Poster presented at Michigan Library Association Annual Conference - October 26, 2011. Presents the methodology and preliminary results of a three-part quantitative assessment of the virtual reference service at Michigan State University Libraries.
This document provides a summary of critical thinking concepts and tools in a condensed "mini-guide" format. It explains that critical thinking involves analyzing and evaluating thinking to improve it. The guide then outlines key elements of thought, intellectual standards, levels of thinking, and traits of a critical thinker. It is intended to be used as a supplement by both students and faculty to enhance critical thinking in any subject area.
This document summarizes the new features of Appcelerator Titanium Mobile 1.5, including enhancements for Android and iOS, new styling options with JavaScript Style Sheets, improved localization support, better handling of screen densities and orientations, improved native component integration for Android, and performance improvements for table views. It also announces additional upcoming training on native Android features and cross-platform development best practices.
This document discusses methods for evaluating and enhancing the user experience (UX) of distance library services through evidence-based assessment. It begins by defining distance learning library services and principles of access entitlement. Usage analytics of guides, Google Analytics, and transaction logs provide quantitative evidence of student needs and pain points. Qualitative evidence from transcripts of virtual reference questions help identify areas of confusion. A mixed methods approach is advocated to understand why and where users struggle in order to improve services and transparency of resources. Librarians are encouraged to listen, observe and evaluate their own services to enhance the UX for distance learners.
Tech Tools: Simplifying Life for Busy Research LibrariansChristine Tobias
Presentation for the Michigan SLA Webinar; Discusses FREE, web-based tech tools that will help librarians be productive and organized in the busy research environment.
This document discusses the changing nature of communication and media consumption in the digital age. It argues that we have moved beyond mass communication models to a state of "networked communication" where people are both producers and consumers of media. Participants now play a central role as distributors, innovators, and classifiers of information. When people remix and share content using various tools, the message becomes defined by the people rather than the media itself. Communication is increasingly networked, with people, not media, at the center.
Service Quality in Cooperative Virtual Reference: A Local PerspectiveChristine Tobias
This presentation addresses service quality issues experienced in Research Help Now, an academic virtual reference cooperative service in Michigan. Includes examples and tips for improving service quality in the virtual learning environment.
This document provides a summary of critical thinking concepts and tools in a condensed "mini-guide" format. It explains that critical thinking involves analyzing and evaluating thinking to improve it. The guide then outlines key elements of thought, intellectual standards, levels of thinking, and traits of a critical thinker. It is intended to be used as a supplement by both students and faculty to enhance critical thinking in any subject area.
This document summarizes the new features of Appcelerator Titanium Mobile 1.5, including enhancements for Android and iOS, new styling options with JavaScript Style Sheets, improved localization support, better handling of screen densities and orientations, improved native component integration for Android, and performance improvements for table views. It also announces additional upcoming training on native Android features and cross-platform development best practices.
This document discusses methods for evaluating and enhancing the user experience (UX) of distance library services through evidence-based assessment. It begins by defining distance learning library services and principles of access entitlement. Usage analytics of guides, Google Analytics, and transaction logs provide quantitative evidence of student needs and pain points. Qualitative evidence from transcripts of virtual reference questions help identify areas of confusion. A mixed methods approach is advocated to understand why and where users struggle in order to improve services and transparency of resources. Librarians are encouraged to listen, observe and evaluate their own services to enhance the UX for distance learners.
Tech Tools: Simplifying Life for Busy Research LibrariansChristine Tobias
Presentation for the Michigan SLA Webinar; Discusses FREE, web-based tech tools that will help librarians be productive and organized in the busy research environment.
This document discusses the changing nature of communication and media consumption in the digital age. It argues that we have moved beyond mass communication models to a state of "networked communication" where people are both producers and consumers of media. Participants now play a central role as distributors, innovators, and classifiers of information. When people remix and share content using various tools, the message becomes defined by the people rather than the media itself. Communication is increasingly networked, with people, not media, at the center.
Service Quality in Cooperative Virtual Reference: A Local PerspectiveChristine Tobias
This presentation addresses service quality issues experienced in Research Help Now, an academic virtual reference cooperative service in Michigan. Includes examples and tips for improving service quality in the virtual learning environment.
The document summarizes an initiative called interACT that aimed to improve feedback and assessment practices through the use of technology. The project developed an online system for students to self-evaluate their work, request specific feedback, and engage in dialogue about feedback with tutors. An evaluation found that students found the process clear and valuable for obtaining targeted feedback and discussing their work. Future work includes developing more interactive digital tools to improve feedback exchanges.
Slides from the workshop presented by Margaret Hamilton and Joan Richardson at the Australian Technology Network conference in Sydney in November 2010.
From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
This document summarizes a study comparing an adaptive, profile-based PubMed search tool called MiSearch to standard PubMed searches. 11 librarians completed search tasks using both tools. Surveys assessed user satisfaction, search success, and efficiency. Results showed users were slightly more satisfied with searches and found PubMed faster and more accurate, though MiSearch was also positively received. Suggested improvements were implemented, establishing usability protocols. The study supported librarians taking on new roles in usability evaluation and research collaborations.
This document describes the interACT project which aims to improve assessment and feedback practices through the use of technology. It discusses how the project embarked on a literature review to identify key principles of effective feedback. Baseline activities revealed inconsistencies in feedback that the project sought to address. The project re-engineered assessments, provided faculty development, and engaged students in feedback through self-review and use of a wiki. Future developments include creating e-activities to improve feedback dialogue and introducing new assignment types.
The document presents the results of a case study on the availability and access of electronic resources at Assam University Library in Silchar, India. It finds that the library provides a variety of e-resources including over 5000 online journals through UGC-Infonet and 971 journals through DELCON. A survey of 150 students, researchers and teachers found that most prefer electronic resources for their convenience. While e-resources are widely used, users face issues like poor internet connectivity, inability to read from screens, and lack of ICT knowledge and training. The study recommends enhancing infrastructure to better utilize available electronic resources.
The document summarizes a research paper presented at WikiSym 2012 on calculating the quality of Wikipedia articles. The researchers propose a method to:
1) Identify the editors of each article.
2) Analyze the edit history of each editor to calculate their quality value (QV).
3) Use the editors' QVs to calculate the QV of text within the articles.
4) Iteratively calculate editors' and texts' QVs until they converge to obtain the final article QV.
The method improves precision in identifying high quality articles compared to not considering editors' QVs. It addresses the "chicken-and-egg" problem of text QV depending on editor QV
Integrated Department Grants As An Implementation Strategyguestb9aaf18
This document discusses the use of ePortfolios and departmental grants at Indiana University-Purdue University Indianapolis (IUPUI) to support the integration of critical thinking skills across departments and programs. Small grants are provided to interested academic units for curricular preparation and guidance on using ePortfolios. Early adopters have seen benefits like improved software tools and increased collaboration around learning outcomes. Plans are in place to pilot ePortfolios more widely and assess their impact on critical thinking skills.
Empirical user studies in Semantic Web contextsCatia Pesquita
This document summarizes a literature review of 87 papers from major Semantic Web conferences between 2015-2017 that were analyzed for their inclusion of empirical user studies. 46 papers included user studies, which were coded based on purpose, type of users, evaluation methods, and other attributes. The review found that nearly half of papers did not include user studies, and of those that did, few involved both Semantic Web experts and domain experts or comparisons of experts and novices. It concludes by calling for more and higher quality reporting of user studies in Semantic Web research to improve design and evaluation.
LAK'12: Cyberlearners and Learning ResourcesLeyla Zhuhadar
Leyla Zhuhadar, Rong Yang , Cyberlearners and Learning Resources, the Second International Conference on Learning Analytics and Knowledge (ACM): LAK12, Vancouver, British Columbia, Canada, 29 April – 2 May, 2012.
Preliminary Findings: A Comparative Study of User- and Cataloger-Assigned Sub...Hannah Marshall
This study compared subject terms assigned by catalogers to subject terms assigned by users to images in an online collection. The study found:
1. There was little correspondence between existing cataloger terms and user terms, with only 8.5% being literal matches.
2. Users assigned more primary terms describing literal content (74%) while catalogers used more secondary (3%) and tertiary (16%) interpretive terms.
3. Providing users a framework for analysis did not significantly change their assigned terms compared to a control group.
4. Users assigned more non-subject terms (37%) than catalogers (5%), often describing physical attributes of 3D works.
The conclusions were that
A study compared subject terms assigned to images by catalogers and undergraduate students. Survey responses from 80 students were analyzed and compared to existing cataloger terms. Key findings:
1. Correspondence between cataloger and student terms was low at 8.5%, but 74% of matching terms addressed primary subject levels, indicating primary terms best support image retrieval.
2. Students assigned fewer primary terms and more non-subject terms than catalogers. This suggests cataloger terms better support search utility.
3. Priming students with questions about image content did not significantly change term types assigned, though secondary analysis increased slightly with priming.
The document discusses the use of assessment to support student learning. It outlines 11 conditions that assessment needs to meet to effectively support student learning, including: distributing student effort evenly across topics; engaging students in productive learning activities; providing timely feedback of sufficient detail; and ensuring students act upon the feedback. The document also discusses eAssessment, defining it as the use of technology for assessment activities and recording responses. It identifies key players in eAssessment and discusses issues they may face, such as what should be assessed online, design challenges, and ensuring assessments test higher-order skills. Overall, the document analyzes how assessment, including eAssessment, can be used to effectively support student learning.
Judith Schwartz/QuestionPoint Use Study at Hunter CollegeJudith Schwartz
An explorative evaluation of chat reference services at Hunter College was conducted over a 3 month period. The evaluation sought to identify question types, completion rates, and ways to improve the chat reference service. Key findings included that 55% of questions were reference questions, 57% of sessions were fully answered, and marketing and accessibility of the chat widget could be improved. The evaluation aims to enhance chat reference and identify areas for additional subject training.
Impact of Open Textbook Adoption on Teaching and LearningREA Brasil
Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings
Presentation at CCCOER Meeting , June 22, 2010
Clare Mortensen, Institute for the Study of
Knowledge Management in Education
Licença: CC-BY-SA
Fonte: http://www.slideshare.net/oercommons/iskme-slides-ccotc-062110-sent
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
The document summarizes planned changes to the Intute Virtual Training Suite (VTS), which provides online tutorials teaching internet research skills. Based on user feedback and trends, 30 new tutorials will launch covering key subject areas. Tutorials will be shorter and easier to read, focus more on academic resources, and help students understand academic research processes. The tutorials and website will have a new design and address evidence that internet skills are increasingly important for university-level education. User feedback supported the service and suggested improvements like incorporating more library resources and community engagement.
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
The document summarizes an initiative called interACT that aimed to improve feedback and assessment practices through the use of technology. The project developed an online system for students to self-evaluate their work, request specific feedback, and engage in dialogue about feedback with tutors. An evaluation found that students found the process clear and valuable for obtaining targeted feedback and discussing their work. Future work includes developing more interactive digital tools to improve feedback exchanges.
Slides from the workshop presented by Margaret Hamilton and Joan Richardson at the Australian Technology Network conference in Sydney in November 2010.
From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
This document summarizes a study comparing an adaptive, profile-based PubMed search tool called MiSearch to standard PubMed searches. 11 librarians completed search tasks using both tools. Surveys assessed user satisfaction, search success, and efficiency. Results showed users were slightly more satisfied with searches and found PubMed faster and more accurate, though MiSearch was also positively received. Suggested improvements were implemented, establishing usability protocols. The study supported librarians taking on new roles in usability evaluation and research collaborations.
This document describes the interACT project which aims to improve assessment and feedback practices through the use of technology. It discusses how the project embarked on a literature review to identify key principles of effective feedback. Baseline activities revealed inconsistencies in feedback that the project sought to address. The project re-engineered assessments, provided faculty development, and engaged students in feedback through self-review and use of a wiki. Future developments include creating e-activities to improve feedback dialogue and introducing new assignment types.
The document presents the results of a case study on the availability and access of electronic resources at Assam University Library in Silchar, India. It finds that the library provides a variety of e-resources including over 5000 online journals through UGC-Infonet and 971 journals through DELCON. A survey of 150 students, researchers and teachers found that most prefer electronic resources for their convenience. While e-resources are widely used, users face issues like poor internet connectivity, inability to read from screens, and lack of ICT knowledge and training. The study recommends enhancing infrastructure to better utilize available electronic resources.
The document summarizes a research paper presented at WikiSym 2012 on calculating the quality of Wikipedia articles. The researchers propose a method to:
1) Identify the editors of each article.
2) Analyze the edit history of each editor to calculate their quality value (QV).
3) Use the editors' QVs to calculate the QV of text within the articles.
4) Iteratively calculate editors' and texts' QVs until they converge to obtain the final article QV.
The method improves precision in identifying high quality articles compared to not considering editors' QVs. It addresses the "chicken-and-egg" problem of text QV depending on editor QV
Integrated Department Grants As An Implementation Strategyguestb9aaf18
This document discusses the use of ePortfolios and departmental grants at Indiana University-Purdue University Indianapolis (IUPUI) to support the integration of critical thinking skills across departments and programs. Small grants are provided to interested academic units for curricular preparation and guidance on using ePortfolios. Early adopters have seen benefits like improved software tools and increased collaboration around learning outcomes. Plans are in place to pilot ePortfolios more widely and assess their impact on critical thinking skills.
Empirical user studies in Semantic Web contextsCatia Pesquita
This document summarizes a literature review of 87 papers from major Semantic Web conferences between 2015-2017 that were analyzed for their inclusion of empirical user studies. 46 papers included user studies, which were coded based on purpose, type of users, evaluation methods, and other attributes. The review found that nearly half of papers did not include user studies, and of those that did, few involved both Semantic Web experts and domain experts or comparisons of experts and novices. It concludes by calling for more and higher quality reporting of user studies in Semantic Web research to improve design and evaluation.
LAK'12: Cyberlearners and Learning ResourcesLeyla Zhuhadar
Leyla Zhuhadar, Rong Yang , Cyberlearners and Learning Resources, the Second International Conference on Learning Analytics and Knowledge (ACM): LAK12, Vancouver, British Columbia, Canada, 29 April – 2 May, 2012.
Preliminary Findings: A Comparative Study of User- and Cataloger-Assigned Sub...Hannah Marshall
This study compared subject terms assigned by catalogers to subject terms assigned by users to images in an online collection. The study found:
1. There was little correspondence between existing cataloger terms and user terms, with only 8.5% being literal matches.
2. Users assigned more primary terms describing literal content (74%) while catalogers used more secondary (3%) and tertiary (16%) interpretive terms.
3. Providing users a framework for analysis did not significantly change their assigned terms compared to a control group.
4. Users assigned more non-subject terms (37%) than catalogers (5%), often describing physical attributes of 3D works.
The conclusions were that
A study compared subject terms assigned to images by catalogers and undergraduate students. Survey responses from 80 students were analyzed and compared to existing cataloger terms. Key findings:
1. Correspondence between cataloger and student terms was low at 8.5%, but 74% of matching terms addressed primary subject levels, indicating primary terms best support image retrieval.
2. Students assigned fewer primary terms and more non-subject terms than catalogers. This suggests cataloger terms better support search utility.
3. Priming students with questions about image content did not significantly change term types assigned, though secondary analysis increased slightly with priming.
The document discusses the use of assessment to support student learning. It outlines 11 conditions that assessment needs to meet to effectively support student learning, including: distributing student effort evenly across topics; engaging students in productive learning activities; providing timely feedback of sufficient detail; and ensuring students act upon the feedback. The document also discusses eAssessment, defining it as the use of technology for assessment activities and recording responses. It identifies key players in eAssessment and discusses issues they may face, such as what should be assessed online, design challenges, and ensuring assessments test higher-order skills. Overall, the document analyzes how assessment, including eAssessment, can be used to effectively support student learning.
Judith Schwartz/QuestionPoint Use Study at Hunter CollegeJudith Schwartz
An explorative evaluation of chat reference services at Hunter College was conducted over a 3 month period. The evaluation sought to identify question types, completion rates, and ways to improve the chat reference service. Key findings included that 55% of questions were reference questions, 57% of sessions were fully answered, and marketing and accessibility of the chat widget could be improved. The evaluation aims to enhance chat reference and identify areas for additional subject training.
Impact of Open Textbook Adoption on Teaching and LearningREA Brasil
Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings
Presentation at CCCOER Meeting , June 22, 2010
Clare Mortensen, Institute for the Study of
Knowledge Management in Education
Licença: CC-BY-SA
Fonte: http://www.slideshare.net/oercommons/iskme-slides-ccotc-062110-sent
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
The document summarizes planned changes to the Intute Virtual Training Suite (VTS), which provides online tutorials teaching internet research skills. Based on user feedback and trends, 30 new tutorials will launch covering key subject areas. Tutorials will be shorter and easier to read, focus more on academic resources, and help students understand academic research processes. The tutorials and website will have a new design and address evidence that internet skills are increasingly important for university-level education. User feedback supported the service and suggested improvements like incorporating more library resources and community engagement.
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
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Cooperative Virtual Reference Assessment: Service Process, Service Quality, and User Perception
1. Cooperative Virtual Reference Assessment: Service Process, Service Quality, and User Perception
Christine Tobias, Reference & Technology Librarian, Michigan State University Libraries
Background and Objectives Service Process Service Quality User Perception
Michigan State University participates in virtual reference with two What are the information needs of MSU patrons in virtual reference? What is the overall quality of service provided to MSU patrons in virtual reference? From the users’ perspective, is cooperative virtual reference effective?
cooperatives: (i.e. – What types of questions are being asked?)
Are cooperative librarians helpful to MSU patrons?
What are the average scores of responses on user surveys?
Types of Questions Asked in Virtual Reference
Research Help Now (RHN) Service Quality Scores: Average Percentage by Section Was the librarian helpful? Was the service easy to use?
• Academic libraries in Michigan (2 universities and 11 community 2.88
2.88
colleges). Neutral Yes Neutral Yes
=2 =3 =2 =3
• More information available at www.researchhelpnow.org.
Did you feel the librarian fully Were you satisfied with the answer
QuestionPoint 24/7 Academic Cooperative understood your question? to your question?
• Academic libraries utilizing OCLC’s QuestionPoint software to
conduct virtual reference nation-wide. 2.83 2.78
Neutral Yes Neutral Yes
• More information available at www.questionpoint.org. 1. Research Question (27.4 %): =2 =3 =2 =3
“How do I find research materials on my specific topic?”
This poster shares the methodology and preliminary results of a
three-part quantitative assessment of cooperative virtual reference 2. Specific Journal Article (19.5 %):
conducted in the areas of Service Process, Service Quality, and User “I have a citation for this journal article. How do I find it?” Service Quality Scores: Average Percentage by Librarian Group
Feedback. The quality of the library staff Will you use this service again?
3. Electronic Resource (18.6 %): answering your question was…?
Methodology “How can I find online journal articles/e-books?” 2.82
3.65
Maybe Very likely
4. Specific Book/Document (10.9 %): Good Excellent
=2 =3
Service Process “Do you have this book in the library?” =3 =4
To develop a better understanding of the information needs of MSU
patrons in virtual reference, a systematic sample of 343 chat and 5. Databases (7.1 %):
instant message (IM) transcripts from the academic year, 2009-2010, “Can you help me use [Name of Database]?”
were assigned up to three customized descriptive codes.
Service Quality
To evaluate the quality of service provided to MSU patrons in Preliminary Results
cooperative virtual reference, the systematic sample of 343 chat and
IM transcripts used to determine the Service Process were scored
using a Virtual Reference Service Quality Instrument, designed to Service Process
assess tone, reference interview quality, provision of information, and
Service Process Cooperative virtual reference is a valid research service point!
closing. • Most frequently asked type of question is a research question.
How are MSU patrons using the virtual reference service? • Web chat used much more frequently than Qwidget (IM).
(i.e. – Proportion of web chat vs. Qwidget (IM))
Service Quality
• Possibly due to order of presentation of services on Ask A Librarian page.
User Feedback Is cooperative reference an efficient and/or effective service? • Qwidget (IM) not a 24/7 service in 2009-2010; Hidden from public view when
To gain a user perspective on the effectiveness and quality of the Type of Virtual Reference Service Used: no MSU librarians were available.
cooperative virtual reference service, responses from 209 user
surveys submitted between September 2010 – June 2011 were
Web Chat vs. Qwidget (IM)
Proportion of Questions Answered Per Librarian Group Service Quality
reviewed and scored.
Participation in cooperative virtual reference is efficient and effective!
• MSU patrons are serviced mostly by cooperative librarians in virtual reference.
• Research Help Now and 24/7 librarians scored higher in service quality than MSU
librarians.
• Each group of cooperative VR librarians scored highest in Provision of
Information.
Contact Information: • Each group of cooperative VR librarians scored lowest in Tone and Closing.
• Each group of cooperative VR librarians could benefit from enhancing their
Christine Tobias soft skills/communication etiquette skills.
Reference & Technology Librarian
Michigan State University Libraries User Perception
Like! Like! Like!
Email: tobiasc@msu.edu • Users of cooperative virtual reference provide mostly positive feedback about
Twitter: @ctobias27 the quality of service, level of librarian skill, and satisfaction in answer.
Phone: 517-884-0897 • Users frequently report that they would use the virtual reference service again.
Copyright 2011 Christine L. Tobias. All rights reserved.