Fostering Self-Regulated Learning at the Reference Desk

Abstract

FosteringSelf-Regulated Learning at the Reference desk T hose who assist undergraduates at the reference desk know how tempting it can be, especially under time pressure, to find sources or perform online database searches for them.At the same time, reference librarians are likely to spend a significant number of classroom hours each week teaching undergraduates how to find, evaluate, and use information. 1 The question arises: is it logical or effective for librarians to instruct students in information literacy if they then undermine that instruction at the reference desk?The independent research skills that are an integral part of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education have a great deal in common with the educational concept of self-regulated learning. 2A self-regulating researcher is able to formulate a research plan as well as monitor and control progress toward the completion of the research. 3Furthermore, this self-regulation is an essential aspect of information literacy that is short-changed when librarians, with the best of intentions, insist on finding answers for students.This article focuses on the one-on-one nature of reference interactions, and how they relate to tutoring interactions.It argues that, in approaching reference interactions as tutorial interactions, librarians can scaffold the self-regulation of student researchers and thereby more effectively support their emerging information literacy.

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