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Few of our reference colleagues in research libraries, archives and museums would disagree with the observation that "This is a time of unusual uncertainty and significant disruption for research libraries, archives and museums"[1] . We are confident that reference librarians in other types or sizes of libraries - college, public, school, or special libraries - would also agree with this statement.
Teaching, learning, and technology practices in elementary, secondary and higher education are in transition. For evidence of this, one need only consider the characteristics of today's learners, or the various learning principles that today guide the selection of pedagogies and technologies to support successful learning, or advances in learning technologies. Today's reference librarians are actively engaged with the many emerging new processes by which learning occurs. Further, reference librarians in academic and research libraries are actively engaged with the many emerging new processes not only by which learning occurs, but also by which research is done. To be successful, today's reference librarians need to not only understand but also embrace current and emerging technologies affecting reference functions and the information needs of library users. Indeed, wherever or however...