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What were my drivers to EBL?: Evidence-based Practice across the Professions CILIP s Approach to Professional Practice Knowledge Management Organizational change Putting it into practice Early experiences in health libraries Recent experience in academic libraries Conclusions from my experiencefININyC'+Evidence-based Library/Information Practice,,  ,   an approach to information practice that promotes the collection, interpretation, and integration of valid, important and applicable user-reported, practitioner-observed and research-derived evidence. The best available evidence moderated by user needs and preferences, is applied to improve the quality of professional judgements . (Booth, 2000)  a means to improve the profession of librarianship by asking questions, finding, critically appraising and incorporating research evidence from library science (and other disciplines) into daily practice. It also involves encouraging librarians to conduct research". (Crumley and Koufogiannikis, 2002) P]n3nn\  3Tn      D("Why is it important to librarians?##  # N As a profession which has the ability to manage the literature of research, librarianship is uniquely placed to model the principles of evidence-based practice, not only as they apply to other disciplines which we serve, but also as they apply to our own professional practice (Ritchie, 1999) (('  G+Evidence Based Practice Process    0Ask a question  about a work problem Acquire the evidence - go and take a look Appraise evidence - don t trust everything you read just because its in a journal Apply results of appraisal - adapt your plans Assess the impact - has it made a difference? (Anne Brice s 5A s, 2007))!  )!=)!)! $$)!((   'First Driver - Evidence-based Practice((  ( Evidence-based Medicine Librarian, NHS Library Adviser, R&D Director Evidence-based Policy Civil Servant, CEO of a government agency Evidence-based Librarianship CILIP President, Policy Adviser, Employer Evidence-based Education University Administrator, Educator-+*#-+*  #   Evidence-based Medicine   X pragmatic empiricism Bottom up approach which integrates best external evidence with individual expertise (Sackett,1998) Focus on fair and rigorous comparison, hierarchies of evidence, systematic reviews of evidence 1993 CMA conference major influence in relation to role for Librarians in EBM LIS role encouraged by NHS Library Adviser in 1995 Initial controversies about the lost art of medicine but now well accepted nPP/PPnaK $  N E) Evidence-based Government Policy!!  ! >EBM was the catalyst with lessons transferred from NHS to Department of Health Duplication of policy work across government departments and contradictory findings embarrassing and costly Trend towards commissioning evidence to support/inform policy Knowledge management systems put in place to support flow of evidence?? ? &Evidence-based Librarianship   >EBL emerged in mid to late 1990 s Leading advocates in UK, USA, Canada  Booth& Brice, Eldredge, Crumley and Koufogiannikis EBLIP international conferences begin 2001 Many initiatives and tools such as CRISTAL, TEMPLATE, FOLIO, Journal clubs Booth& Brice monograph in 2004 EBLIP open access journal - Alberta Still issues around methodologies, types of evidence, barriers to adoption of EBLIP by wider community @nI5gZW      %   Evidence-based Education    education remains largely a product of plausible belief and convenient practice admixed with the need to adhere to policies that are mandated politically (Fitzgibbon in Davies et al, 2000) 1990 s DfES review of research found fragmented priorities, supplier driven Significant differences to EBM re methodological, epistemological, moral issues Not as well accepted as EBM with EBE focussing primarily on pedagogical issues not educational managementXZ%ZZ%j&   Lessons I Learned from EBP   Means of ensuring that what is being done is worthwhile and being done in the best possible way Many issues around types of evidence, methodologies, and alternative paradigms Gaps in research literature addressing practical problems Using evidence to change practice is not a linear process Changing individual behaviour requires reflection time, confidence, skills, accessible evidence and expertise Explicit evidence and tacit knowledge are only two factors in changing organisational behaviour ,$ZZ$  JSecond Driver   LIS Professionalism &&  & The Great Debate in UK Libraries: What is professional practice? Do we need a research culture to be professional? Do individual practitioners need to be research active to be professional? Is EBLIP the same as professional practice "Z   'My Presidential Themes:    The 3 R s of Professional Practice: Reflective Practice How we learn from our own practice Retrieving the Evidence How we learn from the practice of others Researching Key Questions How we contribute to the profession through research <$ZZZ#ZZZ)ZZZ5ZZ"# )5  $$((  1$Reflective Practice The capacity to reflect on action so as to engage in a process of continuous learning (Schon) Involves thoughtfully considering one s own experience in applying knowledge to practice while being coached by others in the discipline Requires keeping up to date with the knowledge base of the profession Requires time to ask key questions! RRW2%Evidence-based Practice iA practitioner must remain in constant contact with the knowledge base of that profession but implicit or tacit knowledge gained from experience must be supplemented with best available explicit knowledge from other sources which must be valid, reliable and applicable Identify the right questions Use the right research evidence Disseminate in the right placesjj3&Research into Practice LIC  1998 - research strategy 5 strategic themes, to inform and transform practice Impact and outcomes research Directed 3m funding in this direction Abolished in 2000 and research funds lost CIRT - A Research Landscape 2003 Work is needed to stimulate greater interest in and respect for research within the LIS community CILIP Research Strategy 2005 advocacy, dissemination, training, EBP CRISALIS 2007 Consortium of concerned re future of research in UK Different developments in Canada and USAnZ"nbZn'Zn4Z)n"b' 4 ) (2CILIP s Adoption of EBLIP   hFramework of Qualifications Reflective portfolios, recertification, mentoring Training Opportunities Research skills and EBLIP training Research Strategy Adoption of principles but no funding or advocacy Overall  increasing awareness of EBLIP but still not core to profession in the UK Requires leadership 2#2g2#2g   5 #Third Driver - Knowledge Management$$  $ Emergence of KM as new paradigm in organisational management, particularly in financial and commercial sectors Recognises value of tacit knowledge and experience to organisational competitiveness Knowledge harvesting, communities of practice, identifying and managing intellectual capital Knowledge sharing cannot be forced but can be encouraged and rewarded It is a long term strategy requiring training, resources, leadership, evidence of impact Is KM the other extreme to EBP? Is there evidence-based KM? TZ]ZZ]  HFourth driver  Changes in Education%%  % Technology driven pedagogical changes E-science and data archiving Open Access movement New focus on knowledge transfer New funding opportunities/challenges Increased competitiveness globally Generation X, Y, Z students Multigenerational workforce National student surveys   Summary - My Drivers for EBLIP     J F*%Early experiences in health libraries&&  & Promoted role of librarians in EBM from early 1990 s and wrote first editorial about EBLIP in 1995 Worked with NHS libraries to embed them in R&D and EBM programmes, particularly in finding and appraising evidence But& many barriers to getting EBLIP embedded in daily LIS practice  lack of time, lack of evidence, culture of supporting others first rather than doing it themselves   %'Recent Experience in Academic Libraries((  ( King s College London, London, England Established 1827, research intensive university 24,000 students, 2/3 in health sciences, 6 campuses New President  key issues = internal coherence + external competitiveness/international markets 250+ library, archives and IT staff Carleton University, Ottawa, Canada Established 1942, general, comprehensive university 24,000 students, no dominant faculty, 1 campus New President- key issues = recruitment and retention and external competitiveness 130 library and archives staff R'$'$  O,*King s College London  Information Services and Systems: Staff development well established Staff used to organisational change Several professional cultures in ISS No sabbatical or research leave Strong history of information literacy support College: pedagogical research networks operating Multidisciplinary research encouraged EBP well accepted in health schools RCUK encouraging open access approaches Information Strategy requested v" "   2Embedding EBLIP at King s   LStaff Development Staff training in EBLIP and EBLIP specialist evidence-based bids required Support to other departments EBP encouraged Operational service research e-learning pilots information literacy cohort studies LibQual+ and formal assessment process Strategic Developments KM Strategy encouraged evidence-based practice and knowledge sharing and reflective practice Support for research and knowledge networks w^w^  &   KCL Progress Report   Need more in-house research and sharing of experiences Need better critical appraisal skills amongst all staff not just library Need professional development time Need a culture shift towards EBP in management as well as teaching Need impact assessment of all EBP and KM initiatives  what is the  ROI Need management support to embed EBP not just innovators and early adopters!Z  *Carleton University   Library The Library = MacOdrum building Active in e-learning but no evidence of impact Not central to research or corporate intelligence Culture of survey research e.g. LibQUAL Only Librarians get sabbaticals for research Staff do want new library direction University Recent dramatic shuffle at the top EBP in only a few professional faculties No information or knowledge strategy Facing serious issues around retention of students New research VP interested in EBP and librarians Strong interest in a new library strategyV  @    ^ +Embedding EBLIP at Carleton   Staff Development: Training in EBLIP External secondments to challenge thinking Internal knowledge sharing and reflective practice Operational Research: Participation in external research networks Sabbatical projects which add to knowledge base Research office to support internal study Strategic Developments: LIS support to research networks and portals Support student research skills e.g. Using research to show the library contribution to student academic success and retention fddp&  ^ - Carleton U. Progress Report   8Need to review long standing processes and to upgrade skills Danger of only professional staff adopting EBP due to sabbatical rules Need to focus sabbatical research on LIS Reshuffle of senior university staff provides an opportunity to change library direction Key is to find EBP allies and build on the partnerships e.g. Social Work, Research New  library school offers co-op students for research projects   .!#Overall Conclusions about EBLIP (-)$$  $ Disappointed in lack of funding to support LIS research and EBLIP Disappointed in lack of systematic reviews of research in our field Disappointed that some Library Directors think this is something for their staff to do Disappointed that EBLIP practitioners are still seen as a fringe group in many sectors Disappointed that I have not been able to do more to embed EBP in my own libraries   )Overall Conclusions (+)   tPleased with focus on LIS research strategies in UK and Canada Pleased with link of EBP to LIS professional standards in UK and USA Pleased that there is a growing body of research to inform LIS practice Pleased that there are more EBLIP resources- open access journals, online networks, experts Optimistic about opportunities to contribute more research via sabbaticals uu u /#Parting Thoughts on EBLIP    Educate all LIS workforce in EBLIP Broaden EBLIP community Link EBLIP and professional standards Increase LIS research evidence through grants and scholarships Promote impact of EBLIP to wider organisation through evaluation and impact research  the time has come to mature from being problem-focused to solution-focused (Booth and Brice, 2007) NngnnE a Y-For further information Margaret_haines@carleton.ca 613 520 2725 Check out the Journal of EBLIP: http://ejournals.library.ualberta.ca/index.php/EBLIP Check out the eblip wiki: http://eblibrarianship.pbwiki.com Check out the eblip conference: http://www.eblip4.unc.edu/ EBLIP5 will be held in Stockholm, June 2009 Check out CLA s EBLIP group: http://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_Librarianship .nInen5-!7F 0 0 0 0@/d !"$45 6 7 8 9 :;<=>?@JKLMNPQRS T!U"V#W$X%   0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғq>9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@@|?d@x@d d ; n?" dd@   @@``PX      `$p>> f^ (  f   0ppp" f   0@"wf   0"y  H   T Click to edit Master title style! !.  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Haines.Evidence Based Practice and Special Libraries՜.+,D՜.+,l(    ( On-screen Show Hewson Bridge and Smith Ltd.e  &TimesVerdana WingdingsEgyptienne F RomanEgyptienne F BoldBlank.Evidence Based Practice and Special LibrariesOutline of Presentation,Evidence-based Library/Information Practice#Why is it important to librarians? Evidence Based Practice Process(First Driver - Evidence-based PracticeEvidence-based Medicine!Evidence-based Government PolicyEvidence-based Librarianship Evidence-based EducationLessons I Learned from EBP&Second Driver LIS ProfessionalismMy Presidential Themes: Reflective PracticeEvidence-based PracticeResearch into PracticeCILIPs Adoption of EBLIP$Third Driver - Knowledge Management%Fourth driver Changes in Education Summary - My Drivers for EBLIP&Early experiences in health libraries(Recent Experience in Academic LibrariesKings College LondonEmbedding EBLIP at KingsKCL Progress ReportCarleton UniversityEmbedding EBLIP at CarletonCarleton U. Progress Report$Overall Conclusions about EBLIP (-)Overall Conclusions (+)Parting Thoughts on EBLIP For further information  Fonts UsedDesign Template Slide Titles t 8@ _PID_HLINKSA,#mailto:Margaret_haines@carleton.ca#http://eblibrarianship.pbwiki.com/http://www.eblip4.unc.edu/Ghttp://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_Librarianship4http://www.eblip4.unc.edu/4http://www.eblip4.unc.edu/4http://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_Librarianshiphttp://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_LibrarianshipF/ 0|DTimesenne F BolTTvܖx: 0ܖDVerdanane F BolTTvܖx: 0ܖ" DWingdings F BolTTvܖx: 0ܖ0DEgyptienne F Romanvܖx: 0ܖ @DEgyptienne F Boldvܖx: 0ܖ B .  @n?" dd@  @@`` |`C    !#&()*+,-.013456789:;<=>?@ABCFGHIJMNOPQRSTUVWXYZ[\,R$Az lذLL 0AA0 @ppp8@@8~ʚ;ʚ;g4QdQdx: 0p p<4!d!d  0Tu<4dddd  0Tu <4BdBd  0Tg4BdBd俒x: 0p@ pph___PPT2001D<4X40___PPT10 pp___PPT9/ 0?:-7-05-07 EBLIP 4 O =vl-Evidence Based Practice and Special Libraries<Reflections of a University (and former Special) Librarian== Outline of Presentation Evidence-based librarianship  what is it? What were my drivers to EBL?: Evidence-based Practice across the Professions CILIP s Approach to Professional Practice Knowledge Management Organizational change Putting it into practice Early experiences in health libraries Recent experience in academic libraries Conclusions from my experiencefIN  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdfghijklmnopqrstuvwxyz{|}~INyC'+Evidence-based Library/Information Practice,,  ,   an approach to information practice that promotes the collection, interpretation, and integration of valid, important and applicable user-reported, practitioner-observed and research-derived evidence. The best available evidence moderated by user needs and preferences, is applied to improve the quality of professional judgements . (Booth, 2000)  a means to improve the profession of PowerPoint Document(eDocumentSummaryInformation8Root EntrydO)? b@ PicturesCurrent User8SummaryInformation(eU  !"#$ _ACabot YuCabot Yu՜.+,D՜.+,l(    ( On-screen Show Hewson Bridge and Smith Ltd.e  &TimesVerdana WingdingsEgyptienne F RomanEgyptienne F librarianship by asking questions, finding, critically appraising and incorporating research evidence from library science (and other disciplines) into daily practice. It also involves encouraging librarians to conduct research". (Crumley and Koufogiannikis, 2002) P]n3nn\  3Tn      D("Why is it important to librarians?##  # N As a profession which has the ability to manage the literature of research, librarianship is uniquely placed to model the principles of evidence-based practice, not only as they apply to other disciplines which we serve, but also as they apply to our own professional practice (Ritchie, 1999) (('  G+Evidence Based Practice Process    0Ask a question  about a work problem Acquire the evidence - go and take a look Appraise evidence - don t trust everything you read just because its in a journal Apply results of appraisal - adapt your plans Assess the impact - has it made a difference? (Anne Brice s 5A s, 2007))!  )!=)!)! $$)!((   'First Driver - Evidence-based Practice((  ( Evidence-based Medicine Librarian, NHS Library Adviser, R&D Director Evidence-based Policy Civil Servant, CEO of a government agency Evidence-based Librarianship CILIP President, Policy Adviser, Employer Evidence-based Education University Administrator, Educator-+*#-+*  #   Evidence-based Medicine   X pragmatic empiricism Bottom up approach which integrates best external evidence with individual expertise (Sackett,1998) Focus on fair and rigorous comparison, hierarchies of evidence, systematic reviews of evidence 1993 CMA conference major influence in relation to role for Librarians in EBM LIS role encouraged by NHS Library Adviser in 1995 Initial controversies about the lost art of medicine but now well accepted nPP/PPnaK $  N E) Evidence-based Government Policy!!  ! >EBM was the catalyst with lessons transferred from NHS to Department of Health Duplication of policy work across government departments and contradictory findings embarrassing and costly Trend towards commissioning evidence to support/inform policy Knowledge management systems put in place to support flow of evidence?? ? &Evidence-based Librarianship   >EBL emerged in mid to late 1990 s Leading advocates in UK, USA, Canada  Booth& Brice, Eldredge, Crumley and Koufogiannikis EBLIP international conferences begin 2001 Many initiatives and tools such as CRISTAL, TEMPLATE, FOLIO, Journal clubs Booth& Brice monograph in 2004 EBLIP open access journal - Alberta Still issues around methodologies, types of evidence, barriers to adoption of EBLIP by wider community @nI5gZW      %   Evidence-based Education    education remains largely a product of plausible belief and convenient practice admixed with the need to adhere to policies that are mandated politically (Fitzgibbon in Davies et al, 2000) 1990 s DfES review of research found fragmented priorities, supplier driven Significant differences to EBM re methodological, epistemological, moral issues Not as well accepted as EBM with EBE focussing primarily on pedagogical issues not educational managementXZ%ZZ%j&   Lessons I Learned from EBP   Means of ensuring that what is being done is worthwhile and being done in the best possible way Many issues around types of evidence, methodologies, and alternative paradigms Gaps in research literature addressing practical problems Using evidence to change practice is not a linear process Changing individual behaviour requires reflection time, confidence, skills, accessible evidence and expertise Explicit evidence and tacit knowledge are only two factors in changing organisational behaviour ,$ZZ$  JSecond Driver   LIS Professionalism &&  & The Great Debate in UK Libraries: What is professional practice? Do we need a research culture to be professional? Do individual practitioners need to be research active to be professional? Is EBLIP the same as professional practice "Z   'My Presidential Themes:    The 3 R s of Professional Practice: Reflective Practice How we learn from our own practice Retrieving the Evidence How we learn from the practice of others Researching Key Questions How we contribute to the profession through research <$ZZZ#ZZZ)ZZZ5ZZ"# )5  $$((  1$Reflective Practice The capacity to reflect on action so as to engage in a process of continuous learning (Schon) Involves thoughtfully considering one s own experience in applying knowledge to practice while being coached by others in the discipline Requires keeping up to date with the knowledge base of the profession Requires time to ask key questions! RRW2%Evidence-based Practice iA practitioner must remain in constant contact with the knowledge base of that profession but implicit or tacit knowledge gained from experience must be supplemented with best available explicit knowledge from other sources which must be valid, reliable and applicable Identify the right questions Use the right research evidence Disseminate in the right placesjj3&Research into Practice LIC  1998 - research strategy 5 strategic themes, to inform and transform practice Impact and outcomes research Directed 3m funding in this direction Abolished in 2000 and research funds lost CIRT - A Research Landscape 2003 Work is needed to stimulate greater interest in and respect for research within the LIS community CILIP Research Strategy 2005 advocacy, dissemination, training, EBP CRISALIS 2007 Consortium of concerned re future of research in UK Different developments in Canada and USAnZ"nbZn'Zn4Z)n"b' 4 ) (2CILIP s Adoption of EBLIP   hFramework of Qualifications Reflective portfolios, recertification, mentoring Training Opportunities Research skills and EBLIP training Research Strategy Adoption of principles but no funding or advocacy Overall  increasing awareness of EBLIP but still not core to profession in the UK Requires leadership 2#2g2#2g   5 #Third Driver - Knowledge Management$$  $ Emergence of KM as new paradigm in organisational management, particularly in financial and commercial sectors Recognises value of tacit knowledge and experience to organisational competitiveness Knowledge harvesting, communities of practice, identifying and managing intellectual capital Knowledge sharing cannot be forced but can be encouraged and rewarded It is a long term strategy requiring training, resources, leadership, evidence of impact Is KM the other extreme to EBP? Is there evidence-based KM? TZ]ZZ]  HFourth driver  Changes in Education%%  % Technology driven pedagogical changes E-science and data archiving Open Access movement New focus on knowledge transfer New funding opportunities/challenges Increased competitiveness globally Generation X, Y, Z students Multigenerational workforce National student surveys   Summary - My Drivers for EBLIP     J F*%Early experiences in health libraries&&  & Promoted role of librarians in EBM from early 1990 s and wrote first editorial about EBLIP in 1995 Worked with NHS libraries to embed them in R&D and EBM programmes, particularly in finding and appraising evidence But& many barriers to getting EBLIP embedded in daily LIS practice  lack of time, lack of evidence, culture of supporting others first rather than doing it themselves   %'Recent Experience in Academic Libraries((  ( King s College London, London, England Established 1827, research intensive university 24,000 students, 2/3 in health sciences, 6 campuses New President  key issues = internal coherence + external competitiveness/international markets 250+ library, archives and IT staff Carleton University, Ottawa, Canada Established 1942, general, comprehensive university 24,000 students, no dominant faculty, 1 campus New President- key issues = recruitment and retention and external competitiveness 130 library and archives staff R'$'$  O,*King s College London  Information Services and Systems: Staff development well established Staff used to organisational change Several professional cultures in ISS No sabbatical or research leave Strong history of information literacy support College: pedagogical research networks operating Multidisciplinary research encouraged EBP well accepted in health schools RCUK encouraging open access approaches Information Strategy requested v" "   2Embedding EBLIP at King s   LStaff Development Staff training in EBLIP and EBLIP specialist evidence-based bids required Support to other departments EBP encouraged Operational service research e-learning pilots information literacy cohort studies LibQual+ and formal assessment process Strategic Developments KM Strategy encouraged evidence-based practice and knowledge sharing and reflective practice Support for research and knowledge networks w^w^  &   KCL Progress Report   Need more in-house research and sharing of experiences Need better critical appraisal skills amongst all staff not just library Need professional development time Need a culture shift towards EBP in management as well as teaching Need impact assessment of all EBP and KM initiatives  what is the  ROI Need management support to embed EBP not just innovators and early adopters!Z  *Carleton University   Library The Library = MacOdrum building Active in e-learning but no evidence of impact Not central to research or corporate intelligence Culture of survey research e.g. LibQUAL Only Librarians get sabbaticals for research Staff do want new library direction University Recent dramatic shuffle at the top EBP in only a few professional faculties No information or knowledge strategy Facing serious issues around retention of students New research VP interested in EBP and librarians Strong interest in a new library strategyV  @    ^ +Embedding EBLIP at Carleton   Staff Development: Training in EBLIP External secondments to challenge thinking Internal knowledge sharing and reflective practice Operational Research: Participation in external research networks Sabbatical projects which add to knowledge base Research office to support internal study Strategic Developments: LIS support to research networks and portals Support student research skills e.g. Using research to show the library contribution to student academic success and retention fddp&  ^ - Carleton U. Progress Report   8Need to review long standing processes and to upgrade skills Danger of only professional staff adopting EBP due to sabbatical rules Need to focus sabbatical research on LIS Reshuffle of senior university staff provides an opportunity to change library direction Key is to find EBP allies and build on the partnerships e.g. Social Work, Research New  library school offers co-op students for research projects   .!#Overall Conclusions about EBLIP (-)$$  $ Disappointed in lack of funding to support LIS research and EBLIP Disappointed in lack of systematic reviews of research in our field Disappointed that some Library Directors think this is something for their staff to do Disappointed that EBLIP practitioners are still seen as a fringe group in many sectors Disappointed that I have not been able to do more to embed EBP in my own libraries   )Overall Conclusions (+)   tPleased with focus on LIS research strategies in UK and Canada Pleased with link of EBP to LIS professional standards in UK and USA Pleased that there is a growing body of research to inform LIS practice Pleased that there are more EBLIP resources- open access journals, online networks, experts Optimistic about opportunities to contribute more research via sabbaticals uu u /#Parting Thoughts on EBLIP    Educate all LIS workforce in EBLIP Broaden EBLIP community Link EBLIP and professional standards Increase LIS research evidence through grants and scholarships Promote impact of EBLIP to wider organisation through evaluation and impact research  the time has come to mature from being problem-focused to solution-focused (Booth and Brice, 2007) NngnnE a Y-For further information Margaret_haines@carleton.ca 613 520 2725 Check out the Journal of EBLIP: http://ejournals.library.ualberta.ca/index.php/EBLIP Check out the eblip wiki: http://eblibrarianship.pbwiki.com Check out the eblip conference: http://www.eblip4.unc.edu/ EBLIP5 will be held in Stockholm, June 2009 Check out CLA s EBLIP group: http://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_Librarianship .nInen5-!7FX 0X 0X 0X 0@/d !"$45 6 7 8 9 :;<=>?@JKLMNPQRS T!U"V#W$X%   0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғq>9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@@|?d@x@d d ; n?" dd@   @@``PX      `$p>> ld (  f   0ppp" f   0@"wf   0"y  H   T Click to edit Master title style! !.  H   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  H  i  B* |  C FA.CarletonWide_Tag_K_186" `    0" HCASLIS Ottawa 2008-01-23  M. Haines% 2%@H  0޽h ? 33  Blank]  0    ( $0$0  f  0ppp" f  0@" f  0@"wf  0"y  6   T Click to edit Master title style! !  0    W#Click to edit Master subtitle style$ $|  C FA.CarletonWide_Tag_K_186" `    0K"Z  LCASLIS Ottawa 2008-01-23 2  0$K"   < 2  H  0޽h ? 33r0V*ƧIJ#2*)Y1BoldBlank.Evidence Based Practice and Special LibrariesOutline of Presentation,Evidence-based Library/Information Practice#Why is it important to librarians? Evidence Based Practice Process(First Driver - Evidence-based PracticeEvidence-based Medicine!Evidence-based Government PolicyEvidence-based Librarianship Evidence-based EducationLessons I Learned from EBP&Second Driver LIS ProfessionalismMy Presidential Themes: Reflective PracticeEvidence-based PracticeResearch into PracticeCILIPs Adoption of EBLIP$Third Driver - Knowledge Management%Fourth driver Changes in Education Summary - My Drivers for EBLIP&Early experiences in health libraries(Recent Experience in Academic LibrariesKings College LondonEmbedding EBLIP at KingsKCL Progress ReportCarleton UniversityEmbedding EBLIP at CarletonCarleton U. Progress Report$Overall Conclusions about EBLIP (-)Overall Conclusions (+)Parting Thoughts on EBLIP For further information  Fonts UsedDesign Template Slide Titles t 8@ _PID_HLINKSA,#mailto:Margaret_haines@carleton.ca#http://eblibrarianship.pbwiki.com/http://www.eblip4.unc.edu/Ghttp://www.cla.ca/AM/Template.cfm?Section=Evidence_Based_Librarianship