Evidence-based librarianship (EBL) is a relatively new concept for librarians. This paper lays out a practical framework for the implementation of EBL. A new way of thinking about research in librarianship is introduced using the well-built question process and the assignment of librarian research questions to one of six domains specific to librarianship. As a profession, librarianship tends to reflect more qualitative, social sciences / humanities in its research methods and study types which tend to be less rigorous and more prone to bias. Randomised controlled trials (RCT) do not have to be placed at the top of an evidence 'hierarchy' for librarianship. Instead, a more encompassing model reflecting librarianship as a whole and the kind of research likely to be done by librarians is proposed. 'Evidence' from a number of disciplines including health sciences, business and education can be utilized by librarians and applied to their practice. However, access to and availability of librarianship literature needs to be further studied. While using other disciplines (e.g. EBHC) as a model for EBL has been explored in the literature, the authors develop models unique to librarianship. While research has always been a minor focus in the profession, moving research into practice is becoming more important and librarians need to consider the issues surrounding research in order to move EBL forward.

Objective: To conduct a content analysis of library and information studies (LIS) literature published in 2001 and test the domains developed by Crumley and Koufogiannakis. Methods: A comprehensive list of refereed library and information studies journals was compiled and reviewed independently by two researchers to derive a list of included journals. Articles published in 2001 from included journals were independently assessed for relevancy by two researchers. Researchers separately extracted and checked data from included articles. Results: 217 LIS journals were reviewed and 107 were included; 91 journals provided data. 2664 journal articles were examined, with 807 (30.3%) classified as research. The Top 10 journals for research published in 2001 were: 1) JASIST, 2) Scientometrics, 3) Info Proc & Man; 4) Coll & Res Lib, 5) Tie: J Lib Adm/Bull Med Lib Assn, 7) Libs & Culture, 8) J Doc, 9) Tie: J Info Sci/J Acad Libr. For the period studied, descriptive research (329 out of 807 articles) was published far more frequently than any other type. The domain Information Access & Retrieval had the highest number of research articles (314/807), followed by Collections (193/807), Management (135/807), Education (95/807) and Reference (77/807). Two new possible domains were identified: Library History and Professional Issues. Conclusions: Because 36 articles fell into the domain of Professional Issues, a case can be made to add this domain to Crumley and Koufogiannakis’ taxonomy. Library History was not added as a domain because historical research is not used for evidence-based decision-making. There was no evidence to support keeping the Marketing & Promotion domain. LISA provides the best coverage of the top 10 LIS research journals identified in this study.

Objective -The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective?Methods -This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author-defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was Results -The overwhelming majority of studies were conducted in the United States (88%). Experimental or quasi-experimental research methods were used in 79 studies (65%). Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI), and self-directed independent learning (SDIL). Studies measured outcomes that correlated with Bloom's lower levels of learning ('Remember', 'Understand', 'Apply').Sixteen studies compared traditional instruction (TI) with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI), and 9 of these showed a neutral result. Meta-analysis of 8 of these studies agreed with this neutral result. Another group of 6 studies compared SDIL with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of SDIL.Conclusion -Based on the results of the meta-analysis, there is sufficient evidence to suggest that CAI is as effective as TI. Evidence also suggests that both TI and SDIL are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning (AL), CAI, and SDIL would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods. IntroductionInformation literacy is a topic of great interest in the field of library and information studies, particularly among academic librarians, who view teaching as an important role (Baruchson-Arbib and Bronstein; Godwin; Peacock). The National Forum on Information Literacy defines information literacy as "the ability to know when there is a need for information, to be ...

Purpose -Attempting to incorporate research into decision making raises several questions about the research that currently exists in librarianship, areas that are most in need of research, obstacles to conducting research, and possible solutions for nurturing a professional environment in which conducting and using research becomes an accepted and expected part of our practice. This article attempts to answer some of those questions. Design/methodology/approach -A general overview of the research base in librarianship is given. Compilation of content analyses and systematic reviews present an argument relating to the need of further research in librarianship. Further examination of potential research questions is conducted, and potential obstacles and solutions to research barriers are presented. Findings -There is still a need to establish a solid evidence base within our profession. With support from all sectors of librarianship, progress can be made. Originality/value -This paper points out gaps in our research knowledge, and areas that need to be explored via research in library and information studies. It is hoped that this paper will encourage librarians to think about how they can incorporate research into their daily practice.