The Reference Interview

Like many students in this class, I was amused by the name "reference interview" used to identify those conversations TLs have with students each and every day.  I do not think I will ever refer to these interactions as reference interviews, but rather just what I do as a TL.

Having said that, I find that Riedling has done a good job of breaking down the "reference interview" into its most basic parts.  Key to the interview and its success is the interaction between the student and the TL - I would emphasize this even more than Riedling does.  One of my favourite things about my job as TL is that I know every student at the school and have some insight into that student, their personality and their learning style.  When working with a student in the library, all of this comes into play.  I think it is critical to consider the individual student when conducting the reference interview as each student will come to the library with different needs and assets.  Having a good connection with the student will make it most successful for the student.

Riedling goes on to talk about the physical setting for the reference interview.  Although this may be important, I think it ranks rather low on the scale.  In my library, though I am working very hard to get the physical structure changed, right now there is very little I can do about it right now, so the setting for the reference interview is limited.  More often than not, my interviews take place wherever the student is, not in a predetermined research area.

Riedling emphasizes the TLs "style" as well as verbal and nonverbal communication skills, questions that the TL needs to know in order to help the student get the information they need and the three main types of reference interviews a TL conducts (ready reference, research project and reading advice).

I do believe Riedling has done a good job in covering all the critical things to consider when conducting a "reference interview."  While I would not call it that, I would keep in mind all of the points Riedling has addressed.  Most importantly, I believe, keeping the individual student, along with their strengths and weaknesses, in mind.