Professional Competencies for Reference and User Services Librarians

As the professional organization for reference and user services, the Reference and Users Services Association (RUSA) has developed and updated a model statement of competencies essential for successful reference and user services librarians.This statement builds upon ALA’s Core Competencies of Librarianship; Section 5. Reference and User Services, which defines the basic knowledge to be possessed by all graduates of ALA accredited master’s programs. For each of the areas in Section 5 (A-G), a reference and user services librarian should know and be able to employ the concepts, principles, and techniques of reference and user services to individuals of all ages, cultures, and groups.

The RUSA competencies are critical to excellent reference and user services.  Thus, they identify the underlying behaviors that lead to successful performance in organizations providing reference and user services to patrons. The competencies assume a basic infrastructure of competencies required by all professionals, such as skills related to communication, information technologies, digital literacy, reading, writing, and mathematics.  Therefore, the RUSA competencies focus on the abilities, skills, and knowledge that make reference and user services librarians unique from other professionals. The Guidelines for Behavioral Performance of Reference and Information Service Providers are incorporated through specific reference into the Professional Competencies for Reference and User Services Librarians.

In addition to the competencies detailed below, reference and user services librarians are responsible for affirming the importance of diversity issues within the broader information community; possessing awareness of their own historical, cultural, racial, gendered, and religious worldviews; and identifying where those views exclude other human experiences.

Competencies must be relevant to the particular job requirements or type of information organization. Individual organizations developing competencies need to take into consideration reference staffing models that may include collection specialists, paraprofessionals, students, and others.

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"Competency-Based Career Planning for Reference and User Services Professionals" by Jo Bell Whitlatch & Beth S. Woodard

Professional Competencies for Reference and User Services Librarians

Written by the RUSA Professional Competencies for Reference and User Services Librarians Task Force; chair, Lara Szypszak; Brittany Netherton, Tarah Ruff, Corrado Di Tillio, Carolyn M. Mulac, Michelle McCarthy-Behler, Kim Looby, Jerrel Horn, and Michelle Roubal. Approved by the RUSA Board of Directors, September 9, 2025.

View and print the .pdf here.

I. Introduction

The RUSA competencies identify the behaviors that lead to successful performance in organizations providing reference and user services to patrons. Thus, they are critical to excellent reference and user services. They assume a basic infrastructure of proficiencies required by all professionals, such as skills related to communication, information technologies, digital literacy, reading, writing, and mathematics. Therefore, the RUSA competencies focus on the range of abilities, skills, and knowledge that make reference and user services librarians unique from other professionals.

Competencies must be relevant to the particular job requirements or type of information organization. Individual organizations need to take into consideration reference staffing models that may include collection specialists, paraprofessionals, students, and others. Because the role of reference and user services librarians has expanded exponentially in recent years, these competencies have been similarly expanded and revised with a “Choose Your Own Adventure” capability in mind, enabling users to pick and choose those specific skills that suit their agency and positions as needed, and establishing the document as a customizable tool. Individuals and organizations applying the RUSA professional competencies may wish to exclude specific competency statements to align with a specific role, or identify additional competency statements by consulting resources, including technology and management competencies, such as, but not limited to:

WebJunction’s Competency Index for the Library Field 2014, The Library Leadership and Management Association’s (LLAMA) Leadership and Management Competencies, International Federation of Library Associations and Institutions (IFLA) Digital Reference Guidelines, the Association of College and Research Libraries’ Roles and Strengths of Teaching Librarians, and Competency-Based Career Planning for Reference and User Services Professionals by Whitlatch and Woodard (2020).

A. Background:

In 2024, the Reference & User Services Association (RUSA) formed a task force to review and revise the 2017 guidelines to reflect changing aspects of reference and user services work. This included an in-depth look at and alignment with the similarly revised Guidelines for Behavioral Performance of Reference and Information Service Providers (2023) and Definition of Reference (2021). The Task Force reviewed these guidelines with a wide lens, considering all types of reference and user services librarianship (special collections, academic libraries, public libraries, etc.), and ensuring that the competencies cover the breadth of the field in their relevance, checking for factual information, especially in the context of a post-pandemic environment.

After review and feedback from membership collected through a survey, focus group, and public comment period, the Task Force decided to implement changes to the Professional competencies in the following manner:

• Introducing a “how to use” section to assist users in applying the document as needed
• Adding examples for varying skill levels of these competencies to demonstrate a practical application of the skills and levels
• Renaming of sections for browsability and adding descriptive text to clarify their relevance
• Reorganizing sections alphabetically based on headings to assist in wayfinding
• Verifying current content and practices throughout the competencies align with ALA and RUSA statements and policies
• Separating and expanding Instruction and Information Literacy into distinct competencies from the previously unified “5D. Develops appropriate expertise in information literacy and instruction skills and abilities”
• Refining competencies specific to reference and user services to complement competencies shared across practitioners in the library and information services field
• Expanding competencies to accommodate the increasingly wide range of position duties and repository needs in the field

B. Connection to other competencies 

As the professional organization for reference and user services, the Reference and User Services Association (RUSA) has developed and updated a model of competencies essential for successful reference and user services librarians. This aligns with the updated ALA Core Competencies of Librarianship, Section 6 (2022), which defines the basic knowledge to be possessed by all graduates of ALA-accredited master’s programs. For each of the areas outlined in this document, a reference and user services librarian should know and be able to employ the concepts, principles, and techniques of reference and user services to individuals of all ages, cultures, and groups.

The document is also intended to serve alongside the Guidelines for Behavioral Performance of Reference and Information Service Providers (2023) and Definition of Reference (2021). The Task Force made every effort to include relevant skills without duplicating the efforts of the other primary reference toolkit items. The Appendix refers users to additional relevant resources that were used to inform the update of these competencies, and their influence and impact are found throughout this revised version.

C. How to use these competencies

While practitioners in the field of library science must have a general understanding of subjects and materials, the nature of reference and user services requires additional specialized skills and knowledge. These revised competencies present varying skills that must also be considered within the context of the specific institution and repository. Each competency may also be interpreted according to three levels of varying levels of proficiency. Not every identified competency will apply to every practitioner, but it can be used as a guide to evaluate within the context of each unique position. “Apply It” boxes are available, where applicable, to provide helpful examples of varying levels of skills.
 

FOUNDATIONAL: is familiar with and has been trained in this category. Is within the scope of an entry-level position or a recent graduate, and can perform independently as needed. At a foundational level of competency, the professional has studied the topic or task and can explain the process if asked, perform the activity with limited supervision and/or follow existing workflows.
 

SKILLED: can perform without or with minimal guidance or training, and has a strong knowledge of the category. At a skilled level of competency, the professional can perform the function independently and can train or consult others in regularly performing the task as a major job responsibility.
 

EXPERT: has extensive experience in the category and often trains or provides guidance to others. Contributes experience to the community and is a leader in the subject. At an expert level competency, the professional can teach/has taught a course and/or can publish/has published on the task or subject, and regularly performs the task at a high level.

Additionally, these competencies may be used as a tool for a variety of circumstances, including but not limited to: the creation of a portfolio as a student or early career librarian, the development of position descriptions, assessment during hiring, training staff, and as justification in seeking opportunities for professional growth and advancement. 

D. Definitions

Reference and User Services Librarians: Librarians who assist, advise, and instruct users in accessing all forms of recorded knowledge. The assistance, advice, and instruction include both direct and indirect service to patrons.

Competencies: Behaviors that excellent performers exhibit consistently and effectively. A behavioral basis is necessary because effective assessment of competencies depends on observed behavior.

Information Literacy: A set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (source)

II. Competencies

A. Advocacy, Management, and Promotion of Reference and User Services

Promotes and demonstrates the value of reference and user services.

1. Advocates for the value of reference services to the primary community
   1. Engages with target audiences, connecting via the most appropriate tools, formats, communication channels, and sources
   2. Maintains awareness of current (and forthcoming) communication tools and media sources used by target audiences
   3. Develops and maintains relationships with partners and cultural groups who advocate on behalf of the library
   4. Conducts periodic reviews of the community for opportunities to align needs with library services
2. Manages the delivery methods of reference services
   1. Evaluates the necessity to implement the traditional service model of the reference desk and/or non-traditional service models: on-call desk, roving reference, 24/7 virtual reference, tiered reference, chatbot reference, and AI tools
   2. Proactively manages change to enable continued service amidst uncertainty
   3. Uses data about reference interactions to support management decisions

B. Assessment of Resources and Services

Demonstrates the skill and practice of assessment and responds to user needs and preferences in order to evaluate the success of current practices. This competency complements other competencies within these guidelines and should be used to evaluate gaps and achievements in the reference and user services role.

1. Assesses user needs
   1. Identifies the current and the potential user population
   2. Analyzes demographics and other information about the community to develop reference services and reader’s advisory, which meet the needs and interests of all community members
   3. Is cognizant of their own cultural background and assumptions, and the racial, ethnic, and cultural backgrounds of the community
   4. Collects and analyzes information about users and user interactions with the library and its services, while respecting user privacy and confidentiality
   5. Plans and conducts regular formal and informal assessments of the information needs of primary user groups
   6. Translates assessments of user needs into a plan for services that addresses the needs and preferences of diverse user groups
   7. Refers users as appropriate to specific services beyond the scope of their role and/or capabilities (e.g., tax assistance, medical subject matter)
2. Assesses reference services
   1. Creates and encourages an organizational climate of ongoing assessment
   2. Develops and incorporates measures of evaluation into any new service
   3. Develops service standards for new and existing information services
   4. Analyzes resources available and distributes resources to structured service programs that most effectively meet the user needs of a designated community
3. Assesses reference resources
   1. Maintains quality of collection resources by evaluating all formats for accuracy, currency, authority, and bias
   2. Evaluates new information sources appropriate for primary users
   3. Consults a wide variety of reviewing sources to identify those best meeting the needs of the primary community
4. Assesses reference service delivery
   1. Determines the appropriate mix of technologies and delivery channels to meet diverse user needs and preferences
   2. Experiments with and evaluates changes in services to users
   3. Evaluates the allocation of human and fiscal resources to ensure they are supporting priority services and delivery methods
5. Assesses user interfaces for information resources
   1. Identifies factors that impede the use of the resource
   2. Evaluates the format, access, and presentation aspects of resources
   3. Communicates with information resource designers about usability and accessibility concerns
   4. Determines if there are alternative resources that have better user interfaces
6. Assesses assistance to users by reference librarians
   1. Identifies and applies those performance measures that have been developed by the profession, for example, the RUSA Guidelines for Behavioral Performance of Reference and Information Service Providers
   2. Consults with information service staff to develop a consensus on service standards
   3. Develops measures that will be useful in assessing if service standards are being met
   4. Promotes a service philosophy that encourages collaboration to improve service behaviors

C. Collaboration and Partnerships

Builds meaningful relationships with users, colleagues, and other libraries and institutions in order to provide, strengthen, and expand reference services. Note: For expanded guidelines specific to the reference interview and user-centered service, please see Guidelines for Behavioral Performance of Reference and Information Service Providers.

1. Collaborates with the user in the reference interview:
   1. Negotiates the information need with the user through open-ended and closed-ended questions
   2. Determines specific user information needs and preferences, such as currency of information, format, language, and user’s prior knowledge and technological skill level to identify the most appropriate sources
   3. Collaborates with the user to rephrase and/or reformulate the question as necessary, remaining objective and non-judgmental
   4. Understands and applies laws and policies governing confidentiality and rights to privacy
   5. When possible, actively includes the user in the search process and provides direction for the future
   6. Supports social and collaborative information seeking, through information commons and physical/virtual spaces for community collaboration and sharing
2. Collaborates with colleagues to provide reference service to users
   1. Establishes shared goals and values for providing exceptional reference programs and services appropriate to the local users’ needs
   2. Participates in and facilitates professional development with colleagues to improve reference programs and services
   3. Shares knowledge and expertise with colleagues and elicits assistance from colleagues with unique knowledge, skills, and strengths, when appropriate
   4. Trains and supervises students to develop peer reference programs
3. Develops collaborative relationships within the profession to enhance reference service to users
   1. Develops personal networks by actively participating in appropriate local, regional, state, national, and international organizations
   2. Identifies and seeks out other libraries and librarians as potential collaborators
   3. Contributes to collaborative efforts that will benefit local users
   4. Explores mentorship opportunities throughout the profession
4. Develops and maintains partnerships beyond the library profession to strengthen reference services to users
   1. Identifies and reaches out to potential partners who are able to contribute relevant knowledge and expertise, such as local groups,  businesses, and local and national government agencies
   2. Forms mutually beneficial partnerships to improve existing systems and to develop new services in and beyond the library building
   3. Communicates effectively with collaboration partners to ensure mutual understanding of goals, objectives, and values
   4. Is inclusive in the selection of partners, taking into account the specific information needs and demographics of local users   

D. Collections

Possesses a working knowledge of the standards, practices, and tools necessary for selecting, managing, and reviewing reference collections and resources.

1. Advocates for the maintenance of the reference collection to directors and administrators, and collaborates in the creation of collection development policies
2. Carefully evaluates and selects relevant and authoritative reference collection items and resources
   1. Is aware of the needs and interests of users
   2. Ensures compliance with applicable selection criteria, including: accuracy, authority, appropriateness for the audience, comprehensiveness, currency, ease of use, quality, reliability, and scope
   3. Selects the best resources and works in all formats, both online and in print, including but not limited to: books and eBooks, online databases and subscriptions, free online resources, data sets, born-digital content, streaming media, open-source and copyrighted, and gray literature
   4. Avoids censorship and alignment with personal convictions, beliefs, or preferences, and both respects and ensures broad representation across the community in selection practices
   5. Adapts to the evolving publishing and economic landscapes
3. Develops and maintains knowledge and familiarity with current reference sources
4. Conducts periodic review and weeding of the reference collection and electronic resources, informed by usage data and reference transactions
5. Monitors and creates useful research guides, web pages, bibliographies, finding aids, and other appropriate tools in areas of responsibility
6. For a Readers’ Advisory Service, ensures that help and advice for readers (both fiction and non-fiction) is knowledgeable, informed, and non-judgmental
   1. Develops and maintains knowledge and familiarity with blogs, discussion groups, podcasts, social network pages, and journal sources for advising users on books, sources, and genres
   2. Understands readers and reading interests, and uses that knowledge to develop reading recommendations and reading lists

E. Information Literacy

Develops appropriate expertise in information literacy, including the skills to identify and define the context of, parameters of, and connections to other pieces, while helping others develop the tools to employ information literacy.

1. Understands the formal definition of “information literacy” in the context of reference and user services
   1. Expands the definition as appropriate in the context of various forms of literacy in the information sphere
   2. Articulates the definition and importance of information literacy to colleagues, users, and other practitioners, and collaborates to create a shared understanding of information literacy
   3. Distinguishes between all types of literacy and their various applications (see ALA’s Literacy Clearinghouse for expanded content on literacies)
2. Analyzes distinct components of information literacy and integrates them into the full range of library services by applying facts, rules, concepts, and ideas of information literacy as distinct but interoperable components
   1. Applies critical understanding of information literacy and communicates relevant aspects and analyzed components of information literacy
   2. Identifies the information needs of the community by demonstrating an understanding of the makeup of that community, library, or repository
      1. Helps individuals assess their own information needs and to differentiate among sources of information and develop skills to effectively identify, locate, and evaluate sources relevant to them
      2. Applies skills and understanding of information literacy through community programs and engagement to best meet the common learning characteristics of individuals, including prior knowledge and experience, motivation to learn, cognitive abilities, and learning circumstances
3. Analyzes the impact of the integration of information literacy
   1. Assesses who is being served by soliciting feedback from users within the community, and uses that feedback to improve services and the application of information literacy
      1. In response to feedback, asks: Are there other groups that need to be reached? Who are they? Who are the communities that my library is serving? Are we meeting their information needs?
      2. Examines all groups that the respective library serves and interacts with to identify opportunities to incorporate information literacy skill-building
4. Creates new ways to incorporate information literacy, helps others understand it, and maintains understanding
   1. Participates in ongoing evaluation of information literacy, new modes of it, and how it is integrated
   2. Understands that the definition of information literacy will change, and makes room for continuous development and an evolving skill set, while demonstrating flexibility and a commitment to lifelong learning

F. Instruction

While reference assistance can include instruction, reference is distinct from formal instruction. Professionals can refer to the Definition of Reference to better understand the nature of reference work and how it differs from formal instruction. Note: For expanded guidelines specific to the reference interview and user-centered service, please see Guidelines for Behavioral Performance of Reference and Information Service Providers.

1. Knows and understands the community of need
   1. Implements principles, concepts, and techniques for understanding and assessing the information needs of a community, and understands the ways the library can assist and collaborate in meeting those needs through instruction
   2. Works collaboratively with stakeholders to place instruction within the larger institutional mission
2. Applies and analyzes existing and new modalities for instruction
   1. Identifies appropriate technologies to support the delivery of instruction
   2. Employs multiple techniques to accommodate diverse learning and communication preferences to promote lifelong learning
   3. Understands and navigates ethical and cultural considerations and impacts on library practices and community members when applying technology to library services and resources
   4. Demonstrates an understanding of cultural, generational, and other differences in communication styles, such as tone of voice, eye contact, and facial expressions
   5. Utilizes active learning principles and instructional design concepts to develop and implement appropriate learning activities, tools, and resources, including those with collaborative, exploratory, and interactive aspects
3. Continually evaluates, improves, and shares instruction skills and outcomes
   1. Engages in evaluation and assessment of programs, services, and partnerships, with input from the community being served  
   2. Practices or refines instruction methods and content as necessary in order to confidently deliver, manage, and/or evaluate programs
       

G. Lifelong Learning and Development of Future Services

Continuously investigates methods and best practices to develop future services.

1. Learns continuously throughout the professional career
   1. Devises and implements strategies to learn about emerging tools and techniques
   2. Seeks and shares practices about new services and programs, through professional communities and elsewhere
   3. Practices self-reflection, including an awareness of personal strengths and limitations, and seeks opportunities for personal and professional development
   4. Reviews professional skills required for the position and looks for learning opportunities, such as workshops, webinars, or courses on teaching, active learning, programming, event planning, etc.
   5. Maintains currency with developments in understanding how people learn and the best practices to facilitate learning in both formal and informal settings (see Instruction competency)
2. Uses evidence-based decision-making and assessment metrics to initiate changes
   1. Evaluates new services for cost and use effectiveness
   2. Makes decisions and retains programs and services based on the evaluation, acquiring support, and allocating resources as appropriate
   3. Identifies alternative strategies for proposed improvements
   4. Employs experimental, small-scale projects designed to improve services and adopts successful projects on a large scale when sustainable
3. Maintains an awareness of current technologies
   1. Seeks training and opportunities to remain aware of new trends and tools
   2. Monitors and participates in interest groups from professional organizations, such as the AIRUS: Artificial Intelligence in Reference & User Services Interest Group, to understand applications of artificial intelligence (AI) within the library environment 

III. Appendix

Notes

Special recognition must be given to the 2017 revisions from the RBMS ACRL/ALA Task Force to Review Competencies for Special Collections Professionals and the Guidelines of the Rare Books and Manuscripts Section, ACRL/ALA, for their permission to organize this document and adapt their method on “how to use these competencies.”

The 2017 revision committee thanked the ALA ALCTS Cataloging Competencies Task Force (Bruce J. Evans, Chair) for permission to adapt their paragraph on diversity issues in the Core Competencies for Cataloging and Metadata Professional Librarians to the RUSA Professional Competencies.

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