CC BY 4.0Moore, Jennifer E.Cahill, Maria2022-09-072022-09-072022-09-072022-09-07https://2022.ifla.org/https://repository.ifla.org/handle/20.500.14598/2056Evidence-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.enhttps://creativecommons.org/licenses/by/4.0/Subject::EvidenceSubject::School librariesArticlesJennifer E. MooreMaria Cahill