{"title":"香港学生认为虚拟参考是一项重要服务,可在多个学习阶段提供帮助","authors":"Samantha Kaplan","doi":"10.18438/eblip30430","DOIUrl":null,"url":null,"abstract":"A Review of:\nTsang, A. L. Y., & Chiu, D. K. W. (2022). Effectiveness of virtual reference services in academic libraries: A qualitative study based on the 5E learning model. The Journal of Academic Librarianship, 48(4), Article 102533. https://doi.org/10.1016/j.acalib.2022.102533\nObjective – Understand how virtual reference services (VRS) impact students’ learning using the 5E model (engage, explore, explain, elaborate, evaluate) as a theoretical framework.\nDesign – Exploratory qualitative study.\nSetting – Major university in Hong Kong.\nSubjects – There were 10 participants between the ages of 18 and 35, including undergraduate and postgraduate students and one alumnus of the university.\nMethods – Online synchronous semi-structured interviews of 30 minutes via Zoom. Interview data were transcribed and analyzed thematically according to the 5E learning model.\nMain Results – WhatsApp was the preferred form of VRS, over Zoom, email, or phone. VRS can facilitate better awareness of library resources and supports resource exploration. WhatsApp VRS is particularly valuable for students who may find other modes intimidating, overly formal, or inaccessible due to time constraints. VRS has grown in importance since the COVID-19 pandemic.\nConclusion – VRS provided via instant messaging is a valued service for students, but libraries, library websites, and librarians can all work to improve awareness of the option and possible uses. Future work is needed to understand how demographics may influence patrons’ attitudes and experiences of VRS. ","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Hong Kong Students Consider Virtual Reference a Vital Service and It Can Aid in Many Stages of Learning\",\"authors\":\"Samantha Kaplan\",\"doi\":\"10.18438/eblip30430\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A Review of:\\nTsang, A. L. Y., & Chiu, D. K. W. (2022). Effectiveness of virtual reference services in academic libraries: A qualitative study based on the 5E learning model. The Journal of Academic Librarianship, 48(4), Article 102533. https://doi.org/10.1016/j.acalib.2022.102533\\nObjective – Understand how virtual reference services (VRS) impact students’ learning using the 5E model (engage, explore, explain, elaborate, evaluate) as a theoretical framework.\\nDesign – Exploratory qualitative study.\\nSetting – Major university in Hong Kong.\\nSubjects – There were 10 participants between the ages of 18 and 35, including undergraduate and postgraduate students and one alumnus of the university.\\nMethods – Online synchronous semi-structured interviews of 30 minutes via Zoom. Interview data were transcribed and analyzed thematically according to the 5E learning model.\\nMain Results – WhatsApp was the preferred form of VRS, over Zoom, email, or phone. VRS can facilitate better awareness of library resources and supports resource exploration. WhatsApp VRS is particularly valuable for students who may find other modes intimidating, overly formal, or inaccessible due to time constraints. VRS has grown in importance since the COVID-19 pandemic.\\nConclusion – VRS provided via instant messaging is a valued service for students, but libraries, library websites, and librarians can all work to improve awareness of the option and possible uses. Future work is needed to understand how demographics may influence patrons’ attitudes and experiences of VRS. \",\"PeriodicalId\":45227,\"journal\":{\"name\":\"Evidence Based Library and Information Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2023-12-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Evidence Based Library and Information Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18438/eblip30430\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence Based Library and Information Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18438/eblip30430","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 0
摘要
回顾:Tsang, A. L. Y., & Chiu, D. K. W. (2022).学术图书馆虚拟参考咨询服务的有效性:基于 5E 学习模式的定性研究。https://doi.org/10.1016/j.acalib.2022.102533Objective - 以 5E 模式(参与、探索、解释、阐述、评估)为理论框架,了解虚拟参考咨询服务(VRS)如何影响学生的学习。设计 - 探索性定性研究。研究背景 - 香港主要大学。研究对象 - 10 名参与者,年龄在 18 至 35 岁之间,包括本科生、研究生和一名大学校友。研究方法 - 通过 Zoom 进行 30 分钟的在线同步半结构化访谈。主要结果 - 与 Zoom、电子邮件或电话相比,WhatsApp 是首选的 VRS 形式。VRS 可以提高对图书馆资源的认识并支持资源探索。WhatsApp VRS 对于那些认为其他方式令人生畏、过于正式或因时间限制而无法使用的学生来说尤其有价值。自 COVID-19 大流行以来,VRS 的重要性与日俱增。结论--通过即时通讯提供的 VRS 对学生来说是一项有价值的服务,但图书馆、图书馆网站和图书馆员都可以努力提高对这一选项和可能用途的认识。未来的工作需要了解人口统计学如何影响读者对 VRS 的态度和体验。
Hong Kong Students Consider Virtual Reference a Vital Service and It Can Aid in Many Stages of Learning
A Review of:
Tsang, A. L. Y., & Chiu, D. K. W. (2022). Effectiveness of virtual reference services in academic libraries: A qualitative study based on the 5E learning model. The Journal of Academic Librarianship, 48(4), Article 102533. https://doi.org/10.1016/j.acalib.2022.102533
Objective – Understand how virtual reference services (VRS) impact students’ learning using the 5E model (engage, explore, explain, elaborate, evaluate) as a theoretical framework.
Design – Exploratory qualitative study.
Setting – Major university in Hong Kong.
Subjects – There were 10 participants between the ages of 18 and 35, including undergraduate and postgraduate students and one alumnus of the university.
Methods – Online synchronous semi-structured interviews of 30 minutes via Zoom. Interview data were transcribed and analyzed thematically according to the 5E learning model.
Main Results – WhatsApp was the preferred form of VRS, over Zoom, email, or phone. VRS can facilitate better awareness of library resources and supports resource exploration. WhatsApp VRS is particularly valuable for students who may find other modes intimidating, overly formal, or inaccessible due to time constraints. VRS has grown in importance since the COVID-19 pandemic.
Conclusion – VRS provided via instant messaging is a valued service for students, but libraries, library websites, and librarians can all work to improve awareness of the option and possible uses. Future work is needed to understand how demographics may influence patrons’ attitudes and experiences of VRS.