An Assessment of the University of Washington’s Chat Reference Services

This project assesses the chat reference service of the University of Washington (UW) Libraries. First, I conducted a literature review to examine the evolution of virtual reference services. Then, through OCLC’s Question Point, I examined chats that occurred during weeks 1, 5, and 10 of Winter Quarter 2014. Chats were coded according to pre-set conditions (category of questions, READ Level, time of day, and session time). An analysis showed that the majority of questions were either General Information or Known Item Lookups, the lowest level of difficulty for the answering librarian.     

Making the Class Struggle a Struggle Over Facts: Carl D. Thompson and the Socialist Party of America's Information Department and Research Bureau, 1913–1915

This essay examines how the Socialist Party of America used information to build and sustain a mass movement. It focuses in particular on the Information Department and Research Bureau, a novel approach to information management in the Progressive Era. Led by Carl D. Thompson, the Information Department provided a model for democratizing information, and, in so doing, made the class struggle as much a struggle over facts as the rights to the full products of one's labor.     

Redefining ‘early career’ in academia: a collective narrative approach

‘Early career’ in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of ‘early career’ are changing and definitions in use by institutions and research bodies do not reflect the lived experiences of early career academics (ECAs). This paper presents five collective narratives and a thematic analysis of survey data from 522 ECAs in three Australian universities. The results offer insights into the diverse experiences of the early stages of academic careers and provide an opportunity to reconsider current definitions. We argue that the employment context in higher education makes it crucial to consider scholars’ self-definitions alongside existing objective indicators to redefine early career in academia.