دورية أكاديمية
Untangling the Evidence: Introducing an Empirical Model for Evidence-Based Library and Information Practice
| العنوان: | Untangling the Evidence: Introducing an Empirical Model for Evidence-Based Library and Information Practice |
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| اللغة: | English |
| المؤلفون: | Gillespie, Ann |
| المصدر: | Information Research: An International Electronic Journal. Sep 2014 19(3). |
| الإتاحة: | Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries School Libraries Librarians Librarian Teacher Cooperation Evidence Information Science Qualitative Research Semi Structured Interviews Data Analysis Models Information Scientists Educational Practices |
| مصطلحات جغرافية: | Australia |
| تدمد: | 1368-1613 |
| مستخلص: | Introduction: This research is the first to investigate the experiences of teacher-librarians as evidence-based practice. An empirically derived model is presented in this paper. Method: This qualitative study utilised the expanded critical incident approach, and investigated the real-life experiences of fifteen Australian teacher-librarians, through semi-structured interviews and inductive data analysis. Data collection utilised semi-structured interviews, on-site observations, journaling and the rubric for contextual information. These approaches allowed each of the interviewees to tell their own story and provided richness to the data. Analysis: The analysis involved two types of data categorisation: binary and thematic. Binary classification was used to identify factual details. Thematic analysis involved categorising the emerging themes. Results: An empirically derived model for evidence-based practice was devised and associated critical findings identified. The results demonstrate that evidence-based practice for teacher-librarians is a holistic practice. It is not a linear, step-by-step process. Conclusions: This study is significant for teacher-librarians and library and information professionals as it provides new understanding of evidence-based practice. |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1042700 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1368-1613 |
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