Chatting while you work

Abstract

PurposeTo 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/approachThe 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.FindingsThe 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 implicationsThe 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/valueThis study aims to fill a gap in the literature by investigating differences in chat reference transcripts based on chat reference origin.