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

TL;DR: 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, and discusses the students’ reactions to working as a virtual librarian.

Abstract: 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.

Summary

Introduction

• 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.
• The AETZone is used by four distance education graduate programs: Instructional Technology, School Administration, Library Science, and Higher Education.
• The program is a major educator of school and public librarians for North Carolina and is accredited by the National Council for Accreditation of Teacher Education and by the North Carolina Public Library Commission.

Assignment history and preparation:

• The first time this assignment was given was Spring 2008.
• The goals of the scavenger hunt were to: 1) orient students to the location of library resources within the Information Gardens, 2) inform them about services for off-campus students, and 3) provide experience finding material in the online catalog and library databases.
• Presence: According to the RUSA Guidelines, “Virtual reference is reference service initiated electronically, often in real-time, where patrons employ computers or other Internet technology to communicate with reference staff, without being physically present.”.
• Their avatars are virtually present.
• Librarians log in more randomly, and try to be in-world during night class sessions or weekends when many distance learning students will be doing assignments.

Assignment details and Learning Objectives:

• The assignment had three Learning Objectives : 1) to build student skills in conducting a reference interview, 2) to give students the experience of providing virtual reference service in a 3D web-based virtual world, and 3) to allow students to reflect and report on their experience.
• I think it is more difficult to do online, because you have no idea what is happening on the other side of the chat!.
• The following comments demonstrate that the assignment was an effective way to give students experience in conducting a virtual reference interview.

Considerations for assignment revision:

• 1) In the assignment description the authors did not clarify how far they expected the students to go in the reference interview process.
• In the next iteration the authors will state that the goal of the assignment is to build reference interview skills, and that it is not essential to find the answer.
• One team met on a night when most classes are scheduled, and a student reported, “I learned that there can be interruptions in there.
• Audio clips could be reviewed and discussed later in class.
• 4) Discuss more completely the aspect of role playing with the students.

The next iteration

• In Summer 2009, the assignment is being used again for two off-campus sections of LIB 5020.
• The distance learning librarians are collaborating with a library science faculty member.
• To facilitate the assignment they will orient the students to the Information Gardens; administer the Information Gardens scavenger hunt; present the RUSA Guidelines for Implementing and Maintaining Virtual Reference Services and mentor the students during the reference interview process.
• There will be multiple teams working on the assignment at the same time, so they will be using the audio-chat, rather than then proceed to the Information Gardens.

In summary:

• This assignment is valuable because library reference services are evolving to address the changing ways that information is being requested.
• The millennial generation student wants and expects virtual information space.
• In the UNC (University of North Carolina) Tomorrow Final Report dated December 2007, 72% of survey respondents ranked increasing distance education and online course offerings as the number one way in which UNC could have the greatest impact in their community.
• The ASU library science students are training to become effective media resources educators and should be prepared to deliver information in creative and relevant ways.
• The authors look forward to continuing their collaboration with faculty using the AETZone to increase the student’s experience in providing effective research and reference services in a 3D virtual world.

Works Cited

• MARS Digital Reference Guidelines Ad Hoc Committee.
• “Final Report.” University of North Carolina Tomorrow.

3D Virtual Environment

• You need a biography in book format of a potter (as in one who makes pottery).
• You need to find articles on the LINKS (the light rail system in Charlotte) 6.

Full text

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Archived version from NCDOCKS Institutional Repository – http://libres.uncg.edu/ir/asu/
Johnson, M., Purpur, G., Abbott, L. (2009) Learning to Provide 3D Virtual Reference: A Library Science
Assignment. Journal of Library & Information Services in Distance Learning, 3(3-4): 138-147.
Published by Taylor & Francis (ISSN: 1533-2918). DOI:10.1080/15332900903375341. The version of
record is available from: www.tandfonline.com
Learning to Provide 3-D Virtual Reference: A
Library Science Assignment
Megan Johnson, Geraldine Purpur, and Lisa T. Abbott
Abstract:
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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Background:
Appalachian State University (ASU) uses a 3D, immersive, web-based world, called the
AETZone (Appalachian Education Technology Zone) . The AETZone is used by four distance
education graduate programs: Instructional Technology, School Administration, Library
Science, and Higher Education. It facilitates instructional delivery, provision of library support
and services, and collaboration across programs. The 3D virtual learning environment also
promotes active engagement between students, faculty, and librarians and a strong sense of
online community.
The virtual library in the AETZone, the Information Gardens, was designed and built by
the Distance Learning Library Services Team at ASU. The Team delivers research support,
library instruction, and access to library resources to all off-campus students which include
students taking classes and faculty teaching in the AETZone. Within the Zone, methods of
communication include avatar gestures, text-chat, and VoIP (voice over internet). Metaphors
are used throughout the Information Gardens to represent real world objects and they link to
resources and information. Over the avatar, the user’s name is displayed, so one of the
author’s label, for example, is “Librarian Geri” in the AETZone.
The Library Science Program at Appalachian State University offers a Master's of Library
Science (MLS) degree in School and Public Libraries. The program is a major educator of
school and public librarians for North Carolina and is accredited by the National Council for
Accreditation of Teacher Education (NCATE) and by the North Carolina Public Library
Commission.
In Spring 2009, there were seven graduate students enrolled in the Information Sources
& Services course. All the students had work experience in North Carolina Public Schools. All
were just beginning their graduate work for a MLS degree and none had experience doing

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traditional library reference work. This class was unique in that it was an on-campus class
which met face-to-face, but had online aspects such as using both the AETZone and the open-
source online course management software, Moodle (locally branded as “AsUlearn).
Assignment history and preparation:
The first time this assignment was given was Spring 2008. The Distance Learning
Library Services Team designed the assignment collaboratively with a Library Science faculty
member who offers many classes in the AETZone. During a two week period, each library
science student spent two to three hours in the Information Gardens as a virtual reference
librarian. Their task was to assist other real students who were in-world. A professional
AETZone librarian was present to mentor and guide the library science students as they
interacted with the real students. Questions asked and answered were logged in an online
database. After the assignment was complete, the students, librarians, and faculty reflected on
what did and did not work. Students became familiar with navigating in the Information Gardens
and retrieving resources. Some of the students got practice doing reference interviews, but not
all- just like at a physical reference desk, sometimes the questions were service or access
related.
Some of the problematic aspects were:
• Lack of questions or traffic in the Information Gardens. Depending on class
times and point in the semester, sometimes were busier than others.
• Poor labeling. In the AETZone, a user’s name appears over their avatar. A name
does not indicate a person’s function and therefore real students in the
Information Gardens did not recognize a role-playing reference librarian.

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The Distance Learning Library Services Team brainstormed ideas to make this a more
meaningful and effective assignment. During Spring Semester 2009, the authors presented the
revised assignment. An Information Gardens scavenger hunt was included as the first step.
The goals of the scavenger hunt were to: 1) orient students to the location of library resources
within the Information Gardens, 2) inform them about services for off-campus students, and 3)
provide experience finding material in the online catalog and library databases. Students
enjoyed this exercise and found it helpful in learning how the Gardens were organized. One
student reflected, “I think that doing the scavenger hunt exercise really helped me prepare for
the online reference interview. I didn’t realize that I would be a bit nervous. Although I was not
physically talking in person, I still felt pressure to find the correct resources in the Zone to
answer the questions asked by the patron.”
Additionally, the students were required to read the RUSA Guidelines for Implementing
and Maintaining a Virtual Reference Service (MARS Committee 2004). The Guidelines were
reviewed in class and the differences in providing traditional virtual reference service and 3D-
world virtual reference service were discussed. These differences are evident in presence,
staffing, location, provision of service.
Presence: According to the RUSA Guidelines, “Virtual reference is reference service initiated
electronically, often in real-time, where patrons employ computers or other Internet technology
to communicate with reference staff, without being physically present.” Traditional virtual
reference takes place in an isolated environment while the 3D virtual reality setting promotes a
strong sense of community and co-presence not found in a traditional virtual reference setting.
Although citizens are not physically present in the AETZone, their avatars are virtually present.
This virtual presence enables librarians to offer research support in a more active manner, as
they are able to move throughout the world, initiating conversations with a gesture, via text chat,
or verbally using web-conferencing software.

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Staffing: In traditional virtual reference service, most libraries have scheduled times when the
chat or e-mail service is monitored. In the AETZone Information Gardens that is not the case.
Librarians log in more randomly, and try to be in-world during night class sessions or weekends
when many distance learning students will be doing assignments.
Location: Many traditional virtual reference services require the monitoring librarian to be in the
library and at a library workstation in order to receive and respond to chat. ASU Distance
Learning Librarians can use any computer with Internet access, easily install the ActiveWorlds
software and enter the Information Gardens to provide service.
Provision of service: Traditional virtual reference service often receives requests from
unaffiliated users, which requires clear service parameters. In the AETZone, the population is
limited to students who are currently enrolled in the programs and the teaching faculty. Entering
the world requires a username and password which is granted via the teaching faculty. The
scope of service also differs. In traditional virtual reference, the level of service is usually limited
to short reference questions. For longer questions, users are sometimes asked to call or come
in. And follow-up may take place with email after more extensive research can be completed. In
the AETZone, librarians attempt to answer all questions, regardless of time spent via the chat
interface or the web-conferencing software.
Assignment details and Learning Objectives:
The assignment had three Learning Objectives : 1) to build student skills in conducting a
reference interview, 2) to give students the experience of providing virtual reference service in a
3D web-based virtual world, and 3) to allow students to reflect and report on their experience.
Students were paired with another student to form a team. Each team chose a time to be
present in the Information Gardens to complete the assignment. A professional Distance
Learning AETZone librarian was assigned to mentor and assist during these sessions. Student

Frequently asked questions

Q1. What are the contributions in "Learning to provide 3-d virtual reference: a library science assignment" ?

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. 

Q2. What is the way to use the audio chat software?

Utilizing the audio chat software would also allow the reference librarian to turn on the “follow-me function” available in the AETZone that allows the patron to follow librarian navigation in the browser. 

Q3. How many hours did each student spend in the Information Gardens?

During a two week period, each library science student spent two to three hours in the Information Gardens as a virtual reference librarian. 

Q4. What is the important assignment for UNC students?

In the UNC (University of North Carolina) Tomorrow Final Report dated December 2007, 72% of survey respondents ranked increasing distance education and online course offerings as the number one way in which UNC could have the greatest impact in their community. 

Q5. What were the goals of the scavenger hunt?

The goals of the scavenger hunt were to: 1) orient students to the location of library resources within the Information Gardens, 2) inform them about services for off-campus students, and 3) provide experience finding material in the online catalog and library databases. 

Q6. What is the scope of service in the AETZone?

Provision of service: Traditional virtual reference service often receives requests from unaffiliated users, which requires clear service parameters. 

Q7. What is the common way to provide service?

ASU Distance Learning Librarians can use any computer with Internet access, easily install the ActiveWorlds software and enter the Information Gardens to provide service. 

Q8. What are the skills required to provide reference in a 3D virtual world?

Some additional skills are also required to provide reference in a 3D virtual world, such as the ability to comfortably chat with multiple conversations going on, and using an avatar effectively.