# Staff criteria — Two views of Oak Library

## Complete supplied source

Made-up library record O says in 2019 the returns box sat beside the entrance and in 2022 it moved beside the desk; the purpose recorded by staff was to bring returns closer to where they sorted books. Invented visitor Etta says “The new spot is easier for me to find because I ask at the desk.” Invented visitor Luis says “I liked the entrance spot because I could leave a book quickly without joining the desk queue.” The record does not say how long either waited or what all library users thought.

## Question-specific criteria, examples and next teaching

## 1. What change and staff reason does record O describe?

Entrance→desk return location, nearer sorting staff, source O. Next: invented tool-room note says returns trolley moved beside repair bench to reduce carrying; match original/new location and the stated staff reason.

## 2. What mattered to Etta? What mattered to Luis? Show their words or tell their ideas.

Etta easier to find/ask at desk; Luis quick entrance return without queue. No diagnosis/real testimony. Next: invented hall voices Jo wants large written labels, Rae wants a spoken announcement; retain both stated priorities without naming learner types.

## 3. What can you conclude about these two views? Do they tell us what every user preferred?

These two have differing valued effects; not every user/preference or measured queue result. Next: fictional garden comments—one values shade, one values sunny seats—summarise these two and name unrepresented views.

## 4. Ask one useful question that could help check the effects of the move.

Fitting effects question about finding/queue/return or sorting, without forcing an answer. Next: invented market stall moved; two notes disagree about seeing it. Ask how other visitors found the new stall with permission, not a claim that a survey occurred.

## Eligibility

After Days 17–18 source-bound perspective/limits. Familiar staff-reason and change components are retention within this fresh whole case; do not call every component novel.

These are formative original component criteria, not automatic A–E conversions. Accept justified source-bound alternatives without requiring model wording. Preserve the actual response, support and first/later interval/exposure.

[Source](../checks/C-first-source.html) · [Empty own work](../responses/C-first.html) · [Capture and next teaching](../teacher/CAPTURE.html).

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