Reference Librarians and the Potential for Teaching

Amy Bush

Info 266-Fall 2016

Dempsey, P.R. (2016). “Are you a computer?” Opening exchanges in virtual reference shape the

potential for teaching. College & Research Libraries, 77(4), 455-468. DOI: 10.5860/crl.77.4.455

Summary

            The purpose of this study was to apply conversation analysis theory to live chat reference transcripts at two university libraries. The study analyzed 412 transcripts of live chat interactions and examined how opening exchanges between students and librarians affected a potential for teaching and learning. The research questions were:

1.      In what ways do students begin chat reference interactions?

2.      To what extent do student openings vary at different institutions?

3.      How do students’ choices about beginning chats influence the length of the interaction and their satisfaction?

4.      What first response strategies do librarians use to prompt students to interact with them as teachers?

Dempsey states, “Both universities are diverse, urban, multi-campus institutions with a preponderance of commuter students” (p. 458). The primary differences were that Library 1 (L1) had private offices where librarians monitored live chats and Library 2 (L2) monitored live chats from public desks. Also, L2 had a policy on the Ask A Librarian page that restricts chat reference to brief and factual questions, whereas L1 had no such policy. The findings indicated that a higher percentage of students and librarians included greetings at L1 than at L2, and that the librarians from L2 often began their chats by asking patrons to wait of apologizing after a delay. The data also demonstrated that the duration of the chats were substantially longer when greetings were included and the students offered more enthusiastic gratitude. Finally, this study showed that when librarians assert their teacher identity and teach students how to do the research, rather than provide them with articles the librarian re-frames the transaction into a conversation that promotes student growth and discovery (Dempsey, p. 465).

Evaluation

            This article was thorough and well researched. It also provided direction toward further research which included: whether student assistants would bring strengths or weaknesses to live chat, how librarians avoid or include teaching, and further investigation concerning the percentage of libraries who restrict chat to brief questioning (Dempsey, P. 465). This article did a great job in addressing each question and further examining perspective reasons for findings. For example, Dempsey made a valid point concerning L2 and the effectiveness of live chat from a business perspective. She said, “Having librarians monitor chat reference at a busy service desk is cost-effective but can impede a real and significant educational role” (Dempsey, p. 466). This article was quite interesting and informative.