This document provides background information on Andrew Booth, a leading figure in evidence-based library and information practice (EBLIP). It discusses some of Booth's qualifications and publications on EBLIP. The document also summarizes parts of a presentation by Booth on why librarians do not often conduct research and the reasons why research is important for librarians. Key points from the presentation include a lack of research skills/time and the perception that research lacks practical applications. However, research can improve practice, create new knowledge, and advance careers.

1. Fe
Angela
M.
Verzosa
University
of
the
Assump:on
Library
12
January
2018
Evidence-­‐based
Research
in
Library
and
Informa6on
Prac6ce

3. Evidence-­‐based
prac6ce
and
the
developing
world
by
Andrew
Booth

4. § BA
(Reading),
Dip
Lib
(Aberystwyth)
MSc
(Wales)
MCLIP
PhD
(Sheffield)
§ Reader
in
Evidence
Based
Informa:on
Prac:ce
and
Director
of
Informa:on,
Informa:on
Resources
Group,
The
University
of
Sheffield
§ Hosted
the
first
ever
conference
in
Evidence
Based
Library
and
Informa:on
Prac:ce
in
2001
and
since
then
has
been
a
leading
interna:onal
figure
within
this
paradigm
§ Author
of
Evidence-­‐based
prac/ce
for
informa/on
professionals:
a
handbook.
Facet
Publishing
(2004)
,
among
many
other
related
publica:ons.
Who
is
Andrew
Booth?

5. Jan
31,
2008
–
“A
search
on
'research'
and
'libraries'
on
the
Google
Blog
Search
tool
retrieved
the
full
text
of
a
keynote
address
delivered
by
Ma'am
Fe
Angela
M.
Verzosa
at
the
PLAI-­‐STRLC
Seminar-­‐
Workshop
on
'Research
in
Librarianship:
Challenges,
Competencies,
and
Strategies.”
Evidence-­‐based
prac6ce
and
the
developing
world
by
Andrew
Booth

6. • Lack
of
research-­‐mindedness
-­‐-­‐-­‐overwhelmed
by
research
jargon
-­‐-­‐-­‐no
:me
to
keep
updated
by
reading
professional
literature
-­‐-­‐-­‐inadequate
educa:on/training
in
research
methods
-­‐-­‐-­‐for
the
busy
librarian,
conduc:ng
research
is
out
of
the
?
• Conduc6ng
research
is
not
part
of
func6on/job
descrip6on
-­‐-­‐-­‐Librarians
hands
are
full
in
keeping
up
with
emerging/evolving
tasks
-­‐-­‐-­‐
Lack
of
:me
due
to
technology
and
service
responsibili:es
-­‐-­‐-­‐There
is
the
percep:on
that
research
is
lacking
in
prac:cal
applica:ons
• Lack
of
funding,
incen6ves,
mo6va6on
• Natural
resistance
to
adopt
new
research
ideas,
personal
outlook
or
aNtude
towards
change
Why
librarians
do
not
conduct
research?

7. Ø To
improve
problem
solving
and
decision-­‐making
in
the
workplace
Ø To
create
new
knowledge
and
thereby
contribute
to
the
growth
of
Library
and
Informa6on
Science
(LIS)
as
a
profession
or
discipline
Ø To
make
library
professionals
cri6cal
consumers
of
the
research
literature
Ø To
beRer
equip
librarians
to
provide
op6mal
informa6on
services
to
researchers
in
other
fields
Ø To
advance
our
career
(enhance
professional
development)
Ø To
build
our
image
(in
the
academic
world)
Why
librarians
should
pursue
research?

8. • Introduce
the
concept
of
evidence-­‐based
librarianship
with
the
end
in
view
of
understanding
how
EBL
can
help
enhance
library
services
• Discuss
case
studies
designed
to
demonstrate
research
tools
and
strategies
for
applying
evidence
in
library
prac6ce
• Engage
in
a
workshop
exercise
to
discuss
evidence-­‐
based
research
prac6ces
(including
both
barriers
and
enablers
in
different
library
environments),
in
order
to
come
out
with
recommenda6ons
for
a
successful
EBL
program
What
shall
we
do
today?

9. Aka
(also
known
as)
u EBL
–
Evidence-­‐Based
Librarianship
u EBLIP
–
Evidence-­‐Based
Library
and
Informa6on
Prac6ce
u EBIP
–
Evidence-­‐Based
Informa6on
Prac6ce
Evidence-­‐based
prac6ce
in
Library
and
Informa6on
Science

10. Evidence
based
librarianship
is…
an
approach
to
Informa:on
Science
that
promotes
the
collec6on,
interpreta6on,
and
integra6on
of
valid,
important,
and
applicable
user-­‐reported,
librarian-­‐
observed,
and
research-­‐
derived
evidence.
–
cited
from
Andrew
Booth,
2000

11. • “The
best
available
evidence,
moderated
by
user
needs
and
preferences,
is
applied
to
improve
the
quality
of
professional
judgements.”
~
from
Andrew
Booth,
2002
Evidence
based
librarianship
…

12. Evidence
based
librarianship
…
Ø seeks
to
improve
library
prac6ce
by
u6lizing
the
best
available
evidence
in
conjunc6on
with
a
pragma6c
perspec6ve
developed
from
working
experiences
in
librarianship.
Ø The
best
available
evidence
might
be
produced
from
either
quan6ta6ve
or
qualita6ve
research
designs,
depending
upon
the
EBL
ques6on
posed,
although
EBL
encourages
using
more
rigorous
forms
over
less
rigorous
forms
of
evidence
when
making
decisions.
(Eldredge,
J.
D.
(2002).
Evidence
based
librarianship:
An
overview.
Bulle/n
of
the
Medical
Library
Associa/on,
88(4),
289-­‐302

13. • is
a
means
to
improve
the
profession
of
librarianship
by
asking
ques:ons
• as
well
as
finding,
cri:cally
appraising
and
incorpora:ng
research
evidence
from
library
science
(and
other
disciplines)
into
daily
prac6ce.
• It
also
involves
encouraging
librarians
to
conduct
high
quality
qualita6ve
and
quan6ta6ve
research.
Crumley,
E.
and
Koufogiannakis,
D.
(2002).
Developing
evidence
based
librarianship:
Prac:cal
steps
for
implementa:on.
Health
Informa/on
and
Libraries
Journal,
19,
61-­‐70.
Evidence
based
librarianship
…

14. Evidence-­‐based
librarianship
ü Combines
a
conceptual
framework
with
prac6cal
tools
ü Enables
librarians
to
do
their
jobs
more
effec6vely
and
in
an
informed
fashion
ü Is
a
way
of
systema6zing
the
decision-­‐making
process
in
order
to
achieve
more
reliable
results
EBL
:
The
Framework

15. The
5
A’s
of
EBLIP?
ü Ask
a
focused
ques6on
ü Acquire
the
evidence
ü Appraise
the
studies
ü Apply
the
findings
ü Assess
the
impact

16. • Ar6culate
• Assemble
• Appraise
• Agree
• Adapt
What
are
the
5
elements
of
EBLIP
?
–
revising
the
model

17. ü Step
1:
Formulate
a
Ques6on
ü Step
2:
Find
the
Evidence
ü Step
3:
Appraise
the
Evidence
ü Step
4:
Apply
the
Evidence
ü Step
5:
Evaluate
the
Results
ü Step
6:
Disseminate
Research
The
EBLIP
Process

18. Step
1:
Formulate
a
Ques6on
“Ques6ons
drive
the
en6re
EBL
process.
EBL
assigns
highest
priority
to
ques6ons
with
greatest
relevance
to
library
prac6ce”.
(Eldredge
2000

19. Step
1:
Formulate
a
Ques6on
v This
is
the
most
important
step!
v The
founda6on
of
the
EBL
process
v The
ques:on
needs
to
be
answerable
~
not
too
broad,
and
not
too
narrow
v Mul:-­‐faceted
ques:ons
require
focus

20. Six
Domains
of
Inquiry
• Collec6ons
• Educa6on
• Informa6on
Access
&
Retrieval
• Management
• Marke6ng/Promo6on
• Reference/Enquiries
(Crumley
&
Koufogiannakis
2002)

21. Six
Domains
of
Inquiry
• Collec6ons
–
building
a
high-­‐quality
collec:on
of
print
and
electronic
materials
that
is
useful,
cost-­‐effec:ve
and
meets
the
users
needs
• Educa6on
–
finding
teaching
methods
and
strategies
to
educate
users
about
library
resources
and
how
to
improve
their
research
skills
• Informa6on
Access
&
Retrieval
–
crea:ng
beler
systems
and
methods
for
informa:on
retrieval
and
access
• Management
–
managing
people
and
resources
within
an
organiza:on
• Marke6ng/Promo6on
–
promo:ng
the
profession,
the
library
and
its
services
to
both
users
and
non-­‐users
• Reference/Enquiries
–
providing
service
and
access
to
informa:on
that
meets
the
needs
of
library
users

22. Six
Domains
of
Inquiry
-­‐
samples
• Collec6ons
–In
academic
libraries,
how
do
electronic
subscrip:ons
affect
usage
of
the
print
monograph
collec:on?
• Educa6on
–Does
your
library
orienta:on
program
provide
the
basic
informa:on
research
skills
to
freshmen
students?
• Informa6on
Access
&
Retrieval
–How
user-­‐friendly
are
your
library’s
OPAC
and
other
library
databases?
• Management
–What
are
the
current
prac:ces
of
libraries
on
succession
planning?
• Marke6ng/Promo6on
–How
effec:ve
are
library
exhibits
in
alrac:ng
library
users
to
come
to
the
library?
• Reference/Enquiries
–
What
is
the
impact
of
the
Ask
the
Librarian
program
to
the
library’s
mission
to
improve
services?

23. • “The
best
available
evidence,
moderated
by
user
needs
and
preferences,
is
applied...”
• Should
be
valid,
important,
and
applicable
• May
be
user-­‐reported,
librarian-­‐observed,
and
research-­‐derived
~
from
Andrew
Booth,
2002
Step
2:
Find
the
Evidence

24. • “The
available
body
of
facts
or
informa:on
indica:ng
whether
a
belief
or
proposi:on
is
true
or
valid.”
~
from
Oxford
English
Dic:onary,
2011
What
is
Evidence?

25. What
kinds
of
evidence?
hlps://www.slideshare.net/lkloda/mla-­‐ce-­‐
slides-­‐2013-­‐04-­‐21-­‐no-­‐notes

26. Step
2:
Find
the
Evidence
where?
u Qualita6ve
research
u Quan6ta6ve
research
• For
fee
resources
–
library
science
bibliographic
databases
• Open
source
resources
-­‐-­‐-­‐
LISTA
• Library
science
literature
• In
the
literature
of
other
disciplines
-­‐
ERIC

27. What
if
there
is
no
evidence?
Consider
the
following:
• What
do
I
already
know?
stock
knowledge
and
experience
• What
local
evidence
is
already
available?
• What
does
the
literature
say?
• What
other
informa6on
do
I
need
to
acquire,
gather?
Consider
dissemina:ng
your
survey
ques:onnaire
online
or
publishing
about
your
research
project
to
increase
the
body
of
evidence.

28. What
is
local
evidence?
• Usage
data
• Transac6on
data
• Evalua6on
results
• Reports
• Surveys
• Interviews
• Other
inputs,
outputs
hlps://www.slideshare.net/lkloda/mla-­‐ce-­‐
slides-­‐2013-­‐04-­‐21-­‐no-­‐notes

29. Step
3:
Appraise
the
Evidence
Weigh
up
(determine)
the
value
of
the
evidence
using
3
criteria:
• Reliability
• Validity
• Applicability
hlps://www.slideshare.net/lkloda/mla-­‐ce-­‐
slides-­‐2013-­‐04-­‐21-­‐no-­‐notes

30. Step
3:
Appraise
the
Evidence
Reliability
• Are
results
clearly
explained?
• Ano
ang
Response
rate?
• Useful
ba
analysis?
• Appropriate
ba
analysis?
• Do
results
address
the
research
ques6on/s?
• Ano-­‐ano
limita6ons?
• Are
conclusions
based
on
actual
results?

31. Step
3:
Appraise
the
Evidence
Validity
• Focused
ba
ang
issue
or
ques6on?
• Meron
bang
conflict
of
interest?
• Appropriate
and
replicable
ba
ginamit
na
method?
• Representa6ve
ba
popula6on
sample?
• Validated
ba
ang
instrument?

32. Step
3:
Appraise
the
Evidence
Applicability
–
means
Relevance
to
the
study/research
• Are
implica6ons
reported
in
the
original
study?
• Applicable
ba
sa
other
popula6ons?
• Kelangan
pa
ba
ng
more
informa6on?
• Ano-­‐ano
ang
usefulness
ng
study?

33. Step
4:
Apply
the
Evidence
• Ideally we want evidence
that is directly applicable.
• More commonly we
encounter evidence that
needs to be locally validated
e.g. through a survey or audit
of local services.
• Is the research I am
considering applicable to
my situation?
(Koufogiannakis & Crumley 2004)

34. Consider
SCOPE
for
this
process:
•
Severity
–
How
urgent/important
is
the
problem?
•
Clients
–
Does
the
planned
interven:on
fit
with
the
values,
needs
and
preferences
of
my
users?
•
Opportunity
–
Is
now
the
:me
to
apply
this?
Has
the
situa:on
changed
since
the
evidence
was
produced?
•
Poli6cs
–
Is
there
local
support
for
this
interven:on?
•
Economics
–
Can
we
afford
this
interven:on?
Will
this
be
at
the
expense
of
something
else?
Step
4:
Apply
the
Evidence

35. Step
5:
Evaluate
the
Results
Evaluate
to
determine
if
the
course
of
ac6on
taken
actually
made
an
improvement…
…and
personally
evaluate
performance
as
an
evidence
based
prac66oner.

36. Step
6:
Disseminate
Research
How?
• Workshops,
seminars,
conferences,
discussion
groups
• Organiza:onal
mee:ngs,
commilee
mee:ngs
• Publica:on
(print
and
online)
• Email,
list-­‐servs,
network
groups
• Word
of
mouth

37. Barriers
to
Research
• Where
to
find
evidence?
• Access
to
resources?
• Lack
of
6me
• Lack
of
administra6ve
or
management
support
• Lack
of
research
skills
• Financial
limita6ons
• What
else?

38. § If
research
has
an
important
role
in
understanding
the
needs
to
which
libraries
should
be
responsive,
§ and
if
librarians
need
to
conduct
research
in
order
to
beRer
assess
the
effec6veness
of
their
approaches
to
delivering
library
services,
§ then
librarians
and
other
LIS
professionals,
including
the
organiza6ons
and
ins6tu6ons
responsible
for
educa6ng
them,
aside
from
their
employing
ins6tu6ons,
should
be
more
aRen6ve
to
such
a
cri6cal
ac6vity
as
library
research.
§ Assistance
(in
matching
research
projects
with
personal
development),
and
encouragement
(to
apply
the
results
of
the
research),
go
hand
in
hand
in
crea6ng
a
conducive
research
environment
in
the
workplace.
Final
words?

39. famverzosa@yahoo.com
Questions ?

40.
Thank
you
for
listening!

41. Fe
Angela
M.
Verzosa
University
of
the
Assump:on
Library
Angeles
City
12
January
2018
Evidence-­‐based
Research
in
Library
and
Informa6on
Prac6ce
-­‐
Workshop

42. Six
Domains
of
Inquiry
-­‐
samples
• Collec6ons
–In
academic
libraries,
how
do
electronic
subscrip:ons
affect
usage
of
the
print
monograph
collec:on?
• Educa6on
–Does
your
library
orienta:on
program
provide
the
basic
informa:on
research
skills
to
freshmen
students?
• Informa6on
Access
&
Retrieval
–How
user-­‐friendly
are
your
library’s
OPAC
and
other
library
databases?
• Management
–What
are
the
current
prac:ces
of
libraries
on
succession
planning?
• Marke6ng/Promo6on
–How
effec:ve
are
library
exhibits
in
alrac:ng
library
users
to
come
to
the
library?
• Reference/Enquiries
–
What
is
the
impact
of
the
Ask
the
Librarian
program
to
the
library’s
mission
to
improve
services?

43. ü Step
1:
Formulate
a
Ques6on
ü Step
2:
Find
the
Evidence
ü Step
3:
Appraise
the
Evidence
ü Step
4:
Apply
the
Evidence
ü Step
5:
Evaluate
the
Results
ü Step
6:
Disseminate
Research
The
EBLIP
Process

44. Booth
devised
3
ways
of
formula:ng
ques:ons:
• Predic6on
ques6on:
(seeks
to
predict
outcomes
under
certain
circumstances)
What
do
users
do
in
the
Library
premises?
• Exploratory
ques6on:
(seeks
to
answer
the
ques:on
why)
Why
do
library
users
s:ll
come
to
the
Library?
• Interven6on
ques6on:
(seeks
the
answers
to
how)
How
should
library
premises
and
services
be
developed
on
the
spot?
Case
Study:
Use
of
Library
Premises

45. • SeNng:
De
La
Salle
University
Libraries
• Perspec6ve:
That
of
the
library
users
who
physically
visit
the
library
premises
• Interven6on:
Developing
on
the
spot
library
services
• Comparison:
Present
on
the
spot
services
• Evalua6on:
In
terms
of
the
use
of
equipment,
library
space
and
informa:on
services
at
the
desk
Using
the
SPICE
Model

46. • Published
literature
revealing
studies
on
the
use
of
library
premises
and
services
• Previous
studies
and
reports
of
DLSU
library
on
the
use
sta6s6cs
of
key
library
areas
and
services
• Monitoring
method
using
observa:on
tours
of
key
library
areas
and
services
where
staff
noted
what
users
were
doing
or
how
open
are
the
services
u:lized
• Survey
ques6onnaire
devised
to
determine
user
preferences
in
the
use
of
library
areas
Evidences
Available

47. • Users
s:ll
come
to
the
library
but
the
number
differs
in
:me
of
the
day
and
days
of
the
week
• Key
services:
circula:on,
Instruc:onal
media,
informa:on/reference
• Users
use
heavily
their
own
laptops/devises
• Users
tend
to
work
in
groups
of
3
or
more
• There
were
long
queues
in
the
apernoon
for
borrowing
and
returning
Findings

48. • Change
in
service
hours
• Number
of
electrical
outlets
for
laptops
• Ask-­‐the-­‐Librarian
model
suggested
• Instruc:onal
Media
Services
moved
to
the
ground
floor
• Installa:on
of
book
drops
at
strategic
areas
outside
of
the
library
premises
• Increase
in
the
number
of
cubicles
for
group
work
and/or
collabora:on
rooms
Decisions

49. Consider
SCOPE
for
this
process:
•
Severity
–
How
urgent/important
is
the
problem?
•
Clients
–
Does
the
planned
interven:on
fit
with
the
values,
needs
and
preferences
of
my
users?
•
Opportunity
–
Is
now
the
:me
to
apply
this?
Has
the
situa:on
changed
since
the
evidence
was
produced?
•
Poli6cs
–
Is
there
local
support
for
this
interven:on?
•
Economics
–
Can
we
afford
this
interven:on?
Will
this
be
at
the
expense
of
something
else?
Step
4:
Apply
the
Evidence

50. • Evaluate
the
results
-­‐
Yearly
for
the
next
2-­‐3
years?
-­‐
Status
quo?
-­‐
Build
good
partnership
with
users
(users
appreciate
being
asked
for
feedback
and
to
report/react
on
the
level
of
library
services)
• Disseminate
research
-­‐
share
the
experiences
and
results
of
EBL
processes
with
other
libraries
-­‐
it
is
the
duty
of
the
Library
director
to
encourage
and
mentor
staff
to
constantly
monitor,
collect
evidence
about
their
work,
and
to
contribute
ac:vely
to
knowledge
crea:on
Final
Steps