Stephanie J. Graves

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 ...

Instruction via chat reference: 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. Despit...

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 generali...

Usability Testing and Instruction Librarians: A Perfect Pair.

ABSTRACT 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 that 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.

Mining writing center data for information literacy practices

Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

Libr-AR-y Tours: Increasing engagement and scalability of library tours using augmented reality

Abstract Orienting 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.

Doing More With Less: Increasing the Value of the Consortial Catalog

Abstract Purpose This case study describes how one library leveraged shared resources by defaulting to a consortial catalog search. Design/methodology/approach The authors use a case study approach to describe steps involved in changing the catalog interface, then assess the project with a usability study and an analysis of borrowing statistics. Findings The authors determined the benefit to library patrons was significant and resulted in increased borrowing. The usability study revealed elements of the catalog interface needing improvement. Practical implications Taking advantage of an existing resource increased the visibility of consortial materials to better serve library patrons. The library provided these resources without significant additional investment. Originality/value While the authors were able to identify other libraries using their consortial catalog as the default search, no substantive published research on its benefits exists in the literature. This chapter will be valuable to libraries with limited budgets that would like to increase patron access to materials.