Reference Inquiry Process: A Guide for Librarians and Library Staff (1 of 2)

Back in 2018, I attended a two-day Peer Counseling Workshop at CEFAM (Ateneo de Manila University Campus in Loyola Heights). There, I learned the I-GEAR method from Ms. Marivic (her surname escapes me now), who guided us through its steps and role-played scenarios with us, the participants. This method was introduced as a tool for shepherding and leading prayer groups within the Family and Married Life Ministry.

What fascinated me about the I-GEAR method was its similarity to Guided Inquiry Design (GID) (Kuhlthau, 1988). Both frameworks recognize the affective and socio-emotional aspects involved in understanding a problem and finding solutions thereafter.. I have long wanted to adapt this method to streamline GID into six easy steps, making it more accessible for high school students. My goal is to help them navigate the research process more effectively while also training my staff to apply these principles when assisting students at the library counter and providing reader services.

However, as life often does, work threw curveballs my way, delaying my efforts.

But now, with the help of Ami, my ChatGPT virtual assistant and conversation buddy, I’ve finally done it!

Below is the I-GEAR method and the Research Inquiry Process, developed with Ami’s assistance.

Helping Library Clients Navigate Research and Information Needs Using I-GEAR

I – Initial Conversation (Identifying the Problem)

G – Goal Setting (What does the helpee want to achieve?)

E – Exploring Options (What solutions are available?)

A – Accountability (What option is chosen and how will it be monitored?)

R – Review (Follow-up and reflection)

The Research Inquiry Process based on the I-GEAR Method

I. Establishing Connection & Understanding the Inquiry

    • Greet the client warmly and establish rapport.

    • Ask open-ended questions to understand their research needs.

    • Example: “What topic or research question are you exploring?”

    • “What kind of information are you looking for?”

    • Identify their purpose and intended outcome.

    • “Are you working on an academic paper, personal research, or professional project?”

    • “What level of detail do you need—general overview or in-depth analysis?”

II. Clarifying and Defining the Information Need

    • Help the client articulate their specific information need by breaking it down.

    • “Can you share any keywords or concepts related to your topic?”

    • “Do you need scholarly articles, books, or other sources?”

    • Discuss the scope and depth of the research.

    • “Do you need current information or historical perspectives?”

    • “Are there any particular authors, sources, or methodologies you prefer?”

III. Identifying Available Resources

    • Guide the client through relevant library collections, databases, and external sources.

    • “We have books, e-books, journal articles, and digital archives that might help. Have you used our online catalog before?”

    • Offer search strategies and tools.

    • “Would you like a quick tutorial on using our library databases effectively?”

    • “We can refine your search terms to get better results.”

IV. Evaluating and Selecting Information

    • Help the client assess the reliability and relevance of sources.

    • “Does this source align with your research question?”

    • “Let’s check the author’s credentials and the publication’s credibility.”

    • Teach citation and ethical use of information.

    • “Would you like guidance on citing these sources correctly?”

    • “Are you familiar with plagiarism policies and academic integrity?”

V. Guiding the Client Toward Independent Research

    • Encourage the client to explore further with confidence.

    • “Now that you have a foundation, you might want to check these additional sources.”

    • “You can always come back if you need more help!”

    • Provide take-home strategies.

    • “Here’s a research worksheet to keep track of your sources and ideas.”

    • “I recommend keeping a research journal to organize your findings.”

VI. Closing the Inquiry with Follow-Up Support

    • Confirm that the client has found useful information.

    • “Did we find what you were looking for today?”

    • “Would you like additional recommendations?”

    • Offer continued support.

    • “Feel free to reach out via email or schedule another session.”

    • “We also have research workshops and librarian consultations—would you be interested?”

    • Thank the client and invite them to return.

    • “It was a pleasure assisting you! Come back anytime.”

For part 2 of my post, I will share infographics on the The Research Inquiry Process X I-GEAR Method.

Research Skills Instruction: Research and Sourcing in the Writing Process

Research_BALibrary by ZarahG

Inquiry and Research Services: General and Special Encyclopedias (2 of 2)

 

Updating the Library's List of Online Subscriptions

 

Reference Service and Readers' Advisory: World Book Discover and the World Religions Portal

Finding the Right Source

Miss, may I ask help in finding the right source?

This is a request I frequently get from some students, especially during research season. Before reminding them to use the OPVL assisting them on the use of the BA Library OPAC and research databases, I verify the following activities prior to locating sources of information in the library and online.

Did you understand and analyse the task or project?

Did you identify information you need to complete the task?

What important terms or words have you pulled out from the identified information? You can use them as key words for searching the BA Library OPAC, online databases and search engines like Goggle.

Are you familiar with primary and secondary sources?

If the answer to these questions are all in the affirmative, which rarely happens, we proceed to the OPAC and databases. Once a student finds a book, an article or an academic paper he proceeds with evaluation of the source, text and material. And then, citation becomes a concern. That would require another session. Another inquiry. Or, the student depends on a citation machine online.

Recently, I got bored with my pre-research interview and verification process. Searching EBSCOHost for ideas, I found a good material to further support me in library reference work and readers’ services. The Right Source is a short, easy to read article that may help me assist students in their research and inquiry. I recommend you read it too and download the file. Share it with another co-teacher and to your class as well.  

Is this the right source for me?

Not sure if this source is something you can cite in your research? Find your class assignment or research prompt and check the guidelines your teacher has outlined. Then, ask yourself the following questions about your source to see if it’s what you need:

• Primary or secondary? A primary source is an account from a specific time period. If you’re writing a paper about the medieval political system, the surviving pages of Magna Carta would be a primary source. A book written by a medieval studies scholar that describes the importance of Magna Carta would be a secondary source—this type of source provides analysis and context.
• Popular or academic? Popular sources are "popular" because they are meant for the general public. Newspapers and magazines are popular sources because they are easy to understand and widely available. Academic sources are more thoroughly reviewed than popular sources. They often undergo a peer review process, have multiple sections, and are generally much longer and more detailed.
• Neutral or biased? Examine the word choices made in your source to determine if it is objective or trying to get across a certain point of view. If it seems to be interpreting facts with a specific agenda or goal in mind, the source may have gone past a specific viewpoint to outright bias.
• Where did this source get its information? Look for a bibliography at the bottom of the work and see what sources were used. If they look credible and trustworthy, not only is your source likely a good one, but you now have a list of other reputable sources you can search for.

The "right" source for you depends on the guidelines your teacher has set for the assignment. If your teacher has asked you to see how an event was covered in newspapers, then neutral, academic sources won’t be the right fit. All sources—whether they are primary or secondary, neutral or biased—can be useful; it all depends on the type of source you need. If you’re not sure what kind of a source you should be looking for, simply ask your teacher.

Content provided by EBSCO LearningExpress PrepSTEP^® for High Schools. http://infoliteracy.learningexpresshub.com/hs/is-this-the-right-source-for-me.html

Retrieved August 26, 2019

Interpersonal Relationship in Reference Services

Karen and Andrew role play the reference communication process

As I was preparing my training module on Reference Services for the Effective Librarianship @Work Conference in Southville International School and Colleges, I realized that librarianship is a people oriented work. There are the tools and the technology that librarians use in establishing systems and structures to operate day in and day out. The end goal of this endeavor is to service people, receive feedback from them and develop stronger systems and efficient structures that will address the community's context, enrich their culture, hone their personal skills and professional competencies.

This is why, in my presentation, I went back to Ranganathan's Law of Library Science (1931) and included my Library Concepts (2012). I did discuss and share best practices, but I invested a good amount of time on Interpersonal Relationships, Active Listening and how these topics and concepts can be applied to the reference communication process.

We had role playing activities. One role playing session involved volunteers to show the reference communication process to the bigger group. Another one was done as a big group where participants gave suggestions on how to answer the reference query of a professor/teacher.  It was an amazing session! There were engagement and involvement. The participants were a combination of young and seasoned librarians. I think the activity afforded them learning opportunities.

With young LIS professionals of Southville International School & Colleges

As a workshop facilitator, my objective is not only to present my topic as my field of expertise, but I also make sure that the participants are learning together as a community.

Congratulations to the library staff of Southville International Schools and Colleges! I see and meet them every year in October for this annual event. They are growing as a team! Thank you to Mr. Eric Ramos who, in his own unique way, mentors me to become a facilitator of learning by throwing challenging topics on my path. Good luck to all your endeavors, librarians of Southville! More power!

Effective Librarianship @ Work: Reference and Information Services: Tools, Techniques & Tech

My PPT presentation presented last October 14, 2016 at Southville International School during their annual librarians' conference.

Effective lib@work from Zarah Gagatiga

Library Scavenger Hunt 2016

It is already a tradition in The Beacon Academy for grade nine students to play the Scavenger Hunt. I started this out with our Comparative Religions (CRe) teacher three years ago. She saw the need to introduce students to serious research in a fun and engaging manner. When she broached the idea to me, I said YES! This is a teacher-librarian collaboration opportunity. I learn from her. She learns from me. Our students learn too. We all learn together.

So, this year, a month and half after the academic year opened, CRe teacher and I scheduled the Scavenger Hunt. My staff helped prepare the handouts, the puzzles and the technology needed for the activity. In previous years, the main objective of the game was to finish the hunt and the puzzle. This year, I emphasized the importance of finishing a product as well as going through a process. These two ideas, product and process, are valuable in academic research and scholarly endeavors. Hmm... thinking about it, these are valuable life lessons.

Completing a product or a task is one thing. Knowing how it was completed and accomplished is another. The former is concerned with competence. The later is about smarts. Both require stamina, perseverance and drive. All these learning skills happen in the classroom and outside its four walls. The library, with programs and services such as this, becomes an extension of the classroom. Bless the CRe teacher who recognizes this role of the library.

 How did the students take on the Scavenger Hunt? They had fun. They used their skills. They panicked. They finished the task and they felt good about themselves.

We wrapped up the game by asking them things they learned and discovered about research, the library and the challenges of working in a group. I felt confident too, teaching along side our CRe teacher. It unburdens me in so many ways. Now how do we assess the students' learning? The skills covered in the Scavenger Hunt appear in their tasks and project in their CRe lessons. I await feedback from my teaching partner, the CRe teacher.