Richardson/DIS 2002 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

Richardson/DIS 2002 Presentation Outline UCLA’s DIS Core Curriculum (Context) DIS 245 “Information Access” (Known) LSSI VRT Version 2.5 (Unknown) Learning Styles (Theory) Conclusions

Richardson/DIS 2002 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?

Richardson/DIS 2002 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

Richardson/DIS 2002 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 0/220.html

Richardson/DIS 2002 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 ed to the user at the end), and presents a user satisfaction survey at the end of every query. Outstanding Transactions posted April - October

Richardson/DIS 2002 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)

Richardson/DIS 2002 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

Richardson/DIS 2002 Kolb's Learning Style Model Type 1 (Why?) Type 2 (What?) Type 3 (How?) Type 4 (What If?) SOURCE: Kolb, Experiential Learning (Prentice Hall, 1984); see

Richardson/DIS 2002 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

Richardson/DIS 2002 Felder-Silverman Learning Style Model Sensing Visual Inductive Active SOURCE: The “Index of Learning Styles” is available online at /felder/public/ILSpage.html

Richardson/DIS 2002 Learning Pyramid

Richardson/DIS 2002 The Assignment Select one of the virtual reference transcripts at 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 nclosed.htm

Richardson/DIS 2002 The Assignment (2) Examine the criteria for the S.S. Green Award, noting Green’s own criteria at and examine the accuracy scale at Write your own brief (i.e., approximately 3-pages including cover) analysis of 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?

Richardson/DIS 2002 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