The following outline offers suggested activities for presenting a multi-phase professional learning workshop on the topic of "Evidence-Based Practice for School Librarians." We encourage you to adapt the materials, outline, and activities to meet the needs of your librarians! If you do lead a workshop on this topic, we'd love to hear about it and any additional suggestions you have to make the content meaningful for school librarians. Drop us a line at webinarSLC@abc-clio.com.

Outline

Part I: Prework

Introduction to Evidence-Based Practice in Your School Library

Objectives:

• Participants will be able to summarize the key points of evidence-based practice for school librarians.
• Participants will write a Statement of Intent for implementing evidence-based practice.
• Participants will draft ideas on researching a problem or need in their school library.

Time: 60 minutes, self-guided

Materials:

• Statement of Intent (Planning Template, p. 2)
• Determining and Aligning Your Research Purpose (Planning Template, p. 5-6)
• The article, "EBLIP: How You Know, Where You Go, and What You Show," by Jennifer Richey, Wendy Wagner and Maria Cahill.
• Resource List, including SLC course video lessons (items 1 and 4)
• Link to a district-specific collaborative document for posting responses (ex: Padlet, LMS discussion board)

This set of readings, brief videos, and short exercises should be completed by each participant before the first group session. Through this work, the librarians will establish some basics of evidence-based practice (EBP), and importantly, reflect on their current library programs and needs, so when they join together as a group, they'll be ready to start building deeper knowledge and planning their implementation of EBP. In total, the prework should take about 60 minutes to complete.

1. View the Introduction video by Jeffrey DiScala (0:58).
2. Read the article, "EBLIP: How You Know, Where You Go, and What You Show," by Jennifer Richey, Wendy Wagner and Maria Cahill.
3. View the Lesson 1 video "Using Evidence in Your Library Program" (1:59) and complete the accompanying activity, Writing a Statement of Intent (page 2 only).
4. Sketch out a first draft of responses to the template, Determining & Aligning Your Research Purpose (pages 4-5 only). We'll revisit this to add and revise later!
5. Post your responses to #4 from Determining & Aligning Your Research Purpose on the collaborative document and read over what your colleagues have posted. The questions are as follows: Look back over what you wrote for the previous three questions. What areas of overlap do you see? What is one question that could you investigate that would address one or more of these areas?
6. Bring along a copy of your responses (or have a digital copy accessible) for the first synchronous session.

Part II: In-Person Session

Building Your Rationale and Context for Evidence-Based Practice

Objectives:

• Participants will explain the rationale and steps of evidence-based practice.
• Participants will discuss examples of three types of evidence: foundational, process, and outcomes.
• Participants will propose a statement of intent for implementing evidence-based practice and a draft of a research question to investigate.

Time: 60-90 minutes

Materials:

• Presentation template (Google Slides)
• Responses from Prework (print or digital)
• List of evidence types and index cards (or an alternate format for sorting)
• Planning Template pages: Reflecting on Past Evidence, p. 3; Statement of Intent, p. 2
• Resource List, including SLC course video lessons (items 5-6)

Preparation:

• Cut and paste the evidence types onto the index card, or prepare an alternative format for distributing the information.

In-Person Session Outline:

Icebreaker

The icebreaker serves to welcome participants into the session and get them talking with each other about some of the foundational ideas of evidence-based practice.

Activity: Sorting Out EBP

At participants' tables, or using breakout rooms, divide up into groups of 3 or 4. Participants will talk about and sort examples of evidence into three categories:

• foundational evidence (i.e., evidence for practice)
• process evidence (i.e., evidence in practice)
• outcomes evidence (i.e., evidence of practice, or evidence of your actions teaching, implementing a program, leading the school library, and so on).

To keep the activity short and engaging, provide a small set of cards (8-10) for each group to sort in-person, or for online, use a list/table that participants can code, circle, or otherwise indicate which type of evidence is represented. A sample list of types of evidence is provided in the workshop materials, or you can create your own. Allow about 5-7 minutes for sorting, and then regroup to debrief, share questions, and establish the objectives for today's session. Create a list of common questions or "muddy points" for reference during the session.

Today's Agenda and Review of Prework

Begin the formal time together with any introductory remarks, a roadmap for the session, and a quick review and sharing of the concepts introduced in the prework. A few points you might present, using these excerpts or your own, are as follows:

• "Evidence-based practice, or EBP, allows for the continual improvement of your school library's program ensuring the most effective methods for all aspects of the program. Maintaining a practice that focuses on evidence will provide you with data to present to stakeholders about the impact and effectiveness of your school library program." (Jeffrey DiScala, Lesson 1 transcript)
• "Evidence-based practice recognizes multiple sources, types of evidence, and ways of gathering evidence. The use of multiple sources facilitates triangulation—an approach to data analysis that synthesizes data from multiple sources. By using and comparing data from a number of sources, you can develop stronger claims about your practice's impact and outcomes." (Ross Todd, "The Evidence-Based Manifesto," https://www.slj.com/?detailStory=the-evidence-based-manifesto-for-school-librarians)
• "EBP combines professional wisdom, reflective experience, and understanding of students' needs with the judicious use of research-derived evidence to make decisions about how the school library can best meet the instructional goals of the school. In order to accomplish this, school libraries need to systematically collect evidence that shows how their practices impact student achievement; the development of deep knowledge and understanding; and the competencies and skills for thinking, living, and working." (Ross Todd, "The Evidence-Based Manifesto," https://www.slj.com/?detailStory=the-evidence-based-manifesto-for-school-librarians)

Once the group has reviewed this "wide lens" view of why school librarians might implement EBP and what the process is about, for the remainder of this session, focus in on reasons that participants have identified for integrating EBP, and the types of questions and evidence they'll be working with.

Activity: Clarifying the Why

In this exercise, participants will work in groups of two or three librarians to share and exchange feedback, on their statements of intent and their initial ideas for questions or problems to research in the school library. Through this process, participants will use questions and insights from others to help clarify and articulate their own rationales for using evidence-based practice.

1. Divide up into groups of 2 or 3, with everyone's prework responses available.
2. The librarians will share their statements and research questions across the group one at a time. Use one of these peer review formats, or your own discussion protocol.

• Ask participants to paraphrase one another's statements and research purposes, so that the librarians can hear their words spoken by a colleague, and perhaps illuminate areas for further development.
• Give 2 stars (strengths) and a wish (something to consider).
• Warm and cool feedback, or for a group that knows each other very well: warm, cool and hard feedback (warm = I see that you ____, I like how you ___, I appreciate ___; cool = I wonder if ___, have you thought about ___; hard = challenging, what if's, how to extend, probing for the "so what").

New Content: Types of Evidence

Following the icebreaker and prework sharing, transition into the first new content segment for today: Types of Evidence. Mention that many sources delineate the types of evidence as evidence for, in, and of practice. Dr. Ross Todd's work, often described as the cornerstone of EBP in school libraries, follows this convention. You'll notice that Dr. DiScala applies different terminology here, to help simplify the conversation. View the Lesson 2 video, "Types of Evidence" (3:20), by Jeffrey DiScala.

Activity: Revisit the Muddy Points

1. Following the video, revisit the icebreaker and "muddy points" (or questions) regarding the process of sorting the types of evidence into categories. Allow some time for people to read the questions or add new questions (either verbally or in digital posts/sticky notes).
2. Ask: What new understandings are starting to take shape? Are there any types of evidence that people want to move to a new category, or perhaps qualifiers that would make for a better fit? For instance, "I would say the student rubrics fit under 'outcomes' if they were the result of a lesson that I had designed to include __this strategy/intervention___)." Use the slides provided (or your own) for reference.

With this deeper understanding in progress, transition to the next activity, in which participants reflect on evidence that they may have already gathered at various points in their work. This will help generate and clarify ideas of what might work for evidence, what steps are needed to gather this, and perhaps, activities already in place, that—with some intention or modification—might be applied as part of the EBP process. In other words, your librarians can naturally implement this new frame upon work they are doing already.

Activity: Reflecting on Past Evidence

1. Use the exercise provided in the lesson (Reflecting on Past Evidence, p. 3) as prompts for a short group discussion. Record responses on chart paper or collaborative document.

• What are examples of foundational, process, and outcomes evidence that the librarians have collected in the past?
• What did they learn?
• How did they apply their evidence?
• Do they want to do more to investigate this inquiry, problem, or opportunity?

Next, having reflected on previous experiences collecting evidence, we're going to consider how we might build upon those experiences with some new approaches for collecting evidence within the frame of EBP.

New Content: Collecting Evidence

This section examines how to collect foundational and process evidence, and what this data can bring to evidence-based practice. View the Lesson 3 video, "Collecting Evidence" (1:58). After the video, show the terms for reference (on slides) and ask some follow-up questions like these, or your own: Knowing that you'll be collecting evidence soon, what are you excited about? What do you anticipate might be challenging? What is your reaction to the suggestion that process evidence could be trendy or controversial? What are some examples of practices that might be "trendy"?

Explain that this next activity will be the last for today. This topic of research processes and sources will set up the self-study, which serves as a bridge between today's session and the next meeting.

Activity: Crowdsourcing Inquiry

1. Ask the librarians to open up and look over their drafts of the research question (response to question #4, p. 6, Determining & Aligning Your Research Purpose document.) To get everyone in the frame of mind of inquirers, take this opportunity to "crowdsource" (or "workshop") some of the participants' inquiry questions, thereby modeling the iterative process of refining a good question.
2. Ask for a volunteer to share their inquiry/research question. Following your district's inquiry or research model, or another approach, work with 1-3 questions (from different volunteers) to tease out different ways to ask the question, to probe the rationale or need, and to solicit ideas for the types of evidence that will be helpful in investigating the question. You might try a feedback protocol, such as Plus/Delta, or facilitate a more freeform conversation. Share out their experience: when might they use this tool in their library?
3. Wrap up with an opportunity to share everyone's questions, either going around the room, or using a format that you like. Allow everyone time to voice their question (even if time doesn't permit the time for a group study of each).

Looking Forward

Wrap up and look ahead: circle back one last time to the common questions and muddy points, and invite participants to share any a-ha moments or new learnings that they'll be considering between today and the next meeting.

Provide a short preview of the second synchronous session and resources for reference during the upcoming self-study segment. Distribute and collect/provide link to submit session evaluation forms. Thank everyone for their active participation!

Part III: Self-Study

Working with Foundational and Process Research

Objectives:

• Participants will finalize an individual research question to work with during the second synchronous session.
• Participants will locate, curate, and study empirical research findings (foundational evidence) and practitioners' strategies (process evidence) relevant to their research questions.

Time: 4-6 hours, self-guided, over the course of 1-3 months

Materials:

• Access to online resources, websites, digital curation tools
• Planning Template pages - Determining and Aligning Your Research Purpose (p. 5-6); Resources for Foundational and Process Evidence (p. 4); Research Plan (p. 7)
• Resource List, including SLC course video lessons

The goals of the self-study period are two-fold: to finalize a research question of interest, and to investigate this topic in the research literature and practitioner sources. With this information in hand, participants will enter the second synchronous session ready to map out their processes of data collection. This self-study is an opportunity for gathering the "know-how of current practice mixed in with some validation from past practice and using it to shape future practice" (DiScala, Lesson 3 "Collecting Evidence").

Self-Study: Working with Foundational and Process Research

1. Revisit the document section Determining and Aligning Your Research Purpose (p. 5-6), which you first filled out during the Prework segment. Now that you've learned more about evidence-based practice, look over your responses to make any updates, edits, or changes. It's ok to shift directions entirely, if you find that's something that would make the process more useful, focused, or otherwise beneficial. Post your research question to the collaborative document.
2. Next, look over the document section Resources for Foundational and Process Evidence (p. 4). To get a sense of the types of resources that might be helpful to you, browse these publications and complete the table. Add favorite blogs, Twitter accounts, and other resources for libraries, education, or ed tech, such as Knowledge Quest, Edutopia, Cult of Pedagogy, or Mind/Shift.
3. Take time over a period of weeks to find, evaluate, and curate information pertaining to your question. [To facilitators: you might suggest a common tool for curating, such as Wakelet, and have participants share their collections for reference, and so that persons with similar topics might share resources.]
4. On the document section titled Research Plan (p. 7), add the final version of your research question, and useful resources or links under Foundational Research and Process Research. We'll work on page 8, Outcomes Research, in the next session.

Part IV: In-Person Session

Collecting, Analyzing, and Sharing Evidence: Your Plan for Implementing Evidence-Based Practice

Objectives:

• Participants will give examples of objective and subjective outcomes evidence.
• Participants will discuss planning and implementation of a data collection process.
• Participants will plan for analysis of their data.
• Participants will draft a plan for sharing evidence.

Time: 60-90 minutes

Materials:

• Presentation template (Google Slides)
• Planning Template section Research Plan (p. 7-8)
• Resource List, including SLC course video lessons (items 7-10)

Outline:

Reviewing the Self-Study

Begin with a brief pair-share on everyone's research findings since the last meeting. Working with a partner, librarians will share and discuss one resource that was really helpful in their collection. Maybe this source introduced a new way of looking at the topic, a theoretical foundation that they didn't know before, or even something that made them think, "that's not something I would ever do." What was the source? How will they use this evidence in their upcoming research? Allow about 7-8 minutes for sharing, and then come back together. Depending on time, invite any reporting out of key takeaways from these conversations or the data collection so far. For additional discussion on research sources, talk about the1-Question Survey, "Research that Informs the Work of School Librarians,"and the accompanying graphic, conducted by Maria Cahill for School Library Connection.

The following segments of new content and activities cycle between the instructional videos and individual thinking and writing, due to the unique nature of each person's research process.

New Content: Introduction to Outcomes Evidence

Now that everyone has had some time to read and reflect on the research, they're ready to start planning how to collect outcomes evidence. View the Lesson 4 video, "Outcomes Evidence" (2:24).

Activity: Collection Methods

1. Following the video, have each person jot down a few ideas on how they might collect outcomes evidence. Record responses on the Research Plan document, p. 8, Outcomes Research. Ask: What will the evidence be? How will you collect it? Then explain that we'll refine that evidence and processes for collecting it in the next steps.

Remember that this process is about collecting evidence for a purpose—for a better flow of movement in the library, for a more user-friendly library website, for clearer inquiry questions developed by your students. To move toward whatever that positive outcome may be, each person needs data to test what works. This doesn't have to be an enormous undertaking. This process is intended to be an intentional, focused cycle of using the foundational, process, and outcomes evidence to make an impact, and communicate that impact to others—and repeat for ongoing, sustained processes of growth for each school librarian and their program.

New Content: Objective Data Collection

Show and talk about the slide on objective and subjective data collection. Then view the Lesson 5 video, "Objective Data Collection" (4:39).

Activity: Outcomes Research

1. Have participants to complete the next questions on the Outcomes Research template: For your lesson, program element, or situation, what is one element you will change (variable)? What will stay the same (the control)? Share out some examples. If some additional, simple examples of controls and variables would be helpful, take a few minutes to read this short article by Jennifer Gilbert and James Allen, "What Do You Want to Measure with Action Research?" or highlight bullet points on a slide.
2. On the Outcomes Research template, have each person write a few ideas for gathering objective evidence: What quantitative (objective) methods will you use to measure the outcomes?

New Content: Subjective Data Collection

Finally, view the Lesson 6 video, "Subjective Data Collection" (3:40).

Activity: Subjective Data

1. Return to the Outcomes Evidence document one more time, and complete the question on subjective data: What qualitative (subjective) methods will you use?

2. At this point, everyone should have a working draft of their research methods, to be finalized and implemented (on a time frame that fits your district's needs).

3. For more discussion on planning and implementing a research process, see the article, "School Librarians as Researchers: A Practical Approach," by Ruth V. Small. and Marcia A. Mardis.

New Content: Analyzing the Research

Although the steps of evidence-based practice are somewhat different from action research methods, there is overlap—including in the area of data analysis. Once the data collection process is complete, or sometimes along the way, analysis of the data helps researchers see and understand the results. The procedures of analysis will vary according to the data gathered, but there are some helpful guidelines to keep in mind. From Jen Spisak, we can consider these steps:.

• ". . . Gather results/data. Use the tools you decided on to gather information. This may be qualitative data gathered in the form of interviews, videos, observations, etc., or it may be quantitative data, that is numeric data gathered through surveys, circulation statistics, classroom collaboration numbers, post-tests, or the like. If the data is qualitative, look for themes in what you see. If it is quantitative, use graphing tools in Microsoft Excel or Google Sheets to display your data using pie, line, or bar graphs. [Next,]
• . . . Determine the effectiveness of the intervention. Once you have analyzed the data, what can you determine? Was your intervention successful? Did you see improvement where you were hoping to? If so, was this improvement related to your intervention?"
• . . . Determine the effectiveness of the intervention. Once you have analyzed the data, what can you determine? Was your intervention successful? Did you see improvement where you were hoping to? If so, was this improvement related to your intervention?"

Another way to look at data is to ask:

• What is the story told by these data?
• Why did the story play itself out this way?

The above suggestions are from "Chapter 1: What Is Action Research?" in Guiding School Improvement with Action Research by Richard Sagor (ASCD 2000). A chapter excerpt is available at
http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx.

Take a moment to have the librarians look over their draft methods, and ask them to consider how they will analyze their data. Share out briefly as time allows. Explain what your district's plan will be for support during the analysis phase, such as checking in with a journal or log, using graphic organizers to report findings, partnering up to share results, or other activities.

New Content: Sharing Evidence of Practice

The last phase of EBP—but hopefully part of an ongoing cycle—is to share the results in targeted, useful ways for the intended audience. View the Lesson 7 video, "Presenting Evidence for Change" (3:40).

Here are some additional strategies to support this effort, from the article excerpt by Gayle A. Geitgey and Ann E. Tepe. "Can You Find the Evidence-Based Practice in Your School Library?" (bullet points are also provided in the Presentation Template).

"Taking the data collection one step further, it is extremely important to have a plan for how to share the collected data with your colleagues, your principal, or your school board. It is truly important not to keep the data to yourself, and remember never to just drop the data in front of your staff or principal. Early in the data-sharing process, begin by telling your colleagues about the nature of your EBP project, and then continue to supply them with the data from the students. Be sure to emphasize the collaborative nature of the project and the classes you worked with to collect the evidence. Don't hide the negative data, but rather show how this will help you make changes. Be sure not to use library lingo that no one but you will understand. Dr. [Ross] Todd often reminds us that not everyone lives in 'Libraryland,' so it is important that we communicate with teachers and administrators in terms they understand . . .

As you ponder how to begin your EBP experience, don't forget the major questions that drive EBP: What differences do my school library and its learning initiatives make to student learning outcomes? and What are the differences, tangible learning outcomes, and learning benefits of my school library? Before you start your data collection, lay out the data you have collected in the past and think about the new data you would like to collect and how this might be accomplished. Think about how you might use this data to demonstrate the true impact you and your school library's instructional program have on student learning. Keep in mind that 'school libraries are all about student learning, and you are dynamic agents of learning.'"

Activity: Communicating Outside Libraryland

1. Avoiding library jargon in communications to stakeholders is a frequently suggested tip for effective advocacy. Examine a few project goals or topics, and consider how people outside "libraryland" might interpret them. What are possible questions or misunderstandings? What phrases might resonate? What tweaks might make the information more clear or relevant?

2. Here are a few examples, or include your own:
   I'm interested in genre-fication to make the library collection more browsable.
   My goal is to identify better strategies for teaching search query construction to sixth graders.
   My usage statistics are low on our consortium reference databases, so I'm thinking of offering some PD to the teachers to show how their curriculum and standards align to the content.
   A frequent question I get is how to get an eBook onto a device, so I want to learn about creating some tutorials demonstrating borrowing and downloading eBooks.

3. Using a white board or concept map tool (like Popplet or Google Draw), make a map of possibilities for sharing intentionally worded evidence of this practice. How might big groups (i.e., parents and caregivers) be broken down (e.g., grade levels, student organization boosters or committees)? What groups are within the school? Outside in the community? What existing processes or communications might be leveraged for this sharing? For a possible closing segment for this activity, invite participants to identify just one potential person or group for sharing their evidence; there could be many groups who would be interested. Ask: Why choose this particular person or group?

Looking Forward

Wrap up the session with instructions on next steps, including support for implementing the next steps of the research and sharing the evidence. Thank everyone for their contributions, and provide a session evaluation form.

Part V: Continued Application

Implementing and Sharing Your Process of EBP

Objectives:

• Participants will implement the next phases of EBP: designing a process for, and collecting, outcomes evidence; analyzing the data, and sharing their findings.
• After the first round of research processes have concluded, participants will reflect on their learning. What did they gain from the process of EBP? What might they try next—another aspect of this same topic? A different variable, if the outcomes were not successful? Something new entirely?

Time: Varies

There are many ways to continue following up with the concepts covered in this workshop over the course of the year. Determine what works best for your community of librarians to help them actively apply and reflect on their own learning.

Suggested Follow-Ups

• Create Reflection Teams, where participants can check in with each other periodically throughout the year to share how their research processes are going, their findings along the way, and how they're going to share the information they found.
• Ask participants to share a quarterly written reflection, journal or research log, or other feedback form with you on their progress and findings.
• Rotate posting about progress and new understandings to a district library blog or website.
• Provide additional resources for librarians to explore and discuss including (select video, resources, etc.).

Works Cited

Cahill, Maria. "Research that Informs the Work of School Librarians." School Library Connection. April 2018. http://schoollibraryconnection.com/Home/Display/2143896.

DiScala, Jeffrey. "Putting Evidence to Work in Your Library." School Library Connection. January 2019. schoollibraryconnection.com/Home/Display/2186018?learningModuleId=2186016&tab=3&topicCenterId=2158571

Geitgey, Gayle A., and Ann E. Tepe. "Can You Find the Evidence-Based Practice in Your School Library?" Library Media Connection, 25, no. 6, March 2007. School Library Connection, schoollibraryconnection.com/Home/Display/2150012.

Gilbert, Jennifer, and James Allen. "What Do You Want to Measure with Action Research?" School Library Connection, March 2020, http://schoollibraryconnection.com/Home/Display/2243410

Richey, Jennifer, Wendy Wagner and Maria Cahill. "EBLIP: How You Know, Where You Go, and What You Show." School Library Monthly, 30, no. 7, April 2014.

Sagor, Richard. "Chapter 1: What Is Action Research?" Guiding School Improvement with Action Research. ASCD, 2000. Chapter excerpt available:
http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx

Small, Ruth V. and Marcia A. Mardis. "School Librarians as Researchers: A Practical Approach." School Library Connection. March 2020. http://schoollibraryconnection.com/Home/Display/2209715.

Spisak, Jen. "Action Research in the School Library." School Library Connection. March 2020. schoollibraryconnection.com/Home/Display/2209714.

Todd, Ross. "The Evidence-Based Manifesto for School Librarians." School Library Journal. April 2, 2008. https://www.slj.com/?detailStory=the-evidence-based-manifesto-for-school-librarians