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This paper aims to examine the emerging field of reference in virtual worlds and attempts to determine its place among existing reference services. The virtual world of Second Life is the focus for these virtual world services. Advantages of virtual world reference are highlighted and drawbacks are discussed.

The paper examines two existing virtual world reference projects in an attempt to determine both the feasibility of virtual world reference and the level of need for such a service.

Both virtual world reference projects were successful and appear to indicate there is a need for reference within Second Life.

Virtual worlds and reference within these realms are at the very early stages. There is room for detailed analysis of issues raised within the paper.

The paper outlines the steps of creating a collaborative and institutional virtual world reference service, including training and implications.

This paper examines the emerging field of research and practice in virtual worlds and will be of significant interest to reference librarians.

The purpose of this paper is to discuss merging the virtual learning environment of online students with the traditionally face‐to‐face, physical service of research consultations in the form of virtual research consultations (VRCs).

A literature review discusses the importance of instruction in virtual reference, how to combat inherit challenges and foster an instructional experience during virtual reference interactions, and the value of research consultations. The case study then examines how the Distance Learning Librarian at Norwich University implemented a VRC service.

Based on the ease of maintenance, number of appointments made and verbal feedback from students, VRCs are a valuable addition to virtual reference services for online students. They facilitate instruction in reference, foster relationship building, and also prove a considerable tool for outreach.

The case study provides an example of a service that can be implemented at other institutions. The author also discusses alternative technology options.

There is little discussion in the literature of research consultations being incorporated into virtual reference services. With the growing focus in academia on online education and increasing accessibility of tools to foster a rich virtual learning environment, research consultations are a natural next step in virtual reference.

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 paper aims to analyse the common features of the virtual reference services provided by European and American libraries in order to evaluate the service from the user's perspective, taking into account the potential of Web 2.0 applications.

This research adopts a quantitative approach, to contribute to better understanding of the problems currently facing virtual reference services and offers solutions to them. The study also combines qualitative methodologies.

The study reports that virtual reference services in university communities have not changed significantly since they first appeared, and highlights the need to incorporate new technologies.

The paper draws attention to certain features of virtual reference services that are undervalued or have not attracted research interest, and calls for a technological shift in the services provided to users from the academic communities involved in this study.

The purpose of this paper is to investigate the impact of the pandemic on the questions received via chat reference at a Canadian university library.

A qualitative analysis using coding of chat transcripts and a quantitative analysis of the length of chat interactions were used in this study.

The author determined that the types of questions received changed slightly during the pandemic due to the new library services offered. The complexity level of questions did not change significantly nor did the presence of instruction. The length of individual chat interactions and the total amount of time spent on chat increased, most likely due to the extended hours of the service and the number of patron questions present in one interaction.

This is the first study to investigate the potential impact of the pandemic on virtual reference services at a university library. The findings could lead to practical implications for libraries who need to close their in-person reference desk or need to respond to building closures.

This case study was conducted to assess and make changes to the consortial virtual reference service for the remainder of the period of fully virtual reference (campus closure); a second objective was to consider implications for service design and delivery upon the eventual return to the physical campus.

This paper begins by introducing the institution, reference practices prior to the pandemic and the changes to reference service necessitated by the campus closure. After a literature review of material related to reference and the pandemic, several years of virtual reference service data are analyzed.

The use of consortial virtual reference service has significantly increased in the pandemic, as demonstrated by questions asked by users and questions answered by librarians. Changes to work practices based on these data have been made.

This work is original in that it relates to the physical closure of the campus due to the pandemic, about which, to date, little has been published specifically concerning the design and delivery of reference services.

This study aims to evaluate the instances of information literacy instruction within the virtual reference system of a Canadian university library.

Coding and analysis of a sample of chat transcripts over the course of one academic year have been used.

The analysis indicated that over 50 per cent of virtual reference interactions do not lend themselves to information literacy instruction. An average of 23.6 per cent of interactions included information literacy instruction and the preferred methods of instruction were modelling and resource sharing.

While previous studies have focused on information literacy instruction provided in a virtual reference setting, this study aims to identify not only instances of information literacy but also to better understand the nature of chat queries by codifying instances of a transactional nature. The results could lead to improved best practices for chat reference, enhanced staff training and varied promotion and delivery of not just virtual reference services but of other library services as well. A portion of this research project, including partial results for the Fall semester, was presented at the LILAC Conference in Liverpool in April 2018.

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.

Discusses how technological developments in libraries have led to the emergence of new service paradigms. Reference services are receiving prime attention as librarians strategically position themselves to serve users who are entering the library both through the physical gateway and the electronic gateway. Recent trends in electronic libraries, with particular reference to academic libraries, point to the need to provide value‐added library services to support virtual communities in their access to, and use of the exploding body of electronic sources. Also discusses the dynamic nature of reference services in the context of rapidly changing technologies and heightened user expectations and explores the issues associated with planning virtual reference services in an academic environment. Outlines the service rationale, software and technology considerations taken by the Pennsylvania State University in planning towards on‐line, real‐time reference services and provides an overview of the planned pilot project. Includes a list of links to Web sites with useful resources as well as links to sites of some projects on virtual reference services.

The purpose of this paper is to compare user perspectives on visits to in‐person and virtual reference services conducted by participants in the Library Visit Study, an ongoing research project.

This paper compares satisfaction rates, identifies staff behaviours that influence user satisfaction, and suggests how both face‐to‐face and virtual reference can be improved. Since 1990, participants in the Library Visit Study have been MLIS students who ask questions at in‐person and virtual reference desks, and report on their experiences. In addition to these accounts, students complete questionnaires on their experiences. Level of satisfaction with the in‐person or virtual transactions, based on the “willingness to return” criterion, are computed. Satisfaction is compared with other factors such as correctness of answers and friendliness of library staff. Underlying problems that influence satisfaction are identified. Findings – Data from 261 in‐person and 85 virtual reference transaction accounts (both e‐mail and chat) show that virtual reference results in lower satisfaction than in‐person reference. Underlying problems that are associated with user dissatisfaction were identified in face‐to‐face reference and carry over to virtual reference, including lack of reference interviews, unmonitored referrals and failure to follow‐up. Research limitations/implications – The number of virtual reference visits is relatively small (85) compared with 261 in‐person visits. Practical implications – The reasons for ongoing failures are examined and solutions that can help improve both face‐to‐face and virtual reference are identified. Education and training of reference staff can be improved by recognition of the behavioural causes of dissatisfaction in users. Originality/value – This paper provides empirical data that compare user perceptions of in‐person and virtual reference.