Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students

Objective – To examine the ways in which the formality of language used by librarians affects 17- to 25-year-old university students’ perceptions of synchronous virtual reference interactions (chat reference), in particular, perceptions of answer accuracy, interpersonal connection, competency, profe...

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Main Author: Jennifer Waugh
Format: Article
Language:English
Published: University of Alberta 2013-03-01
Series:Evidence Based Library and Information Practice
Subjects:
Online Access:https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/17911
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spelling doaj-3d917106ee9f4ab984bcd21c11c07a772020-11-25T01:11:46ZengUniversity of AlbertaEvidence Based Library and Information Practice1715-720X2013-03-018110.18438/B8WS48Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University StudentsJennifer WaughObjective – To examine the ways in which the formality of language used by librarians affects 17- to 25-year-old university students’ perceptions of synchronous virtual reference interactions (chat reference), in particular, perceptions of answer accuracy, interpersonal connection, competency, professionalism, and overall satisfaction. Methods – This qualitative study used semi-structured interviews to examine the perceptions of participants. Participants reviewed and responded to two virtual reference transcripts, portraying a librarian and student asking a simple question. One transcript portrayed a librarian using traditional, formal language while the other portrayed a librarian using informal language. Five 17- to 25-year-old university students were interviewed. Data were analyzed using a phenomenological, qualitative approach to discover common themes. Results – Analysis suggests that participants perceived the formal librarian as being “robotic” and impersonal while the informal librarian was thought to be more invested in the reference interaction. Several participants viewed the formal librarian as more competent and trustworthy and questioned the effort put forth by the informal librarian, who was perceived as young and inexperienced. Participants’ perceptions of professionalism were based on expectations of social distance and formality. Satisfaction was based on content and relational factors. Several participants preferred the formal interaction based on perceptions of competency, while others preferred the informal librarian due to perceived interpersonal connection. Conclusion – Formality plays a key role in altering the perceptions of 17- to 25-year-olds when viewing virtual reference interaction transcripts. Both language styles had advantages and disadvantages, suggesting that librarians should become cognizant of manipulating their language to encourage user satisfaction.  https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/17911virtual referencechat referenceformalitycomputer mediated communication
collection DOAJ
language English
format Article
sources DOAJ
author Jennifer Waugh
spellingShingle Jennifer Waugh
Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students
Evidence Based Library and Information Practice
virtual reference
chat reference
formality
computer mediated communication
author_facet Jennifer Waugh
author_sort Jennifer Waugh
title Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students
title_short Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students
title_full Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students
title_fullStr Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students
title_full_unstemmed Formality in Chat Reference: Perceptions of 17- to 25-Year-Old University Students
title_sort formality in chat reference: perceptions of 17- to 25-year-old university students
publisher University of Alberta
series Evidence Based Library and Information Practice
issn 1715-720X
publishDate 2013-03-01
description Objective – To examine the ways in which the formality of language used by librarians affects 17- to 25-year-old university students’ perceptions of synchronous virtual reference interactions (chat reference), in particular, perceptions of answer accuracy, interpersonal connection, competency, professionalism, and overall satisfaction. Methods – This qualitative study used semi-structured interviews to examine the perceptions of participants. Participants reviewed and responded to two virtual reference transcripts, portraying a librarian and student asking a simple question. One transcript portrayed a librarian using traditional, formal language while the other portrayed a librarian using informal language. Five 17- to 25-year-old university students were interviewed. Data were analyzed using a phenomenological, qualitative approach to discover common themes. Results – Analysis suggests that participants perceived the formal librarian as being “robotic” and impersonal while the informal librarian was thought to be more invested in the reference interaction. Several participants viewed the formal librarian as more competent and trustworthy and questioned the effort put forth by the informal librarian, who was perceived as young and inexperienced. Participants’ perceptions of professionalism were based on expectations of social distance and formality. Satisfaction was based on content and relational factors. Several participants preferred the formal interaction based on perceptions of competency, while others preferred the informal librarian due to perceived interpersonal connection. Conclusion – Formality plays a key role in altering the perceptions of 17- to 25-year-olds when viewing virtual reference interaction transcripts. Both language styles had advantages and disadvantages, suggesting that librarians should become cognizant of manipulating their language to encourage user satisfaction.  
topic virtual reference
chat reference
formality
computer mediated communication
url https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/17911
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