Reference Materials in LIS Instruction: A Delphi Study.

Abstract

This paper presents the results of a Delphi study conducted over a two-month period in 2011. The purpose of the study was to identify reference sources that should be covered in basic reference courses taught in LIS programs in the United States. The Delphi method was selected for its appropriateness in soliciting expert opinions and assessing the relative salience of issues and is considered appropriate for investigating questions that can benefit from subjective input from a group of highly qualified experts. The study included one pre-test round with six experts. After refining the instruments, four rounds were conducted using a panel of twelve experts. The panel of experts was composed of librarians in different types of libraries who have regular experience in providing reference services and reference instruction in LIS. Results show consensus and a high level of agreement on 54% of the resources presented to the list. In addition to the numeric data, the study includes qualitative comments from the experts that explain and justify their choices.Keywords: reference sources, LIS education, information services and sources, Delphi methodIntroduction and Problem StatementThe delivery of effective reference services depends on thorough knowledge of reference sources. While in the past reference sources could be clearly identified and grouped into categories, the shift to online tools has created an abundance of sources that defy traditional conventions about what reference sources make up the building blocks of a reference librarian's toolkit. Professors teaching courses in LIS programs and training the next generation of reference librarians struggle to decide which of the many reference sources available are the key ones that will best serve the future careers of LIS students.A number of studies have examined the issues associated with teaching reference in the current environment of digital sources, but they tend to focus on pedagogy and means of delivery (Agosto, Rozaklis, MacDonald, & Abels, 2010; Mon, Abela, Agosto, Japzon, Most, Masnik, & Hamann, 2008). While studies acknowledge the challenges associated with determining the core collection (Adkins & Erdelez, 2006; Shaw & Okada, 2001), no studies to date have actually attempted to identify the core sources that LIS students should be introduced to as part of their education.This study attempts to fill this gap by directly addressing this question: what are the sources that LIS students should be introduced to as part of a core reference course?Effective reference education for LIS students focuses on many aspects of the reference process, including evaluation of sources, user behavior, ethics and policies, articulated in the RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers (RUSA, 2004). These processes also received ample attention in the research literature, yet scant research exists on the reference sources themselves. The RUSA Guidelines address the importance of familiarity with reference sources in section 4.2. The Guidelines emphasize the importance of identifying the appropriate sources, but no further discussion as to their nature.Reference instructors concluded some time ago that spending time on print sources is less feasible in a time when libraries are sending legacy print collections to remote storage. A more recent challenge is the re-emergence of some legacy tools in digitized format.While reference materials constitute an aspect of reference education, the research literature of recent years, as demonstrated below, does not address this question.Prior ResearchPrior research that informs this study includes research related to reference education in LIS schools and research regarding future trends in reference services.Education for Reference in LIS SchoolsResearch on reference education in LIS schools is concerned primarily with teaching strategies. …

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