Todd, R. (2015). Evidence-based practice and school libraries. Knowledge Quest, 43(3), 8-15.
This journal article discusses an evidence-based practice (EBP) focus for school librarians. This is defined as that evidence would be used to measure the impact of school libraries on learning outcomes that teachers have set. The author brought this concept up at a conference and this idea was not well received by librarians, however its spread. Now the originator of this concept has added another idea, which is a holistic conceptualization of EBP. This model shows how EBP can integrate for, in, and of practice. “For practice” shows what research should be used within the school, “In practice” is taking that research and implementing it in real time within the school, and “Of practice” is taking the results of the implementation and focusing not only on output but the impact on the students.
When reading this article, I thought that this research might have something in common with a “Big Think.” I believe that a “Big Think” could be a part of the “Of practice” part of the EBP. When doing a “Big Think” a teacher or librarian is gathering data for evidence of how successful, or unsuccessful an activity was. This is very much a circle of neverending research and revising of what librarians and teachers can do to stimulate and educate their students. It is a very interesting concept.