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Because the degree of interdisciplinarity can be analyzed through citation analysis, the Journal of Historical Geography is examined for interdisciplinarity, that is, the usage of other humanities and social sciences disciplines. Findings indicate historical geography is a hybrid subfield of geography, and it is distinctively interdisciplinary and actively synthetic. Its continued vitality as the intellectual interface between the disciplines of history and geography is tied to its ability to harness other vital disciplines and subdisciplines.

Twentieth‐century historiography has undergone major changes since the days of Leopold Von Ranke and his scientific history. As the social sciences have gained a foothold in academia and become legitimated in higher education, professionalization of the social sciences has developed along the lines of research interests and methodological advancements. Historical studies is no exception. In Europe, controversial historian experimented with a number of methodological innovations. Their work was not always accepted, but some of these pioneers were able to influence scholarship in their disciplines.

This article conceptualizes essential keys to the future of peer reference in academic libraries as extrapolated through the dual lenses of academic library history in the United States of America and recent experiences of a peer program with prospective and actual out-of-the-building experiences.

A 30,000-foot historical view of the dispositions of space in academic library buildings, collections, spaces, technology and reference provision is integrated with a description of the responses and insights of a peer reference program during the program's prospective and actual out-of-the-building experiences. These components are then analyzed to extrapolate keys to peer reference provision in any learning environment.

Peer reference is a natural extension of the Learning Commons model as developed in many academic libraries. To find optimal success in leveraging the benefits of peer-to-peer learning, program coordinators should keep in mind the social aspects of peer learning and intentionally articulate a framework for service delivery that best matches the modalities of providers, patrons and the information environment. In reviewing training and service practices, coordinators should be particularly on guard for any bias due to traditional reliance on the affordances of a library building and/or physical service point.

This article founds its conclusions in regard to the future of peer reference by contextualizing the evolution and future of such programs in the wider historical context of academic library dispositions of space in support of learning. It proposes a conceptual framework for intentionally matching the modalities of providers, patrons and the information environment.