scholarly journals Australian Academic Librarians’ Experience of Evidence Based Practice Involves Empowering, Intuiting, Affirming, Connecting, Noticing, and Impacting

2017 ◽  
Vol 12 (4) ◽  
pp. 268 ◽  
Author(s):  
Joanne Marie Muellenbach
Keyword(s):  
Grounded Theory ◽  
Information Science ◽  
Evidence Based Practice ◽  
Science Research ◽  
Structured Interview ◽  
Theory Model ◽  
Constructivist Grounded Theory ◽  
Academic Librarians ◽  
Evidence Based ◽  
Model Library

A Review of: Miller, F., Partridge, H., Bruce, C., Yates, C., & Howlett, A. (2017). How academic librarians experience evidence-based practice: A grounded theory model. Library & Information Science Research, 39(2), 124-130. http://dx.doi.org/10.1016/j.lisr.2017.04.003 Abstract Objective – To explore and enhance the understanding of how Australian library and information science (LIS) practitioners experience or understand evidence based practice (EBP) within the context of their day-to-day professional work. Design – Constructivist grounded theory methodology. Setting – University libraries in Queensland, Australia. Subjects – 13 academic librarians. Methods – Researchers contacted academic librarians by email and invited each participant to take part in a 30-60 minute, semi-structured interview. They designed interview questions to allow participants to explain their process and experience of EBP. Main results – This study identified six categories of experience of EBP using a constructivist grounded theory analysis process. The categories are: Empowering; Intuiting; Affirming; Connecting; Noticing; and Impacting. Briefly, empowering includes being empowered, or empowering clients, colleagues, and institutions through improved practice or performance. Intuiting includes being intuitive, or using one’s own intuition, wisdom, and understanding, of colleagues and clients’ behaviours to solve problems and redesign services. Affirming includes being affirmed through sharing feedback and using affirmation to strengthen support for action. Connecting includes being connected, and building connections, with clients, colleagues, and institutions. Noticing includes being actively aware of, observing, and reflecting on clients, colleagues, and literature within and outside of one’s own university, and noticing patterns in data to inform decision-making. Impacting includes being impactful, or having a visible impact, on clients, colleagues, and institutions. Together, these categories represent a model that explains the nature of academic librarians’ experiences of EBP. The theory describes academic librarians' experiences as complex and highly contextualized phenomena. There is no clear relationship between these categories, as data analysis did not generate a specific hierarchy of categories. Conclusion – Based on the research findings the authors hypothesize that their study is one of a growing number of studies that has begun to establish an empirical basis for EBP in the LIS profession.

scholarly journals How academic librarians experience evidence-based practice: A grounded theory model

2017 ◽  
Vol 39 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Faye Miller ◽  
Helen Partridge ◽  
Christine Bruce ◽  
Christine Yates ◽  
Alisa Howlett
Keyword(s):  
Grounded Theory ◽  
Evidence Based Practice ◽  
Theory Model ◽  
Academic Librarians ◽  
Evidence Based

scholarly journals The Perception and Practice of Evidence Based Library and Information Practice Among Iranian Medical Librarians

2009 ◽  
Vol 4 (4) ◽  
pp. 37 ◽  
Author(s):  
Vahideh Zarea Gavgani
Keyword(s):  
Decision Making ◽  
Information Science ◽  
Evidence Based Practice ◽  
Improve Patient Care ◽  
Information Services ◽  
Evidence Based ◽  
Health Care Context ◽  
Objective Evidence ◽  
Decision Making Processes ◽  
Information Practice

Objective – Evidence based library and information services help to link best evidence with decision making in library practice. Current library and information science practice operates in both a knowledge and evidence-based environment. Health service librarians provide information services in an evidence based health care context to improve patient care. But the evidence based practice movement has influenced many fields of human knowledge, including librarianship. Therefore, this study seeks to answer the following questions: 1) What are the perceptions of Iranian medical librarians regarding the use of an evidence based approach in their decision making processes? 2) Do Iranian medical librarians apply an evidence based approach in their professional work? 3) How do Iranian medical librarians practice an evidence based approach? 4) What are the barriers and limitations for Iranian medical librarians who engage in evidence based library and information practice (EBLIP)? Methods – This study utilized a survey to discover medical librarians’ attitudes and perceptions towards the use of an evidence based approach to library practice in Iran. Data was collected using a structured questionnaire to identify medical librarians’ attitudes toward EBLIP. Results – The findings of the study indicate that Iranian medical librarians are aware of EBLIP and that they utilize an evidence based approach towards their LIS work. They practice the five steps of an evidence based answering cycle in formulating, locating, assessing, applying, and redefining questions. However, they have less knowledge about levels of evidence, research methodologies, and critical appraisal. Conclusions – Medical librarians in Iran are familiar with the concept of an evidence based approach. More training is needed in some elements of evidence based practice to improve their approach to evidence based library and information practice.

Feminist-Informed Protective Factors for Subthreshold Eating Disorders

2020 ◽  
Vol 30 (10) ◽  
pp. 1546-1560
Author(s):  
Emily C. Wacker ◽  
Megan L. Dolbin-MacNab
Keyword(s):  
Eating Disorders ◽  
Grounded Theory ◽  
Eating Disorder ◽  
Protective Factors ◽  
Theory Model ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Sociocultural Context ◽  
Research And Practice ◽  
Tangible Support

Despite knowledge that the larger sociocultural context contributes to the development of eating disorders, few studies have examined protective factors for women with subthreshold eating disorders. Using feminist-informed constructivist grounded theory methodology, 15 women (ages 18–25 years) with subthreshold eating disorders were interviewed. Results suggest that participants spoke of their subthreshold eating disorders in an externalized way and used protective factors to guide decision making toward their preferred values. A grounded theory model was developed to illustrate this process. Protective factors included (a) people who provide emotional and tangible support, (b) support people who challenge the eating disorder, (c) personal sense of agency, and (d) community activism and involvement. Participants experiencing subthreshold eating disorders demonstrated a capacity to distinguish their own thoughts and values from those of the “eating disorder voice,” and protective factors facilitated this process. Implications for future research and practice are discussed.

scholarly journals Applying interpretive phenomenological analysis to library and information science research on blended librarianship: A case study

2020 ◽  
Author(s):  
Israel Mbekezeli Dabengwa ◽  
Jaya Raju ◽  
Thomas Matingwina
Keyword(s):  
Information Science ◽  
Quality Criteria ◽  
Science Research ◽  
Phenomenological Analysis ◽  
Academic Librarians ◽  
Interpretive Phenomenological Analysis ◽  
Library And Information Science ◽  
Theoretical Approaches ◽  
Research Problems

Abstract Although interpretive phenomenological analysis (IPA) has value in library and information science (LIS), it has low uptake in Africa. Readers are guided in how to apply IPA in LIS research using an example of a blended librarianship thesis conducted in Zimbabwe. The illustration narrates how IPA was implemented within the context of phenomenology to analyse the complexity of academic librarians' views, taking into consideration social and historical environments. The methodological and theoretical approaches to using IPA in LIS and other disciplines are outlined, including a critical analysis of applying double hermeneutics and horizontalization to construct a hermeneutic interpretation. The blended librarianship thesis is compared with LIS-based IPA studies and blended librarianship research to reflect the value of IPA methods. The weaknesses of the study are discussed, including the use of quality criteria of credibility, dependability, and transferability. The guided analysis of the study encourages the use of IPA in LIS as it can solve research problems and generate new theories to inform practice, services, philosophy, theory, and institutions.

scholarly journals Evidence-based Management as a Tool for Special Libraries

2007 ◽  
Vol 2 (4) ◽  
pp. 36 ◽  
Author(s):  
Bill Fisher ◽  
Dav Robertson
Keyword(s):  
Web Sites ◽  
Information Science ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Science Literature ◽  
General Management ◽  
Management Literature ◽  
Science Management ◽  
The Subject

Objective – To examine the evidence based management literature, as an example of evidence based practice, and determine how applicable evidence based management might be in the special library environment. Methods – Recent general management literature and the subject-focused literature of evidence based management were reviewed; likewise recent library/information science management literature and the subject-focused literature of evidence based librarianship were reviewed to identify relevant examples of the introduction and use of evidence based practice in organizations. Searches were conducted in major business/management databases, major library/information science databases, and relevant Web sites, blogs and wikis. Citation searches on key articles and follow-up searches on cited references were also conducted. Analysis of the retrieved literature was conducted to find similarities and/or differences between the management literature and the library/information science literature, especially as it related to special libraries. Results – The barriers to introducing evidence based management into most organizations were found to apply to many special libraries and are similar to issues involved with evidence based practice in librarianship in general. Despite these barriers, a set of resources to assist special librarians in accessing research-based information to help them use principles of evidence based management is identified. Conclusion – While most special librarians are faced with a number of barriers to using evidence based management, resources do exist to help overcome these obstacles.

Self-Reflection as a Support to Evidence-Based Practice (EBP): A Grounded Theory Exploration

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411505121p1
Author(s):  
Robert Krueger ◽  
Melissa Sweetman ◽  
Malissa Martin ◽  
Thomas Cappaert
Keyword(s):  
Grounded Theory ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Self Reflection

Evidence-based practice and web usability assessment

2014 ◽  
Vol 30 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Frank Cervone
Keyword(s):  
Information Science ◽  
Evidence Based Practice ◽  
Information Organization ◽  
Library And Information Science ◽  
Evidence Based ◽  
User Centered Design ◽  
Content Type ◽  
Web Usability ◽  
Usability Assessment ◽  
Fundamental Building Block

Purpose – Issues related to usability and creating effective and engaging user experiences on the internet continue to vex libraries and information agencies. Many organizations still do not have an on-going, sustainable usability assessment program in place. This should be a cause for concern because usability programs serve as a quality-control check on our ability to provide quality information. This is why evidence-based information practice is so important as a fundamental building block of a usability assessment plan. This paper aims to address these issues. Design/methodology/approach – Through a review of the basic principles of evidence-based practice, the author puts into context how a web assessment methodology could be put in place at a library or information organization. Findings – Using the principles of evidence-based practice, as well as a user-centered design perspective, can greatly enhance the ability of libraries and information organizations to develop effective web usability assessment programs. Originality/value – While there has been a significant body of work in library and information science related to implementing evidence-based practice (EBP), there has been little specifically written about applying EBP to web usability assessment. This article fills that gap in the literature.

scholarly journals Nature and Determinants of Educators’ Attitudes toward Teaching Special Needs Learners in a School of Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 21-32
Author(s):  
Andre Rowan ◽  
Mokgadi Moletsane
Keyword(s):  
Grounded Theory ◽  
Special Needs ◽  
Positive Attitude ◽  
Structured Interview ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Special Needs Education ◽  
Attitudes Toward Teaching ◽  
Data Collection Instrument ◽  
Constructivist Epistemology

This study explored the nature and determinants of educators’ attitudes toward teaching learners with special needs in a rural school of skills that was formerly an ordinary mainstream school. The study adopted a qualitative Grounded Theory approach located within the framework of the constructivist epistemology. Eleven educators (n=11) who were teaching both technical and academic subjects at the school of skills participated in the study. The semi-structured interview was employed as the sole data collection instrument and the coding principles underlying the Constructivist Grounded Theory were used to analyse data. The findings of the study revealed that educators had a positive attitude toward teaching special needs education at the selected school and highlighted the novel factors determining the educators’ attitudes such as both internal and external factors that motivated this positive attitude. The coping strategies identified by the educators replicated those reported in previous research. Palliative and direct coping actions, as well as an integration of these two were also reportedly employed by some participants. It was concluded that the group-based differentiation of the determinants of attitudes may be useful to influence educators’ attitudes at other special needs schools, or those undergoing a similar transitional process.

scholarly journals Using Grounded Theory to Investigate Evidence Use by Course Leaders in Small-Specialist UK HEIs

2021 ◽  
Author(s):  
Nieky van Veggel
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Evidence Based Practice ◽  
Social Process ◽  
Evidence Based ◽  
Process Selection ◽  
Classic Grounded Theory ◽  
Leadership In Higher Education ◽  
Research In Education

The study of evidence-based course leadership in higher education focusses on twodifferent areas of practice: higher education course leadership, and evidence-basedpractice. Course leadership is an understudied area of research, with few publicationsdiscussing the role of the course leader in higher education. Although evidence-basedpractice is an area of ever evolving research in many disciplines, there is a distinct lackof research on whether course leaders in higher education apply evidence-based practicemethods in their professional practice. This lack of a pre-existing theory points theresearcher towards classic grounded theory to investigate and generate a new theory oncourse leaders’ experiences. Since leadership, and therefore course leadership, is aninherent complex social process, selection of classic grounded theory as a researchmethodology seems a logical choice. Classic grounded theory has been successfullyused to investigate phenomena in education and in evidence-based practice. Groundedtheory therefore is an appropriate selection for research in education and highereducation settings for areas of research where no theory currently exists. Moreover,grounded theories regarding experiences and perceptions of evidence-based practicehave been published in various contexts demonstrating that it is an appropriate methodfor investigating course leaders’ experiences with evidence-based practice.

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