Top Ten Reference Interview Dos and Don'ts:Top Ten Reference Interview Dos & Don'ts for Children

Do

1. Treat children and their requests with the same respect as those of adults
2. Use welcoming verbal/body language e.g. eye contact, smile, tell the child your name; speak to every child who comes in and/or let them know that you know they are there (tap on the shoulder/wave as you pass by)
3. Meet the child at his level; this may mean kneeling or sitting on a low stool.
4. Base recommendations on reader’s interests and desires
5. Match children with developmentally appropriate materials, both print and non-print
6. Direct your questions to the child even if an adult is with them.  Ask an easy nonthreatening question to get the child accustomed to speaking for him/herself e.g. “What grade are you in?”
7. Be prepared to both assist AND instruct the child (e.g. show how to use the index)
8. Model good information seeking skills e.g. “If I were looking for this, I would start with the catalog and search for…”  followed by actually doing the search
9. Be patient and prepared for side trips as the child tries to articulate his/her needs.
10. Personalize your follow-up questions e.g. “Please let me know which cookies you decide to bake in that cookbook.”

Don’t

1. Patronize the child.
2. Hide behind the reference desk or computer.
3. Rely solely on the type of open-ended questions that work with adults.  You might have to offer choices such as “Is this too hard, too easy or just right?”
4. Assume the child understands the full context of his/her request.  For example, if it is an assignment, they may have difficulty generating alternative search terms or they may insist on an exact title match, when a similar title would be equally useful.
5. Assume the child knows how to use a table of contents or do an online search, etc.
6. Question the value of a child’s request.  For example, both the “need” for a book on the Civil War for a history assignment and the “desire” for a graphic novel are equally valid.
7. Take it personally if a child rejects your suggestions.  In fact tell them that it won’t hurt your feelings; that you want to find just the right book for them, so you need to know the truth.
8. Make assumptions based on age, gender, race, ethnicity, etc.; an older child may want to read a picture book; a boy may want to cook, etc. 
9. Rush the child; give the child time to present his/her question.  Forcing could easily lead to misinterpretation.
10. Point