Promising practices for cultivating diversity, equity, inclusion, and accessibility in frontline reference services

Recent library literature conveys an increasing interest in diversity, equity, inclusion, and accessibility (DEIA) practices for improving library services. How does the literature explore DEIA education practices and training initiatives for library employees, including those who provide frontline reference services? What are examples of strategies for increasing awareness of DEIA topics among frontline reference workers, training reference staff to provide more inclusive or accessible services, or orienting frontline reference towards socially just, equitable practices?

While training in DEIA topics is present in some Library Science master’s programs, most librarians learn reference skills on the job, and many of the people staffing frontline reference services, such as professional or classified staff and student employees, do not have MLIS degrees. This presentation  will examine the state of knowledge in the field related to on-the-job training, professional development, or programming that is provided to library workers staffing frontline reference services. Frontline reference services include face-to-face, chat, IM or email reference. They are differentiated from reference consultations that may arise from a liaison or personal librarian program by the following characteristics: openness (anyone can use the service without making an appointment), unpredictability (the library worker could receive any question from any person), and transience (the library user and library worker only interact once, rather than forming a long-term collaborative relationship). These unique challenges make DEIA training all the more important for frontline reference workers, since they likely only have one chance to make a positive impression on the library user.

Through presenting a review and analysis of the literature on DEIA training and education initiatives for library employees, including for frontline reference workers, we aim to identify promising practices as well as specific areas of need for further research. Feminist pedagogy, which facilitates an empathetic and learner-centered approach to reference services, is a key theory guiding our work. Particular attention will be paid to sources that discuss reference services through a feminist or social justice lens.

Recording: https://youtu.be/QwGtxqIjJKY