The Impact of Electronic Resources on Reference Services

     There is no question that librarians have had to adapt to technological developments.  Patrons desire access to the most current technologies, and often rely on libraries not only to provide them, but to provide instruction on how to utilize them properly.  This means that as technology increasingly dictates how libraries are used, librarians are having to re-envision their services.  I am currently polishing a research proposal, in which I move to examine the impact of electronic resources (personal computers, electronic library materials, peripheral hardware, etc.) on reference services.  In this post, I will be sharing an abridged excerpt of my literature review, highlighting some of the ways that reference questions are changing in relation to the proliferation of electronic resources, and the way that reference services are adapting to accomodate these changes.



(excerpted and abdriged from The Changing Nature of Reference Questions in the Electronic Age, by George Williams, Valdosta State University)

Changing reference questions

            It was not so long ago that personal computers were a relative rarity, even in libraries.  Before the mid-1990s, the focus of academic reference work primarily centered on readers and researchers needing help interpreting or locating physical, printed resources.  With the increased availability of PCs, widespread internet connectivity, and electronic library materials, the number and type of reference questions have been altered over time. By the 2000s, researchers recognized that academic reference librarians were serving a student cohort who had grown up alongside computing technology, and viewed electronic communication and instant access as essential (Cardina & Wicks, 2004).  De Groote, Hitchcock, and McGowan (2007) explain that while the number of reference questions in one academic library increased markedly between 1990 and 1997, the number had fallen sharply by 2005.  A qualitative analysis of their findings further revealed that the most common reference questions were related to journal and book holdings, or directional questions.  Indeed, ARL libraries reported a 34% decline in reference transactions from 1991 to 2004 (Sonntag & Palsson, 2007).

Martin (2009) found that reference librarians were less frequently approached with simple reference questions because computer users can find answers more quickly and comfortably by consulting online sources.  Patrons typically have enough confidence in their searching skills that they do not need to approach a reference librarian for assistance with ready reference.  Sonntag and Palsson (2007) support the notion that reference questions are becoming more complex and time consuming for reference librarians to answer, even as the number questions and their intellectual quality decline.  Answering these questions often requires an instructional component, highlighting the information literacy needs of student patrons.

Changing practice

            As reference queries increasingly turn from short ready reference questions to more complex and involved requests, academic libraries have adapted their reference services to better serve patrons.  One approach, detailed by Sonntag & Palsson (2007), is to eliminate the reference desk.  At California State University, San Marcos, the researchers found that by employing information assistants and removing the reference desk, reference librarians could remain “on call” to give individualized help.  This results in more personalized and enjoyable help for student patrons, and also gives reference librarians time to plan or deliver instructional lessons.

Technological advances do not always mean finding a way to cope, however.  Sometimes, they are an opportunity to expand services.  Many academic libraries now utilize virtual reference services, which allow distance and online learners (as well as students working remotely) access to reference librarians.  Developing new spaces for reference is also important to providing good service.  For instance, Drexel University established the Library Learning Terrace.  Though it is not a traditional library, it features a consultation area for students to meet with reference librarians.  Bringing reference to students is a novel approach when their work is increasingly done on portable mediums. (Kilzer, 2011)  Having a virtual medium is a definite benefit for many, but the results of Bishop and Bartlett (2013) showed that students still engage in mostly face-to-face reference interactions. Their study found that at the University of Kentucky, the vast majority of locational and subject-specific reference queries were still asked face-to-face.