Transcript NextGen Reference: Single Service Points and Tiered

NextGen Reference:
Single Service Points
and Tiered Reference in
Academic Libraries
Jeff Lacy
Lamar University
[email protected]
Single Service Point:
A service point in a library where two or more
traditionally separated services (e.g.
reference and circulation) have been
consolidated in a prominent, highly visible
area providing a “one-stop shopping”
experience for the student.
It is not necessarily the only service point,
just a very obvious place for students to
ask for assistance or get common services.
Tiered Reference is
“[...] using paraprofessionals or students to
answer easy questions, and referring more
challenging questions to librarians”
(Brunsting).
Tiered reference is easily combined with
single service points.
How new and how common are
these models?


Consolidated or single service points have
been discussed in library literature for
sixteen years, but no data on actual
implementation was found (Bradigan).
A 2006 survey 404 of medium-sized
academic libraries found that only 4.7%
(11) used tiered reference (Brunsting).
Why consider a single service
point?


A single service point requires less staffing
than multiple service points, which saves
money.
Students are often confused or intimidated
by multiple service points, not understanding the distinction between the
services.
Why consider tiered reference?


Most research is conducted online, so
traditional reference queries have dropped.
Reference areas have evolved into
computer labs or information commons
where the most common questions do not
require a reference librarian's expertise to
answer.
Example Surveys


Before moving to a single service point,
Duke University's Medical Center Library
discovered that 61% of their reference
queries could be answered by student
assistants (Murphy).
At the University of Arizona's ScienceEngineering Library discovered, it was 68%
(Brache).
Why consider tiered reference?


A computer lab or information commons is
not the best environment for providing indepth reference assistance, since these
efforts are often interrupted by directional
and technical queries.
In many libraries, academic reference
librarians need time to develop their roles in
instruction, liaison activity, outreach, grant
writing, publication, and other activities.
Another point of view
The argument for tiered reference is similar
to the argument between just in case and
just in time collection acquisition.
Should reference librarians spend time that
could be spent otherwise just in case an indepth question is asked?
Or should reference librarians be on call for
just in time reference consultations?
Bringing it together
“It makes sense to have a place where
users can get directions or instructions
or technical help. But trained paraprofessionals and student workers can
staff that desk. Professional reference
librarians should be out and about
meeting users when and where the
help is needed.” -- Steven J. Bell
(Watstein and Bell)
Making the Transition




Understand the needs of the students,
including their perception of library
services.
Observe what students do and how the
library's arrangement helps/hinders them.
Visualize how the students' experiences
could be improved.
Evaluate and refine by seeking feedback.
(Bradigan)
Implementation

Redesign the physical space

Adopt new service models

Consider technological improvements

Develop improvements to staff
communication
(Bradigan)
Factors to consider



Your library's architecture – is there a good
place?
Staffing – Needs less staff overall, but more
staff at one time
Training – The most important factor
requiring the most planning
Training
Develop a skill set based on the consolidated services

Place holds, circulate, renew, return library materials

Accept and record fees and fines

Distribute reserve and interlibrary loan materials

Direct patrons to locations, departments, and collections within the
library

Search the library's holdings

Navigate the library's web site

Operate copiers and other office machines

Assist in the computer lab

Assist with common assignments, reference sources, etc.
Training

Develop training modules based on skill
sets and learning outcomes
Example: At the University of Arizona's ScienceEngineering Library, basic SSP training takes six
weeks. Complete training (sixteen modules)
takes twelve weeks to complete.
Reference training involves an additional two
months of shadowing a librarian for eight to ten
hours a week.
Evaluation and Communication


Test and assess SSP staff

Annual development reviews

Performance evaluations per semester
Develop channels of continuous feedback

From the SSP staff to the reference
librarians and back
Other training options



Peer-to-peer presentations
Intense training on newly acquired
resources
SSP staff should attend vendor demos
Tiered Reference:
Additional Concerns



Librarians must be on call for SSP support
SSP staff must understand when to refer
students to librarians and have ready
means of communication to do so
SSP staff must have a formal procedure for
referring students to specialists who aren't
on call
Potential Pitfalls




Lack of motivation or insufficient training.
Librarian disconnect. Reference librarians must
make a greater effort to stay connected with
students.
Communication breakdown. Information from the
desk on trends and needs must get to the
librarians, who in turn must return with
appropriate training.
Librarians fail to use their extra time on new
projects.
Potential Benefits




Students experience less confusion in the
library
Reducing service points should reduce staff
Cross-trained SSP staff provide more
robust and consistent levels of service
Librarians gain time for other duties and
projects
Sources
Bracke, Marianne Stowell, Sainath Chinnaswamy, and Elizabeth Kline.
“Evolution of Reference: A New Service Model for Science and
Engineering Libraries.” Issues in Science and Technology
Librarianship 53 (2008): np. 2 Feb. 2009 <http:www.istl.org/08winter/refereed3.html>.
Bradigan, Pamela S., and Ruey L. Rodman. “Single Service Point: It's All
in the Design.” Medical Reference Services Quarterly 27.4 (2008):
367-78.
Brunsting, Marlys. “Reference Staffing: Common Practices of MediumSized Academic Libraries.” Journal of Interlibrary Loan, Document
Delivery and Electronic Reserve 18.2 (2008): 153-80.
Murphy, Beverly, et. al. “Revolution at the Library Service Desk.” Medical
Reference Services Quarterly 27.4 (2008): 379-393.
Watstein, Sarah Barbara, and Steven J. Bell. “Is There a Future for the
Reference Desk? A Point-Counterpoint Discussion.” The Reference
Librarian 49.1 (2008): 1-20.