Evidence-based Librarianship for All

EBLIP for all: Using an evidence based approach in your library

Lorie Kloda McGill University

Introductions

1. Your name 2. Your city, insDtuDon

Course objectives

•  introduce the process of eblip •  demonstrate tools and strategies for applying evidence in pracDce in the real-‐world

•  parDcipants will: o  learn strategies to incorporate different types of evidence into their decision making

o  have opportuniDes to work through their own pracDce quesDons and determine an approach to take back to their workplace

What we will cover today

9:00 IntroducDons and overview

9:15 The EBLIP process

9:30 FormulaDng quesDons

10:15 Break

10:30 Sources of evidence

11:00 CriDcal appraisal

11:40 Applying evidence in pracDce

11:50 Wrap up

AcDvity 1

what are your "burning" quesDons?

The EBLIP Process

What is EBLIP?

“an approach to informaDon science that promotes the collecDon, interpretaDon and integraDon of valid, important and applicable user-‐reported, librarian observed, and research-‐derived evidence. The best available evidence, moderated by user needs and preferences, is applied to improve the quality of professional judgements”

(Booth, 2000)

Why should you care?

Wisdom means acDng with knowledge while doubDng what you know.

Jeffrey Pfeffer and Robert I. Su^on

A brief history

1997 Hypothesis arDcle by Jon Eldredge 2000 MLA Research SecDon created an Evidence-‐Based Librarianship ImplementaDon Commi^ee

2000 Eldredge publishes papers that provide the framework for EBL

2001 First Evidence Based Librarianship conference held in Sheffield, UK

2004 Booth and Brice book on EBIP 2006 EBLIP journal launches

The 5 A's of EBLIP

1) Formulate a focused quesDon (Ask) 2) Find the best evidence to help answer that quesDon (Acquire) 3) CriDcally appraise what you have found to ensure the quality of the evidence (Appraise) 4) Apply what you have learned to your pracDce (Apply) 5) Evaluate your performance (Assess)

5 A's process

Hayward, 2007, http://www.cche.net/info.asp

Is the EBLIP model used?

•  The ideal vs reality •  CriDcisms of EBLIP

•  Barriers to pracDcing in an evidence based manner

Barriers to evidence use

•  OrganizaDonal dynamics

•  Lack of Dme/compeDng demands on Dme

•  Personal outlook / lack of confidence •  EducaDon and training gaps •  InformaDon needs not being met

•  Financial limits

Determinants by level of control

FormulaDng an answerable quesDon

Ask

Ques+ons drive the en+re EBL process.

[…] The wording and content of the ques+ons will determine what kinds of research designs are needed

to secure answers.

(J. Eldredge, 2000)

Burning question example

What do university professors think of informaDon literacy

instrucDon?

SPICE question structure Se6ng the context (e.g., university library, academic

health center, K-‐12 school)

Perspec<ve the stakeholder(s) (e.g., graduate students, managers, reference librarians, parents, teachers)

Interven<on the service being offered (e.g., chat reference, RefWorks workshops, discovery layer)

Comparison the service to which it is being compared (opDonal)

Evalua<on the measure used to determine change/success/impact (e.g., usage staDsDcs, course grade)

SPICE example Se6ng Research university

Perspec<ve Librarians Professors

Interven<on Survey quesDonnaire to determine ahtudes, percepDons, experiences

Comparison Not applicable

Evalua<on RaDngs of informaDon literacy competencies Inclusion of IL in courses Disciplinary differences

Librarianship domains Reference/Enquiries—providing service and access to informaDon that meets the

needs of library users. Educa<on— IncorporaDng teaching methods and strategies to educate users about

library resources and how to improve research skills. LIS Educa+on subset – Specifically pertaining to the professional educaDon of librarians.

Collec<ons—Building a high-‐quality collecDon of print and electronic materials that is useful, cost-‐effecDve and meets the users’ needs.

Management—managing people and resources within an organizaDon. This includes markeDng and promoDon as well as human resources.

Informa<on access and retrieval—creaDng be^er systems and methods for informaDon retrieval and access.

Professional Issues—exploring issues that affect librarians as a profession. (Koufogiannakis, Crumley, and Slater, 2004)

Librarianship domains

•  InformaDon access & retrieval •  CollecDons • Management •  EducaDon •  Reference •  Professional issues •  [Scholarly communicaDons]

AcDvity 3

formulate your burning quesDon using SPICE

What counts as evidence?

Definition

“the available body of facts or informa+on indica+ng whether a belief or proposi+on is

true or valid”

(Oxford English DicDonary, 2011).

AcDvity 4

What are some possible evidence sources we use to make

decisions libraries?

Evidence Sources Hard evidence SoK evidence

Published literature Input from colleagues

StaDsDcs Tacit knowledge

Local research and evaluaDon Feedback from users

Other documents Anecdotal evidence

Facts

Sources for locaDng and creaDng evidence

Acquire

Loca<ng

Published research

•  Databases •  Books, bibliographies • Mail lists, blogs, word

of mouth •  Conferences •  SystemaDc reviews,

Evidence summaries

Crea<ng

Local evidence

•  Usage data •  TransacDon data •  EvaluaDon results •  Survey, interview,

focus group findings •  Inputs, outputs,

outcomes, impact

Locating published evidence

Databases •  Library and informaDon studies • Management •  EducaDon •  Social sciences •  Health sciences, psychology

h^p://libvalue.cci.utk.edu/

h^p://www.informedlibrarian.com/

h^p://eprints.rclis.org/


Conferences •  EBLIP (1-‐7) •  Assessment, e.g., Northumbria Conference,

Library Assessment Conference •  Academic, e.g., ACRL •  InformaDon literacy, e.g., LOEX, WILU, LILAC •  LIS Research, e.g., ASIS&T, ALISE, CAIS, IIiX,

ISIC •  Subject librarianship (health, music)


SystemaDc reviews

h^p://lis-‐systemaDc-‐reviews.wikispaces.com


Evidence summaries

h^p://ejournals.library.ualberta.ca/index.php/EBLIP

Evidence Based Library and Informa+on Prac+ce journal, 2006-‐

>250 evidence summaries

Creating evidence

Data and findings •  Usage data •  TransacDon data •  EvaluaDon results •  Survey, interview, focus group findings

Creating evidence

Sources for local evidence already available •  Library assessment department •  University planning and insDtuDonal analysis •  Annual reports •  Internal reports •  "Stats"

Creating evidence

Dudden, R. F. (2007). Using benchmarking, needs assessment, quality improvement, outcome measurement, and library standards. New York: Neal Schuman.

Evidence for example

LocaDng evidence •  Databases: LISA •  SystemaDc Review Wiki •  Journals: Communica+ons in IL, J of IL, J of

Academic Librarianship •  Conferences: LILAC, LOEX, WILU •  EBLIP Evidence Summary CreaDng evidence •  survey quesDonnaire

AcDvity 6

1. idenDfy 2-‐3 sources for locaDng evidence to answer your quesDon

2. consider 1 potenDal source of local

evidence to look into

CriDcal appraisal

Appraise

Critical appraisal

Weigh up the evidence •  Reliable •  Valid •  Applicable Checklists help with criDcal appraisal process

Language is different for interpreDve (qualitaDve) research

Reliability

1. Results clearly explained 2. Response rate 3. Useful analysis 4. appropriate analysis 5. Results address research quesDon(s) 6.  LimitaDons 7. Conclusions based on actual results

Validity

1. Focused issue/quesDon 2. Conflict of interest 3. Appropriate and replicable method 4. PopulaDon and representaDve sample 5. Validated instrument

Applicability

1.  ImplicaDons reported in original study 2. Applicability to other populaDons 3. More informaDon required

CRiSTAL Checklist

For appraising research on user studies

Focuses on: •  Study design •  Results •  Relevance Developed by Andrew Booth and Anne Brice. Available from: h^p://nehngtheevidence.pbworks.com/w/page/

11403006/CriDcal%20Appraisal%20Checklists

AcDvity 7

criDcally appraise Bury study using the Cristal checklist

Critical appraisal: the shortcut

Other elements to consider when following the EBLIP

process

Other considerations

•  individual vs group decision making

•  influences / biases •  impact of work environment

Widening the model

A revised process: 1. Ar+culate – come to an understanding of the problem and

arDculate it. 2. Assemble – assemble evidence from mulDple sources that are

most appropriate to the problem at hand. 3. Assess – place the evidence against all components of the

wider overarching problem. Assess the evidence for its quanDty and quality.

4. Agree – determine the best way forward and if working with a group, try to achieve consensus based on the evidence and organisaDonal goals.

5. Adapt –revisit goals and needs. Reflect on the success of the implementaDon.

Bringing the components together

Questions to ask yourself

Applying evidence in pracDce

Apply

Ways to apply evidence

1) The evidence is directly applicable

2) The evidence needs to be locally validated

3) The evidence improves understanding

ReflecDon

AcDvity 8

ReflecDon on applying evidence to your pracDce quesDon

Wrap up

Assess

AcDvity 9

3 things you will take home and act upon

Evidence-based Librarianship for All

Health & Medicine

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