The Role of the Academic Reference Librarian in the Learning Commons

Abstract

Frontline reference librarians purvey their skills in a variety of reference service models. These range from the traditional to the tiered to the information commons (IC) to the learning commons (LC). Libraries might use one pure form of any model, a hybrid model, or a model in the process of transformation. A few libraries with space and funding have fully adopted the latest model, the LC. An examination of transformations to the LC indicates that frontline reference librarians can to some extent effect changes in their professional environments. HISTORICAL CONTEXT OF THE ROLE OF THE REFERENCE LIBRARIAN From the beginning of librarianship, the role of the reference librarian has been defined by the patrons' need for human mediation. (1) Reference librarians apply critical-thinking skills, emotional intelligence, teaching ability, and question analysis to connect the user with appropriate resources. While some libraries developed variations (such as tiered models), the traditional model, involving face-to-face interaction between a patron and a librarian who answered every type of question from one or more multipurpose service points, prevailed throughout the paper era. By necessity, reference librarians were shackled to the library and the print collection. Public-access computers and remote access to data sets (i.e., Dialog) quickly sowed the seeds for a revolution in reference routines. Dialog search techniques were only the beginning. Soon, cyberspace was born. Staying abreast of technology and upgrading computer skills became an integral part of reference librarians' duties. In the medium's infancy, the reference librarian's role evolved to include nurturing and developing this electronic baby. The concomitant teaching role expanded to instruction in the use of multiple material formats, the online public access catalogs (OPACs), and the Internet. As the need to assist patrons with technical issues grew, the single access point for all types of assistance sometimes frustrated librarians and failed their patron. Libraries sometimes experimented with types of tiered models that addressed the need for technical help. At one level, a general-information desk might be staffed by student assistants, graduate assistants, or staff. Another desk, staffed by specially trained librarians and paraprofessionals, might provide technical assistance. Specialists might be designated for word-processing, spreadsheet, SSPS, Blackboard, RefWorks, and other software assistance. Subject-specialist librarians might provide in-depth research assistance, often by appointment. Instruction sometimes became closely tied to reference services. Other libraries maintained a traditional service. With the number of remote library users rapidly growing, the need for reference venues is clear. Reference services have implemented e-marl, chat, instant messaging (IM), voice over Internet protocol (VoIP), and text messaging. All of these services provide communication challenges in reference and instruction. Whatever the service model, attuned librarians recognize that the library website, the physical facilities, the print and electronic collections, reference, and instruction should be essential and interconnected components. THE INFORMATION COMMONS One response to technology was the development of the information commons (IC). Beagle defines a library IC as a new type of physical facility or section of a library specifically designed to organize workspace and service delivery around an integrated digital environment along with the support technology. (2) The physical library space is coordinated to become an extension of student study areas, and workspaces are organized to accommodate collaboration. Therefore the physical commons is designed to incorporate a cluster of access points to the digital arena. Armed with these access points, trained staff help users query, navigate, and process information. …