Evidence Based Practice

The next part of our studies on the role of the TL looks at accountability, evidence and research. This is important for TL students to look at as it's the way all schools are going in the wake of the current economic climate. If the TL as a species wants to survive, then we have to prove how we make a difference in student learning.
In the next few posts I'm going to jot down some important ideas that I've gained from various articles on EBP.

The Evidence-Based Manifesto - Ross Todd (School Library Journal, April 08)

• Evidence-based school librarianship is an approach that involves examining research-based evidence, school-librarian observed evidence and user-reported evidence. The TL uses this evidence in order to make decisions about programs, resources and services that aid the achievement of a school's mission and goals.


• As the goals usually centre of student achievement and quality teaching and learning, EBP should focus on these as well


• School librarian ship derives its mandate from a diverse body of theoretical and empirical knowledge and active engagement with this knowledge is what enables the profession to continually transform and improve.


• All students can learn through engagement with school libraries.


• The value of a school library can be measured.


• Accountability is an essential component of sustainable development of the school library profession.


• Accountability is a commitment to growth through examining process and practice.


• It involves a move from a "tell me" framework to a "show me" framework.


• It's not about survival of TLs, it's about survival of our students.


• EBP recognises multiple sources, types of evidence and ways of gathering evidence - this develops stronger claims.


• EB school librarianship uses research derived evidence to shape and direct what we do.


• School libraries need to systematically collect evidence.


• There are 3 dimensions to EBP in school libraries: evidence for practice, evidence in practice, evidence of practice.


• TLs need EBP to show why school libraries matter today and how they help students learn.


• EBP validates that QL outcomes can be achieved though the school library and that the school librarian is an important instructional partner.


• EBP means a shift from information inputs to knowledge and skills outputs.


• "Standards For the 21st Century Learner" (AASL) provides a framework for the evidence that should be generated. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf


• There are challenges of EBP. We need to make it accessible and applicable so it can be integrated into practice.


• Locally generated evidence could be presented as a portfolio.


• EBP is no about scrambling to find additional time. It is about establishing priorities and making choices about the importance of school libraries and learning.
  

My personal thoughts on EBP:

EBP is essential for all TLs.It must be done looking at a variety of evidence types from a variety of sources. TLs must have a good understanding of the school's goals and mission and make sure their EBP follows along the same lines. Gathering evidence must be ongoing - not a one off. It must be about what is best for the students.