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Purpose - The paper seeks to explore two qualitative techniques that may be used to evaluate the effectiveness of school libraries. The first is based on a "willingness to return" concept previously applied to reference interviews. The second extends a modelling-through-reaction methodology that has recently been developed to identify the characteristics of the ideal "information entity". Design/methodology/approach - Although each method draws on data relating to the strengths and value of the library as perceived by users, modelling-through-reaction also addresses possible areas of improvement and the ideas of non-users. Data are typically collected via individual interviews and focus groups. Direct quotations from participants are likely to feature prominently in outcomes when the modified "willingness to return" approach is employed, whereas more abstract principles result from modelling-through-reaction. Findings - The findings emerging from the application of the methods can be employed in several ways. The first technique is of particular use in advocacy, since it enables intermediaries to demonstrate the specific benefits that their work brings to the lives of pupils. The second helps information professionals identify the strengths and weaknesses of their library. It can also inform subsequent quantitative investigation, in which Likert responses are given to statements, and may facilitate target setting. Originality/value - The paper is unusual in highlighting various information behaviour issues within the course of a study of evaluation. Whilst the use of a wide range of references in the paper helps to endow the methods proposed with academic credibility, they are intended primarily to be of practical use to intermediaries. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to compare established reference interview guidelines (RUSA) with actual reference provider behaviors in remote reference transactions. The data is used to argue that specific reference interview "best practice standards" should be developed for remote access reference services. Design/methodology/approach - Remote reference transactions were examined for evidence of adherence, or not, to the RUSA guidelines and behaviors. The transcripts were also coded for showing evidence, or not, of user satisfaction. Findings - Data from 1,435 virtual reference transcripts shows that in 82 percent of the reference sessions the user found the information needed. Analysis also shows that librarian compliance with RUSA-recommended reference interview behaviors, especially in the areas of listening/inquiring and searching is frequently poor - possibly due to time constraints. Research limitations/implication - This study adds to the empirically-based knowledge on the reference interview process and virtual reference services. Practical implication - Reference policies and procedures can be modified to accommodate patrons based on type of reference access. Education and training of reference staff can be customized to meet patron needs. Originality/value - This paper develops a methodology for evaluating the reference interview in virtual reference transaction and suggests modification of the RUSA reference interview guidelines for remote access reference services. [ABSTRACT FROM AUTHOR]