Peer Research Consultants: Working with Patrons

Confidentiality:

During a research appointment you may encounter confidential information.  This might include the student's name, email address, professor's name, title of the assignment, and class. This information will allow you to follow up with the person later if you find relevant information after the person leaves. It is also useful to the librarians to understand the types of questions being asked and where additional support is needed.  It is important to understand that this information is confidential and protected. 

Example: Betty approaches the reference desk, you take down her contact information, answer her question, and she is on her way. Imagine Betty is a member of a club on campus of which your friend is also a member. The next day your friend exclaims “oh no I gave Betty the wrong location for the meeting, I need to contact her.” You can not give Betty’s contact information to your friend. A patron’s topic and any sources they borrow or save are also confidential. 

Example: A student is searching for resources on the topic of Autism for Psych 101, you help him/her find a couple of books and some articles and the student leaves the desk. Another student comes to the desk asking for help on the same topic for the same course and the books they want were just checked out by the previous student. You can not tell this second student the name of the previous student who took out the books or that they should talk to the previous student because they are working on the same topic. 

Neutrality: 

First, it implies that we answer all patron’s questions with the same attention and level of service. Example: If Jane comes to the desk asking about climate change--a topic you’ve researched with five other students in the last week and are tired of--you’d give her just as much attention as the first student who arrived with this topic or the same attention that you just gave Jim who was researching the effect of superhero mentality on crime rates which was a much more personally interesting topic to you.   Second, it suggests that we don’t allow our biases to be seen. 

Example: If you are a proponent of anti-gun legislation and a patron is arguing more gun legislation is needed, you should not criticize them for their beliefs or try to urge them to change their views. A better suggestion might be to look at multiple viewpoints in order to incorporate them into their research work. 

Peer research consultants must maintain professionalism when working with students.  Demonstrate professionalism by utilizing these skills:

• Empathy:  Understand what it’s like to be a student who may lack confidence, feel stressed, be overwhelmed or just not understand the material. 
• Honesty: Don’t hesitate to say that you do are not familiar with the student's topic.
• Enthusiasm: Display an interest in the student's topic, approach each reference session with a positive attitude.
• Listening: The PRC should use good listening skills so that they will better understand the student's information need.
• Questioning: The PRC should ask good, open-ended questions in order to evaluate a student's understanding of their topic 
• Encouraging independence: You do not want the student to rely on you at all times. Encourage their efforts and help them learn to search databases.   Give students strategies to be independent and effective researchers.
• Patience: This is probably one of the most important characteristics of a PRC. Never act annoyed that the student does not know something. Even if they ask the most basic question, always demonstrate your patience. 
• Non-judgmental:  don’t make assumptions about students; treat all students as individuals who want to learn and have the ability to learn regardless of age, race, culture, and background. 

Why Diversity is important:

• We work one on one with individuals from a variety of different backgrounds and want to provide a safe and respectful environment for them
• Students will have questions on various topics regarding diversity and we want to provide effective assistance with their topic 
• You may not know whether a topic is for a class or whether it is for the individuals personal purposes
• It is in compliance with the American Library Association Bill of Rights to put aside one's beliefs and views to help others
• How would you feel if you were being discriminated against for your age, sex, race/ethnicity, disability, etc. 
• Diversity comes in many forms. This can be someone visibly different from us through race, disability, or appearance. However, it can also be an invisible thing. There are many hidden illnesses and disabilities, the part of the country or the world the person comes from, and the type of upbringing they received.