Launching chat service during the pandemic: inaugurating a new public service under emergency conditions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emy Nelson Decker ◽  
Karen Chapman
Keyword(s):  
Academic Library ◽  
Online Chat ◽  
Content Type ◽  
Face To Face ◽  
Training Requirements ◽  
Global Pandemic ◽  
Live Chat ◽  
New Public ◽  
Hand Off ◽  
Staffing Patterns

PurposeThis article details the implementation of a live online chat service which was suddenly necessitated by the worldwide coronavirus disease 2019 (COVID-19) pandemic. The approaches used to train chat operators during this time inform both current and future training initiatives toward continuous improvement in this academic library setting.Design/methodology/approachChat transcripts from the period of March 2020–April 2021 serve as the dataset for this study.FindingsIn bringing a live chat service online during a global pandemic, chat transcripts from this period reveal 19.3% of all chat interactions related directly to COVID-19. The transcripts also reveal the types of questions, whether reference or directional, and these, combined with staffing patterns, indicate that staff were addressing reference questions more often than librarians. In addition, 25.2% of all transactions, whether by staff or librarians, resulted in tickets or referrals to hand off the question to a subject or functional specialist. These findings help to inform targeted face-to-face refresher training for chat operators.Originality/valueWhile bringing a live chat service online is certainly not novel, the impetus behind the quick setup was. This unusual circumstance allowed for an in-depth look at the nature of chat and its training requirements and limitations due to campus stay-at-home orders. It also provided a new understanding that influenced subsequent face-to-face trainings.

scholarly journals Reference Mode Preferences of Community College (Two-Year) and Four-Year College Students: A Comparison Study

2017 ◽  
Vol 12 (1) ◽  
pp. 50 ◽  
Author(s):  
John Carey ◽  
Ajatshatru Pathak
Keyword(s):  
College Students ◽  
Community College ◽  
New York ◽  
Academic Library ◽  
Text Message ◽  
Online Chat ◽  
Face To Face ◽  
Reference Services ◽  
Academic Level ◽  
Reference Service

Abstract Objective – The purpose of this study was to examine the reference service mode preferences of community college (two-year) and four-year college students. Methods – The researchers administered a paper-based, face-to-face questionnaire at two institutions within the City University of New York system: Hunter College, a senior college, and Queensborough Community College, a two-year institution. During the summer of 2015, the researchers surveyed 79 participants, asking them to identify their most and least preferred mediums for accessing library reference services. Results – Nearly 75% of respondents expressed a preference for face-to-face reference, while only about 18% preferred remote reference services (online chat, e-mail, text message, and telephone). Close to 84% of the participants cited remote reference services as their least preferred modes and slightly more than 10% said this of face-to-face. The data reveal a widespread popularity of face-to-face reference service among all types of participants regardless of institutional affiliation, age, gender, academic level, field of study, and race or ethnicity. Conclusion – This study suggests that given the opportunity academic library users will utilize face-to-face reference service for assistance with research assignments. Academic libraries at both two-year and four-year institutions might consider assessing user views on reference modes and targeting support toward services that align with patron preferences.

Mind the gap: academic library outreach and EOP

2013 ◽  
Vol 41 (2) ◽  
pp. 219-232 ◽  
Author(s):  
Coleen Meyers‐Martin ◽  
Lynn D. Lampert
Keyword(s):  
Learning Styles ◽  
Educational Opportunity ◽  
Academic Library ◽  
Future Research ◽  
Technology Usage ◽  
Content Type ◽  
Face To Face ◽  
Digital Format ◽  
Usage Patterns ◽  
The Many

PurposeThis article aims to describe the many ways academic library outreach practices are evolving through online formats. It underscores the implications of moving communications and resources online for educational opportunity program (EOP) students when considering these students' specific technology usage patterns and the need for face‐to‐face mentoring. The article seeks to make recommendations for libraries that intend to develop successful programming and interactions with transitional students online; and to bring to light the need for future research concerning the creation and usage of online educational support structures that specifically serve the EOP community.Design/methodology/approachA literature review discusses technology and academic library outreach programming as well as the historic and current digital divide and learning styles of EOP transitional students. Recommendations are made for how to best meet EOP student needs online to support the traditional in‐person programming in which these students succeed.FindingsIdentifying successful learning structures and potential technology usage patterns of EOP students provided the foundation for this article. Developing library outreach and programming within the online platforms EOP students access and utilize is necessary to support continued face‐to‐face interactions in an academic setting. More research is necessary in order to support transitional students in a digital format.Originality/valueThis article describes digital outreach efforts targeting non‐campus and campus communities, in particular within EOP transitional programming. It inquires about how to best meet transitional students in a digital format when they have historically succeeded in face‐to‐face educational interactions and settings.

Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic

2020 ◽  
Vol 20 (4) ◽  
pp. 383-392
Author(s):  
Rituparna Roy ◽  
Shinya Uekusa
Keyword(s):  
Data Collection ◽  
Research Approach ◽  
Social Scientists ◽  
Content Type ◽  
Self Reflection ◽  
Face To Face ◽  
Global Pandemic ◽  
Conventional Teaching ◽  
Potential Benefits ◽  
Teaching Learning

PurposeThe authors’ aim in this commentary is to critically assess the potential benefits and limitations of collaborative autoethnography (CAE) as a research tool to be used by qualitative researchers during this unprecedented, methodologically challenging time when physical isolation and distancing are the best strategies to prevent spread of the virus.Design/methodology/approachThe authors probe into the potential of collaborative reflection on self-narrative as an alternative and perhaps timely research approach.FindingsThe COVID-19 pandemic has altered our experiences of conventional teaching, learning and research. It is a scholarly challenging time, particularly for qualitative researchers in the social sciences whose research involves data collection methods that require face-to-face human interactions. Due to the worldwide lockdowns, self-isolation and social distancing, qualitative researchers are encountering methodological difficulties in continuing with their empirical fieldwork. In such circumstances, researchers are exploring alternative methodological approaches, taking advantage of telecommunication and digital tools for remote data collection. However, the authors argue that qualitative researchers should consider utilizing self-narratives of their experiences during the pandemic as a rich source of qualitative data for further delving into the socioeconomic, political and cultural impacts of the pandemic.Originality/valueThe authors’ focus might be secondary in the minds of many social scientists who are directly contributing to our understanding of how the pandemic has upended communities. However, despite some limitations and ethical concerns, we urge qualitative researchers to embrace the potentials of CAE to study society, especially, but not only, in this unprecedented time.

scholarly journals Shall we chat? A statistical case study of chat reference utilization

2017 ◽  
Vol 30 (2) ◽  
pp. 163-184
Author(s):  
Jiebei Luo
Keyword(s):  
Statistical Methods ◽  
Academic Library ◽  
Difference In Differences ◽  
Content Type ◽  
Face To Face ◽  
Chat Reference ◽  
Reference Service ◽  
The Difference

Purpose This paper aims to evaluate the performance of a chat reference service implemented at an academic library in a private liberal arts college by gauging its impact on other forms of reference service in terms of usage volume, with a focus on research-related face-to-face reference questions. Design/methodology/approach Two statistical methods are used, namely, the difference-in-differences method and a simple moving average time series analysis, to analyze both the short-term and long-term impact brought by chat reference. Findings This study finds that the usage volume of the traditional face-to-face reference is significantly affected by chat reference in its first service year. The long-term analysis suggests that chat reference volume displays a significant declining trend (−2.06 per cent academic month) since its implementation. Yet, its usage volume relative to other reference services remains stable over time. Originality/value The findings in this case study will be of value to libraries with similar scale and institutional features that are also interested in assessing their chat reference service. In addition, this paper is the first to apply the difference-in-differences approach in the field of library science, and the two statistical methods adopted in this case study can be readily adapted and applied to other similar volume-based library assessment projects.

scholarly journals Lessons learned: What the COVID-19 global pandemic has taught us about teaching, technology, and students with autism spectrum disorder

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jane Roitsch ◽  
Robert L. Moore ◽  
Annemarie L. Horn
Keyword(s):  
Autism Spectrum Disorder ◽  
Online Learning ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
Spectrum Disorder ◽  
Content Type ◽  
Face To Face ◽  
Global Pandemic ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings A total of four themes emerged from the interview. Three of these included adjustments to changes in routines and roles, instruction, and social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virtual learning environments for students with ASD were reported in the parent interview and supported by the literature. Practical implications This research provides insight regarding the impact of COVID-19 and highlights elements that should be considered involving technology for students with ASD. Increased awareness regarding the benefits and contraindications of technology while teaching students with ASD can minimize the adverse effects and enhance the positive impact of technology in students with ASD. Originality/value This paper shares the experiences of one parent of a child with ASD and their experiences with technology and learning during COVID-19.

Student veterans and the academic library

2015 ◽  
Vol 43 (2) ◽  
pp. 262-279 ◽  
Author(s):  
Chloe Persian Mills ◽  
Emily Bounds Paladino ◽  
Jacqueline Courtney Klentzin
Keyword(s):  
Nontraditional Students ◽  
Quantitative Research ◽  
Academic Library ◽  
Student Veterans ◽  
Content Type ◽  
Student Veteran ◽  
Face To Face ◽  
Academic Literature ◽  
Survey Results

Purpose – The purpose of this study is to investigate whether student veterans have specific library-related needs and how librarians can best meet them. Design/methodology/approach – Researchers developed a survey which was administered both online and in paper copies. The survey results indicated need for further investigation; six face-to-face interviews with volunteers were conducted. Findings – Principle findings were that while student veterans do resemble nontraditional students in their needs and characteristics, important distinctions from that population could be noted. In addition, dedicated student veteran centers and/or offices provide librarians with the best possible means of communications with this particular population. Research limitations/implications – This case study demonstrates that individual institutions are well-served to investigate the specific characteristics of their own student veteran population. Librarians can utilize outreach to student veterans through their institution’s veteran center (if available), and may wish to employ the specific outreach practices detailed in the study. Originality/value – Virtually no other qualitative or quantitative research regarding the specific needs and characteristics of this academic population exists in the literature of the library sciences, and the academic literature that does address the population, coming from the student services arena, does not include mention of academic libraries.

scholarly journals A mixed-method systematic review of text-based telehealth interventions in eating disorder management

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xiaoyun Zhou ◽  
Matthew Bambling ◽  
Sisira Edirippulige
Keyword(s):  
Systematic Review ◽  
Treatment Option ◽  
Text Messaging ◽  
Low Cost ◽  
Treatment Phase ◽  
Health Condition ◽  
Small Samples ◽  
Online Chat ◽  
Content Type ◽  
Face To Face

PurposeEating disorders (EDs) is a major health condition affecting 9% of the global population and 10% of those with EDs lost their lives as a result. Text-based telehealth interventions (TTIs) seem to provide a low-cost and convenient treatment option; however, the evidence is scarce. This study aimed to synthesize evidence relating to the use of TTIs for the management of EDs.Design/methodology/approachFive databases were searched published between January 2020 and May 2019. The authors used keywords relating to telehealth and EDs. The authors used Joanna Briggs Institute's (JBI's) critical appraisal instrument to assess the methodology quality of included studies.FindingsFifteen studies were included in this mix-method systematic review and assessed for methodology quality. Email, web-based texting, text-messaging and online chat room were used as mode for deliver healthcare for patients with EDs. In the treatment phase, all studies (nine studies; n = 860 participants) showed effectiveness (for RCTs) and usefulness (for non-RCT studies). In the aftercare phase (six studies; n = 364 participants), the results regarding the effectiveness of TTIs were mixed. Two studies showed effectiveness whilst four studies did not find statistically significant change of ED outcomes.Research limitations/implicationsThe qualities of these studies varied; firstly, 66% (n = 10) of the studies were non-randomized studies (e.g. single-arm trial, case report) with small samples. Moreover, one-fourth (n = 4) of the studies did not use validated instruments or indicate the instrument. Also, half (n = 7) of the studies used TTIs as adjunct to face-to-face treatment or bigger online treatment, it is hard to make conclusion that the changes were due to TTIs' effect. In addition, follow-up rate is not satisfactory, thus results should be interpreted cautiously.Practical implicationsTTIs seem to be promising for management of EDs, particularly in the treatment phase. This provides an important treatment option for health practitioners and people with EDs as an alternative or in adjunct with face-to-face services.Originality/valueThis is the first review to synthesis the use of TTIs for ED management.

Transferring interactive activities in large lectures from face-to-face to online settings

2020 ◽  
Vol 121 (7/8) ◽  
pp. 559-567
Author(s):  
Jennifer K. Olsen ◽  
Louis Faucon ◽  
Pierre Dillenbourg
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Teaching And Learning ◽  
Student Behaviors ◽  
Content Type ◽  
Face To Face ◽  
Global Pandemic ◽  
Online Lectures ◽  
Student Cohorts ◽  
Classroom Orchestration

Purpose Within higher education, there was an abrupt shift from face-to-face to online lecturing with the introduction of social distancing measures in light of a global pandemic. The purpose of this study is to enrich the connection between students and instructors, the authors integrated elaborated interactive activities into large online lectures to enhance both students’ cognitive activities and social presence. Design/methodology/approach In this study, the goals are twofold. First, the authors introduce a classroom orchestration system and its features that support active learning across learning environments. Second, they investigate the differences and similarities between student behaviors during these activities in face-to-face and online settings. Findings The findings reveal individual differences in student behaviors between student cohorts, but no differences between learning environments, highlighting the versatility of the orchestration system across face-to-face and online environments. Practical implications This work presents the use of a classroom orchestration tool that is designed to easily support teaching and learning in online and face-to-face contexts and is particularly well suited for large classes. Originality/value Online lectures can be more than watching a teacher speaking on the computer display. Rich class-wide learning activities can be integrated into online lectures to support more cognitive engagement during the lecture.

A model for mobile curation services in academic libraries

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yong Jeong Yi ◽  
Barun Hwang ◽  
Donghun Kim
Keyword(s):  
Academic Libraries ◽  
Academic Library ◽  
Usability Testing ◽  
Perceived Usefulness ◽  
Mobile Technologies ◽  
User Needs ◽  
Library Services ◽  
Content Type ◽  
Live Chat ◽  
Organizational Requirements

Purpose To better respond to user needs for personalized information services in the context of academic libraries, this study aims at developing a prototype to provide mobile curation services by using the concept of content curation. Design/methodology/approach This study used a mobile application software development process, which consisted of five phases: user and organizational requirements, architecture design, navigation design, page design and implementation and usability testing. Usability testing was conducted with a total of 20 college students by online surveys at a university. Findings Meta-analysis identified key user needs: diversification of services, more personalized services, active communication with librarians, quality improvement of information and interface improvement. User and organizational requirements derived four main service modules – namely, Curation Services, Live Chat, My Page and My Log. Usability testing regarding ease of use, perceived usefulness and satisfaction indicated that participants were satisfied with the prototype. Research limitations/implications The study extends the discussion of quality academic library services by introducing the concept of content curation that uses the advantages of mobile technologies to overcome existing limitations in library services insufficient for meeting individual user needs. Originality/value Although many studies have discussed mobile library services, few studies have focused on developing a system for such services. The model developed in the study fills the research gap. Above all, the key modules specified by the prototype – Curation Services, Live Chat, My Page and My Log services – are expected to improve existing research and learning support services currently offered by academic libraries.

A people's palace opens: the new Library of Birmingham

2014 ◽  
Vol 115 (1/2) ◽  
pp. 65-67
Author(s):  
Mike Freeman
Keyword(s):  
Interior Design ◽  
Design Methodology ◽  
Public Library ◽  
Content Type ◽  
Special Collections ◽  
New Public ◽  
Official Opening

Purpose – The purpose of this report is to provide an account of the UK's new public library of Birmingham. Design/methodology/approach – Details the construction, exterior and interior design, contents and location, including special collections, and describes the official opening. Findings – A large public library building which moves away from old conceptions of libraries, accommodating a variety of functions in a striking and accessible building. Originality/value – Provides a description of the new Library of Birmingham, the largest public library in Europe.

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