I'm not sure exactly where this would fit in, but some way to reporting total service hours (per week or other time period) would be useful, esp as we start gauging traffic, volume, usage against number of service hours. In our reporting for the Univ of California, we have to report on services hours for all public service points.

Likewise, it may be helpful to have a standard way to report staffing levels re: coverage of public service points? or in department? or who work on public services?

Instruction absolutely needs it own domain, with plenty of basic and advanced measures defined. The profession really needs consistency on this across institutions, and many people feel they need guidance on how to count (let alone assess) instruction.

I can share my own stats spreadsheet(s) with the task force, but the measures are essentially:

• number of courses
• number of profs
• number of staff per session (less of an issue at my current institution, usually only 1 per session)
• number of class visits to repository (1/3 main instruction services)
• number of in-classroom sessions (1/3 main instruction services)
• number of assignments serviced in reading room (1/3 main instruction services)
• number of students served per term (unique individuals)
• total # of students in the door per term (door count, includes repeats)
• hours spent preparing
• hours of contact in sessions
• number of collection items used in sessions

I know other repositories might also count

• number of courses taught by library staff member
• number of embedded courses / staff
• return visits by students in a course within a given amount of time (I could say more about this, as I'm not sure it's ideal or useful to push for or even count, but I know many places are really interested in making this connection)

Where in these sections would we count when we are serving as the point of access for another institution's materials? We didn't request the item, but it comes here so we can make it available to someone?

On a related note, I don't think we will ACTUALLY count anything re: ILL since our ILL departments handles (and therefore counts) all ILL requests, scans, items sent, etc.

You may want to standardize the language between this measure and the previous one, like "all checkouts" and "reading room checkouts," since this one is a subset of the basic measure.

Use of "visit" in the description of Reader Days above ("Count each Registered User once and only once during the 24-hour period regardless of how many Visits they make during the period and regardless of the visit length.") makes it sound like visit is different than reader days. So, someone could visit twice in the same day but that's still only one reader day.

Here, however, it sounds like a "visit" is actually the same as "reader day." Can you clarify?

this is unclear

We offer 30 min research consultations. We count these consultations by number of consultations, and time spent per/total. We have thought of these as separate from reference Qs because, presumably, someone would ask multiple Qs in a given consultation. Should this, like tours and instruction be counted separately?

institutional context: we were not planning on using a complexity measure, such as the READ scale, in an effort to be more lightweight on all staff.

Not actually sure how just counting this differs from counting user type above?

Wondering how to actually implement considering many users' status will change over the years - just via annual check-ins to update profiles?

Not totally sure how to interpret this when using Aeon, which allows users to register (create an account) and then get cleared (when they show up in person). I plan to implement to mean that once someone creates an Aeon account, they are registered (even if they never show up or get cleared). However, I could see how Aeon registration might = pre-registration, and getting cleared might = fully registering.

Based on comments at SAA in the RAO Marketplace discussion, I think a fuller explanation of the difference between measures, metrics, and assessment would help people understand how to best use this document.