Redefining Roles and Responsibilities

Journal of Access Services
ISSN: 1536-7967 (Print) 1536-7975 (Online) Journal homepage: http://www.tandfonline.com/loi/wjas20
Redefining roles and responsibilities:

Implementing a triage reference model at a single
service point
Michael LaMagna, Sarah Hartman-Caverly & Lori Marchetti
To cite this article: Michael LaMagna, Sarah Hartman-Caverly & Lori Marchetti (2016)
Redefining roles and responsibilities: Implementing a triage reference model at a single service
point, Journal of Access Services, 13:2, 53-65, DOI: 10.1080/15367967.2016.1161516
To link to this article: http://dx.doi.org/10.1080/15367967.2016.1161516
Published online: 08 Jun 2016.
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Download by: [University of Lethbridge] Date: 20 June 2016, At: 08:15

JOURNAL OF ACCESS SERVICES
, VOL. , NO. , –
http://dx.doi.org/./..
Redefining roles and responsibilities: Implementing a triage

reference model at a single service point
Michael LaMagna, Sarah Hartman-Caverly, and Lori Marchetti
Delaware County Community College, Media, PA
ABSTRACT KEYWORDS
As academic institutions continue to renovate and remodel exist- Academic libraries;
ing libraries to include colocated services, it is important to under- community college; learning
stand how this new environment requires the redefining of tradi- commons; reference models;
single service point; triage
tional library roles and responsibilities. This case study examines
reference
how Delaware County Community College redefined reference
and research service by transitioning to a triage reference model.
This includes how information desk staff and student workers at
Journal of Access Services 2016.13:53-65.
a single service point determine when to refer users to librarians

and how this model has evolved based on specific situations and
experiences.
Introduction
Delaware County Community College (DCCC) renovated its traditional academic
library into a learning commons in 2013. Library reference, circulation, subject
tutoring, writing services, and educational technology are colocated in the renovated
facility. The Information Desk is a single service point within the Learning Com-
mons, staffed by support staff and student workers, from which patrons receive assis-
tance and referrals to other services and resources. The frontline staff at the Infor-
mation Desk are cross-trained to answer directional questions, provide technology
troubleshooting, initiate basic library reference help, and make accurate referrals.
This case study examines the implementation of triage reference at the single service
point in the DCCC Learning Commons and how needs-based staffing levels, effec-
tive staff training, and internal communication strategies support successful hand-
offs between educational support service points.
Literature review
As open access institutions, community colleges serve diverse student populations
with varying levels of familiarity with and preparedness for conducting academic
work in a library environment. Many community college students experience library
CONTACT Michael LaMagna mlamagna@dccc.edu Liaison for Information Literacy and Distance Learning,
Delaware County Community College, Learning Commons,  S. Media Line Rd., Media, PA .
Published with license by Taylor & Francis ©  Michael LaMagna, Sarah Hartman-Caverly, and Lori Marchetti
54 M. LAMAGNA ET AL.
anxiety and do not have college-level research or technology skills (Crumpton &
Bird, 2013; Heitsch & Holley, 2011). By integrating individualized instruction into
reference transactions, librarians work with students to develop competencies as
self-sufficient researchers (Crumpton & Bird, 2013; Dempsey, 2011). These ser-
vices are increasingly provided remotely and asynchronously as reference librarian-
ship adapts to emerging communication technologies, including online chat, SMS
or text, and learning management system courseware (Crumpton & Bird, 2013;
Kimmel-Smith, 2006; Mitchell, Comer, Starkey, & Francis, 2011).
Technology has changed the nature of library reference as well as its delivery.
Access to basic factual information from freely available online sources has resulted
in an overall decline in the number of reference transactions since the 1990s and a
decline in basic informational or “ready reference” questions specifically (Kimmel-
Smith, 2006). Furthermore, students expect reference librarians to be able to provide
computing support services, including troubleshooting problems with authentica-
tion, printing, and use of specialized application software (Kimmel-Smith, 2006).
Many academic libraries are being transformed into learning commons, facilities
designed to support the social dimension of learning and the integration of edu-
cational support services and technology. Learning commons spaces feature “co-
location, cooperation, and collaboration” (Somerville & Harlan, 2008, p. 10) among
services like subject tutoring, writing services, academic technology, media services,
and academic advising (Crumpton & Bird, 2013; University Leadership Council,
2011). Many learning commons are designed with a single service desk, where stu-
dents receive immediate assistance on directional and other basic questions or refer-
ral to the appropriate educational support service. This “circle of service” model is
predicated on thorough and ongoing staff training across functional units (Dewey
2008, p. 37). The single service desk has given rise to a variety of staffing models,
many of which feature student workers and support staff as the primary point of
first contact for patrons (Thompson & Sonntag, 2008).
First popularized by Brandeis University in the early 1990s (Massey-Burzio,
1992), the tiered or triage reference model employs paraprofessionals or stu-
dent workers as frontline staff (Keating, Kent, & McLennan, 2008). A 2011 sur-
vey of learning commons in Canada and the United States revealed that 92% of
respondents staff a service desk with undergraduate students (Mitchell & Soini,
2014). Support staff and student workers assist patrons with the use of technology,
answer directional questions, perform circulation functions, and provide beginning
research support by conducting known-item searches in the library catalog or refer-
ring patrons to the appropriate research guide (Mitchell et al., 2011; Mitchell & Soini,
2014). Frontline staff are trained to conduct a basic reference interview to determine
when a referral to a librarian, subject tutor, writing tutor, or other service point is
needed (Thompson & Sonntag, 2008; Mitchell & Soini, 2014).
The tiered service model is designed to maximize convenience for the patron,
provide expert guidance in a continuum of educational support areas, and integrate
technology to ensure continuity of services from face-to-face interactions to virtual
services (Somerville & Harlan, 2008). Peer assistance in the learning commons can
JOURNAL OF ACCESS SERVICES 55
also alleviate students’ interpersonal library anxiety associated with requesting help
from a staff member (Mitchell & Soini, 2014). Librarians also benefit by being able to
invest the time and attention that substantive, in-depth reference questions require
(Massey-Burzio, 1992) and by regaining time to focus on course-embedded instruc-
tion, the creation and maintenance of digital learning objects, liaison outreach, col-
lection development, and other professional responsibilities (Dempsey, 2011; Fitz-
patrick, Moore & Lang, 2008; Gardner, 2006; Mitchell et al., 2011).
Learning commons are complex work environments that must continually antici-
pate and respond to patron needs while supporting the broader educational mission
of the institution at large (Kimmel-Smith, 2006). A facility mission statement or ser-
vice strategy can serve as an organizing principle to plan staffing levels, staff roles,
and training (Craven & Pluse, 2002). Cross-training is a common learning commons
staffing strategy in which student workers, support staff, information technology
staff, and librarians attain proficiency across functional units, facilitating a tiered
service model (Beatty, 2008; Mitchell & Soini, 2014). Cross-training can be coordi-
nated by functional interest groups representing the spectrum of learning supports
and resources in the facility (Kimmel-Smith, 2006). In a tiered reference model, it is
crucial that nonlibrarian staff can identify when a referral is needed. The Brandeis
model provides a few general guidelines, such as: Any information question requir-
ing more than 3 minutes to answer should be referred to a librarian (Massey-Burzio,
1992).
Staff training should be comprehensive, consistent, and continuous to ensure a
high level of quality in answering patrons’ questions and in delivering relevant point-
of-need educational support services to students (Craven & Pluse, 2002; Heitch
& Holley, 2011; Mitchell & Soini, 2014). The help desk climate in a busy learn-
ing commons can be stressful and demanding at peak times of the semester, such
as finals period. Staff require emotional intelligence, de-escalation strategies, and
support from supervisors (Kimmel-Smith, 2006). Frequent turnover of student
workers in the community college setting creates another staffing and training chal-
lenge (Mitchell & Soini, 2014). Training can be delivered in a variety of modali-
ties, including staff meetings, shadowing, peer training, manuals, tutorial modules,
games and scavenger hunts, quizzes, and supervisor feedback (Mitchell & Soini,
2014; Sult & Evangeliste, 2009). Training and documentation needs should be con-
sidered when a job change occurs or when a new service, process, or product is
introduced (Craven & Pluse, 2002). Effective training and easily available docu-
mentation for troubleshooting the most common questions correlate with positive
staff morale and high patron satisfaction (Kimmel-Smith, 2006; Sult & Evangeliste,
2009).
Methodology
This study utilizes a case study methodology to examine the implementation of
triage reference in a single point of service model offered in a learning commons
environment. In using a qualitative research approach, this study allows for the use
of this information disseminated to inform decision making in a way that leads to

action within a learning commons (Patton, 1999). This study looks at the experi-
ences of those involved in the design of a triage model for delivering reference and
research services with attention to staff training, communication between colocated
services, and how staff and librarians work together to successfully communicate the
needs of students during the transition of a reference and research transaction.
Institutional background
The Learning Commons at DCCC, like many academic institutions, was designed
as a single location to colocate educational support services provided by the Col-
lege. Founded in 1967, DCCC has nine locations serving suburban, urban, and rural
populations in two different counties in southeastern Pennsylvania. DCCC serves
a total population of approximately 12,000 students (full-time equivalent of 8,361
students), including more than 3,000 distance learners, with a range of transfer and
career degree programs and professional certificates (DCCC, 2015). While 62% of
students indicate that transfer degree completion is their educational goal (Institu-
tional Effectiveness, 2015a), more than half of newly admitted students were placed
into transitional courses in reading, English composition, or math in fall 2015 (Insti-
tutional Effectiveness, 2015b). In 2014, 47% of the College’s graduates transferred to
a four-year institution (DCCC, 2015).
Learning commons design
The Marple Learning Commons resulted from a library renovation project at the
central Marple Campus. The purpose of the Learning Commons is to provide a sin-
gle educational support service point for students in a technology-rich collaborative
learning environment featuring modular individual and group seating, group study
rooms, seminar rooms, assistive technology, an open lab of more than 100 desk-
top computers and a computer lab classroom, and a café. This comprehensive social
learning environment colocates library services, reference and information literacy
instruction, tutoring and writing services, and educational technology with on-site
support for desktop and mobile computing, online learning, specialized application
software, printing, scanning, copying, and multimedia production. A soft opening
provided limited library services for fall semester 2012, while colocated tutoring and
writing services premiered at the official launch in January 2013. A grant-funded
Technology Toy Box featuring emerging educational technologies like e-readers,
digital recorders, and a 3-D mouse for use in computer-aided design was open for
the 2013–14 academic year (Office of Institutional Advancement, 2014). A multi-
media production lab with chroma key and other audiovisual production technol-
ogy opened in fall 2015. Subsequently, Learning Resource Centers at other DCCC
teaching sites have been rebranded as Learning Commons with limited services and
resources.
Featured front and center in the Marple Learning Commons is the Information
Desk, a single service point from which students access educational support services
and receive assistance with technology. The Information Desk is staffed by a cross-
trained crew of support staff, student workers, and faculty librarians. Support staff
originated from the former library, assessment services, online learning, and tutor-
ing and writing services departments. The Information Desk is currently staffed by
a rotation of four support staff and two student workers from 7:30 a.m. until 10:00
p.m. Monday–Thursday, 7:30 a.m. until 5:00 p.m. on Friday, and 10:00 a.m. until
3:00 p.m. on Saturday. Reference in the Marple Learning Commons is provided by
five full-time faculty librarians and three part-time adjunct librarians.
Triage reference model design

In the former traditional library facility, reference and circulation functions were
separated physically in the space at two service points. At the Circulation Desk, stu-
dents were able to check out and return circulating material, ask general and direc-
tional questions, and access course reserves. This space was physically located by the
exit of the library. The reference desk, where students were able to ask traditional
reference and research questions, was located in a nearby area of the library. In the
physical space, the reference desk was surrounded on two sides by 10 designated
research computers. The close proximity of these computers to the reference desk
resulted in students utilizing the librarians for directional, technical, and computer
questions. This ranged from logging in to the machines to using the productivity
software loaded on the computers. The amount of time the librarians spent answer-
ing log-in, printing, and productivity software questions began to compromise the
quality of reference and research service. During busy times in the former library,
this demand for technical support created a barrier at the reference desk for students
with research questions.
During the planning stage for the new learning commons facility, the library fac-
ulty and director discussed new models for delivering reference that would meet
the needs of the students both at the Marple campus and other college locations.
In addition to continuing the traditional reference model using a physical reference
desk, other models were considered. With the redesign of the physical space, an open
office structure was consider where faculty librarians would have individual offices
and serve students through an open door model. Students would be able to drop in
and talk with a faculty librarian when the door is open. This model was not imple-
mented because of the confusion this model could create with librarian availability.
An appointment model was considered similar to what is used by the writing tutors
in the Learning Commons. Students would need to schedule an appointment before
working with a faculty librarian. This model was not implemented because stu-
dents are looking for assistance with research immediately and are not interested in
scheduling an appointments; furthermore, Writing Services subsequently updated
its service model to include a tutor available for drop-in help to facilitate handoffs
between research and writing instruction. A tiered or triage reference model was
selected to accommodate a growing distance learning population, an increased focus

on virtual reference delivery, and a desire to more effectively utilize the faculty librar-
ians’ time. In the original triage model, Information Desk support staff and student
workers field technology troubleshooting questions, assist students in scheduling
a tutoring session, and refer students to the appropriate service point (circulation,
librarian, tutoring, writing services, online learning, and occasionally other services
outside of the Learning Commons) to access the educational support needed. The
use of this model of reference delivery began with the opening of the new learning
commons facility.
Triage reference addressed a concern that balancing troubleshooting and direc-
tional questions with in-depth reference consultations would be even more chal-
lenging in the new technology-rich environment of the Learning Commons. The
goal of this triage reference service model is to provide librarians with the ability
to work more closely with students on in-depth research and reference questions
without the need to address log-in, productivity software, or printing questions,
which were prevalent in the former library. Under the triage reference model, the
librarians are no longer located at a walk-up service desk during their designated
reference shift but remain on call for in-depth reference questions. Triage reference
also adds flexibility to librarians’ schedules, allowing them to staff virtual reference
services and work on special projects, collection development, information literacy
class preparation, subject liaison work, and other professional responsibilities while
on call for reference.
Staff training
In a single point of service model for providing timely and accurate services to stu-
dents, faculty, and staff, it is important to ensure that all individuals involved in pub-
lic service within the Learning Commons are trained and prepared for the range of
questions they will receive at the Information Desk.
Six months prior to the opening of the Learning Commons, those staff mem-
bers from the different service areas that were to be colocated in the new facility
began meeting once a month for between one and two hours. The Dean of Edu-
cational Support Services led these meetings and invited speakers from various
departments on campus. This was to ensure that those individuals staffing the Infor-
mation Desk would have the knowledge of the range of services that the Learning
Commons would offer, along with the appropriate areas for referral based on stu-
dents’ questions. Information Desk staff also maintain documentation at the desk
and in a staff wiki that covers common student and staff questions, including the
steps for logging in to proprietary textbook publisher platforms, a flow chart of
all academic divisions, a list of specialized application software and equipment in
the multimedia lab, facility schematics and campus maps, contact information for
admissions, registration, and financial aid services, and the triage reference flow
chart.
In preparing for the new triage reference model at DCCC, the Director of Library
Services worked with the identified Information Desk staff during these meetings.
Information desk staff were trained on how to communicate with students to appro-
priately identify their information need within the Learning Commons. This part of
the training mirrored how library science students are taught to conduct a reference
interview. If the question was determine to be directional, technological, or related
to writing or subject tutoring, the information desk was trained to directly assist the
student or to refer the student to the appropriate location in the Learning Commons.
When the student, faculty, or staff question was determined to require a librarian,
the information desk staff member was trained on the process to contact the faculty
librarian on call. The information desk staff was also trained on how to collect statis-
tics on student, faculty, and staff transactions using the software program utilized by
the library prior to the transition to the Learning Commons.
This training continued after the opening of the Learning Commons and typically
now occurs twice a year during faculty in-service days when classes are not held.
This allows for librarians and the information desk staff to review what is working
well and what processes and procedures need to change based on past experiences.
Once such change that occurred since the opening of the Learning Commons in Jan-
uary 2013 is the point at which a question to the information desk staff is handed off
to a librarian. The timing of this handoff has evolved to meet current circumstances.
Defining when to hand off a question
Critical to the triage reference model is understanding when to refer a student

to work with a librarian. After a collaborative process, which included the Dean
of Educational Support Services, the Director of Library Services, faculty librari-
ans, and information desk staff members, it was determined when a library-related
question could be handled by the information desk staff or transferred to a librar-
ian. Known item searching in the library catalog, assisting students with finding
materials physically on the shelf, and getting students started on drafting citations
by providing them with the appropriate citation style guide have been identified
as transactions that can be handled by the information desk staff. Information
desk staff were also trained to assist students with navigating the library’s public-
facing Web site and the library’s information found in the campus portal. For all
other questions, information desk staff were encouraged to contact the librarian on
duty as shown in Table 1.
With the community college student population at DCCC, reference transactions
are viewed as a teachable moment for librarians to work with students on determin-
ing the focus of their research topic, identifying appropriate sources to answer a
research question, and utilizing evidence from sources ethically with correct docu-
mentation. For example, while students often ask for books or e-books on a particu-
lar topic, a more appropriate source of information to answer the research question
might be a scholarly journal article; likewise, students rely excessively on copying
and pasting direct quotes from electronic sources when they should be practicing
Table . Comparison of triage reference and in-depth reference transactions.

Triage reference In-depth reference (refer to librarian)
Desktop computer log-in, software and printer Troubleshooting off-campus access to electronic
troubleshooting resources
Known title searching in the library catalog; Keyword or advanced searching for items in the library
demonstrating basic searches on the catalog kiosk catalog or discovery system
Finding an item in the stacks Explaining the Library of Congress classification system
Browsing print magazines Searching for articles on specific topics
Browsing the recommended Web sites by Subject list Evaluating a Web site for credibility and relevance
Copying and pasting Addressing issues about copyright laws and/or
plagiarism
Supplying the APA or MLA citation guides for drafting a Formatted citation review
citation
Accessing the library Web site, campus portal, or Making up a missed information literacy class
subject and course research guides
skills like summarizing and paraphrasing to analyze and synthesize research infor-
mation into their own work. These types of transactions become an individualized
extension of the information literacy program offered through the library.
Working with students
In the triage reference model, when the information desk staff member determines
that a student has a reference or research question, they contact the librarian sched-
uled for reference services during that time period. Each semester, the librarians
develop a schedule that clearly delineates how their time is allocated during the
week. Librarians select specific times to teach information literacy classes, staff refer-
ence, and to back up those functions while staffing the virtual reference service. The
librarians’ schedule is available in an online calendar accessible to the Information
Desk staff. Staff members print out the daily schedule and highlight the individual
librarians who are scheduled to staff the in-person reference service each day. This
is an important component of this model of delivering reference and research ser-
vices, as students will often ask for a librarian by name. The schedule allows the
Information Desk staff to know when a particular librarian is scheduled for refer-
ence services so a student knows when to come back for assistance. In general, the
Information Desk staff informs the student that any of the librarians are capable of
helping them with their reference and research needs.
When a student approaches the Information Desk, they will typically ask for assis-
tance from a librarian, regardless of their need. Anecdotally, this is the result of stu-
dents’ experience that when they ask for a librarian, they will be connected with
an individual who will assist them and meet their immediate needs. In many cases,
when a student approaches the Information Desk asking for a librarian, they actu-
ally need to connect with another support service offered in the Learning Commons.
The Information Desk staff is trained to follow up with the student by asking them
how a librarian can help them with their particular need. From this conversation,
staff can direct the student to the most appropriate support service. For in-depth
reference, the most common handoff model is to contact the librarian on duty via
an internal instant messenger (IM) system. This system allows staff to see imme-
diately who is on duty and available to answer student reference questions. Using
this system, the referral can be easily routed to the backup librarian when the pri-
mary reference librarian is not available. Furthermore, use of IM instead of calling
the librarian by phone helps with noise reduction in the main area of the Learning
Commons.
The Learning Commons offers flexibility in how librarians work with students.
The reference transaction can take place at one of the three computers located in the
Information Desk area, at one of the more than 100 desktop and 30 laptop computers
located in the Learning Commons, in a group study room, at one of the soft seat-
ing areas, or in a collaboration room located in the librarians’ offices. The flexibility
offered in this model provides the librarians with the ability to determine the most
appropriate location for the transaction to ensure students are able to comfortably
learn during the process.
In addition to the standard locations to work with students in the triage reference
model, the Learning Commons offers the faculty librarians the ability to interact
with a group of students in a group study room. During specific periods throughout
the semester, it is common for students from the same class to seek assistance at the
reference desk. After a class, students come to the Learning Commons looking for
assistance on a particular aspect of an assignment; for instance, help with proper
formatting of a difficult source citation. In the old reference desk model, a librarian
would work with each student individually on the citation in question. In the group
reference model, librarians are able to take a group of students who are identified as
having the same or closely related question into a group study room and work with
them on a group basis.
Lessons learned: Changing needs

Since January 2013, the librarians and staff have continuously made adjustments to
this new model for delivering reference and research assistance to the campus com-
munity from a single service point. The librarians and staff recognize the importance
of keeping open lines of communication through regular all-staff meetings, updat-
ing shared online calendars, e-mail lists, instant messenger, wiki documentation,
and the cross-training of staff.
When developing and implementing a triage reference model and a single point
of service in a learning commons environment, it is essential for administration,
librarians, and staff to develop a shared vision of operations and a common mis-
sion statement, as this will guide the development of policies and procedures in
the delivery of services. This includes clearly determining how the colocated ser-
vices will interact with each other. For example, assisting and teaching students how
to properly cite information they integrate in their writing is an essential part of
the research and writing process. Within a traditional library environment, there is
no confusion as to who would handle this type of student question. In a learning
commons environment that includes library and writing services, understanding
which area would address this type of question is essential to providing the high-
est level of service to students. It is also important to understand how access to
each support service is handled. Like the majority of academic libraries, the librar-
ians at Delaware County Community College provide walk-in or on-call reference
and research assistance. Writing Services traditionally provided services based on
scheduled appointments. Locally, this type of student question resulted in an open
conversation as to when a citation question moved from library services to writ-
ing services in the learning commons environment. Librarians will instruct stu-
dents in the formatting and structure of their citations both in the body and at
the end of their paper. The librarians will hand off the student to Writing Ser-
vices when students ask about integrating a source into the body of their paper.
The need for this type of handoff between two service areas in the Learning Com-
mons required a change in how students can access Writing Services. Writing Ser-
vices still requires students to make appointments to work with tutors, but now
this service area also schedules an on-call writing tutor who is available for these
handoffs.
In an effort to ensure continuity of service, this model has resulted in a change to
how librarians are scheduled. Librarians at DCCC hold faculty rank and status. This
rank and status requires that librarians serve on college-wide committees, which
typically meet during a designated one-hour period twice a week during which stu-
dent clubs and college-wide committees meet. Since classes are not scheduled during
this one-hour time period twice each week, this is a period of high student demand
for educational support services offered at the Learning Commons. In the Learn-
ing Commons, this is an “all hands on deck” period, so the Information Desk is
staffed with two support staff members and at least one student assistant. Ideally, a
staff member circulates throughout the Learning Commons to proactively monitor
student needs; this can also be handled by a student assistant since most of the ques-
tions are related to technology. To ensure continuity of reference and research cov-
erage while full-time librarians are attending committee meetings, adjunct librarian
schedules were also reconfigured to guarantee librarians are always available for in-
depth help at this time.
Occasionally there are periods when the on-call librarian is unavailable for
an in-depth reference referral. This can occur due to scheduling conflicts
or involvement in prolonged reference instruction. In the early stages of the
Learning Commons, the Information Desk staff were proactive in asking another
librarian to work with students at the point of need; however, this model became
unsustainable, as faculty also need time to prepare for classes, perform collec-
tion development, conduct committee work, and complete projects. Communicat-
ing these conflicting needs resulted in a solution involving changes to schedul-
ing, staffing, and referral routing. The reference schedule has evolved to include a
backup librarian, whose primary responsibility is to staff the virtual reference ser-
vice and who is also available to work with students in person when the on-call
librarian is unavailable. Adjunct librarians’ schedules were also modified to pro-
vide more overlapping coverage during peak hours. Students are also referred to an
online virtual reference service that is available 24/7 when a DCCC librarian is not
available.
Each year DCCC surveys its graduates to gather data about their educa-
tional experience, future educational goals, employment preparation, and current
employment status. In 2010, over 80% of students reported using library services.
As Table 2 indicates, there was a decline in the use of library services between 2011
and 2013, most likely because of the renovations required to transition from a tra-
ditional library to a learning commons, which reduced the availability of computers
and limited access to the circulating stacks.
When looking at student satisfaction with library services during the same
period, even with a slight decline during the renovations, student satisfaction
remained in the high 90% range as shown in Table 3.
During the fall 2015 semester, the Learning Commons conducted a basic student
satisfaction survey using an iPad located at the Circulation Desk. The survey was
conducted using Google Forms. This survey indicated that 76% of students complet-
ing the survey felt they always received prompt delivery of service from the Learn-
ing Commons staff. When this is coupled with those students who indicated that
they often receive prompt service, the response rate increases to 98.7%. With the
number of staff a student can interact with during a reference transaction, from the
Information Desk staff and student workers to faculty librarians, it is important to
understand if students perceive the information they are receiving to be accurate.
The survey results indicated that 72% of students felt the staff was always courteous
and knowledgeable. When this number is combined with those students that felt
that the staff was often courteous and knowledgeable, the response rate increases to
97.3%. When examining whether the Learning Commons staff delivered stated ser-
vices accurately, 73.3% of students who responded indicated this is always the case.
When coupled with those indicating a response of “often,” the number increased
to 96%. While this survey addressed all Learning Commons services, the survey
found that 24% of respondents worked with a reference librarian for assistance with
research or citations in a given week. Another 26% worked with a reference librarian
at least monthly.
The triage model continues to evolve. Information Desk staff and student workers
have increasingly systematized the intake process of identifying students’ needs and
Table . Percentage of graduates reporting they used library services.

    
% % % % %
Table . Percentage of graduates reporting satisfaction with library services.

    
% % % % .∗

∗ In  the survey changed to a -point scale to determine satisfaction.
either addressing them directly or making an accurate referral, as appropriate. The

success of the triage reference model in addressing students’ directional and tech-
nology questions, coupled with changes to librarians’ reference schedules to allow
dedicated time for preparation and project work, has resulted in librarians spending
some of their on-call time out of their office at the Information Desk.
Conclusion
The transition from an academic library to a campus learning commons facility
requires a new service delivery philosophy predicated on the flexibility to respond
to student needs by strategically allocating scarce staff resources. At Delaware
County Community College, a triage reference model was adopted to balance stu-
dent demand for point-of-need assistance with technology, research and citing,
and accessing other educational support services. Regular cross-training of support
staff and student workers, easily accessible and up-to-date documentation, needs-
based service staffing, and effective internal communication are strategies adopted
by the Learning Commons at DCCC to support the triage model of library reference
services.
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Redefining Roles and Responsibilities

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ISSN: 1536-7967 (Print) 1536-7975 (Online) Journal homepage: http://www.tandfonline.com/loi/wjas20

Redefining roles and responsibilities:

Michael LaMagna, Sarah Hartman-Caverly & Lori Marchetti

To link to this article: http://dx.doi.org/10.1080/15367967.2016.1161516

Published online: 08 Jun 2016.

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Redefining roles and responsibilities: Implementing a triage

a single service point determine when to refer users to librarians

of this information disseminated to inform decision making in a way that leads to

Learning commons design

Triage reference model design

selected to accommodate a growing distance learning population, an increased focus

Defining when to hand off a question

Critical to the triage reference model is understanding when to refer a student

Table . Comparison of triage reference and in-depth reference transactions.

Working with students

Lessons learned: Changing needs

Table . Percentage of graduates reporting they used library services.

% % % % %

Table . Percentage of graduates reporting satisfaction with library services.

% % % % .∗

either addressing them directly or making an accurate referral, as appropriate. The

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