The READ Scale (Reference Effort Assessment Data Scale) © Bella Karr Gerlich
Directions
- Verify that your library’s form used to record reference transactions includes a field for the READ scale
- Record a READ scale number (1-6) for each question answered, on- or off-desk
- Include your status (SA, GA, staff, Faculty, etc.)
- In the Description field, include the following elements, particularly for questions rated at 3-6. Be Brief.
- The question asked
- Sources consulted
- Indicate whether the question was successfully completed
- Be sure to note where/to whom a question was referred.
Off-Desk Statistics
Studies suggest that most reference staff do not record, with any regularity, the transactions that occur away from the desk – this can result in large data sets being lost, in terms of reporting effort / knowledge / skills etc. We strongly recommend anyone using the READ Scale also keep statistics OFF-DESK in their office. It is important to gather as much of this data as possible; data gathered to date shows a pattern of higher level questions being answered in offices, as opposed to at the traditional reference desk, and many reference staff do not as a matter of habit record these statistics, resulting in lost data and skewing the total number of reference transactions that actually occur at a library, but are often not counted. Counting off-desk reference transactions adds to the bottom line when measuring value-added reference service. Statistics from the spring 2007 READ study confirmed that the majority of transactions recorded away from the public service point were given a READ Scale level of 3 and above, where the opposite was true of the reference desk. LibInsight can be used off-desk in offices or when working from home.
READ (Reference Effort Assessment Data) Scale©
General Notes:
- If you feel a question is in between categories (e.g. either a 3 or a 4) score the higher category
- There should be no 6’s and very few 5’s done at the desk.
- If extra effort or instruction is required, bump a question up a category (i.e. a 3 might be a 4 if a patron has never used the library before or has trouble understanding you)
1 :
- Answers that require the least amount of effort
- No specialized knowledge skills or expertise; anyone in the library could answer
- No consultation of library resources
- Less than 5 minutes
- Mostly questions you can answer by pointing or with a few words
Examples:
- Directional inquiries
- Library or service hours
- Service point locations
- Rudimentary printer and computer assistance (locating printers, filling paper trays, helping someone log in)
2:
- Answers given which require more effort than a 1
- Require only minimal specific knowledge skills or expertise
- Answers may need nominal resource consultation
- Anyone in the library can answer
Examples:
- Call number inquiries
- Item location
- General library or policy information
- More involved printer and computer assistance (troubleshooting problems, incorporating more instruction into how to do something)
- How to scan and save images
3:
- Answers in this category require some effort and time (5 or more minutes)
- Consultation of library resources is needed
- Instruction in some form is required
- Subject based questions where 1 source is consulted or searched
- Reference knowledge, skills, and training come into play
Examples:
- Answers that require specific reference resources
- Basic instruction on searching the online catalog
- Direction to and some searching in relevant databases
- Introduction to web searching for a certain item
- Increasingly complex technical problems (assistance with remote use that need extensive troubleshooting or instruction)
4:
- Answers or research requests require the consultation of multiple resources
- Patrons require multiple sources for research
- Subject specialists may need to be consulted and more thorough instruction and assistance occurs
- Reference knowledge and skills needed
- Efforts can be more supportive in nature for the user, or if searching for a finite answer, difficult to find
- Exchanges can be more instruction based as staff teach users more in-depth research skills
Examples:
- Instructing users how to utilize complex search techniques for the online catalog, databases and the web
- How to cross-reference resources and track related supporting materials
- Assisting users in focusing or broadening searches (helping to re-define or clarify a topic)
- Most statistical data questions
5:
- Does not normally resolve at the reference desk; typically by email, consultation, etc.
- More substantial effort and time spent assisting with research and finding information.
- On the high end of the scale, subject specialists need to be consulted
- Consultation appointments with individuals might be scheduled
- Efforts are cooperative in nature, between the user and librarian and or working with colleagues
- Multiple resources used
- May include primary sources as well as secondary sources
- Dialogue between the user and librarian may take on a ‘back and forth question’ dimension
Examples:
- False leads
- Interdisciplinary consultations / research
- Expanding searches / resources beyond those locally available
- Graduate research
6:
- The most effort and time expended; involves multiple days
- Does not normally resolve at the reference desk; typically by email, consultation, etc.
- Inquiries or requests for information can’t be answered on the spot
- At this level, staff may be providing in-depth research and services for specific needs of the clients
- This category covers some ‘special library’ type research services
- Primary (original documents) and secondary resource materials may be used
Examples:
- Creating bibliographies and bibliographic education
- In-depth faculty and PhD student research
- Relaying specific answers and supplying supporting materials for publication, exhibits etc; working with outside vendors
- Collaboration and on-going research