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Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections

November 30, 2023 Erin Nevius Publications 0

ACRL announces the publication of Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections , edited by Claire Walker Wiley, Amanda B. Click, and Meggan Houlihan. This new book collects excellent, thorough examples of evidence-based practice across functional areas of academic libraries and includes many evidence types in a variety of contexts.

Learn more about Everyday Evidence-Based Practice in Academic Libraries in this excerpt from the Introduction, © the editors.

The most important part of the title of this book, Everyday Evidence-Based Practice in the Academic Library: Case Studies and Reflections , is the word “everyday.” We believe that these chapters contain excellent, thorough examples of evidence-based practice (EBP) in numerous functional areas of academic libraries. It is possible that you may read one of these chapters and feel discouraged, or that you don’t have the skills, resources, or time to engage with evidence-based practice in an effective way. This is absolutely not our intent. The goal of this book is to emphasize the importance of everyday EBP while highlighting well-designed projects to inspire the work of others. An EBP project might look like a yearlong study with many types of evidence collected, or it might look like a simple assessment that helps you make a small adjustment to your work. EBP is a way of operating day-to-day. It’s not just something to turn off or on—it is embedded in the way that we approach our work.

Let’s say that you’re interested in making improvements to your information literacy program assessment process. You could conduct a review of the literature, analyze instruction statistics, run focus groups with students, survey faculty, and schedule one-on-one conversations with every teaching librarian. But it’s crucial that your EBP process fits your reality. Perhaps you don’t have the time to collect all of this evidence. You may face institutional hurdles when collecting student data. Maybe your faculty suffer from survey fatigue. Once you’ve considered your context, adapt an EBP cycle to your needs. We like the evidence-based library and information practice (EBLIP) cycle developed by Brettle and Koufogiannakis (2016), and you will see it referenced many times in these pages. Perhaps you could spend some time with instruction statistics this semester and/or recruit a colleague to help you scan the literature. Next semester (or next year!), have coffee with some targeted faculty to get their perspectives and collect feedback from your colleagues using the process that works best in your library culture. EBP doesn’t have to be exhaustive (or exhausting), and it doesn’t have to move lightning fast. It does, however, need to be flexible and appropriate for your context.

EBP Foundations

Denise Koufogiannakis and Alison Brettle’s 2016 book, Being Evidence Based in Library and Information Practice , provides the foundation for our work. Their book introduced a new framework for EBLIP including a “holistic and cyclical approach to considering evidence” (2016, p. 4). Koufogiannakis and Brettle also encourage librarians to take the principles of EBLIP and “emphasize an overall approach to practice that is about being evidence based ” (2016, p. 3). Everyday Evidence-Based Practice in the Academic Library: Case Studies and Reflections aims to provide real-world examples of librarians who embody this call. LaFitte (formerly Koufogiannakis) and Brettle also graciously contributed to this edited volume, writing the first chapter titled “The Evolving Model of EBLIP in Research and Practice” that explains the history of EBP in libraries, describes the ways that the scholarship and practice in this area have evolved and grown over the years, and makes predictions for the future.

The cyclical approach to the EBLIP process proposed by Koufogiannakis and Brettle includes five steps: articulate , assemble , assess , agree , and adapt (2016, p. 4). The authors emphasize that this process is designed to foster a “continual cycle of improvement” (2016, p. 7). In the following chapter, they provide additional insight into the cycle. In addition, the EBLIP framework encourages librarians to consider three categories of evidence to be used in combination (pp. 29–43):

Research Evidence: Literature reporting on the previous research that is related to the question at hand.
Local Evidence: Forms of data specific to your institution or context, either that you already have or that you specifically gather in order to answer your question.
Professional Knowledge: What we learned in school and on the job and from mentors, peers, and professional development opportunities.

Each category encompasses many types of evidence in order to allow for the process to be “as broad and complete as possible, depending on the problem faced or question posed” (p. 28). Table 1 includes examples of different types of evidence that are described in chapters from this book. These examples provide a preview of the “everyday” focus of this book. You won’t find any randomized control trials or meta-analyses here! We acknowledge that these are valuable types of evidence for many research questions, but they are less commonly used to answer questions in library and information science practice.

Table 1. Examples from Chapters of Everyday Evidence by Evidence Type

Building the Evidence Base

Thorpe’s (2021) proposed sixth step in the EBLIP cycle is announce/advocate, which involves communicating the EBP work that we do. She proposed four benefits that could result from more announcing, advocating, and communicating as part of the EBP cycle: “to advocate and influence, to contribute to the profession’s evidence base, to demonstrate professional expertise, and to build organizational capacity and maturity” (Thorpe, 2021, p. 121). This book is our announcement , our attempt at contributing high-quality evidence from a variety of perspectives to the library and information science evidence base.

It is our hope that this book inspires a commitment to evidence-based practice in your day-to-day work and perhaps even in your library culture. We look forward to seeing many announcements of your work as the evidence base grows.

Koufogiannakis, D., & Brettle, A. (Eds.). (2016). Being evidence based in library and information practice . Facet Publishing.

Thorpe, C. (2021). Announcing and advocating: The missing step in the EBLIP model. Evidence Based Library and Information Practic e, 16 (4), 118–125. http://doi.10.18438/eblip30044 .

For immediate release | November 30, 2023

New from ACRL - “Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections”

book cover for Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections, edited by Claire Walker Wiley, et al.

CHICAGO – The Association of College and Research Libraries (ACRL) announces the publication of “ Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections ,” edited by Claire Walker Wiley, Amanda B. Click, and Meggan Houlihan. This new book collects excellent, thorough examples of evidence-based practice across functional areas of academic libraries and includes many evidence types in a variety of contexts.

In "Everyday Evidence-Based Practice in Academic Libraries," five sections explore:

Understanding Users
Leadership and Management
Instruction and Outreach
Collections
Open Initiatives

Chapters include studies on how to understand the experiences and needs of diverse student populations; interviewing faculty to build scholarly partnerships; evidence-based strategic planning; incorporating intersectionality in information literacy instruction; conducting a diversity audit; and assessing open educational resources initiatives. The conclusion calls for librarian reflection to be incorporated into evidence-based decision-making, as reflection is key to understanding the ways that a librarian chooses to embody librarianship.

"Everyday Evidence-Based Practice in Academic Libraries" offers high-quality evidence from a variety of perspectives and inspires a commitment to evidence-based practice in your day-to-day work and library culture.

“Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections” is available for purchase in print and as an ebook through the ALA Online Store; in print through Amazon.com; and by telephone order at (866) 746-7252 in the United States or (770) 442-8633 for international customers.

The Association of College & Research Libraries (ACRL) is the higher education association for academic libraries and library workers. Representing nearly 8,500 individuals and libraries, ACRL (a division of the American Library Association) develops programs, products, and services to help those working in academic and research libraries learn, innovate, and lead within the academic community. Founded in 1940, ACRL is committed to advancing learning, transforming scholarship, and creating diverse and inclusive communities. Find ACRL on the web , Facebook , Twitter , Instagram , LinkedIn , Threads , and YouTube .

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Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections

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Description
Table of Contents
About the authors

Evidence-based practice (EBP) in academic librarianship is embedded in the way we approach our work. An EBP project might be a yearlong study with many types of evidence collected or a simple assessment that helps you make a small adjustment to your work. Large or small, EBP is a way of operating day-to-day. Everyday Evidence-Based Practice in Academic Libraries: Case Studies and Reflections collects excellent, thorough examples of EBP across functional areas of academic libraries and includes many evidence types in a variety of contexts. Five sections explore:

Understanding Users
Leadership and Management
Instruction and Outreach
Collections
Open Initiatives

Introduction Chapter 1. The Evolving Model of EBLIP in Research and Practice Denise LaFitte and Alison Brettle

PART I. Understanding Users Chapter 2. Understanding the Experiences and Needs of Diverse Student Populations Joyce Chapman and Emily Daly Chapter 3. Engaging Research: Interviewing Faculty to Build Scholarly Partnerships Eric B. Toole, Allison Martel, Alicia Hopkins, Mackenzie Dunn, and Sheri Sochrin Chapter 4. Many Hands at Stake: Incorporating Tutoring Services into a Small Academic Library Rosalinda H. Linares-Gray Chapter 5. The Research Support Refresh: A Team-Based Approach Kelly Durkin Ruth and Amanda B. Click Chapter 6. Launching a Collaborative Research Data Management Services Program at Rowan University Shilpa Rele and Benjamin Saracco Chapter 7. Collaborative Communication with Library Student Workers in Unexpected Places: Digital Reference Analysis Adrianna Martinez, Kate Bellody, and Emily Smith Chapter 8. Ahoy! Discovering New Lands! Park University’s Journey Toward Faculty Services and Resources Improvement Camille Abdeljawad and Danielle Theiss PART II. Leadership and Management Chapter 9. Evidence-Based Strategic Planning: Practical Strategies Erinn Aspinall, Carissa Tomlinson, and Catherine Johnson Chapter 10. “We Don’t Have Time for That!” Evidence-Based Practice During a Time of Crisis Balladolid (Dolly) Lopez and Britt Foster Chapter 11. Reimagining the Library Liaison Model: An Evidence-Based Approach Michelle Wilde, Meggan Houlihan, and Meg Brown-Sica Part III. Instruction and Outreach Chapter 12. Everyday Evidence to Assess Teaching and Learning: A Programmatic Assessment of Library Instruction Matthew Weirick Johnson, Michelle Brasseur, Monica Hagan, Diane Mizrachi, and Jimmy Zavala Chapter 13. Incorporating a Lesson Study Approach to the Development of an Evidence Synthesis Workshop Series Zahra Premji and K. Alix Hayden Chapter 14. Out of Context: Incorporating Intersectionality in Information Literacy Instruction Matthew Chase

Part IV. Collections Chapter 15. Using EBLIP for Collection Assessment Courtney Fuson and Paige Carter Chapter 16. Special Collections: Exceptions to Every Rule Jennifer R. Culley and Sarah R. Jones Chapter 17. A Systematic Approach to Conducting a Diversity Audit in an Academic Library Laura Walton, Jeff Lash, and Emily Gratson Chapter 18. If It Pleases the Court, I Present Exhibit One: An Evidence-Based Law Collection Evaluation Chad Kahl PART V. Open Initiatives Chapter 19. Looking Back Before Looking Forward: Data-Driven Open Access Initiative at Texas Tech University Jingjing Wu and Joy Perrin Chapter 20. Where to Start? Laying the Groundwork for an OER Program at a Regional Campus Beth South Chapter 21. Everyday Evidence Applied to Assess Academic Library OER Initiatives Kathy Essmiller and Cristina Colquhoun Conclusion Chapter 22. We are the Evidence: Uncovering Everyday Library Practices Through Critical Reflection Rick Stoddart Biographies

Claire Walker Wiley

Claire Walker Wiley is a research and instruction librarian at Belmont University. In this position, she serves as the liaison to the Colleges of Business and Entertainment and Music Business. Her research interests include information literacy, business information literacy, the use of evidence synthesis methods in LIS, and librarians as academic advisors. Claire has a BA in English and French from Harding University, an MLIS from the University of North Carolina at Greensboro, and an MSM from Austin Peay State University.

Amanda B. Click

Amanda B. Click is the head of research and instruction at the Nimitz Library at the U.S. Naval Academy. Previously, she was the business librarian at American University in Washington, DC. She earned a PhD in information science from the University of North Carolina at Chapel Hill, where she studied the cultural adaptation of international students to higher education in the United States. Prior to entering the doctoral program, Amanda was the coordinator of instruction at the American University in Cairo. Amanda also holds an MLIS from the University of North Carolina at Greensboro and a BS in science, technology, and culture from the Georgia Institute of Technology. Her research interests include the globalization of higher education, academic integrity, information literacy, and scholarly communications. She has published her research in College & Research Libraries , Evidence Based Library & Information Practice , I n the Library with the Lead Pip e, and Library & Information Science Research . Recently, she has explored topics such as cultural humility in the context of international librarianship, and the disciplinary values of openness, inclusivity, and equity in the LIS scholarly landscape.

Meggan Houlihan

Meggan Houlihan is the director of the Open Society University Network (OSUN) library resources program, where she provides creative leadership for instruction, outreach, and collections efforts for the organization. She directs the OSUN open educational resource program where she works to promote diversity, representation, and open pedagogy. Prior to her role at OSUN, Meggan served in leadership roles at Colorado State University, New York University Abu Dhabi, and the American University in Cairo. Her research interests include information literacy, international students, and the use of evidence synthesis methods in LIS. Meggan has a BA in history from Eastern Illinois University, a MA in modern history from the University of Reading (UK), and an MLS from Indiana University.

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Iguana is a web portal and discovery platform that brings a library’s website and catalog together in one environment. Implemented world-wide, Iguana is becoming the platform of choice for libraries looking to revamp their web presence while providing users a best-in-breed discovery service. At Kingston Frontenac Public Library in Kingston, Ontario, Canada, the library has seen the benefits: more engaged users who explore collections and partake in the many services that the library offers.

Click Here To Download The Iguana Case Study

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