RESUMO
The purpose of this study is to examine the relationship between librarians' perception of the difficulty of patron consultations and a variety of factors that characterize these interactions in the context of an academic library at a large public university. The study also provides insight into how changes in library service operations due to the global COVID-19 pandemic have affected the perceived difficulty of library consultations. Data samples were drawn from a LibInsight dataset and limited to consultations from Fall 2019 and Spring 2020 (N = 3331). Statistical analysis was conducted using ordinal logistic regression to quantify the relationship between perceptions of difficulty and factors indicating pre/post-COVID-19 modifications, patron type, scheduling, question format, library department, consultation duration, semester, and campus. Most notably, results indicate a statistically significant (p < 0.001) increase in the perceived difficulty of consultations that followed the closure of the library's physical spaces due to COVID-19, even when controlling for other factors in multiple model formulations. These results, as well as insights pertaining to other factors associated with library consultations and perceptions of difficulty, have implications for how librarians frame, understand, and manage their workloads. Additionally, findings may provide library service managers with the evidence needed to better coordinate and evaluate library services.
RESUMO
Se evaluó el papel de la respuesta del lector y del uso de ejemplos en la elaboración de procedimientos de un escritor en estudiantes universitarios, en dos sesiones: en la primera 36 escritores describieron una figura y una ruta en un mapa; en la segunda, los escritores fueron distribuidos en tres grupos: DM: 12 escritores modificaron sus descripciones con base en ejemplos de procedimientos similares y en dibujos elaborados por 12 lectores; D: 12 escritores modificaron sus textos con base en dibujos de 12 lectores y SDSM: 12 escritores hicieron modificaciones sin ver dibujos ni ejemplos. Los grupos DM y D hicieron descripciones más precisas. Se discute la relevancia de analizar las interacciones escritoras en función del propósito y la complejidad de la tarea.
The article presents the results of a research project aimed at evaluating the role of reader response and the use of examples in the writing procedures used by university students. Two sessions were held. In the first one, 36 writers described a figure and a route on a map; in the second, the writers were divided into three groups: DM: 12 writers modified their descriptions on the basis of examples of similar procedures and of drawings made by 12 readers; D: 12 writers modified their texts on the basis of the drawings made by 12 readers; and SDSM: 12 writers made changes without having seen either drawings or examples. Groups DM and D produced more precise descriptions. The paper discusses the relevance of analyzing writing interactions with respect to the purpose and complexity of the task.
Avaliou-se o papel da resposta do leitor e do uso de exemplos na elaboração de procedimentos de um escritor em estudantes universitários, em duas sessões: na primeira, 36 escritores descreveram uma figura e uma rota em um mapa; na segunda, os escritores foram distribuídos em três grupos: DM -12 escritores modificaram suas descrições com base em exemplos de procedimentos similares e em desenhos elaborados por 12 leitores; D -12 escritores modificaram seus textos com base em desenhos de 12 leitores, e SDSM -12 escritores fizeram modificações sem ver desenhos nem exemplos. Os grupos DM e D fizeram descrições mais precisas. Discute-se a relevância de analisar as interações escritoras em função do propósito e da complexidade da tarefa.
