ABSTRACT
This paper assesses the incorporation of instruction in library virtual reference services (VRS), and explores whether the rate, and nature of instruction provided to patrons during VRS sessions is different than that provided during face-to-face reference. The Penn State VRS was used as a case study in this assessment. An analysis of a sample of archived Penn State VRS transcripts was conducted to assess the nature and quantity of instruction provided based on the presence of defined instructional elements incorporated in the sessions. The paper discusses the similarities and differences in approach to instruction during VRS and face-to-face reference, and how these relate to overall instructional services in academic libraries. The paper also reviews findings of some similar studies cited in the literature. The findings of this study indicate that there is a significant amount of instruction taking place during both face-to-face reference and VRS. Furthermore, the approach to instruction in both reference environments is very similar. However, the VRS system in use at Penn State (LSSI Virtual Reference Toolkit), because of its technological features and capability, has facilitated 214new and unique enhancements to instructive reference that are not available in face-to-face reference. doi:10.1300/J120v46n95_13 [Article copies available for a fee from The Haworth Document Delivery Service: 1–800-HAWORTH. E-mail address:<docdelivery@haworthpress.com> Website:<https://www.HaworthPress.com> © 2006 by The Haworth Press, Inc. All rights reserved.]
