Content Analysis of Virtual Reference Data: Reshaping Library Website Design

A Framework for Online Public Health Debates: Some Design Elements for Visual Analytics Systems

Nowadays, many people are deeply concerned about their physical well-being; as a result, they invest much time and effort investigating health-related topics. In response to this, many online websites and social media profiles have been created, resulting in a plethora of information on such topics. In a given topic, oftentimes, much of the information is conflicting, resulting in online camps that have different positions and arguments. We refer to the collection of all such positionings and entrenched camps on a topic such as an online public health debate. The information people encounter regarding such debates can ultimately influence how they make decisions, what they believe, and how they act. Therefore, there is a need for public health stakeholders (i.e., people with a vested interest in public health issues) to be able to make sense of online debates quickly and accurately. In this paper, we present a framework-based approach for investigating online public health debates—a preliminary work that can be expanded upon. We first introduce the concept of online debate entities (ODEs), which is a generalization for those who participate in online debates (e.g., websites and Twitter profiles). We then present the framework ODIN (Online Debate entIty aNalyzer), in which we identify, define, and justify ODE attributes that we consider important for making sense of online debates. Next, we provide an overview of four online public health debates (vaccines, statins, cannabis, and dieting plans) using ODIN. Finally, we showcase four prototype visual analytics systems whose design elements are informed by the ODIN framework.

Launching chat service during the pandemic: inaugurating a new public service under emergency conditions

Purpose

This article details the implementation of a live online chat service which was suddenly necessitated by the worldwide coronavirus disease 2019 (COVID-19) pandemic. The approaches used to train chat operators during this time inform both current and future training initiatives toward continuous improvement in this academic library setting.

Design/methodology/approach

Chat transcripts from the period of March 2020–April 2021 serve as the dataset for this study.

Findings

In bringing a live chat service online during a global pandemic, chat transcripts from this period reveal 19.3% of all chat interactions related directly to COVID-19. The transcripts also reveal the types of questions, whether reference or directional, and these, combined with staffing patterns, indicate that staff were addressing reference questions more often than librarians. In addition, 25.2% of all transactions, whether by staff or librarians, resulted in tickets or referrals to hand off the question to a subject or functional specialist. These findings help to inform targeted face-to-face refresher training for chat operators.

Originality/value

While bringing a live chat service online is certainly not novel, the impetus behind the quick setup was. This unusual circumstance allowed for an in-depth look at the nature of chat and its training requirements and limitations due to campus stay-at-home orders. It also provided a new understanding that influenced subsequent face-to-face trainings.

Constructing citations: reviewing chat transcripts to improve citation assistance as a service

Purpose

Using chat transcripts from Indiana University Libraries, the authors examined a subset of transcripts involving citations. From this analysis, they propose improvements for citation assistance as a holistic service.

Design/methodology/approach

Two years of chat transcripts were examined and questions containing citation-related keywords were segregated for further examination. The authors used a test data set to create a coding scheme for the questions and responses. This scheme was then applied to all the citation-related transcripts.

Findings

390 of 11,553 transcripts included interactions about citations. In 42% of the transcripts, no specific citation style was mentioned. American Psychological Association and Modern Language Association were the most frequently mentioned citation styles by chat users. Business reports (company data and market research), periodicals (journal, newspaper or magazine articles), websites and government documents were the most often asked about formats, but there was a wide variety of other unusual formats. Questions about EndNote were more common than other types of citation management software. Chat staff utilized a variety of responses including guiding the student by example, directing to an online resource for more information (85% of the responses) or referring to a citation management expert. An unexpected amount of hedging words in the responses indicates the presence of anxiety on the part of chat staff in responding to these types of questions.

Originality/value

This paper goes beyond most existing studies of chat transcripts by using chat transcripts as data to guide service improvements for a commonly asked but not typically discussed set of questions.

Chatting while you work

Purpose

To understand chat reference user needs at the University of Arizona Libraries, this study aims to analyze the differences in READ (Reference Effort Assessment Data) scores and content from two different chat reference origins: the library website and, course sites within the campus course management system, Desire2Learn.

Design/methodology/approach

The authors have used a mixed methods approach, whereby ordinal regression has been performed on READ scores and grounded theory on chat transcripts in the analysis of themes. This content comparison offers insight into the variations of how and why users ask for help at different chat reference service points.

Findings

The results of the content comparison inform the understanding of the reasons behind library users’ needs and questions at various stages in their academic workflow. The analysis also has implications for future chat reference training, as well as underscores the need for continued integration of library services and resources into online educational technology systems.

Practical implications

The findings support the importance of collocating research/reference support and course content, and underscore the value of library integration with course management systems. The analysis also serves as user-needs assessment data, with the potential to inform library services beyond reference, such as information literacy instruction or collection development.

Originality/value

This study aims to fill a gap in the literature by investigating differences in chat reference transcripts based on chat reference origin.

Adding a Feature: Can a Pop-Up Chat Box Enhance Virtual Reference Services?

Online users seek help from virtual reference services via email, phone, texting, and live chat. Technologies have enabled new features in library websites to help make this service more accessible and effective. This article is an evaluation of an experimental pop-up live chat box on the website of a health sciences library to see whether the feature would enhance virtual reference services.