Course description and objectives

The challenge for the future will be to develop increasingly sophisticated research
techniques that will allow us to continue to build the best possible library and
information services over time. Our ability to use ongoing evaluation to improve our
services will keep us out in front in the increasingly competitive world of information
providers and will determine our ultimate success as library and information
professionals. Joanne Gard Marshall, New Zealand Library Association Keynote Address,
2003. 

Course description

Evidence-based practice (EBP) is being adopted by a variety of professions as a way of
identifying and using the best available research evidence for decision making. As such,
EBP can be seen as a tool for linking research to practice and promoting innovation and
change. This course will explore the origins of evidence-based practice in general and its
current application in library and information science. Students will have an opportunity
to explore the state of EBP in a number of fields and to discuss the applicability of the
concept to LIS.

Based on this exploration the students will have the opportunity to gather and evaluate
evidence that can be applied to practice. Prerequisite knowledge and skills: Familiarity
with basic search techniques, and access to the LISA database.

Course texts and resources

Whenever possible, the full text of assigned readings will be made available as electronic
copies through the Blackboard site, where a full bibliography can be found. Other
materials are available through the UNC libraries.

Other resources found through Blackboard:

• Glossary of terms related to evidence-based practice, including types of studies (under
  ‘Glossary’)
• Critical evaluation tools (under ‘Evaluation Tools’)
• Bibliography: The bibliography is a work in progress, and will be amended through the
  semester.
• Please feel free to suggest additions, since this is intended not only as a resource for the
  course, but for your further exploration.

Included here:

• Course readings
  
• Evidence-based medicine
• Evidence-based library and information practice 
• Library association research policies
  

The following texts and resources are of key importance to this growing area of LIS:

• Booth A & Brice A. (2004). Evidence-based practice for information professionals: a handbook.
  London, England: Facet Publications.
• Connor E. (2007). Evidence-based librarianship: Case studies and active learning exercises.
  Oxford : Chandos.
  
• University of Alberta Libraries.Evidence based library and information practice [electronic
  resource]. 2006 – present. Available online:
  http://ejournals.library.ualberta.ca.libproxy.lib.unc.edu/index.php/EBLIP
• McClure CR & Hernon, P. (1991). Library and information science research: perspectives and
  strategies for improvement. Norwood, N.J: Ablex Pub. Corp.

Course Objectives

The purpose of the course is to provide you with a basic familiarity with the concepts and practices
of Evidence-based Library and Information Practice (EBLIP). By the time you have finished this class,
you should be able to plan and conduct a course of research using principles of evidence-based practice
by

• constructing a well built question that will serve as the basis for your practice-based research
• activities;
• locating and evaluating the best evidence to support your research and practice;
• critically evaluating evidence using provided tools;
• creating a report synthesizing best evidence for your question;
• proposing further steps for application, evaluation, and dissemination of your findings.

During the course,we will also work to

• evaluate processes and resources with regard to their ability to assist in the search for
  ‘best evidence’;
• continuously practice critical evaluation skills as a group and individually;
• compare the model for EBLIP with those created for other professions;
• consider resources currently available to support your evidence-based practice;
• discuss barriers to and potential benefits from the implementation of evidence-based
  practice for your setting,
• and finally: reflect on the experience and model for EBLIP as a way to bridge the gap
  between research and practice.

Grading

Your grade will be based on the following:

1. 15% summary of EBP in another disciplinary area
2. 15% facilitation and participation in critical evaluation during journal club (biweekly
responsibility for
participation, rotating facilitation responsibility)
3. 15% participation in Discussion Board postings
4. 10% well built question
5. 5% annotated bibliography
6. 20% evidence summary paper
7. 20% final paper