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Online Information Retrieval in thePublic Library:Rosemarie Riechel aa Head, Information & Telephone Reference Division (OnlineService), Queens Borough Public Library, Jamaica, NY, 11432Published online: 26 Oct 2008.

To cite this article: Rosemarie Riechel (1990) Online Information Retrieval in the PublicLibrary:, The Reference Librarian, 11:25-26, 617-629, DOI: 10.1300/J120v11n25_32

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Online Information Retrieval in the Public Library:

Staff Selection and Development for Quality Service

Rosemarie Riechel

SUMMARY. Public libraries have added access to online interme- diary searching and end-user systems, but have not based the deci- sion to do so on in-depth study of needed skills, impact on staff and projected benefit to patrons. If quality online searching is to be pro- vided, methods of staff selection and development need to be seri- ously considered. The role of the online searcher is defined, as are the qualities, skill and expertise necessary for the job. Guidelines for staff selection are listed under four categories: (1) education, (2) experience, (3) present level of knowledge/skill, (4) general refer- ence ability, Three types of staff training programs are listed: (I) general orientation for all staff (2) training in the fundamentals of online searching, and 3) online searcher development and training. Content requirements ! or each of these programs are provided. The need for well planned staff selection and development methods is acute if quality online search service is to be provided in public libraries.

As Samuel Rothstein sees it, it takes a quartet to make a reference librarian: the library school, library associations, employing li- braries and reference librarians.' One of the discordant sounds in the quartet is caused by the failure of many libraries to take some re- sponsibility for staff development. The usual arguments against programs for educating, training and motivating staff are money

~osemarie iiechel~is Head, Information & ~ G h o n e Reference Division/ Online Search Service, Queens Borough Public Library, 89-11 Merrick Boule- vard, Jamaica, NY 11432.

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618 RUTHSTEIN O N REFERENCE

and feasibilityz-but there is no valid reason for these arguments if reference service is considered a priority-a service that counts and should be accurately counted. Keeping up the Rothstein tradition, I urge public libraries to look closely at online search service and what they are doing to get the qualified staff needed to provide quality service.

Discussions of ongoing developments in the field of information technology and how they dramatically change the traditional role of the reference librarian abound in the literature, but minimal atten- tion has been paid to evaluating automated information retrieval service in public libraries and identifying required staff needs and skills.

Public libraries have been slow to provide access to online data- bases, perhaps because administrators can only relate casually to the new technology- awareness of the advantages of online search- ing, in terms of extending service by increasing the quality of refer- ence service is there, but expertise in, or at least knowledge of, the application and operation of online systems seems to be sketchy. As a result, the decision to add online searching, as a new reference function, is too frequently based on unexplained and unexplored impressions of value rather than on in-depth study of needed skills, impact on staff and projected benefit to patrons. If staff require- ments and training are not seriously considered, and competent searchers are not available, mediocre online information retrieval is guaranteed. Until online searching is viewed as essential to library service as a whole, additional funding for higher salaries to attract skilled professionals and to train existing staff will not be forthcom- ing. Public librarians should be given the incentive (salary, posi- tion, and other considerations) to grow professionally and to de- velop the special background needed to do quality online searching for increasingly knowledgeable and demanding patrons, to instruct end-users in the principles of online searching, and to assist them in conducting their own searches via products which are usually too difficult to use without staff help. Support af in-house training pro- grams, as well as formal library school course work, special semi- nars, library association meetings, and vendor training sessions is generally not the common action in public libraries, perhaps be-

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cause online searching and the role of the online searcher, as inter- mediarylinstructor has not been satisfactorily defined.

THE ONLINE SEARCHER

The online searcher is one who retrieves information or guides patrons through the process. But, instead of using manual sources, the online searcher uses computers or terminals to gain access to a vast amount of information stored in databases that are searchable directly, or via such vendor systems as DIALOG, BRS, SDC, MEAD DATA CENTRAL (NEXIS). Some of these databases pro- vide the full text of newspapers, magazines, wire services, special- ized journals, while others contain bibliographic citations and ab- stracts, or the information itself. Since there is no standard database arrangement or system format, knowledge of the different searching techniques, protocols and commands, along with the ability to switch easily from one to the other, is essential. The online searcher must know which systems/databases are appropriate for particular patron requests and must have the skill to search efficiently, e.g., choose appropriate terms, combine terms and concepts, develop correct search strategy and use alternative terminology and ap- proaches. Hardware and software operationslapplications have to be understood and the skill to retrieve information using online or ondisk products, as well as various systems designed for the end- user, must be well developed. The online searcher must keep up with technological developments and have the skill and expertise to use these to further enhance service.

STAFF SELECTION

Successful operation of an online information retrieval service depends on staff with the knowledge of the principles of online searching, the expertise for quickly ferreting out information using automated sources, the ability to interact well with patrons and ma- chines, the talent for translating a request into terminology which results in efficient searching and rapid retrieval, and an enthusiasm for the information hunt.

Staff selection should be considered and careful because develop-

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ment and training is a costly and time-consuming process. Librari- ans have different backgrounds, interests and various learning rates and, considering the variety of automated products, online systems, vendor services and databases becoming more and more available in public libraries, the task is more difficult than it seems at first glance,

The selection process should begin with a close and objective look at individual staff members. Informal interviews should sort out the potential online searchers from personnel who should inevi- tably be involved with online information retrieval in other ways, for example, interviewing patrons to determine if an online search is appropriate, taking patron requests and explaining the results. In order to determine level of knowledge, understanding, skill and ability, the following areas should be explored:

-Education: Description of courses taken - content, level and when and where they were taken.

Inadequate knowledge of the principles and concepts of on- line searching, whether the date of graduation is ten or more years previous or the current year, becomes readily apparent. Usually, formal education on the MLS level includes a semes- ter or two of searching a particular vendor service (mostly DI- ALOG) and/or learning the operation of a microcomputer - with a smattering of programming in BASIC. Information management, file construction, Boolean logic, means of ac- cessing remote databases, and so forth, are often either vaguely remembered or totally foreign topics. Since librarians should not be rejected because of the lack of library school education, it follows that the employer, the public libraly, must take some responsibility for the shaping of skilled online searchers.

-Experience: Where and how long has one searched? What sys- tems and databases were used?

Experience is a good indicator of potential and where the person belongs in the scheme of things. Unfortunately, experi- ence is usually brief or gained a long time ago. If the knowl- edge of a particular vendor system, database(s) or software package is not kept current, the ability to use same efficiently

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is soon lost. But the staff member with some prior exposure to online searching has an edge if the motivation to update skills exists and the opportunity to do so is provided by the library system.

-Present level of knowledge/skill: Certain questions need to be asked in order to gather more in-depth information on the ac- tual knowledge, skill and interest of the prospective online searcher: facts about search protocols, specifics about the ven- dor services/databases/software and hardware used, familiar- ity with terminology and general concepts of automated infor- mation retrieval, degree of appreciation of the importance of the new technology to library service as a whole, and the ex- tent of personal commitment to learning about developments in computer technology.

The answers should serve as good indicators of the time needed for the librarian to gain sufficient knowledge and skill to begin online searching.

-~esting general reference ability: How does one go about iden- tifying patron real need via the reference interview? What kinds of questions should be asked? When should online searching be chosen rather than manual tools? How does the database selection process work? What steps should be taken before going online? What does the process of conducting a post-search interview involve?

Clearly, not every librarian is a good reference librarian and every reference librarian does not have the potential for be- coming a good online searcher. Experienced reference librari- ans have varying degrees of interest and skill using manual tools. However, if there is no specialized knowledge of, or interest in, information retrieval using automated systems, a strong reference background is not enough. Many "old" and "new" librarians are content with manual tools and resist change-viewing the machine as a cold intruder. Many public librarians believe they are providing excellent service using books, card or loose-leaf files, and other manual sources- these people must be given training that provides a general understanding of the field. Perhaps such training will lead to a realization that they must accept the automated tools and re-

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622 ROTHSTEIN O N REFERENCE

sources, develop the knowledge and skills needed to use them, or become irrelevant to the profession.

So, who should be selected for training and development? The librarian with no real knowledge of things computerized and a fear of the machine? The librarian who once had a course in DIALOG, has never searched but would like to learn? The staff member with one course in microcomputer applications who thinks anyone can sit down, push those buttons and effortlessly retrieve all sorts of data? The newly graduated librarian who managed to avoid all com- puter courses because of a lack of interest? The highly motivated librarian, with or without some knowledge or training, eager to learn about new technological developments and their application to reference work?

Since all staff members must be capable of meeting patron needs for information, formal in-house training is necessary for every pro- fessional. If quality service is to be provided, librarians must be- come information literate. Even if they never actually become skilled online searchers, all must learn to appreciate the benefits of online information retrieval so that they will at least be able to de- termine when it might be the patron's best route to needed informa- tion.

When choosing online intermediary searchers, one must look for special qualities:

-the skills of an excellent/experienced reference librarian -the ability to think logically, analytically and in the abstract -the ability to think of synonyms, variant terms or concepts -the skill to re-define concepts to achieve precision and maxi-

mum relevant recall -the ability to interact well with machines and to communicate

easily with patrons -patience and perseverance -intelligence and imagination -a natural inclination for organization -a superb sense of humor -total commitment to and enjoyment of the process of informa-

tion retrieval

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Of course, these qualities will not always be readily obvious in new searchers. But with a well planned, vigorous, individualized training program, capable staff should emerge.

STAEF DEVELOPMENT

The quality of online searching is influenced by the interest, mo- tivation and involvement of the staff who manage, operate, and recommend it to patrons. It follows then, that library administra- tions must support three types of continuous orientation and training programs:

1. General orientation of all library staff 2. Training in the fundamentals of online searching 3. Online searcher development and training

It is imperative that training be ongoing because of the constant stream of new developments in the online field, such as system enhancements, hardware improvements, the introduction of new databases, means of access to them, and the proliferation of end- user systems. Training programs should be designed to quickly, easily and painlessly introduce staff to the fundamentals and the new developments. The process of putting different types of train- ing sessions together to accommodate an assortment of informa- tional needs for a variety of people with different levels of knowl- edge, varied learning rates and levels' of understanding is a labor-intensive, costly and time-consuming task. But the result is usually worth the effort-fear and resistance to technology and change is lessened; a degree of familiarity with the library's online search service is gained; understanding of the principles of auto- mated systems and knowledge of particular systems is improved.

1. General Orientation of All Library Staff

- General orientation sessions should not be one-time happenings that take place only when a new service is introduced. On the con- trary, they should be repeated regularly for the benefit of both new and existing staff.

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624 ROTHSTEIN ON REFERENCE

The contents of a general orientation session should include the following:

-Location of the service, telephone number(s), contact per- son(~), hours of service, systems/databases available, free or charge

-Procedure for initiating a search: whether or not appointments are necessary, if patron's presence is required, if telephoned requests are accepted, etc.

-Online searching policy: residency requirements, limitations, such as time spent, number of records provided, number of databases searched per request, whether or not SDI service or off-line printouts are available

-Defining the patron's information needs via the interview, with a discussion of interview methods

-Delivery of results: the post-search interview to explain search results

-Statistical records kept: number of searches run and whether or not they were positive, time spent per search, databases used

-Why, when and what databases are used, illustrated with dis- cussion of actual searches run

2. Training in the Fundamentals of Online Searching

Training in the fundamentals of online searching should be avail- able to both non-searching staff, potential searchers and novices in order to provide them with a simple, non-technical and comprehen- sive look at computer searching and what it does, along with infor- mation on end-user systems and their advantages and disadvan- tages. The program should include:

-Definition of computer searching -Definition of a database -Explanation of what a computer search does and what the ben-

efits are -Discussion of the available databases and the subject areas

covered -Listing of the database vendors, their products and average

costs

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-Discussion of the kind of equipment needed to access online databases and end-user systems: hardware - microcomputer, modem, printer, dumb terminal, cables; software - telecom- munications and searching software

-Telecommunications networks -Methods of searching - descriptors, searching by words in dif-

ferent fields (author, title, abstract), modifications language, publication date, document type, proximity searching, Bool- ean logic

-Available citation formats - complete article, citation, ab- stract, numerical data, directory information

The information presented should be reinforced with printed out- lines, a glossary of terms, a brief bibliography of sources for further reading, online demonstrations, and some guided hands-on experi- ence to acquire the true flavor of the process.

3. Online Searcher Development and Training

The job of staff development is a difficult one, in part because there is no standard method to follow. Formal education still seems to be insufficient and libraries tend to leave the teaching of search- ing skills and techniques to vendors and database producers, who obviously are product specific. So, in-house training is a must. It should provide a comprehensive overview of the subject, reinforce what has previously been learned and encourage interest, coopera- tion, and a desire to continue to update skills and develop expertise.

Exactly what is required in a training program that successfully develops proficient online searchers? The following is an outline of what I consider the essentials.

a. Review the principles and the process of online searching, asking questions that test knowledge and reveal level of exper- I

tise. If a microcomputer is used to create in-house files, it can be

used to develop an understanding of file structure, data entry and retrieval. Staff should be assigned to maintain and use in- house files in order to gain an appreciation of the importance of accuracy when entering or retrieving data or when updating

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626 ROTHSTEIN O N REFERENCE

information. Exercises to familiarize staff with the hardware/ software and database(s) might be developed. For example, a list of questions designed to test the ability to formulate search strategy, illustrate features of the database(s), and use particu- lar functions can be written. The greatest advantage this type of exercise has is its low cost-no clock is ticking and no telecommunications charges are incurred.

b. Discuss systems used, databases available, databases com- monly used and the most common types of queries received.

c. Examine the documentation used- thesauri, database guides, in-house created search aides, equipment manuals, and so on.

d. Discuss the equipment used and demonstrate how to operate and maintain it.

e. Explain policy and procedure, the reference interview, search request forms and record keeping format - including a discus- sion of the importance of records for evaluation of the service and the staff.

f. Examine the trend toward increasing demand for end-user searching (in addition to intermediary searching) and train staff to use these systems-sometimes an inexpensive option for the intermediary searcher.

g. Vendor training for all new intermediary searchers should in- cluding follow-up advanced sessions and system updates to further develop skill in the use of particular systems and data- bases: enhancements in protocol, commands, database con- tents, searchable fields, and so on.

h. Practice periods for preliminary work, perhaps using search requests received in the past, is a must: choosing termskey words, formulating search strategies, selecting databases. The importance of preparation before going online should be em- phasized.

i. Go online with simple, ready-reference type searches. After about six hours of hands-on experience, the librarian(s) should be ready to graduate to online intermediary searcher, conduct- ing searches for patrons. The amount of connect time will be greater than usual, but the budget must be large enough to accommodate the slower searching of beginners.

j. Hold informal individual and group discussions with the SU- pervisor at least once a week for one-on-one talks, and once a D

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month for group meetings. Problems, failed searches, misun- derstandings, victories, patron reactions, system enhance- ments, new features/databases/documentation/techniques/ad- vanced searching methods, articles read, meetings and seminars attended can be shared. But the spirit of togetherness should not include inexperienced searchers teaching each other. Service will surely be corrupted if novices pass on inac- curate information and wrong impressions.

k. Vendor videos and demonstration disks, easy to use menu driven end-user software and computer-based training pack- ages can be used to supplement in-house training but they should not be acquired as substitutes, primarily because they are usually meant to be used as marketing tools-oriented to a particular system. The main advantage in using these aids is to free up some coordinator/supervisor time used for teaching the basics of file structure, fields, record content, and so forth. Also, repetition does not hurt.

A primary requirement for online service is, of course, an experi- enced, skilled and dedicated coordinator/supervisor/information specialist blessed with all the virtues necessary to tackle the multifa- ceted job of establishing and operating an online service, conduct- ing efficient searches using a variety of databases accessed via one or more systems, creating orientation and training sessions designed for people with various levels of interest, knowledge, understand- ing and motivation, developing competent searchers, teaching li- brarians to assist in training end-users, and evaluating staff perfor- mance and the service itself. Clearly, the presence of this person in the public library setting is dependent upon administrative aware- ness of the current and future importance of online searching-as perhaps the only tool for the retrieval of certain information.

Since no end-user product is so totally friendly that patrons can just sit down and search and retrieve relevant data (if any data are retrieved at all), developing patron training sessions is also an im- portant part of the job. All too often public libraries buy end-user systems (front-end programs or CD ROM products), believing that HELP buttons and written or on-screen instructions are sufficient for patron-searchers. Placing these systems in the library and offer- ing instruction to users only when they happen to ask is poor'ser-

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vice. Staff development should include lessons on methods of in- structing the end-user: how to use a particular system, what the limitations are, e.g., journals indexed, contents of database(s), cur- rency of database(s), when to use manual sources, use online sys- tems, or ask the librarian to do the searching. Periodic group train- ing sessions should be provided, along with individualized instruction, so that patrons can understand online searching better and learn when and how to select the appropriate system(s).

Unfortunately, the need for continuous staff development and training causes problems for public libraries because budgets are limited, the special knowledge and expertise needed to run a suc- cessful online search service is not yet fully appreciated, and the future role of the librarian as teacherttrainer, as well as intermediary searcher, is not fully realized. Automated information retrieval is still viewed by many librarians as a special function. For those holding to this belief, a well planned, extensive and ongoing train- ing program, complete with the qualified staff to run it, must seem terribly impractical. Clearly, research on standards for staff devel- opment, as well as evaluation methods, is necessary. Problems in providing quality online service certainly exist, but the solutions are slow in coming.

NOTES

1. Samuel Rothstein. "The Making of a Reference Librarian," Library Trends, 31 (Winter 1983): 394.

2. Samuel Rothstein. "Professional Staff in Canadian University Libraries," Libra y Journal, 1 1 1 (November 1,1986): 34.

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Quint, Barbara. "Connect Time." Wilson Libraty Bulletin, 62 (November 1987): 57-9.

Rothstein, Samuel. "Professional Staff in Canadian University Libraries." Li- b r a y Journal 11 1 (November 1, 1986): 31-4.

Rothstein, Samuel. "The Making of a Reference Librarian." Libray Trends 31 (Winter 1983): 375-99. D

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