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Using chat transcripts from Indiana University Libraries, the authors examined a subset of transcripts involving citations. From this analysis, they propose improvements for citation assistance as a holistic service.

Two years of chat transcripts were examined and questions containing citation-related keywords were segregated for further examination. The authors used a test data set to create a coding scheme for the questions and responses. This scheme was then applied to all the citation-related transcripts.

390 of 11,553 transcripts included interactions about citations. In 42% of the transcripts, no specific citation style was mentioned. American Psychological Association and Modern Language Association were the most frequently mentioned citation styles by chat users. Business reports (company data and market research), periodicals (journal, newspaper or magazine articles), websites and government documents were the most often asked about formats, but there was a wide variety of other unusual formats. Questions about EndNote were more common than other types of citation management software. Chat staff utilized a variety of responses including guiding the student by example, directing to an online resource for more information (85% of the responses) or referring to a citation management expert. An unexpected amount of hedging words in the responses indicates the presence of anxiety on the part of chat staff in responding to these types of questions.

This paper goes beyond most existing studies of chat transcripts by using chat transcripts as data to guide service improvements for a commonly asked but not typically discussed set of questions.

The purpose of this study is to investigate the use of co‐browse in live chat, customers' question types, referral to subject experts, and patrons' usage patterns as experienced in the virtual reference (VR) chat reference services at Texas A&M University Libraries.

Chat transcripts from 2005 to 2007 were sampled and analyzed by peer reviewers. Statistical data in that period were also examined. A set of methods and a pilot study were created to define the measurement components such as question types, expert handling, and co‐browsing.

Co‐browsing is used in 38 percent of the sampled chat sessions. The Texas A&M University live chat service group considers co‐browsing a useful feature. Of questions received on VR, 84 percent are reference questions. Only 8.7 percent of the total questions or 10 percent of the reference questions need to be answered by subject experts. The use of VR increases dramatically in the past two years at the Texas A&M University. The findings also reveal users' logon patterns over weekdays and weekends.

The study contributes and advances understanding in the role VR plays in a large academic library and the role co‐browsing plays in VR services. The study also provides a comprehensive method for transcript and usage data analysis. It is believed that a similar methodology may be replicated elsewhere by other institutions engaging similar services or evaluation.

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.

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 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.

Findings suggest more training on the importance of instruction in virtual reference is needed.

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.

To understand chat reference user needs at the University of Arizona Libraries, this study aims to analyze the differences in READ (Reference Effort Assessment Data) scores and content from two different chat reference origins: the library website and, course sites within the campus course management system, Desire2Learn.

The authors have used a mixed methods approach, whereby ordinal regression has been performed on READ scores and grounded theory on chat transcripts in the analysis of themes. This content comparison offers insight into the variations of how and why users ask for help at different chat reference service points.

The results of the content comparison inform the understanding of the reasons behind library users’ needs and questions at various stages in their academic workflow. The analysis also has implications for future chat reference training, as well as underscores the need for continued integration of library services and resources into online educational technology systems.

The findings support the importance of collocating research/reference support and course content, and underscore the value of library integration with course management systems. The analysis also serves as user-needs assessment data, with the potential to inform library services beyond reference, such as information literacy instruction or collection development.

This study aims to fill a gap in the literature by investigating differences in chat reference transcripts based on chat reference origin.

The purpose of this paper is to compare established reference interview guidelines (RUSA) with actual reference provider behaviors in remote reference transactions. The data is used to argue that specific reference interview “best practice standards” should be developed for remote access reference services.

Remote reference transactions were examined for evidence of adherence, or not, to the RUSA guidelines and behaviors. The transcripts were also coded for showing evidence, or not, of user satisfaction.

Data from 1,435 virtual reference transcripts shows that in 82 percent of the reference sessions the user found the information needed. Analysis also shows that librarian compliance with RUSA‐recommended reference interview behaviors, especially in the areas of listening/inquiring and searching is frequently poor – possibly due to time constraints.

This study adds to the empirically‐based knowledge on the reference interview process and virtual reference services.

Reference policies and procedures can be modified to accommodate patrons based on type of reference access. Education and training of reference staff can be customized to meet patron needs.

This paper develops a methodology for evaluating the reference interview in a virtual reference transaction and suggests modification of the RUSA reference interview guidelines for remote access reference services.

The University of Nevada, Reno Library offers a general‐information “Chat with us” service through the university Web site in conjunction with the “Ask a librarian” service available through library Web pages. A study of 826 transcripts for the first academic year revealed that 80 percent of chat sessions originated from the university page. The majority of visitors were prospective students with questions related to admissions. Most of the chat operators believe the library should continue providing the university‐wide service. While university offices possess the information to answer many of the questions, librarians are skillful and patient when determining visitors' information needs, and were able to supply appropriate resources. Librarians were proactive in contacting university offices on behalf of chat visitors and provided e‐mail addresses, phone numbers, and URLs as needed. The continued collection and analysis of chat transcripts will help to determine the direction of library and university chat services.

This case study provides a new methodology for examining patron-initiated noise complaints in academic libraries by mining virtual reference chat transcript logs. The purpose of this study is to illustrate how noise complaints can be identified, analyzed and mapped to create a visual representation of the library’s soundscape.

This study reviewed 4,494 reference chat logs taken over four semesters at a large public university between August 2015 and May 2017. From these transcripts, the author identified 330 unique noise complaints and analyzed them by content, time of day, day of week, week of semester and floor of library. Complaints were also plotted on a library map to determine noise complaint hot spots.

Analysis of the noise complaints showed that 82 per cent of the reported incidents originated in designated quiet study zones and 55 per cent of the complaints occurred in the evenings when the library was more lightly staffed. Mapping the noise complaints revealed that most infractions were reported in areas where public computing areas and group study rooms were situated directly adjacent to designated quiet study areas.

Although there are numerous studies on noise in libraries and many published analyses of reference chat transcripts, this paper is the first to analyze chat transcripts for the purpose of studying noise complaints in the library. This paper is an expansion of a preliminary study presented at the 2016 Library Assessment Conference in Arlington, VA.

This article details the implementation of a live online chat service which was suddenly necessitated by the worldwide coronavirus disease 2019 (COVID-19) pandemic. The approaches used to train chat operators during this time inform both current and future training initiatives toward continuous improvement in this academic library setting.

Chat transcripts from the period of March 2020–April 2021 serve as the dataset for this study.

In bringing a live chat service online during a global pandemic, chat transcripts from this period reveal 19.3% of all chat interactions related directly to COVID-19. The transcripts also reveal the types of questions, whether reference or directional, and these, combined with staffing patterns, indicate that staff were addressing reference questions more often than librarians. In addition, 25.2% of all transactions, whether by staff or librarians, resulted in tickets or referrals to hand off the question to a subject or functional specialist. These findings help to inform targeted face-to-face refresher training for chat operators.

While bringing a live chat service online is certainly not novel, the impetus behind the quick setup was. This unusual circumstance allowed for an in-depth look at the nature of chat and its training requirements and limitations due to campus stay-at-home orders. It also provided a new understanding that influenced subsequent face-to-face trainings.

This paper aims to provide a holistic view of the current practice of chat reference evaluation and to suggest a framework that could help reference practitioners evaluate chat reference services in multiple contexts.

A thorough review of the literature on chat reference evaluation is conducted and the evaluation studies are grouped by their evaluative perspective and measures. Based on the literature review, a framework of perspectives and measures for chat reference evaluation is proposed.

Chat reference evaluation has incorporated a number of new elements that do not exist in desk reference evaluation. All the evaluation perspectives and measures reported in chat reference literature are incorporated into a final framework except for one variable – “cost‐effectiveness” – which lacks the support of empirical studies in the literature.

The analytical review of the literature provides a holistic view of how chat reference is being measured for its value to both libraries and users, thus furthering the professional understanding of chat reference performance in the library environs. The framework of evaluation perspectives and measures resulting from the literature review is applicable in multiple chat reference contexts and can be customized to serve different evaluation purposes. In turn, this framework gives chat reference evaluators a clear idea of what to look at and how.

This paper fills the need to provide reference practitioners with both a critical view of current chat reference practice, and a tool that could help them design and develop a chat reference evaluation project.

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.

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.

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.

The study examined transcripts from one university library. Findings cannot be generalized but provide examples that may be similar in other libraries.

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.

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.