Ill‐structured problems and the reference consultation: The librarian's role in developing student expertise

Abstract

Purpose

To apply the concept of ill‐structured problems and learner expertise to the reference consultation.

Design/methodology/approach

Research literature from the 1960s forward regarding ill‐structured problems and learner expertise in a variety of disciplines was surveyed. Resulting characteristics of expert problem‐solvers were used to suggest applications to the reference consultation.

Findings

Librarians can structure the reference consultation to better meet students' needs as information problem solvers.

Research limitations/implications

The method described appears to have sound basis in research into cognitive development and reflective thinking, but it has not been empirically demonstrated in the reference environment. Empirical research with reference librarians and students would be a logical next step.

Originality/value

Research into ill‐structured problems and learner expertise is ongoing in information retrieval systems. It has not been applied to the reference consultation.

Citation

Fields, A.M. (2006), "Ill‐structured problems and the reference consultation: The librarian's role in developing student expertise", Reference Services Review, Vol. 34 No. 3, pp. 405-420. https://doi.org/10.1108/00907320610701554