Please notify Dr. Gerlich if you have interest in using the READ Scale at your library

• 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).

  

• 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).

 



• 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).

 



• 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).

 



• 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).

 



• 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 with outside vendors;
• Collaboration and on-going research.