Table Of Content

DOCUMENT RESUME ED 365 355 IR 054 823 Wills, Deborah AUTHOR TITLE Manual for Support Staff on the Information Desks. INSTITUTION Wilfrid Laurier Univ., Waterloo (Ontario). PUB DATE 93 NOTE 24p. PUB TYPE Reference Guides Non-Classroom Use (055) Materials Tests/Evaluation Bibliographies (131) Instruments (160) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS College Libraries; Databases; Ethical Instruction; Foreign Countries; Higher Education; Instructional Materials; Job Performance; Library Education; Library Role; Library Services; Library Standards; *Library Technicians; Optical Data Disks; *Reference Materials; *Reference Services; Training Methods IDENTIFIERS Wilfrid Laurier University OT ABSTRACT This manual was produced during the 1992-93 Wilfrid Laurier University in Ontario school year to be used as a reference guide and a training tool for library support staff assigned to work at the library's information desks. Its purpose is to help ensure a uniform standard of service and to provide practical procedures for information and basic reference service. It was compiled using ideas from published reference manuals and staff training materials and from direct observation of the support staff at the information desk. The topics covered in this manual include (1) areas of responsibility; (2) policies of job performance including basic principles, ethical issues, desk duties, the reference interview, answering questions, follow-ups, phone calls, and referrals; and (3) reference tools found in the library, including the online catalog, CD -ROMs, and quick reference tools. An index to the reference tools is included. The reference situations and training questions in the appendices were used in training the support staff but were not included in the actual manual. (Contains 11 references.) (JLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** u.s. otrannuton OF EDUCATION one. el Educational Rawc and lenpronweent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC 0 The document Ns been rim:traduced as received from the Derma ci organization enidotiod 0 Mina champs have been nude to motove reciroductron coxildir Pouts I:Avower odmons Mateo tn the Wee- Mani do net necasaarvy moeiteent Wheel CON position Of OeitCv MANUAL FOR SUPPORT STAFF ON THE INFORMATION DESKS REFERENCE DEPARTMENT LIBRARY WILFRID LAURIER UNIVERSITY DEBORAH WILLS 1993 0 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Deborah Wills 0 2 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." MALAN BEST COPY CONTENTS INTRODUCTION 1 AREAS OF RESPONSIBILITY (THIRD AND FOURTH FLOORS) 2 ADDITIONAL AREAS OF RESPONSIBILITY (THIRD FLOOR) 2 3 ADDITIONAL AREAS OF RESPONSIBILITY (FOURTH FLOOR) JOB PERFORMANCE 4 Basic Principles 4 Ethical Issues The Desk 5 Reference Interview 5 Answering Questions 6 Follow-ups 7 Phone calls 8 Referrals 8 DESCRIPTION OF TOOLS 9 Online Catalogue (QCAT) 9 CD-ROMs Quick Reference Tools 11 General 11 Abbreviations 12 Associations/Organizations 12 Biographies 12 Business 13 Directories 13 Education 14 Government 14 Maps 14 Postal 15 Services 15 Statistics 15 Telephone/Fax 16 QUICK REFERENCE INDEX APPENDIX A Staff 17 Reference Situations: An Exercise for Support APPENDIX B 19 Training Questions 21 SOURCES INTRODUCTION Ontario, has Wilfrid Laurier University, located in Waterloo, full-time and 2700 part-time a population of approximately 5500 graduate part-time and 235 full-time and undergraduates 325 houses structure, seven-floor library, a Its students. documents approximately 1.2 million volumes, including government includes The third floor reference area, which and microforms. reference stacks and indexes, abstracts and CD-ROMs as well as the three full-time and two "quick" reference shelves, has a staff of and The fourth floor, which houses serials part-time librarians. librarian. government documents, has one full-time support staff to In the fall of 1992, the library began using Seven staff librarians. relieve the workload of the professional floor third the at shifts work in volunteered members to They answered information desk from 9:00 to 4:30 Monday to Friday. They questions. basic informational, directional, and reference librarians who joined them at were supported by assigned back-up this At the end of the school year, the desk during busy periods. successful, and in 1993, support use of support staff was judged informat4lon desk staff were officially selected and assigned to duty on the third and fourth floors. during the 1992-93 school The following manual was produced guide and a training tool. year and has been used as a reference standard of service and to Its purpose is to help ensure a uniform and basic reference provide practical procedures for information published reference It was compiled using ideas from service. direct observation of manuals and staff training materials and from "reference The desk. information the support staff at the appendices were not situations" and "training questions" in the training. included in the manual, but were used during 1 4 AREAS OF RESPONSIBILITY (THIRD AND FOURTH FLOORS) library questions on in-person and handle telephone To 1) locations, functions and policies. Requires: a) familiarity with Library Handbook information b) familiarity with library policies and procedures c) ability to transfer phone messages d) ability to locate phone numbers for: - library departments - university departments - faculty and personnel numbers) - University of Waterloo (key and serials To assist users with online catalogue (QCAT) 2) holdings tools. Requires: a) QCAT knowledge: - basic typing ability - searching on each field - narrowing a search headings (red books) - familiarity with LC subject each field of a record - identifying information in - placing holds searching University of Waterloo's catalogue help screens - familiarity with information on b) Serials knowledge: titles and issues - using WLU Serials list to locate (includes formats. and numbers call by understanding of symbols, such as double slash for ceased serials) identifying holdings for University of Waterloo and other universities, using microfiche readers c) Basic knowledge of CODOC filing system librarian To make appropriate referrals to assigned back-up 3) and other library departments. Requires: a) ability to recognize "reference" questions and pass them on promptly departments b) knowledge of functions of other library ADDITIONAL AREAS OF RESPONSIBILITY (THIRD FLOOR) dealing To handle basic directional and reference questions 1) with third floor sources. drawer, Requires: a) familiarity/with contents of information desk including data file: Difficulty/Frequently Asked Reference Questions b) knowledge of reference floor locations: Office - Inter-Library Loan - indexes and abstracts - WLU catalogue on microfiche 2 of companies - annual reports Post Cards - Financial - atlases handouts - reference catalogue on CD-ROM University of Guelph pamphlet file SIRLS material on (also: know which issues are - current newspapers microfilm) labs - language lists for other universities - serials microcard reader Nations microcards and - United file) (cabinets and current - UN fiche that online searching room (be aware - online available) services such as DIALOG are shelves tools on Quick Reference c) familiarity with CD-ROMs. To assist users with 2) Required knowledge: keys, arrow keys) keyboard (eg. function booting of computers - warm (if any) covered, print counterpart - subjects and exiting programs - entering searching - free text OR, NOT). logical operators (AND, - use of field names (eg. AU) of abbreviations for - meaning specific fields - searching records - displaying printouts records; how to obtain - downloading thesaurus (if available) - use of FLOOR) RESPONSIBILITY (FOURTH ADDITIONAL AREAS OF for fourth floor. Answering directional questions 1) floor locations: Requires: knowledge of fourth (catalogued and uncatalogued) - periodicals filing order) documents (know CODOC - government sessional papers debates, statutes, - government material - census reader/printers cabinets, readers and - microfiche reader/printers cabinets, readers and - microfilm file) (cabinets and current - UN fiche microfiche - OECD microform. Accessing materials on 2) readers and reader/printers Requires: a) using microfiche readers and reader/printers b) using microfilm printers c) adding paper to in printers d) changing cartridges 3 6 Locating serials in binding process or in storage. 3) Requires: a) knowledge of serials check-in cards b) location of bound volumes in catalogue processing c) use of request forms for items in storage JOB PERFORMANCE Basic Principles patient, and non-judgmental, courteous, Be friendly, 1) Since many users feel shy or interested in the users' needs. awkward about asking questions, be encouraging, reassuring, and Users may remember the attitude and behaviour of staff tactful. long after they have forgotten whether a specific information need was met. Most users want their information needs met as quickly and 2) HOWEVER: efficiently as possible; therefore, save the user's time. Many users do not reveal their real information needs right 3) a user who asks for student newspapers may For example, away. really want information on budget cuts; a user who requests a book about Schubert may really want the words to one of his songs. Therefore, take time to determine the real need before suggesting Taking a little extra time a specific source or research strategy. at the beginning of a search saves time in the long run. For Use primary sources (expert sources) whenever possible. 4) example, for questions about circulation policy, refer user to the This saves the user's time and ensures the Circulation Department. most up-to-date information. Most users prefer to work with one staff member at a time. 5) Also, if a user is Let the user choose whc they want to work with. working with your back-up or another staff member, don't hover in the background; return to the desk or help the next ilser. Be sure all users receive either some kind of information or 6) a referral. instruction is that know patrons appropriate, let When 7) available: tours, classes. Ethical Issues of regardless service, equal receive users should All 1) appearance, status, etc. business, medical, legal, interpret attempt to not Do 2) statistical, or any other information for the user. 4 Respect the user's right 3) to privacy regarding information sought and materials consulted. Do not discuss needs of an individual or group of users, or of any transaction between users and staff members, outside of the professional context. The final choice of 4) whether and how to use information rests with the user. The Desk When a user approaches, 1) put down your work, make eye contact, smile, ask if you can help. 2) Help users in the order in which they arrive at the desk. In- person queries have priority over telephone queries. If a line forms, 3) acknowledge the people who are waiting. Example: "I'll be back to help you in a minute." Look approachable. 4) When doing your own work at the desk, choose activities easily interruptible and avoid piling the desk with large amounts of material. Also, keep personal conversations, with staff or users, to a minimum. Work on your assigned 5) exercises and information questions while you are scheduled oethe desk, not while you are scheduled to work at your regular position. If you are unable 6) work at to your scheduled time, make arrangements to trade with someone else. Inform your back-up or the head of reference of the change. Reference Interview As the user presents the 1) initial request, keep eye contact, nod to show understanding. Don't interrupt. Avoid making assumptions 2) about users and their information needs. For example, just because someone looks like a student, don't assume that they are a student or that they are writing an essay. 3) To elicit more information, use encouragers: "I see," "Yes,"- "Go on." Sometimes a short pause will encourage the user to say more. Try asking open-ended 4) or neutral questions. Pause after asking the question (don't try to second guess). Try one of the following questions: How caiw I help you? What would you like to know about X? What else can you tell me about X? 5 Where have you looked so far? Can you give me an example? Could you tell me how you plan to use this information? (Be tactful; don't give the appearance of prying. Closed questions (that suggest a specific response) may be 5) Examples: useful later in the interview. Do you want primarily Canadian information? Do you need books, periodical articles, or both? back To check your understanding of a comment, paraphrase it 6) For example: "So you want to identify the Canadian to the user. companies listed in Standard and Poor's?" For example, you need Avoid library jargon whenever possible. 7) how the word not tell users about "boolean operators"; just explain "and" can help them find fewer, more pertinent items. if the user For example, Keep the conversation on track. 8) But tell me digresses, you might say, "That's very interesting. about ." . . Communicating with international users who may be unfamiliar 9) and with English or with our library policies requires extra tact patience. Speak slowly; don't raise your voice. a) Use straightforward vocabulary and sentence structure. b) Avoid slang, metaphor, jokes. c) Try saying the same thing Check often for comprehension. d) Example: several ways to check for understanding. to take it home?" "Do you want to borrow this? . . . understanding Let the user know if you are having trouble e) If you their request; ask them to repeat it slowly. still do not understand, ask them to write it down. Answering Questions Show, or if you are on the phone tell, the user the source you 1) are using to find an answer. show the When time permits, and the situation is appropriate, 2) For example, describe how a title search user how to use the tool. is Instruction is most appropriate when the user on QCAT is done. when looking for material for a paper, speech, or other project, or interested in and source user appears unfamiliar with a the learning how to use it. * for question, If you move away from the desk to answer a 3) tell the user what you are example to check the Serials List, doing, and if possible, take them with you. question to the Be aware that if you try too hard to match a 4) 6 9 I inappropriate or inaccurate give you may sources know, you For example, FsycLIT may not be the best starting information. Let the user place for a user who wants articles in psychology. (See reasons for directing know that other sources are available. users to print indexes, p. 10.) bock stacks: If user has been unable to find an item in the 5) in the right a) Try to determine if they have looked You may need to explain stack arrangement. place. if they b) If user is still unsuccessful, ask back-up Or suggest that can accompany user to stacks. the item. user contact circulation to trace If item is not at WLU: 6) the catalogue a) If user has made the search, recheck while they look on. University of b) Ask if user would like to check the Waterloo catalogue. c) Suggest inter-library loan. helpful. d) Ask if another item on the topic would be Handling complaints: 7) Don't attempt to contradict user a) Listen quietly. or defend library policy. (Many fully. b) Give user time to describe complaint just need to blow off steam.) ask: c) If their expectations are not clear, "What would you like us to do?" If not, control. c) Decide if situation is in your refer. take user's d) If an immediate referral is not possible, and number of contact name and number, or give name person to user. Record the questions you answer. 8) Follow-Ups information you find Whenever possible, check to see if the 1) question?" Example: "Does this answer your meets the user's needs. within sight of When you give users directions to something 2) successfully. the desk, watch to see if they find it Example: "Come help. Encourage the user to return for further 3) back if you don't find what you need." example on QCAT or If you get a user started on a search (for 4) to ask if the user is finding a CD-ROM), and time permits, return the desired information. make and CD-ROMs occasionally; Walk past QCAT terminals 5) 7 10