This afternoon, I spent the last session of my shadowing programme observing the part time Assistant Customer Services Librarian at the Enquiry Desk. Although she normally works on Saturdays and Thursday mornings, the librarian has been doing some additional hours to cover the rota as, following the restructure, the FLLs are no longer required to work at the desk. One of the first things she therefore commented on was how much busier it was at the desk during the week compared to Saturdays.
Having said that, this particular slot was very quiet! However, this is probably because Wednesday afternoons are traditionally set aside for sporting activities. We therefore took the opportunity to go through some past enquiries that the librarian had kindly noted down in preparation for this session. Many of these were recurrent enquiries, such as not being able to find a particular item, wanting to know how to place a reservation, etc. However, I was surprised by how wide-ranging some of the more subject specific queries were, from Florence Nightingale to viruses.
This served as a reminder that as a librarian you never know exactly what you are going to be asked and need to be able to think on your feet. The librarian also emphasised the importance of asking subsidary questions to clarify exactly what is required as sometimes people do not ask for what they actually want. Sometimes this is because they need information regarding a particularly sensitive issue. She therefore recommended restricting questions to the subject of the enquiry rather than to the particular circumstances surrounding it.
The librarian also described one or two ocassions where the the reader has either expected her to do the research for them or has not known where to start. In these situations she suggested using the equiry as a means of educating and enabling the reader to help themselves. For instance, she asked the person interested in Florence Nightingale what exactly she wanted to find out but the reader could not be specific. Although she was thinking of writing her dissertation about Florence Nightingale she had not identified a particular focus for her research. The librarian therefore showed her how to conduct a quick search using the digital library to get a feel for some of the key texts, authors and themes to give her some research ideas.
In order to reassure the reader that support is always available, the librarian reminded her that, after conducting some initial research herself, she could make an appointment with the Subject Librarian to get further help. The librarian also pointed out the importance of knowing when you have done all you personally can to answer an enquiry and when to refer it onto someone who is better placed to assist.
As with all the sessions I spent observing the desk, I once again picked up a number of practical tips for dealing with enquiries. During this particular slot, however, I became more aware of the need to treat each enquiry with a certain degree of sensitivity and to leave each reader feeling more confident in their ability to find the information they need. I was also reminded of the importance of reassuring our readers that further help is available and of knowing when to refer the enquiry on.
Showing posts with label enquiry_desk. Show all posts
Showing posts with label enquiry_desk. Show all posts
Wednesday, 7 May 2008
Wednesday, 9 April 2008
Extended Shadowing Programme: Session Nine - Observing the Enquiry Desk
As mentioned in an earlier post, today I was originally due to attend the cross-site Staff Learning and Development Group (SL&DG) meeting at our other main site. However, due to the recent staffing restructure, the meeting was cancelled to allow those affected time to settle into their new roles. Instead, I spent two hours observing the Assistant Customer Services Librarian (formerly Assistant Reader Services Librarian under the old structure) at the Enquiry Desk. The remainder of the time I was due to be at the SL&DG meeting will be spent observing a one-to-one appointment between a student and the Subject Librarian (A&L) on 15 April (see the amended Shadowing Programme Calendar under the Learning and Development section of this blog).
The first part of the session was spent going through the online enquiries which are detailed in the updated Shadowing Programme Enquiry Log (see the Learning and Development section of this blog). The Assistant Customer Services Librarian also showed me how to process an application from one of our students to use other academic libraries under the Sconul Access scheme. Although I have dealt with applications from students from other institutions wanting to use our library under the scheme, I had not previously been involved in the process from the perspective of one of own students.
Firstly, the librarian looked at the student's library account to check that they are in good standing with us, i.e. they do not have a history of losing items or unpaid fines. The band which applied to the student was then determined: Band A - staff and research students, Band B - part time, distance learning and placement students or Band C full-time taught postgraduates. Our official stamp was applied to the back of a Sconul Access card to verify that the student belongs to our university. The front of the card was completed with the expiary date of the student's registration and the appropriate band. It was then authorised with the librarian's signature and the application form was filed away. After the session the card will be sent to the student who can use it, in conjunction with their student card, to apply to use the library of any UK HE institution participating in the Sconul Access scheme. The student will also be reminded to check the list of participating libraries on the website and to make contact in advance of their visit to check opening times and conditions of use.
The remainder of the session was spent discussing the Assitant Customer Services Librarian's application for Fellowship, the highest level of professional qualification awarded by CILIP. Chartered members of CILIP who have successfully completed two cycles of revalidation are eligible to apply. The application consists of a personal statement, a current CV, a portfolio of evidence and two written statements of support. The librarian showed me the work he had done on his portfolio to date which included details of his particular contribution to local history and local studies in previous professional roles and in his own time. He also showed me the wikki he has developed on the local history of his home town in Scotland.
This discussion reinforced my belief that, even though I am at the very beginning of my library career, it is never too early to start thinking about Chartership and gathering evidence for a portfolio. Talking to each of the librarians I have shadowed about their previous careers and professional interests has also given me a valuable insight into some of the various opportunities that librarianship can offer and has prompted me to consider more seriously which sector of the profession I would like to enter and what shape I would like my career to take.
The first part of the session was spent going through the online enquiries which are detailed in the updated Shadowing Programme Enquiry Log (see the Learning and Development section of this blog). The Assistant Customer Services Librarian also showed me how to process an application from one of our students to use other academic libraries under the Sconul Access scheme. Although I have dealt with applications from students from other institutions wanting to use our library under the scheme, I had not previously been involved in the process from the perspective of one of own students.
Firstly, the librarian looked at the student's library account to check that they are in good standing with us, i.e. they do not have a history of losing items or unpaid fines. The band which applied to the student was then determined: Band A - staff and research students, Band B - part time, distance learning and placement students or Band C full-time taught postgraduates. Our official stamp was applied to the back of a Sconul Access card to verify that the student belongs to our university. The front of the card was completed with the expiary date of the student's registration and the appropriate band. It was then authorised with the librarian's signature and the application form was filed away. After the session the card will be sent to the student who can use it, in conjunction with their student card, to apply to use the library of any UK HE institution participating in the Sconul Access scheme. The student will also be reminded to check the list of participating libraries on the website and to make contact in advance of their visit to check opening times and conditions of use.
The remainder of the session was spent discussing the Assitant Customer Services Librarian's application for Fellowship, the highest level of professional qualification awarded by CILIP. Chartered members of CILIP who have successfully completed two cycles of revalidation are eligible to apply. The application consists of a personal statement, a current CV, a portfolio of evidence and two written statements of support. The librarian showed me the work he had done on his portfolio to date which included details of his particular contribution to local history and local studies in previous professional roles and in his own time. He also showed me the wikki he has developed on the local history of his home town in Scotland.
This discussion reinforced my belief that, even though I am at the very beginning of my library career, it is never too early to start thinking about Chartership and gathering evidence for a portfolio. Talking to each of the librarians I have shadowed about their previous careers and professional interests has also given me a valuable insight into some of the various opportunities that librarianship can offer and has prompted me to consider more seriously which sector of the profession I would like to enter and what shape I would like my career to take.
Tuesday, 25 March 2008
Extended Shadowing Programme: Interim Review Meeting
This afternoon I met with the ALL (A&L) who has been co-ordinating my shadowing programme to discuss progress to date and whether my original aims and objectives are being met.
My main reason for participating in the programme is to gain a deeper insight into the role of the professional librarian before fully commiting to a Masters course in September. At our preliminary meeting we identified the following core activities to be included in the schedule as a means of fulfilling this goal:
Observation of the Enquiry Desk
So far I have observed four different librarians at the desk and have compared their different styles and ways of working. Although most of the enquiries have been fairly routine, I have still been able to collect a number of useful tips for working at the Enquiry Desk. As described in earlier posts, there were even a couple of ocassions where I was able to put some of these into practice to directly assist one or two of our readers. These sessions have therefore increased my confidence in dealing with routine enquiries at the Reception Desk and have equipped me with some valuable examples of best practice for use in my future career.
Assisting a User Education Session
Although I have assisted with several user education sessions in the past, I wanted to learn more about what goes into planning and delivering this type of training. I was therefore able to focus on the various factors that need to be considered such as: the type of students involved and the level of detail required (undergraduate or postgraduate? 1st, 2nd or 3rd year?); their previous experience (are they likely to have used the library before?, what resources might they already be familiar with?); the timing of the session (are they completely new students already overwhelmed with information?, have they already completed assignments and are more aware of the help they might need?).
It was also interesting to observe how the smaller group size and venue elicited a more relaxed atmosphere and a less formal style of delivery. This made it easier for me to get involved and help those students who needed further one-to-one support.
Visit from Graduate Trainees
When I first considered applying to Library School, I was worried not having followed a graduate traineeship might put me at a disadvantage to those who have. Talking to the trainees, however, I was soon reassured that I have had an equivalent, if not a richer experience working as a Library Assistant.
Comparing our roles it was apparent that most of our daily tasks, such as shelving and reception duties, are much the same. Although some of the trainees have been given additional para-professional tasks such as basic cataloguing and classification, my involvement in the Inter-library Loans Team and special projects, such as the stock edit, have given me a similar insight into professional tasks. Also, although the trainees participate in a programme of group training sessions and visits to other libraries, the Library's own Learning Hour programme and summer visits to other libraries have given me similar opportunities to learn more about libraries and librarianship in general.
I was equally reassured to learn that, although they were mostly recent graduates, many of the trainees shared my apprehensions about returning to study and my worries about finding a professinal post in the future. Through talking to other people with similar aspirations and concerns I was therefore able to re-evaluate the value of my experience and to rationalise some of my fears and insecurities about returning to study as a mature student.
Academic Liaison - Attending the Arts, Letters and Social Sciences Faculty Board Meeting and Course Validations
After shadowing the ALL (A&L) in the summer (see my Summer Shadowing Report), I was keen to learn more about what the role involves in practice. It was therefore suggested that I observe a Faculty Board Meeting which would also allow me to see the course validation process in action.
As mentioned in my earlier post, I was particularly interested in the comments made by the student representatives as these helped to explain some of the negative, even aggressive behaviour we frequently encounter in the library. The students aired their frustrations with issues such as IT network outages, changes to student e-mail and teething problems resulting from the restructure of the Student Information Centres. This seemed to suggest that tensions don't necessarily originate from within the library itself but from an accumulation of perceived failiures with our university's systems and procedures generally. These perceptions also seem to stem from the increasingly high expectations which are bred by increasingly expensive tuition fees.
The discussions surrounding these issues also suggested that frustrations can occur when students have not fully understood what is expected of them. This is a common problem especially when it comes to library fines. Often our readers feel aggrieved when we explain that the fines stand because it is their responsibility to check their library accounts regularly and renew their loans online. As one of the academic staff suggested, perhaps this highlights a need for our university as a whole to do more to make our informal expectations of students more explicit.
The other aspect of the meeting which drew my attention was the consideration of proposed new academic pathways as part of the course validation process. As discussed in my earlier post, I was surprised that some academic staff proposing these new courses feel able to judge the extent of their impact on the library's resources without actually consulting the ALLs. I think this highlights a need to raise the profile of the library and the value of the services that we provide which unfortunately seems to be generally true of all libraries.
Remaining schedule
The second half of my shadowing programme will cover the other areas that were identified as being core to the profressional librarian's role. These include sessions on cataloguing, ordering and collection development as well as more sessions observing the Enquiry Desk. I also plan to accompany the ALL (A&L) to the cross-site Staff Learning and Development Group meeting but as this requires additional time to travel to another site, it may not be possible if any other Library Assistants are absent on that day. If this is the case then the time will be given to additional sessions observing the Enquiry Desk and possibly observing a one-to-one appointment between a Subject Librarian and a student.
Another factor which may disrupt the planned schedule is the current restructure of library staff which initially comes into effect on 1 April. This means that most of the ALLs will become Faculty Liaison Librarians (FLLs) with cross-site responsibility for their respective subject areas. The ALL (A&L) is likely to become the Staff Learning and Development Manager which means that, like the FLLs, she will no longer be staffing the Enquiry Desk. As my final shadowing session was planned to be with the ALL (A&L) this is therefore likely to have to be changed.
Conclusions
So far the shadowing programme has certainly met and, in some respects exceeded, my expectations. I had anticipated that my involvement in the various activities would be purely as an observer but was delighted to be given the opportunity to get actively involved where appropriate. This hands-on experience combined with the enthusiasm and encouragement of those people I have shadowed has certainly boosted my confidence and helped to confirm that librarianship is the career for me.
My main reason for participating in the programme is to gain a deeper insight into the role of the professional librarian before fully commiting to a Masters course in September. At our preliminary meeting we identified the following core activities to be included in the schedule as a means of fulfilling this goal:
Observation of the Enquiry Desk
So far I have observed four different librarians at the desk and have compared their different styles and ways of working. Although most of the enquiries have been fairly routine, I have still been able to collect a number of useful tips for working at the Enquiry Desk. As described in earlier posts, there were even a couple of ocassions where I was able to put some of these into practice to directly assist one or two of our readers. These sessions have therefore increased my confidence in dealing with routine enquiries at the Reception Desk and have equipped me with some valuable examples of best practice for use in my future career.
Assisting a User Education Session
Although I have assisted with several user education sessions in the past, I wanted to learn more about what goes into planning and delivering this type of training. I was therefore able to focus on the various factors that need to be considered such as: the type of students involved and the level of detail required (undergraduate or postgraduate? 1st, 2nd or 3rd year?); their previous experience (are they likely to have used the library before?, what resources might they already be familiar with?); the timing of the session (are they completely new students already overwhelmed with information?, have they already completed assignments and are more aware of the help they might need?).
It was also interesting to observe how the smaller group size and venue elicited a more relaxed atmosphere and a less formal style of delivery. This made it easier for me to get involved and help those students who needed further one-to-one support.
Visit from Graduate Trainees
When I first considered applying to Library School, I was worried not having followed a graduate traineeship might put me at a disadvantage to those who have. Talking to the trainees, however, I was soon reassured that I have had an equivalent, if not a richer experience working as a Library Assistant.
Comparing our roles it was apparent that most of our daily tasks, such as shelving and reception duties, are much the same. Although some of the trainees have been given additional para-professional tasks such as basic cataloguing and classification, my involvement in the Inter-library Loans Team and special projects, such as the stock edit, have given me a similar insight into professional tasks. Also, although the trainees participate in a programme of group training sessions and visits to other libraries, the Library's own Learning Hour programme and summer visits to other libraries have given me similar opportunities to learn more about libraries and librarianship in general.
I was equally reassured to learn that, although they were mostly recent graduates, many of the trainees shared my apprehensions about returning to study and my worries about finding a professinal post in the future. Through talking to other people with similar aspirations and concerns I was therefore able to re-evaluate the value of my experience and to rationalise some of my fears and insecurities about returning to study as a mature student.
Academic Liaison - Attending the Arts, Letters and Social Sciences Faculty Board Meeting and Course Validations
After shadowing the ALL (A&L) in the summer (see my Summer Shadowing Report), I was keen to learn more about what the role involves in practice. It was therefore suggested that I observe a Faculty Board Meeting which would also allow me to see the course validation process in action.
As mentioned in my earlier post, I was particularly interested in the comments made by the student representatives as these helped to explain some of the negative, even aggressive behaviour we frequently encounter in the library. The students aired their frustrations with issues such as IT network outages, changes to student e-mail and teething problems resulting from the restructure of the Student Information Centres. This seemed to suggest that tensions don't necessarily originate from within the library itself but from an accumulation of perceived failiures with our university's systems and procedures generally. These perceptions also seem to stem from the increasingly high expectations which are bred by increasingly expensive tuition fees.
The discussions surrounding these issues also suggested that frustrations can occur when students have not fully understood what is expected of them. This is a common problem especially when it comes to library fines. Often our readers feel aggrieved when we explain that the fines stand because it is their responsibility to check their library accounts regularly and renew their loans online. As one of the academic staff suggested, perhaps this highlights a need for our university as a whole to do more to make our informal expectations of students more explicit.
The other aspect of the meeting which drew my attention was the consideration of proposed new academic pathways as part of the course validation process. As discussed in my earlier post, I was surprised that some academic staff proposing these new courses feel able to judge the extent of their impact on the library's resources without actually consulting the ALLs. I think this highlights a need to raise the profile of the library and the value of the services that we provide which unfortunately seems to be generally true of all libraries.
Remaining schedule
The second half of my shadowing programme will cover the other areas that were identified as being core to the profressional librarian's role. These include sessions on cataloguing, ordering and collection development as well as more sessions observing the Enquiry Desk. I also plan to accompany the ALL (A&L) to the cross-site Staff Learning and Development Group meeting but as this requires additional time to travel to another site, it may not be possible if any other Library Assistants are absent on that day. If this is the case then the time will be given to additional sessions observing the Enquiry Desk and possibly observing a one-to-one appointment between a Subject Librarian and a student.
Another factor which may disrupt the planned schedule is the current restructure of library staff which initially comes into effect on 1 April. This means that most of the ALLs will become Faculty Liaison Librarians (FLLs) with cross-site responsibility for their respective subject areas. The ALL (A&L) is likely to become the Staff Learning and Development Manager which means that, like the FLLs, she will no longer be staffing the Enquiry Desk. As my final shadowing session was planned to be with the ALL (A&L) this is therefore likely to have to be changed.
Conclusions
So far the shadowing programme has certainly met and, in some respects exceeded, my expectations. I had anticipated that my involvement in the various activities would be purely as an observer but was delighted to be given the opportunity to get actively involved where appropriate. This hands-on experience combined with the enthusiasm and encouragement of those people I have shadowed has certainly boosted my confidence and helped to confirm that librarianship is the career for me.
Tuesday, 11 March 2008
Extended Shadowing Programme: Session Seven - Observing the Enquiry Desk
This morning I observed the Reader Services Librarian and the Subject Librarian (Arts, Law and Social Sciences) at the Enquiry Desk. I was due to observe the Subject Librarian (Health and Business) but unfortunately she was called away to another meeting.
Online enquiries
The online enquiries are checked by whoever is on duty at the desk at 09:00 and 17:00 each day. Many of the e-mails received relate to fine/account queries, problems with the library facilities or other reader services issues. The Reader Services Librarian therefore tries to check the inbox at quiet intervals throughout the day to pick up any issues before they are referred to her.
One of today's messages was from an oversees student who was trying to access an item that had been included on her reading list. The Library Catalogue and Digital Library were checked to find that it is only available in hard copy. An e-mail was sent to the reader to explain that the enquiry would therefore be referred to the appropriate Subject Librarian as it may be possible to have the relevant sections digitised and made available electronically. Although the Subject Team request copies of reading lists from the course tutors to allow them to check them and ensure that the appropriate resources are readily available, not all of them do so. Unfortunately, this frequently results in students coming to the Enquiry Desk for help to find items, either because we don't have them in stock or because the details on the reading lists are inaccurate.
Hands-on experience
During the slot with the Subject Librarian (ALSS) a reader came to the Desk as she was having some problems submitting an inter-library loan request using the OPAC. As a member of the inter-library loans team this presented an ideal opportunity to gain more hands-on experience at the Desk. The reader had received an error message to say that she was over her inter-library loan limit. There is currently no limit to the number of requests a student can submit and I was able to explain that in the past this message has been prompted because the need by date has been entered in the wrong format, i.e. DD/MM/YY instead of DD/MM/YYYY. As the student couldn't remember which format she used I took her through the whole process of submitting a request step by step to ensure that she hadn't input any other details incorrectly. It gave me a real sense of satisfaction to be able to resolve the reader's query and to hopefully leave her more confident in her ability to use the library.
User education and best practice
Like all the librarians I have observed to date, the Subject Librarian (ALSS) uses every available opportunity to educate our readers so that they can use the library independently. For instance, if a student says that they can't find a book she asks them for the shelf location to ascertain whether or not they have checked the Library Catalogue. If they haven't she will take them to the OPAC and tell them how to search the catalogue but will ask them to do the searching themselves. She then takes them over to the shelves, points out the shelf-end labels and helps them to find the item they are looking for. If the reader has already searched the catalogue for a book and has searched the shelf themselves, the Subject Librarian (ALSS) will check the full catalogue record to see how many pages it has. This gives an indication as to how big the book is likely to be. If it is a very slim volume, she therefore knows to check that it isn't hidden between two larger books or hasn't been pushed to the back of the shelf.
At all my sessions at the Enquiry Desk it has been extremely useful to pick up best practice tips such as these. During the remaining observation sessions I hope to pick up others that will help in my future career and to gain more hands-on experience.
Online enquiries
The online enquiries are checked by whoever is on duty at the desk at 09:00 and 17:00 each day. Many of the e-mails received relate to fine/account queries, problems with the library facilities or other reader services issues. The Reader Services Librarian therefore tries to check the inbox at quiet intervals throughout the day to pick up any issues before they are referred to her.
One of today's messages was from an oversees student who was trying to access an item that had been included on her reading list. The Library Catalogue and Digital Library were checked to find that it is only available in hard copy. An e-mail was sent to the reader to explain that the enquiry would therefore be referred to the appropriate Subject Librarian as it may be possible to have the relevant sections digitised and made available electronically. Although the Subject Team request copies of reading lists from the course tutors to allow them to check them and ensure that the appropriate resources are readily available, not all of them do so. Unfortunately, this frequently results in students coming to the Enquiry Desk for help to find items, either because we don't have them in stock or because the details on the reading lists are inaccurate.
Hands-on experience
During the slot with the Subject Librarian (ALSS) a reader came to the Desk as she was having some problems submitting an inter-library loan request using the OPAC. As a member of the inter-library loans team this presented an ideal opportunity to gain more hands-on experience at the Desk. The reader had received an error message to say that she was over her inter-library loan limit. There is currently no limit to the number of requests a student can submit and I was able to explain that in the past this message has been prompted because the need by date has been entered in the wrong format, i.e. DD/MM/YY instead of DD/MM/YYYY. As the student couldn't remember which format she used I took her through the whole process of submitting a request step by step to ensure that she hadn't input any other details incorrectly. It gave me a real sense of satisfaction to be able to resolve the reader's query and to hopefully leave her more confident in her ability to use the library.
User education and best practice
Like all the librarians I have observed to date, the Subject Librarian (ALSS) uses every available opportunity to educate our readers so that they can use the library independently. For instance, if a student says that they can't find a book she asks them for the shelf location to ascertain whether or not they have checked the Library Catalogue. If they haven't she will take them to the OPAC and tell them how to search the catalogue but will ask them to do the searching themselves. She then takes them over to the shelves, points out the shelf-end labels and helps them to find the item they are looking for. If the reader has already searched the catalogue for a book and has searched the shelf themselves, the Subject Librarian (ALSS) will check the full catalogue record to see how many pages it has. This gives an indication as to how big the book is likely to be. If it is a very slim volume, she therefore knows to check that it isn't hidden between two larger books or hasn't been pushed to the back of the shelf.
At all my sessions at the Enquiry Desk it has been extremely useful to pick up best practice tips such as these. During the remaining observation sessions I hope to pick up others that will help in my future career and to gain more hands-on experience.
Friday, 7 March 2008
Extended Shadowing Programme: Session Six - Observing the Enquiry Desk
Yesterday lunchtime I observed the Academic Liaison Librarian, Arts, Law and Social Sciences (ALL (ALSS)) at the Enquiry Desk for two hours. As the first hour was very quiet I took the opportunity to ask her about her previous career in Public and Further Education libraries. Having only worked in one library, and not having any fixed ideas about which sector I would like to work in, this discussion gave me a useful glimpse into other areas of the profession.
Customer care
We also spent some time discussing how she prefers to work at the Desk and deals with waiting customers. Like the ALL (A&L), the ALL (ALSS) tries to acknowledge anyone who is waiting and will use her judgement whether to ask the reader she is engaged with if she can deal with waiting customers she suspects can be dealt with quickly. If an enquiry is particularly complex, she tends to ignore the telephone but if she has just finished dealing with someone, she will answer the phone before moving onto the next person. The ALL (ALSS) also makes a concerted effort to educate readers so that they don't become dependent on library staff and gain the confidence to use the library independently. For instance, our students often don't realise that they can request items from our other sites. The ALL (ALSS) therefore tries to make sure that readers are aware of this and shows them exactly how to place a reservation.
Difficulties and recurrent issues
It was also interesting to compare common and particularly difficult issues that arise at both the Reception and Enquiry Desks. As our university has a high percentage of international students, issues frequently arise due to language barriers. Although it is sometimes embarrassing to ask someone to repeat themselves several times, it is important not to assume that you have understood or to guess what the reader is asking for. The ALL (ALSS) also explained that libraries on the continent are often organised quite differently and tend to put less emphasis on self-service and user education. This can lead to different expectations of library staff and perceptions of unhelpfulness, particularly for those working at the Enquiry Desk.
Other common problems relate to fine disputes and readers' behaviour, particularly with talking and eating in inappropriate areas of the library. In some respects it was a relief to know that even experienced and senior members of staff find these situations awkward and difficult to deal with. It was also reassuring, although also slightly depressing, to know that the often discourteous and disrespectful attitudes of some of our readers are not reserved exclusively for the Library Assistants!
What was perhaps more depressing than this was an act of vandalism that was brought to our attention by one of our Ophthalmology students. A whole chapter had been deliberately cut out of a brand new book. Like many of the Ophthalmology titles, this was a particularly expensive book which now leaves the Subject Librarian with the dilemma of whether to make all copies counter issue only, which will cause inconvenience to innocent students.
So far, my observations of the Enquiry Desk have shown me the positive aspects of the librarian's role and the rewards of helping readers to resolve their queries and to make the most out of using the library. This session made me think about the less favourable aspects of the role and some of the difficult issues that I am likely to face if I am to pursue a professional career in library work. I do, however, think it is important to reflect on this and to honestly consider whether I am prepared to endure the downsides of the profession. I am happy to say that, on balance, the rewards still appear to outweigh the negatives and I haven't been deterred from pursuing my goal of becoming a professional librarian.
Customer care
We also spent some time discussing how she prefers to work at the Desk and deals with waiting customers. Like the ALL (A&L), the ALL (ALSS) tries to acknowledge anyone who is waiting and will use her judgement whether to ask the reader she is engaged with if she can deal with waiting customers she suspects can be dealt with quickly. If an enquiry is particularly complex, she tends to ignore the telephone but if she has just finished dealing with someone, she will answer the phone before moving onto the next person. The ALL (ALSS) also makes a concerted effort to educate readers so that they don't become dependent on library staff and gain the confidence to use the library independently. For instance, our students often don't realise that they can request items from our other sites. The ALL (ALSS) therefore tries to make sure that readers are aware of this and shows them exactly how to place a reservation.
Difficulties and recurrent issues
It was also interesting to compare common and particularly difficult issues that arise at both the Reception and Enquiry Desks. As our university has a high percentage of international students, issues frequently arise due to language barriers. Although it is sometimes embarrassing to ask someone to repeat themselves several times, it is important not to assume that you have understood or to guess what the reader is asking for. The ALL (ALSS) also explained that libraries on the continent are often organised quite differently and tend to put less emphasis on self-service and user education. This can lead to different expectations of library staff and perceptions of unhelpfulness, particularly for those working at the Enquiry Desk.
Other common problems relate to fine disputes and readers' behaviour, particularly with talking and eating in inappropriate areas of the library. In some respects it was a relief to know that even experienced and senior members of staff find these situations awkward and difficult to deal with. It was also reassuring, although also slightly depressing, to know that the often discourteous and disrespectful attitudes of some of our readers are not reserved exclusively for the Library Assistants!
What was perhaps more depressing than this was an act of vandalism that was brought to our attention by one of our Ophthalmology students. A whole chapter had been deliberately cut out of a brand new book. Like many of the Ophthalmology titles, this was a particularly expensive book which now leaves the Subject Librarian with the dilemma of whether to make all copies counter issue only, which will cause inconvenience to innocent students.
So far, my observations of the Enquiry Desk have shown me the positive aspects of the librarian's role and the rewards of helping readers to resolve their queries and to make the most out of using the library. This session made me think about the less favourable aspects of the role and some of the difficult issues that I am likely to face if I am to pursue a professional career in library work. I do, however, think it is important to reflect on this and to honestly consider whether I am prepared to endure the downsides of the profession. I am happy to say that, on balance, the rewards still appear to outweigh the negatives and I haven't been deterred from pursuing my goal of becoming a professional librarian.
Wednesday, 27 February 2008
Extended Shadowing Programme: Session Four - Observing the Enquiry Desk
This afternoon, I spent another hour shadowing the ALL (Arts & Letters) at the Enquiry Desk. Several sessions observing the desk have been included in my shadowing programme schedule to allow me to compare how different members of the Subject Team prefer to work and how they interact with the readers. I'm hoping that this will allow me to pick up lots of examples of best practice that I can use later on in my career.
For three of these sessions I have been deliberately placed with the ALL (Arts & Letters) who is co-ordinating the schedule, to give us an opportunity to discuss how the programme is going and to fill in some background information in preparation for particular sessions. For example, much of this hour was spent talking about the Arts, Law and Social Sciences (ALSS) Faculty Board meeting which I will be attending with the ALL (Arts & Letters) next week. An overview of this discussion and the meeting itself will be included in my next blog entry.
I particularly enjoyed this session as I was able to use my own subject knowledge to directly help with one particular enquiry. A reader is currently doing her dissertation on illustrations of fairy tales and was looking for a book by Marina Walker which had been recommended by her tutor. I used this book to research my undergraduate dissertation on Oscar Wilde and the Fairy Tale and know that it contains lots of photos and illustrations related to fairy tales. I also know that it is actually by Marina Warner and that we have copies of it in the library. We searched the Library Catalogue using the correct author's name but found nothing. I know that the book is called From the Beast to the Blond and we were able to find it by searching key words from the title. I was also able to recommend another of Marina Warner's books No Go the Bogeyman which I also recall includes pictures related to myths and fairy tales. As the reader was particularly interested in illustrations of eastern european tales, I was also able to suggest she look at the two Virago Books of Fairy Tales by Angela Carter. These include folk tales from all over the world, including europe. Although these two books are illustrated with woodcuts they weren't really what the reader was looking for but she was able to identify the names of a few eastern european fairy tales to help in her research.
I went away from this session with a real sense of satisfaction from having helped the reader progress her research and with a taste of the rewards that the librarian's role has to offer. Being able to put myself in the librarian's shoes also gave me a confidence boost and helped to confirm my belief that this is the career for me and that, although I still have a lot to learn, I might just have what it takes to become a professional librarian.
For three of these sessions I have been deliberately placed with the ALL (Arts & Letters) who is co-ordinating the schedule, to give us an opportunity to discuss how the programme is going and to fill in some background information in preparation for particular sessions. For example, much of this hour was spent talking about the Arts, Law and Social Sciences (ALSS) Faculty Board meeting which I will be attending with the ALL (Arts & Letters) next week. An overview of this discussion and the meeting itself will be included in my next blog entry.
I particularly enjoyed this session as I was able to use my own subject knowledge to directly help with one particular enquiry. A reader is currently doing her dissertation on illustrations of fairy tales and was looking for a book by Marina Walker which had been recommended by her tutor. I used this book to research my undergraduate dissertation on Oscar Wilde and the Fairy Tale and know that it contains lots of photos and illustrations related to fairy tales. I also know that it is actually by Marina Warner and that we have copies of it in the library. We searched the Library Catalogue using the correct author's name but found nothing. I know that the book is called From the Beast to the Blond and we were able to find it by searching key words from the title. I was also able to recommend another of Marina Warner's books No Go the Bogeyman which I also recall includes pictures related to myths and fairy tales. As the reader was particularly interested in illustrations of eastern european tales, I was also able to suggest she look at the two Virago Books of Fairy Tales by Angela Carter. These include folk tales from all over the world, including europe. Although these two books are illustrated with woodcuts they weren't really what the reader was looking for but she was able to identify the names of a few eastern european fairy tales to help in her research.
I went away from this session with a real sense of satisfaction from having helped the reader progress her research and with a taste of the rewards that the librarian's role has to offer. Being able to put myself in the librarian's shoes also gave me a confidence boost and helped to confirm my belief that this is the career for me and that, although I still have a lot to learn, I might just have what it takes to become a professional librarian.
Friday, 15 February 2008
Extended Shadowing Programme: Session One - Observing the Enquiry Desk
Today my extended shadowing programme kicked off with a two-hour session observing the ALL (A&L) at the Enquiry Desk. A copy of the enquiry log for this session is posted under the Learning & Development section of this blog. This will be updated after each session spent observing the Enquiry Desk. Between enquiries, the ALL (A&L) explained how the desk is organised and how she personally likes to work there.
Rota
During the day, the Enquiry Desk is currently covered by all members of the Subject Team on a rota basis, each slot usually lasting two hours. During the evening it is covered by the Duty Librarian and on Saturdays by a part-time Assistant Reader Services Librarian who works on Thursdays and Saturdays. During the vacations the desk isn't staffed but there is a Duty Librarian rota to deal with any queries that need to be referred from the Reception Desk. This will all change after 1 April 2008 when a new staffing structure comes into effect which means that the ALLs will no longer be required to cover the Enquiry Desk. It is anticipated that a small number of Assistant Librarians will be employed to help cover the desk as well as providing general support for the Subject Librarians.
Communication
The rota system means that communication is very important in maintaining the level of professionalism and customer care at the Enquiry Desk. Changes to the rota, details of any user education sessions and special notices are recorded in a paper diary which is kept at the desk and checked by the librarian at the start of their slot. An electronic Calcium calendar is also maintained at the Enquiry Desk which is used to book appointments with the Subject Librarians. Only the librarians have access to this calendar through a personal log-in. Each member of the Subject Team indicates time slots when they are free to see students which are colour coded to easily identify which slots belong to which librarian. There are currently no service level agreements to dictate how many hours each librarian should set aside for appointments but the average is about four hours per week. Most of them prefer to put in recurring slots, e.g. every Tuesday between 10:00 and 11:00. It is, however, crucial that they regularly check these against their personal diaries to avoid any clashes with other meetings, etc. When a librarian books in a session at the Enquiry Desk on behalf of one of their colleagues they add the student's name, student identification number (SID) and brief details of their enquiry to the calendar. When the librarians add their availability to the calendar they can also set the system to send them a reminder e-mail a few days before each session. If the student can not make any of the listed slots, they are given an appointments leaflet and asked to e-mail the relevant Subject Librarian to arrange an alternative time. If the student can not wait and is particularly distressed then a call is sometimes made to the relevant Subject Librarian at the desk to see if they are free to help.
Diary management is evidently of paramount importance for those working at the Enquiry Desk but it struck me that there is some duplication of effort in the way in which diaries are managed. For example, the details that are added in the paper diary at the Enquiry Desk are similar to those that are put in the equivalent paper diary at the Reception Desk. Also, when the details of an appointment are added to the Calcium calendar they are also e-mailed to the Subject Librarian to help them to prepare in advance for the session. The ALL and any other relevant Subject Librarian are also copied in for information in case of absences. There are, however, plans to use the new Outlook e-mail and calendar system to merge these diaries into one electronic calendar which will also automate the e-mailing of details. However, as not everyone is completely familiar with the full capabilities of this software, some training and discussion is neeeded before this can be implemented.
As well as diaries, the librarians also use a Subject Enquiries Form to aid communication. These slips are used to record the date, the module title/leader (if applicable), a brief description of the query, the reader's contact details (e-mail and telephone number) and an indication as to whether a reply is required. The librarian taking the query will add the initials of the person they have referred the query to as well as their own initials. This pro forma provides a useful reminder of the details required in order to allow the relevant member of the Subject Team to respond to the enquiry.
Customer care
In order to be able to deal with enquiries immediately the ALL (A&L) opens the circulation system, the Library Catalogue, the library website and her own e-mail account at the start of each slot. The librarians often need to demonstrate how to use the catalogue and the digital library using the PC at the Enquiry Desk. As the reader sits opposite the librarian, this means positioning the monitor at an angle so that they can both see the screen which does not always allow easy visibility. There are plans to link a second monitor to the PC to enable the reader to see exactly the same as the librarian on their own screen.
It is the responsibility of the librarian who is on duty first thing in the morning to deal with any on-line enquiries. This often means referring them to a specific member of the Subject or Reader Services Teams. Again, other relevant members of the team are copied in for information where appropriate in case of absences. This is particularly important in this instance as there is a service level agreement which requires all enquiries to be responded to within 12 hours.
With enquiries coming in via e-mail, telephone and from readers in the library it can get very busy at the Enquiry Desk. The telephone will oftern ring while the librarian is dealing with a reader in person and often there will be more than one reader waiting by the desk to speak to them. It is important to acknowledge waiting customers whilst minimising the disruption to the reader who currently has the librarian's attention. The librarian therefore has to use their judgement as to how to best deal with these peaks in demand. This means having to assess quickly whether a particular query would be better dealt with via a one-to-one appointment and whether waiting readers should be warned that there is going to be a significant wait and and given the option of coming back later. It will be interesting to see how each of the different librarians manage these situations.
There are also many ocassions when the desk is quiet which gives the librarian an opportunity to get on with their other work. However, it is important that they do not become too absorbed and appear to be easily interruptable. This may therefore restrict the kind of tasks that they can do at this desk. The ALL (A&L) tends to take reading with her as this is easy to put down and pick up between enquiries.
Statistics
As a member of SCONUL (Society of College, National and University Libraries) the library keeps a record of the number of enquiries that are dealt with at the Enquiry Desk. SCONUL collects these statics from libraries in universities and HE colleges throughout the UK to allow institutions to compare their services and to inform policy decisions as their website explains. A simple table is used to record how many enquiries are dealt with in each one hour slot and whether they are non-subject queries (e.g. where is the photocopier?, I can't find a particular book) or subject enquiries (e.g. I need help finding articles for my assignment, I don't know how to use the Digital Library) and whether they were referred to the Reception Desk (e.g. to get a refund for money lost in the photocopier). Although these statistics are useful they don't necessarily reflect the amount of time and effort spent on dealing with each enquiry.
Personal observations
Whilst observing the ALL (A&L) it was interesting to compare working at the Enquiry Desk to working at the Reception Desk. Because of the grading of the Library Assistant post we have to work within clearly defined guidelines which means that whilst we can deal with basic enquiries (e.g. helping readers use the self-service machines, demonstrating how to renew items online, etc.), any subject enquiries and requests for help using the Digital Library are referred to the Enquiry Desk. There is therefore some degree of pressure on the librarian at the desk to be able to either answer the reader's enquiry or refer them to someone who can. Although many of the queries are common and easily dealt with, the librarian could be asked virtually anything. It is therefore important for them to be able to remain calm and think creatively on their feet otherwise our readers could be in danger of losing faith in their professional ability and in the library service as a whole.
This is especially important when dealing with readers who are feeling distressed or confused by the library's systems. For instance, one student came to the desk very frustrated as they could not find an article using the Digital Library which they found previously but had been asked to pay for. She was agitated and felt that the system wasn't user-friendly enough. With some careful questionning it transpired that the student had previously found the article online without searching via the Digital Library which explained why she had previously been asked to pay for it. She was shown how to conduct a subject search for the article and how to download it to her memory stick. This search also found another article that was of use to the student and which was available in the Journal Collection. The student therefore went away happy and confident of being able to conduct another subject search on her own. However, her frustration led to her citing several other instances of not being able to access the information she wanted and voicing her dissatisfaction at the service she had received from particular members of library staff in the past. The ALL (A&L) maintained her professionalism by listening to the student but not commenting on her criticisms of other named colleagues. Instead she kept the student focussed on the issue at hand and reassured her that help was always available either at the Enquiry Desk or through a one-to-one appointment. After being given the opportunity to voice her frustrations and receiving reassurance of the help on offer the student seemed happy and her confidence in the library service restored.
This inital session observing the Enquiry Desk has made me realise that as well as being an information profressional, the librarian also has to master the secondary roles of counsellor, teacher and ambassador of the library service as a whole. Rather than deterring me from wanting to become a librarian myself, this has helped to confirm that the role can offer the daily variety, challenges and rewards that I have been looking for and has fuelled my determination to enter the profession.
Rota
During the day, the Enquiry Desk is currently covered by all members of the Subject Team on a rota basis, each slot usually lasting two hours. During the evening it is covered by the Duty Librarian and on Saturdays by a part-time Assistant Reader Services Librarian who works on Thursdays and Saturdays. During the vacations the desk isn't staffed but there is a Duty Librarian rota to deal with any queries that need to be referred from the Reception Desk. This will all change after 1 April 2008 when a new staffing structure comes into effect which means that the ALLs will no longer be required to cover the Enquiry Desk. It is anticipated that a small number of Assistant Librarians will be employed to help cover the desk as well as providing general support for the Subject Librarians.
Communication
The rota system means that communication is very important in maintaining the level of professionalism and customer care at the Enquiry Desk. Changes to the rota, details of any user education sessions and special notices are recorded in a paper diary which is kept at the desk and checked by the librarian at the start of their slot. An electronic Calcium calendar is also maintained at the Enquiry Desk which is used to book appointments with the Subject Librarians. Only the librarians have access to this calendar through a personal log-in. Each member of the Subject Team indicates time slots when they are free to see students which are colour coded to easily identify which slots belong to which librarian. There are currently no service level agreements to dictate how many hours each librarian should set aside for appointments but the average is about four hours per week. Most of them prefer to put in recurring slots, e.g. every Tuesday between 10:00 and 11:00. It is, however, crucial that they regularly check these against their personal diaries to avoid any clashes with other meetings, etc. When a librarian books in a session at the Enquiry Desk on behalf of one of their colleagues they add the student's name, student identification number (SID) and brief details of their enquiry to the calendar. When the librarians add their availability to the calendar they can also set the system to send them a reminder e-mail a few days before each session. If the student can not make any of the listed slots, they are given an appointments leaflet and asked to e-mail the relevant Subject Librarian to arrange an alternative time. If the student can not wait and is particularly distressed then a call is sometimes made to the relevant Subject Librarian at the desk to see if they are free to help.
Diary management is evidently of paramount importance for those working at the Enquiry Desk but it struck me that there is some duplication of effort in the way in which diaries are managed. For example, the details that are added in the paper diary at the Enquiry Desk are similar to those that are put in the equivalent paper diary at the Reception Desk. Also, when the details of an appointment are added to the Calcium calendar they are also e-mailed to the Subject Librarian to help them to prepare in advance for the session. The ALL and any other relevant Subject Librarian are also copied in for information in case of absences. There are, however, plans to use the new Outlook e-mail and calendar system to merge these diaries into one electronic calendar which will also automate the e-mailing of details. However, as not everyone is completely familiar with the full capabilities of this software, some training and discussion is neeeded before this can be implemented.
As well as diaries, the librarians also use a Subject Enquiries Form to aid communication. These slips are used to record the date, the module title/leader (if applicable), a brief description of the query, the reader's contact details (e-mail and telephone number) and an indication as to whether a reply is required. The librarian taking the query will add the initials of the person they have referred the query to as well as their own initials. This pro forma provides a useful reminder of the details required in order to allow the relevant member of the Subject Team to respond to the enquiry.
Customer care
In order to be able to deal with enquiries immediately the ALL (A&L) opens the circulation system, the Library Catalogue, the library website and her own e-mail account at the start of each slot. The librarians often need to demonstrate how to use the catalogue and the digital library using the PC at the Enquiry Desk. As the reader sits opposite the librarian, this means positioning the monitor at an angle so that they can both see the screen which does not always allow easy visibility. There are plans to link a second monitor to the PC to enable the reader to see exactly the same as the librarian on their own screen.
It is the responsibility of the librarian who is on duty first thing in the morning to deal with any on-line enquiries. This often means referring them to a specific member of the Subject or Reader Services Teams. Again, other relevant members of the team are copied in for information where appropriate in case of absences. This is particularly important in this instance as there is a service level agreement which requires all enquiries to be responded to within 12 hours.
With enquiries coming in via e-mail, telephone and from readers in the library it can get very busy at the Enquiry Desk. The telephone will oftern ring while the librarian is dealing with a reader in person and often there will be more than one reader waiting by the desk to speak to them. It is important to acknowledge waiting customers whilst minimising the disruption to the reader who currently has the librarian's attention. The librarian therefore has to use their judgement as to how to best deal with these peaks in demand. This means having to assess quickly whether a particular query would be better dealt with via a one-to-one appointment and whether waiting readers should be warned that there is going to be a significant wait and and given the option of coming back later. It will be interesting to see how each of the different librarians manage these situations.
There are also many ocassions when the desk is quiet which gives the librarian an opportunity to get on with their other work. However, it is important that they do not become too absorbed and appear to be easily interruptable. This may therefore restrict the kind of tasks that they can do at this desk. The ALL (A&L) tends to take reading with her as this is easy to put down and pick up between enquiries.
Statistics
As a member of SCONUL (Society of College, National and University Libraries) the library keeps a record of the number of enquiries that are dealt with at the Enquiry Desk. SCONUL collects these statics from libraries in universities and HE colleges throughout the UK to allow institutions to compare their services and to inform policy decisions as their website explains. A simple table is used to record how many enquiries are dealt with in each one hour slot and whether they are non-subject queries (e.g. where is the photocopier?, I can't find a particular book) or subject enquiries (e.g. I need help finding articles for my assignment, I don't know how to use the Digital Library) and whether they were referred to the Reception Desk (e.g. to get a refund for money lost in the photocopier). Although these statistics are useful they don't necessarily reflect the amount of time and effort spent on dealing with each enquiry.
Personal observations
Whilst observing the ALL (A&L) it was interesting to compare working at the Enquiry Desk to working at the Reception Desk. Because of the grading of the Library Assistant post we have to work within clearly defined guidelines which means that whilst we can deal with basic enquiries (e.g. helping readers use the self-service machines, demonstrating how to renew items online, etc.), any subject enquiries and requests for help using the Digital Library are referred to the Enquiry Desk. There is therefore some degree of pressure on the librarian at the desk to be able to either answer the reader's enquiry or refer them to someone who can. Although many of the queries are common and easily dealt with, the librarian could be asked virtually anything. It is therefore important for them to be able to remain calm and think creatively on their feet otherwise our readers could be in danger of losing faith in their professional ability and in the library service as a whole.
This is especially important when dealing with readers who are feeling distressed or confused by the library's systems. For instance, one student came to the desk very frustrated as they could not find an article using the Digital Library which they found previously but had been asked to pay for. She was agitated and felt that the system wasn't user-friendly enough. With some careful questionning it transpired that the student had previously found the article online without searching via the Digital Library which explained why she had previously been asked to pay for it. She was shown how to conduct a subject search for the article and how to download it to her memory stick. This search also found another article that was of use to the student and which was available in the Journal Collection. The student therefore went away happy and confident of being able to conduct another subject search on her own. However, her frustration led to her citing several other instances of not being able to access the information she wanted and voicing her dissatisfaction at the service she had received from particular members of library staff in the past. The ALL (A&L) maintained her professionalism by listening to the student but not commenting on her criticisms of other named colleagues. Instead she kept the student focussed on the issue at hand and reassured her that help was always available either at the Enquiry Desk or through a one-to-one appointment. After being given the opportunity to voice her frustrations and receiving reassurance of the help on offer the student seemed happy and her confidence in the library service restored.
This inital session observing the Enquiry Desk has made me realise that as well as being an information profressional, the librarian also has to master the secondary roles of counsellor, teacher and ambassador of the library service as a whole. Rather than deterring me from wanting to become a librarian myself, this has helped to confirm that the role can offer the daily variety, challenges and rewards that I have been looking for and has fuelled my determination to enter the profession.
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