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dc.rights.licenseCC BY 4.0en_US
dc.contributor.authorMoore, Jennifer E.-
dc.contributor.authorCahill, Maria-
dc.coverage.spatialLocation::United States of Americaen_US
dc.description.abstractEvidence-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.en_US
dc.publisherInternational Federation of Library Associations and Institutions (IFLA)en_US
dc.relation.ispartofseries87th IFLA World Library and Information Congress (WLIC);Satellite Meeting: Education and Training Section - IFLA SET Training School: Towards a Curriculum for Social and Digital Inclusion-
dc.subjectSubject::School librariesen_US
dc.titleLearning to take the lead with evidence-based practice: A study of school librariansen_US
dc.typeEvents Materialsen_US
dc.rights.holderJennifer E. Mooreen_US
dc.rights.holderMaria Cahillen_US
dc.audienceAudience::Education and Training Sectionen_US
dc.audienceAudience::School Libraries Sectionen_US
ifla.UnitUnits::Section::Education and Training Sectionen_US
Appears in Collections:World Library and Information Congress (WLIC) Materials

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