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The purpose of this paper is to report on a project to implement a virtual reference service for the Library Consortium of New Zealand (LCoNZ).

The process of choosing the most appropriate software and implementing the service are outlined and discussed in the context of recent findings about similar services in academic libraries.

Because of the rapid development in social networking software and use, open source software is chosen as the most appropriate option. The overarching principle need to include a focus on enhancing the learning experience.

The lead library is able to implement the service at two sites initially, with a minimum of systems support. Improvements to the software are already planned. The main shift for the library is in how the service needs to flex to accommodate customer expectations and needs.

This paper examines the implementation of an instant messaging reference service in the context of online learning and student learning experience. It discusses reasons why university libraries need to keep forging online opportunities for meeting their customers' needs.

The use of instant messaging (IM) technology for providing online reference services is increasing by leaps and bounds. This article compares a digital reference service, Morris Messenger, with traditional, face‐to‐face reference, using quantitative and qualitative data from experience with this service at Morris Library, Southern Illinois University. The article addresses differences arising from the medium itself, differences in the categories of reference questions received, using several different categorization schemes, and differences in factors affecting willingness to return, to determine strengths and weaknesses of this medium. Since many libraries are considering implementing such a service, it also describes what it is like for staff to provide reference service this way and suggests ways of addressing some of the challenges of this new medium.

The purpose of this paper is to put librarian use of instant messaging (IM) into a context of new media development. The paper aims to evaluate use of IM from findings in a research project of a Danish IM test.

The paper is grounded on findings related to the author's research of a specific Danish instant messaging test called Need2Know. With help of theories of communication patterns on the internet and of media theory of Web 2.0 IM is assessed as a tool for public libraries.

Instant messaging is an instance of expanding conversational and decentralized ways of communication on the internet. It is a useful communication tool to get in touch with young users, but it may be a waste of resources if the purpose primarily is to answer short questions of encyclopaedic facts. If the service is not anchored in an explicit library context or in library resources, the ask service easily will decay to a type of “living search machine” and not be part of a participatory culture promised by Web 2.0.

The paper assesses an instant messaging tool, Need2Know. The Need2Know service mirrors a traditional attitude to the relationship between users and library. Today users are able to find simple information themselves, and they are even able to disseminate and share this information through numerous social technologies.

This article analyzes survey results of university students who used Morris Messenger, the instant messaging (IM) reference service at Southern Illinois University Carbondale’s Morris Library. It focuses on the complete results of two surveys, including a comparison of IM reference and traditional reference desk experiences. An overview of the IM reference system and usage data are also discussed. Survey respondents indicated overall enthusiasm for the IM reference service and provided useful suggestions for improvements, which are also listed.

The purpose of this paper is to present a snapshot of virtual reference services (the use of instant messaging or chat for enquiries) in UK academic libraries, and provide information about software for libraries considering providing a virtual reference service.

The paper summarises the results of a 2008 UK‐wide survey of academic libraries and gives a brief overview and comparison matrix of top virtual reference software products as tested by the Virtual Enquiry Project.

Virtual reference services are not widespread in UK academic libraries. However, current service providers are planning to continue or expand services and a majority of academic libraries surveyed are considering starting a service.

This is the first survey of its kind among UK academic libraries.

This study aims to investigate the different channels reference librarians receive reference inquiries from patrons in university libraries in Nigeria.

A questionnaire was used to collect data on the various channels through which reference librarians received reference inquiries in Nigerian university libraries. The questionnaire was administered using an online method.

It emerged that the face-to-face traditional reference desk was rated as the highest channel through which librarians receive reference inquiries in Nigeria, followed by library Facebook page and phone/short message service (SMS). Instant messaging (IM) and e-mail were identified as the least used channels by the patrons. The challenges mentioned include the absence of policy statements concerning virtual reference services; the lack of information and communications technology (ICT) skills on the part of librarians; slow Internet connectivity; power failures; management’s lack of support for emerging technologies; IM’s limitations; user’s expectations of instant answer; inarticulate requests; and lack of adequate current reference materials.

The findings are from a small sample size; therefore, the findings may not be substantial enough to generalize. Further study is necessary to determine if these results are consistent throughout other university libraries in Nigeria.

The findings will inform university libraries in developing countries that are planning to adopt virtual reference services to deliver reference services to users anywhere, anytime.

The purpose of this paper is to describe the successful implementation of an embedded instant messaging (IM) reference service using Meebo. The article provides data to legitimize the development of such services and demonstrates a successful model.

A pilot study to assess the usefulness and functionality of Meebo's embedded IM as a reference service tool was conducted. Detailed data on all reference transactions were collected and analyzed for comparative purposes. Also included in the study is a survey of librarians and staff involved in providing the service.

Adding the embedded Meebo chat widget increased the use of synchronous virtual reference services by 49 percent. Embedded IM reference transactions take significantly less time to answer than QuestionPoint transactions. Higher level reference questions (research questions) take nearly the same amount of time to answer over IM as they do in person.

Further research to determine why IM reference transactions are significantly shorter than those conducted with QuestionPoint is needed. A limitation of the current study is that there was no patron feedback collected.

The data collected suggest that embedded IM is a viable alternative and perhaps a better alternative to other vendor‐based synchronous chat reference systems. With very low capital and personnel investment, a successful synchronous and local IM reference service can be launched. Institutions that have not begun to offer synchronous virtual reference services have a free and viable option to do so.

Embedded IM is a relatively new technology. Although several libraries are using embedded IM, there are no published articles analyzing its use and comparing it to other virtual reference services.

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.

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.

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.

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.

The relationship between instruction and virtual reference has not been fully explored in the literature. Reference and instruction librarians will benefit from this study's exploration of instruction in the IM medium.

The purpose of this paper is to investigate librarians' attitudes towards instruction in virtual reference transactions and to review relevant literature.

Librarians who provide virtual reference services are surveyed about attitudes towards providing instruction via virtual reference software. In addition to gathering demographic information respondents are asked to rate agreement or disagreement with statements about virtual references using a six‐point Likert scale.

The librarians surveyed see value in providing instruction during the virtual reference encounter, but also identify concerns and barriers. Discussion of Marchionini's concept of exploratory search and Madell and Muncer's study on control in computer mediated communication is used to highlight some characteristics of the virtual reference environment that might require unique pedagogy and reference practices.

Most respondents are from academic libraries, potentially limiting its applicability to public or special library settings and the survey does not explore the attitudes of librarians who do not currently provide virtual reference.

Findings will be useful for institutional or consortial virtual reference training as well as improving individual practice. Findings may also have policy and/or staffing implications for virtual reference programs.

There is limited literature that focuses specifically on either information literacy instruction during the virtual reference transaction or on librarians' attitudes towards providing instruction in the virtual reference transaction.

For student reference supervisors and trainers, it is crucial to understand the characteristics of the millennial worker and how we can effectively train student reference employees in virtual reference. The purpose of this paper is to present best practices for training the millennial generation of reference workers on virtual reference.

This paper is a combination of a case study and theoretical approach including a literature review of “computer mediated communication” (CMC) theory as well as Reference and User Services Association (RUSA) best practices. This paper describes the creation of a training manual for the millennial student who works in reference and are the primary respondents to instant messaging.

This project describes why it is necessary to train millennial student reference employees differently than librarians or paraprofessionals when dealing with virtual reference.

This paper presents practical training techniques that are grounded in two major communication theories: politeness theory and CMC theory and applies these theories to the practical training of the millennial student.

The library atmosphere is a very social one with several different types of communication methods. Many academic libraries use student employees to staff some of the high traffic public service points. In order to better treat our patrons and maintain a professional atmosphere, it is critical that we train students to leave behind their student mentality when working and to become more professional. It is a question of re‐conditioning the student employee from their more comfortable social methods of communication to that of what patrons expect.

This paper presents the benefits of having a specific training approach when supervising the millennial student reference worker, particularly when it comes to training for instant messaging/chat reference services.