Although the Willard J. Houghton Library may be a familiar place for most students, often the reference desk goes unnoticed even though it is adjacent to the computers by the entrance.
While the reference desk is barren, this absence of clutter is in direct contrast to the immense knowledge which each librarian can access. In addition to being reference librarians, David Stevick oversees the library, Glen Avery works with Houghton’s instructional technology such as Moodle, Brad Wilber heads up reference as a whole, and Betty Bunt specializes in cataloguing. Yes, they are quite busy, but each puts student needs first when at the reference desk.
When you attempt to do research on the Internet, “the whole realm of knowledge may confront you,” Stevick said. Therefore, it is necessary to “separate the chaff” of information, finding the best resources one can. Avery said when he is searching for information a student needs, “I become Sherlock Holmes and try to find resources the student can use for that paper.” Indeed, Wilber said one quality he would like to instill in students is persistence in finding resources. “Seek quality,” Avery said, “no matter what you do and in the resources you seek. Never give that up. Never say, ‘This is good enough.’”
In order to aid students in finding materials, Wilber said reference librarians accept requests in person, by email, and even by text message. “If there are new ways of reference,” Wilber said, the library “jumps on board.” He also mentioned that librarians will follow up by email with students who initially come into the library for help, establishing a relationship where Wilber said “we get to see the same student through the process” to see how he or she is doing with the project or paper. In addition to searching for information, the reference librarians provide students with skills such as narrowing the focus of one’s paper. Avery said he helps his clients hone in on their topic. Whereas one might say one would like to work on the topic of war, Avery said his job is “to find materials a student is passionate about,” bringing the topic down to a more manageable one on the Japanese internment during World War II, to name one possibility.
In selecting an area to study, Avery said one might find a “void, what’s not been written”; while one may need to modify one’s topic, Avery said he hopes to encourage students to fill that void. However, not all voids can be filled. Wilber mentioned that, at a previous reference position, he received several requests he couldn’t fulfill, much to the disappointment of someone looking for a photograph of Julius Caesar and another trying to locate a sound-recording of dinosaurs.
As part of being a reference librarian, Stevick said one must have an M.A. in Library Science. In his own case, Stevick noted that he was a Humanities major when he attended Houghton in the late ‘80s and early ‘90s. This has especially prepared him for his work since he received a broad introduction into many subjects; therefore, “things ring a bell quickly,” he said, allowing him to direct students to appropriate topics and databases. Gesturing to a number of photos taken around the world including Machu Picchu and notable European landmarks, Avery said “travelling extensively and experiencing life in its various aspects” has made him a better librarian.
There are so many “subjects, questions and people to meet,” Wilber said, talking about how he enjoys being “exposed to all of the disciplines the college is teaching.” And yet, the reference librarians love working with students just as much: Avery said that “when a student comes a sits down beside me, that makes my day.” Students do not recognize “how eager we are to be of service,” Wilber said. Many times students will wander over to the desk and say “’I’m sorry to bother you,’” Wilber said. “No! That’s what we want to do and like to do.”
