2 results
2 - Reference 2.0: evolution of virtual reference services and social media
- Edited by Alison Mackenzie, Lindsey Martin
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- Book:
- Mastering Digital Librarianship
- Published by:
- Facet
- Published online:
- 13 September 2022
- Print publication:
- 23 April 2014, pp 23-40
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- Chapter
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Summary
Introduction
The emergence of digital technologies has provided significant oppor tunities for academic libraries to expand their service offerings. Technologies are now embedded in library services and almost all academic libraries across the globe offer some sort of digital enquiry service. These include free cloudbased services, such as Facebook and Twitter, as well as proprietary software and hardware hosted locally on a feeforservice basis. This chapter offers an overview of the literature outlining the history of virtual reference, from email systems to what is being described as Reference 2.0 using the current phenomenon of social media tools. Taking an Australian perspective, an institutional case study contextualizes the evolution of these services and is followed by an examination of the adoption of virtual reference services in Australian academic libraries. The chapter identifies some common Reference 2.0 success factors and offers a framework to assist in the choice, development and evaluation of new digital tools for enquiry services.
Literature review
As a considerable amount of literature exists on the use of technology in providing digital enquiry services within academic libraries, this review will focus on the history of virtual or digital reference and the mechanisms used for the evaluation of such tools.
From reference to literature1.0
Libraries began offering reference services in the mid to late 19th century, which became an established service in the 1890s (Fritch and Mandernack, 2001; Levinson, 1988). An early definition of reference work from this period is, ‘the assistance given by the librarian to readers in acquainting them with the intricacies of the catalogue, in answering questions and in short, doing anything and everything in his power to facilitate access to the resources of the library’ (Fritch and Mandernack, 2001, 288). This definition still applies in the present day; however, the introduction of new communication technologies has enhanced the provision of services.
According to Janes (2008, 8) there is no consensus on how to refer to the practice of electronic reference. Terms include digital reference, virtual reference, realtime reference, chat reference, live reference, and so on. For the purposes of this chapter we will refer to ‘virtual reference’, using the American Library Association (ALA) definition of ‘a service initiated electronically … where patrons employ computers or other Internet tech nology to communicate with reference staff, without being physically present’ (American Library Association, 2004, 1). .
9 - Climbing the ladders and sidestepping the snakes: achieving accessibility through a co-ordinated and strategic approach
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- By Dawn McLoughlin, Academic Support Manager, Edge Hill College of Higher Education, Lancashire, UK, Ruth Wilson, Academic Liaison Co-ordinator (Education), Edge Hill College of Higher Education, Lancashire, UK
- Edited by Peter Brophy, Jenny Craven, Margaret Markland
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- Book:
- Libraries Without Walls 6
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 18 May 2006, pp 71-80
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- Chapter
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Summary
Introduction
The provision of services and resources to students who are based away from mainstream provision has been a reality for many more higher education institutions in the last few years. If this is combined with the fact that courses are delivered in centres not owned by a college or university, another level of complexity is added. The challenge has been to try and match the expectation of students and academic staff with the realities of service provision within limited budgets and staffing complements. This paper explores the themes of distance student expectations and the tensions these may engender for service providers attempting to meet those expectations. This is illustrated by focusing on the development of a foundation degree in teaching and learning support at Edge Hill College of Higher Education, within the context of the national picture of the Government's foundation degree agenda, which is firmly fixed in the idea of local delivery. Learning Services at Edge Hill College have developed a ‘lifecycle’ approach to the provision of resources, skills and learner support. The paper will outline the developmental process, from initial assumptions through modifications to the position to date.
Context
The Government's agenda: foundation degrees and teaching assistants
In February 2000, David Blunkett (then UK Secretary of State for Education and Employment) announced the launch of the foundation degree, a new concept in vocationally orientated, more flexible provision in the higher education sector. This was as a result of a number of Government reports that stressed the need to widen participation and develop a culture of lifelong learning, and was part of the government's vision to increase participation rates in higher education (Department for Education and Skills, 2004 and Department for Education and Employment, 1997). The key features of foundation degrees are that they are delivered by consortia, including higher education, further education and employers. The finished programme can be designed to meet the needs of a particular sector or occupation and will deliver a mix of academic knowledge, work-based learning and key generic skills. Greater flexibility in delivery and opportunities to progress to an honours degree programme were key aspects designed to suit the vocational learner.