Purpose -The purpose of this paper is to assess initial user perceptions and use of Amazon's Kindle e-book reader. Design/methodology/approach -Thirty-six participants were provided with a Kindle e-book reader and $100 to spend at Amazon. After one month of use focus groups were conducted to elicit user feedback about their experiences and overall first impressions. Findings -Analysis of the discussions indicates overall interest in the Kindle as a basic reading device for fiction. However, its use in an academic setting is limited due to content availability and licensing issues, graphic display capabilities, organizational issues, and its prohibitive cost. Originality/value -This is the first research paper of its kind to report on qualitative research conducted on user perceptions of the Kindle e-book reader.
PurposeThis paper aims to evaluate the reception of the Amazon Kindle e‐book lending program at the Texas A&M University Libraries.Design/methodology/approachThe paper presents an analysis of genre of titles requested to be loaded onto the e‐book readers as well as a general review of the e‐book lending model.FindingsThe Kindle e‐book readers were extremely popular, and users selected titles for them that were mostly of a general reading nature; academic titles were rarely selected. The Texas A&M lending service has been successful and will continue. Other libraries should investigate e‐book readers to supplement their bestseller and new book collections.Practical implicationsE‐book devices offer sophisticated users a reading option that fits many needs. This is a relatively new way that libraries can offer sophisticated users options for reading; libraries must continue to invest in new ways of delivering content.Originality/valueThis is the first study on e‐book reader lending services in libraries.
Purpose -The purpose of this paper is to describe the further evolution of electronic resources access support at Texas A&M University Libraries with recommendations for incorporating ER support into a virtual reference (VR) service. In a previous article, the implementation of a two-tiered electronic resources (ER) HelpDesk service was discussed. While an improvement, that service existed in parallel with the library's VR service, requiring separate staff and expertise. After considerable discussion and exploration, it became apparent that the needs of ER support could be met, with some modification, within the VR service. Design/methodology/approach -A project at the Texas A&M University Libraries sought to utilize an existing VR service, staffed by reference librarians and staff, to expand and improve handling and resolving ER access problems. Findings -VR software is effective for managing an electronic access problem reporting system. Integrating ER support into VR more broadly and equitably distributes responsibility for access and supports improved service for patrons and increased transparency and functionality for staff who respond to electronic resources access problems. Practical implications -Virtual reference and electronic resources staff can merge similar responsibilities for better service to patrons. Originality/value -This article offers experience-based guidance on utilizing VR technology and staff to effectively address and resolve electronic resource access problems. Our research suggests that there has not been another report of the use of integrating electronic resource problem reporting into virtual reference services.
This article describes the genesis of Vanderbilt University's Peabody Academic Library Leadership Institute as an outcome of a particular philosophy. That philosophy is based on the concept that to fulfill their potential contributions, academic libraries need to direct their planning, resources, and services to support the priorities of their parent institutions. This article addresses the need for campus-focused leadership training; higher education leadership training for academic librarians; and the higher education context for libraries. It describes why Vanderbilt's Peabody College of Education and Human Development initiated a professional development institute for librarians. It describes the institute's history, curriculum, and assessment and explores future directions.
Purpose -The purpose of this study is to investigate the use of co-browse in live chat, customers' question types, referral to subject experts, and patrons' usage patterns as experienced in the virtual reference (VR) chat reference services at Texas A&M University Libraries. Design/methodology/approach -Chat transcripts from 2005 to 2007 were sampled and analyzed by peer reviewers. Statistical data in that period were also examined. A set of methods and a pilot study were created to define the measurement components such as question types, expert handling, and co-browsing. Findings -Co-browsing is used in 38 percent of the sampled chat sessions. The Texas A&M University live chat service group considers co-browsing a useful feature. Of questions received on VR, 84 percent are reference questions. Only 8.7 percent of the total questions or 10 percent of the reference questions need to be answered by subject experts. The use of VR increases dramatically in the past two years at the Texas A&M University. The findings also reveal users' logon patterns over weekdays and weekends. Originality/value -The study contributes and advances understanding in the role VR plays in a large academic library and the role co-browsing plays in VR services. The study also provides a comprehensive method for transcript and usage data analysis. It is believed that a similar methodology may be replicated elsewhere by other institutions engaging similar services or evaluation.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.