College and Research Libraries Letters I~ To the Editor: I read with great interest Barbara J. Ford's "Reference beyond (and without) the Reference Desk" (C&RL, September 1986) about complements and alternatives to tra- ditionally designed and located reference desks. She is right in suggesting that reference desks ought not be a ''sacred tradition,'' one ''uncritically accepted.'' I did not realize that anyone regarded the tradition in question as sacred; still, there may be some who do so and many who accept it uncritically. She is also right in observing that conventional reference desks are unsuitable for extended consultation; and while I don't mind reference librarians being desk-linked I certainly do not want them desk-bound. And I rejoice in her emphasis on the idea that as user needs and expectations change so must we review our notions concerning facilities and equipment. I should like, however, to suggest a few possibilities which I offer to some extent as alter- natives but mainly as complements to what Ford says. (1) Despite our orientation and train- ing programs, is there not likely to be, in all but very small, remote, and/or closed institu- tions, a significant number of "walk-in" patrons, e.g., visiting scholars, not familiar with our collections and services, hence a need for fairly conspicuous inquiry-reception points? To have librarians out ''on the floor'' may not be enough in libraries serving adults, unless they wear identifying uniforms. (2) Some librarians have compromised, I gather, by sta- tioning aides at ''information desks'' and more or less secluding their reference librarians. Reports on how well this works vary. In any event, let us not overstate the triviality of questions received at such service points: they can call for translation not only instant but sensitive, and your best reference librarian may therefore be the one most needed at your information desk. (3) Ford suggests some decentralization of reference service within refer- ence areas: assuming that this is desirable and on thew hole feasible, may not there still be a need for inquiry points or switching centers, e.g., places to go to ask for particular places of software, to pick up handouts, and to make appointments to see reference librarians? (4) As someone, I forget who, has pointed out, hi-tech needs to be supplemented by hi-touch. Ford is right in noting that today' s students are increasingly at home with computers and therefore accustomed to working through problems without incessant association with di- rective adults; and I for one do not want any perpetuation of the sort of reference service that encourages helplessness on the part of inquirers. Still, does not experience suggest that in many academic settings student-teacher relationships are very impersonal?-and that in such situations reference librarians-friendly, helpful, shock-proof, non- threatening, and seemingly omnipresent-may be just about the only such adults in young persons' everyday experience? I suggest, too, that although most student questions may be related to academic objectives, some may not be-and may be unlikely to be anticipated in orientation/training programs. For a complementary picture of academic life, see Kathleen Dunn's article in the same issue as Ford's. I suspect, from reading Dunn, that an important variable may be how much teachers are perceived as valuing the concerns and aspirations of young people and willing to mix with them in the extra-curriculum. After reading Ford, I found it helpful to reread Joan C. Durrance's and Constance A. Mellon's articles in the January and March 1986 issues and to read Mark Schumacher's and Connie Miller's September 1986 responses-with special reference to the questions (1) What help do students need and/or want? (2) How can we make best use of staff time? and (3) How available must reference librarians seem to be in order not to seem remote or to be offering their services grudgingly? ROBERT M. PIERSON, Santa Fe Indian School 175 Discovel .. the new CDLLECIIDNS Did you know that we've grown from 75 to nearly 200 Research Collections in the past two yearS? If you didn't, you'll want a free copy of our new Research Collections Catalog/Reference Center: It contains the latest information on all the new material you may have missed. Call for a copy today, and discover: .. • new collections like Primary Sources for the History of Pharmacy in the United States, and the National Council of Women of the United States: Archives • newly-acquired collections, like Phonefiche, Transdex, and Pageant of America • new sections and updates to many exist- ing collections, such as Genealogy & Local History, The History of Nursing, and Crime & Juvenile Delinquency • new units for collections in progress, like STC I, STC II, Russian History and Culture, and Pre- 1900 Canadiana. And we'll have more for you in 1987 (like The History of the Vietnam War, edited by Douglas Pike of U.C. Berkeley). More new products, new releases, and new updates. Once you've received a copy of our Catalog/ Reference Center. we'll automatically send you all new product and update information as it is released. Don't miss out on the new Research CoNections this year. UM I Research Collections • • Information Service University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road Ann Arbor, Michigan 48106-9976 Call toll-free at 1-800-423-6108. In Michigan, Alaska & Hawaii, call Collect 1-313-761-4700. Canadian customers call1-800-343-5299 or Envoy ADMIN/UNIVERSITY. MICRO. j