6 Teaching at the Research Help Desk

Teaching in libraries happens in two primary places: on the Research Help Desk (aka reference desk) and in the information literacy classroom.  In the next several trainings, you will be asked to read about various aspects of classroom teaching.  It is important to remember that many of the same principles that apply to classroom teaching also apply to teaching on the reference desk.

When a student asks a question related to research at the reference desk, keep in mind the SCC Library’s Student Learning Outcomes, and the threshold concepts found in the Association of College and Research Library’s Framework for Information Literacy.  These are the guiding documents for everything that we teach at the SCC library.

When you begin a reference question, first assess the amount of time you have to work with a student and their current level of information literacy. Within those constraints, help the student advance from the knowledge that they arrive at the desk with to a more advanced understanding of the world of information.  This can be as simple as helping a student learn how to read a call number while you bring them to a book in the circulating collection, or as complicated as a discussion of the peer-review process and the crisis in scholarly communications.

It is essential that we teach students in a way that is responsive to their context, needs, and interests. This requires that we be open to hearing from students about their lives and perspectives–to take turns with the patron as student and teacher.  A good reference interview is a prerequisite to being able to respond well to a reference question.  If you have questions about this, please discuss the steps of the reference interview with the librarians you are on the desk with.  And most importantly, observe reference interactions as they unfold, the librarians expect and welcome that!

More detailed guidance on interacting with patrons at the reference desk can be found in the Reference Manual. Please read this carefully before thinking about the questions for reflection below.

Get Feedback!

Ask yourself the following questions:

• How often am I teaching students to find something, and how often am I simply telling them where it is?
• Is my demeanor welcoming to students throughout the reference interaction?
• Is my practice empowering to students?  How can I tell?

When you meet with your mentor, discuss your responses to these questions and discuss aspects of your practice that you will work to improve.