The Reference Interview: The Essence of Teaching

This.  This is why I look forward to becoming a Teacher Librarian.  Without question, when I imagine myself as a TL, I know that the part I most look forward to is helping students find what they are looking for, whatever that might be.  I am a total fan of research.  Digging through books, images, websites, etc. is my jam.  The search for knowledge, finding the proverbial diamond in the rough, unfettered by the constraints of time or other, more pressing activities.  This is the dream.  

I love interacting with students.  I love helping them find what they are looking for.  I’m excited by the idea of learning new things and helping others learn new things.  I love asking questions and finding answers.  Reading through Riedling’s (2019) description of the skills necessary to conduct a good reference interview, I see myself reflected back.  In Figure 9.2: Reference Interview, Riedling (p.92) lists five qualities of a Teacher Librarian conducting a successful reference interview and, honestly, the idea of it is exciting to me. She states that a TL has to display approachability, interest, a capacity for both listening and inquiring, a skill for searching and the aptitude to follow-up through questions and statements.  All of these are skills I feel are the essence of teaching, if we really get down to the base of it.  Sadly, evaluation, curricular constrictions, and an infinite number of other constraints and demands take away from the true meaning of guidance through teaching.  Maybe this seems overly philosophical, but after almost 20 years of teaching, I am yearning to get back to the basics.  

Riedling (p.96) closes her discussion about the Reference Interview by positing that “ with technological developments streamlining some of the tasks that once comprised the interview, some researchers are beginning to question the validity of the reference interview”. However, it is my belief that even with increasing access to the internet and the endless sources available within it, skillful guidance is necessary.  While students are seemingly more adept at technology than their teachers, tend to be woefully unskilled at research.  Knowing what to type into Google or any database to find key information that is reliable, relevant and accessible to the reader, is a skill that many young people do not naturally possess and guidance in this area is essential.  

Here is an older but still relevant (and cute) video on the importance of approachability, interest, listening and inquiring, searching and follow-up by Auckland City Library in New Zealand (2009).

Trevor Mackenzie’s inquiry model looks to Teacher Librarians as essential mentors for both students and teachers in research and collaboration.  His model is one that I find works exceptionally well and guides students towards work that is of interest to them and emphasizes quality and process.  His sketchnote on the importance of the Teacher Librarian in the inquiry process is an excellent visual for Riedling’s concept of the reference interview. 

 

Sources:

Auckland City Library. "The Reference Interview." Auckland City Library, 1 July 2009,                  www.youtube.com/watch?v=pfd3wPpH1t0.  Accessed 26 February 2023.

Ann Marlow Riedling, and Cynthia Houston. Reference Skills for the School LIbrarian : Tools and Tips.     Santa Barbara, California, Libraries Unlimited, An Imprint of Abc Clio, LIc, 2019.

Mackenzie, Trevor. “Teacher Librarian Sketchnote.” Trevor Mackenzie , Trevor Mackenzie, 2018,             https://www.trevormackenzie.com/sketchnotes. Accessed 26 Feb. 2023.