Browsing by Author "Cahill, Maria"

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    Learning to take the lead with evidence-based practice: A study of school librarians
    (International Federation of Library Associations and Institutions (IFLA), 2022-09-07) Moore, Jennifer E.; Cahill, Maria
    Evidence-based practice (EBP) is a cyclical, iterative, and reflective means of using myriad forms of evidence to guide everyday decision-making and to continuously improve the school library program. Multiple professional library organisations and school librarianship leaders have espoused the necessity of school librarians adopting EBP as a regular part of their practice. Research has consistently shown engaging in EBP benefits the library program, the librarian, and stakeholders, but school librarians’ experiences with it and comfort level vary considerably. This paper (1) shares the results of a multi-state study situated in the United States which explored school librarians’ formal education and professional development within the realm of EBP and (2) discusses the implications for school librarian educators’ practice.
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    Virtual storytime programs: Connecting with families through a socially distant approach
    (International Federation of Library Associations and Institutions (IFLA), 2022-11-07) Cahill, Maria; Soohyung, Joo; Garcia, Antonio; LeFebvre, Luke
    Storytimes have a unique place within public libraries' programming lineup, and they are valued for supporting school readiness and larger community needs. Since the onset of the pandemic, public libraries, large and small and in communities of all sizes have experimented with virtual storytime programming. While these virtual programs are likely beneficial, researchers in the past have demonstrated a need to rely on research evidence drawn from "under our own umbrella," that is conducted specifically to investigate library programs within their actual contexts (Stooke & McKenzie, 2011). This poster reports preliminary findings from a nationwide study in the United States investigating public library virtual storytime programs. Findings are drawn from observations of virtual programs, interviews with virtual storytime providers, and surveys of caregivers whose young children did and did not participate in virtual storytime programs. We organize our findings around three themes: what does a "typical" virtual storytime program entail, what are librarians' primary reasons for providing virtual programs, and what do caregivers value about virtual storytimes.