It’s not often that a professional interaction makes me angry. However, I had an odd experience tonight. During my regular Sunday evening chat reference shift I ended up being lectured by a library school student from an unnamed library school at a large public university in New Jersey about how my reference service needs improvement. As part of an assignment for a reference class, the library school student was supposed to go out and pester actual librarians with fake reference questions to see how they responded. I’ve read a bit about this ethically dubious practice, and in addition am able to spot a fake reference transaction pretty quickly. (Hint to library school students posing as fake reference patrons–I do this for a living. I can tell when you’re lying to me.) Something seemed fishy to me, so ultimately I responded with our standard line. Our reference service is for Princeton faculty and students or questions specific to the Princeton collection. Oh, and I don’t answer general reference questions from library school students at some other university. Then came the admission that the whole reference transaction was fake. What a surprise! And then the lecture. Spare me!
Is this what reference education is about these days? Are the students supposed to go out and waste the time of professional librarians? Because that was the impression I was left with. This student was a great big time-waster who had the erroneous opinion that a reference service at a private university should act as a general reference service for anyone in the entire world. I praised the librarians at the university the student attends and recommended the student approach them. Apparently, this wasn’t good enough. Instead, I should have played along with the game (which I suspected was a game) and spent a half hour of my time searching for items which no one actually wanted. That, apparently, is the sign of good reference service. So because I refused to help a fairly obvious liar, which is what this student was, somehow my reference service needs improvement?
What needs improvement is reference education, if this is what it has sunk to. Do teachers of reference think that librarians have nothing better to do than spend time answering fake reference questions from fake library patrons? Especially if those fake patrons more or less give the game away by saying they’re library school students at some other university who need help with a simplistic question a college sophomore would be able to answer? What else are we actual librarians to suspect given such information other than that we’re being conned? Reference librarians tend to be pretty savvy about these things. I don’t know about other reference librarians, but I resent being approached by obvious liars whose intent is to waste my time, especially when these liars are put up to their lies by their professors and then have the nerve to get self-righteous when I catch them and refuse to help them. I would be happy to help library school students or answer questions about what I do or allow students to see how I work. But that’s not what this practice is about. If students come in with obviously fake questions, it’s not my practice to play along with them. That’s not reference education. That’s a big waste of my time.
Attention, time wasters: please leave real librarians alone. Some of us have work to do.