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Training and Coordination for Chat Reference: UCLA’s DIS 245 Virtual Reference Training Experience

Learn about UCLA's DIS 245 virtual reference training experience and the theoretical justification for incorporating virtual reference transcripts into the curriculum.

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Training and Coordination for Chat Reference: UCLA’s DIS 245 Virtual Reference Training Experience

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  1. Training and Coordination for Chat Reference: UCLA’s DIS 245 Virtual Reference Training Experience Dr. John V. Richardson Jr. UCLA Professor of Information Studies LSSI Presidential Scholar 20 November 2002

  2. Presentation Outline • UCLA’s DIS Core Curriculum (Context) • DIS 245 “Information Access” (Known) • LSSI VRT Version 2.5 (Unknown) • Learning Styles (Theory) • Conclusions

  3. Research Question • Can one incorporate virtual reference transcripts (i.e., practice) into a theoretically driven curriculum and • What is the theoretical justification for doing so?

  4. UCLA’s DIS Core Curriculum • Department of Information Studies’ ALA accredited MLIS has three tracks • library studies, archival studies, and informatics • Six core courses including DIS 245 “Information Access” • Provides fundamental knowledge and skills enabling information professionals to link users with information.  Overview of: the structure of the literature in different fields; information seeking behavior of user groups; communication with users; development of search strategies using print and electronic sources

  5. DIS 245 “Information Access” • Intersection of three areas: information resources, information needs of users, and information technology processes • Course vision, objectives, grading criteria, textbooks, WWW resources, course schedule, and evaluative criteria for reference formats • http://dlis.gseis.ucla.edu/people/jrichardson/dis220/220.html

  6. LSSI VRT Version 2.5 • LSSI’s software captures time in queue (42 seconds average), service duration (13 minutes), the entire virtual reference transaction (which can be email ed to the user at the end), and presents a user satisfaction survey at the end of every query. • Outstanding Transactions posted • April - October 2002 Http://www.vrtoolkit.net/greenaward/awardwinners.htm

  7. Theoretical Justification • Learning Styles • Strengths • Preferences (i.e., algorithms, data, facts versus mathematical models and theories) • MBTI; Kolb's Learning Style Model (types 1-4); Herrmann Brain Dominance Instrument (4 quadrants); Felder-Silverman Learning Style Model (5 types of learners) • Learning Pyramid • (see next slide)

  8. MBTI • Introvert versus Extrovert • iNtuitive versus Sensing • Thinking versus Feeling • Judging versus Perceptive • Faculty may be INTJ, but E like to try things out • S may prefer procedures (e.g., flowcharts) • SOURCE: An online version of the MBTI is available at http://www.advisorteam.com/user/ktsintro1.asp

  9. Kolb's Learning Style Model • Type 1 (Why?) • Type 2 (What?) • Type 3 (How?) • Type 4 (What If?) • SOURCE: Kolb, ExperientialLearning (Prentice Hall, 1984); see http://pss.uvm.edu/pss162/learning_styles.html

  10. Herrmann Brain Dominance Instrument • Quadrant A (left) • Quadrant B (left) • Quadrant C (right) • Quadrant D (right) • SOURCE: An online source of this instrument is available at http://www.hbdi.com/

  11. Felder-Silverman Learning Style Model • Sensing • Visual • Inductive • Active • SOURCE: The “Index of Learning Styles” is available online at http://www2.ncsu.edu/unity/lockers/users/f /felder/public/ILSpage.html

  12. Learning Pyramid

  13. The Assignment • Select one of the virtual reference transcripts at http://www.vrtoolkit.net/ greenaward/awardwinners.htm for your analysis. • Compare and contrast it with one of the common reference models such as the IPOF, the flowchart (in KBS), or the data flow diagram (see the 1999 article on class reserve or the last chapter of URT) as discussed in class. • Note the use of open versus closed ended questions (review our class page on this topic at http://dlis.gseis.ucla.edu/jrichardson/DIS220/openclosed.htm

  14. The Assignment (2) • Examine the criteria for the S.S. Green Award, noting Green’s own criteria at http://dlis.gseis.ucla.edu/people/jrichardson/DIS220/personal.htm and examine the accuracy scale at http://dlis.gseis.ucla.edu/people/jrichardson/dis220/outcome.htm. • Write your own brief (i.e., approximately 3-pages including cover) analysis of Http://purl.org/net/checklist. • Be sure to answer the following questions: what was good/bad in the context stated above about the transaction? What you recommend, if anything, for improvement of the transaction?

  15. Conclusions • Classes can be supplemented with transcripts • Lectures are satisfying for some professors who use “chalk and talk” as well as some learners (e.g., Type 2 learners; however, lecturing has a 5 percent retention overall) • Flowcharts are good for sequential learners • Transcripts appeal to concrete learners and those who want to see the procedure graphically represented

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