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Ill-structured problems and the reference consultation: The librarian’s role in developing student expertise

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/48344

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Title: Ill-structured problems and the reference consultation: The librarian’s role in developing student expertise
Creators: Fields, Anne M.
Issue Date: 2006
Publisher: Emerald Group Publishing Limited
Citation: Anne M. Fields, "Ill-structured problems and the reference consultation: The librarian’s role in developing student expertise," Reference Services Review 34, no. 3 (2006), doi:10.1108/00907320610701554
DOI: 10.1108/0090732061070155
Abstract: Purpose – To apply the concept of ill-structured problems and learner expertise to the reference consultation. Design/methodology/approach – Research literature from the 1960s forward regarding ill-structured problems and learner expertise in a variety of disciplines was surveyed. Resulting characteristics of expert problem-solvers were used to suggest applications to the reference consultation. Findings – Librarians can structure the reference consultation to better meet students‟ needs as information problem solvers. Research limitations/implications – The method described appears to have sound basis in research into cognitive development and reflective thinking, but it has not been empirically demonstrated in the reference environment. Empirical research with reference librarians and students would be a logical next step. Originality/value – Research into ill-structured problems and learner expertise is ongoing in information retrieval systems. It has not been applied to the reference consultation.
ISSN: 0090-7324
URI: http://hdl.handle.net/1811/48344
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