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 marshall@ils.unc.edu
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
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
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
Research Creates Evidence Systematic study of a topic Research design Research method Data analysis and results Implementation and dissemination Application of findings
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
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
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.
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
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
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
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
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?
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>
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>
The Structure of the Logic Model
INPUTS > OUTPUTS > OUTCOMES > INDICATORS > EVALUATION AND DOCUMENTATION
Inputs: Resources Used What are the key resources devoted to or used by the program?
Research literature
Online Access
Staff
Equipment
Volunteers
Materials
Time
Technology
Money
Facilities
Expertise
Partners
Library Collections
Other…
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…
Outputs: What was done? Types and Quantities Conduct workshops
Train participants
and meetings Deliver services (tutoring, lectures…) Develop products Design activities Develop curriculum resources
Provide information Provide counseling Provide access Distribute products Publish brochures Work with media Other….
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…
Measuring Outcomes Changes in Target Audience or Community
SHORT TERM OUTCOMES Learning Changes in Awareness Knowledge Skills Attitudes Opinions Aspirations Motivations
INTERMEDIATE OUTCOMES Behavior Changes in Behavior Practice Decision-making, policies Social actions
LONG TERM OUTCOMES Status or condition Impacts describe changes in Social Economic Civic Environmental conditions or status
INPUTS AND OUTPUTS = EFFICIENCY (reflects staff/organization perspective)
OUTCOMES = EFFECTIVENESS ANSWERS: “SO WHAT?” (reflects user/participant/target audience perspective)
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?
WHAT IS AN INDICATORS ? The # number and % percent of the target audience who Do…say…think Feel…believe…demonstrate… Show… Participate…report…
INDICATORS should be SMART Specific Measurable Attainable Relevant (to the outcome) Timed appropriately
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
APPLIED TO WHOM Define the target audience that you intend
to measure. Individuals or community Consider need for confidentiality and anonymity
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
TARGET How much evidence do you need (number/
percent) to consider the program a success? Types of impact reported
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
Resources for EBL Personal commitment Peer support Institutional support Local support National/international support External funding sources Other
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
Upwards and Onwards!