Librarians in Digital Conversations
Creating effective real-time connections between researchers and resources
Joseph M. YapCoordinator, IMSDLSU
Objectives
Introduce online reference assistance and the use of social networking sites in providing real-time information services.
Cite some examples of online reference assistance being used by difference libraries here and abroad.
VRS/DRS Movement
1980s – beginning of VRS/DRS (Han & Goulding, 2003).
1996 – started as a Digital Reference Resource Development project of the ERIC Clearinghouse on
Information and Technology.
1999 –VRS/DRS was new in the field. There was a fear that trained librarians will be replaced by
other experts.
Virtual reference is reference service initiated electronically, often in real-time, where patrons employ computers or other Internet technology to communicate with reference staff, without being physically present.
Communication channels used frequently in virtual reference include chat, videoconferencing, Voice over IP, co-browsing, e-mail, and instant messaging. (RUSA Guidelines for Implementing and Maintaining Virtual Reference Services, 2010 [PDF])
http://www.ala.org/tools/libfactsheets/alalibraryfactsheet19
Digital reference
Reference services requested and provided over the Internet, usually via e-mail, instant messaging ("chat"),
or Web-based submission forms, usually answered by librarians in the reference department of a library
sometimes by the participants in a collaborative reference system serving more than one institution.
http://www.abc-clio.com/ODLIS/odlis_d.aspx#digitalref
DRS GuidelinesReference and User Services Association, 2004
“Virtual reference should be undertaken with a view to the long-term integration of the service
with the rest of the institution's reference services. Even at the planning or pilot phases, virtual
reference should not be treated as an ad hoc service.”
http://www.ala.org/rusa/resources/guidelines/virtrefguidelines
PREPARE (INFRASTRUCTURE,
BUDGET, ETC.)
ESTABLISH POLICY AND GUIDELINES
TRAINING OF PERSONNEL
IDENTIFY LIST OF COMPETENCIES
OBSERVE BEHAVIORAL
PERFORMANCEMARKETING
EVALUATION
Competencies
Access
a) Responsiveness
b) Organization and Design of Services
c) Critical Thinking and Analysis
Knowledge Base
a) Environmental Scanning
b) Application of Knowledge
c) Dissemination of Knowledge
d) Active Learning
Marketing/Awareness/Informing
a) Assessment
b) Communication and Outreach
c) Evaluation
Collaboration
a) Relationships with Users
b) Relationships with Colleagues
c) Relationships within the Profession
d) Relationships beyond the Library and the Profession
Evaluation of Assessment and Resources
a) User Needs
b) Information Services
c) Service Delivery
d) Information Interfaces
e) Information Service Providers
Behavioral Performance
Visibility/Approachability
Provides prominent, jargon-free pointers to all forms of reference services via the library's web or mobile site.
Responds in a timely fashion to remote queries.
Interest
Acknowledges user questions in a timely manner.
Maintains regular online or voice contact with the patron to convey interest and provide assurance that the query is still viable and a response is forthcoming.
Signals an understanding of the patron’s need.
Listening/InquiringUses current technology during the reference interview to gather as much information as needed to serve the patron’s need without compromising patron privacy.
SearchingUses appropriate technology to help guide the patron through information resources, when possible.
Follow-upEncourages the patron to contact the library again if he/she has further questions by making a statement such as “If you need additional information, please contact us again and we’ll try something else."
PRIVACY
Virtual reference communications between patrons and library staff should be private except as required by law.
Data gathered and maintained for the purpose of evaluation should protect patrons' confidentiality.
Reference transactions may be used in the creation of databases and FAQs but care should be taken to maintain the privacy of patrons and the confidentiality of patrons’ inquiries.
Data gathered and maintained for training purposes and for publicizing the service should also protect patron confidentiality.
The Philippines is quite behind in terms of the development of DRS
compared to its counterparts abroad (Abrigo & Ramos, 2011).
http://www.jyukawa.com/main/7040
Types of Reference Questions
Directional
Directional questions do not require the use of any additional resources. A general, geographic knowledge of where things are and how things are done is generally all that is needed.
http://lili.org/forlibs/ce/able/course9/questions-kinds-6.htm
Ready Reference
The first kind of question can be answered quickly by consulting one or two standard reference tools, such as almanacs, encyclopaedias and directories. These requests are generally for a single fact or a short answer. [what, where, when]
The second kind of ready reference question could be called instructional; providing the answer involves demonstrating a skill. [how]
Specific Search
Specific search questions involve looking for more information than a single fact and generally require searching multiple sources for the answer. The librarian needs to formulate a search strategy to select appropriate resources that will answer the question.
MyPhoneExplorer is a proprietary freeware desktop application allowing management of Sony Ericsson and Android mobile phones. It was developed in Austria and has been translated into many languages, including English.
http://en.wikipedia.org/wiki/MyPhoneExplorer
Requirements
Mobile Phone / Tablet
Computer
Sim Card
Load (Pre-paid or post-paid)
Trained Reference Personnel / Librarian
Chat reference training has four primary categories and two subcategories: initial software training, training on chat reference skills, mentoring, and ongoing practice. Subcategories include training materials and assessment and evaluation of training.
Software training is the first step of the program. Librarians must understand the software employed to support chat reference service. Software training delivered in a short period of time, often a day or two (Coffman, 2003).
Mentoring: Mentoring provides personal assistance from experienced librarians. Coffman (2003) suggests that those who learn the skills quickly become mentors to relieve the project leader's workload.
Ongoing training. Training is an ongoing process. New resources and changes in policies require continuous training. Ongoing training provides an opportunity for sharing experiences and discussing problems (Coffman, 2003)
http://www.webpages.uidaho.edu/~mbolin/ghasri-degani.htm
Training materials. Kawakami and Swartz (2003) state that access to competencies, best practices, and other training and policy materials is necessary for good performance. Multiple formats facilitate easy access. A website can be used to organize material such as software tips, contact information, and transcript examples.
Assessment and evaluation. Evaluation is important for assessing the effectiveness of a training program. Trainees may fill out a questionnaire to assess their skills before training, and complete another to evaluate what they have learned after the training.
https://retail2greyminds.wordpress.com/2011/10/05/an-era-of-symbiotic-relationship-social-media-entertainment-broadcasting/
• http://libraryconnect.elsevier.com/articles/supporting-users-organizations/2013-08/liking-sharing-and-tweeting-lora-de-la-salle
LIA
Launched on November 2013.
LIA answers ready-reference and research questions and provides online bibliographic and technology instruction.
As such, LIA will not answer questions related to: (a) computer configuration, maintenance, and troubleshooting; (b) provision of investment, legal, or medical advice; (c) tutoring or homework help; and, (d) job interview preparation.
THANK YOU FOR LISTENING!
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[Joseph MarmolYap]
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