Impact of digital reference on the delivery of reference in New Zealand public libraries

<p>This study looks at digital reference services in New Zealand public libraries to find out what types of services are being provided and what impact they are having on traditional reference services. A survey was sent to twenty-seven selected public libraries with a further sixteen selected libraries added after a low response rate from the first group, to collect information on their digital reference services. The libraries included large, medium and small and were selected from all areas of New Zealand. A questionnaire was used to collect the information and the data was statistically analysed. All large and the majority of medium selected libraries are providing a digital reference service in the form of email or web form. Four of the large libraries are participating in AnyQuestions - a virtual reference service for New Zealand school children, and one large library has their own virtual service. The low response rate and deficiencies in the survey design have resulted in inconclusive results for this study. We know libraries are providing digital reference services and we know something about how the services are provided, but it is still unclear whether these services are having an impact on traditional reference services.</p>

Impact of digital reference on the delivery of reference in New Zealand public libraries

<p>This study looks at digital reference services in New Zealand public libraries to find out what types of services are being provided and what impact they are having on traditional reference services. A survey was sent to twenty-seven selected public libraries with a further sixteen selected libraries added after a low response rate from the first group, to collect information on their digital reference services. The libraries included large, medium and small and were selected from all areas of New Zealand. A questionnaire was used to collect the information and the data was statistically analysed. All large and the majority of medium selected libraries are providing a digital reference service in the form of email or web form. Four of the large libraries are participating in AnyQuestions - a virtual reference service for New Zealand school children, and one large library has their own virtual service. The low response rate and deficiencies in the survey design have resulted in inconclusive results for this study. We know libraries are providing digital reference services and we know something about how the services are provided, but it is still unclear whether these services are having an impact on traditional reference services.</p>

School Librarians, Informal Learning and Digital Reference Services

Digital reference services support informal learning, and integrate it with formal education. Such services can promote the literacy of K-12 students by cultivating children’s desires to learn outside the classroom. Yet few school libraries offer digital reference services to students. This paper describes the use of formal,curriculum reflective, digital reference services that were used outside of school, by children who were seeking answers while pursuing informal learning. Findings and conclusions will be of interest to librarians who want to support informal learning through the use of digital reference services within their school libraries.

Provision and Awareness of Digital Library Resources in a Multi-Mode University: Perspectives of Distance Learners and Librarians.

The purpose of the study was to explore the extent to which digital library provision affects awareness and use of digital contents, digital reference services, and information literacy among stakeholders in distance education at a large multi-mode public teacher education university in Ghana. The study makes use of the concurrent mixed-method design. The population of the study was 1,834 distance students with a sample size of 641 distance learners reading programmes in Basic Education in three distance education Centres of the University of Education, Winneba namely Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. Also, the population consisted of four librarians from three Campuses in the vicinity of the Centres. A combination of probability and non-probability sampling methods were used for this study. The study found that awareness and use of digital library resources in the three distance education Centres were very low, if not non-existent. The findings revealed that for all the three main classes of digital library resources and services; digital contents, digital reference services and educative services, provision was very poor or non-existent for the distance learning community. This negatively impacted awareness and use of these resources. Among others, the study recommends a regular collaborative needs assessment of distance learners; establishment of dedicated library services for distance education; and the development of embedded library services which can appreciably raise the visibility of digital library resources in distance education. Keywords: Digital library provision; distance learning community; awareness; multi-mode; academic libraries in Ghana.

Providing digital reference services: a Namibian case study

Purpose The purpose of this study was to evaluate digital reference services at the Namibia University of Science and Technology (NUST) and the University of Namibia (UNAM) library. Two aspects were evaluated, namely, “resources” and “elements of the general digital reference model”. Design/methodology/approach This study adopted a descriptive case study approach and used qualitative research methods, which comprised interviews and an observation checklist. The population consisted of librarians working at NUST and UNAM Library. Findings The research findings showed that these libraries used the general digital reference model in providing responses to the library users. The study established that the two libraries did not follow the International Federation of Library Associations and Reference and User Services Association standards of staffing and training of librarians working with digital reference services. The study further found that a lack of ability to fully demonstrate to users how to access various library services was one of the major problems that the librarians experienced. Research limitations/implications The study was limited to two academic libraries: UNAM and NUST. Originality/value The study could contribute to a better understanding of digital reference services provided by NUST and the UNAM libraries and contribute to the body of knowledge on the subject of digital reference services, especially in an African context, where few studies have been conducted on this subject. The two libraries could use the findings to improve digital reference services, plan for intervention and develop the services.

Factors influencing the adoption of digital reference services among the university librarians in Pakistan

Purpose This study aims to explore the factors affecting the adoption of digital reference services (DRS) among the university librarians in Pakistan. Design/methodology/approach Based on the adapted unified theory of acceptance and use of technology (UTAUT) model, the proposed study tested 12 hypothetical relationships through structural equation modelling (SEM) techniques. The study approach was quantitative based on a questionnaire distributed online to a sample of Pakistani university librarians and completed by 289 respondents. The questionnaire used in this study was developed from other validated instruments used in past empirical studies. Descriptive and inferential data analyses were performed through SPSS and AMOS for SEM. Findings The results revealed usefulness, ease of use and information and communication technology (ICT) skills as the significant predictors of the adoption of DRS. However, moderating influence of the demographic factors (age, gender and type of library) on the relationship of predictors with outcome variable was found insignificant. The findings of this study imply that individuals’ readiness for the adoption of DRS is present in the university libraries of Pakistan. Originality/value In the context of Pakistan, this study was the first attempt that investigated factors of the adoption of DRS at individual level. In addition, two new factors – namely, ICT skills and library type – were incorporated into the UTAUT model and were then evaluated in the Pakistani context. However, these two factors were found insignificant in influencing librarians towards the adoption of DRS. The intended study is equally useful for librarians in other countries in terms of understanding the factors that impact the effective adoption of DRS.