Teaching the reference interview through practice-based assignments

Abstract

Purpose This study aims to explore the effectiveness and learning outcomes of two reference interview assignments – one in which students worked with a family member or friend and a “practice-based” assignment in which students were paired with other graduate students working on a class assignment. Design/methodology/approach Students completed reflective essay and submitted a survey rating their perceptions of their patrons’ satisfaction, completeness of the answer and overall success of the transaction. Findings Students in both classes were successful and applied the skills and competencies of the reference interview, but students with the practice-based assignment had a more realistic experience and were somewhat less confident about their performance. Practical implications The study offers some implications and suggestions for a more effective and realistic approach to teaching the reference interview. Originality/value There is a lack of literature on how to teach the reference interview and on the effectiveness of different types of assignments. This study addresses that gap and the results of this study will be of interest to Library and Information Science faculty, as well as library directors and reference managers who might offer training to staff.

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