When the evidence is not enough

Hiller, Steve; Kyrillidou, Martha; Self, Jim

doi:10.1108/14678040810928444

Cited by 36 publications

(17 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…If those two were lacking, it was unlikely that a library could perform useful and sustained assessment. 7 Ndoye and Parker conducted a similar study of the factors that help an institution of higher education build and sustain a culture of assessment. 8 They found that leadership, faculty involvement, resources (such as money and time), and the use of assessment data were the most frequently cited facilitating factors among both institutions with established cultures of assessment and institutions that were in the process of establishing cultures of assessment.…”

Section: March 2015mentioning

confidence: 99%

Bridges and Barriers: Factors Influencing a Culture of Assessment in Academic Libraries

Farkas¹,

Hinchliffe²,

Houk³

2015

CRL

View full text Add to dashboard Cite

In an environment in which libraries need to demonstrate value, illustrating how the library contributes to student learning is critical. Gathering and analyzing data to tell the library's story as well as identify areas for improvement require commitment, time, effort, and resources-all components of a culture of assessment. This paper presents the results of a survey designed to understand what factors facilitate the development of a culture of assessment of student learning in academic libraries and what factors may hinder it. Unlike previous research in this area, which has focused on case studies and surveys with nonrepresentative samples, the authors conducted a systematic survey of academic libraries at four-year institutions in the United States and achieved a 42 percent response rate. The results suggest certain factors are highly associated with a culture of assessment and provide guidance to administrators and front-line librarians working to build such a culture.n Lakos and Phipps' seminal work on creating an assessment culture in academic libraries, they included a definition of a culture of assessment from a presentation given by Lakos, Phipps, and Wilson, which is often quoted:A Culture of Assessment is an organizational environment in which decisions are based on facts, research, and analysis, and where services are planned and delivered in ways that maximize positive outcomes and impacts for customers and stakeholders. A Culture of Assessment exists in organizations where staff care to know what results they produce and how those results relate to customers' expectations. Organizational mission, values, structures, and systems support behavior that is performance and learning focused. By this definition, a culture of assessment is conceived of at the organizational level and is largely fostered by the leadership. The description also suggests that, in some

show abstract

Section: March 2015mentioning

confidence: 99%

Bridges and Barriers: Factors Influencing a Culture of Assessment in Academic Libraries

Farkas¹,

Hinchliffe²,

Houk³

2015

CRL

View full text Add to dashboard Cite

show abstract

“…The lack of support points to the importance of organizations for enabling the incorporation of research into daily work, an area previously identified by Hiller, Kyrillidou, and Self. 15 Hiller, Kyrillidou, and Self note the importance of library leadership, organizational culture, library priorities, assessment skills, and expertise within the institution. Others have also pointed out the crucial importance of organizational factors such as politics, research capacity, and workload as obstacles to implementing evidence-informed decision making.…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of Evidence Use in Academic Librarian Decision Making

Koufogiannakis

2015

CRL

View full text Add to dashboard Cite

The objective of this qualitative study was to identify and explain challenges encountered by academic librarians when trying to incorporate evidence into their practice. The findings resulted in the identification of five main determinants that act as either obstacles or enablers of evidence use. The identification of these determinants provide librarians with a greater understanding of the complex processes and individual as well as organizational factors that impact decision-making processes within academic libraries.

show abstract

“…However, Koufogiannakis (2015) found that organizational dynamics and the workplace context were the largest obstacle faced by LIS practitioners in applying evidence based practice principles and processes. Hiller, Kyrillidou, and Self (2008) identified that the adoption of evidence based practices in libraries occurred where the organizational infrastructure and culture was more receptive and supportive of the acquisition, analysis, presentation, and use of evidence. Library leadership and a customer-centered organizational culture were two of the enablers that supported the development of evidence based practices in libraries (Hiller et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding EBLIP at an Organizational Level: An Initial Maturity Model

Thorpe¹,

Howlett²

2020

EBLIP

View full text Add to dashboard Cite

Abstract Objective - Existing research around evidence based practice in the LIS (library and information science) professional context over the past two decades has captured the experience of individual practitioners, rather than the organization as a whole. Current models of evidence based library and information practice (EBLIP) relate to, and apply predominantly to, individuals or specific scenarios. Yet despite a growing demand from institutional and library leaders for evidence to demonstrate why investments in libraries should continue, little is known about how an organization can enhance its maturity in evidence based practice. This paper addresses this gap by seeking to understand what an evidence based university library looks like and answering the questions: how does a university library leader know the library’s service and practice is evidence based? How can a university library measure and progress its maturity in evidence based practice? Methods - Sixteen semi-structured interviews were conducted with library professionals employed at Australian and New Zealand university libraries. Transcripts were analyzed using thematic analysis techniques. The interviews, combined with a literature review and environmental scan of evidence based practices in university libraries, informed the development of a draft capability maturity model as a framework for developing evidence based practice in university libraries. Results - The model identifies and describes characteristics at five different levels of evidence based practice maturity from least mature (Ad hoc/Sporadic) to most mature (Transforming). Three dimensions of experience help to define the characteristics at each level of maturity and provide a framework to understand how a university library might develop its organizational capacity in evidence based library and information practice. Conclusion - Library leaders and practitioners will benefit from the model as they seek to identify and build upon their evidence based practice maturity, enabling more robust decision-making, a deeper understanding of their clients and demonstration of value and impact to their stakeholders.

show abstract

When the evidence is not enough

Cited by 36 publications

References 5 publications

Bridges and Barriers: Factors Influencing a Culture of Assessment in Academic Libraries

Bridges and Barriers: Factors Influencing a Culture of Assessment in Academic Libraries

Determinants of Evidence Use in Academic Librarian Decision Making

Understanding EBLIP at an Organizational Level: An Initial Maturity Model

Contact Info

Product

Resources

About