334 College & Research Libraries
July 2001
334
Applying an Information Problem-
solving Model to Academic Reference
Work: Findings and Implications
Janet R. Cottrell and Michael B. Eisenberg
Janet R. Cottrell is Director of Information Access, Library and Information Services, at Kenyon College;
e-mail: cottrellj@kenyon.edu. Michael B. Eisenberg is a Director and Professor in the Information School
at the University of Washington; e-mail: mbe@u.washington.edu.
The usefulness of the Eisenberg–Berkowitz Information Problem-Solv-
ing model as a useful categorization for academic reference encounters
is examined. Major trends in the data include a high proportion of ques-
tions about location and access of sources, a lack of synthesis or pro-
duction activities, and a consistent presence of system problems (such
as hardware problems) that impede the information-seeking process.
The implications of these trends for the reference process, librarian train-
ing, and campus organization are discussed.
he rapid and prolific introduc-
tion of electronic resources
poses new challenges for aca-
demic reference desks. To help
meet these challenges, new ways of look-
ing at the reference process may help.
Traditionally, reference encounters have
been considered in terms of the type of
question or the type of patron involved.
Recently, however, the reference encoun-
ter has been considered more fully as a
process. After reviewing both models,
this study examines the usefulness of one
specific model in the reference process—
the Eisenberg–Berkowitz Information
Problem-Solving (IPS) model.
Characteristics of Reference
Questions
Much of the existing literature on char-
acterizing reference encounters focuses
on categorizing type of patron or type of
question. Although clientele in the aca-
demic reference environment are not al-
together homogeneous, most patrons are
affiliated with the university in one way
or another. However, the variety in ques-
tions is almost endless; in response, re-
searchers have devised ways to charac-
t