|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|5123889||1378417||2017||7 صفحه PDF||سفارش دهید||دانلود کنید|
- This Australian study used grounded theory to investigate how academic librarians experience evidence-based practice (EBP).
- Thirteen academic librarians employed in various roles participated in semi-structured interviews.
- Academic librarians' experience EBP as empowering, intuiting, affirming, connecting, noticing, and impacting
- This empirically derived model can assist academic librarians to develop the mindsets and ways needed to facilitate EBP.
This study explored academic librarians' experience of evidence-based practice. A better understanding of evidence-based practice from an empirical basis can help fulfill the aims of evidence-based library and information practice to continuously improve practice and make effective, value-adding decisions about library and information services for their clients and communities. This research uses a constructivist grounded theory approach to investigate the question: How do academic librarians experience evidence-based practice? Thirteen Australian academic librarians participated in semi-structured interviews. The study used the methods of constant comparison to create codes and categories towards constructing a new theoretical model of experiencing evidence-based practice in the academic library context. The model consists of six categories of experiences: empowering, intuiting, affirming, connecting, noticing and impacting. This model can provide a platform for developing support for academic librarians andtheir educators by increasing awareness of various mindsets and actions experienced in the workplace context towards facilitating evidence-based information practice.
Journal: Library & Information Science Research - Volume 39, Issue 2, April 2017, Pages 124-130