Pub Date : 2021-10-02DOI: 10.1080/02763877.2021.2008580
Elizabeth Price, J. Fagan
ABSTRACT This study explored differences in how undergraduate students of different genders and academic disciplines perceived academic librarians at a U.S. public university. No evidence indicated differences between students identifying as male or female, and few statistically significant differences were found among four Subject Areas (Arts, Humanities + Social Sciences, Business, Health + Education, and STEM). Our results have implications for local practice though they are not generalizable to other institutions. Despite a lack of significant findings, librarians should continue to explore ways to measure how students of different disciplines perceive academic libraries and/or librarians as valuable to their academic success.
{"title":"More Alike than Different: Student Perceptions of Academic Librarians by Genders and Subject Areas","authors":"Elizabeth Price, J. Fagan","doi":"10.1080/02763877.2021.2008580","DOIUrl":"https://doi.org/10.1080/02763877.2021.2008580","url":null,"abstract":"ABSTRACT This study explored differences in how undergraduate students of different genders and academic disciplines perceived academic librarians at a U.S. public university. No evidence indicated differences between students identifying as male or female, and few statistically significant differences were found among four Subject Areas (Arts, Humanities + Social Sciences, Business, Health + Education, and STEM). Our results have implications for local practice though they are not generalizable to other institutions. Despite a lack of significant findings, librarians should continue to explore ways to measure how students of different disciplines perceive academic libraries and/or librarians as valuable to their academic success.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49326824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02763877.2021.2006928
Loriene Roy
ABSTRACT Setting deadlines may help motivate students to complete their work. In addition to describing class policies, instructors can employ a number of strategies to assist students in meeting deadlines.
{"title":"Material-Mind-Method: On the Teaching of Reference Assignment Deadlines: Helpful or Not?","authors":"Loriene Roy","doi":"10.1080/02763877.2021.2006928","DOIUrl":"https://doi.org/10.1080/02763877.2021.2006928","url":null,"abstract":"ABSTRACT Setting deadlines may help motivate students to complete their work. In addition to describing class policies, instructors can employ a number of strategies to assist students in meeting deadlines.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43799547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02763877.2021.1970693
Laura Costello, Amy Kimura
ABSTRACT Proactive chat service actively invites users to engage with a librarian via a pop-up chat box. While research shows that introducing proactive service in academic libraries increases the volume and complexity of chat interactions, several variables can impact its implementation in ways that are not yet well understood. Timing of the pop-up chat box is among those variables. This quantitative study investigates the effects of timing on proactive chat service through testing various pop-up trigger times on chat question volume and complexity. Results indicate a correlation between shorter trigger times with increased question volume and longer trigger times with higher question complexity at one large, multi-library research university. The findings suggest that libraries may be able to use trigger time as a control for question volume and complexity to manageably implement this high-impact service.
{"title":"Right-sizing Proactive Chat Reference Service Using Trigger Time","authors":"Laura Costello, Amy Kimura","doi":"10.1080/02763877.2021.1970693","DOIUrl":"https://doi.org/10.1080/02763877.2021.1970693","url":null,"abstract":"ABSTRACT Proactive chat service actively invites users to engage with a librarian via a pop-up chat box. While research shows that introducing proactive service in academic libraries increases the volume and complexity of chat interactions, several variables can impact its implementation in ways that are not yet well understood. Timing of the pop-up chat box is among those variables. This quantitative study investigates the effects of timing on proactive chat service through testing various pop-up trigger times on chat question volume and complexity. Results indicate a correlation between shorter trigger times with increased question volume and longer trigger times with higher question complexity at one large, multi-library research university. The findings suggest that libraries may be able to use trigger time as a control for question volume and complexity to manageably implement this high-impact service.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42744490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02763877.2021.1986875
David A. Hurley
ABSTRACT Libraries have long used patrons’ willingness to return as a metric for assessing reference services, but have not measured actual return rates for this service. Knowing if our user base is a small number of highly engaged patrons, or many patrons who visit only once, has implications for service improvements, marketing, and assessment. This study establishes 28% as the baseline return rate for chat reference at one research university, with 62% of all sessions coming from repeat users. Predictors of whether a patron would return after their first session are affiliation (e.g., whether they are faculty, graduate student, undergraduate, staff, or not affiliated with the university), the duration of the session, and where on the library website the chat was initiated. The librarian assisting, wait time, and the patron’s own rating of the chat are among the factors that are not predictive. Further research into why patrons do or do not return, and what constitutes a good return rate, is recommended.
{"title":"Repeat Users of Chat Reference: An Exploratory Study","authors":"David A. Hurley","doi":"10.1080/02763877.2021.1986875","DOIUrl":"https://doi.org/10.1080/02763877.2021.1986875","url":null,"abstract":"ABSTRACT Libraries have long used patrons’ willingness to return as a metric for assessing reference services, but have not measured actual return rates for this service. Knowing if our user base is a small number of highly engaged patrons, or many patrons who visit only once, has implications for service improvements, marketing, and assessment. This study establishes 28% as the baseline return rate for chat reference at one research university, with 62% of all sessions coming from repeat users. Predictors of whether a patron would return after their first session are affiliation (e.g., whether they are faculty, graduate student, undergraduate, staff, or not affiliated with the university), the duration of the session, and where on the library website the chat was initiated. The librarian assisting, wait time, and the patron’s own rating of the chat are among the factors that are not predictive. Further research into why patrons do or do not return, and what constitutes a good return rate, is recommended.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46061345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02763877.2021.1986876
Chris Neuhaus, A. Gruber, Angie M. Cox, HyunSeung Koh, J. Kelly, Claire Bowling, Gail Bunz
ABSTRACT In 2014, Springshare introduced a new LibGuides layout option. In addition to the traditional horizontally-tabbed layout (top navigation), LibGuides designers now have the option of vertically-arrayed tabs on the upper left-hand side of the page (side navigation). Like the university hosting this study, schools have, to varying degrees, shifted their LibGuides toward side navigation and away from top navigation. To better understand the research behind this migration, researchers at the University of Northern Iowa conducted a thorough literature review on navigation menu location preferences and navigation menu efficacy within the field of librarianship and computer science. This review identified a complex and diverse set of results not often reported in the library literature. To gauge the extent of migration toward side navigation in LibGuides, this study investigated the navigation layout of the ten most visited LibGuides at 462 academic libraries throughout the United States during the summers of 2019 and 2021. While the majority of the LibGuides reviewed at research universities are now in side navigation format, the adoption rate of side navigation in LibGuides differed dramatically by the size and type of academic institution.
{"title":"To the Side, to the Side: Academic Libraries and LibGuides Layout Adoption","authors":"Chris Neuhaus, A. Gruber, Angie M. Cox, HyunSeung Koh, J. Kelly, Claire Bowling, Gail Bunz","doi":"10.1080/02763877.2021.1986876","DOIUrl":"https://doi.org/10.1080/02763877.2021.1986876","url":null,"abstract":"ABSTRACT In 2014, Springshare introduced a new LibGuides layout option. In addition to the traditional horizontally-tabbed layout (top navigation), LibGuides designers now have the option of vertically-arrayed tabs on the upper left-hand side of the page (side navigation). Like the university hosting this study, schools have, to varying degrees, shifted their LibGuides toward side navigation and away from top navigation. To better understand the research behind this migration, researchers at the University of Northern Iowa conducted a thorough literature review on navigation menu location preferences and navigation menu efficacy within the field of librarianship and computer science. This review identified a complex and diverse set of results not often reported in the library literature. To gauge the extent of migration toward side navigation in LibGuides, this study investigated the navigation layout of the ten most visited LibGuides at 462 academic libraries throughout the United States during the summers of 2019 and 2021. While the majority of the LibGuides reviewed at research universities are now in side navigation format, the adoption rate of side navigation in LibGuides differed dramatically by the size and type of academic institution.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47806149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02763877.2021.2008579
Marissa Bischoff, B. Wages, C. Robb
ABSTRACT Measuring the quality of service delivery in an academic library presents challenges, particularly in relation to reference training and supervision. In early 2020, the Harold B. Lee Library at Brigham Young University implemented a short, three-question survey to monitor patron satisfaction in two areas of the library, the Religion and Family History and the Social Science help desks. This survey revealed patrons reflect positively on the delivery of services in these areas. Trainings related to the mission of the organization, empathy, journey mapping, experience planning, and RUSA guidelines were given to the student employees and volunteers staffing the areas. There was not a measurable improvement in service delivery in the short term as a result of the customer service training implemented during the 6-week survey span, but the trainings were still deemed valuable and important. This survey model was successful in providing instantaneous feedback, measuring a baseline of customer satisfaction in our areas, showing trends in service quality, and providing qualitative data from patrons.
{"title":"How Happy are They? Assessing Patron Satisfaction in Reference Delivery through a Continuous, Brief Survey","authors":"Marissa Bischoff, B. Wages, C. Robb","doi":"10.1080/02763877.2021.2008579","DOIUrl":"https://doi.org/10.1080/02763877.2021.2008579","url":null,"abstract":"ABSTRACT Measuring the quality of service delivery in an academic library presents challenges, particularly in relation to reference training and supervision. In early 2020, the Harold B. Lee Library at Brigham Young University implemented a short, three-question survey to monitor patron satisfaction in two areas of the library, the Religion and Family History and the Social Science help desks. This survey revealed patrons reflect positively on the delivery of services in these areas. Trainings related to the mission of the organization, empathy, journey mapping, experience planning, and RUSA guidelines were given to the student employees and volunteers staffing the areas. There was not a measurable improvement in service delivery in the short term as a result of the customer service training implemented during the 6-week survey span, but the trainings were still deemed valuable and important. This survey model was successful in providing instantaneous feedback, measuring a baseline of customer satisfaction in our areas, showing trends in service quality, and providing qualitative data from patrons.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46651349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02763877.2021.1947436
Keren Dali, Alyssa M. Brillante, Pearl I. Bass, Ashley M. Love, Leah Byrnes, Aimée Fontaine, Miranda M. Buren
ABSTRACT Based on the critical analysis and creative synthesis of the existing approaches to conversing with readers in libraries, this article proposes a new three-pronged framework for facilitating the reading experience conversation. The reading experience conversation goes beyond supplying reading and other leisure suggestions to readers and seeks to understand the desired reading experience holistically. The framework proceeds from general to specific, starting with open-ended questions eliciting narrative information about the reader’s history and the reading context; moves to exploring the type of story sought through factual contextualized questions; and ends with closed-ended or other concrete questions to narrow down a choice of possible titles, be it books, other reading matters, cinematic production, and so on. The changing library environment and the more informed reader frequenting the library call for a more strategic and sophisticated approach to discussing leisure and reading matters. By introducing the new framework, this article offers one possible way of helping librarians in all types of libraries to converse with readers more effectively.
{"title":"Conversing with Readers: A Framework for the Reading Experience Conversation","authors":"Keren Dali, Alyssa M. Brillante, Pearl I. Bass, Ashley M. Love, Leah Byrnes, Aimée Fontaine, Miranda M. Buren","doi":"10.1080/02763877.2021.1947436","DOIUrl":"https://doi.org/10.1080/02763877.2021.1947436","url":null,"abstract":"ABSTRACT Based on the critical analysis and creative synthesis of the existing approaches to conversing with readers in libraries, this article proposes a new three-pronged framework for facilitating the reading experience conversation. The reading experience conversation goes beyond supplying reading and other leisure suggestions to readers and seeks to understand the desired reading experience holistically. The framework proceeds from general to specific, starting with open-ended questions eliciting narrative information about the reader’s history and the reading context; moves to exploring the type of story sought through factual contextualized questions; and ends with closed-ended or other concrete questions to narrow down a choice of possible titles, be it books, other reading matters, cinematic production, and so on. The changing library environment and the more informed reader frequenting the library call for a more strategic and sophisticated approach to discussing leisure and reading matters. By introducing the new framework, this article offers one possible way of helping librarians in all types of libraries to converse with readers more effectively.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02763877.2021.1947436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46351785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02763877.2021.1936342
Adebowale Jeremy Adetayo
ABSTRACT Libraries in Nigeria are increasingly affected by alternative sources of information that provide stiff competition to library reference services. Reference librarians need to adopt a bring your own device (BYOD) strategy to remain relevant. The article explores the practical application of BYOD principles and strategies to the mobility of library reference services in Nigeria. It explores mobile phones’ role in Nigerian libraries, identifies likely challenges in implementing BYOD strategies, and makes recommendations. Reference librarians in Nigeria can adopt BYOD strategies to guarantee the survival and continuous growth of libraries.
{"title":"Leveraging Bring Your Own Device for Mobility of Library Reference Services: The Nigerian Perspective","authors":"Adebowale Jeremy Adetayo","doi":"10.1080/02763877.2021.1936342","DOIUrl":"https://doi.org/10.1080/02763877.2021.1936342","url":null,"abstract":"ABSTRACT Libraries in Nigeria are increasingly affected by alternative sources of information that provide stiff competition to library reference services. Reference librarians need to adopt a bring your own device (BYOD) strategy to remain relevant. The article explores the practical application of BYOD principles and strategies to the mobility of library reference services in Nigeria. It explores mobile phones’ role in Nigerian libraries, identifies likely challenges in implementing BYOD strategies, and makes recommendations. Reference librarians in Nigeria can adopt BYOD strategies to guarantee the survival and continuous growth of libraries.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02763877.2021.1936342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44871743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02763877.2021.1944450
Brady D. Lund, M. Widdersheim, Brenda Fay, Ting Wang
ABSTRACT This study examines the perspectives of instructional librarians, academic library administrators, and library school educators regarding the training and practice of instructional librarians. Semi-structured interviews were conducted with n = 37 participants from the three populations within the US and Canada. Inter-group responses were compared to explore similarities and differences between the groups. Responses were also compared to those from a similar study conducted in 1993. Findings indicate that training and practice related to instructional librarianship have changed over time. Compared to observations from 1993, librarians, administrators, and educators today observe that the demand for instruction has increased in the academic library workplace, fewer librarians enter the workplace with previous teaching experience, and library schools do a better job at providing instructional training than before. However, all respondent groups today placed increased responsibility on library schools to provided instructional training. Participants from all three populations today believe that library schools should continue to train students in instructional skills, although alternative modes of training were also recommended.
{"title":"Training and Practice of Instructional Librarians: Cross-Population and Longitudinal Perspectives","authors":"Brady D. Lund, M. Widdersheim, Brenda Fay, Ting Wang","doi":"10.1080/02763877.2021.1944450","DOIUrl":"https://doi.org/10.1080/02763877.2021.1944450","url":null,"abstract":"ABSTRACT This study examines the perspectives of instructional librarians, academic library administrators, and library school educators regarding the training and practice of instructional librarians. Semi-structured interviews were conducted with n = 37 participants from the three populations within the US and Canada. Inter-group responses were compared to explore similarities and differences between the groups. Responses were also compared to those from a similar study conducted in 1993. Findings indicate that training and practice related to instructional librarianship have changed over time. Compared to observations from 1993, librarians, administrators, and educators today observe that the demand for instruction has increased in the academic library workplace, fewer librarians enter the workplace with previous teaching experience, and library schools do a better job at providing instructional training than before. However, all respondent groups today placed increased responsibility on library schools to provided instructional training. Participants from all three populations today believe that library schools should continue to train students in instructional skills, although alternative modes of training were also recommended.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02763877.2021.1944450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47475222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Want to get experience? Want to get any ideas to create new things in your life? Read integrating library skills into the general education curriculum now! By reading this book as soon as possible, you can renew the situation to get the inspirations. Yeah, this way will lead you to always think more and more. In this case, this book will be always right for you. When you can observe more about the book, you will know why you need this.
{"title":"Integrating Library Use Skills into the General Education Curriculum","authors":"Maureen Pastine, B. Katz","doi":"10.4324/9781315859835","DOIUrl":"https://doi.org/10.4324/9781315859835","url":null,"abstract":"Want to get experience? Want to get any ideas to create new things in your life? Read integrating library skills into the general education curriculum now! By reading this book as soon as possible, you can renew the situation to get the inspirations. Yeah, this way will lead you to always think more and more. In this case, this book will be always right for you. When you can observe more about the book, you will know why you need this.","PeriodicalId":35386,"journal":{"name":"Reference Librarian","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43598860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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