Academic libraries providing chat reference services have a range of options for where and how library users can engage with chat providers. These entry points can be static or proactively invite users into the service. The study compares the URLs from which users entered chat reference at three large public research libraries the United States. The URLs show where users were when they sought assistance with library tasks. This exploratory investigation is important for extending knowledge of user help-seeking behavior and how chat service configuration may impact use. Data are variables related to chat interactions (n=19,839
Objective – This review aims to determine the suitability of the READ Scale for chat service assessment. We investigated how librarians rate chats and their interpretations of the results, and compared these findings to the original purpose of the Scale.
Methods – We performed a systematic search of databases in order to retrieve sources, applied inclusion and exclusion criteria, and read the remaining articles. We synthesized common themes that emerged into a discussion of the use of the READ Scale to assess chat service. Additionally, we compiled READ Scale designations across institutions to allow side-by-side comparisons of ratings of chat interactions.
Results – This review revealed that librarians used a variety of approaches in applying and understanding READ Scale ratings. Determination of staffing levels was often the primary goal. Further, librarians consistently rated chat interactions in the lower two-thirds of the scale, which has implications for service perception and recommendations.
Conclusion – The findings of this review indicated that librarians frequently use READ Scale data to make staffing recommendations, both in terms of numbers of staff providing chat service and level of experience to adequately meet service demand. Evidence suggested, however, that characteristics of the scale itself may lead to a distorted understanding of chat service, skewing designations to the lower end of the scale, and undervaluing the service.
Objective – This review aims to determine the suitability of the READ Scale for chat service assessment. We investigated how librarians rate chats and their interpretations of the results, and compared these findings to the original purpose of the Scale.
Methods – We performed a systematic search of databases in order to retrieve sources, applied inclusion and exclusion criteria, and read the remaining articles. We synthesized common themes that emerged into a discussion of the use of the READ Scale to assess chat service. Additionally, we compiled READ Scale designations across institutions to allow side-by-side comparisons of ratings of chat interactions.
Results – This review revealed that librarians used a variety of approaches in applying and understanding READ Scale ratings. Determination of staffing levels was often the primary goal. Further, librarians consistently rated chat interactions in the lower two-thirds of the scale, which has implications for service perception and recommendations.
Conclusion – The findings of this review indicated that librarians frequently use READ Scale data to make staffing recommendations, both in terms of numbers of staff providing chat service and level of experience to adequately meet service demand. Evidence suggested, however, that characteristics of the scale itself may lead to a distorted understanding of chat service, skewing designations to the lower end of the scale, and undervaluing the service.
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