lessons learned from single service point implementations

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Lessons Learned from SingleService Point ImplementationsFrancesca Allegri MSLS a & Martha Bedard MSLS,AHIP ba Health Sciences Library , University of NorthCarolina at Chapel Hill , CB# 7585, Chapel Hill, NC,27599-7585, USAb Medical Sciences Library, Texas A&M UniversityLibraries , College Station, TX, 77843, USAPublished online: 08 Oct 2008.

To cite this article: Francesca Allegri MSLS & Martha Bedard MSLS, AHIP (2006)Lessons Learned from Single Service Point Implementations, Medical ReferenceServices Quarterly, 25:2, 31-47, DOI: 10.1300/J115v25n02_03

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Lessons Learnedfrom Single Service

Point ImplementationsFrancesca Allegri

Martha Bedard

ABSTRACT. Interest in consolidating service points within health sci-ences libraries continues. This article proposes a definition of a librarysingle service point and mentions some notable examples in academichealth sciences libraries. The experiences of two of these libraries aresummarized and compared, and the advice culled from those experi-ences is shared. The advice is in the form of sharing lessons learned,answering six frequently asked questions about combining servicesand staff under a single service umbrella. The article offers insights forother library staff considering this type of service reorganization. [Arti-cle copies available for a fee from The Haworth Document Delivery Service:1-800-HAWORTH. E-mail address: <[email protected]> Web-site: <http://www.HaworthPress.com> © 2006 by The Haworth Press, Inc. Allrights reserved.]

KEYWORDS. Single service points, staffing, service desks, user ser-vice administration, reference desk, circulation desk

INTRODUCTION

Interest in consolidating service points within health sciences librar-ies continues. Inquiries from colleagues regularly come to the managers

Francesca Allegri, MSLS ([email protected]) is Head of User Services, Health Sci-ences Library, University of North Carolina at Chapel Hill, CB# 7585, Chapel Hill, NC27599-7585. Martha Bedard, MSLS, AHIP ([email protected]) is Professorand Associate Dean, Advanced Studies, Associate Dean and Director, Medical Sci-ences Library, Texas A&M University Libraries, College Station, TX 77843.

Medical Reference Services Quarterly, Vol. 25(2), Summer 2006Available online at http://www.haworthpress.com/web/MRSQ

© 2006 by The Haworth Press, Inc. All rights reserved.doi:10.1300/J115v25n02_03 31

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of the Medical Sciences Library, Texas A&M University Libraries(TAMU) and the Health Sciences Library at the University of NorthCarolina at Chapel Hill (UNC-CH) about the implementation of a singleservice point. In 2005, an informal e-mail mini-survey was conductedby Jo Anne Boorkman via the Association of Academic Health Sci-ences Libraries (AAHSL) listserv, to which 17 libraries responded withreports of varying levels of implementation and explorations.1 In thisarticle, advice culled from two of these libraries’ experiences is shared,and answers are provided to frequently asked questions about combin-ing services and staff under a single service umbrella. The advice is inthe form of sharing lessons learned about single service points.

A LOOK AT THE LITERATURE

There is no single name, model, or definition for the approach to de-livering services from a single, centralized desk. Some of the keywordsto use in searching the literature include variations of the following:

• Single service point or SSP;• Single point of service or SPOS;• One stop shopping;• Consolidated (or combined or merged or integrated) service desk;• Convenience center;• Central service point.

The most relevant subject heading or descriptor in the library literature is“reference services/administration,” obviously very broad. While a com-prehensive literature search was not needed for this article, databasessearched included Library and Information Science Abstracts, LibraryLiterature, Cambridge Scientific Abstracts, and ERIC. The customer ser-vice and business literature can be useful, also, because strategies andprocesses can be extrapolated to the library environment. Large andsmall academic research libraries, business and corporate libraries, aswell as academic health sciences libraries have all shared their modelsand experiences.2-4

There are also many variations in what is being consolidated and howreferrals to other library services and staff are handled. In its most basicform, a single service point model consists of combining two or moreservice points. For purposes of this article, the following definition wascreated:

32 MEDICAL REFERENCE SERVICES QUARTERLY

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A single service point is one place, physical and/or virtual, thatpatrons can go to and get answers and help for almost all (95% ormore) of their library needs. Triage and referral are transparentto, or effortless for, the patron. The same services are provided allhours the single service point is operating.

Among the 17 AAHSL survey respondents, nine have already cre-ated some form of a consolidated service desk, with several of the othersindicating they are in the planning or serious consideration stages. TheMedical College of Georgia has had an evolving consolidated deskmodel for several years. This site was visited to meet with staff and li-brarians prior to implementing the single service points described in thisarticle. In reviewing the literature, there was concern noted about the ef-fectiveness of support staff (referred to as paraprofessionals) deliveringbasic reference services, especially among the early adopters in generalacademic libraries.5-6 However, most libraries reporting in the AAHSLsurvey have been staffing this way during slower time periods for manyyears, such as late evenings and weekends. Those who have recognizedthe potential of support staff, and brought them formally into the staff-ing pattern for all hours, indicate that success depends heavily on train-ing and attitude,7 not only of the staff at the service point, but thelibrarians who receive referrals and participate in their training. Supportof librarian staff is also critical.

TWO SINGLE SERVICE POINT IMPLEMENTATIONS

The Medical Sciences Library, Texas A&M University Libraries(TAMU) and the Health Sciences Library at the University of NorthCarolina at Chapel Hill (UNC-CH) have each gone through two itera-tions of a single service point. Staff at the UNC-CH first proposed a sin-gle service point in 1995 and the first iteration was implemented in1999. Before consolidating service points, there were seven locationspatrons could go to or be referred for service, and three formal servicedesks. A major library renovation between 2002 and 2004 allowed staffto redesign the first single service point desk and incorporate furtherstaffing changes.

At TAMU, the single service point was first established in 2001 andrenovated in 2003. Four service points, with different hours of operationand located on the same floor, were combined. At the time of this writ-ing, the libraries on the main campus of TAMU are also combining two

Francesca Allegri and Martha Bedard 33

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reference departments from two separate buildings. Table 1 summa-rizes and compares key features of the latest implementations of a singleservice point in the health science libraries on these two campuses.

There are differences in the implementations of a single service deskat the two institutions. For example, at TAMU, librarians are not sched-uled at the single service point. They share the responsibility of being oncall via a pager. When not on call, they are on other professional assign-ments within and outside the library. However, new librarians do spendsome time at the service point initially to become familiar with users,staff, the local environment, and library services and operations.

At UNC-CH, librarians are still scheduled at the single service point,but the number of hours per week is being decreased gradually as de-mand and support staffing allow. The goal is to reach and maintain theirscheduled time at two hours a week. The ongoing cross training, team-work, and referrals that result between the librarians and the supportstaff working side-by-side have been successful outcomes of the moveto a single service point that staff and managers wish to retain.

Studies have indicated that the design of the desk is important forsupporting both patron and staff interactions.8 An unexpected successof the move to a single service point at both institutions has been theidentification and ownership of the physical single service point by sup-port staff. In both libraries, the service desk was redesigned to support asingle point of service (see Figures 1 and 2). At both libraries, the sup-port staff had significant input into the design of the physical desk andsurrounding area. For example, they decided on standing or sittingheight of the desk, how to efficiently access print user tools, how andwhere to store materials and supplies, and the mechanisms for makingreferrals. At TAMU, the area is no longer referred to as the desk, but asthe Center.

The importance of engaging staff in the design process cannot beoverstated. The symbolism of service desks past and present cannot beunderestimated, either. At UNC-CH, a memorial was held for the desksthat closed, complete with eulogies, flowers, and distribution of the let-ters in the old signs. The former Associate Director, now at TAMU, stillprominently displays the “M” from the former Information Desk sign. Itwas important to take the time to “mourn for” (reflect on) the past. AtTAMU, the new desk was the centerpiece of a larger renovation andsprucing up of the library. Staff saw the new work area as a reward.

Librarians and support staff both need to see their roles in the singleservice point environment as the primary providers of an array of ser-vices. The services are different but their importance to users and the li-


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TABLE 1. Two SSP Implementations

Library TAMU UNC-CH

Single ServicePoint Services

Circulation–materials, group studyand conference room reservations,room keys

Basic Reference and referralNo librarians staff on regular basis–on call in building with pagerVirtual reference and e-mailreference off desk by librariansand support staff

ILS/Document delivery–help withsystem, some processing, pickupsand returns

Reserves–intake for printand electronic; circulation pointfor few small number of printreserves remaining

Copy/print cards

Primary listing for all incoming calls(except administration) duringnon-peak hours

Circulation–materials, room keys, equip-ment

Information, reference, and referral:basic/directional, skill based, and somestrategy based referenceLibrarians staff between 2 and 12 hoursper weekVirtual reference, e-mail reference andphones off desk by librarians andsupport staff during peak hours(10 a.m.-4 p.m.)

ILL pickups and returns, help withsystem

Reserves–intake for print andelectronic; circulation point for fewsmall number of print reserves remain-ing

Payments–fines, lost books, borrowerscards, ILL

Primary listing for all incoming calls(except administration); handle callsduring non-peak hours

Location of SSP 1st floor, front and center! 1st floor, between two entrances

# Library Floors 2 6

Staff FTE 29 65

Public Service FTE 16 17.5

Clientele Served College of Medicine, Schoolof Rural Public Health,College of Veterinary Medicine,Biomedical Sciencesundergraduates, Collegeof Agriculture and Life Sciences,contract with local hospital andFamily Practice residency program,100 local preceptors

Schools of Dentistry, Medicine, Nursing,Pharmacy, Public Health, GraduateBiomedical Sciences, UNC Hospitals,Area Health Education Centers (AHECs)Library and Information ServicesNetwork

Consolidation Goals Create a more client centeredenvironment by making it simplerand more convenient for users toobtain servicesIntegrate more services at a singleplaceOptimize staff performance andtime

Provide a clear information point for usersReduce the number of stops for usersFree some staff for more complexquestions and servicesStaff one circulation desk instead of two

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TABLE 1 (continued)

Library TAMU UNC-CH

Year Implemented 2001 1999

Staff SkillsStarting Point

Varied by previous assignment–little cross training

Students and support staff handledcirculation functions, directional andbasic questions; librarians handledreference. Four support staff trained andworked with librarians at reference desk

Staffing SSP 110 hours per week; support staffand new librarians; occasional longterm upper level graduate students

88.5 hours per week; support staff,librarians, and graduate assistants

Backup Librarians on pagers;Virtual Reference and e-mail fromlibrarians and staff

30 hrs/week librarians and support staffon phones, live chat 45 hrs/weeklibrarians and graduate assistants onAskLib e-mail

FIGURE 1. MSL TAMU Client Services Center

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brary is not. In both cases, the job descriptions and performance outcomesand measures have to be rewritten with input from the staff. The totalityof the job must be re-examined; for example, new in-depth expertisethey will be required to have, as well as what off-desk responsibilitiesthey will have.

LESSONS LEARNED

Staffing

A single service point will not necessarily reduce the cost of provid-ing information services. The same number of staff will be scheduleddifferently and in different places. The type of staff at a single servicepoint will definitely change. The TAMU and UNC-CH health scienceslibrary staffs have observed and collected data that show that basic ser-vices (directional, finding questions, basic reference) are growing as a


FIGURE 2. HSL UNC-CH User Services Center

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proportion of in-house service use. Users at their institutions appear tobe finding their way to the answers and resources electronically or, ifnot found that way, the information becomes “not needed” or “notconvenient enough to be needed,” or the user takes advantage ofphone, e-mail, or chat reference service. In addition, the libraries arereceiving more technical access, policy, or strategy questions throughtheir ask-a-librarian and live chat reference services. These virtual in-formation services are staffed by both librarians and support staff, againexposing both types of staff to the full range of patron questions. As theinformation landscape has become more diverse and populated with anincreasing number of information resources, both free and for purchase,the learning curve for staff working a single service point has been ex-tended in the two libraries.

Using student employees to staff a single service point, with their po-tentially higher turnover, must be evaluated for cost effectiveness.There can be some cost savings in establishing tiered service hours, e.g.,study hall service after a certain hour, but consistency in frontline ser-vice may not be achievable with student employees. The student em-ployees’ role has changed at TAMU and UNC-CH with implementationof a single service point. Both libraries have established student “workpools,” in which any staff in the library can request student help with atask or project. The students also have regular assigned tasks such asstacks maintenance, scanning reserves and interlibrary loan articles, orbook repair work. Students are cross-trained, as well, so that they can“float” to any area needed.

A move to a single service point staffed by support staff requiresstrong communication of the vision, advance planning involving thesestaff, and working with staff to retain valued employees. In both of thelibraries, working the single service point means working shifts that in-clude nights, weekends, and holidays. If a library has staff workingeight to five, Monday through Friday, a generous transition time isneeded so that they can prepare their families for this change, arrangechild care, and take other needed steps. Schedule predictability is bestbecause frequently varying schedules are difficult on staff morale,sleep, focus, and productivity, not to mention scheduling group meet-ings and training. It is important that staffing policies be inclusive andapply to all who staff the single service point: librarians when needed ondesk or on call, support staff, graduate assistants, students, and others.

Work processes were streamlined as well. A potential area for gaps incommunications is the information handoff that occurs during shiftchanges. Both libraries solved this with problem-reporting systems.


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E-mail forms or help desk reports, with predetermined recipient listsand problem categories, are sent to all staff who work the single servicepoint. At UNC-CH, these are automatically archived and a link to the ar-chives is on the intranet. This enables easy documentation of problemsand actions taken to which all appropriate staff have access. Both librar-ies continue to look for other ways to create or use knowledge bases. AtTAMU, an intranet knowledge base group is nearly ready for imple-mentation.

Another work process consideration involves trust in staff. Staffworking in the user services centers at TAMU and UNC-CH all havethe required system authorizations to handle circulation services. Limit-ing these authorizations to select staff will also limit the effectiveness ofa single service point.

There was initial concern among staff that combining several servicepoints would mean that patron queues would lengthen and wait time atthe new desk would not be tolerated well. This has not been the case ineither library. An operations research study conducted at UNC-CH, af-ter the first single service point was implemented, showed that the aver-age wait time was 25 seconds.

Skills

Reducing reference librarians’ hours at the desk will not result in lostskills. Librarians still manage the single service point, providing contin-ual evaluation and needs assessment. Librarians continue to hone theirskills by:

• Teaching new support staff and providing continuing educationsessions for existing staff;

• Consulting with support staff about requests that have been re-ferred by them;

• Consulting and doing active outreach to research labs, facultygroups, clinical departments, and other user sites;

• Teaching classes and designing curricula, including working evi-dence-based practices into various curricula;

• Self-directed learning and continuing education through onlinecourses;

• Evaluating new databases, journals, print resources, and inter-faces;

• Designing customized tutorials and path finders for users and ser-vice point staff;


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• Providing virtual reference (e-mail, chat, co-browsing);• Participating in and leading client journal clubs;• Designing electronic library kiosks.

An informal survey of librarians at the two libraries revealed that, formost, their confidence level in their skills remains high, and that theyuse the above methods and others for staying abreast of new develop-ments and learning new skills (see Appendix).

Referrals

Single service point staff understand when, and are comfortablewith, referring questions to others, and learn to hone their reference in-terviewing skills. Anecdotal data and written comments from patrons at-test to factors such as getting the information needed, thoroughness ofhelp provided, and professionalism of staff. Both libraries have con-ducted LibQual+™ surveys since the change to a single service point,and service satisfaction remains high. Both libraries rate highly in the“affect of service” section of this survey with written comments such asthese:

“The people working at the desk in MSL are great! They are al-ways helpful and friendly.”

“The library staff is consistently helpful and courteous.”

During the course of interviews for new staff, existing staff note theteam approach and the ability to ask anyone for help. At both libraries,the resources and methods for referring questions are emphasized, as isa culture of teamwork. In training, staff discuss a list of simple cues todetect when a question should be referred, e.g., the question is takingmore than 15 minutes to answer.

It is important that single service point staff have confidence that theywill rarely be placed in a situation in which there is no back up helpavailable. Some techniques these two libraries use to do this include thefollowing:

• Producing a lifeline for the front line staff such as pagers or instantmessages;

• Making referring easy;• Verbally rewarding referrals and acknowledging it is “ok to not

know”;


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• Including “making referrals” in job descriptions;• Establishing service standards that support referrals;• Preserving “teamwork” by having referrals go both ways: librari-

ans to service point staff and service point staff to librarians.

Even if librarians are not scheduled at the desk or in the building toprovide backup for high-level reference questions, users will get whatthey need when they need it. One underlying assumption about lost refer-rals is that users are not willing or able to wait or that most users’ needsare urgent. An early concern about users who want help immediately andcannot get it has been addressed by explaining the nature of excellent ser-vice, reassurance of reasonable expectations, prompt follow-up by theneeded expert, and additional training for single service point staff. Staffnow ask users the timeframe in which the information is needed, oftenfinding that the user is fine with waiting for the expert to reply.

One focus of single service point training is what can be done to get auser started answering a question. Staff provide basic instruction andpoint users to online “cheat sheets” or subject guides to take advantageof teachable moments at the single service point. They have access tobackup reference staff during peak hours via instant messenger, pagers,online forms, or phone. Peak hours have been determined by looking atdata collected on the number and types of questions asked.

Scheduling

Scheduling staff is just as challenging for a single service point as itis for multiple service desks. The schedule includes desk work andoff-desk phone and online chat coverage. Librarians providing backuphave calendars with consultation appointments, presentations to facultyor classes, and committee meetings outside the library. Support staffhave calendars with staff meetings and training sessions. One of the li-braries estimates that scheduling entails two to four hours a week, aswell as ten to fifteen hours creating a template each semester. Theamount of time spent scheduling staff is inversely proportional to thedegree of responsibility individual staff have to deal with conflicts intheir own schedules.

Librarians and Desk Work

Reference librarians can learn to apply their skills in non-desk,non-library settings. The most important issues to address, based on ex-perience, are these:


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• Clearly articulated goals from the beginning, i.e., if reallocatingstaff to or from the desk is a goal, let staff know up front;

• Clear communications about what replaces desk hours;• Openness to staff concerns;• Incentives and vision;• Education and skills training for new roles;• Rewards (strokes) from the new experiences and roles;• Data on changing use patterns;• Internal champions who can demonstrate success;• Communication, communication, communication.

For vision, describe what will remain, such as the level of service us-ers will receive and how circulation functions will mesh with basic ref-erence. Explain what competencies are expected of the staff at thesingle service point and how they will obtain and retain those competen-cies. Explain the librarians’ role in ongoing training and referrals. Ex-plain how user satisfaction will be measured.

Emphasize that letting go of the old desk-bound activities does notmean all those years at the desk are no longer appreciated. Show thedata on decreased numbers of people coming in (or the ratio of thosecoming in physically to those coming in virtually).9 Discuss the chang-ing environment and user needs.10 A staffing change does not mean thatpeople were doing the wrong things previously; activities were right forthe previous time and resources.11-12 Lifelong learning is an issue for li-brarians as well as for their users.

It is important to emphasize and discuss what replaces the librarians’interactions with users at the reference desk. If the librarians are new toteaching, internal and external outreach to campus, and Web develop-ment, provide the time and training to build their skills and confidence.Reinforce their role as the “lifeline” to the staff at the desk and how andwhen they will be on call or provide back up.

Support Staff Roles

A single service point can be a means of promoting and improvingthe job satisfaction of support staff. Increased responsibility for a corelibrary service, and the increasing skill and knowledge that it requires, isan opportunity to reclassify positions, change job titles, and seek finan-cial compensation. These are concrete ways to appreciate and acknowl-edge staff for taking on more in depth services and committing toongoing continuing education.13 Patrons benefit because they have a


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larger pool of staff able to handle a broad range of information ques-tions. They can expect to receive the same high level of service all thehours the library is open.

It cannot be overstated that a great deal of attention to communicationsapplies to all staff involved. Assure support staff they will continue tohave time to perform their off-desk responsibilities and participate in in-stitutional activities, such as charity drives and committee work, and toattend training opportunities. If the library can pay for travel and regis-tration fees for continuing education activities, so much the better.

CONCLUSION

The decision and the process of moving to a single service point cangenerate a lot of concerns on the part of staff. Whether the end result isthe creation of a single service point or not, the conversations that ariseare well worth having. They cause both front line and management staffto examine how all library services are being delivered in order to bestmeet the needs of users. Active involvement by all parties and commu-nication in all formats are key ingredients in making this decision–andfuture implementation and evaluation–more likely to be successful.

Received: June 29, 2005Revised: September 23, 2005

Accepted: October 4, 2005

REFERENCES

1. Boorkman, Jo Anne. “Mini Survey of the Association of Academic Health Sci-ences Libraries Implementations and Interest in Consolidating Service Points 2005.”Unpublished. Available: <http://www.aahsl.org/new/stats/minisurvey.cfm> (AAHSLDirector login and password required for access).

2. Ounanian, Allison, and Bartlett, Karol. “Upstairs, Downstairs: Public ServicesInitiatives at Baker Library.” Business Information Review 14(June 1997): 89-95.

3. Ounanian, Allison. “The ‘Infomerger’: A Reference Service Delivery Model.”Business Information Review 13(June 1996): 119-28.

4. Graves, Karen J. “Implementation and Evaluation of Information Desk ServicesProvided by Library Technical Assistants.” Bulletin of the Medical Library Associa-tion 86(October 1998): 475-85.

5. Dain, Elizabeth. “New Models for Reference Services: Analysis of the SingleService Point.” Thesis (MSLS) University of North Carolina at Chapel Hill, 1998.


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http://www.aahsl.org/new/stats/minisurvey.cfm

6. Oberg, Larry R. “The Emergence of the Paraprofessional in Academic Librar-ies: Perceptions and Realities.” College & Research Libraries 53(March 1992): 99-112.

7. Moore, Margaret; McGraw, Kathleen; and Shaw-Kokot, Julia. “Preparing Staffto Work at a Single Service Desk at the University of North Carolina at Chapel Hill.”Medical Reference Services Quarterly 20(Spring 2001): 79-86.

8. Bartle, Lisa. “Designing an Active Academic Reference Service Point.” Refer-ence and User Services Quarterly 38(Summer 1999): 395-401.

9. Heaton, Gwynneth. “Rethinking the Provision of Reference Services in Aca-demic Medical School Libraries.” Bulletin of the Medical Library Association 84(Jan-uary 1996): 17-24.

10. Ford, Barbara. “From Discussion to Action: Changing Reference Service . . . ”Journal of Academic Librarianship 18(November 1992): 284-6.

11. Massey-Burzio,Virginia. “Reference Encounter of a Different Kind: A Sympo-sium.” Journal of Academic Librarianship 18(November 1992): 276-80.

12. Herman, Douglas. “But Does it Work? Evaluating the Brandeis ReferenceModel.” Reference Services Review 22(1994): 17-28.

13. Flanagan, Pat; Horowitz, Lisa. “Exploring New Service Models: Can Consoli-dating Public Service Points Improve Response to Customer Needs?” Journal of Aca-demic Librarianship 26(September 2000): 329-38.


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APPENDIX

Staff Comments

Referring Questions

“I know it is time to refer a question when I am not absolutely sure of the an-swer. I am comfortable with the referral process because everyone is alwayseager to provide assistance.” (Support staff)

Change in Reference Focus

“There was a time when I felt like queen of the desk and all the informationin my domain–the library collection. Now most sophisticated users can an-swer what we called directional/quick reference questions and they think theycan do their own searches. If I had not changed my focus and identity yearsago, I would probably be pretty unhappy with the change.” (Former head ofreference and reference librarian)

Competence and Time at the Service Desk

“Most times, I feel as confident as I have in the past providing reference as-sistance. The work that I do requires that I keep up-to-date on the topics, is-sues, and tools that are relevant to our reference work. In fact, there are timeswhen I feel more confident about providing assistance, since part of my role asa teacher is to offer guidance in finding efficient ways to navigate the informa-tion jungle. . . .

“In addition, being a member of the Ask-A-Librarian team helps keep theseskills fresh. . . . I closely monitor the AskLib questions and replies from staff. Iam often learning new ‘tricks of the trade’ from [other librarians]. If they pro-vide answers that involve resources I am not that familiar with, I will take thetime to review the resources and file the information (in my mind or usingbookmarks on my browser) for future use.

“I also do not hesitate to ask my colleagues for assistance if I am feeling a lit-tle uncertain about an area. Being in this environment with such knowledge-able and congenial colleagues is a definite plus. Finally, our [biweekly]meetings sometimes involve reviewing resources, which is quite helpful.”(Education librarian)

“I certainly don’t think my skills have diminished since not staffing thedesk. If anything, the questions I get now via e-mail and from attendingRounds are probably increasing in difficulty and complexity. (Usually those


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APPENDIX (continued)

with answers not readily available by doing a Google search!) I feel more con-fident in my abilities.” (Reference librarian)

“ . . . I learn something every time I work with a good reference librarian. . . .I look forward to being paired with [specific librarian] just for the impromptulearning experience.” (Support staff)

New Ways to Stay Up-to-Date

“It is a constant challenge, but a good kind of challenge! I do enoughsearches for my clinical departments to feel like my skills are up to par, but Idon’t get much exposure to new resources or subjects outside the realm ofclinical information. For instance, I haven’t done a PsycInfo search in agesand I don’t use more than a fraction of the resources on our Web site on a rou-tine basis.

“I find that doing the FPIN searches and keeping the EBM Web site up todate are both good ways to keep my skills sharpened.” (Clinical librarian)

“Again, questions come in to me mostly via e-mail or phone messages orfrom students at Rounds, so I still get practice searching. Doing the ‘animal al-ternatives’ searches for . . . researchers has also helped, as has the column I doon Web sites. . . . The Web site reviews have concentrated on bioterrorismsites for the past several months and entail a lot of review before I select one towrite about.

“CE also helps. I attended a workshop put on by search trainers from theNAL on doing the animal alternative searching and one on Bioterrorism 101CE class at the 2004 MLA/SCC meeting, so formal classes in searching havecertainly helped. I also attended the MLA satellite teleconference on ‘Rolesand Essential Skills for the Expert Searcher’ in March 2004.” (Reference li-brarian)

“I definitely feel that my skills have diminished by not spending time on thereference desk because I don’t get the variety of questions that you can en-counter when you are at the desk. Right now most of the questions I answer re-quire a search of Medline/CAB/Biosis/Web of Sciences. There really isn’t agood substitute for spending time on the desk. It is difficult to do artificialsearch exercises to keep your skills sharp when they are skills you are not us-ing because you are not on the desk. Personally, I really miss spending time onthe reference desk.


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“I have to say I feel less confident dealing with really complex questionsface-to-face, and that I feel less confident about knowing the physical collec-tion. Bear in mind that I am on desk backup the least of all. . . .

“Virtual Reference and Instruction keep me most current for face-to-facereference interactions: teaching users how to search, demonstrating resources,using their questions as examples when teaching search techniques, creatingexample searches for classes.” (Reference librarian)

“This is a situation we have all discussed. I don’t have any problems withtrue searching skills. Because of . . . questions and other requests, I still searchquite a bit. Otherwise, I feel much less confident. I don’t feel like I can helppeople quickly with new resources particularly like assistance with EZ Proxyand printing/downloading/emailing ejournals. The people who staff the deskanswer these questions routinely and are much more adept than I am. I feelvery out of touch with everyday aspects of the library. I also find that fun andreally miss it.

“I think one of the most important things we miss is the appreciation of us-ers. There is nothing like having the frustrated patron thank you profusely forhelping them when they are clueless.” (Reference librarian)


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lessons learned from single service point implementations

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