Compitancy Maping Literature Review

8/2/2019 Compitancy Maping Literature Review

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4.1 Literature Review:

Effective provision of reference service requires a certain set of skills and knowledge, or

competencies. Defined as a generic knowledge, skill or attitude of a person that is

causally related to effective behavior as demonstrated through external performancecriteria (Griffiths and King, 1986, competencies have been claimed as the essence of

the profession of librarianship (Jones, 2003). In the introduction to the Competencies

for information professionals of the 21st Century developed by the Special Library

Association, Jones (2003) pointed out that it is our unique competencies that make our

profession indispensable to our communities, clients and constituencies. Without clear

guidelines on competencies, a profession is likely to get lost when marching toward an

increasingly dynamic future.

Chat reference, provided through an instant messenger or commercial chat software, is

rapidly becoming an integral part of a librarys reference portfolio. Lankes (2004), in

discussing the research agenda for digital reference, proposed four significant conceptual

lenses to represent a set of clear and pressing issues in digita l reference (as expressed

by The author wishes to extend her acknowledgement to Dr Jeffrey Pomerantz for his generous

help in completing this work. researchers and the practice community) and broad

concerns encompassing a large potential udience of scholars, funding institutions, and

practitioners(Lankes, 2004). One of the four lenses is behavior, and the objectives of

professional behavior are embodied in competencies. Thus, it is critical to identify the

competencies for chat reference and incorporate them in service provision. They not only

provide performance guidelines and set standards for the practice of chat reference, but

also serve as the basis fortrainingandeducationinthisarea.

The study presented in this article seeks to identify the competencies for chat reference.

Two methods are employed in the study. One is reviewing the literature on publishedefforts to develop chat reference competencies; another is interviewing experienced

chat reference librarians to elicit their perceptions of competencies requisite for this

profession.


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4.1.1 The literature on competencies that librarians need in staffing chat reference

services can be categorized into the following three types:

1) Competency lists created by individual projects or collaborative services to serve

as the basis for training or education[1] (Florida State University Ask a Librarian,2004; Kawakami and Swartz, 2003; Harris, 2004; Hirko and Ross, 2004;

Maryland AskUsNow, 2003; Ontario Collaborative Virtual Reference Project,

2004; Q and A NJ Project, 2004; Salem et al., 2004; Tucker, 2004).

2) Competency statements developed by professional organizations or research

initiatives in the attempt to outline the competency areas for chat reference

(Digital Reference Education Initiative (DREI) 2004[2]; International Federation of

Library Associations (IFLA), 2002; Reference and User Services Association(RUSA), 2004a, b).

3) Discussions of competencies in monographs on implementing and managing

chat reference service (Coffman, 2003; Meola and Stormont, 2002; Ronan, 2003).

4.1.2 Competencies proposed in the above literature can be summarized into 11S

categories, as presented below.

4.1.2.1 Basic computer techniques

Computers have served as the foundation that chat reference service is built on. Basic

computer skills are prerequisites for chat reference librarians. Technical skills, including

both computer techniques and chat software skills, were rated as a very important skill

by most surveyed librarians in Salem et al.s (2004) study on chat reference training.

DREI (2004) generally defined computer skills as the ability to perform computeractions

in different software environments or platforms, and the ability to evaluate performance

as computer literacy for digital reference librarians (DREI, 2004). However, most other

projects explained this competency in a more concrete and detailed way. In their

definitions, basic computer techniques comprised typing proficiency, the mastery of

keyboard shortcuts and commands, effective and efficient use of Windows operating

systems, technical troubleshooting skills, and the ability to manage multiple windows


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(Coffman, 2003; Florida State University Ask a Librarian, 2004; Harris, 2004; Hirko and

Ross, 2004; Kawakami and Swartz, 2003; Meola and

Stormont, 2002; Ontario Collaborative Virtual Reference Project, 2004; Q and A NJ

Project, 2004; Ronan, 2003; Tucker, 2004).

In addition to the familiarity with computers, the effective use of supporting hardware

and software for a chat reference system is also considered a necessary computer

technique in some projects. Ontario Collaborative Virtual Reference Project (2004) and

Q and A NJ Project (2004) stated in their competency checklists that librarians needed

to know how to use WebEvent calendaring software to manage shift schedules. This

idea was echoed by Coffman (2003).

4.1.2.2 Ability to effectively use chat software

Chat reference service can be provided through computer applications such as a

specific kind of software or a general-purpose instant messenger. The mastery of

functions and features of chat applications is indispensable in providing the service.

Coffman (2003) commented that librarians should know their chat reference software

backward and forward. It needs to feel like an extension of their own hands. . . . The

librarian needs to be thinking about how to answer the question, not what button she

has to click to get the content to the patron (Coffman, 2003, )

Some studies or discussions simply pointed out that chat software skills are one of the

competencies for chat reference service (Hirko and Ross, 2004; Kawakami and Swartz,

2003; Ronan, 2003; Salem et al., 2004; Tucker, 2004). But some others (DREI, 2004;

Florida State University Ask a Librarian, 2004; Meola and Stormont, 2002; Ontario

Collaborative Virtual Reference Project, 2004; Q and A NJ Project, 2004), listed in their

competency statements every step in using the chat software, including logging in and

off, picking up patrons questions, changing settings/modes, and skillful maneuver of

features like creating/using pre-scripted messages and co-browsing/escorting users

during a chat session, etc.


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However, knowing how to use the chat software is not enough. In the survey results of

Harris (2004) study, the ability to critically evaluate the software that supports chat

reference service was also suggested by surveyed librarians as an important chat

reference competency.

4.1.2.3 Reference interview skills

Reference interview is a crucial part of reference transactions. Studies of reference

interview in chat reference service have contributed significantly to the general

understanding of reference transactions in the digital environment where no verbal cues

or visible body language are available.

Marsteller and Mizzy (2003) studied librarians questioning behavior in a chat reference

service (open questions asked, closed questions asked, and no questions asked),

cross-tabulated it with type of patron queries (directional/policy/procedure, known item,

facts/ready reference, and reference), and concluded that open questioning was more

prevalent for reference queries than for other types of querying. Their findings indicated

that the reference interview seems to be alive and well in the brand

new world of synchronous digital reference (Marsteller and Mizzy, 2003). Examining a

sample of chat reference transcripts, Porter (2003) found that the reference interviewcan be performed in chat essions and librarians tended to ask closed questions rather

than open questions. She suggested that chat reference interview skills should

incorporate the ability to write messages that are organized, ncise, and logical, to stay

calm in chatting, and to use logical questioning in the absence of physical or auralcues.

In their book on conducting the reference interview, Ross et al. (2002) have a chapter

solely dedicated to the e-mail and chat reference interview, stating that the principles for

the reference interview remain the same, no matter what the environment is(Ross etal., 2002). This statement has been corroborated by the literature on chat reference

competencies, where reference interview skills were placed on almost every competency

list (DREI, 2004; Florida State University Ask a Librarian, 2004; Harris, 2004; Hirko and

Ross, 2004; IFLA, 2002; Maryland AskUsNow, 2003; Meola and Stormont, 2002; Ronan,

2003; Salem et al., 2004; Tucker, 2004).


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Hirko and Ross (2004) proposed a set of model reference behaviors for chat

reference, which can be considered as a standard process of chat reference

interview:

1) Setting the tone offering a personal greeting, providing clear interest andwillingness to help, integrating scripts thoughtfully.

2) Getting the question straight clarifying questions, using open probes.

3) Keeping the patron informed offering instruction in finding answers, jargon-and

opinion-free responses, progress reports, description of procedures, technical

help.

4) Providing information identifying authoritative, appropriate information;

providing sufficient time to explore the request; citing resources; asking whethermore is needed; recognizing when follow-up or referral is necessary.

5) Follow-up asking whether the information provided is satisfactory or there are

other questions, expressing appreciation and encouraging further use of the

service, and requesting an evaluation of the experience (Hirko and Ross, 2004).

As the literature has revealed, evidences of reference interview still exist in chat

reference encounters. Thus, reference interview skills are still a core competency in

chat reference, but the interview process needs to be more interactive due to the lack of

visual and aural cues IFLAs (2002) digitial reference guidelines clearly instructed

librarians to explain your search process to the patron and describe what you are

finding whenever possible; remember that the patron cannot see you; let the patron

know what you are looking for and where you are looking (n.p.).

4.1.2.4 Ability to evaluate resources and services

Librarians not only need to provide immediate answers to users questions, but alsoneed to make sure the answer is accurate and complete. In their competency list,

Florida State Universitys Ask a Librarian (2004) incorporated the ability to evaluate

websites for accuracy, expertise, and timeliness; Harris (2004) reported rapid

evaluation of the quality of web resources as one of the competencies resulting from

the survey among chat reference librarians; Meola and Stormont (2002) suggested


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evaluating sources for authority and bias as a chat reference competency; IFLAs

(2002) digital reference guidelines also made it clear that librarians should offer

accurate responses, check facts and evaluate sources.

Resource evaluation capability is only part of librarians capability in making evaluative judgments. Some studies argued that the improvement of service quality relies on the

evaluation of triage effectiveness, individual and aggregate reference transactions, and

user feedback and timeliness of the service (DREI, 2004; Hirko and Ross, 2004). Thus,

the ability to evaluate chat reference services and other services is considered an

important competency as well.

4.1.2.5 Understanding of service policies

Every chat reference service has its own policy, such as who the intended audiences

are, what the privacy policy is, what level of service should be provided and what kind of

questions are considered inappropriate, etc. Understanding the service policies and

being able to apply them in the process of answering chat reference questions are the

basis for high-quality chat reference transactions (DREI, 2004; Hirko and Ross, 2004;

Meola and Stormont, 2002; Tucker, 2004).

4.1.2.6 Instructional role

In chat reference encounters, librarians still have the responsibility to educate users to

augment their information literacy, and to assist them in applying critical thinking skills in

locating, using and evaluating information (DREI, 2004; Florida State University Ask a

Librarian, 2004; Hirko and Ross, 2004; Tucker, 2004).

However, in the core competency list of DREI (2004), librarians instructional role was

even expanded to peer instruction, where librarians with advanced chat reference skills

are expected to provide training to other staff.


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4.1.2.7 Multi-tasking skills

It is very likely that more than one user might initiate a chat reference session at the

same time, and chat reference librarians have to either keep some of them wait, or open

multiple sessions. The latter is a more efficient and friendly approach to users, butrequires multi-tasking skills of librarians. Acknowledging the situation of multiple users,

a number of studies proposed multi-tasking skills as a competency for chat reference

librarians (Coffman, 2003; Harris, 2004; Hirko and Ross, 2004; Kawakami and Swartz,

2003; Meola and Stormont, 2002; Ronan, 2003; Tucker, 2004).

4.1.2.8 Quick thinking skills

Chat reference librarians might encounter unexpected situations in a chat session, suchas the disappearance of users, the failure of technology, etc. They need to respond to

these situations quickly and calmly. Thus, Harris (2004) proposed quick think skills as a

chat reference competency, suggesting that librarians were expected to have the ability

to maintain an online presence in the digital environment.

4.1.2.9 Ability to work in a collaborative environment

Reference collaboration among libraries has been brought to a new level by chat

reference. In desk or telephone reference settings, inter-library collaboration happened

when users of one library were referred to another, or reference librarians for one library

contacted (by telephone) another library for information (Pomerantz, 2006). When chat

reference made its way to libraries, forming consortia, the collaboration mode that used

to exist only in areas like cataloging, database purchasing, and interlibrary loan, started

becoming a viable option for libraries to share resources and expertise in reference

work. Thus, librarians need to not only function as a team with other library public

service points (Ronan, 2003), but also have the ability to appreciate the chat reference

community and work collaboratively (DREI, 2004). For librarians who work for regional

collaborative chat reference services where questions come from all the participating

libraries in a certain area, knowledge of other libraries resources and policies is as

important as that of their own libraries (Meola and Stormont, 2002). Since librarians may


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get questions from users beyond their own librarys user community, Ronan (2003) also

proposed that librarians need to master general knowledge rather than subject-specific

knowledge when staffing chat reference.

4.1.2.10 Understanding of customer service ethic

As in all the other reference options, in order to serve users well, chat reference

librarians are expected to have the mindset of customer service representatives,

respecting their users and keeping in mind that they deserve high-quality services.

Thus, understanding of customer service ethic in order to provide good service was

proposed as a chat reference competency in the literature (Coffman, 2003; Florida State

University Ask a Librarian, 2004).

4.1.2.11 Interviews with chat reference librarians

Chat reference competencies, reviewed above, are identified mostly through the

brainstorming of a committee or citing existing literature. Few studies consulted

librarians for their input. In order to make the competency identification process more

inclusive, a series of interviews were conducted with a convenience sample of

experienced librarians to collect their perceptions of the competencies requisite for chat

reference practice.

4.1.3 Methodology

A convenience sample of six librarians from four libraries in North Carolina was

selected. In contrast to a random sample, a convenience sample is a sample where the

patients are selected, in part or in whole, at the convenience of the researcher. The

representation of the larger group or the population cannot be ensured. Since the purpose

of these interviews is to supplement the literature review in identifying chat reference

competencies instead of producing a list of perceived competencies generalizable to the

entire chat reference practice, a convenience sample suits the study just well.


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The demographic information of the librarians is presented in Table I. Two

open-ended questions were asked during the interviews:

(1) What do you think are the competencies that librarians need in order to provide

effective chat reference service?

(2) What do you think are the competencies that you should have learned during the

training but did not, which turned out to be very important later on?

Results Librarians responses to the interview questions can be summarized into a list

of competencies they considered requisite for chat reference service:

Basic computer techniques. All six librarians mentioned this competency. Four of them

talked about general computer skills, such as being comfortable with the computer, and

being able to manipulate the computer, etc. The other two pointed out a specific

computer skill typing proficiency.

Ability to effectively use chat software. One librarian mentioned this competency,

stating that the complexity of chat software requires skillful maneuver of its various

features.

Knowledge of resources and searching skills. All six librarians mentioned this

competency, stating that chat reference librarians need to not only know the resources

well, but also be able to find them quickly.

Reference interview skills. Five librarians mentioned this competency. They

acknowledged the role of reference interview in a chat session and considered it

necessary to find out users real information needs through appropriate questioning.

Online written communication skills. Four librarians mentioned this competency. They

talked about several online communication skills specific to chat reference, such aswriting short messages, keeping the tone informal but professional, and keeping users

informed during a chat session, etc.


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4.1.4 Conclusion

In summary, the chat reference competencies identified from the literature review and

librarian interviews have provided a solid basis of behavioral objectives for the chat

reference profession. They could guide librarians in the process of serving chat and

assist them in their professional preparation for better performance.

The purpose of identifying chat reference competencies is to deliver them to librarians

so that their professional performance can be enhanced. This study has resulted in a

thorough list of chat reference competencies. However, in Griffiths and Kings (1986)

competency achievement process model, the competency identification is only one phase

(indicated by gray shading) out of the five-phase process, as shown in Figure 2.

Training and education are the two primary pathways leading to the achievement of

these competencies. In order to proceed in Griffiths and Kings model, all the identified

competencies need to be transformed to learning outcomes in training/education

programs. Special attention should be paid to those reported by the librarians as

important competencies that they did not receive enough training on, such as the ability

to work under pressure and online communication skills.

With the identified chat reference competencies as the basis, more work can be done

to benefit librarianship by taking advantage of these well-specified competencies. An

immediate next step could be validation of these competencies. Competency validation

takes a step further to examine the value of competencies in the related profession.

According to Griffiths and King (1986), there are two types of validations to consider in the

process of achieving information professional competencies. The first type involves

validating the definition, identification and description of competencies; the second type

involves the confirmation that training or education relating to specific competencies will

result in associated acquisition of them.

In other words, the first type of validation effort is to determine the relative importance of

the identified competencies by eliciting chat reference practioners responses. Survey

will be the ideal instrument to conduct such a study where the identified competencies

are listed for respondents to rate their essentialness to the practice of chat reference. As

a result, a prioritized list of chat reference competencies


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will be produced so that priority can be given to the top ones on the list when

considered to be incorporated into training and education programs.

The second type of validation manifests itself in the evaluation of the effectiveness of

training or education curriculum that delivers chat reference competencies. This is an

approach to determine whether the competencies are well-achieved by chat reference

practitioners.

In summary, validation studies will be a valuable follow-up effort to build on the

competencies identified from the literature review and librarian interviews, and make

substantial contributions to the chat reference community.

Compitancy Maping Literature Review

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