Discussion Group on Reference Work Report

Reference Culture: Change in Theory or Tempo

submitted by:
Yolanda Maloney & Sharon Gause

A phrase has been coined for the title theme of this discussion group. In looking through the Oxford English Dictionary for the term "culture" every definition points to the intellectual side of civilization. The American Library Association Glossary of Terms does not provide a definition for reference, it only uses the word to explain what a literary citation is. It is difficult for us to connect reference with culture as a combined unit. Our interpretation is such that reference is a service and culture is a way of life. Reference as a service has been the function of librarians since the first library was established. That reference service as a theory was first defined as " in aid" of some type of study of research. It was later defined as "to help" or "assist" the reader. The theory of reference has not changed but the improved technology in providing access to information has increased the demand for practicing the theory. The meaning of reference has not changed, but the environment surrounding reference has changed in speed and variations.

Print texts were created and housed in libraries, microforms were eventually added as a format. These formats were accessible by using the card catalog and the shelf list. In order to authenticate or validate a resource, the card catalog was the only medium and the librarian was the mediator for access to these authenticating resources. As new technologies came into existence the following were also added into the information stream; movies were added, videos were added and most recently CDs have been added and now the Internet has come into existence. These last two technologies have enabled the user to become more self sufficient. It would appear that the electronic databases, the Internet and OPAC's are providing the world with new technologies but in fact, in most cases, they are only electronic facsimiles of the print. Haven't we all heard the complaint that one hour spent at the Internet is equivalent to a 5 minute look through a print source?

From the beginning of libraries, librarians were the gatekeepers and did mediated research for the reader. The reader was most often a wealthy person who owned the library and came to the library to read. At the point that libraries became accessible to the common person whose questions were not always regarding materials they were reading, the term "reader" became "user". When the user was allowed to borrow the library's materials they became the borrower. In the last five years, reference librarians have given up much of their information control. Librarians have relinquished some of their mediated searching control to the user who in turn has become more sophisticated and demanding in the pursuit of information and knowledge. For centuries reading rooms have been a primary part of the library allocated floor space. In the last ten years computer rooms have become increasingly prominent. The demand for more computer space is now in heavy competition with reading rooms. The people coming to the library are no longer just readers or just users and borrowers. They are in pursuit of knowledge and information answers. They are now becoming "knowledge" and "information" seekers.

Sharing the "stage" with the user has been very stressful for many reference librarians because it has influenced the role played in providing information access. It appears to have affected the basic reason for being, that is providing the best information for the requestor at the time the information is needed. Reference librarians in fact have shifted from being the provider to being the teacher with emphasis on teaching the information seeker how to find the golden nugget in the plethora of accessible information. It is interesting to note when teaching bibliographic instruction all the latest technologies are used, the numbers for which multiply and grow every month. Instead of using just the card catalog, a few print sources, and a chalkboard, computers, smart machines, digital presentation projectors and white boards are now used to teach the structure for print facsimiles of Union Catalogs such as OCLC. Print databases have been turned into the electronic medium and are provided by Dialog, STN, ISI and a variety of other search engines. However, through all the technologies we are still teaching how to find the answers in the least amount time. It would seem that a paradigm shift has occurred but in fact it is the variety and rapid growth of technology along with the user that has changed. Reference service principles and the underlying theory have not changed, only the tempo has increased in everybody's quest for information and knowledge.