Measuring Referrals: The Use of Paraprofessionals at the Reference Desk

Dinkins, Debbi; Ryan, Susan M.

doi:10.1016/j.acalib.2010.05.001

Cited by 33 publications

(26 citation statements)

References 6 publications

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“…29 Removing the librarian from the desk was a difficult decision that was not made lightly; there was evidence that training nonprofessional staff to appropriately refer questions was problematic. 30 However, the number of questions requiring the expertise of a librarian had dropped so significantly that the small risk that a question would not be appropriately answered or referred could not be a factor that was weighted heavily in service decisions. 31 There was never a question that help at the point of need was a valuable part of the educational process, but students were not asking as many difficult questions, and the librarians' time could be better used in other areas.…”

Section: Research Question 1: Has the Complexity Of Questions Receivementioning

confidence: 99%

Changes in Reference Question Complexity Following the Implementation of a Proactive Chat System: Implications for Practice

Maloney

Kemp

2015

CRL

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There has been longstanding debate about whether the level of complexity of questions received at reference desks and via online chat services requires a librarian's expertise. Continued decreases in the number and complexity of reference questions have all but ended the debate; many academic libraries no longer staff service points with professional librarians. However, convenient, proactive online chat services could reverse the trends. This paper provides results of a study of reference question complexity following implementation of a proactive chat service. The study reveals changes in the complexity of chat questions that may have implications for staffing online reference services.oincident with the rise of information literacy efforts and the simplification in the online environment, there has been a dramatic decrease in reference questions. According to ACRL's Academic Library Statistics, the number of reference transactions in doctorate-granting institutions declined 49 percent between 2000 and 2012, and nearly all the questions that remain are directional, basic search questions and questions related to library operations.1 These point-of-need questions, regardless of the medium over which they are conducted, served multiple purposes. At the most basic level, they provided support for the mechanics of library research, helping users navigate multiple information silos and the physical organization of the library. Although, on the surface, support for these questions related to the mechanics of library research, they also provided an opportunity for broad research support. The librarian had sufficient knowledge of the curriculum, the publication patterns of disciplines and subjects, and thesis and topic development to provide broad research support. In the case of student researchers, the librarian had the opportunity to reach the student at a teachable moment, reinforcing course content, guiding the student in formulating a research topic that was practical and appropriate for the given assignment, and then providing guidance in evaluating sources. The components of the reference transaction-support for the mechanical aspects of library research and the broader research expertise-were so tightly interwoven that many librarians assumed that, if information literacy instruction were integrated into the curriculum, doi:10.5860/crl.76.7.959 crl15-725

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Section: Research Question 1: Has the Complexity Of Questions Receivementioning

confidence: 99%

Changes in Reference Question Complexity Following the Implementation of a Proactive Chat System: Implications for Practice

Maloney

Kemp

2015

CRL

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“…Dinkins and Ryan's (2010) study at Stetson University in Florida demonstrates that assigning paraprofessionals to the academic reference desk is a common practice which results in no decline in service quality and which frees up librarians for new roles such as virtual reference services, social media initiatives, and information literacy expansion (p. 286). The authors suggest that realignment of traditional library duties is possible (Dinkins & Ryan,p.…”

Section: Literature Reviewmentioning

confidence: 99%

Changing Roles of Librarians and Library Technicians

2015

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“…7 The advantage of this approach, often highlighted in library literature, is that less complex questions are screened by student and paraprofessional staff first, thereby freeing up librarian time to offer higher-quality reference for in-depth queries. 8 Student staff are also available to work later, allowing the library or learning commons to be open extended hours beyond the typical workday of a professional staff member.…”

Section: Benefits Of Student Staff Teamsmentioning

confidence: 99%

Student Involvement for Student Success: Student Staff in the Learning Commons

Mitchell

Soini

2014

CRL

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How do you effectively train and assess student staff in a learning commons environment? How do you foster a student-led approach while maintaining accurate and high-level service? How do you create an environment where student staff are engaged and motivated to succeed? Peer-to-peer service models are fundamental to many learning commons environments and contribute to student success. Many student-delivered services in learning commons compliment programs traditionally offered exclusively by professional staff such as librarians, IT professionals, learning specialists or student affairs personnel. In such service models, students are the front line contact and the need for knowledgeable assistance and accurate referrals remains paramount. This article presents the findings of a study that investigated how training and assessment is approached with student staff in a learning commons environment. Learning commons coordinators and supervisors from across North American shared how they train students (methods and content), approach ongoing professional development of student staff, and how they monitor or assess the overall quality and accuracy of their student service models. The survey results and tangible examples offer insights and strategies for fostering an engaged student team, driven to deliver a high level of service.hether the space is called a learning commons or an information commons, new and innovative learning environments are pervasive in academic libraries across North America. These spaces often combine advanced technology, learning support, and collaborative work areas and emphasize a learner-or student-centered approach to services. Since the early 2000s, much has been written with respect to design of learning commons spaces, planning of services, and implementation of technology; however, there is little focus in the literature on training staff to work in a learning commons environment. As noted by Lippincott, 1 "[t]he range of services in an information commons is broader than in a traditional reference area." Consequently, with a crl13-469

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Measuring Referrals: The Use of Paraprofessionals at the Reference Desk

Cited by 33 publications

References 6 publications

Changes in Reference Question Complexity Following the Implementation of a Proactive Chat System: Implications for Practice

Changes in Reference Question Complexity Following the Implementation of a Proactive Chat System: Implications for Practice

Changing Roles of Librarians and Library Technicians

Student Involvement for Student Success: Student Staff in the Learning Commons

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