17:610:540-01 REFERENCE SOURCES AND SERVICES
Wednesdays, 12:00-2:40pm
SYLLABUS
Revised September 8, 2004
Dr. Marie Radford, Associate Professor
SCILS Office: SCILS Building, Room 32
Telephone: (732) 932-7500 x8233 (o) (973) 267-7996 (h) up to 9:00pm
Fax: (732) 932-2644 (SCILS Office)
E-mail: mradford@scils.rutgers.edu
Syllabus Web Page: http://www.scils.rutgers.edu/~mradford
Class Listserv: lis_540_01@rams.rutgers.edu
Location: Class meets Wednesdays, 12:00-2:40pm, Room CIL 201
Office Hours: Wed. 3pm-5pm, Tues. 2pm-4pm (Room 329). By appointment at other times.
Course Description: Focuses on the full range of information resources studied and used in applied contexts, placing emphasis on access to information through reference tools and the use of information by learners. Important considerations are an analysis of strategies for searching and evaluating these works and comparisons between printed and electronic media. Emphasis placed on research tools, communication, information services, policy development, and evaluation (Rutgers SCILS Catalog, 2003-2005, p. 39).
Goals: Upon completion of the course, students will have obtained an understanding of basic reference tools (print and electronic), their evaluation and selection, knowledge of the importance of and questioning strategies in the reference interaction, an awareness of the impact of information technologies, the range of, policy development, and evaluation of reference services..
Objectives: Upon completion of course, students will be able to:
1. Understand the development of reference service and the basic concepts involved.
2. Understand the use of reference service guidelines and policies.
3. Understand the critical functions of the reference interview, the interpersonal dimensions, and questioning strategies.
4. Recognize the impact of information technologies on reference services (networking, online sources, and the Internet).
5. Understand the criteria to be used in evaluating reference sources and apply these criteria.
6. Understand and apply the criteria to be used in evaluating reference collections.
7. Understand and apply the selection principles and evaluation tools involved in building a reference collection.
8. Apply selection principles involved in providing reference sources for particular users in specific settings.
9. Apply a simple search strategy in providing reference assistance using a variety of formats (print, electronic, other media).
10. Understand the types of reference questions answered by the various reference sources
11. Understand the dynamics reference encounters including face-to-face and virtual environments.
Course Requirements:
Participation & Attendance 10%
6 Assignments 20%
Short Paper #1 (Ready Ref.) 15%
Short Paper #2 (Search Process) 20%
Webliography 15%
Short Paper #3 (Observation) 20%
100%
Required Text:
Bopp, R. E., & Smith, L. C. (2001). Reference and Information Services: An Introduction. (3rd ed.). Englewood, CO: Libraries Unlimited.
Readings: All readings are available at the Alexander Library or electronically as noted below. The Bopp & Smith textbook is available for purchase at the Rutger’s University bookstore. Make sure you buy the 3rd edition (2001) of Bopp & Smith. Additional readings and exercises will be assigned in class.
Structure: This course consists of lectures, discussions, exercises, and in class activities. Students are expected to do all assigned readings, to examine reference materials as assigned, to come to class prepared to discuss readings, assignments, and to actively participate.
Attendance & Participation: Attendance at all class meetings is required. A student who must be absent from a class meeting still has certain responsibilities:
· To inform the professor in advance, or if advance notice is not possible, as soon after the absence as possible (see above for phone numbers/email address).
· To arrange for delivery to the professor of any assignment due at the class meeting. Faxes and emailed papers will not be accepted.
· To obtain notes, handouts, etc. from a classmate (in anticipation of this need, each student is advised to exchange telephone numbers with one or two others in the class).
Points are deducted for: unexcused absences, coming late to class, or leaving class early. Active participation includes, but is not limited to the following:
· Being informed by assigned readings and demonstrating this by contributing to class discussions,
· Asking relevant questions or challenging points raised in class,
· Suggesting new ways of looking at things.
Written Work:
· Students must always keep second copies of all assignments that are turned in. In the case of a piece of written work becoming lost, regardless of fault, it is the responsibility of the student to provide a second copy.
· Assignments are to be typed, double spaced with wide margins, and free from spelling, grammatical, and typographical errors.
· Please put a single staple in the upper left-hand corner - no plastic covers or folders.
· Put your name, the date, class section (540-01), title of assignment, and professor’s name on a front cover title sheet. No blank page at the end is required.
· Papers are due at the beginning of class on the dates noted. Late papers will be marked down one letter grade unless the student has obtained prior permission of the professor (in the case of illness, etc.).
· Papers will be prepared in accordance with the APA (American Psychological Association) style available at http://www.apastyle.org and at http://www.apastyle.org/elecref.html. Although APA requires an abstract, since all your papers are short, no abstract of the paper is required. Additional information with sample citations for citing print as well as electronic sources is provided at http://campusgw.library.cornell.edu/newhelp/res_strategy/citing/apa.html .
· All material quoted or paraphrased from another source must be properly cited.
Student Agreement: Attendance at this class signifies that the student has agreed to abide by and adhere to the policies and regulations specified above. It is understood that the instructor may adapt or change this syllabus and the assignments contained within it according to circumstances that may arise during the course of the class.
Course Outline, Calendar, Readings and Assignments
9/1/04 General Introduction & Overview. Current Issues.
9/8/04 Library Use Instruction & Evaluation & Selection of Reference Materials, Part 1. Meet in Alexander Library Teleconference Lecture Hall, room 403, Guest Speaker Myoung Wilson, Chair of Information Services Group of the New Brunswick Libraries and SCILS Liaison.
Introduction to the Library and electronic resources.
Required Readings: Bopp & Smith, Chapters 1 & 13
Balay, R., ed. Guide to Reference Books, (11th ed.). Chicago: ALA, 1996. (Alex Ref. Z1035.1G89). Examine book and read pp. vii-xv.
RUSA Professional competencies for reference and user services librarians. [Available:http://www.ala.org/ala/rusa/rusaprotools/referenceguide/professional.htm]
Assignment #1 - Topic for Webliography and Short Paper #2 Search Process Project Due.
Submit 1 topic which you will use for both projects, with your name, class section, and date,
typed on a single sheet of paper, for the Professor=s approval. The topic should be one in which
you are interested, but which is of a scholarly nature, so that you will be able to find information
about it in journal indexes as well as on the Web. It should not be too broad (e.g., China) nor
too narrow (e.g., History of Rutgers University). Choose a topic that has a combination of at
least 2 concepts (e.g., reference assessment, service excellence in libraries, or homeopathic
remedies for weight loss rather than assessment, service excellence, or homeopathic remedies).
9/15/04 Evaluation & Selection of Reference Materials, Part 2. Bibliographies & Networks.
Required Readings: Bopp & Smith, Chapters 4 & 20; Balay, pp. 1-15.
RUSA 2004 List of Outstanding Reference Sources. [Available: http://www.ala.org/ala/rusa/rusaprotools/outstandingref/thelists1/lists.htm].
RUSA Guidelines for information services. (winter, 2000). RUSQ, 40(2), 115-117. [Available http://www.ala.org/rusa/stnd_consumer.html].
Assignment #2 Due- Bibliography Evaluation. Examine 5 bibliographies (paper or electronic)
from B&S, Chapter 20, including the paper version (pre 1956 imprints) of the National Union
Catalog (Alex Stacks Z888.1.A1U523) and Ulrich’s International Periodicals Directory (Alex
Ref. Z6941.U5 paper or electronic http://www.ulrichsweb.com/ulrichsweb access from campus or
login via RU account). Note the differences in the bibliographies, especially the features you
liked or disliked. You do not have to hand in your notes, but bring them to class for check and
discussion.
9/22/04 Almanacs & Encyclopedias
Guest Speaker, Richard Eiger, Publisher, World Almanac & Sr. VP Macmillan Publishing Corp.
Required Readings: Bopp & Smith, Chapters 15 & 18
Webster, P. (Sept/Oct 2003). Implications of Expanded Electronic Reference Collections. Online 27(5), p. 24-28.. (Full-text available through the Library Literature and Information Science database on Alexander Library Indexes and Databases page).
Assignment #3 Due Encyclopedia & Almanac Evaluation
Examine: 3 current (© 2002 or later) general encyclopedias including 1 Web-based encyclopedia (e.g., Britannica- http://www.search.eb.com password to be provided by professor0. Choose a topic and look it up in these encyclopedias. Observe how the topic is treated in each encyclopedia and take notes. Also examine 1 subject encyclopedia (e.g., Encyclopedia of Library and Information Science. Alex Ref. Z1006.E53) and browse, making notes on depth of coverage and scope.
Also examine the print World Almanac (Alex Ref AY 467.W927) and one electronic almanac (e.g., Time Almanac/Information Please http://www.infoplease.com/almanacs.html). Browse the almanacs and compose logical questions related to the development of these reference tools. Bring notes on encyclopedias and notes and questions on almanacs to class for check and discussion.
9/29/04 Ready Reference, Dictionaries, Directories, & Geographical Sources
Required Readings: Bopp & Smith, Chapters 14, 17, & 19.
RUSA Guidelines for medical, legal, and business responses at general reference desks.
(2000). [Available: http://www.ala.org/rusa/stnd_general_ref_desk.html]
Short Paper #1 Due - Ready Reference. Read the B&S chapters and examine as many ready reference resources described as possible, noting their organization and indexing. Choose 4 ready reference resources from the list below, including one in both paper and electronic versions, and both Books in Print and the Gale Ready Reference Shelf/Encyclopedia of Associations. For each source, browse the resource and look up a few questions you would deem appropriate as per your readings. In a well-organized essay, of 3-4 pages discuss the following questions: What types of questions would each resource answer? What features and search capabilities you like or dislike about each? Which were easiest to use? Compare subscription databases to free Web resources. Describe your experience. Discuss pros and cons of each. Compare the features of print vs. electronic for the one resource examined in both formats. Provide an annotated bibliography in APA Style with complete citations for the paper resource, list name and URL for electronic resources. An annotated bibliography is an alphabetical list of resources with a brief descriptive summary for each (25-50 words). Ready Reference paper will be graded on quality of description of each source, depth of comparison of features, analysis of usefulness of resource, comparison of print vs. electronic resource, and quality of the annotations, and organization.
Must examine these subscription databases:
Books in Print with Reviews (RUL Online Database)
Gale Ready Reference Shelf /Encyclopedia of Associations (RUL Online Database)
Plus your choice of four of these (including one paper and electronic version comparison):
Bartlett=s Familiar Quotations (http://www.bartleby.com/100) (Print version Alex Ref. PN 6081.B27 2000)
Merriam-Webster=s Collegiate Dictionary & Thesaurus (http://www.m-w.com/).
Merck Manual of Medical Information Second Home Edition (http://www.merck.com/pubs/).
Roget=s Thesaurus (http://www.thesaurus.com). (Print version Alex Ref. PE 1591.R73.2001)
FedStats (http://www.fedstats.gov) note: print Statistical Abstract of the United States available Alex Ready Ref)
Occupational Outlook Handbook 2004-2005 (http://www.bls.gov/oco/). Print version available Alex Ready Ref)
Zip Code Look-Up (http://www.usps.gov/ncsc).
10/6/04 Journal Indexes, Abstracts, Subject Databases, & E-Journal Collections
Required Readings: Bopp & Smith, Chapters 5, 7, & 21
Assignment #4 - Annotated List of Journal Indexes for Search Process Project.
This assignment is designed to help you begin your Search Process Project & is a one page annotated alphabetized list (APA style) of the journal indexes, abstracts or e-journal collections, you will use for your Search Process Project. Use your assigned readings and reference tools such as Ulrich's International Periodicals Directory (note: Ulrich’s is a directory of journal indexes, not a journal index itself) to identify 4 journal indexes that are relevant to approved topic and available for use, including 1 paper index if possible. Acceptable Web-based electronic journal subscription indexes include: EBSCO Academic Search Premier, ProQuest, WilsonWeb databases, DIALOG databases, PubMed or MEDLINEPlus, and OCLC FirstSearch journal index databases. Each 25-50 word annotation must include: Title of the index, range of dates of journals indexed (e.g., PubMed indexes from 1966-Present), vendor/publisher, brief description of the index, subject areas covered (scope), URL (if Web based) and frequency of updates (e.g., daily, weekly, etc.). If you used WilsonWeb or OCLC FirstSearch or other vendors which have several subject indexes, specify which specific index(es) you used (e.g., Library Literature or Social Science Index). Assignment graded on the basis of relevance/appropriateness of indexes to topic, quality of annotations, and presentation.
10/13/04 Reference Service to Children and Young Adults
Guest Speaker Ellen Loughren, Manager of Children’s Service, Brooklyn Public Library (retired), Adjunct Reference Librarian, Hunter College, CUNY, Adjunct Faculty Pratt Institute, SILS.
Required Readings: Bopp & Smith, Chapter 12
10/20/04 Virtual Reference
Guest Speaker Peter Bromberg, Program Development Coordinator
South Jersey Regional Library Cooperative (SJRLC)
Required Readings: Bopp & Smith, Chapter 11
Bromberg, P. (April 2003). Managing a Statewide Virtual Reference Service: How Q and A NJ Works. Computers in Libraries, 23(4) p. 26-31. [Available RUL Online Ebscohost Academic Search Premier].
Nilsen, K. (January 2004). The library visit study: User experiences at the virtual reference desk. Information Research, 9(2). [Available: http://informationr.net/ir/9-2/paper171.html]
RUSA Guidelines for implementing and maintaining virtual reference services. [Available:
http://www.ala.org/ala/rusa/rusaprotools/referenceguide/virtrefguidelines.htm]
Assignment #5 Virtual Reference Field Trip Due – Directions and worksheet to be provided by professor. These will be handed in to be graded.
10/27/04 Using the Internet for Reference
Required Readings: Bopp & Smith, Ch. 6
Best Free Reference Web Sites 2003: Fifth Annual List (fall 2003) [Available:
http://www.ala.org/ala/rusa/rusaourassoc/rusasections/mars/marspubs/marsbestref2003.htm]. Also read Selection Criteria [Available: http://www.ala.org/ala/rusa/rusaourassoc/rusasections/mars/marspubs/marsbestrefcriteria.htm].
Highly Recommended Reading:
Best of the best business web sites (updated June 2004) [Available
Short Paper #2 Due - Search Process Project, (4-5 pages, plus bibliographies). Search for journal articles (NO BOOKS, NO NEWSPAPERS, NO WEBSITES) in appropriate journal indexes on your approved search process topic as if you were doing a 20-30 page term paper. The Search Process Project must be in essay format and have 4 parts (part 5 optional):
1). Description of the process you used to locate the articles. How did you approach the search? What was your strategy? Was your strategy successful? Why? What did you do 1st, 2nd, etc. and why? Did you ask for help? When and why? Was help "helpful"? Why or why not? What would have been helpful? Would you approach the search in the same way were you to do it over?
2) An evaluation of the search features of the indexes you used. Were they easy or difficult to use? What search features were helpful and why? What improvements could be made? How did the 4-5 indexes you used compare?
3). A bibliography (not annotated, APA style) of the 15 "best" articles, the ones you would obtain and read for this mythical paper. Note at the end of each article citation the name of the index that you found it in.
4). A corrected (!) copy of the annotated bibliography (APA style) of the indexes you used. If you used additional indexes, identified since Assignment #4, include annotations for these as well. Additionally, if you use other resources (such as your text or other readings), include a bibliography (APA style) of references for these as well. Search Process Projects will be graded on quality of description/analysis of search process; quality and depth of evaluation of search features of electronic resources; relevance of articles selected; variety, number and appropriateness of indexes used; and quality of annotations for each index.
5) Bonus! If you are able to find and use one of your indexes in paper as well as electronic format, include a comparison of the advantages and disadvantages of paper and electronic resources Your experience may surprise you. Extra credit given for inclusion of this section
11/3/04 Government Documents.
Guest Speaker Mary Fetzer, Government Resources Librarian, Alexander Library. Meet in Alexander Library, Teleconference Lecture Hall room 403.
Required Reading: Bopp & Smith, Chapter 22.
11/10/04 Reference Service Training, Continuing Education, & Library Use Instruction
Guest Speaker Kevin Mulcahy, Alexander Library Reference Team Leader and Humanities Librarian. Meet in 201 at 12:00. We’ll go to Alexander at 1:10pm.
Required Reading: Bopp & Smith, Chapters 8 & 9
11/17/04 The Reference Interaction, Part. 1.
Required Readings: Bopp & Smith, Chapter 3
Ross, C. S. (2003). The Reference interview: Why it needs to be used in every (well, almost every) Reference Transaction, RUSQ, 43(1), pp. 38-42. (RUL Online Databases Library Literature)
Radford, M. L. (1996). Communication theory applied to the reference encounter: An analysis of critical incidents. Library Quarterly, 66(2), 123-137. (RUL Online Databases EbscoHost Academic Search Premier)
RUSA/ALA Guidelines for behavioral performance of reference and information services professionals. (2004). [Available: http:// www.ala.org/ala/rusa/rusaprotools/ referenceguide/guidelinesbehavioral.htm]
Highly Recommended Reading:
Gross, M. (fall,1999). Imposed versus self-generated questions: Implications for reference practice. RUSQ, 39(1), 53-62. . (RUL Online Databases Library Literature)
Webliography Due. Create a high quality Web pathfinder. Use several search engines and Web indexes [e.g., Librarian’s Index to the Internet (http://lii.org) or Alexander Library Web resource list] to search for Web Sites on your webliography/search process topic. The Webliography has 2 parts. Part 1: Create a 1-2 page AWebliography@ of 5-7 of the best web sites you found. To determine the ABest,@ use the evaluation criteria provided in class and in your assigned reading. Avoid commercial sites (.com). Use no cover page, put the title of your webliography on the top of the 1st page, followed by a brief paragraph of introduction to the topic. Then, in alphabetical order, list the Web site names, complete URLs, and a brief annotation (20-30 words) with critical comments (one to two sentences) for each site. Do not print out Web pages and hand them in. Put APrepared by YOUR NAME@ and the date on the bottom. Submit a nicely prepared, attractive, professional webliography! Be creative, use graphics and/or color if possible. Part 2: On a separate piece of paper, stapled to the webliography, 1) Brief describe the user population you have designed your webliography to serve (e.g., academic, public, age level, etc.). 2) List the search engines/Web indexes you used with a paragraph or two on an evaluation of your search, describing any problems you encountered in compiling the webliography and how you solved them. If you encountered no problems, provide a paragraph or two on your search strategy, what worked, what did not work, how do the search engines/Web indexes compare? Webliographies will be graded on the quality of the sites selected, presentation and overall appearance, quality of annotations for each site, suitability of sites selected for user audience described, and quality of description of problems/search strategy.
11/24/04 Thanksgiving Recess – No Class
12/1/04 The Reference Interaction, Part. 2.
Required Readings: Bopp & Smith, Chapter 2
Radford, M. L. (1998). Approach or avoidance? The role of nonverbal communication in
the academic library user=s decision to initiate a reference encounter. Library Trends
46(4), 699-717. (RUL Online Databases EbscoHost Academic Search Premier)
Ross, C. S., & Dewdney, P. (winter, 1998). Negative closure: Strategies and counter
strategies in the reference transaction. RUSQ, 38(2), 151-163. (RUL Online Databases Library Literature)
12/8/04 Biographical Sources & Subject Databases
Required Reading: Bopp & Smith, Chapter 16
Assignment #6 - Biographical Sources. Choose a famous person living or dead. Find information about him/her in 3 different biographical sources mentioned in your readings (NOT MONOGRAPHS!) Make photocopies of this information and bring to class (up to 3 pages only for lengthy entries). Be prepared to discuss difficulty/ease in finding information and differences in coverage of sources.
12/15/04 Assessing Reference Services
Required Reading: Bopp & Smith, Ch. 10
Short Paper #3 Due – Observation of Interpersonal Communication at the Reference Desk
(approximately 4-5 pages) Choose one A or B:
Option A. Observe reference interactions for 2-4 hours at any library other than any of the Rutgers Libraries or your place of employment. Select busy times so that you can observe a number of interactions, if you are not sure when this might be, call ahead and ask. Try to observe at least 2 different librarians. Choose a place to observe unobtrusively within earshot if possible. If comfortable, you can ask the librarians' permission, explaining that you are taking this course and are assigned to observe "user interactions" at a reference desk. Do not sit behind the desk nor become a part of reference interactions! Take notes on the interpersonal interactions between user and librarian. Observe librarian and user behavior, noting verbal and nonverbal expressions. Write down any dialog that seems noteworthy (word for word if possible). Note any unusual behavior. Observe the librarian when no users are present. What does he/she do in between? How does this look to you? Notice how extremely busy times are handled, especially if there is a line, or if phone calls compete for the librarian's time. Can you see evidence of any policies? Are there differences in attitudes for different types of users? Note any other impressions (librarian was friendly/harried, user was angry/polite).
Option B. Think of a reference question that matters to you. It can be related to another course assignment, or a personal interest. Go to a library of your choice and ask the question. Observe the librarian’s verbal and nonverbal behaviors. During the interaction with the librarian, pay careful attention to the reference interaction between you. What questions does the librarian ask? What should have been asked? Were you comfortable, why or why not? Observe how the librarian treats other users, their colleagues, etc. Can you see evidence of any policies? Are there differences in attitudes for different types of users? Note any other impressions (librarian was friendly/harried, user was angry/polite). Was your question answered? Were you satisfied? Why or why not? What could have been done differently? Would you ask this librarian another question, why or why not?
For Both Options A & B. Rewrite your notes into an organized essay about your observations. Do not identify the name of the library nor librarians in your paper. Complete all readings for both classes on the reference interaction before you begin to write this paper. Throughout the essay, you are required to tie your observations in with the assigned readings, citing any papers referred to using APA style. Attach a bibliography of sources cited. Observation will be graded on organization, depth and quality of analysis of observation, number, appropriateness, and quality of references to assigned readings, clarity, demonstrated integration of readings and class discussion, and synthesis of concepts.
17:610:540 Bibliography and Supplementary Reading, Updated September 2004
Alexander, H. (spring, 2001). Searching the MLA International Bibliography: All, nothing, or something between? RUSQ, 40(3), 228-233.
Baker, Lynda M. & Field, Judith J. (Jan./Feb. 2000). "Reference Success: What Has Changed Over the Past Ten Years?" Public Libraries, 39(1), 23-30.
Balay, R. ed. Guide to Reference Books. (10th ed.) Chicago: ALA, 1986.
Berry, J. N. (1998). Risking relevant reference work. Library Journal, 123(9), 6.
Best free reference web sites 2003: Fifth Annual List (fall 2003) [Available:
http://www.ala.org/ala/rusa/rusaourassoc/rusasections/mars/marspubs/marsbestref2003.htm]
Best of the best business web sites (2004) [Available
Bibel, B., & Rollins, D. (Sept. 15, 2001). 2001 Encyclopedia Update. Booklist, 98(2), 246-249.
Chelton, M. K. (spring, 1999). Structural and theoretical constraints on reference service in a high school library media center.RUSQ, 38(3), 275-282.
Crum, J. (Jan 2003). A tale of two needs. Computers in Libraries, 23 (1) p22-26.
De Candido, G. (Dec., 1996). Ten graces for new librarians. American Libraries, 27(11), 52-53.
Dervin, B., & Dewdney, P. (1986). Neutral questioning: A new approach to the reference interview. RQ, 25(4), 506-513.
Dewdney, P. & Michell, G. (summer, 1996). Oranges and peaches: Understanding communication accidents in the reference interview. RQ 35(4), 520-536.
Dewdney, P. & Ross, C. S. (Sept./Oct., 1994). Best practices: An analysis of the best (and worst) in fifty-two public library reference transactions. Public Libraries, 33, 261-266.
Dewdney, P. & Ross, C. S. (winter, 1994). Flying a light aircraft: Reference service evaluation from the user's viewpoint. RQ., 34(2), 217-230.
Divelko, J. (2000). Unobtrusive evaluation of reference service and individual responsibility: The Canadian experience. Westport, CT: Ablex.
Divelko, J., & Dolan, E. (fall, 1999). Reference work and the value of reading newspapers: An unobtrusive study of telephone reference service. RUSQ, 39(1), 71-81.
Dilevko, J. & Mason, M. (March/April 2000). Why you should read the papers: Improving reference service in public libraries. Public Libraries, 39(2), 85-97.
Drabenstott, K. M., Simcox, S., and Williams, M. (summer 1999). Do librarians understand the subject headings in library catalogs? RUSQ. 38(4): 369-87.
Durrance, J. D. (Apr. 15, 1989). Reference success: Does the 55 percent rule tell the whole story?
Library Journal, 114, 31-36.
Foley, M. (2002). Instant messaging reference in an academic library: A case study. College & Research Libraries, 63(1), 36-45.
Germain, C. A., (July, 2000). URLs: Uniform resource locators or unreliable resource locators. College & Research Libraries, 61(4), 359-365.
Golderman, G., Connolly, B. (Fall, 2001). Literature Resource Center 3.0. Library Journal, p. 43.
Gross, M. (fall,1999). Imposed versus self-generated questions: Implications for reference practice. RUSQ, 39(1), 53-62.
Gross, M. (1999). Imposed Queries in the School Library Media Center: a Descriptive Study. Library and Information Science Research, 21(4), 501-521.
Havener, W. M. (Jan., 1990). Answering ready reference questions: Print versus online. ONLINE. 14(1), 22-28.
Janes, J. (Feb. 23, 2004). Live reference: Too much, too fast? Net Connect, 48 (11), 12-15.
Janes, J. (2003). Introduction to reference work in the digital age. NY: Neal-Schuman.
Jennerich, E. Z. & Jennerich, E. (1997). Reference interview as a creative art. Englewood, NJ: Libraries Unlimited.
Johnson, C. M. (2004). Online chat reference: Survey results from affiliates of two universities. RUSQ, 42(3), 237-47.
Jurewicz, L. & Cutler, T. (2003). High tech high touch: Library customer service through technology. Chicago: ALA
Kogan, H. (1958). The great EB: The story of the Encyclopaedia Britannica. Chicago: University of Chicago Press.
Kulthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed.) Westport, CN: Libraries Unlimited.
Kupersmith, J. (spring, 1992). Technostress and the reference librarian, Reference Services Review. 20, 7-14+ [Available http://www.jkup.net/tstress.html].
Library services to older adults guidelines. (fall, 1999). RUSQ, 39(1), 25-27. [Available: http://www.ala.org/ala/rusa/rusaprotools/referenceguide/libraryservices.htm].
McGlamery, S. & Coffman, S. (summer, 2000). Moving reference to the web. RUSQ, 39(4), 380-386.
Nilsen, K. (January 2004). The library visit study: User experiences at the virtual reference desk. Information Research, 9(2). Available: http://informationr.net/ir/9-2/paper171.html.
Nitecki, D. & Hernon, P. (July 2000). Measuring service quality at Yale University=s libraries. Journal of Academic Librarianship, 26 (4).
Porter, S. (2003). Chat: From the desk of a subject librarian. Reference Services Review 31(1),57-67.
Radford, M. L. (1999). The reference encounter: Interpersonal communication in the academic library. Chicago: ACRL/ALA.
Radford, M. L. (spring, 1998). Approach or avoidance? The role of nonverbal communication in the academic library user=s decision to initiate a reference encounter. Library Trends 46(4), 699-717.
Radford, M. L. (1996). Communication theory applied to the reference encounter: An analysis of critical incidents. Library Quarterly, 66(2), 123-137.
Radford, M. L. (1989). Interpersonal communication theory in the library context: A review of current perspectives, In B. S. Wynar (Ed.), Library and information science annual (Vol. 5). Englewood, CO: Libraries Unlimited, 3-10.
Radford, M.L. & Wagner, K.W. (fall, 2000). Webagogy 2.0: More click, less drag. New Jersey Journal of Communication, 8(2), 245-250.
Ronan, J. (2003). The reference interview online. RUSQ, 43(1), 43-47.
Ross, C.S., Nilsen, K., & Dewdney, P. (2002). Conducting the reference interview: A how-to-do-it manual for librarians. NY: Neal-Schumann
Ross, C.S., et. al., (winter, 2000). Has the Internet changed anything in reference? The library visit study, phase 2 [study of 161 patron reports of reference encounters in public or academic libraries between 1998 and 2000]. RUSQ, 40(2), 147-55.
Ross, C.S., & Dewdney, P. (1998). Communicating professionally: A how-to-do-it manual for Library Applications. (2nd Ed.). NY: Neal-Schumann.
Ross, C. S., & Dewdney, P. (winter, 1998). Negative closure: Strategies and counter-strategies in the reference transaction. RUSQ, 38(2), 151-163.
Ross, C. S. & Nilsen, K. (winter 2000). “Has the Internet Changed Anything in Reference? The Library Visit Study, Phase 2.” Reference & User Services Quarterly, 40 (2), 147-155.
RUSA Guidelines for behavioral performance of reference and information services professionals.
[http://www.ala.org/rusa/rusaprotocols/referenceguide/guidelinesbehavioral.htm].
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