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Promoting ideas and change between faculty and students


MICHELLE Reale sets out to provide a catalyst for change. The approach promotes thinking, curiosity and the search for questions rather than answers, as the driving force in research. Reale discusses how to max-


imise opportunities to ignite a spark in students – encourag- ing a spirit of inquiry, changing mindsets to look beyond the superficial nuggets of informa- tion, and to view research as a circuitous process. Frequent reference to other authors combined with her own ex- perience with college students provide the foundation for informed practice.


The approach advocated


requires a preparedness to help students with their needs and to build on their knowledge. Reale guides the reader to create the right environment, to facilitate questions to stimulate the thinking process – refer- ring to the Socratic Method, the work of Torfade et al., and Bloom’s Taxonomy of Educa- tional Objectives.


Collaboration with faculty develops their understanding of information literacy, em- phasising concepts rather than resources and tools. Lack of contact time, of opportunity to get to know individual students as learn- ers, and low expectations may cause despair – but the author knows how to handle this. Suggestions include workshops and one-to-one consultations, to follow class presentations. Reflective journal keeping by librarians and by students, is advocated.


December 2020


A useful guide to reference sources for the academic librarian


Reale, Michelle. Inquiry and Research: a relational approach in the classroom. Chicago. ALA Editions. 2019. 122pp. 978 0 8389 1784 8. $56.99.


Each chapter ends with a helpful ‘Strategies’ box which complements the generally less than succinct style. It is very readable although key points, original ideas, take-aways for peers to integrate into their own practice, are rather concealed. It has an index and each chapter ends with ‘Notes’ (footnotes). Considering the likely readership, it’s disap- pointing that a comprehensive bibliography is not included. The approach is not unique and many librarians will be familiar with the educational theory and practices men- tioned. That said, it is a positive sharing of experience and will embolden readers to be aspirational in their relation- ships with faculty and students.


Sue Gwilliam,


Librarian, La Garenne International School, Switzerland


THIS curated A-Z list of sources is complemented by the author highlighting her web site and Twitter account as sources for updates and additional con- tent, therefore ensuring currency as time passes. Sources are categorised as basic, specialist and subscrip- tion which could help staff target appropriate resources according to who is asking the question. The author empha- sises that the book shouldn’t be used in isolation, but you should also consult local cam- pus information, your library catalogue etc.


It is an easy volume to nav- igate, with each topic having typical questions or situations you might encounter in an academic library. Examples include that students needing to use primary source material for dissertations may require access to archives, or does the student asking for advice on systematic reviews really need to write one or will a thorough literature review suffice? From experience, ascertaining the customer’s particular need at the start of the conversation can save much time and effort! Each topic includes sources including key organisations, study resources, sources of journal articles, statistical data, non-governmental organisa- tions and specialist libraries. For each source listed you are given the name, url and brief description – the latter is particularly useful as it doesn’t assume you know what an organisation is. The number of subscription resources


Dawson, H. A-Z of common reference questions for academic librarians. London. Facet Publishing. 2019. 384pp. ISBN 978 1 7833 0411 0. £59.95. (CILIP members £47.95)


included is a bit frustrating, particularly if your library isn’t very well-resourced, but I do like that it highlights content which non-subscribers can access. The book starts by saying it is a ‘survival guide for front line staff’. Increasingly para-profes- sionals are the colleagues staffing our front-line enquiry services, whether in person or via live chat, so personally I feel the book would have been more appro- priately titled A-Z of common reference questions for academic ‘libraries’. Having said that, as you read through the book it’s amazing just how many different types of sources are out there, and it would benefit any academic librarian whether they are in a front-line enquiry role or just for widening their general knowledge!


Suzie Williams,


Academic Liaison Librarian, University of Sunderland


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