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  Staff  Volunteers  Time  Money  Expertise  Library Collections

 Online Access  Equipment  Materials  Technology  Facilities  Partners  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 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….

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!