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This study aims to determine if automated coding with regular expression is a strong methodology to identify themes in virtual reference chat.

The authors used a combination of manual and automated coding of chat transcripts for a period of two years to identify the categories of questions related to the new library system. This methodology enabled them to determine if regular expression accurately identified the topics of chat transcripts.

They discovered that regular expression is an appropriate method to identify themes in virtual reference interactions. This method enabled them to establish that patrons asked questions related to system changes in the weeks following their implementations.

This study highlights a new methodology for transcript analysis.

The purpose of this paper is to formally assess the training program received by information studies graduate students and the reference services they provided at a research-intensive university.

A qualitative content analysis was used to evaluate if graduate students incorporated the training they received in their provision of reference services. The students’ virtual reference transcripts were coded to identify the level of questions asked, if a reference interview occurred and if different teaching methods were used by the students in their interactions. The in-person reference transactions recorded by the students were coded for the level of questions asked.

The main findings demonstrate a low frequency of reference interviews in chat interactions with a presence in only 23 per cent of instances while showing that instructional methods are highly used by graduate student reference assistants and are present in 66 per cent of chat conversations.

This study is of interest to academic libraries who wish to partner with information studies programs and schools to offer graduate students valuable work experience. It aims to show the value that graduate students can bring to reference services. Furthermore, it highlights the importance of continuously developing training programs and assessing the performance of graduate students working in these roles.

The purpose of this paper is to investigate the impact of the pandemic on the questions received via chat reference at a Canadian university library.

A qualitative analysis using coding of chat transcripts and a quantitative analysis of the length of chat interactions were used in this study.

The author determined that the types of questions received changed slightly during the pandemic due to the new library services offered. The complexity level of questions did not change significantly nor did the presence of instruction. The length of individual chat interactions and the total amount of time spent on chat increased, most likely due to the extended hours of the service and the number of patron questions present in one interaction.

This is the first study to investigate the potential impact of the pandemic on virtual reference services at a university library. The findings could lead to practical implications for libraries who need to close their in-person reference desk or need to respond to building closures.

This study aims to evaluate the instances of information literacy instruction within the virtual reference system of a Canadian university library.

Coding and analysis of a sample of chat transcripts over the course of one academic year have been used.

The analysis indicated that over 50 per cent of virtual reference interactions do not lend themselves to information literacy instruction. An average of 23.6 per cent of interactions included information literacy instruction and the preferred methods of instruction were modelling and resource sharing.

While previous studies have focused on information literacy instruction provided in a virtual reference setting, this study aims to identify not only instances of information literacy but also to better understand the nature of chat queries by codifying instances of a transactional nature. The results could lead to improved best practices for chat reference, enhanced staff training and varied promotion and delivery of not just virtual reference services but of other library services as well. A portion of this research project, including partial results for the Fall semester, was presented at the LILAC Conference in Liverpool in April 2018.

This analysis of chat reference transcripts assesses differences in how librarians and graduate assistants (GAs) incorporate teaching strategies in responding to chat reference inquiries in social sciences, health sciences, humanities, STEM and business/economics at a large, public R1 university in the United States.

Researchers with disciplinary assignments in five different subject domains conducted qualitative analysis of a purposive sample of 982 transcripts of chat interactions during four semesters in 2021 and 2022.

Some form of information literacy instruction (ILI) occurred in 58% of the transcripts, with slightly less teaching occurring in social sciences inquiries than in other subject areas. Of transcripts that included teaching strategies, search procedures predominated, followed by a mix of concepts and procedures, and the least with concepts only. Chat providers taught concepts specific to social sciences, health sciences and humanities, but not to STEM or business.

The study compares transcripts at one institution; findings may be most applicable to large, research institutions that seek to incorporate ILI in online reference services.

Chat reference training should include best practices for ILI relevant to specific subject domains for providers without background in those disciplines and recommendations for referrals to subject specialists.

Existing ILI literature does not address the question of how chat providers teach concepts rooted in a specific subject domain or offer a comparison of teaching strategies employed in different disciplines, by librarians versus GAs or staff.

This study aims to explore the potential use of drones in special library services, aiming to enhance accessibility, services and reliability. It examines how drones can provide library materials to individuals unable to access traditional services and addresses challenges associated with drone implementation.

This study involves a literature review and case studies to analyze the feasibility and benefits of incorporating drones into special libraries. This study also discusses the synergy between drone technology and artificial intelligence (AI) in enhancing library operations.

Drones have the potential to transform special libraries by automating tasks, improving efficiency and expanding outreach. Their application ranges from inventory management and book retrieval to security, surveillance and outreach initiatives. AI-powered drones can provide real-time data on library usage and enhance cost-effectiveness. However, challenges including costs, privacy concerns and regulatory frameworks need to be addressed.

The integration of drones and AI in special library services presents a novel approach to revolutionizing library operations. This study uniquely combines these technologies, emphasizing the importance of proactive consideration of challenges and prospects for successful implementation.