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This article discusses a service quality study conducted in the Pennsylvania State University Libraries. The Wisconsin-Ohio Reference Evaluation Program survey was selected as a valid, standardized instrument. We present our results, highlighting the impact on reference training. A second survey a year later demonstrated that focusing on behavioral aspects of reference can improve service quality ratings.

A usability study was undertaken at Penn State University to explore how students search the library's online catalog after they have received library instruction. In 2004, eight first-year students received library instruction and were subsequently recruited for the study. Participants were recorded using the online catalog, and a think-aloud protocol was employed to capture students' thoughts. Results were compared with nine first-year students observed in 2002, using the same methodology. Analysis of both groups revealed subtle differences in how they utilized the online catalog. Although these differences cannot be definitively attributed to library instruction, the evidence suggests that instruction can have a positive effect on user search behaviors. The article recommends strategies for increasing the impact of library instruction. (Contains 35 notes.)

The article focuses on two studies of the library reference service quality in Pennsylvania State University Libraries, conducted using the Wisconsin-Ohio Reference Evaluation Program (WOREP) survey. The authors say that 1980's developed WOREP is still a relevant reference tool. The authors say that the result of the second WOREP study showed the positive effects that could be achieved by focusing on the best reference practices. The authors say that while the training sessions were vital for developing knowledge base of public sector staff, the WOREP results demonstrated that behavioral techniques were crucial in promoting reference success. Several charts on the studies result are also provided.

The article presents a study on the effectiveness of instructions in online cataloging of library resources, which was undertaken at Pennsylvania State University in 2004. Participants of the study were eight first-year students who were given library instructions to use the online catalog. Results were compared to the results of a previous study conducted in 2002 and the analysis showed little differences on how the online catalog was used. The study demonstrated the positive effect of instruction on the search behavior of the user.