A. Background in Fiction and Non-Fiction
Readers' advisors need to have a thorough knowledge of popular authors and titles. The ongoing development of this knowledge is an essential element in providing effective readers' advisory service. Individuals engaged in readers' advisory work need to understand the cultural context I which books are created and experienced. Advisors are able to share their understanding of these materials in a variety of ways.
At the Basic Level, a staff person performing the readers' advisory function:
Is familiar with current culture
Is aware of various formats
Maintains a current awareness of publishing trends
Keeps up-to-date on what is being read by patrons and non-patrons in the library's service area
Is aware of reading lists, suggestions from the media and from groups in the community including its schools
Is familiar with series
Consults appropriate resources
Scans current reviewing sources
Is able to find and use information about books from a variety of sources
Is able to link popular authors to various genres, topics, etc.
Is willing to read books and reviews in all genres
Is aware of contents of the local collections and related collections
Is open minded in assessing and reading books
Shows enthusiasm for books and reading
Pursues a personal plan for reading
At the Enhanced Level, the readers' advisory person:
Shares knowledge of books and sources with other staff and patrons, including using electronic means
Is able to develop personal reading lists for others
Is able to do book talks
Is able to write annotations
Is able to lead book discussions
Advocates with co-workers for subject access to popular titles
B. Understanding People as Readers and Readers as People
Readers' advisors understand that the reading experience is not restricted to texts. What gives books meaning and value is the reader's interaction with them. Readers are influenced by a wide range of behaviors, tastes and experiences. Different people read for different reasons and in different ways. Advisors are aware of these differences and are constantly deepening their appreciation of the diversity that exists in readers. Individuals providing readers' advisory services are reader-centered in that the reader's tastes, values and desires determine what authors and titles are suggested.
At the Basic Level, a staff person performing the readers' advisory function:
Understands people as readers, i.e., why, how, when, what they read, both as a group and as individuals. This includes recognizing:
People read to learn
People read to affirm what they know
People read to gain new information
People read for specific purposes
People read for different purposes
People have various reading skill levels
People desire reading materials at a variety of levels of difficulty
People look for different voices in their reading
People incorporate insights, facts, and ideas from reading into their lives
People's reading abilities and tastes evolve over time
People may read widely, from many genres, topics and formats
People's reading tastes are more different than alike
People read the same books at different times in their lives
People bring their life experience to reading
People read for recreation and to recreate themselves
Peer interests are a driving force in many people's reading selections
Understands readers as people
Understands readers' advisory service to be reader-centered, i.e.,
each reader should be treated with respect
each reader should be treated equally and fairly
each reader should be able to expect recommendations of books at the desired reading level
each reader should expect staff to be knowledgeable about the genres, topics, and formats s/he enjoys
each reader's interests and desires should form recommendations
each reader's comments and reactions to books should be heard
each reader's reading behavior should be accepted and understood
Is able to identify reading levels or abilities at which readers are able to or wish to read
Makes recommendations without making assumptions about an individual's age, sex, race, ethnicity, national origin, marital status, or status in regard to public assistance
Is open, receptive and welcoming to readers
Supports readers in their talking about books
Is able to recommend appropriate format to readers based on knowing the collection and other sources
At the Enhanced Level, the readers' advisor:
Is able to determine reader behaviors and use them to aid the reader in selecting materials
Is able to help readers reflect on their reading history and develop reading plans
Is able to share interview questions with reader
Reads the research on why people read, e.g., reader response studies
Reads research on information seeking behavior
Advocates for readers' advisory service with library administration as well as others
Is able to plan services
Is able to conduct action research, including analysis of Readers' Advisory Service within library
At the Exemplary Level, the readers' advisory person:
Is able to write about readers' advisory experience for newspapers and professional publications
Is able to develop programs that recognize the time limitations for readers, e.g., waiting lists, pay per read
Is able to suggest sources for appropriate fiction, as well as non-fiction, in responding to information requests
Is able to identify staff with readers' advisory capability
C. Appeal of Books
Books attract readers for a variety of reasons. Readers' advisors need to develop an understanding of all of the factors that make a book attractive and interesting to a reader. Factors are called appeal characteristics. The ability to analyze a book's appeal is at the heart of providing good readers' advisory service. They may or may not include those characteristics that are frequently referred to as literary. Advisors should not limit themselves to a small set of characteristics, they should engage in a constant process of identifying characteristics that are shared among readers.
At the Basic Level, a staff person performing the readers' advisory function is able to:
Name and define the appeal factors common to books:
Character ideas
Plot authenticity
Setting sexuality
Language violence
Genre profanity
Time frame length
Pacing format
Mood writing style
Relationships
Identify appeal factors of author:
Sexual content ethnicity
Religion intellectual bent
Gender social attitudes
Use appeal characteristics for a particular book as defined by others in working with readers.
At the Enhanced Level, the readers' advisory person is able to:
Analyze a particular title according to appeal characteristics I order to:
Write an annotation
Present verbally
Validate annotations with readers
Write a critique and compare it with those of others
At the Exemplary Level, the readers' advisory person is able to:
Recognize or identify new appeal characteristics, e.g., emerging genres, patterns
D. Readers' Advisory Transaction
When readers' advisors are interacting with readers, they are having conversations with the readers about books. While many of the competencies, techniques and strategies effective in reference work are useful in readers' advisory work, readers' advisors need to be aware of key differences between them. In reference work, staff are frequently moving toward a right answer. In readers' advisory work, staff are identifying possibilities for the reader. The advising role requires a different stance from the information-provider role. Advisors act as consultants rather than experts in these transactions. Advisors are capable of moving between the two modes, as required by a situation.
At the Basic Level, a staff person performing the readers' advisory function is able to:
Elicit information from the reader about their reading interests
Use appropriate listening techniques, i.e., listen for what is important to the reader -- e.g., character, setting, theme, plot, effect
Verify one's understanding of what reader said
Exhibit enthusiasm about reading and interests of readers
Establish an open and welcoming climate
Establish patron's time parameters, including being aware of others waiting, and determining when inquiry doesn't need immediate response
Expand reader's area of interest
Frame appropriate open questions
Make suggestions in a non-judgmental way, i.e., accept readers standards
Suggest specific works that relate to what reader said is important to them
Match the patron's terminology and approach, respecting each patron's needs and requests
Interact with all readers appropriately, fairly, and respectfully
Analyze the interests and tastes of readers
Be open about personal familiarity and experience with a genre, author, etc.
Determine whether patron prefers:
-Conversation with like readers
-Self help with computer tool, and/or book lists
Use print and electronic readers' advisory sources
Develop local sources in requested subject
Involve the reader in the search:
-In sources
-On shelf
Describe a book briefly
Informs the reader about availability of books off-site
At the Enhanced Level, the readers' advisory person:
Observe nonverbal behavior of patrons to determine initial contact
Is able to speak about books in a way that piques the interest of possible readers
Is familiar with and calls upon special knowledge of other staff
Plans opportunities for staff to share expertise and reading
Encourages readers to report back if they like suggestions
Encourages ongoing relationship with reader
At the Exemplary Level, the readers' advisory person is able to:
Establish a readers' advisory area appropriate to library size and activity including:
-Reference sources
-Displays of new books, just returned books, videos, audio books, etc.
-Booklists
-Appropriate signage
Experiment with the library's physical facility to encourage readers' advisory service
Experiment with techniques promoting readers' advisory service
E. Managing
All library staff perform some supervisory and managerial functions including operating within a budget, supervising and training others. Those who manage readers' advisory service programs will need to develop additional managerial abilities and skills in order to ensure that their programs are effective and efficient. These individuals will also need to develop skills in coordinating readers' advisory services between individuals and departments whose focus may be on other aspects of serving the community and institution.
At the Basic Level, the staff person:
Is able to develop a budget
Is able to supervise others
Understands the functions of other governmental units
Is able to relate to and involve the community in the library's program
At the Enhanced or Exemplary Level, the person managing readers' advisory service programs;
Is able to organize and direct people, activities, programs, resources
Is able to develop policies, guidelines and standards
Is able to use appropriate planning processes, including the use of appropriate environment scanning, community and library assessment techniques to determine appropriate level of Readers' Advisory Service for a library
Is familiar with financial management theories and methods
Is able to develop grant proposals
Is familiar with personnel management and human resource development principles and practices
Is able to use appropriate evaluation techniques
F. Teaching
Readers' advisory service is more than linking readers with new authors and titles. Two major goals of readers' advisory service (increasing readers understanding of what it is they are looking for and deepening readers' appreciation of story in their lives) require advisors to be teachers. Teaching in this service takes many forms. It can be incorporated into the readers' advisory transaction itself. The advisor may lead a book discussion group where readers share and deepen their connection to a particular book. An advisor may create a booklist, schedule an author appearance or introduce a reader to a readers' advisory resource. All of these require a basic understanding of how readers learn and how to create effective educational experiences for readers.
At the Enhanced Level, this person:
Understands the learning process in adults
Is familiar with techniques for teaching adults
Is able to adapt content and teaching technique to target individual and group needs,
Knowledge and comprehension level
Is able to develop learning goals and objectives
Is able to select and use appropriate audiovisual aids for teaching
Is able to design, plan and organize learning units
Is able to use mentoring and coaching method as appropriate
Is able to use appropriate evaluative measures for training activities
Is able to identify learning needs of target groups
G. Professional Knowledge and Attitudes
Readers' advisors must develop and apply professional attitudes to their work, as well as understand the purposes of readers' advisory service and of public library service.
At the Basic Level, a staff person performing the readers' advisory function:
Is aware of the purpose of library service in society
Understands purpose and philosophy of readers' advisory service
Is committed to equal service for all patrons
Is committed to protecting patrons right to privacy in their search for information
Reaffirms the First Amendment
Is committed to defending the right of people to access of information in their pursuit of
Knowledge
Advocates reading and reader advisory service internally and externally
Is committed to maintaining a high standard of personal and professional ethics
Attends professional meetings
Keeps up-to-date with relevant professional publications
Participates in continuing education activities
Keeps informed concerning trends, topics, research and issues in librarianship, adult
services, adult readers, reading and education
H. General Competencies
Readers' advisory staff have a common need for some competencies. These include personal attitudes and traits.
Each person:
Is able to work with others effectively
Is approachable
Is adaptable
Exhibits enthusiasm and interest
Continues learning
Is self-confident
Accepts, learns and uses appropriate information technologies
Is curious, inquiring
Has self-control (i.e., is able to remain calm, objective, neutral in stressful situations)
Has problem solving abilities
Is willing to risk