Content area
Full text
A professional focus on evidencebased practice (EBP) for school libraries emerged from the International Association of School Librarianship conference when I presented the concept. I challenged the school library profession to actively engage in professional and reflective practices that chart, measure, document, and make visible the impact of school libraries on learning outcomes. I argued that EBP for school libraries hinges on two concepts:
... the conscientious, explicit and judicious use of current best evidence in making decisions about [school librarians'] performance. It is about using research evidence, coupled with professional expertise and reasoning, to implement learning interventions that are effective;
and
... [the school librarian's] daily efforts put some focus on effectiveness evaluation that gathers meaningful and systematic evidence on dimensions of teaching and learning that matter to the school and its support community (Todd 200l).
I remember audience reactions:
"We have to prove our worth?"
"This is not part of my job!"
"I really must do something with that pile of library surveys I have! "
"It is about what the kids do, more than what I do! "
I am deeply gratified to see the growing commitment to EBP and increased energy being expended for its implementation. Methods for EBP are embedded in pre-service education of school librarians. It is a focus of professional development for practicing school librarians. At school library conferences it is identified as best practice and examined as a conceptual framework in research-based literature. In response to growing interest in EBP across the library sector, the peerreview journal Evidence Based Libraiy and Information Practice devoted an issue to EBP in school librarianship. (The issue is available at <http:// ej ournals. library.ualberta.ca/index. php/EBLIP/issue/view/444>-)
Holistic Framework for Evidence-Based Practice
Since my articulation of EBP for school libraries I developed a holistic conceptualization of EBP as a framework for action. I posit that EBP is an approach to school library practice that systematically engages research-derived evidence, school librarian-observed evidence, and user-reported evidence. Iterative processes such as decision making, development, and continuous improvement contribute to attaining the mission of schools: quality learning, quality teaching, and student achievement. EBP is founded on conscientious interpretation and integration of research-derived evidence to shape and direct professional practice. Simply put, a profession is, by definition, founded...