Executive Summary of Results

The IUPUI University Library is a high-tech institution with hundreds of electronic resources and a goal of making as many resources as possible available to the patrons outside of the library. With so many resources available remotely, the IUPUI University Library needed a way to conduct reference in that environment. Instant Librarian, IUPUI University Library's virtual reference service, is the solution. This service allows for live, interactive reference service over the Web. Librarians are able to "push" Web pages to the user's browser, escort users around the Web and search databases together, all while communicating with them via chat.

Need for the Project

Indiana University encourages the use of technology to reach out to its students and promotes Web-based instruction and distance learning. The IUPUI University Library has responded by offering more and more resources to our users online. We have been less successful in offering support of these resources to the remote user. Online research assistance will help address the problem. The interaction is very similar to the in-person library user. With the use of the virtual reference software, we now have the ability to "chat" and to demonstrate resources to the students outside of the library.

The approach is to use real-time, live chat to respond to the user when they have a need for reference and research assistance. We need to reach the student when they are doing research off-site. With Instant Librarian, we are able to demonstrate and instruct the user on the available resources. It is one-on-one instruction where we can guide them to a resource but more importantly where we can demonstrate how to use it. This type of instruction will allow the user to become independent and confident in finding information and complete coursework successfully.

Use of Technology

Instant Librarian, the virtual reference service, offered by the IUPUI University Library creates a unique opportunity. Academic librarians seek to make library users self-sufficient and promote information literacy. Information literary is the ability to think actively and critically about information rather than to passively receive prepackaged facts or materials." * With so many of the resources now available online, the user does not need to come to the library. We needed a way to reach the remote user. Because of the vast amount of information available, users need help in navigating through the myriad. In the past, users could call on the telephone but it was impossible to demonstrate the resource and explain complex procedures since many users could not be on the phone and also online. With Instant Librarian, a user can be online and seek assistance. The user initiates a session with a librarian. With the LSSI Virtual Reference software, the librarian can "chat" with the user and also "push" or send Web pages, escort the user around the Web, and search databases together. By having these capabilities, we are able to discuss the user's needs, identify an appropriate resource, and then instruct the user on how to use the information resource. It creates an active learning environment.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?
• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?
• What resources were used? (campus technology support services, etc.)
• Would your project be easily understood and executed by other faculty?

One of the most effective ways to promote information literacy and foster independent research skills is to work with the student at their time of need. For an academic librarian, it is one of our teachable moments. With Instant Librarian, a librarian is able to work one-on-one with a user who is not at the Reference Desk, but in need of assistance with the electronic information resources. Essentially, we create the same type of instruction a user at the physical reference desk would experience. We are able to help them assess their research needs, gather and evaluate the resources, and instruct them on the use of the resource. During the chat session, besides communicating with them, we can demonstrate the resources on their computer screen due to the capability to push them a Web page and to co-browse. Once the chat session has ended, a transcript of the interaction along with the URLs for all the resources demonstrated is automatically emailed to the user. By having the transcript, the user can refer back to their instructional session as needed throughout their research in case they did not grasp all the details about the information gathering process.

By providing Instant Librarian to remote users, we hope to increase the information literacy of our students, and to promote a level of comfort with the library and the research process. We hope to promote the intelligent selection and use of a wide variety of information resources such as electronic books, full-text databases, and reputable Internet resources. Ultimately, by supporting the student who uses the library resources outside the library, we hope to promote retention of our students at IUPUI and illustrate to potential students that IUPUI will support their education in innovative and meaningful ways.

For Instant Librarian, we purchased a seat for use of the virtual reference service from LSSI. To date, IUPUI University Library provided the resources used to implement the service. The Digital Library Team created an interface with instructions and information about the service (http://www.ulib.iupui.edu/vrs) and also will add links to the service throughout the library's site. The Operations Team at the library will manage the Web collaboration software and service. Currently, we have restricted the use of the service to IUPUI students and faculty.

We also will use this service as an opportunity for cooperation. We can demonstrate the utility of a virtual reference service and seek collaborative opportunities within the IU system with other libraries, teaching faculty, and the Center for Teaching and Learning. Further collaboration opportunities include those between IUPUI and K-12 and public libraries.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning
• Supported efforts to improve retention
• Fostered the learning of large numbers of students
• Has broader applications that will affect learning K-12 or community environments?

Many users who approach the physical reference desk are overwhelmed by the sheer volume of resources available. They either do not know where to begin their research or what to use. Others might know what index to begin with but do not know how to use it. The remote user also has the same frustrations but previously did not have an easy way to ask for assistance. With Instant Librarian, the user can now receive instruction, as he is looking at the resource online. The librarian can explain through the chat box the resource and also send him the Web page to view at the same time. We are able to provide guidance to the user in becoming literate in the research process.

Since student retention is an important issue for IUPUI, the library can help promote retention by reaching out to the students in a new and innovative way. Without providing human support and guidance in the use of electronic resources, we run the risk of losing students. When they cannot find the information and if help is not readily available, they become frustrated. We see examples of this frustration on a daily basis at the physical reference desk. For the remote user, they could call the library or send an email message to Ask-A-Librarian. During a telephone call they could hear about the resource but would then have to navigate through the information given to them alone because most users could not be on the phone and online simultaneously. For the Ask-A-Librarian email, the response is not immediate. Both of these issues are addressed with Instant Librarian. While the remote user is online, he can initiate a chat session with the librarian. They can then be guided and instructed on what resources to use and how to use them. By giving immediate response to their frustration, we have turned the research process into a positive experience.

Currently Instant Librarian is used for one-on-one interaction. The software being used though does have the capability for virtual meeting rooms. Numerous users can login to the meeting and the librarian can instruct them on a resource. We experimented with this part of the service briefly. Many of the librarians prefer to be in the actual classroom because they can gauge the reactions of their audience. One of the drawbacks of Instant Librarian is that there is not an in-person meeting so you cannot rely on nonverbal cues to judge comprehension. With the emphasis on distance learning, this component has potential for future use.

We have seen positive responses from our patrons who have commented on how they appreciated the help, eased their frustration, or saved them a trip to the library. We have, though, restricted use of the service to IUPUI users, our main constituents.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?
• How did your approach obtain measures of performance?
• Did you feel your measurement was accurate and effective?

Assessment of the service was approached from two different angles -- a survey to the user and a review of the session transcript. A survey has been developed asking questions such as:

Has your use of [x resource] been improved following the virtual reference session?
What did you learn from the virtual reference session?
Will you use the virtual reference service again? Why?

The survey will be a Web form and the user will be directed to the page at the end of their session. With the survey, we also have a transcript of the chat session. We can evaluate the session to see how instruction was given and where improvements need to be made. The transcripts will be a good way to evaluate techniques employed in the chat session and their success in demonstrating a resource.

The IUPUI University Library never did implement the survey during this project. There were technical issues with the vendor that could not be resolved in a timely manner. Because of the continuing high cost to use the LSSI software, the IUPUI University Library decided to evaluate virtual reference software available for use. The survey will be used in the new system.

The review of the transcripts did help in staff self-evaluation. As part of the ongoing training, I would review the transcripts with the staff upon request. I did not evaluate their reference skills; i.e., did they refer the patron to the right resource. Instead, I reviewed how they communicated with the patrons. I would suggest different ways to improve their chat skills. The reviews also led to more usable "pre-scripted" messages being added to the system. Reports that the system generated could track the time of the sessions. As the staff became more skilled, there was a 3-minute decrease in the length of the sessions. This statistic is encouraging because as students discover the service, time will become an issue.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?
• How did you help to develop colleague´s instructional technology skills?
• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?
• Is your project approach potentially applicable to other contexts or disciplines?
• What tips would you offer?

After it was decided to use LSSI software for the service, LSSI provided training to a group of librarians on the service. After that I have provided the training to the staff. We currently have 23 librarians and staff trained on the system at varying skill levels. The different levels of computer proficiency and resistance to change have be4 May, 2007 by providing one-on-one training and being a mentor during actual live chat session until they are comfortable and confident in the system. The resistance to change is a harder battle but slowly they are realizing how the service can help facilitate their instruction instead of being a hindrance. As the service is used more, I have been able to use IUPUI-specific examples to demonstrate the benefits.

I have also developed a manual for Instant Librarian documenting policies and methodology for IUPUI University Library. The manual provides suggestions and tips for chatting, how to conduct a remote user reference interview, and the technical aspects of the current software. The manual will be a guide to the library staff and will help them be more comfortable with the technology. Their comfort level with the technology has been an impediment. If they are not able to use the software adequately, they will not be able to instruct and assist the remote user in their research. As the service was utilized more, the staff became proficient with the system and advocated for its continual expansion.

This project was a learning experience for me. I needed to build consensus and support from my colleagues for the project. When the project first started within the library, it was not introduced with a cooperative and team-based spirit. Also Instant Librarian was viewed as an experiment. When I took over managing the project, I tried the "soft sale" approach. It worked but it moved the project along very slowly. The main comment I kept encountering was "this project is only for the duration of the grant so why should I learn it?" In hindsight, I should have pushed harder at the administrative level within the library and sought a full endorsement of the service continuing after the grant.

Based on the email transcripts from the virtual chat sessions, we are able to create content for FAQs. Librarians will be able to modify the transcripts of the sessions to create a question and answer, which will be of use to others with a similar question.

Final Comments on Project Results

• Do you think you met the goals of your project?
• What, if anything,would you do differently?
• Did you have any unexpected outcomes? (positive or negative)
• Would you recommend this teaching approach to colleagues?
• What other comments or suggestions would you offer to complete this report?

The goals of this project are slowly coming to fruition. With the change in the project manager and also a reorganization within the library, the focus of the project slightly changed. The initial goals of teaching information literacy by reaching out to the IUPUI community in new ways and supporting student retention were met.

The question about what I would do differently is quite interesting. I did not develop the original proposal but took it over in midstream. The concept developed is very innovative and intriguing. When we first started to use the service approximately 30 libraries were doing virtual reference. In the last year, the number has tripled. The technology used to provide the virtual reference has also changed drastically. Because of the rapid change, I might have used a different software package. In April, our contract with LSSI ended. Because we have a better idea of our needs for the service, we evaluated three different systems. We went with Docutek, a system that combines the virtual and email references services. Patrons have one access point into the system and can then choose their preferred way of communicating. The name was changed to InstantInfo@IUPUI. It provides new opportunities for the library to reach our students. The lessons learned during the project allowed us to make an informed decision on the technology. The librarians moved rapidly through the set-up and training. Most of the information on the Web pages developed for the old service easily transferred to the new one.

With the emphasis on distance learning and new ways to reach the students, InstantInfo@IUPUI puts the library at the forefront in assisting its students. The "experiment" turned into a success as the library continues with its virtual reference service.

* Nancy Deewald, et. Al. "Information Literacy at a Distance: Instructional Design Issues," The Journal of Academic Librarianship 26, no. 1 (Jan. 2000): 33-44.

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Last updated: 18 May, 2007

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