Neoliberal thinking tells us a successful reference “transaction” provides the patron with the most efficient answer to their immediate information need. Neoliberal thinking mocks the idea that library instruction and reference might be about encouraging students to think critically not only about their own information consumption but also about the whole system of knowledge creation & access, and about who controls how we search and what we find. Neoliberalism scoffs at the idea that librarians ought to encourage browsing and serendipity and other forms of “inefficient” research and learning.
Neoliberalism frames this as a contrast between giving patrons what they want vs what giving them what we think they need. That formulation is a rhetorical strategy that makes librarians sound like condescending bunheads who aren’t hip to what the kids need.
What I want to suggest is that we can and should resist that rhetoric – both because it is incredibly sexist and ageist and because the tension is not between what our patrons ask for and what we want to give them; the tension is between a neoliberal, transaction model of library services and a model based on the mission of promoting critical thinking and equipping students to interrogate power and authority.