Skip to main content
NCBI home page
Journal of the Medical Library Association : JMLA logoLink to Journal of the Medical Library Association : JMLA
. 2007 Oct;95(4):458–461. doi: 10.3163/1536-5050.95.4.458

Knowledge and skills required to provide health information–related virtual reference services: evidence from a survey*

Feili Tu 1
PMCID: PMC2000781  PMID: 17971897

BACKGROUND

In today's fast-paced health sciences (HS) information settings, health professionals need instant access to the best possible medical evidence. The challenge for information professionals is to deliver traditional information services both in person and in electronic venues. The increase in electronic resource publishing and advances in technology allow librarians to provide effective research, information, and instructional services without face-to-face communication. Virtual reference (VR) service, also known as digital reference, facilitates computer-mediated reference assistance [1]. It includes all electronic methods by which libraries fulfill patrons' information needs, such as email, online forms, interactive chat, and Web-browsing software [2]. In this study, live VR service refers to real-time human help delivered through the Internet via chatting software [3], a close simulation of traditional face-to-face reference for users who are not physically present in the library.

According to Dee [4,5], only 21% of academic health sciences libraries provided health-related VR services in 2002. In her follow-up study in 2005 [6], provision of health-related VR services in such libraries remained low at 27%. Most of the literature on chat-based VR services examines their use in academic, public, and school libraries; fewer authors have investigated VR in the health sciences [7–14]. Little discussion focuses on the competencies required for librarians and information professionals to provide effective HS VR services. Lankes [15] discusses the digital reference research agenda, stating that one of the central questions in digital reference is “how human expertise can be incorporated effectively and efficiently into information systems to answer information seekers' questions.” Both the Statewide VRS Training Committee of the Washington Statewide Virtual Reference Project [16] and the Reference and User Services Association of the American Library Association have published practice guidelines for implementing and maintaining VR services [17]. These documents include sets of recommended core competencies for providing general VR services.

This study attempted to determine the expertise and training necessary for providing HS VR service. The intention of this study was to collect evidence from practitioners that could be used to fill knowledge gaps in providing effective chat-based HS VR services. By identifying which knowledge and skills are required, this research may help library and information science (LIS) educators revamp HS education and produce graduates who are better qualified to deliver these services.

METHODOLOGY

Questionnaire

A thirty-six-item survey designed by the researcher was sent as an email attachment to the sample population. This research instrument (Appendix online) was developed based on the core competencies required for providing both face-to-face reference services and general VR services [16–21]. In addition to responding to general questions, the participants were asked about (1) the knowledge and skills required to provide HS VR service and (2) their view of LIS education and training for such service. Content validity was determined through a review of the instrument by two LIS research faculty with significant expertise in survey research design and methodology, information ethics, and library and information studies. For pilot-testing, two graduate students and the researcher independently completed the questionnaire. After each individual completed the questionnaire, a meeting was held during which wording was modified as necessary to improve clarity of the instrument.

Survey sample

The sample population included information professionals providing chat-based VR services in four health-related information settings: academic biomedical/HS libraries, hospital libraries, special bio-health-related libraries, and VR service systems associated with health-related services (e.g., statewide consortia and outsourced VR service systems). Email invitations to complete the survey were sent to thirty-one heads or directors of information and reference services in academic HS libraries affiliated with the Association of American Medical Colleges (AAMC) [22]. These libraries were identified through the AAMC Website as providing chat-based VR services. In addition, an invitation to participate in the survey was sent to several professional mailing lists (i.e., MEDLIB-L, SOCHAP-L, the Australian health librarianship e-list aliaHEALTH, and the UK medical, health care library community, and information workers e-list LIS-MEDICAL).

RESULTS

Participant demographics

While the total number of individuals who received the survey is unknown given changes in mailing list membership and the possibility of additional distribution of the invitation through email forwarding, only 27 individuals returned surveys and 21 provided complete data. Most of the participants were from the United States (n = 16, 76%). Twelve of the 21 subjects (57%) were from biomedical or health sciences libraries, including libraries in academic medical centers. One-third of the participants (n = 7) reported that they completed their initial library education in 2000 or later. These subjects might have had some VR service education in their LIS education programs. The average time providing HS-related VR services was 3.3 years, according to the subjects' self reports.

Resources used and skills and knowledge required

Reference resources in electronic format, such as databases and full-text electronic journal aggregators, were rated as the most important types of resources and the most useful by 71% (n = 15) of the subjects (Table 1 online). All subjects (n = 21) reported that the most essential knowledge included subject analysis, formulation of search strategies, and problem solving (Table 2). All 21 subjects also agreed that the most important skill set was effective information retrieval, including formulating search strategies, online searching, and using indexes in print and electronic formats. The knowledge perceived as least important was related to management, such as budgeting and cost control of VR services (n = 11, 52%). The skill set perceived as least essential was conducting a collaborative browsing (co-browsing) session with an online user (n = 9, 43%).

Table 2 Required knowledge and skills (n = 21 respondents)

graphic file with name i1536-5050-095-04-0458-t02.jpg

Open in a new tab

Regarding the effectiveness of LIS education related to HS VR, less than half of the subjects (n = 9, 43%) said that they felt satisfied with their LIS education or that their LIS education helped them develop adequate knowledge and skills for providing effective HS VR services. Participants were also asked to give their opinions on what subject matter should be included in LIS curricula. General database searching and search skills were reported as necessary (n = 7), as were reference interview (n = 7) and customer service skills. Four participants (19%) mentioned that it was essential to integrate training in general VR service skills into HS-related curricula, including real-time VR practice and chatting and messaging skills. Several subjects mentioned that it was more vital to have on-the-job VR training (n = 7), and some thought it was not necessary to have extra training in VR before the job (n = 4). The data did not speak to the necessity of providing VR training in continuing education programs.

DISCUSSION

The scope of this research is limited by its small sample size and specific focus; however, the study is a step toward a better understanding of how to prepare professionals and students in providing effective chat-based HS VR services. Overall, the participants in the current study rated as important the skills noted in studies and projects related to developing VR reference skills or competencies [16,23,24]. These skills included online searching, reference interviews, interpersonal communication, and problem solving. Based on the higher importance ratings for these kinds of skills, it appears that face-to-face reference techniques are also useful in providing effective HS VR services, possibly because the delivery of reference services has certain similarities in both traditional and VR environments. Because high-quality services come from a better understanding of the user's needs, the fundamental knowledge and skill sets for reference services (including reference interviews, interpersonal communication, and online retrieval) should always be central to courses in LIS programs.

While user instruction has been incorporated into guidelines for reference services practice in a variety of libraries [25–28], skill in user instruction through VR was seen as less important in this study. Similarly, in the current study, knowledge of the theoretical framework of reference interviews was not rated as important as knowledge of subject analysis, formulation of search strategies, and problem solving. Knowledge of VR services management—such as how to formulate policies (e.g., electronic reference service policies), budgeting, and cost control—was reported as less or the least important. These findings might reflect the immediacy of VR work, which typically focuses on providing fast, on-the-spot assistance.

CONCLUSIONS

Defining a set of essential knowledge and skills for HS-related VR services may help LIS educators revise health sciences librarianship curricula and produce better qualified graduates as well as assist librarians engaged in VR to develop their skills and knowledge. LIS educators and HS information professionals should work together to develop education and training models to produce qualified future librarians and to help professionals update their knowledge and skill sets. Ultimately, the goal is to ensure that HS librarians and information professionals are able to design and deliver customized and effective HS VR services in fast-paced and challenging health-related environments.

Supplementary Material

Appendix
jmla-095-04-0458-s1-a1.pdf (75.5KB, pdf)
Table 1
jmla-095-04-0458-s1-t1.pdf (41.2KB, pdf)

Acknowledgments

The author thanks Nancy Zimmerman and Susanna Hornig Priest for their assistance in the research design. The contributions of Julie Boller, Mary Kristen Jeffcoat, and Patrick McLaughlin are gratefully acknowledged.

Footnotes

* Based on a presentation at SC/MAC MLA '06, the Joint Annual Meeting of the Southern Chapter and Mid-Atlantic Chapter of the Medical Library Association; Atlanta, GA; October 14, 2006.

Supplemental Table 1 and an appendix are available with the online version of this journal.

REFERENCES

  1. Lipow AG. The virtual reference librarian's handbook. New York, NY: Neal-Schuman Publishers, 2003. [Google Scholar]
  2. Janes J, Carter D, and Memmott P. Digital reference services in academic libraries. Ref Users Serv Q. 1999 Winter; 39(2):145–50. [Google Scholar]
  3. Meola M, Stormont S. Starting and operating live virtual reference services. New York, NY: Neal-Schuman Publishers, 2002. [Google Scholar]
  4. Dee CR. Chat reference service in medical libraries: part 1—an introduction. Med Ref Serv Q. 2003 Summer; 22(2):1–13. [DOI] [PubMed] [Google Scholar]
  5. Dee CR. Chat reference service in medical libraries: part 2—trends in medical school libraries. Med Ref Serv Q. 2003 Summer; 22(2):15–28. [DOI] [PubMed] [Google Scholar]
  6. Dee CR. Digital reference service: trends in American health science libraries. Med Ref Serv Q. 2005 Spring; 24(1):19–27. [DOI] [PubMed] [Google Scholar]
  7. Radford ML. Encountering virtual users: a qualitative investigation of interpersonal communication in chat reference. J Am Soc Inf Sci. 2006 Jun; 57(8):1046–59. [Google Scholar]
  8. Nilsen K, Ross CS. Evaluating virtual reference from the users' perspective. Reference Libr. 2006 Dec; 46(95/96):53–79. [Google Scholar]
  9. Jerant LL, Firestein K. Not virtual, but real, live, online, interactive reference service. Med Ref Serv Q. 2003 Summer; 22(2):57–68. [DOI] [PubMed] [Google Scholar]
  10. Silverstein J. Just curious: children's use of digital reference for unimposed queries and its importance in informal education. Libr Trends. 2005 Fall; 54(2):228–44. [Google Scholar]
  11. Train MB. Answers at your fingertips: live Internet reference for teachers, students, parents, and library media specialists. Knowl Quest. 2005 Jan/Feb; 33(3):19–21. [Google Scholar]
  12. De Groote SL, Dorsch JL, Collard S, and Scherrer C. Quantifying cooperation: collaborative digital reference service in the large academic library. Coll Res Libr. 2005 Sep; 66(5):436–54. [Google Scholar]
  13. Kenney B. Live, digital reference: LJ round table discussion. Libr J. 2002 Oct 1; 127(16):46–50. [Google Scholar]
  14. Carter D, Janes J. Unobtrusive data analysis of digital reference questions and service at the Internet Public Library: an exploratory study. Libr Trends. 2000 Fall; 49(2):251–65. [Google Scholar]
  15. Lankes RD. Digital reference research. Ref Users Serv Q. 2005 Summer; 44(4):320–6. [Google Scholar]
  16. Statewide VRS Training Committee, Statewide Virtual Reference Project. Anytime, anywhere answers: core competencies for virtual reference. [Web document]. Olympia, WA: Washington Secretary of the State, 2005. [cited 21 Jan 2005]. <http://www.secstate.wa.gov/library/libraries/projects/virtualRef/textdocs/vrscompetencies.pdf>. [Google Scholar]
  17. Reference and User Services Association, American Library Association. Guidelines for implementing and maintaining virtual reference services. [Web document]. Chicago, IL; The Association, 2004. [rev. 15 Feb 2007; cited 21 Jan 2005]. <http://www.ala.org/ala/rusa/rusaprotools/referenceguide/virtrefguidelines.htm>. [Google Scholar]
  18. Reference and User Services Association, American Library Association. Guidelines for behavioral performance of reference and information service providers. [Web document]. The Association, 2004. [rev. 15 Feb 2007; cited 16 Aug 2004]. <http://www.ala.org/ala/rusa/rusaprotools/referenceguide/guidelinesbehavioral.htm>. [Google Scholar]
  19. Reference and User Services Association, American Library Association. Guidelines for information services. [Web document]. Chicago, IL: The Association, 2000. [rev. 15 Feb 2007; cited 25 Jan 2001]. <http://www.ala.org/ala/rusa/rusaprotools/referenceguide/guidelinesinformation.htm>. [Google Scholar]
  20. ORE on the Web, Ohio Library Council. Ohio reference excellence. [Web document]. 2000–2006. [rev. 20 Oct 2006; cited 21 Oct 2006]. <http://www.olc.org/ore/>. [Google Scholar]
  21. Bopp RE, Smith LC. Reference and information services: an introduction. 3rd ed. Englewood, CO: Libraries Unlimited, 2001. [Google Scholar]
  22. Association of American Medical Colleges. Member medical schools: located in USA. [Web document]. Washington, DC: The Association, 1995–2007. [cited 1 Sep 2005]. <http://services.aamc.org/memberlistings/index.cfm?fuseaction=home.search&search_type=MS&wildcard_criteria=&state_criteria=CNT%3AUSA&image=Search>. [Google Scholar]
  23. Tucker JC.. Developing a chat reference training program. Internet Ref Serv Q. 2003;8(4):11–25. [Google Scholar]
  24. Kawakami A, Swartz P.. Digital reference: training and assessment for service improvement. Ref Ser Rev. 2003;31(3):227–36. [Google Scholar]
  25. Policy statement of Killam reference & research services. [Web document]. Halifax, NS, Canada: Dalhousie University Libraries Administration, 2003. [rev. 1 Aug 2003; cited 12 May 2007]. <http://www.library.dal.ca/killam/sshrefpolicy.htm>. [Google Scholar]
  26. Regents of the University of California. The UCLA digital reference guidelines. [Web document]. Los Angeles, CA: The University of California Los Angeles Library. [cited 12 May 2007]. <http://www.library.ucla.edu/digref/guidelines.htm>. [Google Scholar]
  27. Louisville Public Library Board of Trustees. Reference services policy. [Web document]. Louisville, CO: Louisville Public Library, 2004. [cited 12 May 2007]. <http://www.ci.louisville.co.us/library/refpolicy.asp>. [Google Scholar]
  28. The New Bedford Free Public Library. Reference policy. [Web document]. New Bedford, MA: The Library. [cited 12 May 2007]. <http://www.ci.new-bedford.ma.us/SERVICES/LIBRARY/referencepolicy.htm>. [Google Scholar]

Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Supplementary Materials

Appendix
jmla-095-04-0458-s1-a1.pdf (75.5KB, pdf)
Table 1
jmla-095-04-0458-s1-t1.pdf (41.2KB, pdf)

Articles from Journal of the Medical Library Association : JMLA are provided here courtesy of Medical Library Association

RESOURCES