Application of the cognitive interview by the reference librarian

Abstract

Much has been written about the importance of the reference and various techniques have been suggested to enhance its effectiveness. While anecdotal information regarding interviewing techniques is enlightening, greater benefits can be derived from using theoretically grounded method specifically designed to assist patrons in articulating their information needs. One such method is the interview, which has been used successfully in variety of other disciplines. This paper presents the theoretical background and empirical research to support the and describes its application to the reference interview. The reference although disputed by some as being the cornerstone of all reference service, is nonetheless widely acknowledged as occupying prominent role in public assessment of library service.(1) Given its importance, it is not surprising that various techniques have been offered to assist reference librarians in conducting efficient and effective interviews when approached by patrons with reference questions. An inherent lack of uniformity in the interview process, subject to diverse questions and unpredictable timings conducted in busy environments, has led some to call it an art rather than science.(2) Certainly the dynamic nature of reference interview calls for the flexible application of various communication techniques.(3) Reference librarians are taught to use self-disclosure, open questions and closed questions, neutral questions, microskills, follow-up questions, and active listening, as well as to vary the length of pauses in the interview.(4) In addition, librarians are encouraged to evaluate patron's learning style via verbal and nonverbal cues, in order to improve librarian-patron interaction and service outcomes.(5) The interpersonal nature of reference interview that requires the exchange of information (i.e., the patron knows--although may not be able to articulate--what is needed and the librarian knows what resources are available) calls for an understanding of how humans store and process information. Neill applied what cognitive scientists have learned about memory organization to techniques that librarians use to access personal knowledge about available resources.(6) Information may be organized as (1) semantic memory that groups items into lists and categories; (2) episodic memory that is highly personal, based upon individual experiences with regard to time and space; and (3) schematic memory that uses set of expectations as means to collect and make sense of new experiences. Doyle-Wilch and Miller have applied schematic memory to the interview process to assist in patron learning.(7) In another study, Neill discussed how the three aspects of memory organization are internalized by librarian for locating resources but are not completely articulated or specifically used to impact patron and the interview process.(8) Along the same lines, White noted that during a reference interview the user and librarian tap each other's and their own memories.(9) It would seem useful, then, to explore how the interview process can be instrumental in accessing patron's episodic memory. We will address specific interview technique, called the interview, designed to help stimulate episodic memory so that librarian may efficiently and effectively assist patron in articulating information needs. The Cognitive Interview Theoretical foundations of the incorporate principles of memory retrieval, cognition, and communication.(10) It has been successful in both laboratory and field settings in eliciting improved episodic memory retrieval. The is structured around five principles of memory retrieval: context reinstatement, focused retrieval, extensive retrieval, varied retrieval, and multiple representations.(11) Each principle is based upon theoretical and empirical support as presented below. …

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