Lary, 'Information-seeking behavior: challenges for reference services', LIBRES v3n06 (October 30, 1993) URL = http://hegel.lib.ncsu.edu/stacks/serials/libres/libres-v3n06-lary-informationseeking.txt LIBRES: Library and Information Science Research Electronic Journal __________________________________________________________________ ISSN 1058-6768 October 30, 1993 Volume 3 Issue 6 Quarterly LIBRE3N6 LARY Section Editors' Note: Perhaps the single greatest problem facing librarians today is reconciling the great glut of available information with the necessity of assessing that information. I am happy to introduce the first of two regular columns in the Essays and Opinions Section to discuss this problem. Our first column has been written by Marilyn Lary. Marilyn is the Director of the Library at Dalton College, Dalton, Georgia. She will discuss the problem from the perspective of the college librarian. In the January issue, Kathy Green, Reference Head at North Carolina State University, will address this problem from the perspective of the university librarian. It is my hope that Kathy and Marilyn will provoke others to comment on this situation and I look forward to your replies. Keith Morgan Essays and Opinions Section Editor kamorgan@mit.edu **************** _Information Paths_ a column by Marilyn Lary "Information-seeking behavior: challenges for reference services." To a large extent, the information-seeking behavior of library users determines: (a) the thrust of library collections, (b) reference services provided, and (c) library staff's attitude toward library users and their needs. College librarians have always assumed that the information needs of their users relate strongly to liberal arts areas and that these users need direction and guidance. On the other hand, university librarians have expected most users would have comparative/evaluative subject-oriented needs and that they would evidence fairly well developed conceptual skills. Both of these different providers made assumptions about their users' information-seeking behaviors and about their probable information-seeking abilities. Most of these assumptions, if once operable, are no longer valid. Because of increasing heterogeneous--rather than historically homogeneous--characteristics among students, because of increasingly diverse levels of academic preparation, and because of the growing diversity among students, traditional methods of providing information must be restructured and out- dated assumptions must be abandoned. Librarians must realistically determine the informational needs of their users and initiate reference services that respond to those ACTUAL needs. They can no longer offer services that support the needs a student SHOULD have: the ability to complete a literature search or identification of the most evaluative biographical source. They must respond to actual needs, despite a resulting "underservice." In previous practice, lengthy interviews and question negotiation preceded the reference librarian's efforts to conduct on-line searches for users and to provide users with search results. Within the last few years, users have begun requesting access and instruction in _using data bases themselves_; they want the information itself, NOT the source of the information. Bibliographic instruction has expanded to include subject- oriented sessions for specific types of students (e.g. resources for students in water-quality research) and has become more sophisticated in the use of mediated methods of instruction. All this at a time when most students want less evaluative/critical information and faculty *hope* students know the location of the library. This type of information-seeking and changing user expectations necessitates a re-evaluation of reference services. Is there justification for traditional bibliographic instruction sessions? Do faculty expect and are students interested in learning library researching methods? Are students producing critical, evaluative papers based on sources identified and examined themselves? Do students decide to use a handbook in specific subjects, to use a subjected-oriented index to identify pertinent data, or to identify government-produced statistics to support a speech? I think not. Students want bits of data to plug a hole, to fill in a line, to use as a quote. Comparing, evaluating, and applying information are all skills expected in past educational eras. The demand now is "instant information:" quickly delivered, non-evaluative, and generally out-of-context. In student minds, data provided by a computerized source is, also, much more valuable; the integrity of the information does not matter, the delivery method is of greatest importance. The scenario concludes: Librarian: "This source will provide information on your topic." Student: "I don't want to use that (Social Sciences Index, for example.)" "I'll just use the computer..." Librarian: "That index does not cover information on the topic you're looking for." Student: 'That's okay; I'll use what it's got." One may continue to teach library usage or the value of appropriate sources. One may make a distinction between information in *Contemporary Authors* and *Contemporary Literary Criticism*. But evolving information-seeking behavior may preclude librarians' success. Remember, even with gentle, concerned handling, a horse CANNOT BE MADE to drink. What to do? Respond to requests for information or educate patrons to seek information for themselves? And if the latter course is chosen, at what price is that route taken: in thwarted patrons who resent this direction, in frustrated librarians who sincerely want to teach, in sabotaged public relations where no one is satisfied? What to do? _____ Articles and Sections of this issue of _LIBRES: Library and Information Science Research Electronic Journal_ may be retrieved via anonymous ftp to cc.curtin.edu.au or via e-mail message addressed to LISTSERV@KENTVM or LISTSERV@KENTVM.KENT.EDU (instructions below) Papers may be submitted at anytime by email or send/file to: Diane K. Kovacs- Editor-in-Chief, _LIBRES: Library and Information Science Research Electronic Journal, EDITORS@KENTVM.KENT.EDU _________________________________ *Copyright Declaration* Copyright of articles published by LIBRES: Library and Information Science Electronic Journal is held by the author of a given article. 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