A conversation analytic study of actual and potential problems in communication in library chat reference interactions

Objective – To examine the ways in which the formality of language used by librarians affects 17- to 25-year-old university students’ perceptions of synchronous virtual reference interactions (chat reference), in particular, perceptions of answer accuracy, interpersonal connection, competency, professionalism, and overall satisfaction. Methods – This qualitative study used semi-structured interviews to examine the perceptions of participants. Participants reviewed and responded to two virtual reference transcripts, portraying a librarian and student asking a simple question. One transcript portrayed a librarian using traditional, formal language while the other portrayed a librarian using informal language. Five 17- to 25-year-old university students were interviewed. Data were analyzed using a phenomenological, qualitative approach to discover common themes. Results – Analysis suggests that participants perceived the formal librarian as being “robotic” and impersonal while the informal librarian was thought to be more invested in the reference interaction. Several participants viewed the formal librarian as more competent and trustworthy and questioned the effort put forth by the informal librarian, who was perceived as young and inexperienced. Participants’ perceptions of professionalism were based on expectations of social distance and formality. Satisfaction was based on content and relational factors. Several participants preferred the formal interaction based on perceptions of competency, while others preferred the informal librarian due to perceived interpersonal connection. Conclusion – Formality plays a key role in altering the perceptions of 17- to 25-year-olds when viewing virtual reference interaction transcripts. Both language styles had advantages and disadvantages, suggesting that librarians should become cognizant of manipulating their language to encourage user satisfaction.

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Impact of COVID-19 on the use of the academic library

Reference Services Review ◽

10.1108/rsr-07-2021-0043 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Sandra De Groote ◽

Jung Mi Scoulas

Keyword(s):

Academic Library ◽

Data Sets ◽

Content Type ◽

Chat Reference ◽

Multiple Data ◽

Gate Count ◽

Library Use ◽

Multiple Data Sets ◽

Reference Interactions ◽

Survey Responses

PurposeThis study examines differences in library use patterns (in-person visits, online use, reference transactions, library resource and services use) pre-COVID-19 and during the COVID-19 pandemic through multiple data sets.Design/methodology/approachUsing library statistics collected during 2017/2018 and 2020/2021 and student responses to a biennial library use survey distributed in 2018 and 2021, the potential impact of the pandemic on users' behaviors was explored.FindingsLibrary use statistics and the biennial survey responses demonstrate that users' overall library use was impacted by COVID-19. Both the library's gate count and students' frequency of library visits showed a dramatic decrease. The use of virtual support to patrons increased during COVID-19 as reflected by the increase in email and chat reference interactions and virtual consultations.Practical implicationsAs students return to the physical classroom, observing library use via various data will help inform how well use of the library rebounded or if there are changes in users' behavior that suggest the need for the promotion of library services or an expansion in alternative services to support users.Originality/valueThis article highlights the importance of continuously obtaining various data sets to observe trends and changes. By observing multiple data points, some changes are aligned across data, whereas other changes or patterns are different. While impact on physical library use may be obvious, library use before and during the pandemic will help guide and inform how academic libraries should be prepared for hybrid environments post-pandemic.

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Let’s chat: the art of virtual reference instruction

Reference Services Review ◽

10.1108/rsr-07-2018-0060 ◽

2018 ◽

Vol 46 (4) ◽

pp. 529-542 ◽

Cited By ~ 5

Author(s):

Sandy Hervieux ◽

Nikki Tummon

Keyword(s):

Information Literacy ◽

Literacy Instruction ◽

Resource Sharing ◽

Virtual Reference ◽

Content Type ◽

Reference Services ◽

Information Literacy Instruction ◽

Chat Reference ◽

Reference Interactions ◽

Academic Year

Purpose This study aims to evaluate the instances of information literacy instruction within the virtual reference system of a Canadian university library. Design/methodology/approach Coding and analysis of a sample of chat transcripts over the course of one academic year have been used. Findings 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. Originality/value 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.

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Microbulldozing and Microchiseling

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100062580 ◽

1969 ◽

Vol 27 ◽

pp. 134-135

Author(s):

J.N. Ramsey ◽

D.P. Cameron ◽

F.W. Schneider

Keyword(s):

Electron Microscopy ◽

Scanning Electron Microscopy ◽

Material Handling ◽

Microprobe Analysis ◽

Foreign Matter ◽

Specific Location ◽

Potential Problems ◽

Knoop Indenter ◽

Scanning Electron ◽

Microhardness Tester

As computer components become smaller the analytical methods used to examine them and the material handling techniques must become more sensitive, and more sophisticated. We have used microbulldozing and microchiseling in conjunction with scanning electron microscopy, replica electron microscopy, and microprobe analysis for studying actual and potential problems with developmental and pilot line devices. Foreign matter, corrosion, etc, in specific locations are mechanically loosened from their substrates and removed by “extraction replication,” and examined in the appropriate instrument. The mechanical loosening is done in a controlled manner by using a microhardness tester—we use the attachment designed for our Reichert metallograph. The working tool is a pyramid shaped diamond (a Knoop indenter) which can be pushed into the specimen with a controlled pressure and in a specific location.

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