Let's talk about sharing...
How do you share credible sources with students and public library users?
This question depends on context, really. Most interactions between librarians and students/patrons involve the later willingly deferring to the authority of the former. However, some cases involve students/patrons with a post-truth mindset who simply wish to utilize librarians to retrieve sources for their specific validations. Going back to the aforementioned question, how do you share credible sources with students and public library users in this regard? Do you confront a misinformed stance, especially one that is grounded in biases and ideologies? The simple answer is yes, but doing so will require a thorough and often difficult approach. I believe that such instances require librarians to step down as authority figures and enter into peer-like discussions with patrons effected by misinformation. In the beginning, move the credible sources to the back-burner. Begin by asking your student/patron questions pertaining to their informational needs. Take a stance of interest in their opinions and proceed to collaborate on the endeavor to unearth credibility and validity. Present small finding when possible, and include alternate or even neutral stances when applicable. To alienate is easy, but to work together requires time and effort. And while I am by no means declaring this approach as a solution to the issue of post-truth debates, it can open the door to constructive discourse. I like my chances from there.
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Comments (6)
This reminds me of what librarians call the reference interview, where, when helping a patron, you seek to understand the information needs, perspective, and background knowledge of the patron. Skillfully done, that interaction can build a relationship based on trust. (The librarian is interested in filling your information need, help unearth the best sources, provide the conditions and resources for patrons to make connections. I see my role as one of supporting individual success.) I'm a school librarian and thus have an established relationship with my students. Your suggestion that librarians act more as peer collaborator is spot on. I treat my work with students as a learning experience for both of us. We learn together as we work our way through ideas, resources, and tools.
Fabio, I agree with this approach as well. In a guide I created in COVID misinformation, I suggest that in order to have a difficult conversation with someone who is sharing misinformation, it helps to start with empathy, viewing the humanity in the person I'm engaging with and remaining open and curious by asking things like "Help me understand, because I see things differently and I want to know more about what you're saying." As you note, in a library interaction, this can lead to helping the person further refine their information need. This kind of relational approach to information requests (rather than transactional) can help establish trust and lead to the opportunity to provide alternatives to the misinformation. Also as you note, it can be difficult, but it's worth it!
Deb,
Absolutely. By being exposed to a constant array of misinformation, we tend to view misguided or misinformed individuals in a negative light. Having empathy goes a long way in ensuring that we provide an equal and effective service to all patrons.
I love your notion of taking a collaborative stance and expressing sincere interest in patrons' opinions. Sometimes, just asking people to explain the reasoning behind their opinions (in a sincere, not snarky way) can help them to think through their convictions using logic instead of emotion. No one likes to be lectured to, but many people are happy to elaborate on their thoughts and beliefs. Even if they don't change their minds in the moment, planting small seeds of doubt can reap benefits later (that we may never personally see).
Maggie,
I want to praise you on this profound statement:
"Even if they don't change their minds in the moment, planting small seeds of doubt can reap benefits later (that we may never personally see)."
Fabio, I've also found a "yes, and..." approach will sometimes open a door. If the student or patron feels listened to, they might be gently pushed to consider something else. It didn't work 100 percent, but it worked more often than not.
If the student or patron doesn't feel attacked for their point of view, that emotional connection to the misinformation may not be as likely to be engaged.