Structural and theoretical constraints on reference service in a high school library media center

Journal/Book: Ref User Serv Q. 1999; 38: 50 E Huron St, Chicago, IL 60611, USA. Amer Library Assoc. 275-282.

Abstract: School library media specialists are exhorted to become instructional collaborators with teachers, information-seeking process facilitators, and information literacy or problem-solving skills instructors in their instructional roles, in addition to performing traditional library services. Since none of the published national guidelines pertaining to this type of library address everyday conditions in school contexts, this study examines what actually happens in a school library media center on a ''typical'' day, when time is constrained by classroom scheduling, clusters of multiple users, sick staff, and the need for library media staff to assist in the enforcement of the student location system. To collect the data, service activities conducted by a librarian and at the circulation desk were recorded (audio and video). An analysis of data collected shows: (3) that information work is not the predominate form of service assistance in the school library media center, because of the way students enter the library at the beginnings and endings of class periods and because of the librarian's and clerk's need to assist students in the use of: technology; (2) that enforcement activities compete with service almost on a one-to-one basis; (3) that there is a presumption that users can help themselves after staff get them started; (4) that blurred labor categories exist between librarian and clerk; and (5) that RUSA behavioral guidelines for reference service are not relevant in this context.

Note: Article Chelton MK, Queens Coll, Grad Sch Lib & Informat Studies, Flushing,NY 11367 USA

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