The Nuts, Bolts, and Teaching Opportunities of Real-Time Reference

Taddeo, Laura; Hackenberg, Jill

doi:10.1300/j106v13n03_05

Cited by 11 publications

(8 citation statements)

References 8 publications

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“…The authors excluded articles like case studies or descriptive reports of chat services at a single library. These types of articles are easily found and provide some excellent insight into the value of providing instruction during chat scenarios (Ellis, 2004;Johnston, 2003;Taddeo and Hackenberg, 2006;Woodard, 2005). Offering library instruction through live chat is one of RSR 46,4 the themes that emerged during their review of the available empirical research from 1995 to January 2010.…”

Section: Literature Reviewmentioning

confidence: 99%

Let’s chat: the art of virtual reference instruction

Hervieux

Tummon

2018

RSR

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Purpose This study aims to evaluate the instances of information literacy instruction within the virtual reference system of a Canadian university library. Design/methodology/approach Coding and analysis of a sample of chat transcripts over the course of one academic year have been used. Findings The analysis indicated that over 50 per cent of virtual reference interactions do not lend themselves to information literacy instruction. An average of 23.6 per cent of interactions included information literacy instruction and the preferred methods of instruction were modelling and resource sharing. Originality/value While previous studies have focused on information literacy instruction provided in a virtual reference setting, this study aims to identify not only instances of information literacy but also to better understand the nature of chat queries by codifying instances of a transactional nature. The results could lead to improved best practices for chat reference, enhanced staff training and varied promotion and delivery of not just virtual reference services but of other library services as well. A portion of this research project, including partial results for the Fall semester, was presented at the LILAC Conference in Liverpool in April 2018.

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Section: Literature Reviewmentioning

confidence: 99%

Let’s chat: the art of virtual reference instruction

Hervieux

Tummon

2018

RSR

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“…Teaching occurred in roughly one third (33.4%) of chats sampled and in just under half of chats where the initial question was research-related (70 of 162 chats, or 43.2%, see Table B2). This is on the lower end of the findings in the literature although lower rates have been reported (Hervieux & Tummon, 2018;Taddeo & Hackenberg, 2006). This rate is significantly lower than the findings of another collaborative service, NCKnows (Daly, 2007).…”

Section: Discussionmentioning

confidence: 53%

“…Many studies have estimated the amount of teaching that occurs specifically during chat reference transactions. Hervieux and Tummon (2018) and Taddeo and Hackenberg (2006) found low levels of teaching on their chat services, with 23% and 26% of chats showing evidence of information literacy instruction, respectively. However, most single-institution chat services have found that from 60 to 95% of transactions demonstrate instances of teaching (Dempsey, 2017;Johnston, 2003;Moyo, 2006;Oakleaf & VanScoy, 2010;Ward, 2004;Zhuo et al, 2006).…”

Section: Teaching Practices In Chat Referencementioning

confidence: 98%

Teaching and User Satisfaction in an Academic Chat Reference Consortium

Barrett¹,

Logan²,

Pagotto³

et al. 2020

CIL

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“…Avery and Ward (2010) further analyze the applicability of ACRL's Information Literacy standards as instruction goals for reference, and suggest training tools for recognizing instructional opportunities in reference. Taddeo and Hackenberg (2006) point out that the limited contact time between librarians and patrons precludes teaching students the full range of research strategies and skills, but librarians “can present important concepts in ways that stimulate learning and retention”. Desai and Graves (2006) analyze how and when patrons ask for instruction in digital reference, and detail the responses of librarians to these requests.…”

Section: Literature Reviewmentioning

confidence: 99%

Expanding the reference vocabulary

Ward

2011

Reference Services Review

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PurposeThis paper aims to examine potential instructional benefits from, and methods for, incorporating concepts from Bloom's taxonomy into reference interactions.Design/methodology/approachThe paper analyzes chat transcripts and assigns each question asked by a librarian to one of the six levels of Bloom's taxonomy, and also codes it as open (divergent) or closed (convergent).FindingsThree of the six levels of Bloom's hierarchy consistently matched observed questions from the transcripts. Bloom's taxonomy provided a rich vocabulary and methodology for expanding delivery of information literacy instruction in reference.Practical implicationsQuestioning is a key part of standard reference training, and the findings suggest ways to enhance questions, to direct patrons towards instructional goals such as the ACRL Standards for Information Literacy.Originality/valueThe research expands the traditional open and closed questioning vocabulary of the RUSA Behavioral Guidelines and provides librarians with a new methodology for understanding and choosing which questions to ask based on specific instructional outcomes. The results particularly benefit those looking to integrate their reference and instructional missions, and expand the instructional role of reference services.

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The Nuts, Bolts, and Teaching Opportunities of Real-Time Reference

Cited by 11 publications

References 8 publications

Let’s chat: the art of virtual reference instruction

Let’s chat: the art of virtual reference instruction

Teaching and User Satisfaction in an Academic Chat Reference Consortium

Expanding the reference vocabulary

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