| Offer the opening pleasantries and the person will feel more comfortable talking to you. "Hi, what can I do for you?" "Need some help?" You can set the tone as being informal and conversational and the client won't feel like they are information beggars. Here's a list of the most frequently asked questions. Make sure you know the answers to these. |
| Look intelligent by listening carefully. Listen totally. Listen completely. Don't cut the person off in the middle and assume that you know what they want--even if five people have just asked you the same thing. Listening means you take them seriously. |
|
Silence is golden. The student sometimes needs a few seconds to figure out how to phrase her question or may voluntarily fill in with more information, especially if you don't jump in right away. |
|
Don't assume that the young woman in front of you is a entering Freshman; she may be a new professor. Don't assume that the 65 year old man approaching the desk knows the difference between the Reference Desk and the Reserve Desk; he could be a new Freshman. Judging people by their age, apparent ethnic origin or sex will lead you into embarrassing situations, as will offering your opinion on issues about which you are not a certified expert. |
|
The first question a person asks you is not usually the one they want answered. Try to ask open questions to clarify what the person really needs. An open question is one that doesn't have a single answer. "Do you want a book?" is a closed question. "What kind of materials do you need?" is an open question. "Tell me more about your assignment." "Tell me about your problem." "Give me an example." are all open questions. If you need even more clarification, restate what you have understood them to ask. |
| If possible tell the users what you are doing so they know you understand their question. Just putting them "on hold" is very frustrating. Say this for example: "I'm just checking to see what type of reserve this material is shelved under." "Let me get a call number for that title--I'll just do a title search on the Southcat catalog." "Let me check the catalog and see if it is checked out or if it is shelved in a different location." "Maybe it's on microfilm. Let me check the catalog record." |
| Just explaining what you are doing will help them understand the process and the words to use to think about it. (unless it's complicated or confusing.) |
|
Take them to an item, don't just point and say "over there." Pointing seldom gets them to the right place quickly. |
| Take time to think about the student's need especially if it is complicated. You don't have to jump in with an answer right away. |
| If you don't know an answer, don't pretend you do. You end up feeling really stupid if you are wrong. Find out the answer if you can. Never guess. |
| Refer the question to someone who does know the answer or has the authority to make a decision. Knowing when to refer a question is not only wise, but shows clear concern for the patron's need. |
|
If the one who knows is not available, tell the student where or when the answer will be available and how they should proceed to get the information--go to another desk, come in again, call, send a email reference question or another strategy. |
| If you refer them to another person or desk, make sure you call ahead and let them know your student is coming and as much info as you have gleaned from your interview. |
|
Remember which handouts and webpages might help and offer them as further aids. The user might want more information than they are willing to ask for right now and will appreciate a guide for future reference. |
|
Privacy and Confidentiality: Any records and files which you may view at work are confidential by law and must not be discussed outside of the office. Do not leave patron information on the screen longer than necessary. Do not reveal the identity of one patron to another, even a faculty member. If a person of authority asks for library records, direct them to Library Administration. |
| Do not embarrass a questioner by loudly repeating a question or an answer so it can be heard by others in the area. Doing so will ensure that they will never ask a library staffer a question again. Treat all questions as privately as possible. |
| End the encounter professionally by checking to see if they are satisfied. Remind them they can always come back if they need more help. |
| Some people don't want any help. They just want to figure it out for themselves--it's a learning style! |