Untangling the evidence : introducing an empirical model for evidence-based library and information practice

Gillespie, Ann M. (2014) Untangling the evidence : introducing an empirical model for evidence-based library and information practice. Information Research, 19(3).

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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.


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.


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.


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.


This study is significant for teacher-librarians and library and information professionals as it provides new understanding of evidence-based practice.

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ID Code: 76198
Item Type: Journal Article
Refereed: Yes
Keywords: Teacher librarians, Evidence based practice, Expanded critical incident technique, Qualitative research
ISSN: 1368-1613
Divisions: Past > QUT Faculties & Divisions > Faculty of Science and Technology
Past > Schools > School of Information Technology
Copyright Owner: Copyright 2014 The Author(s)
Deposited On: 21 Sep 2014 23:03
Last Modified: 17 May 2016 03:06

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