"we Collect TONS of Data ⋯ We Report What We Think Our Community Cares the Most about ⋯ We Learn so Much from It:" School Librarians' Evidence Collection and Sharing Practices

Jennifer Moore, Maria Cahill, Jeffrey Discala, Wanyi Wang

Research output: Contribution to journalArticlepeer-review

Abstract

Evidence-based practice (EBP) offers school librarians a systematic process for developing, assessing, and revising their school library programs. Two of the seven steps in this process involve collecting and sharing meaningful evidence with appropriate stakeholders, often for advocacy purposes, strategically selecting communication channels and methods aligned with target audiences. Through a survey collecting both quantitative and qualitative data, 161 school librarians in Kentucky, Virginia, and Texas shared their experiences with evidence-based practice. The study reported here focuses on school librarians' evidence collection and sharing practices. Findings indicate school librarians collect easily obtainable data and share evidence of practice widely; however, they are most likely to share with building-level administrators, and the channels through which they communicate with school personnel differ from those chosen to communicate with other stakeholder groups. Approximately half of participants share evidence for advocacy purposes, and only slightly more than half share evidence of their practice with other school librarians.

Original languageEnglish
Pages (from-to)63-75
Number of pages13
JournalLibri
Volume73
Issue number1
DOIs
StatePublished - Mar 1 2023

Bibliographical note

Funding Information:
Research funding: This work was conducted independently and received no financial support.

Publisher Copyright:
© 2022 Walter de Gruyter GmbH, Berlin/Boston.

Keywords

  • advocacy
  • evidence-based practice
  • leadership
  • school libraries
  • stakeholders

ASJC Scopus subject areas

  • Library and Information Sciences

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