Evidence-Based Practice

 Evidence-based practice

“Evidence Based Library and Information Practice (EBLIP) seeks to improve library and information services and practice by bringing together the best available evidence and insights derived from working experience, moderated by user needs and preferences. EBLIP involves asking answerable questions, finding, critically appraising and then utilizing research evidence from relevant disciplines in daily practice. It thus attempts to integrate user-reported, practitioner-observed and research-derived evidence as an explicit basis for decision-making.” (in Booth, 2006)

The main findings of this project related to the value of staff collaboration and research; the nature of learning in the early years; and the importance of developing the skills of planning and reflecting.

Curriculum planning and implementation are greatly enhanced by teacher collaboration, developing common understandings about learning approaches, and adopting a specific inquiry-based learning approach. Engaging teachers in action research about classroom practice can help them to develop shared understandings and improve professional practice.

In early childhood, the emphasis should be on learning to learn and developing communication, social and thinking skills necessary to cooperative learning. A focus on learning to learn is compatible with inquiry-based learning and the aims of information literacy (Kapitzke, 2003; Kinder 2004). Young children are naturally curious, making questions an ideal starting point for learning. Engaging children in question-driven, experiential learning and meaningful play, such as scenario specific dramatic play and problem solving challenges, will enhance learning (Lonka et al, 2007, p. 19).

Planning and reflecting are the keys to research readiness (Heider, 2009, p. 517). Teachers should involve children in identifying their own information needs, formulating their own questions and find their own solutions. However, children also need to develop the metacognitive and language skills to express their learning. Opportunities to reflect on describe and discuss their learning are essential to developing metacognition. Drama and philosophy for children provide ideal opportunities for young children to engage in reflection and critical thinking activities about real life scenarios. Through these activities, children explore their world, plan courses of action and develop metacognitive skills. Use of ICTs needs to be infused in everyday practice so that their usefulness to inquiry and information seeking is transparent. Teachers have a responsibility to provide leadership in higher order thinking, to model meta-language, by engaging children in meaningfully learning through substantive conversation (Grieshaber, 2010). 

 Examples of children's work.

Implications for future practice

Reflective professional practice is also essential (2.4.4). In future, I will use pre- and post-assessment to determine the effectiveness of library programs. The findings of this project reaffirmed my belief that I need to promote inquiry-based learning within the school and involve teachers in collaborative. The implementation of Curriculum to Classroom units of work will make it easier to anticipate curriculum needs of each year level. However, collaboration with the head of curriculum and teachers is essential to ensure that students are engaged in effective inquiry-based learning and that library activities complement and enhance learning. 

USEFUL LINKS

Evidence Based Library and Information Practice http://ejournals.library.ualberta.ca/index.php/EBLIP

Evidence Based Library and Information Practice (EBLIP) Toolkit http://eblip.net.au/

Productive Pedagogies http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/html/about.html

Survey Monkey http://www.surveymonkey.com/MySurveys.aspx

Tranforming the Profession: Evidence-Based Libraries and Information Practice http://www.eblip4.unc.edu/papers.html

REFERENCES