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 · Empty own work · Capture and next teaching.

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