Blind User Experiences of US Academic Libraries can be Improved by More Proactive Reference Service Delivery

A Review of: Mulliken, A. (2017). There is nothing inherently mysterious about assistive technology: A qualitative study about blind user experiences in US academic libraries. Reference & User Services Quarterly, 57(2), 115-126. https://doi.org/10.5860/rusq.57.2.6528 Abstract Objective – To explore blind users’ experiences with academic libraries. Design – Qualitative questionnaire. Setting – Academic libraries within the United States of America. Subjects – 18 individuals who are legally blind, have experience relying on a screen reader to access the internet, and have used an academic library either online or in person within the previous two years. Methods – An open-ended questionnaire was administered via telephone interview. Interviews were recorded, transcribed and analysed using an inductive approach to identify themes using Hill et al.’s (2005) approach. Main Results – The author found seven themes in the interview data: experiences working with reference librarians in person, difficulty with library websites, screen reader use during reference transactions, preferences for independence, using chat, interactions with disability officers, and challenges of working with citation styles. Conclusion – The study concluded that academic libraries and librarians should be more proactive when approaching reference services for blind users. The author offered suggestions for practice about how to improve blind user experiences of academic libraries.

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“There is Nothing Inherently Mysterious about Assistive Technology” A Qualitative Study about Blind User Experiences in US Academic Libraries

10.31235/osf.io/kmqhd ◽

2018 ◽

Author(s):

Adina Mulliken

Keyword(s):

Academic Libraries ◽

Information Technologies ◽

Academic Library ◽

Screen Reader ◽

Blind Users ◽

Screen Readers ◽

Reference Services ◽

Chat Reference ◽

Reference Librarians ◽

High Level

Eighteen academic library users who are blind were interviewed about their experiences with academic libraries and the libraries’ websites using an open-ended questionnaire and recorded telephone interviews. The study approaches these topics from a user-centered perspective, with the idea that blind users themselves can provide particularly reliable insights into the issues and potential solutions that are most critical to them. Most participants used reference librarians’ assistance, and most had positive experiences. High-level screen reader users requested help with specific needs. A larger number of participants reported contacting a librarian because of feeling overwhelmed by the library website. In some cases, blind users and librarians worked verbally without the screen reader. Users were appreciative of librarians’ help but outcomes were not entirely positive. Other times, librarians worked with users to navigate with a screen reader, which sometimes led to greater independence. Some users expressed satisfaction with working with librarians verbally, particularly if websites did not seem screen reader user friendly, but many users preferred independence. Participants agreed it would be helpful if librarians knew how to use screen readers, or at least if librarians were familiar enough with screen readers to provide relevant verbal cues. Many users liked and used chat reference and many preferred Purdue Online Writing Lab (OWL) to learn citation style, though learning citation style was challenging. Questions such as reference librarians’ role when e-resources are not equally accessible deserve wider discussion in the library literature and in practice. Given the challenges described by the research participants and legal requirements for equally effective electronic and information technologies, libraries and librarians should approach reference services for blind users more proactively. Recommendations are provided. This paper was originally published in Reference and User Services Quarterly at https://journals.ala.org/index.php/rusq/article/view/6528

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“There is Nothing Inherently Mysterious about Assistive Technology”: A Qualitative Study about Blind User Experiences in US Academic Libraries

Reference & User Services Quarterly ◽

10.5860/rusq.57.2.6528 ◽

2017 ◽

Vol 57 (2) ◽

pp. 115 ◽

Cited By ~ 5

Author(s):

Adina Mulliken

Keyword(s):

Academic Libraries ◽

Information Technologies ◽

Academic Library ◽

Screen Reader ◽

Blind Users ◽

Screen Readers ◽

Reference Services ◽

Chat Reference ◽

Reference Librarians ◽

High Level

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Academic Library Websites Show Heavy Use of Web 2.0 Applications

Evidence Based Library and Information Practice ◽

10.18438/b8x61k ◽

2014 ◽

Vol 9 (4) ◽

pp. 67 ◽

Cited By ~ 1

Author(s):

Diana K. Wakimoto

Keyword(s):

United States ◽

Web 2.0 ◽

Social Networking ◽

Academic Libraries ◽

Instant Messaging ◽

Academic Library ◽

The United States ◽

Social Networking Services ◽

Main Page ◽

Library Websites

A Review of: Boateng, F., & Liu, Y. Q. (2014). Web 2.0 applications’ usage and trends in top US academic libraries. Library Hi Tech, 32(1), 120-138. doi:10.1108/LHT-07-2013-0093 Abstract Objective – To explore Web 2.0 application use in academic libraries through determining: Web 2.0 applications used, the purpose of using these applications, and how the use of Web 2.0 is changing. Design – Exploratory survey of academic library websites using content analysis of websites, blogs, and social networking service platforms. Setting – Websites of academic libraries in the United States, blog platforms, and social networking services. Subjects – 100 academic libraries. Methods – The researchers based their selection of academic library websites on the US News & World Report’s 2013 list of the top 100 best colleges in the United States. The authors created a checklist to determine which Web 2.0 technologies were used by the academic libraries on their websites and for what purposes. The researchers searched for Web 2.0 applications on the main page and one subpage down from the main page. The researchers also used keyword searches on the library’s website to find Web 2.0 applications and searched blog platforms and social networking sites. Main Results – The authors found that Facebook and Twitter were the most popular Web 2.0 applications and that all of the libraries analyzed used social networking services. Blogs were the second most popular Web 2.0 tool at 99% participation rate, followed closely by RSS (97%) and instant messaging (91%). Libraries used these Web 2.0 tools for information sharing including: outreach, promotion, providing online reference services, subject guides, tutorials, highlighting resources, and posting announcements. Conclusion – The academic libraries analyzed in this study use Web 2.0 applications to a much greater extent than previous research had shown. The researchers expect to see increased use of Web 2.0 applications by academic libraries in the coming years. They suggest that future research focus on Web 2.0 use by historically black colleges in the United States and on collaboration between academic libraries and other academic units when offering Web 2.0 services.

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Adherence to RUSA’s Guidelines for Virtual Reference Services is Below Expected in Academic Libraries

Evidence Based Library and Information Practice ◽

10.18438/b8jp6w ◽

2010 ◽

Vol 5 (4) ◽

pp. 105

Author(s):

Annie M. Hughes

Keyword(s):

Academic Libraries ◽

Staff Member ◽

Academic Library ◽

The United States ◽

Virtual Reference ◽

Staff Members ◽

Reference Services ◽

Chat Reference ◽

Library Staff ◽

Chat Reference Services

Objective – To evaluate the quality of academic libraries’ virtual reference services and measure compliance to the Reference & User Services Association’s (RUSA’s) Guidelines for Virtual Reference & User Services. Design – Qualitative research study evaluating virtual reference chat sessions using RUSA’s Guidelines for Virtual Reference & User Services. Setting – Virtual reference environments in public academic libraries in the United States. Subjects – Twenty virtual reference providers from public academic libraries. Methods – Initially researchers selected 1 academic library out of each of the 50 states to evaluate for quality virtual chat reference services, however because of factors including time and availability of virtual chat services to unaffiliated institutions; the sample included only 20 academic libraries. After selecting the 20 academic libraries for evaluation, researchers posed as virtual chat reference patrons using emails and aliases that had no affiliation to any particular institution. Researchers then asked the librarian or library staff a two-part question making sure to leave out any library jargon or anything that would lead the virtual chat reference operator to recognize that they are also affiliated with a library or library school. Using the RUSA Guidelines for Virtual Reference & User Services, researchers then evaluated their virtual chat reference experience for the following: Approachability; Interest; Listening/Inquiring; Searching; Follow-Up; Suggests patron call or visit the library. Main Results – When evaluated for jargon-free websites and overall usability in finding all types of reference services, 80% of the library’s websites were easy to use and jargon free, reflecting overall high usability. Evaluation of library staff’s ability to maintain “word contact” by writing prompts to convey interest in the patron’s question left some room for improvement. Sixty percent of researchers coding their virtual reference experience thought the level of contact was below expected. Information regarding question and answering procedures, question scope, types of answers provided and expected turnaround time for questions was only available in 30% of examined websites. Thirty-five percent of researchers felt that library staff members gathered enough information to answer the question without compromising privacy, however, 25% thought that staff members gathered a very small amount of information on the patron’s need, although privacy never felt compromised. When researchers evaluated the library staff member on their ability to explain how to utilize resources properly, 50% thought the instruction provided was below average. Although 15% believed they received “superior instruction.” Seventy-five percent of the researchers were not asked by a library staff member if the question received an adequate answer, 50% of reference transactions library staff did not consult a librarian or expert, and in 55% of transactions the staff member did not suggest that the patron visit or call the library. Conclusion – While the researchers received some valuable information about the need to improve virtual reference services in academic libraries, there were some flaws in their research. The question they developed was almost too clear and made it difficult for the individual answering the chat reference to adequately perform a reference interview or ask probing questions. It is possible that because researchers carefully planned out their question they set themselves up to create an interaction that would not normally occur in a virtual chat reference environment. Also, because researchers were unable to evaluate what was occurring in the environment surrounding the virtual chat reference providers it was impossible to make a judgment on the speed or length of the interaction. The researchers did come away from the study with results that point to a need to utilize the RUSA guidelines in order to conduct effective reference interviews, maintain appropriate contact with the user when engaging in chat reference, provide instruction and point patrons to quality resources as well as consult an expert on the topic if needed. They surmised that if libraries utilized these guidelines, virtual chat reference services would be improved.

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Analysis of E-mail Transactions in Virtual Reference Services

Record and Library Journal ◽

10.20473/rlj.v1-i2.2015.105-119 ◽

2018 ◽

Vol 1 (2) ◽

pp. 105

Author(s):

Astutik Nur Qomariyah ◽

Rusdiyah Ciptaning Dwi Kusuma

Keyword(s):

Content Analysis ◽

Cultural Values ◽

Academic Libraries ◽

Academic Library ◽

Online Resources ◽

Writing Style ◽

Virtual Reference ◽

Reference Services ◽

Reference Service ◽

E Mail

Today, the use of traditional reference desk in the academic libraries has been rarely used, thus expanding or even move to a virtual reference service. A minimum level of virtual reference services are provided in the academic library is currently in general is the electronic mail (e-mail). One of the academic library specifically provide virtual reference services via e-mail is a Petra Christian University (PCU) Library ([email protected].). In such services librarians provide assistance to users in finding information and answer questions. This study aimed to analyze the transaction reference services virtually through e-mail at the PCU Library, with a view of the types of questions based on user background, the writing style of language communication interaction used based on user background, and cultural values are revealed behind the user in virtual reference services (e-mail). This study uses content analysis (content analysis) of the transcript e-mail received librarians of reference services began March 10 until June 16, 2015. The results showed that the types of questions asked in reference service virtual (e-mail) in the Library UK Petra include: specific search, access online resources, operation of online resources, policies and procedures for services, and library holdings with background the student (PCU and non-PCU), faculty, and librarians. Based on the background of users found that overall more types of questions asked in virtual reference services (e-mail) is a problem of access to online resources, and generally submitted by the students. Then, the writing style of the user's language in interaction reference service virtual (e-mail) tends to be formal, which includes the word greeting, the message will be delivered, and regards cover, either by the student (PCU and non-PCU), lecturer, or librarians. While cultural values that revealed the background behind the user in virtual reference services (e-mail) is obedience, courtesy and politeness users. Keywords: virtual reference services, e-mail reference service, e-mail transactions, content analysis, academic libraries

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The Internationalization of the Academic Library: A Systematic Review of 25 Years of Literature on International Students

College & Research Libraries ◽

10.5860/crl.78.3.328 ◽

2017 ◽

Vol 78 (3) ◽

pp. 328 ◽

Cited By ~ 12

Author(s):

Amanda B. Click ◽

Claire Walker Wiley ◽

Meggan Houlihan

Keyword(s):

Systematic Review ◽

International Students ◽

Academic Libraries ◽

Information Science ◽

Academic Library ◽

The United States ◽

Library And Information Science ◽

Original Research ◽

Journal Articles ◽

Conference Papers

This study is a systematic review of the library and information science (LIS) literature related to international students and academic libraries. A systematic review involves the methodical collection and analysis of a body of literature and is growing in popularity in the LIS field. Three well-known LIS databases were systematically searched for articles related to the topic, and manual bibliography searches were conducted to find additional publications. Journal articles, book chapters, and conference papers were included or excluded based on established criteria. Findings show that articles published about international students and academic libraries have increased steadily between 1990 and 2014. The majority of authors are affiliated with universities and institutions in the United States, although an increase in represented countries is apparent. Fewer than half of the articles can be considered original research, and surveys are the most popular method for data collection. The LIS field—and international students—would benefit from further exploration of this topic, particularly from original research with practical implications.

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

Evidence Based Library and Information Practice ◽

10.18438/b8vw40 ◽

2017 ◽

Vol 12 (1) ◽

pp. 50 ◽

Cited By ~ 2

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.

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Surging virtual reference services: COVID-19 a game changer

College & Research Libraries News ◽

10.5860/crln.82.3.106 ◽

2021 ◽

Vol 82 (3) ◽

pp. 106

Author(s):

Marie L. Radford ◽

Laura Costello ◽

Kaitlin Montague

Keyword(s):

Academic Library ◽

The United States ◽

User Interactions ◽

Virtual Reference ◽

Longitudinal Surveys ◽

Reference Services ◽

Key Points ◽

Academic Librarian ◽

Two Phases ◽

The Impact

In March 2020, academic libraries across the United States closed and sent everyone home, some destined to not reopen for months. University offices closed. Classes were moved online. Suddenly, librarians and staff pivoted to working from home and to all remote services, without time for planning logistics or training. To study the impact of this extraordinary and sweeping transition on virtual reference services (VRS), we conducted a major study of academic library responses to the pandemic that focused on librarian perceptions of how services and relationships with users morphed during this COVID-19 year.Academic librarians rallied to our call, and we collected a total of 300 responses to two longitudinal surveys launched at key points during the pandemic. Data collection focused on two phases in 2020: 1) shutdown and immediate aftermath (mid-March to July), and 2) fall ramp up and into the semester (August to December). Via Zoom, we also interviewed 28 academic librarian leaders (e.g., heads of reference and/or VRS, associate directors for User Services) from September to November. Surveys and interviews centered on adaptations and innovations to reference services, especially VRS and perceptions of changes in user interactions.

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Undergraduate and postgraduate students in a North American University are choosing to use chat reference services for all kinds of reasons

Evidence Based Library and Information Practice ◽

10.18438/b8059w ◽

2006 ◽

Vol 1 (1) ◽

pp. 96

Author(s):

Gill Needham

Keyword(s):

Graduate Students ◽

Academic Library ◽

The United States ◽

User Survey ◽

Technical Problems ◽

Postgraduate Students ◽

Reference Services ◽

Chat Reference ◽

Survey Form ◽

Chat Reference Services

A review of: Ward, David. “Why Users Choose Chat: A Survey of Behavior and Motivations.” Internet Reference Services Quarterly 10.1 (2005): 29-46. Objective – To investigate reasons why undergraduate and postgraduate students choose to use chat reference services and their satisfaction with the experience. Design – User survey. Setting – Large academic library in the United States. Subjects – A total of 341 library users took part in the survey. Of these, 79 were graduate students, 215 undergraduates, 21 staff, 5 alumni and 21 members of the public. Method – A user survey form was posted on the library website for a period of one month (March 2003). Users of the chat reference service received an automatic closing message asking them to complete the survey. Responses were fed into a database to be analysed by the research staff. Additional data was also gathered about the behaviour of all users of the chat service during that period – both responders and non-responders. Main results – The most popular reason for choosing to use a chat service was the desire for a speedy response, followed by ‘distance from the library’. Responders chose to use chat to ask a range of different kinds of questions. Nearly half (45%) were looking for a specific resource and 23% were seeking help at the beginning of their research. There were notable differences between undergraduate and graduate students. Twice as many undergraduates as graduates used the service to help them get started on their research. Graduates were three times as likely as undergraduates to be using the service to address technical problems they were having with the website. Overall satisfaction with the service was extremely high, with 77.5% rating it 5 out of 5 and 94.5% giving it 4 or 5 out of 5. Conclusion – Chat reference services are popular with users primarily because they are quick and convenient. However, users expect that these services will be able to deal with all types of questions, including help with research. This challenges an assumption by library staff that the medium is only suitable for short factual enquiries and general questions about library services. It is suggested that a detailed analysis of the chat transcripts from this period could provide a valuable addendum to the survey results.

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MetaSearching and Beyond: Implementation Experiences and Advice from an Academic Library

Information Technology and Libraries ◽

10.6017/ital.v26i2.3281 ◽

2007 ◽

Vol 26 (2) ◽

pp. 44 ◽

Cited By ~ 13

Author(s):

Gail Herrera

Keyword(s):

United States ◽

Academic Libraries ◽

Web Site ◽

Academic Library ◽

Implementation Process ◽

The United States ◽

Google Scholar ◽

University Of Mississippi ◽

United States Mexico ◽

The University

In March 2003 the University of Mississippi Libraries made our MetaSearch tool publicly available. After a year of working with this product and integrating it into the library Web site, a wide variety of libraries interested in our implementation process and experiences began to call. Libraries interested in this product have included consortia, public, and academic libraries in the United States, Mexico, and Europe. This article was written in an effort to share the recommendations and concerns given. Much of the advice is general and could be applied to many of the MetaSearch tools available. Google Scholar and other open Web initiatives that could impact the future of MetaSearching are also discussed.

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