1. DYNAMIC DUO Reference and Instruction Are Better Together! Amanda Folk, Anna Mary Williford, Kelly Bradish, & Amanda Miller Millstein Library University of Pittsburgh at Greensburg

2. Credit: Diane Hughes

3. How Instruction Informs Reference Assignment Binder Specific Products Demonstrated LibGuides Pass Information Along Advertise individualized reference services (A Team LibGuide)A Team LibGuide Captive Audience

4. Students’ Perception of Librarians Instruction Survey Fall 2010 to Spring 2015 4,219 Responses

5. How Reference Informs Instruction Stuck students → update instruction, tutorials to “unstick” Frequently Asked Questions are key! Instructor might not arrange session without contact and evidence of need FAQs could result in new instruction sessions

6. Reference: Get Details! Think of reference consultations and interactions as informal teaching opportunities. Gather information & look for patterns! Class, instructor, assignment > ask to copy, scan, take a photo Talk to instructors! > clarify assignments > share with colleagues

7. Future Plans: Research Collaboratory Current SpacePerceived Future Space

8. Research Collaboratory Purpose: ◦ For the use of librarians and students during research consultations ◦ Devoted quiet space for students to discuss and work with librarians on their projects Goals: ◦ To use this space as we continue to offer more one-on-one or small group research consultations with students

9. Future Plans: Warner Classification System ◦ Developed by Warner and colleagues at Eastern Carolina University’s Health Sciences Library to better gauge staff resources necessary in answering reference questions ◦ Warner Model will help us to more accurately assess informal teaching activities embedded in our reference services Warner, D.G. (2001). A new classification for reference statistics. Reference & User Services Quarterly, 41(1), 51-55.

10. Warner Classification System Implementation: Fall 2015/Spring 2016 Need: ◦ Current system of collecting reference transaction information does not detail specific question, nor does it differentiate between basic/intermediate/complex reference questions ◦ Current system does not accurately reflect type of informal teaching that librarian provides Goals: ◦ Improve informal instruction we provide for students through reference ◦ Understand how our reference services add value to students’ experiences

11. Questions? ◦ Feel free to contact us! Amanda Folk (alfolk@pitt.edu)alfolk@pitt.edu Anna Mary Williford (annamary@pitt.edu)annamary@pitt.edu Kelly Bradish (kab309@pitt.edu)kab309@pitt.edu Amanda Miller (aem94@pitt.edu)aem94@pitt.edu ◦ Or visit our LibGuide! http://pitt.libguides.com/ateam