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University of South Florida
Abstract
Throughout the history of the University of South Florida Libraries, instruction and reference have coexisted in one department, currently known as Academic Services, and as a result, have influenced each other operationally and conceptually. Desk staffing, for example, has been affected by patterns of classroom scheduling, by placing an additional librarian at the desk per night, in case they are needed to teach an incoming class. This has been driven by a philosophy of instruction that has focused on the one-shot orientation and expediency. Customization and active learning techniques have always been employed by instructional librarians, but have become more consistent over time. The influence of instructional methodology on reference, and vise versa, is strongly driven by the library’s long-standing relationship with First Year Composition (FYC). Like many academic libraries, USF has strived to have a visible and active role in the academic success of its users, while managing demand for services with quality and currency. Reference and instruction have been at the forefront of these efforts. Influenced by the Learning Commons Model and philosophy, Academic Services has attempted a number of new ways of delivering public services, which have recently culminated in a tiered, “on-call,” model of reference, with an increased reliance on virtual chat, and an assignment-specific and course-integrated method of instruction, supported by the growing production of online learning objects and services. The future of reference and instruction at USF Libraries will undoubtedly be a product of these changes and the continuous effort to redefine public services.
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