Virtual Question Changes: Reference in Evolving Environments

Purpose – As virtual reference and online discovery tools evolve, so do interactions with patrons. This study aims to describe how synchronous virtual reference transactions changed over a six-year period at a university library. Design/methodology/approach – Transcripts from October and February from October 2004 to February 2010 were coded for question type, interlibrary loan discussions, and referrals. Subcategories for holding types and referrals were also recorded. Findings – The number and types of questions changed with the virtual reference platform used, both increasing and decreasing. The number of questions more than doubled from the beginning to the end of the six-year study period. The number of holdings questions at the end of the study period was six times higher than the number at the beginning. Patterns relating to interlibrary loan discussions and referrals were noted. Research limitations/implications – The study examined transcripts from one university library. Findings cannot be generalized but provide examples that may be similar in other libraries. Practical implications – The number and type of online reference questions that a library receives can change dramatically in a short time. Libraries should monitor question transactions, especially after software changes. Libraries also should consider how the placement of chat widgets changes the quantity and nature of questions and train staff appropriately. Originality/value – This study examines transcripts across a longer time span than previous studies. It is unique in its examination of virtual reference widgets embedded in proprietary databases and link resolvers

Reduction deduction: Facets as a key ingredient to searching effectively in a discovery layer

One of the benefits of a discovery layer is the large number and variety of results. In order to search effectively, students must learn to narrow down those results in a meaningful way. This activity helps students tap into prior learning by exploring their natural use of facets and limiters in commercial online shopping. Students are then asked to transfer their shopping behaviors into the discovery layer using the facets and limiters

Usability Testing and Instruction Librarians: A Perfect Pair.

This study examines how librarians are experiencing usability testing and how their observations are influencing library instruction. A survey of instruction librarians illustrates how usability testing and library instruction are connected. Survey results prove instruction librarians are involved in usability testing. Furthermore, their participation in usability studies has led instruction librarians to alter their instructional methods. An overwhelming majority changed one or more instructional tools as a result of usability testing, and many reported creating new instructional resources. The authors add their own insights as both instruction librarians and participants in usability testing

Instruction via Instant Messaging Reference: What’s Happening?

Purpose – The purpose of this study is to analyze one Instant Messaging (IM) reference service to determine to what extent instruction is or can be offered in this medium and whether patrons want or expect it. Design/methodology/approach – The authors surveyed IM patrons over a seven week period to determine whether they felt they could and did learn from chat transactions. Transcript content was analyzed to find out whether and how instruction is being offered. Findings – Results show that patrons overwhelmingly welcome instruction and that it is provided in a large majority of cases, using a variety of bibliographic instruction techniques. The way the question is phrased, however, affects the likelihood of instruction to some extent. Practical implications – The results of this study indicate that librarians should make a habit of practicing instruction in IM reference even when patrons do not appear to be asking for it. Originality/value – The relationship between instruction and virtual reference has not been fully explored in the literature. Reference and instruction librarians will benefit from this study\u27s exploration of instruction in the IM medium

Cyberspace or Face-to-Face: The Teachable Moment and Changing Reference Mediums.

This article considers the teaching role of reference librarians by studying the teachable moment in reference transactions, and users’ response to that instruction. An empirical study of instruction was conducted in both virtual and traditional reference milieus, examining the following three services: IM (Instant Messaging), chat, and face-to-face reference. The authors used the same criteria in separate studies of all three services to determine if librarians provided analogous levels of instruction and what factors influenced the likelihood of instruction. Methodology employed included transcript analysis, observation, and patron surveys. Findings indicated that patrons wanted instruction in their reference transactions, regardless of medium, and that librarians provided it. However, instructional techniques used by librarians in virtual reference differ somewhat from those used at the reference desk. The authors conclude that reference transactions, in any medium, represent the patron’s point-of-need, thereby presenting the ideal teachable moment

Instruction via Chat: Does Co-Browse Help?

Purpose – The purpose of this research is to determine whether instruction would be welcomed by instant messaging (IM)/chat users, whether instruction is possible in this medium, whether it can be effectively provided, and if the use of co-browsing enhances learning. Design/methodology/approach – Two studies were conducted in which IM/chat reference transcripts were analyzed and patron surveys collected. This research paper compares results from these studies, the first based on use of text-only IM software, the second using commercial chat software with a co-browse feature. Findings – Findings indicate that patrons welcome instruction, whether they ask for it or not, and are satisfied with chat/IM as an instructional medium. Librarians usually provide instruction, though they are more likely to do so if patrons ask for it, directly or indirectly. Co-browsing was used little and did not increase the amount of instruction provided. Patron question format had an impact on the likelihood of co-browsing. Despite a high rate of technical difficulties, co-browsing was very well received by survey respondents. Practical implications – Findings suggest more training on the importance of instruction in virtual reference is needed. Originality/value – Providing instruction via reference is an established practice at the physical reference desk, yet few studies of instruction in virtual reference have been conducted and none on co-browsing as an instructional tool. This study addresses the need for research on instruction in the virtual reference environment

Strategy, intentionality, and impact: A purchasing plan for library promotional swag

The labor and expense involved in developing a comprehensive outreach program can be overwhelming. There are often additional expenditures for marketing and promotional items to support the outreach events that go beyond costs of planning and staffing outreach activities. The Texas A&M University Libraries boast a robust outreach program—library employees participate in more than 100 outreach activities each calendar year. We developed programmatic strategies for improving the cost and labor efficiency of both purchasing and managing the distribution of library-branded promotional items as a part of these outreach efforts. Colloquially, these items are known as swag. This chapter will provide insight into why and how we created a swag inventory system to support our outreach program

Parenthood, Professorship, and Librarianship: Are They Mutually Exclusive?

A survey of tenure-track and tenured librarians at ARL libraries provides data on the relationship between parenthood and professorship. Results analyze the impact of the promotion and tenure process on child-bearing and child-rearing decisions. Discrepancies are found based on gender, tenure status, and family status

Libr-AR-y Tours: Increasing Engagement and Scalability of Library Tours Using Augmented Reality

The Version of Record of this manuscript has been published and is available in College & Undergraduate Libraries, August 2018, https://doi.org/10.1080/10691316.2018.1480445Orienting patrons to library spaces, collections, and services is an important, but time-intensive, challenge for many librarians. Library tours are one strategy commonly employed to familiarize patrons with library spaces and services. Augmented reality provides a new opportunity for librarians to develop engaging and interactive unmediated tours. Augmented reality tours provide participants with an opportunity to explore library spaces and service points while affording librarians the chance to share valuable information about those spaces and services. This article details how one library constructed an augmented reality tour and shares assessment-based insights into participant responses to the augmented reality format

First Generation Success: Mixed-Methods Information Literacy Skills Assessment for First Year Writing Students

As universities seek to improve retention and graduation rates, more attention is being paid to populations that are statistically less likely to persist, such as first-generation students. Engaging with a campus-wide initiative targeting first-generation college students, librarians at a research university were awarded a grant to study the information literacy skills of this special population and to develop intervention strategies to help retain students. Partnering with the English department and a campus provisional admission program, librarians developed and taught special sections of the first year composition course, ENGL 104. These sections were designed to seamlessly embed information literacy concepts into the traditional ENGL 104 curriculum and to thoroughly assess the impact of this approach. This study was designed using a mixed-methods approach to better understand the information literacy knowledge and skills of first-generation students and to evaluate the impact of embedding information literacy into a course required for their degree plans