CREATing a New Theoretical Model for Reference Encounters in Synchronous Face-to-Face and Virtual Environments Marie L. Radford, Ph.D. Associate Professor,

CREATing a New Theoretical Model for Reference Encounters in Synchronous Face-to-Face and Virtual Environments

Marie L. Radford, Ph.D.Associate Professor,Rutgers, The State University of New Jersey

Lynn Silipigni Connaway, Ph.D.Senior Research Scientist, OCLC

ALISE

Denver, CO

January 20-23, 2009

CREATing successful reference encounters

• “In time, perhaps an overarching model of all reference, regardless of medium of delivery, will be developed.” (Pomerantz, 2005)

• Present new model grounded in Communication & Sociology Theory

Relational Theory & Approach to Interpersonal Communication

• Every message has dual dimensions – both content and relational

(Watzlawick, Beavin, & Jackson, 1967)

Dual Dimensions

• Content• The “WHAT” of

the message

• Information exchange

• Relational“HOW” message

is to be takenRelationship of

participants

Interaction Ritual: Essays on Face-to-Face Behavior (1967)

Erving Goffman1922-1982

Essay:

“On Face-Work: An analysis of Ritual Elements in Social Interaction”

Model Grounded in Research

• Identify what is critically important to users & librarians in successful reference interactions

• FtF Environment • Reference Encounter (Radford, 1999)

• Virtual Reference, Live Chat Environment• Seeking Synchronicity (Radford & Connaway, 2005)

The Reference Encounter - FtF

• Major Findings

• “Interpersonal relationships & communication are of great importance in librarian & user perceptions of reference interactions.” (Radford, 1999)

• Librarians value content more, users value relational aspects

Findings from Interpersonal Communication Analysis

• Relational & Content Facilitators• Interpersonal aspects of the chat conversation

that have a positive impact on the librarian-client interaction and that enhance communication.

• Relational & Content Barriers• Interpersonal aspects of the chat conversation

that have a negative impact on the librarian-client interaction and that impede communication.

The Reference Encounter - FtF

• Positive interpersonal aspects (facilitators):• Good attitude• Relationship quality• Approachability

• Negative interpersonal aspects (barriers):• Poor attitude• Poor relationship quality• Lack of approachability

Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, and Librarian Perspectives

• $1,103,572 project funded by: IMLS, Rutgers University & OCLC, Online Computer Library Center, Inc.

• Project duration: 2.5 Years (10/05-3/08)• Four phases:

• Focus group interviews• Analysis of 850 QuestionPoint live chat transcripts• Online survey• Telephone interviews

Findings: Relational AND Content Valued in VR

• Librarians AND users value both information delivered & relational aspects

• Greater portion of users value content in VRS than in FtF

• Librarians are especially sensitive to user’s attitude in perceptions of unsuccessful VRS encounters (as found in FtF)

Interpersonal Skills Important in VR

• Rapport building • Compensation for lack of nonverbal cues• Strategies for relationship development • Evidence of deference & respect • Face-saving tactics • Greeting & closing rituals • VR users

• Show more deference• Exhibit barriers (rudeness, impatience) that differ greatly

from librarian barriers (negative closure, limiting time, reprimands)

Relational Dimensions Crucial to Millennial Users• Value information delivery• Want direct answers• Impatient & results oriented• Resist instruction in VR encounters, more

receptive in FtF• More chat speak

& texting shortcuts

Relational & Content Dimensions (Positive)

Relational Dimension • Facilitators

• Positive Attitude• Positive Relationship

Quality• Approachability• Positive Impact of

Technology• Familiarity• Greeting Ritual• Closing Ritual

Content Dimension • Facilitators

• Providing Information Access

• Accurate Information• Specific Information• Demonstrating

Knowledge (General/Specialized)

• Appropriate Instruction• Convenient/Timely

Access

Relational & Content Dimensions (Negative)

Content Dimension• Barriers

• Lack of Information/Access

• Lack of Accuracy• Negative Impact of

Technology• Lack of Knowledge

(General/Specialized)• Lack of Appropriate

Instruction• Unrealistic Task

Relational Dimension• Barriers

• Negative Attitude• Negative Relational

Quality• Lack of Approachability• Negative Impact of

Technology• Lack of Greeting Ritual• Lack of Closing Ritual

Content/Relational Model Of Success In Synchronous Reference Encounters (FtF & Chat) 

Relational Dimension (Positive) Content Dimension (Positive)

Content Dimension (Negative) Relational Dimension (Negative)

3

1

2

4

Encounter P

artially Unsuccessful

Enc

ount

er P

arti

ally

Uns

ucce

ssfu

l

Encounter Unsuccessful

Encounter Successful

Positive AttitudePositive Relationship QualityApproachabilityPositive Impact of TechnologyFamiliarityGreeting RitualClosing Ritual

Providing Information AccessAccurate InformationSpecific InformationDemonstrating Knowledge

(General/Specialized)Appropriate InstructionConvenient/Timely Access

Lack of Information/AccessLack of AccuracyNegative Impact of TechnologyLack of Knowledge

(General/Specialized)Lack of Appropriate InstructionUnrealistic Task

Negative AttitudeNegative Relational QualityLack of ApproachabilityNegative Impact of TechnologyLack of Greeting RitualLack of Closing Ritual

Content/Relational Model Of Success In Synchronous Reference Encounters (FtF & Chat) 

Relational Dimension (Positive) Content Dimension (Positive)

Content Dimension (Negative) Relational Dimension (Negative)

3

1

2

4

Encounter P

artially Unsuccessful

Enc

ount

er P

arti

ally

Uns

ucce

ssfu

l

Encounter Unsuccessful

Encounter Successful

Positive AttitudePositive Relationship QualityApproachabilityPositive Impact of TechnologyFamiliarityGreeting RitualClosing Ritual

Providing Information AccessAccurate InformationSpecific InformationDemonstrating Knowledge

(General/Specialized)Appropriate InstructionConvenient/Timely Access

Lack of Information/AccessLack of AccuracyNegative Impact of TechnologyLack of Knowledge

(General/Specialized)Lack of Appropriate InstructionUnrealistic Task

Negative AttitudeNegative Relational QualityLack of ApproachabilityNegative Impact of TechnologyLack of Greeting RitualLack of Closing Ritual

Quadrant 1 Positive Relational & Positive Content – Successful

Participants’ (librarian’s and user’s) information & interpersonal needs are met.

Quadrant 2 Positive Relational & Negative Content – Partially Unsuccessful

Participants’ interpersonal needs are met, but information needs are not met.

Quadrant 3 Positive Content & Negative Relational – Partially Unsuccessful

Participants’ information needs are met, but interpersonal needs are not met.

Quadrant 4 - Negative Content & Negative Relational – Unsuccessful

Participants’ information & interpersonal needs are not met.

Context & Situation Critical

Participant (librarian, user) Characteristics• age & gender• cultural background• educational level• user’s past experience with libraries/librarians• technological skills (including keyboarding) • subject knowledge• language & communication skills • institutional affiliation• librarian’s reference service philosophy

Situation

• Reference queries are related to different situations including

• professional • academic • personal • other

Mode of Communication

• Synchronous reference modes

• Face-to-face, traditional reference

• VR (live chat) encounters

Implications

• Information & relationship development critical to successful reference interactions

• Develop strategies for forming relationships with digital users

• Sustainability of VRS dependant upon developing positive relationships with users

• For LIS Education• Content & technical skills vitally important• Increase emphasis on interpersonal communication• Emphasize user’s point of view

Future Research

• More testing of Theoretical Model• Does it hold up in other modes?• Non-synchronous modes (email, text messaging)?

• Next will investigate Instant Messaging (IM) reference environment – growing steadily

• IM believed to be congruent with model, closely related to live chat

ReferencesFlanagan, J. C. (1954). The critical incident technique. Psychological Bulletin,

5, 327-358.Goffman, E. (1967). Interaction ritual, essays on face-to-face behavior.

Garden City, New York: Doubleday. Pomerantz, J. (2005). A conceptual framework and open research questions

for chat-based reference, Journal of the American Society for Information Science and Technology 56(12), 1288–1302.

Radford, M. L. (June, 2006). Encountering virtual users: A qualitative investigation of interpersonal communication in chat reference. Journal of the American Society for Information Science and Technology 57(8), 1046-1059.

Radford, M. L. (1999). The reference encounter: Interpersonal communication in the academic library. Chicago: ACRL, A Division of the

American Library Association.Radford, M. L. & Connaway, L. S. (2005-2008). “Seeking Synchronicity:

Evaluating Virtual Reference Services from User, Non-User, and Librarian Perspectives,” grant funded by the Institute for Museum and Library Services, Rutgers, the State University of New Jersey, and OCLC, Inc. Available: http://www.oclc.org/research/projects/synchronicity/.

Watzlawick, P., Beavin, J. & Jackson, D.D. (1967). Pragmatics of human communication. NY: Norton.

Special Thanks

• Rutgers University and OCLC Grant Project Team• Jocelyn DeAngelis Williams • Susanna Sabolsci-Boros• Patrick Confer• Timothy J. Dickey• David Dragos• Mary Anne Reilly• Julie Strange• Lisa Rose-Wiles• Andrea Simzak• Jannica Heinstrom• Janet Torsney• Vickie Kozo

End Notes

• This is one of the outcomes from the projectSeeking Synchronicity: Evaluating Virtual Reference Services from

User, Non-User, and Librarian Perspectives

• Funded by IMLS, Rutgers University, & OCLC Online Computer Library Center, Inc.

• Slides available at project web site: http://www.oclc.org/research/projects/synchronicity/