Virtual Reference

Should Chat Reference Be Staffed by Librarians? An Assessment of Chat Reference at an Academic Library Using LibStats

by Colleen Lyon

This study analyzes 1,557 chat reference questions received at Grand Valley State University Libraries over four... more This study analyzes 1,557 chat reference questions received at Grand Valley State University Libraries over four semesters to determine the quantity and nature of the questions. Results indicated that use of chat reference was low and that less than a quarter of chat questions required a librarian to answer. The cost of a librarian answering a chat question ranged from $37 to $439 per question. The findings suggest that assigning chat reference to trained reference assistants will not affect patron service and that it is not cost effective to use reference librarians to answer chat questions.

Resnick, T. and D.T. Clark. (2009) “Evolution of Electronic Resources Support: Is Virtual Reference the Answer?” Library Hi-Tech, 27 (3).

by Dennis Clark

Wan, G., D.T. Clark, et al. (2009) “Key Issues Surrounding Virtual Chat Reference Model, a Case Study.” Reference Services Review, 37 (1).

by Dennis Clark

The Web Beyond Google: Innovative Search Tools and Their Implications for Reference Services

by Lauren Dodd

Co-authored with Brett Spencer, William C. Friedman, and Qiong Xu

This article explores Internet search tools that harness emerging technologies and user-centric features such as Web... more This article explores Internet search tools that harness emerging technologies and user-centric features such as Web 2.0 sites, mobile applications, metasearching, real-time information, peer-to-peer searches, visual interfaces, and computational abilities. Reference librarians everywhere have incorporated Google into their searching repertoires, but what about other search engines that feature “bleeding edge” technologies and human-friendly designs? Our article is a concise guide to nine innovative search engines—Silobreaker, Zuula, Bing, ChaCha, CompletePlanet, DuckDuckGo, Spezify, Wolfram|Alpha, and Wowd—which give us a glimpse into the future of searching technology. We conclude our article by discussing implications for reference services.

iRoam: Leveraging Mobile Technology to Provide Innovative Point of Need Reference Services

by Kealin McCabe

Co-authored by James R.W. MacDonald and Kealin M. McCabe

"Las Referencias Virtuales en los Archivos Estatales Españoles. Experiencia desde el Proyecto AER"

by Alfonso Sánchez Mairena

by Alfonso Sánchez Mairena
published in "IV Seminário Internacional de Arquivos de Tradiçâo Ibérica". Lisboa (Portugal): Torre do Tombo – ALA: Latinamerica Archival Association, 2005 (electronic resource: CD-Rom)

Learning and Teaching in Second Life: educator and student perspective

by Sue Gregory

Gregory, S., Willems, J., Wood, D., Hay, L., Ellis, A., & Jacka, L. (in press). Learning and Teaching in Second Life: educator and student perspectives. In Education 2011 to 2021 - Global challenges and perspectives of blended and distance learning. (accepted forthcoming)

Formal off-campus flexible learning has been a feature of higher education since the 19th century. The introduction of... more Formal off-campus flexible learning has been a feature of higher education since the 19th century. The introduction of various educational technologies over the years have provided additional opportunities for learners to undertake courses offered anytime and in any location, providing greater flexibility for the development of cost-effective learner-centred curricula. With the emergence of 3D virtual worlds such as Second Life in 2003, educators were quick to realise the potential of such immersive environments to extend the flexible learner-centred approaches that had been a feature of off-campus learning over the decades. However, the benefits of technology-enhanced learning can be contradictory and incompatible and can both widen and reduce access to education. Despite the proliferation of articles attesting to the benefits of teaching in virtual worlds such as Second Life, until relatively recently, there has been a lack of empirical evidence reporting on the learning outcomes for students participating in these virtual learning sessions. Good pedagogical practices must be taken into consideration when educating in a virtual world. The case studies presented in this paper aim to go some way in addressing this perceived gap in the literature. In this paper, six educators from five Australian Universities provide their accounts of teaching in a virtual world and report on the learning outcomes as well as their students’ perceptions of their learning experiences.

How are Australian and New Zealand higher educators using 3D immersive virtual worlds in their teaching?

by Sue Gregory

Lee, M. J. W., Dalgarno, B., Gregory, S., Carlson, L., & Tynan, B. (in press). How are Australian and New Zealand higher educators using 3D immersive virtual worlds in their teaching? In Education 2011 to 2021 - Global challenges and perspectives of blended and distance learning. (Best Paper Award) (accepted forthcoming)

Numerous papers have been published reporting on specific applications of 3D immersive virtual worlds in higher... more Numerous papers have been published reporting on specific applications of 3D immersive virtual worlds in higher education, but there have been few attempts to systematically analyse and document views, experiences and applications across the sector. Presented in this paper are selected results and findings from a questionnaire (n = 117), which was administered as part of a DEHub-funded scoping study of the use of 3D immersive virtual worlds in Australia and New Zealand for learning and teaching in distance/online, face-to-face and blended settings. The overall research design of the scoping study is discussed, followed by selected information from the questionnaire responses about the 100 subjects in which the technology was reported to have been used. This includes statistics on the subject levels, discipline areas, delivery modes, virtual world platforms used and whether the virtual world based tasks were compulsory and/or assessable. Finally, the paper reports on data collected from a subset of the respondents who provided more detailed information about their subjects in a number of areas, namely the nature of the in-world activities undertaken by students, the funding and support obtained for the initiative, whether dedicated development was carried out, views on the most successful aspects and the problems encountered.

Second Life: A novice/expert teaching and learning tale

by Sue Gregory

Masters, Y., & Gregory, S. (in press) Second Life: A novice/expert teaching and learning tale. In Education 2011 to 2021 - Global challenges and perspectives of blended and distance learning. (accepted forthcoming

An increasing number of educational institutions are trialling the use of virtual worlds as teaching and learning... more An increasing number of educational institutions are trialling the use of virtual worlds as teaching and learning environments, particularly for distance education students.  In 2009 the authors began a research project to explore the efficacy of one such virtual world, Second Life, as a viable adjunct to other online learning experiences.  However, it was recognised that recognised that most academics had no experience of teaching in a virtual world. An integral aspect of our research was to examine whether a novice user of Second Life could quickly learn to teach effectively with this tool. The teaching experience is outlined from two points of view: the novice and the expert.  The emergent themes are discussed and conclusions are made regarding the efficacy of Second Life as a teaching and learning environment for distance education students and the level of support that might be needed to assist other novices to teach in-world.

Taking the distance out of learning for students through a virtual world

by Sue Gregory

Gregory, S. (2011). Taking the distance out of learning for students through a virtual world. In Hebbel-Seeger, Andreas, T. Reiners, & D. Schaffer (Eds.), 3D Virtual Environments for Education and Business: Advantages and Prospects. (accepted forthcoming)

With everyone’s busy schedules, more and more people are opting to study via dis-tance education as off-campus... more With everyone’s busy schedules, more and more people are opting to study via dis-tance education as off-campus students. This enables them to continue working and keep involved in their community and family activities without relocating. What does distance education mean to students? Traditionally it was receiving materials via the post, completing assignments, posting them back for marking and then doing an exam at the end of the semester. Nowadays, distance learning encompasses a variety of online tools received via a Learning Management System that houses them. Students now participate in discussion boards, chat rooms, blogs and group work in wikis. They listen to podcasts and view videos or presentations of the course materials. However, students are still feeling the isolation of studying by themselves. Students do not want to have to participate in residential schools but they do want to get to know fellow students and their educator. Students who have opted to undertake their studies using the virtual world of Second Life have found many of their concerns dis-appear. They are able to participate from any location world wide, from their own home, but, at the same time, get a sense of “being there”. Students feel it is like face-to-face lectures and have become good friends with their peers. Off-campus students now have the opportunity to undertake their studies “virtually on campus” without physically attending. Second Life enables distance students to study synchronously or asynchronously whilst gaining the benefits that on-campus students experience with-out changing their lifestyles to do so. Studying through a virtual world takes the dis-tance out of their learning.

Teaching higher education students with diverse learning outcomes in the virtual world of Second Life.

by Sue Gregory

Gregory, S. (2011). Teaching higher education students with diverse learning outcomes in the virtual world of Second Life. In R. Hinrichs & C. Wankel (Eds.), Transforming Virtual World Learning, Cutting-edge Technologies in Higher Education (Vol. 4, pp. 333–362). Teynampet India: Emerald Group Publishing Limited.

This chapter explores how Jass Easterman (the author’s avatar name) teaches education students concurrently, both... more This chapter explores how Jass Easterman (the author’s avatar name) teaches education students concurrently, both pre-service teachers and postgraduate, in Second Life. It discusses how a virtual world can be a valuable teaching and learning tool for the whole group even though they have a variety of overall goals and learning outcomes. Jass brings distant university students located around the world studying at the one institution together to liaise with each other in Second Life. She has created an innovative tutorial model where students go on virtual tours, visit other educational institutions, attend guest lectures, undertake role play activities, go on Web quests and learn basic building and scripting skills, all from their own homes. Adult learning theories and communities of practice, in a virtual world, underpin all activities. Why Second Life was chosen for these students and what the students say about this type of learning will be discussed. The value of this tutorial model will be explored and reflected upon and conclusions made of its efficacy.

Learning in a virtual world: Student Perceptions and Outcomes

by Sue Gregory

Gregory, S. (2012). Learning in a virtual world: Student Perceptions and Outcomes. In K. Moyle & G. Winjnaards (Eds.), Student Reactions to Learning with Technologies: Perceptions and Outcomes (Vol. 1, pp. 91-116). Hershey Pennsylvania: IGI Global.

During the past three years over 300 university students have explored the educational potential and value of learning... more During the past three years over 300 university students have explored the educational potential and value of learning in the virtual world of Second Life™. This research examined from the perspectives of on and off-campus students, their experiences of learning in this virtual world, through activities underpinned by adult learning theories. A collection of student reactions to their learning in Second Life™ was collected through three pilot studies, and this chapter examines in particular, the students’ perceptions of engagement, immersion, communication, interaction, collaboration and distractions, of learning virtually. The positives and negatives of learning in Second Life™ from the points of view of the students, are discussed. Students who participated in this study were drawn from a variety of groups who were studying different subjects: on-campus students were required to participate in the virtual world educational activities; and the off-campus students, took part voluntarily. This research demonstrates that the students were highly engaged in their virtual learning, as voiced through their perceptions and reactions.

An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education

by Sue Gregory

Dalgarno, B., Lee, M. J.W., Carlson, L., Gregory, S., & Tynan, B. (2011). An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education. Australasian Journal of Educational Technology, 27(1), 1-15.

This article describes the research design of, and reports selected findings from, a
scoping study aimed at... more This article describes the research design of, and reports selected findings from, a
scoping study aimed at examining current and planned applications of 3D immersive
virtual worlds at higher education institutions across Australia and New Zealand. The
scoping study is the first of its kind in the region, intended to parallel and complement
a number of studies conducted in other parts of the world. Results from a sector-wide
questionnaire administered as part of the scoping study, portions of which are
presented in this article, appear consistent with international trends, especially in
terms of the platforms chosen and the dramatic increase in usage seen in recent years.
Higher education teaching staff in Australia and New Zealand are using 3D
immersive virtual worlds with their students in a variety of ways, for both assessable
and non-assessable tasks and in face to face, fully online/distance as well as blendedmode
subjects, although use in face to face and blended contexts appears to be most
common. The results also provide some insight into the demographics (e.g. age) of
staff who have adopted 3D immersive virtual worlds in their teaching, as well as into
the academic disciplines in which the technology is being employed.

Second Life and Higher Education: New Opportunities for Teaching and Learning

by Sue Gregory

Masters, Y., & Gregory, S. (in press). Second Life and Higher Education: New Opportunities for Teaching and Learning. In 1st Global Conference Experiential Learning in Virtual Worlds (pp. 1-10). Presented at Inter-Disciplinary.Net - A Global Network for Dynamic Research and Publishing, 1st Global Conference Experiential Learning in Virtual Worlds, Prague, Czech Replublic.

Over time, higher education has been repositioned in terms of the delivery of courses. While traditional face-to-face... more Over time, higher education has been repositioned in terms of the delivery of courses. While traditional face-to-face teaching still occurs, there has been a major shift to encompass not only some online teaching and learning approaches for on-campus (internal) students, but also the delivery of courses wholly online to off-campus (distance education/external) students. This has necessitated adjustments in the way higher education institutions use technology for teaching and learning. At the University of New England (Australia) the authors have been researching the efficacy of one virtual world, Second Life, for teaching and learning. Two research pilots have provided data to demonstrate that students were engaged in their learning and appreciative of this innovative approach to teaching and learning online. In 2010, the authors commenced a new research project to ascertain whether students learning via this virtual world environment performed better in their assessment tasks than those students who used a traditional learning management system. Data indicate that this is the case. In this paper, the current research project is firstly situated within the range of research conducted by the authors in Second Life. Its aims are then outlined, the research methods described and one aspect of the data presented and analysed. Indications for future research are then explored.

Australian higher education institutions transforming the future of teaching and learning through virtual worlds

by Sue Gregory

Gregory. S., Lee, M.J.W., Ellis, A., Gregory, B., Wood, D., Hillier, M., Campbell, M., Grenfell, J., Pace, S., Farley, H., Thomas, A., Cram, A., Sinnappan, S., Smith, K., Hay, L., Kennedy-Clark, S., Warren, I., Grant, S., Craven, D., Dreher, H., Matthews, C., Murdoch, D., McKeown, L. (2010). Australian higher education institutions transforming the future of teaching and learning through virtual worlds. In C. Steel, M.J. Keppell & P. Gerbic (Eds), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp. 399-415)

What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the... more What are educators‟ motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.

3D immersive virtual worlds in higher education: An Australian and New Zealand scoping study

by Sue Gregory

Dalgarno, B., Lee, M.J.W., Carlson, L., Gregory, S. & Tynan, B. (2010). 3D immersive virtual worlds in higher education: An Australian and New Zealand scoping study. In C. Steel, M.J. Keppell & P. Gerbic (Eds), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp. 269-280). (Outstanding Paper Award)

This paper reports initial findings of a major scoping study that is being undertaken to examine current and planned... more This paper reports initial findings of a major scoping study that is being undertaken to examine current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. This scoping study is the first of its kind in the region. It is parallel and complementary to several studies conducted in other countries, and results obtained thus far appear consistent with international trends. The overall research design of the scoping study is discussed, along with preliminary results from the Australian/New Zealand sector-wide questionnaire. There seem to be preferred platforms being used in the Australian and New Zealand context, and usage has increased dramatically in recent years. Academics are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks. The project is supported by the Distance Education Hub research consortium, with team members from Charles Sturt University and the University of New England.

EXTRACT OF PAPER PRESENTED AT ISTE CONFERENCE APRIL 2008

by Sue Gregory

Authors: Gregory, S. & Smith, H.J.Gregory, S., & Smith, H. (2010). How Virtual Classrooms are changing the Face of Education: Using Virtual Classrooms in Today’s University Environment. In W. Halloway & Maurer (Eds.), International Research in Teacher Education: Current Perspectives (pp. 239:252). Armidale: University of New England.

While the fundamental principles of education still provide the foundation of how lecturers guide their students in... more While the fundamental principles of education still provide the foundation of how lecturers guide their students in Australian Universities, the tools provided by new technology offer enormous opportunities to accelerate education. Common Web 2.0 tools will be explored with an introduction of the ‘new’ tools that are emerging in Universities today. Examples of tools in common use will be explored briefly outlining their value and usefulness in a University environment. To some extent these tools are ‘old hat’ because of the rate of change of technology. Newer tools will be explored in more detail which may challenge the traditional lecturer.

The question of the effective use of tools in higher education is discussed. Second Life will be examined as to whether it can be used to educate higher education students and discuss how effective it is as a tool for learning. Currently in Australia, there are very few institutions using Second Life as an instructional tool. International institutions have been implementing the use of Second Life for several years.

The paper addresses the following questions: How are these tools being implemented? What is the future of Universities as we know them? What skills do future lecturers require? Who are using these tools? Is it of benefit to the student? Are they actually learning more or better by using these technologies?

Innovative Tutorial Model Using Second Life through Weekly Tutorials With National and International Guests

by Sue Gregory

Author: Gregory, S.Gregory, S. (2009). Innovative Tutorial Model using Second Life - through weekly tutorials with national and international guests. In M. Docherty & Rosin (Eds.), Mobile Me: Creativity on the Go (pp. 43-49). Presented at the CreateWorld09, Brisbane. http://www.auc.edu.au/Create+World+2009

How can you use a virtual world such as Second Life if you don’t have a specific class to teach? This paper examines... more How can you use a virtual world such as Second Life if you don’t have a specific class to teach? This paper examines an original method of using Second Life to educate students. It explores an innovative tutorial model incorporating worldwide expertise by inviting national and international guest educators to weekly discussions. Students from two university technology education units used Second Life as part of their unit of study. The model and the student’s experiences will be discussed.

Managing an established virtual reference service

by Amy VanScoy

Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning

by Amy VanScoy