This article reports on the cognitive and affective development of students being mentored in virtual reference interview skills by professional librarians. The authors present a case study which examines the impact on student learning resulting from librarian mentor participation and collaboration with students on a course assignment. This study explores student reflections on the role of librarian mentoring in relation to perception and effectiveness, learning, confidence gained, and value of professional assessment.

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The Learning Outcomes of Mentoring Library Science Students in Virtual World Reference: A Case Study

This chapter shares the development and implementation of a redesigned Information Sources and Services course and presents a case study that examines the impact of that course on student learning. The revised course applies Presence Pedagogy incorporating epistemic framing through extended role-play and the use of experienced mentors in a three-dimensional immersive virtual environment. Also examined are: changes in students’ comfort level while playing the role of reference librarian, their technology skills and confidence, similarities and dissimilarities between the game role and an imagined real-life role, students’ comfort level with the presence of a mentor, and their incorporating mentor suggestions. Nita J. Matzen Appalachian State University, USA Kim Becnel Appalachian State University, USA Geraldine Purpur Appalachian State University, USA

Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology

This chapter explores technologically driven changes to distance education librarianship and their impact on the job responsibilities of librarians. It examines the necessary skills in the areas of technology, communication, networking, and roles that have emerged in distance education librarianship both globally and at Appalachian State University (ASU). These include: virtual reference librarian, Web librarian, course-integrated and/or instructional librarian, avatar librarian, and marketing librarian. Also discussed are collaboration and leadership opportunities for distance education librarians within the library and campus-wide, as a result of knowledge and expertise gained from providing library support to distance education students. This chapter will be relevant to administrators and practitioners as they make choices concerning library science curricula, hiring, and continuing education decisions. Lisa Abbott Appalachian State University, USA Martha Kreszock Appalachian State University, USA Louise Ochoa Columbia College, USA Geraldine Purpur Appalachian State University, USA

Evolving Technology, Evolving Roles for Distance Education Librarians

In spring semester 2009, two of the authors taught LIB 5020—Information Sources & Services to graduate library science students at Appalachian State University. The course covers information seeking patterns and provides an overview of reference services. The course is also designed to examine and evaluate library reference materials and other information sources (print, audiovisual and electronic) used in support of informational and recreational needs of youth and adults. This paper discusses one class assignment, in which the students were paired together to role play the reference interaction between a librarian and student in a 3D virtual learning community. This paper reports the assignment's evolution, learning objectives, discusses the students’ reactions to working as a virtual librarian, and includes ways to improve the assignment in the future.

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Lisa T. Abbott

Papers

Learning to Provide 3D Virtual Reference: A Library Science Assignment

Evolving Technology, Evolving Roles for Distance Education Librarians