Evidence-Based Practice in the School Library

Engaging in a process of evidence-based practice (EBP) empowers school librarians to demonstrate impact on student learning and achievement, experiences and growth in collaborative teaching, and contributions to the school community at large. Further, evidence-based practice allows for continued improvement of the school's library program by providing data that school librarians can share with stakeholders. This is a systematic and cyclical process that requires planning and analysis, yes, but the good news is that with some purposeful steps, EBP can also be integrated naturally into day-to-day activities and instruction in the school library— no drastic makeovers or upheaval required. Evidence for practice, evidence in practice, and evidence of practice are the three types of evidence that your librarians will use, apply, gather, and share to inform their work and strengthen their effectiveness for student learning.

So what kind of "stuff" makes up this evidence? What library services and opportunities might benefit? And how can your district's librarians start collecting and sharing evidence to improve their school library programs? Well, your librarians may find that they already have goals that EBP can support, and likewise, that they may be well on their way to using and gathering that evidence! This kit, based on the School Library Connection course developed Dr. Jeffrey DiScala, will provide materials and guidance on understanding and using evidence-based practice through processes that are relevant, uncomplicated, and helpful.

"Evidence-Based Practice in the School Library" encompasses five components:

• Part I: Introduction to Evidence-Based Practice in Your School Library, guided prework to be completed by participants in advance of the first synchronous session, approximately 60 minutes
• Part II: Building Your Rationale and Context for Evidence-Based Practice, an interactive in-person session of 60-90 minutes
• Part III: Working with Foundational and Process Evidence, a self-study segment comprising 4-6 hours over the course of a month or more
• Part IV: Collecting and Sharing Evidence: Your Plan for Implementing Evidence-Based Practice, a second in-person session of 60-90 minutes
• Part V: Ideas for implementing and following up on EBP throughout the year

Each school district or system has its own priorities, needs, and circumstances, so we hope you'll consider these resources as pliable, remixable activities and ideas, ready for you to use and adapt. Exercises described as "synchronous" can be implemented with the facilitator and participants together in an on-site location, via virtual spaces through video conference, breakout rooms, and collaborative digital tools, or with some tweaking, even in a blended format. All materials are linked or provided in this kit.

Workshop Goals:

Objectives for each session accompany the Sample Curriculum.

• Participants will learn the meaning of evidence-based practice and how to put it to work in the school library.
• Participants will learn about the three types of evidence that can help inform their practice.
• Participants will learn how to use research by others to make changes in their school library.
• Participants will learn how quantitative, qualitative, and mixed methods evidence can be collected in the school library.
• Participants will learn how to share evidence to support advocacy.