Demonstrating the impact of the teacher-librarian using evidence based practice
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This document provides an overview of Ann Gillespie's PhD research on how teacher librarians perceive and use evidence-based practice. The research aims to understand what constitutes evidence-based practice for teacher librarians and what types of evidence they use within this context. Previous studies on evidence-based practice in other fields are discussed, noting a shift from reliance on quantitative research to acknowledging qualitative sources. Interviews with teacher librarians in Australia will explore how they gather and use evidence from local sources to demonstrate their impact on students. The goal is to develop an evidence-based practice framework for teacher librarians based on this research.
Demonstrating the impact of the teacher-librarian using evidence based practice
- 1. Ann Gillespie PhD candidate, QUT IASL/SLAQ conference, Brisbane, Australia. September, 2010 Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of Queensland, the 39th International Association of School Librarianship Annual Conference, incorporating the 14th International Forum on Research in School Librarianship, Brisbane, QLD Australia, 27 September – 1 October 2010.
- 2. How do teacher librarians perceive and use evidence based practice
- 3. Background to the problem Overview of the literature Research method Proposed outcomes of the research What I have learned along the way
- 4. Australia wide study of teacher librarians The education revolution The role of teacher librarians What is a teacher librarian?
- 5. In the school environment Inquiry into school libraries the focus is on students, and teacher librarians in teachers, classrooms and Australian schools learning. With their Over 320 submissions, hearings and interviews in every state impact in student This scrutiny makes it learning largely evident that teacher unrecognised the flow on librarians need to effect is that is very easy demonstrate their impact for the teacher librarian on teaching and learning and the library itself to and in particular their be undervalued and impact on student overlooked (Hartzell, cultural, social and 1997). academic achievement.
- 6. That evidence based practice has the potential to demonstrate the value of the teacher librarian. Providing meaningful evidence of work practices that demonstrate contributions to schools goals and mission statements in conjunction with contributions to student social, cultural and academic achievements.
- 7. EBP is becoming well established in medicine, health services and education and the wider librarianship field. There is no empirically derived framework of EBP that applies to the library and information sector or specifically to the teacher librarian.
- 8. Central objective: How teacher librarians perceive and use evidence based practice to demonstrate their contributions to the social, cultural and academic achievements of their students? Specific aims – the research questions: What constitutes evidence based practice in teacher librarianship? and Within the context of evidence based practice and teacher librarianship - what is evidence? The research contribution would be: To devise a framework of evidence based practice for teacher librarians which has been developed from a foundation in research.
- 9. Evolving nature of EBP The various understandings of what EBP is and its place in research and practice The complexity of the t/ls role
- 10. EBP from the perspectives of Medical sector Nursing & Health sectors Library & Information sector Education sector School library sector
- 11. Evidence based practice is an evolutionary story of adopting, adapting and applying The origins from the medical sector – A definition ‘Evidence based medicine is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. The practice of evidence based medicine means integrating individual clinical expertise with the best available external clinical evidence from systematic research’ (Sackett, 1996, p. 71).
- 12. Define the clinical question Retrieve the pertinent information Evaluate the literature Categorise the quality of the evidence base Develop conclusion and recommendation (Rosenberg & Donald, 1995, p. 1122)
- 13. Summary: Reliance on random controlled trials and systematic research The model is structured and hierarchical Quantitative approaches to data collection Reliance on secondary sources of evidence Disregards and devalues evidence which is derived from social interactions and observations EBM relies on external clinical evidence from systematic research A question of bias...... Takes an external scientific approach Can it tell the whole story?
- 14. An evolutionary trail Takes a more internal, intuitive approach Linear models (Lomas, 1993) Kitson, Harvey & McKormack (1998) – placed a value on facilitation and context Move from the quantitative, positivist domain to the qualitative, Interpretivist domain Fill the gap between research and practice
- 15. Takes a broader, more Summary: socially orientated Development from view of evidence. linear to non- Knowledge can be linear models generated from four Quantitative and types of evidence qualitative data Research sources Clinical experience Primary sources of Patients, clients and evidence based on carers secondary sources Local context and Context and environment facilitation are (Rycroft-Malone et al, 2004) acknowledged
- 16. Is the human experience really evidence? Personal experience and experiential knowledge ‘should be recognised for what they are and should not be disguised as types of evidence for them to be deemed of any value’ (Scott-Findlay & Pollock, 2004, p. 92).
- 17. Key players are Booth, Booth & Brice, Crumley & Koufogiannakis, Eldredge, Watson-Boone. First adaptations occur in health sector libraries Definition A means to improve the profession of librarianship by asking questions as well as finding, critically appraising and incorporating research from library science (and other disciplines) into daily practice. It also involves encouraging librarians to conduct high quality qualitative and quantitative research. (Crumley & Koufogiannakis, 2002, p. 62)
- 18. The various models have been summarised by Lyons (2009, p. 64) as: Define the problem and identify possible contributing factors Specify a desired state of affairs Identify and evaluate alternative solutions for reaching the desired state of affairs Assess the feasibility and suitability in terms of costs, benefits, and constraints of each alternative solution Select the most desirable solution and confirm that its specification is complete and understood Prepare a plan to implement the solution, and then implement it Collect valid data to monitor results, comparing both the implementation and the results to the specification in step 2 and step 5 If needed, adjust the implementation plan and repeat steps 6 to 8.
- 19. Watson-Boone (2000) identifies six approaches that could be used in evidence based practice as: Action research (a cyclical process of problem identification and resolution involving problem identification, planning, acting, observing, and reflecting) (p. 87). Case study research (a detailed examination of one setting using documents, observations, questionnaires and interviews. It is descriptive and interpretive) (p. 88). Evaluation research (seeks to verify hypotheses; can be summative when it seeks to compare actual performance with previously set performance goals and ti is outcomes focused; or formative where data is collected at the program under study is being carried out) (p. 86-89). Experimental research (usually in the form of a pre-test-, post-test on a control group; for instance in bibliographic instruction) (p. 89). Secondary data analysis (the statistics or analysis of data done by another researcher) (p. 89). Survey research (not to be confused with questionnaires which is an instrument to collect data; survey research is a research method; can produce qualitative or quantitative findings) (p. 90).
- 20. Linear models Preference for secondary sources of evidence before primary sources Quantitative data preferred over qualitative data sources Some models include a reflective stage Question trustworthiness of qualitative sources especially narrative and anecdote
- 21. If it works in health it must work in library and information services?? Evidence based practice has been adopted and adapted unquestioned into library and information services. The concept is a good one – it just needs adjusting Qualitative sources should include narratives and anecdotes to provide evidence and information about the user experience. (Hunsucker, 2007).
- 22. Attempts to link research, practice and policy The question of trustworthiness What constitutes valid evidence in education? Performance or indicator measures? Student evaluation? National testing? Serves to perpetuate what gets measured gets done (Oliver & Conole, 2003). Maintain rather than transform practice
- 23. Summary: More controversy Primary sources based on What constitutes evidence and secondary the nature of research Some primary sources Action research is the most Qualitative approaches applied approach Professional judgement is Reliability or trustworthiness viewed with skepticism of evidence when the practitioner is the researcher Aligning evidence to performance standards Risk of performance can be restrictive measures and accountability – maintains current practice, rather than transforms it.
- 24. The focus of evidence based practice for teacher librarians has four purposes: Satisfy a need to verify contributions to student achievement Gain support of school decision makers Aid in decision making and future planning To take a position of advocacy
- 25. Summary Reliance on an action research approach Strong alignment with student achievement and pedagogy Primary sources based on secondary, some primary sources Evidence data comes from local sources Qualitative and reflective Trustworthiness is questioned
- 26. Evolution – Revolution – keep comfortable & asking What predictable? difference has it made?
- 27. The central objective How teacher librarians perceive and use evidence based practice to demonstrate their contributions to the social, cultural and academic achievements of their students. The research questions What constitutes evidence based practice in teacher librarianship? and Within the context of evidence based practice and teacher librarianship - what is evidence?
- 28. Aim is to make a fit between my own background and the research questions Qualitative Theoretical underpinnings of Information horizons (Sonnenwald, 2005), & EBP Interpretive, ECIA, elements of case study Participatory, using interviews & observations Henri, Hay, Oberg Rubric for an information Literate School (2002, p. 89) Presented as Narrative, bricolage, matix & model
- 29. Critical Incident Technique (CIT) developed by Flanagan in 1954. Answers what style questions A critical incident could be activities or actions that result from an event which could be a major turning point.
- 30. ECIA seeks to represent the human experience by identifying critical incidents and recording critical behaviours to answer how and why aspects. Holistic focus Crosses the social science disciplines of education and library science Gains insights through actions, thoughts and feelings (Hughes, 2007)
- 31. Takes an Australian perspective and interviewees will be drawn from qualified and practicing teacher librarians The demographics all states in Australia (where possible) rural, urban and regional centres primary, secondary and multi-campus schools schools with large and small student populations government, Catholic and independent sector schools schools where teacher librarians operate in isolation and schools with more than one teacher librarian and additional support staff
- 32. accessibility to schools, time and distance, reliability of interview information Ethics: all ethical requirements will be met Reliability: interviews will be recorded, transcribed and verified
- 33. They had built good relationships with their principal, staff and students. They were addressing user needs in their actions for change They held strong convictions that their work was for the benefit of the students and teachers at their schools Their actions and interventions would impact on the whole school, not just the library They had attitudes that were proactive, supportive, and positive and were able to negotiate They were all providing timetabled relief time for class teachers and therefore were not working as collaborative teaching partners
- 34. They were relying on primary based on secondary sources of evidence; that is they were using local data generated from their own work practices or library database They were reflective of their actions constantly striving to do things better They were most successful when the school principal actively supported the interventions They were well skilled in the use of ICTs and the applications to learning They were leaders of professional development They were leaders of learning innovations and users of ICTs in learning The culture of the school governed how they worked with students and teachers
- 35. They were collaboratively planning though not always on a regular basis with class teachers Through their teaching interactions they were working to build strong links between the learning in the library and the learning in the classroom Lack of access to staff was a barrier to successful interventions They had an awareness of pedagogies for student learning They were adapting teaching and learning strategies to suit the culture of their school
- 36. A use of primary sources, or original research where they conducted their own research as the foundation of evidence building
- 37. This qualitative approach provides rich and in-depth data The true voice of the teacher librarian will be heard by using excerpts of transcripts and vignettes.
- 38. Objective 1: Raise awareness of the role of the teacher librarian and their impact on students’ social, cultural and academic achievement. Objective 2: Gain insight into teacher librarians’ perceptions and use of evidence based practice. Objective 3: Add to the body knowledge about evidence based practice Objective 4: From the insights, observations and artefacts, develop a framework of evidence based practice for teacher librarians Object 5: Add to the research in the use of new methods to explore evidence based practice.
- 39. Ann Gillespie BEd (CIAE), GradDipEd(TeachLib), MInfMgt, MInfTech, AALIA. Share on delicious ann_g am.gillespie@qut.edu.au
- 40. Images from: Foto search Stock Photography and Stock Footage Royalty Free Images For other references see the full conference paper.