READ (Reference Effort Assessment Data) Scale – Staff Website

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.
1. The question asked
2. Sources consulted
3. 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 where true of the reference desk. DeskTracker can be used off-desk in offices or even when working from home.

READ (Reference Effort Assessment Data) Scale©

Bulleted Format

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/using 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 (more than 5 minutes)
Consultation of library resources is needed
Instruction in some form is required
Subject based questions where 1 source is briefly consulted, or a patron only requires 1 article/book
Reference knowledge, skills, and training come into play
If referrals are done, they occur quickly, or after consulting 1 or 2 sources very briefly

Examples:

Answers that require specific reference resources
Basic instruction on searching the online catalog
Direction to and minimal searching in relevant subject 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