Today many schools are involved in collecting evidence in many forms validating the programmes and strategies to impact student learning. Evidence based practice (EBP) is collecting, interpreting and integrating research-derived evidence, combining it with professional expertise and leadership applying it to ensure the best outcomes (Coe, 1999). Teacher librarians (TLs) can contribute to this reflection and evaluation cycle for the good of the school to show the positive impact the library has for student learning outcomes.
There are two ways to gather evidence – one is to generate our own research findings and the other is to use the research of others (Oberg, 2002, p. 10). Using published research the TL can advocate for the development or continuation of programmes which will benefit students. Reading academic journals and attending conferences will enable TLs to keep up to date with current research and evidence. By developing an understanding of what colleagues are working on in other libraries TLs are able to apply key research findings to their own situations. Placing key findings on the library web page or in reports can articulate the role the library has in student learning successes (Todd, 2007, p.66). The research of others may also inspire TLs to conduct localised research to show the impact of their own library on student achievement.
The fact that TLs are information specialists makes us uniquely equipped to develop EBP. The Action Research model is being adopted in many schools and requires the development of questions, review of literature, collection and analysis of data and reporting and using evidence to improve practice (Harada, 2004, p. 27). Action Research can utilize a variety of data collection tools including research logs, reflections, feedback questionnaires, exit slips and journaling by the TL and the students. These tools provide rich data for the TL and at the same time provide an opportunity for the students to think about their own learning (Pappas, 2007, p. 172) (Preddy, 2008, p. 176). With technology this process can be recorded on video or on websites with tools such as TodaysMeet or Google Forms.
The key word is ‘practice’. It implies a continuous process of questioning, reading, evidence collection, analysis and action in an effort to improve student learning outcomes. It cannot be seen as “additional” work but instead it should be essential work which has so many positive benefits for the whole school community (Todd, 2008). Using Action research model and SLIM during Guided Inquiry had a measurable impact on student learning and provided the opportunity for greater collaboration at Broughton Anglican College. The students and staff presented their experiences and evidence of improved learning outcomes at conferences and in articles (Sheerman, 2011, p. 33). I am inspired to see EBP providing such positive outcomes for students and staff it makes me realise that I must include EBP in my role as TL. It is possible as I work with my colleagues to include Action Research as part of the units we design and deliver. We are all commitment to showing that we make a positive contribution to our students learning achievement
References
Coe, R. (1999). Manifesto for Evidence-Based Education. Retrieved January 18, 2014, from Centre for Evaluation and Monitoring website: http://www.cem.org/evidence-based-education/manifesto-for-evidence-based-education
Google Docs. (2001). Retrieved January 18, 2014, from Google Docs website: http://www.google.com/google-d-s/createforms.html
Harada, V., Dr. (2004). Action research: How teacher-librarians can build evidence of student learning. Scan, 23(1), 27-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=132729;res=AEIPT
Oberg, D. (2002). Looking for the evidence: Do school libraries improve student achievement? School Libraries in Canada, 22(2), 10-13-44.
Pappas, M. L. (2009). Tools for the assessment of learning. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 171-175). Santa Barbara, CA: Libraries Unlimited.
Preddy, L. (2009). Research reflections, journaling, and exit slips. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 176-179). Santa Barbara, CA: Libraries Unlimited.
Sheerman, A. (2011). Accepting the Challenge:Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=189075;res=AEIPT
TodaysMeet. (n.d.). Retrieved January 18, 2014, from TodaysMeet website: https://todaysmeet.com/
Todd, R. J. (2007). Evidenced-based practice and school libraries: from advocacy to action. In S. Hughes-Hassell & V. H. Harada (Authors), School reform and school library media specialists (pp. 57-78). Westport, CY: Libraries Unlimited.
Todd, R. J. (2008). The Evidence-Based Manifesto for School Librarians. School Library Journal. Retrieved from http://www.slj.com/2008/04/librarians/the-evidence-based-manifesto-for-school-librarians/