susan Barnes, 321
widgets, 431
wikis, 421–423
Wikoff, Nora, 25
Williamson, Charles, 3
Wilson, H. W., 64, 185
Wisniewski, Jeff, 437
Wong, Melissa A., 3–4
Woodward, Beth S., 323
Wooley, John T., 243–244
word resources. See also concordances;
dictionaries; style guides; thesauri;
usage guides
acquisition of, 137–138
collection development and maintenance and,
136
evaluating, 136–137
final thoughts on, 139–140
further considerations for, 137–139
overview of, 121
referral and, 138–139
top, 140
Wyatt, Neal, 281, 287, 290, 294
XXing, 108
YYelton, Andromeda, 338
Young, Jeffrey, 435
ZZhang, Ying, 386
alastore.ala.org
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