scholarly journals School Librarianship and Evidence Based Practice: Progress, Perspectives, and Challenges

2009 ◽  
Vol 4 (2) ◽  
pp. 78 ◽  
Author(s):  
Ross J. Todd
Keyword(s):  
Evidence Based Practice ◽  
School Library ◽  
School Libraries ◽  
Evidence Based ◽  
School Librarians ◽  
Holistic Model ◽  
Culture Of Evidence ◽  
Research In Education ◽  
The Many ◽  
School Librarianship

Objective – This paper provides an overview of progress and developments surrounding evidence based practice in school librarianship, and seeks to provide a picture of current thinking about evidence based practice as it relates to the field. It addresses current issues and challenges facing the adoption of evidence based practice in school librarianship. Methods – The paper is based on a narrative review of a small but growing body of literature on evidence based practice in school librarianship, set within a broader perspective of evidence based education. In addition, it presents the outcomes of a collaborative process of input from 200 school libraries leaders collected at a School Library summit in 2007 specifically to address the emerging arena of evidence based practice in this field. Results – A holistic model of evidence based practice for school libraries is presented, centering on three integrated dimensions of evidence: evidence for practice, evidence in practice, and evidence of practice. Conclusion – The paper identifies key challenges ahead if evidence based school librarianship is to develop further. These include: building research credibility within the broader educational environment; the need for ongoing review and evaluation of the diverse body of research in education, librarianship and allied fields to make quality evidence available in ways that can enable practicing school librarians to build a culture of evidence based practice; development of tools, strategies, and exemplars to use to facilitate evidence based decision-making; and, ensuring that the many and diverse advances in education and librarianship become part of the practice of school librarianship.

scholarly journals Evidence or Evidence Based Practice? An Analysis of IASL Research Forum Papers, 1998-2009

2011 ◽  
Vol 6 (1) ◽  
pp. 4
Author(s):  
Marcia A. Mardis
Keyword(s):  
Evidence Based Practice ◽  
International Association ◽  
School Library ◽  
Academic Research ◽  
Research Articles ◽  
Evidence Based ◽  
School Librarians ◽  
Research Reporting ◽  
Library Research ◽  
Or Practice

Objective - Conferences are essential opportunities for professional development and for learning about research. This study analyses papers presented in the Research Forum track of the International Association of School Librarians (IASL) conferences to determine whether the amount of school library research reporting increased or decreased over time; who (i.e., what author roles and affiliations) has written about research; which countries were represented in the research articles; what topics were discussed in research articles; and what research methodologies were used. The aim was to determine the extent to which the Research Forum provides research evidence that relates to practice. Methods - This study continues the longitudinal analysis of published school library research begun by Clyde (1996) by analyzing Research Forum papers published in IASL conference proceedings from 1998-2009 and using the same approaches and metrics as previous studies by Clyde (e.g., 1996; 2002; 2004), Clyde and Oberg (2004), and Oberg (2006). Results - Conference paper topics, author origins, quantities, and research approaches remained static through the 11 years analyzed. The analysis reveals that the papers’ authors, methods, and topics reflected those found in previous studies of school library research. As well as replicating previous studies, the role of academic research at a practitioner-based conference was investigated. Conclusions - Based on long-established imperatives from leaders in the profession, the IASL conferences provide both evidence and evidence -based practice for school librarians from all over the world. However, when scholarly research is shared at practitioner venues, it is possible that school librarians may assume that research results constitute evidence -based practice (EBP), not evidence upon which practice should be based. This distinction is important if considering that the purpose of academic research is to objectively inform, not to advocate a particular position or practice. The Research Forum can be a valuable venue for the presentation of empirical research findings and conclusions and objective program evaluations and provide a valuable complement to the evidence -based practice descriptions shared in the Professional Papers portion of the conference program. It is argued that the Research Forum must be clear in its purpose: to present the results of research; to present effective practice determined by rigorous evaluation; or to present research-supported arguments for the support of school libraries. Through a reconceptualization of EBP, the paper demonstrates how EBP is both a method and a methodology for the presentation of school library research and practice in a conference atmosphere.

scholarly journals Evidence-based School Library Practice

2019 ◽  
Author(s):  
Annie Tam ◽  
Ružica Rebrović-Habek ◽  
Zvjezdana Dukić
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
School Library ◽  
School Libraries ◽  
Research Community ◽  
Evidence Based ◽  
School Librarians ◽  
Online Questionnaire ◽  
Local School ◽  
Objective Evidence

The study explores the involvement of school librarians from Croatia and Hong Kong in EBLIP. The main goal of this study is to find out what types of evidence school librarians from Croatia and Hong Kong use in their library practice and how useful they find different evidence types. The research method used in this study is survey and data were collected with an online questionnaire created and delivered with SurveyMonkey. The study reveals that school librarians in Croatia and Hong Kong use a wide variety of evidence sources in support of their library practice. Most often they use evidence from observation, professional interactions and library statistics. School librarians in both regions agree that these three types of evidence are the most useful for their library practice. However, if school librarians wish to demonstrate to stakeholders how school libraries contribute to teaching and learning they need to generate some more objective evidence through formal research. LIS educators and local school library associations may be encouraged to develop educational programs that will enhance school librarians' competences in formal research and involve them in participatory research community.

scholarly journals Turkish School Libraries

2021 ◽  
Author(s):  
Ayse Yuksel-Durukan
Keyword(s):  
School Library ◽  
School Libraries ◽  
Ministry Of Education ◽  
School Librarians ◽  
Media Centers ◽  
Library Media Centers ◽  
Turkish Government ◽  
History Of ◽  
School Librarianship ◽  
K 12

This paper focuses on school libraries in Turkey. It is a general outlook on K-12 education and how the community perceives the school library. A short history of school libraries and the problems they face will be described. Is a school library part of the education or is it a supplementary issue? How do librarians view the issue? How does the Ministry of Education see the centers? The current trends in Turkish school librarianship: what is the near future of the library media centers and how will the learning-commons strategy affect them? The Turkish government is about to release a new version of Intellectual Property Rights. School librarians and all educators should stress the importance and the necessary practices in order to go hand in hand with the global world.

scholarly journals An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Enquiry

2009 ◽  
Vol 4 (3) ◽  
pp. 19 ◽  
Author(s):  
Carol A. Gordon
Keyword(s):  
Action Research ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
School Library ◽  
School Libraries ◽  
Evidence Based ◽  
Library Instruction ◽  
Information Literacy Instruction

Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user-centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information-to-knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction. Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory-building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance-based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action research was social reform, while action research in education targeted self through the improvement of practice. The dichotomy between purposes of self and society is resolved by the Lewin-Dewey connection, where the reiterative cycle of action and reflection is the basis for a common intent for both types of action research. Dewey’s approach comprises the metatheory for emerging theory: a philosophy of purpose and methodology that determines how the research is done. Results – The emerging theory developed in this paper postulates that evidence based information literacy instruction uses action research for two purposes. Self-oriented action research (AR(S1)) targets self-improvement on the local level of teaching and learning in school libraries; social-oriented action research (AR(S2)) targets social reform on the global level of educational improvement. Corollaries of the theory indicate a research agenda and methodologies for the research. Conclusion – Implicit in the content of the research is methodology that evolves from the distinction between the purposes of self- and social-oriented action research. Clearly, evidence is generated in the field of teaching and learning that is situated in theory-based practices, such as user-centered information processing, constructivist learning, and a culture of inquiry that grows from social processes. Librarianship is well suited to developing practitioner-researchers who are proficient in making the information-to-knowledge connection that informs their professional performance.

scholarly journals School librarians’ anticipated support for students with SEN: Using a Modified Grounded Theory Approach

2021 ◽  
Author(s):  
Hiroyo Matsudo
Keyword(s):  
Grounded Theory ◽  
School Library ◽  
School Libraries ◽  
Theory Approach ◽  
School Librarians ◽  
Educational Support ◽  
Staff Members ◽  
Special Needs Education ◽  
Library Function ◽  
Grounded Theory Approach

The purpose of this study is examining some suggestions on how school libraries can be involved in Special Needs Education in a helpful way. The Modified Grounded Theory Approach is used as the method for this study. In my analysis I focus on the change in perception of 19 school staff members with respect to changes in the school library function and factors for these changes. Based on the result the school librarian’s anticipated four supports are suggested as follows: providing suitable materials that take into account students’ situation, searching study by team teaching, supporting students’ self-affirmation by sympathetic understanding, and educational support encouraging students’ socialization.

scholarly journals All together now?

2019 ◽  
Author(s):  
Genevieve Claire Hart ◽  
Mary Nassimbeni
Keyword(s):  
South Africa ◽  
School Library ◽  
National Policy ◽  
School Libraries ◽  
Information Services ◽  
Innovative Strategies ◽  
Wide Range ◽  
Role Players ◽  
Evidence Gathering ◽  
School Librarianship

The paper explores the meaning of the recently drafted National Policy for Library and Information Services (NPLIS) for school librarianship in South Africa. It argues that, after years of failed advocacy, a convergence of thinking across the LIS ecosystem enabled the policy project and gives new hope for the transformation of the school library sector. The investigations throughout 2017 sought to find out from a wide range of role-players what and whose behaviour they believed should be changed. The paper describes our evidence-gathering across the country and how the data were analysed into broad themes around which the policy was built. The paper pulls out the threads on school LIS policy but also highlights the principles that tie them to the overarching policy. Thus, the insistence on an ecosystems approach calls for innovative strategies to counter long-established silo-thinking.  Key words: LIS policy, South Africa, school libraries  

scholarly journals From Ohio to Uppsala

2019 ◽  
Author(s):  
Barbara Ann Schultz - Jones ◽  
Lisa Åström ◽  
John Marino
Keyword(s):  
Student Learning ◽  
Evidence Based Practice ◽  
School Libraries ◽  
Research Data ◽  
Evidence Based ◽  
Transformational Process

The experience of Uppsala, Sweden school libraries demonstrates the process of moving from research to evidence-based practice as a transformational process. Seven schools in Uppsala conducted research based on Todd and Kuhlthau’s (2003) Student Learning through Ohio School Libraries study. External researchers analyzed the research data and presented a formal report to the Uppsala study stakeholders. The results of the study informed plans to transform practice. Details of the experience include the findings from the study, implications for practice and the resulting collaboration between the principal and librarian at one school toward impacting student learning.

scholarly journals The Role of Culture and Folk Art in School Library Programming

2019 ◽  
Author(s):  
Lucy Santos Green ◽  
Melissa P Johnston
Keyword(s):  
Communities Of Practice ◽  
Research Study ◽  
School Library ◽  
Ways Of Knowing ◽  
School Librarians ◽  
The World ◽  
Library Programming ◽  
School Librarianship ◽  
Teacher Librarians

Exploring the practices of teacher librarians in other countries fosters new knowledge, contributing to global communities of practice. The need to equip today’s youth with complex 21st century skills has served as a catalyst for change in the traditional practices of school librarians all over the world. It is this necessary change that led to questions regarding school library practices at an international level and to the need to explore school librarianship on a global level. This research study explores ways program design grounded in cultural understanding, experiences, and ways of knowing the world, are applied by practicing school librarians in Brazil, Russia, and Belize.

School librarians in Sweden: A case study in change

IFLA Journal ◽  
2019 ◽  
Vol 45 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Information Science ◽  
National Curriculum ◽  
School Libraries ◽  
Library And Information Science ◽  
School Librarians ◽  
Curriculum Changes ◽  
Education Act ◽  
School Librarianship ◽  
The University

This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing its curriculum. This paper explains the school librarianship situation in Sweden as a case study of a change process in the profession.

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