NAVROC 2025

Fontypes designed for dyslexic readers are seeing increased adoption on social media, in the commercial sector, and even library database platforms, but how effective are these so-called accessibility tools? Starting with a brief description of dyslexia and common misconceptions about this learning disorder, we will explore how dyslexic readers process written text and the barriers they face. We will examine examples of fonts designed specifically for dyslexic readers and interrogate their origin and efficacy by reviewing empirical evidence. We will then review federal accessibility legislation, international Web Content Accessibility Guidelines (WCAG), and recommendations from dyslexia advocacy groups to identify evidence-based practices, beneficial fonts, style guides, and layout considerations to support dyslexic readers. This talk will highlight common technological applications and third-party vendors that cater to academic libraries.

Repeat use of reference services has long been used as an indicator of service quality and user satisfaction in libraries (Durrance, 1995; Lankes, Gross & McClure, 2003); however, there are few studies that examine the behaviour of repeat users of a virtual reference chat service in particular. As virtual reference services have become more ubiquitous in libraries, a closer examination of user behaviours within the context of chat reference is important to understand the changing nature of reference and inform how we adapt to user needs.

Our study uses anonymized transcript data to identify patterns in information seeking behaviour of repeat users of a consortium level chat service, with 17 partner schools across the province of Ontario. We analyzed a total of 1,180 web chat transcripts and 239 SMS transcripts from 360 unique users in the academic year 2022-2023. We defined a repeat user as anyone who used the service three or more times within that time frame. Our primary goal was to determine what types of reference transactions repeat users engage in, i.e. are they looking for citation help, research guidance, or do they have non-library questions. Our second goal was to determine if repeat users demonstrate signs of library anxiety. This lightning talk will summarize our methodology, our qualitative and quantitative findings, and the impact those findings might have on chat reference service provision.

Lightning Talk #3:
Inspired by our observation of colleagues that expressed hesitation with contributing to a global cooperative chat service, three librarians at [UNIVERSITY] conducted a survey (361 responses) and follow-up interviews (11) of U.S. librarians that focused on anxiety that librarians experience while participating in a cooperative chat service. Our aims for this study were to identify common barriers to participation and aspects of cooperative chat librarians find the most challenging. A recurring theme in our responses was the chat system’s interface, including frustrations, features they wish were included, and system settings that would improve the user and operator experience. While this research study focused on librarians who use Springshare’s 24/7 cooperative, this presentation is applicable to all chat systems.

This lightning talk will present research results on librarian anxiety surrounding cooperative chat and how our expectations of colleagues within a chat cooperative affect our feelings toward the system interface. Attendees will leave with questions and considerations to discuss with their reference team along with concrete suggestions for how to use your chat interface to the best of its ability. Our hope is that libraries can use the data to create better tools and support services surrounding librarian participation in cooperative chat, an increasingly crucial library service.

Lightning Talk #4:
Training for chat staff often consists of a single onboarding session followed by an annual refresher. While these training sessions serve as a valuable foundation, they fall short in addressing the dynamic nature of chat which calls for continuous learning throughout the year.

Our chat service could be best described as an untamed garden in need of structure and attention. To address the need for ongoing professional development for a service at a large research institution covered primarily by library staff, an email series titled Chat Tips was created to provide regular training updates, address recurring issues, and highlight useful tools and best practices. The content for the emails is derived from several sources: evaluations of yearly training sessions, analysis of transcripts, exploration of the chat platform, and identification of growth areas. A script for each email is drafted and then refined using ChatGPT to ensure the information is clear and concise. The emails are prepared at the beginning of the semester and scheduled for monthly distribution throughout the term to avoid overwhelming recipients inboxes.

Feedback has been overwhelmingly positive, and the initiative has even attracted the attention of other departments, including our interlibrary loan and account management and appeals teams requesting tailored hat Tips related to services or policies. Additionally, specific tips have been created in response to concerns raised by staff regarding issues observed within chat. Future plans include incorporating video resources to further enhance engagement and effectiveness.