Australian Academic Librarians’ Experience of Evidence Based Practice Involves Empowering, Intuiting, Affirming, Connecting, Noticing, and Impacting
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Notice bibliographique
Résumé
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.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,131 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,287 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle