Search results

The purpose of this study is to examine shifts in the volume and complexity of reference questions received at a small liberal arts college following the implementation of a Web-scale discovery service.

Researchers used the Warner model of reference classification to review and classify reference questions from the academic year prior to the implementation of EBSCO Discovery Service (EDS) and the academic year following EDS implementation to evaluate the change in volume of questions and complexity.

Research findings are significant as they document a 34 per cent decline in overall volume of reference activity following the integration of a Web-scale discovery service into the research process. Notably, the question category rated as the highest level of reference complexity (level IV) registered an 18.5 per cent increase in volume, post-EDS implementation. Question levels I-III all saw declines in volume ranging from 45 to 14 per cent.

Limitations of the study relate to multiple librarians having recorded questions as they were received by reference services and, as a result, some variation in transaction description should be expected. The concurrent deployment of a Web-scale discovery service and an integrated link resolver made delineation of the respective impact of each tool difficult.

Libraries contemplating the integration of a Web-scale discovery service into the research process will be able to use the research analysis to contemplate service redesign in advance of discovery implementation. The research results support additional training of reference personnel to service higher levels of in-depth inquiries. A redesign of reference services incorporating a tiered reference model using proactive chat with referrals to library faculty for in-depth research consultations is recommended.

After a literature review of relevant research, the researchers discovered few similar studies. As a result, this analysis will be of significant value to the library profession.

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.

This paper aims to survey the published journal literature on reference transaction assessment. Its purpose is to highlight the need for a multiple perspectives approach due to the complexity of reference transactions. Satisfaction indicators, behavioral aspects, accuracy rates, success measures, and other desired transaction outcomes contribute to the need for a broader assessment picture.

This is a review from the first decade of the twenty‐first century. Selected were papers from 2001 through 2010, filtered from search results from library literature databases. Primary inclusion criteria identified refereed papers, studies of academic library populations, evaluation or assessment of reference transactions, and methods contributing to systematic practices versus unique assessment events.

By viewing reference transactions as complex interactions, librarians are recognizing that simple counts and narrow views of assessment are not adequate. Missing in the assessment literature is a universally accepted set of standard approaches, study methodologies, and reporting formats for comparison and analysis. Improvements may contribute to efforts that go beyond local studies to more meaningful peer comparisons.

Although not an exhaustive representation of all reference services assessment literature, the paper profiles the heart of reference, i.e. the interaction between users and library service providers. This focus fosters a concentration on a core reference activity: addressing library users' information needs.

This review highlights assessment challenges, unresolved problems, and topics addressed from 2001 to 2010. It also provides a look at tools that can enhance assessment programs.

This paper aims to identify more advanced criteria for identifying referral opportunities and improve understanding of when to refer through developing and defining distinct question categories and related criteria.

Chat transcripts were analyzed and coded using a rubric developed on the basis of published research and original criteria developed for the study. Coding focused on whether a referral was made, if an opportunity was missed (termed “referral gap”), and what factors influenced its presence or absence.

Quantitative and qualitative factors that influence when referrals are successfully made were identified. Questions higher on the reference effort assessment data scale and those relating to subject-based research tended to have a higher referral gap, while the presence of instruction in evaluating resources had a positive impact on referrals being made. Recognizing patron-based factors such as knowledge of library policies also impacted the presence of referrals.

Limitations include the data, which were taken from a single institution and primarily reflect questions occurring in academic libraries.

Suggestions are provided for training and reference management approaches to improve the presence, substance and quality of referrals.

The study introduces a new measure for evaluating referrals, termed the “referral gap.” The methodology also expands on traditional data points used to measure when referrals should occur, which typically focus on patron and staff affiliations.

Purpose – This article aims to discuss an innovative, student‐centered method for engaging students in one‐shot information literacy workshops. By using student‐generated questions to find out what students want to know about the library, the authors examine how the students' questions are used both as an ice breaker activity and as a means to orient the workshop's content. Design/methodology/approach – A literature review discusses various approaches to active learning activities in one‐shot information literacy workshops as well as methods for assessing students' library knowledge prior to workshops. The authors' own case study identifies best practices for implementing the activity. Finally, the authors discuss the types of student questions they collected from students over the course of two semesters. Findings – The activity outlined in this article provides an engaging method for interacting with students during one‐shot information literacy workshops. The activity acts as an effective method for obtaining a basic understanding of students' library knowledge. Analyses of the questions collected by the authors suggest that librarians should tailor their workshop content depending on the time of year in which their workshops take place. Originality/value – The activity described in this article is discussed sparingly in the literature. As such, this article outlines best practices for a student‐centered activity that librarians can add to their information literacy toolkit. This article is valuable to librarians with instruction responsibilities.

This paper aims to describe how public librarians can better address complex information needs. First, librarians should classify the degree of complexity of the need by using Warner’s classification model; then they can use Popper’s three world theory to anticipate and respond to complex information needs by following specific steps.

After examining the information science literature, appropriate models were selected to support public librarians. Our information science scholarship, coupled with our practical experience, informed our search and selection.

This paper details specific steps that public librarians can take to anticipate and respond to individual information needs. Doing so is imperative as the information needs of the public continue to become increasingly complex.

This paper improves information practice because it offers specific steps to aid public librarians to anticipate and respond to complex information needs. It draws upon an existing model and theoretical framework. This paper also highlights selected examples of how public librarians across the USA have anticipated information needs, and developed partnerships with organizations external to the public library to address complex information needs.

The aim of this paper is to offer a platform for thinking about the reference interaction experience by borrowing from museum studies literature, particularly from a holistic understanding of the museum visitor’s experience.

The goal of this paper is to offer a platform for thinking about the reference interaction experience by borrowing from museum studies literature, particularly from a holistic understanding of the museum visitor’s experience.

Object knowledge framework-reference (OKF-Ref) enables reference staff to connect patrons with resources to enable deeper thinking and research.

OKF-Ref seeks to permit reference transactions as experiences rooted in synchronous individual, group and material potential connections made between resources and information seekers.

New considerations in lived reference experience encourages reference librarians to think about the whole experience of reference interactions, allowing intermediaries to be proactive toward the goal of unified experiences for patrons.

The purpose of this paper is to determine whether librarians at the University of Kansas are providing instruction through chat in order to develop best practices for training purposes.

The authors analyzed a sample of chat transcripts using the “ACRL Information Literacy Competency Standards for Higher Education” to determine whether librarians were utilizing opportunities for instruction in the chat medium. Using this analysis, they selected the best examples of instructional techniques.

Students were open to receiving instruction through chat. Librarians who were most successful in providing assistance to students demonstrated persistency and approachability in their interactions.

The authors developed a list of top ten practices for instruction through chat which can be used for training purposes.

Librarians need to continue to develop instructional techniques to create more opportunities for teaching moments in chat. The paper raises awareness of the impact of librarians' demeanor in the online environment.

Before January 1938, no major journal in any of the three disciplines most concerned—English, Education, Library—had a department regularly devoted to Reference Book Review. Only those of us dedicated to the practice and teaching of Reference can experience the exhilaration of having, at last, not only a department, but an entire journal committed to Reference Book Reviewing, as is RSR. This editorial begins with a salute to the founders of Reference Services Review, continues with a condensed chronicle of a four‐decade crusade for the recognition of a Literature of Reference; and concludes with a statement on the art and science of Reference Literary Criticism today.

The purpose of this paper is to detail a Library open source software (OSS) development project resulting in the launch of StatBase, a statistical gathering and data visualization tool, so that organizations can adopt a locally managed alternative to costly data aggregation tools.

This case study is based on a literature review, Agile development framework, and user experience modeling. The software solution features a Joomla framework with contributed modules and open source architecture.

This case study demonstrates the creation and practical implementation of a scalable OSS platform for data management and analysis.

Provides a frame of reference and methodology for libraries, both public and academic, seeking to implement a web-based resource to gather, organize, and interpret statistical metrics via a centralized, lightweight, open source architecture.

This case study provides a detailed scope and step-by-step technology process description by which an organization can adopt or model the StatBase solution for business metrics.