Switch to written notes when verbal communication with a hearing-impaired patron breaks down¶

Strategy · All strategies
Evidence · no claims cited

Description¶

When repeated verbal exchanges with a hearing-impaired patron fail, the paper recommends written communication: "If, after several attemptsat verbalcommunication, the librarian is not understandingthe student's informationalneeds, or the student is not comprehending the librarian's response,perhaps communicationin the form of written notes would bein order." The paper says no one should be offended at being asked to write down their needs when it is done in a spirit of assistance, and lists a three-step response: identify the deficit, develop a means of dealing with it, respond appropriately.

Design Implications¶

Context¶

Requirements¶

• Recognition of hearing-impairment indicators such as frequent requests for repetition, irrelevant answers, and unclear speech

Constraints¶

• Framed for librarian-patron interactions in academic libraries; the paper reports no data on the effectiveness of this approach

Target Learners¶

• deaf and hard-of-hearing college students using academic libraries

Target Learning Goals¶

• effective communication of information needs and development of library research skills

Affordances¶

• Situational Leadership Model Library Instruction

Related Strategies¶

• Use hands-on practice and immediate feedback in bibliographic instruction for ESL students
• Repeat Key Points

Examples¶

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Key Sources¶

• Carder, Linda; Pracht, Carl; Willingham, J. Robert. (1996). Using Situational Leadership to Reach the Whole Population. https://eric.ed.gov/?id=ED406998