2.Evidence Based Librarianship: Linking Research to Practice
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Transcript of 2.Evidence Based Librarianship: Linking Research to Practice
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Evidence Based Librarianship: Linking Research to Practice
Joanne Gard Marshall Alumni Distinguished Professor School of Information and Library Science University of North Carolina at Chapel Hill [email protected]
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Defining Evidence Based Practice (EBP)
Origins in medicine Adoption by other fields such as nursing,
education, public policy, management International interest Encourages professionals to use the best
available research-based evidence to make decisions
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Evidence Based Librarianship
Combines best available evidence from the research literature and the working experiences of librarians
Encourages rigorous research strategies to create evidence to support decision making
Values diverse forms of research
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The EBL Process (Eldredge, 2000)
Formulate a clearly defined question Search for the best evidence Evaluate the validity and relevance of the
available evidence Assess the costs and benefits of possible
actions Evaluate the effectiveness of the actions
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Research Creates Evidence
Systematic study of a topic Research design Research method Data analysis and results Implementation and dissemination Application of findings
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Roles for Librarians in Research
Helping OTHERS to do their research Using our OWN research Doing our OWN research Continually evaluating our OWN practice Sharing our OWN results
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Library Science Research Overviews
Alexandra Dimitroff. Bulletin of the Med Library Assoc 80(4):340-346, 1992.
Denise Koufogiannakis, Linda Slater and Ellen Crumley. Journal of Info Sci 30(3): 227-40, 2004.
Book and many articles by Andrew Booth
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Research Methods Available
Jonathan Eldredge. Journal of the Medical Library Assoc 92(1):83-90, 2004. Lists 20 different research methods.
Most common according to Koufogiannakis et al are comparative, descriptive, cross-sectional, program evaluation, content analysis, bibliometrics.
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Evidence of Progress in EBL
Conferences (e.g. EBLIP) Publications (e.g. EBLIP Journal) Association activity (e.g. MLA Research section,
Research Roundtable of ALA, CLA) Funding opportunities (IMLS, NLM) Involvement of librarians in evidence based
practice in other fields (e.g. health care, education, management)
Courses in EBP for librarians
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Putting OUR Knowledge to Work
EBL in strategic plans Benchmarking Standards Sharing best practices, e.g. MLA’s Center
of Research and Education Journal clubs, blogs, wikis
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Applying EBL in Your Library
Apply the principles of critical appraisal of the available research literature
Take an outcomes based approach to your own evaluation efforts
Consider using a logic model to facilitate project management and evaluation
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What are Outcomes?
Its not so much about what the mother feeds her young but how well the fledgling flies…
In other words, shifting the major emphasis from measuring inputs and outputs to measuring outcomes
Outcomes measure what difference we make to the community we serve
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What is a Logic Model?
A top level overview of the materials and processes needed to produce the results desired by an organization or program
Defines what we do For whom For what outcome?
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Why use a Logic Model?
Internal Uses Provides direction for staff Identifies resources and training needs Supports long range and annual planning Guides budgets and resources allocation Suggests outcome targets
Source: Rubin, Rhea. So What? Using Outcome-Based Evaluation to Assess the Impact of Library Services. June 2004. 30 July 2006 < mlin.lib.ma.us/grants/lsta/manage/obe/rubinobemanual.doc>
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Why use a Logic Model?
External Uses Focuses stakeholder’s attention on
programmatic issues Helps to identify partners for collaboration Helps with marketing of program Communicates results to stakeholders Helps in obtaining funding
Source: Rubin, Rhea. So What? Using Outcome-Based Evaluation to Assess the Impact of Library Services. June 2004. 30 July 2006 < mlin.lib.ma.us/grants/lsta/manage/obe/rubinobemanual.doc>
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The Structure of the Logic Model
INPUTS > OUTPUTS > OUTCOMES
> INDICATORS
> EVALUATION AND DOCUMENTATION
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Inputs: Resources Used What are the key resources devoted to or used by the program?
Research literature Staff Volunteers Time Money Expertise Library Collections
Online Access Equipment Materials Technology Facilities Partners Other…
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Inputs: Resources Used What are the key resources devoted to or used by the program?
Management activities Administrative activities Needs assessment Environmental scan (e.g. laws, regulations,
funding guidelines …) Evaluation activities Tasks Other…
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Outputs: What was done? Types and Quantities
Conduct workshops and meetings
Deliver services (tutoring, lectures…)
Develop products Design activities Develop curriculum
resources
Train participants Provide information Provide counseling Provide access Distribute products Publish brochures Work with media Other….
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Outputs: Who are your target audiences?
Who will participate? What audience characteristics might impact the success of your program?
Library users Community Participants Clients Agencies Decision makers Customers Other…
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Measuring Outcomes
Changes in Target Audience or Community
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SHORT TERM OUTCOMES Learning
Changes in Awareness Knowledge Skills Attitudes Opinions Aspirations Motivations
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INTERMEDIATE OUTCOMES Behavior
Changes in Behavior Practice Decision-making, policies Social actions
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LONG TERM OUTCOMES Status or condition
Impacts describe changes in Social Economic Civic Environmental conditions or status
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INPUTS AND OUTPUTS = EFFICIENCY (reflects staff/organization perspective)
OUTCOMES = EFFECTIVENESS ANSWERS: “SO WHAT?”
(reflects user/participant/target audience perspective)
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CREATING INDICATORS
What and how will you measure? How can you measure whether you made a
difference in the life of your audience or the members of your community?
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WHAT IS AN INDICATORS ?
The # number and % percent of the target audience who
Do…say…think Feel…believe…demonstrate…
Show… Participate…report…
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INDICATORS should be SMART
Specific Measurable Attainable Relevant (to the outcome) Timed appropriately
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DATA SOURCE AND METHOD OF DATA COLLECTION
How and where you will collect information about behaviors or conditions? Obtain ethics review if required.
Questionnaires Surveys Checklists Interviews Documentation review Observation Focus groups Case studies
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APPLIED TO WHOM
Define the target audience that you intend to measure.
Individuals or community Consider need for confidentiality and
anonymity
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DATA INTERVALS
When and how often are the data collected? After program Before and after program During program at specific intervals Long term follow up
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TARGET
How much evidence do you need (number/percent) to consider the program a success?
Types of impact reported
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Marshall’s Approach to Applying EBL to Practice
Combine the best available evidence from the existing research literature with the results of your own research using a logic model
Create and apply your own customized evidence base
Celebrate your results and share them widely
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Resources for EBL
Personal commitment Peer support Institutional support Local support National/international support External funding sources Other
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Things You Can Do to Create an EBL Culture
Read the research literature Attend conferences and courses Learn more about logic models Create or join a research interest group Volunteer to review grant proposals Apply for funding Share your own research
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Upwards and Onwards!