2.Evidence Based Librarianship: Linking Research to Practice

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!