READ (Reference Effort Assessment Data) Scale - Bulleted Format


1 :     
•    Answers that require the least amount of effort;
•    No specialized knowledge skills or expertise;     
•    No consultation of resources;
•    Less than 5 minutes.  

Examples:
•    Directional inquiries;
•    Library or service hours;
•    Service point locations;
•    Rudimentary machine assistance (locating/using copiers, how to print or supplying paper).

2:     
•    Answers given which require more effort;
•    Require only minimal specific knowledge skills or expertise;
•    Answers may need nominal resource consultation.

Examples:
•    Call number inquiries;
•    Item location;
•    Minor machine & computer equipment assistance;
•    General library or policy information;
•    More complex machine assistance (how to save to a disk or email records, launching programs or re-booting).

3 :     
•    Answers in this category require some effort and time;
•    Consultation of ready reference resource materials is needed;
•    Minimal instruction of the user may be required;
•    Reference knowledge and skills come into play.

Examples:
•    Answers that require specific reference resources (encyclopedias or databases);
•    Basic instruction on searching the online catalog;
•    Direction to relevant subject databases;
•    Introduction to web searching for a certain item;
•    How to scan and save images;
•    Increasingly complex technical problems (assistance with remote use).
 

4 :     
•    Answers or research requests require the consultation of multiple resources
•    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 staffs 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;
•    Services outside of reference become utilized (ILL, Tech services, etc), collegial consultation;
•    Assisting users in focusing or broadening searches (helping to re-define or clarify a topic).

5 :     
•    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.
•    Research, reference knowledge and skills needed.  
•    Dialogue between the user and librarian may take on a ‘back and forth question’ dimension.  

Examples:
•    False leads
•    Interdisciplinary consultations / research;
•    Question evolution;
•    Expanding searches / resources beyond those locally available;
•    Graduate research;
•    Difficult outreach problems (access issues that need to be investigated).

6 :     
•    The most effort and time expended.
•    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 w/ outside  vendors
•    Collaboration and on-going research.