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- W1576664956 abstract "The task of the adult services librarian is to help patrons inform themselves. This definition of the task implies that the de livery of information materials (books, nonprint information, answers to reference queries, library programs, etc.) is not suf ficient. The librarian's task is not complete unless the patron can and does use the provided material. Librarians have intuitively understood this to be their task but have lacked the knowledge or skills that would enable them to perform it effectively. The chief gap in their knowledge has concerned how patrons in fact go about using information to inform themselves: the conditions under which a person will seek information, what determines the kind of information that will be sought, where the information will be sought, how the information re ceived will be evaluated. This gap in knowledge has meant that the task has been redefined in professional education and in practice to mean the obtaining and providing of information materials and that the patron's informing process has been largely ignored. This paper combines the results of a re search report with a specific philosophical stance regarding the function of the infor mation professional. Hopefully, this com bination of approaches underscores the fact that how information specialists view their roles and functions crucially affects their performance of those roles and functions. It is important to recognize that research can significantly improve the in formation specialist's ability to concep tualize and perform his or her professional function. The following discussion is based on the results of a three-year study of the manner in which adults utilize information in their everyday lives and the ways in which the informing professional can par ticipate more effectively in that process of utilization. The data on adults were gathered in an at-home survey of 602 members of the adult population in Seattle, Washington.1 In the interviews, the respondents were asked to recall a recent troublesome situa tion and to report on it at length. They were then asked to recall any things you tried to find out, or learn, or come to at any points in the situation. This quoted phrasing was used to deter mine what information they had sought in their situation. When respondents indi cated that some information had been sought, they were asked whether they saw the information item as easy, hard, or im possible to find out; how they went about trying to find it out, or learn about it, or understand it; whether they succeeded in finding it out; whether finding it out helped them; and how it helped or why it didn't help. The rationale for beginning with a troublesome situation was that information seeking and use occur when an individual is prevented, for some reason, from mak ing progress in a difficult situation. That is, information is not sought for its own sake but because it is required in order to continue progressing. For example, when a person needs a new television, the basic goal is the acquisition of the set itself; the direct solution would be simply to obtain the set. But progress toward that goal may be forestalled for a variety of reasons. The" @default.
- W1576664956 created "2016-06-24" @default.
- W1576664956 creator A5051391938 @default.
- W1576664956 date "1979-01-01" @default.
- W1576664956 modified "2023-10-04" @default.
- W1576664956 title "The Informing Function of Adult Services in Public Libraries." @default.
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