Editorial

Citation

Mitchell, E. and Barbara Watstein, S. (2010), "Editorial", Reference Services Review, Vol. 38 No. 3. https://doi.org/10.1108/rsr.2010.24038caa.001

Editorial

Article Type: Editorial From: Reference Services Review, Volume 38, Issue 3

Vital, Forward-Thinking, Edgy, and Analytical – Yes We Are!

As this issue goes to press, many of us continue to contend with the reality of drastic cuts for our libraries. The budgets being considered by our elected officials, if we are in public libraries, or by our college or university administrations, if we are in academic libraries, force us to ask tough questions. What do our libraries mean to our communities? What do our academic libraries mean to our college or university constituents?

Think for a minute about the myriad “save the library” campaigns. Some of these campaigns are grass roots and some come from the state library association, friends’ groups or others. Some are just getting started. Some may have ended by the time this issue is in your hands. Many of these campaigns rely on Facebook to influence funders about budget and value of the library issues. True, the focus of state campaigns or local campaigns is chiefly on public libraries. Nonetheless, academic librarians take note – public viral campaigning is but one choice to educate, lobby, advocate and influence the budgetary process[1].

Reference and instruction librarians in all types of libraries nationwide, and beyond, are experiencing and responding to financial cuts in the current economic climate. What have you done lately to influence funders in your city? On your campus? To influence senior administrators in your library?

Opportunities to educate, lobby, advocate and influence the budgetary process abound. In addition to staying informed and making it our business to know as much as we can about the financial position of our libraries, public service librarians in all types of libraries need to make it their business to speak up about the value of libraries and the value of their work.

We suggest that hitting the pause button is in order.

Consider Thomas H. Benton’s[2] reflections in the Chronicle of Higher Education on today’s information professionals (Benton, 2010). (Benton 2010) argues that:

For all the concern expressed about the imminent demise of the college library, there may never have been a time when librarians seemed more vital, forward-thinking – even edgy – than they do now.

True, his focus is on college libraries, but we suggest that the same applies to our colleagues in other settings. Our users – be they young adults who live in a world of instantaneous communications and information delivery, the general adult public or digital information seekers[3], need us. In public libraries, in academic libraries, we can and must, anticipate and meet their needs.

Strategically aligned and carefully planned reference and instructional services demonstrate the degree to which reference and instruction librarians are vital, forward-thinking and even edgy. They are also one of the most powerful means reference and instruction librarians have to demonstrate both the value of libraries and the value of our work.

Many of the papers in this issue focus on the strategic alignment and carefully planned implementation of evolving methods and modes of reference and instruction. Readers will discover, too, a consistent focus on assessment. Evidence is very much on the minds of our authors, and, particularly in these times, understandably so. Effectiveness is also front and center. Authors examine the core competencies required to establish impactful virtual reference (Taryn Resnick, Ana Ugaz and Nancy Burford). They consider the specialized needs of business students and students in the life sciences (Eleonora Dubicki, Ann Manning Fiegen and Don MacMillan and Mindy Thuna papers, respectively et al.). They explore the use of socioeconomic data to redirect library instruction (Leslie Adebonojo). They make a case for interdisciplinary collaboration with faculty (Jennifer J. Little et al.). And, they make compelling argument for pushing the bounds of information literacy. Note here Jeanne Armstrong’s paper about redesigning a research and writing proficiency course at Western Washington University Libraries that had been traditionally taught by a librarian with background in the discipline. Note too Rosanne M. Cordell’s research article describing a study of reference questions asked over a four year period and the effect of a required information literacy course on the sophistication level of those questions. Finally, note here too Ma Lei Hsieh’s exploration of the effectiveness of “single-session” Information Literacy Instruction as it was integrated into the curriculum of a general education course at Monmouth University, New Jersey. The issue closes with a paper that considers the special challenges of minority student recruitment (Emily Love). Given the ever increasing diversity of the populations we serve, the social implications of this paper merit our attention. Finally, the issue concludes with a timely review of research that analyzes satisfaction with electronic reference services, paying particular attention to how user satisfaction is measured (Elaine M. Lasda Bergman and Irina I. Holden). Here are challenges for LIS researchers and practitioners alike. In their own way, each of the contributing authors for this issue has added to the conversation about the value of libraries and the value of reference and instructional services in general.

Notes

1. 1.

   Kudos to Stephen Abram for going through all 50 states and starting a list of state viral campaigns on Facebook to influence funders about budget and value of the library issues (http://stephenslighthouse.com/2010/04/01/save-the-library-campaigns/ (accessed 18 May 2010)). Kudos too to Abram for synthesizing his postings on the value of libraries (http://stephenslighthouse.com/2010/04/07/summary-my-postings-on-the-value-of-libraries/ (accessed 18 May 2010)). The American Library Association Chapter Relations Office has created this page, compiling a list similar to Abrams’ and noting other resources and tips: Save Libraries in Your State (www.ala.org/ala/aboutala/offices/cro/getinvolved/saveyourlibraries.cfm#saveourlibraries (accessed 18 May 2010)).

2. 2.

   Thomas H. Benton is the pen name of William Pannapacker, Associate Professor of English at Hope College, in Holland, Michigan.

3. 3.

   For more on this topic, see Connaway and Dickey (2010).

Eleanor Mitchell, Sarah Barbara Watstein