2009 ALISE Conference

CREATing a New Theoretical Model for Reference Encounters in Synchronous Face-to-Face and Virtual Environments

Marie L. Radford, Ph.D.,
Associate Professor
School of Communication, Information, and Library Studies
Department of Library and Information Science
Rutgers University
4 Huntington Street, Room 329
New Brunswick, NJ 08901
mradford @rci.rutgers.edu
and
Lynn Silipigni Connaway
Senior Research Scientist
OCLC, Research
Email: connawal@oclc.org
303-246-3623
Fax: 614-718-7378
http://www.oclc.org/research/staff/connaway.htm
Title of Paper Proposal:

CREATing a New Theoretical Model for Reference Encounters in Synchronous Face-to-Face and Virtual Environments

Abstract (420 words):

This paper reports on the development of a new theoretical model for synchronous reference encounters that encompasses face-to-face (FtF) and live chat Virtual Reference (VR) environments in dyadic communication situations (i.e., in communication between two people). This innovative model focuses attention on the dual dimensions of communication, which are the content (information) and relational (interpersonal) dimensions, following from the theoretical work of Watzlawick, Beavin, and Jackson (1967) and Goffman (1967).

The model highlights the critical importance of a combination of positive content and positive relational aspects for participants’ reports of successful reference encounters, including librarians and users. It is built upon substantial, ongoing research in reference encounters and a finely detailed category scheme of facilitators (factors that assist communication) and barriers (factors that impede communication) derived from Radford (1993, 1999, 2006a) and Radford and Connaway (2005-2008). The category scheme was constructed from empirical data gathered from librarians, users, and non-users in FtF and live chat VR environments as well as from chat transcript analysis.

Factors that characterize successful and unsuccessful encounters were inferred from the participants’ responses to survey and interview questions constructed and analyzed according to the Critical Incident Technique (Flanagan, 1954). For example, participants were asked to recall an experience using FtF or chat reference and describe why they felt the encounter was successful or unsuccessful (see also Radford, 1993, 1996, 1999, 2006b).

The model also acknowledges the overarching importance of context in perceptions of success. There are differences and similarities in the importance of the content and relational dimensions as reported by librarians, users, and non-users which vary among (but are not restricted to) the following contexts:

•    Participant (librarian, user, and non-user) Characteristics. These include: age, gender, cultural background, level of education, language skills, user’s past experience with libraries and librarians, reference mode, language facility, technological skills (including keyboarding), subject knowledge, communication skills, institutional affiliation, librarian’s reference service philosophy, etc.
•    Mode of Communication. These include synchronous reference modes, including FtF and VR (live chat) encounters.
•    Situation. Reference queries are related to different situations including: professional, academic, personal, or other.

The authors will provide a detailed explanation of the model and will discuss the process involved in its development, as well as the implications and recommendations for Library and Information Science education that encourage reflective practice and service excellence in FtF and virtual environments. The model will provide an increased understanding of reference encounters from the viewpoint of both users and librarians so that greater success and satisfaction for all involved can be achieved.

Cited References
Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 5, 327-358.
Goffman, E. (1967). Interaction ritual, essays on face-to-face behavior.  Garden City, New York: Doubleday.
Radford, M. L. (June, 2006a). Encountering virtual users: A qualitative investigation of interpersonal communication in chat reference. Journal of the American Society for Information Science and Technology 57(8), 1046-1059.
Radford, M. L. (summer, 2006b). The critical incident technique and the qualitative evaluation of the Connecting Libraries and Schools Project. Library Trends, 54(1), 46-64.
Radford, M. L. (1999). The reference encounter: Interpersonal communication in the academic library. Chicago: ACRL, A Division of the American Library Association.
Radford, M. L. (1996). Communication theory applied to the reference encounter: An analysis of critical incidents. Library Quarterly, 66(2), 123-137.
Radford, M. L. (1993). Relational aspects of reference interactions: A qualitative investigation of the perceptions of users and librarians in the academic library. Unpublished doctoral dissertation, Rutgers, The State University of New Jersey. DAI A54/07, 2368.
Radford, M. L. & Connaway, L. S. (2005-2008). “Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, and Librarian Perspectives,” grant awarded from the Institute for Museum and Library Services.
Watzlawick, P., Beavin, J. & Jackson, D.D. (1967). Pragmatics of human communication. NY: Norton.