Dissonance between Perceptions and Use of Virtual Reference Methods

Autor/inn/en	Mawhinney, Tara; Hervieux, Sandy
Titel	Dissonance between Perceptions and Use of Virtual Reference Methods
Quelle	In: College & Research Libraries, 83 (2022) 3, S.503-525 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2150-6701
Schlagwörter	Use Studies; Library Services; Reference Services; Computer Mediated Communication; Academic Libraries; Discourse Analysis; COVID-19; Pandemics; Foreign Countries; College Students; Student Attitudes; College Faculty; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Benutzerschulung; Bibliotheksarbeit; Literaturdienst; Computerkonferenz; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Diskursanalyse; Ausland; Collegestudent; Schülerverhalten; Fakultät; Lehrerverhalten; Kanada
Abstract	This multimethod study investigates differences in question complexity and type between live chat, email, and texting by comparing findings from user interviews and virtual reference transcripts, with the goal of better understanding how different delivery methods can meet user needs in the context of an academic library. Findings reveal dissonance between perceptions and use of chat and email. Interviews suggest users consider chat to be for basic queries whereas transcripts coded using the READ Scale, a well-known reference assessment tool, show question complexity to be highest in chat. Our analysis also found statistically significant differences in the presence of reference interviews and instruction for chat, email, and texting. Rebranding chat more explicitly for intermediate and advanced queries may succeed in attracting users who consider chat only for basic queries, thus narrowing the gap between user perceptions and actual use. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01