Undergraduate and postgraduate students in a North American University are choosing to use chat reference services for all kinds of reasons
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Notice bibliographique
Résumé
A review of:
 
 Ward, David. “Why Users Choose Chat: A Survey of Behavior and Motivations.” Internet Reference Services Quarterly 10.1 (2005): 29-46.
 
 Objective – To investigate reasons why undergraduate and postgraduate students choose to use chat reference services and their satisfaction with the experience.
 
 Design – User survey.
 
 Setting – Large academic library in the United States.
 
 Subjects – A total of 341 library users took part in the survey. Of these, 79 were graduate students, 215 undergraduates, 21 staff, 5 alumni and 21 members of the public.
 
 Method – A user survey form was posted on the library website for a period of one month (March 2003). Users of the chat reference service received an automatic closing message asking them to complete the survey. Responses were fed into a database to be analysed by the research staff. Additional data was also gathered about the behaviour of all users of the chat service during that period – both responders and non-responders.
 
 Main results – The most popular reason for choosing to use a chat service was the desire for a speedy response, followed by ‘distance from the library’. Responders chose to use chat to ask a range of different kinds of questions. Nearly half (45%) were looking for a specific resource and 23% were seeking help at the beginning of their research. There were notable differences between undergraduate and graduate students. Twice as many undergraduates as graduates used the service to help them get started on their research. Graduates were three times as likely as undergraduates to be using the service to address technical problems they were having with the website. Overall satisfaction with the service was extremely high, with 77.5% rating it 5 out of 5 and 94.5% giving it 4 or 5 out of 5. 
 
 Conclusion – Chat reference services are popular with users primarily because they are quick and convenient. However, users expect that these services will be able to deal with all types of questions, including help with research. This challenges an assumption by library staff that the medium is only suitable for short factual enquiries and general questions about library services. It is suggested that a detailed analysis of the chat transcripts from this period could provide a valuable addendum to the survey results.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,183 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle