marie l. radford, ph.d. associate professor, rutgers, the state university of new jersey
DESCRIPTION
E-Valuating Virtual Viewpoints: User, Non-User, and Librarians Perspectives on Live Chat-Based Reference. Marie L. Radford, Ph.D. Associate Professor, Rutgers, The State University of New Jersey Lynn Silipigni Connaway, Ph.D. Senior Research Scientist, OCLC. - PowerPoint PPT PresentationTRANSCRIPT
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E-Valuating Virtual Viewpoints: User, Non-User, and Librarians
Perspectives on Live Chat-Based
Reference
Marie L. Radford, Ph.D.Associate Professor, Rutgers, The State University of New Jersey
Lynn Silipigni Connaway, Ph.D.Senior Research Scientist, OCLC
Panel: E-Valuating E-Reference: Transforming Digital Reference through Research and Evaluating
ASIST Annual MeetingOctober 24-29 2008Columbus, OH
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$1,103,572 project funded by Institute of Museum and Library ServicesRutgers, The State University of New Jersey OCLC, Online Computer Library Center, Inc.
Four phases:Focus group interviewsAnalysis of 850 QuestionPoint live chat transcriptsOnline surveys
176 VRS librarians184 VRS non-users
137 VRS users Telephone interviews
283 Total
Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, and Librarian Perspectives
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Critical Incident Technique
Flanagan, 1954 Qualitative technique Focuses on most memorable
event/experience Allows categories or themes to emerge
rather than be imposed
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Online Survey CI Questions
Librarians & UsersThink about one experience in which you felt a
chat reference encounter achieved (or did not achieve) a positive result
Non-usersThink about one experience in which you felt you
achieved (did not achieve) a positive result after seeking library reference services in any format
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Interpersonal Communication Analysis: Results
Relational FacilitatorsInterpersonal aspects of chat conversation that
have a positive impact on librarian-client interaction & that enhance communication.
Relational BarriersInterpersonal aspects of chat conversation that
have a negative impact on librarian-client interaction & that impede communication.
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Relational Theory & Approach to Interpersonal Communication
Every message has dual dimensions – both content & relational
(Watzlawick, Beavin, & Jackson, 1967)
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Librarians: Positive Result(CI N=142)
Number %
Both Relational & 85 60% Content Primarily Content 54 38% Primarily Relational 3 2%
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Librarians: Positive Result(CI N=142)
Relational Themes*
Number %
Attitude 69 49%
Relationship quality 33 23% Familiarity 3 2%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Librarians: Positive Result(CI N=142)
Content Themes* Number %
Providing information 12085%
Providing instruction 49 35% Demonstrating knowledge 14 10% Convenience/multi- 10 7% tasking/ time or money
saving*The percentages do not total to 100% because each CI can be coded into more than one theme
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Librarians: Negative Result (CI N=124)
Number %
Primarily Relational 53 43% Primarily Content 40 32% Both Relational & 31 25% Content
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Librarians: Negative Result (CI N=124)
Relational Themes*
Number %
Attitude 67 54% Relationship quality 28 23% Impact of technology 7 6% Approachability 1 1%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Librarians: Negative Result (CI N=124)
Content Themes*
Number %
Lack of information 64 52% Lack of knowledge 15 12% Task unreasonable 1 1%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Users: Positive Result(CI N=129)
Number %
Primarily Content 79 61% Both Relational & 33
26% Content Primarily Relational 17
13%
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Users: Positive Result(CI N=129)
Content Themes* Number %
Providing information 91 71% Convenience/multi- 36 28%
tasking/time saving/ money saving Providing instruction 14 11%
Demonstrating knowledge 7 5%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Users: Positive Result(CI N=129)
Relational Themes* Number %
Attitude 36 28%
Relationship quality 21 16% Impact of technology 1 1%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Users: Negative Result(CI N=68)
Number %
Primarily Content 46 68%
Primarily Relational 15 22%
Both Relational & 7 10% Content
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Users: Negative Result(CI N=68)
Content Themes* Number %
Lack of information 48 71% Lack of knowledge 8 12%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Users: Negative Result(CI N=68)
Relational Themes* Number
%
Relationship quality 17 25% Attitude 13
19% Approachability 1 1% Impact of Technology 1
1%*The percentages do not total to 100% because each CI can be coded into more than one theme
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Non-users: Positive Result (CI N=154)
Number %
Primarily Content 79 51% Both Relational & 48
31% Content Primarily Relational 27
18%
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Non-users: Positive Result (CI N=154)
Content Themes* Number %
Providing information 75 49%
Providing instruction 35 23% Demonstrating knowledge 21 14% Convenience/multi- 18 12%
tasking/time saving/ money saving*The percentages do not total to 100% because each
CI can be coded into more than one theme
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Non-users: Positive Result (CI N=154)
Relational Themes* Number %
Attitude 51 33% Impact of FtF assisting 32 21%
relationship development Relationship quality 25 16% Impact of phone/Email 5 3%
assisting information seeking process Approachability 4 3% Familiarity 1 1%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Non-users: Negative Result (CI N=100)
Number %
Primarily Content 52 52%
Primarily Relational 33 33%
Both Relational & 15 15%
Content
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Non-users: Negative Result (CI N=100)
Content Themes* Number %
Information 60 60% Lack of knowledge 24 24% Instruction 9 9% Task unreasonable 4 4%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Non-users: Negative Result (CI N=100)
Relational Themes* Number
%
Attitude 47 47%
Relationship quality 24 24% Approachability 3 3% Impact of technology 2 2%
*The percentages do not total to 100% because each CI can be coded into more than one theme
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Implications: Librarians
Value Delivery of accurate answers/
information Polite, interested users
Find rude or impatient users disruptive to chat success
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Implications: Users & Non-Users
Value Accuracy of answers/information
Delivery of specific content Knowledge of sources & systems Positive attitude Good communication skills
Younger VRS users Impatient & want info delivered quickly - no
fuss Not as concerned as librarians w/ instruction
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Recommendations
Provide Specific info Variety of formats Friendly & courteous service Marketing to non-users
User education needed for more realistic expectations
Do not force instruction unless wanted
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Future Directions
Online survey results informed 283 telephone interviews Collected more critical incidents Analysis in progress
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Future Directions
Write, write, write!
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Special Thanks
Rutgers University & OCLC Grant Project TeamProject Managers:
Jocelyn DeAngelis Williams Timothy J. Dickey
Research Assistants:Patrick A. ConferDavid DragosJannica HeinstromVickie KozoMary Anne ReillyLisa Rose-WilesSusanna Sabolsci-BorosAndrea SimzakJulie StrangeJanet Torsney
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End Notes
This is an updated version of a presentation given at ALISE 2008
This is one of the outcomes from the projectSeeking Synchronicity: Evaluating Virtual Reference Services from
User, Non-User, and Librarian Perspectives
Funded by IMLS, Rutgers University, & OCLC Online Computer Library Center, Inc.
Slides available at project web site: http://www.oclc.org/research/projects/synchronicity/