Bonnie Brubaker Imler, Kathryn Rebecca Garcia and Nina Clements
The purpose of this study is to investigate user reaction to pop-up chat widgets for possible use as a promoter of online reference services in libraries.
Abstract
Purpose
The purpose of this study is to investigate user reaction to pop-up chat widgets for possible use as a promoter of online reference services in libraries.
Design/methodology/approach
Librarians at three different campuses of the Pennsylvania State University interviewed ten students at each campus. Librarians used a script to ask students to respond to various library websites and the potential utility of a pop-up widget. Students also responded to a sample chat widget and were asked to evaluate the timing of its appearance on the page.
Findings
All participants indicated on a timeline their preferred time for a pop-up to appear on a web page. Only 16 per cent of study participants had used the “Ask a Librarian” reference service from its current access point as a linked button on the libraries’ web pages. However, 83 per cent indicated that they would be more likely to use the Ask service if the widget appeared on the screen.
Originality/value
This research is unique, as there are no other studies in the library literature that explore pop-up chat widgets.
Details
Keywords
Michelle Eichelberger and Bonnie Brubaker Imler
– The purpose of this paper is to identify the ability of college freshmen to successfully use common academic software and manage files.
Abstract
Purpose
The purpose of this paper is to identify the ability of college freshmen to successfully use common academic software and manage files.
Design/methodology/approach
In total, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013.
Findings
Student use of academic technology is common, but their software skills are not comprehensive or deep. Students were most proficient at using PDFs and Microsoft Word. Microsoft Excel tasks were the most difficult for the students, and many struggled to use Gmail to compose a message and send an attachment. Students were able to open a PowerPoint document and view a slideshow, but they were less comfortable navigating the software’s printing environment.
Originality/value
Having concrete data about student technology skills, rather than anecdotal data from reference desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness.