1. Quality Judgment and Users – centered librarianship Dr.H.S.Siddamallaiah Principal Information officer NIMHANS- Bangalore, India sidda@nimhans.kar.nic.in

2. First one is quality judgment Evidence Based Librarianship

3. Many a times we –Decide first –Evaluate later I wish it should not be a “costly mistake”

4. In library functions and service Decision are –Made on beliefs of user needs based on tacit knowledge –Evaluated afterwards EBL demands good (data-based) evidence first to make the decision –Then evaluate as well

5. There are some questions –When we have so much of research output Why Start new research –Understand already done –Understand old and continue new » good researcher » understand existing and start new Instead of new research –Should we concentrate on »Converting (translate) existing research to action Counter questions are How many are really good How many are good to implement Authenticity is the big question though so much of information available

6. We come across Many good literature Many good practice Process of consolidation of – quality and applicability is EBL

7. There are some more names and acronyms EBLIP Evidence Based Library and Information Practice EBIP Evidence Based Information Practice

8. Evidence Based Librarianship –Has two main role Helping users in their professional practice Apply Evidence based approach in our own practice

9. Evidence-Based Librarianship conceptualization EBL- is based on Evidence-Based Medicine EBM concept = Combine study results (evidence) to make a decision. EBL translation = Use library research projects and combined results to better understand a phenomenon

10. What is EBL? “an approach to information science that promotes the collection, interpretation, and integration of valid, important and applicable user-reported, librarian- observed, and research-derived evidence. The best available evidence, moderated by user needs and preferences, is applied to improve the quality of professional judgements” (After McKibbon et al, 1995)

11. Summary - Some of the definitions For quality judgment of library practice – utilize the best available evidence combined with –library observation and working experiences Evidences are –Produced from either quantitative or qualitative research design –depending on the EBL question – prefer rigorous forms over less rigorous forms of evidence »In making decisions

12. EBL is summation of Focused question + Valid and rigorously tested research evidence + Librarians observed evidence + Adding personal experience in application + moderated by user needs Preference is to improve quality of decisions

13. Expertise required Focusing question + Critical appraisal skills + Implementing the evidence appropriately

14. EBL combines: Adding observed evidence + implementation

15. Otherwise Empirical Research Based on observation and experience –Traditional methods enhanced by using up to date empirical information Can it serve the purpose: – To determine whether process is actually doing –what it has set out to do

16. Barriers 1.Where to find the evidence? 2.Lack of pertinent evidence; 3.Narrow evidence base; 4.Lack of good indexing Lack of time Management that doesn't support this approach Lack of research skills; or, lack of confidence in research skills Access to resources In case of researchers – do they have this knowledge Majority of research are empirical Not on valid evidence

17. We can also go for Best practices –But they are not vigorously tested »Evidence demands »Rigorous process

18. Rigorous Process Step 1: Formulate a Question Step 2: Find the Evidence Step 3: Appraise the Evidence Step 4: Apply the Evidence Step 5: Evaluate the Results Step 6: Disseminate the Results

19. Step One: Formulate a Question Most important step Foundation of the EBL process The question needs to be answerable: – not too broad, yet not too narrow. Multi-faceted questions –need to have a focus

20. There are methods of developing good evidence –PICO –SPICE

21. PICO FocusConceptQuestion Root PopulationAmong, in (who, what) Among students who search the catalogue Who= students What= catalogue InterventionDoes (how)With the help of librarian Comparison Intervention VersusWithout help of librarian OutcomeImpact (affect) impact the time it takes to find material?

22. SPICE FocusConceptComponents SettingWhere?In libraries, PerspectiveFor whom?do patrons InterventionWhat?who use the internet ComparisonAs opposed to…as opposed to the print collection EvaluationHow well? What result? perceive they have found comparable information?

23. Search for evidence Identify terms to fit your PICO question –Look for secondary sources –Search for Primary Sources Use methodological filters to target the right type of study. For instance, PubMED filters for:PubMED therapy diagnosis prognosis aetiology

24. Scenario: A 64 year old obese male who has tried many ways to lose weight presents with a newspaper article about ‘fat-blazer’ (chitosan). He asks for your advice. Your question in PICO format might be: Population/problem obese patients Intervention/indicator chitosan Comparator placebo Outcome decrease weight Question: In obese patients, does chitosan, compared to a placebo, decrease weight.

25. Now convert this PICO question to a search strategy To do this, you should do three things: –Underline the key terms – those most specific to your question –Number the PICO elements in order of importance from 1-4 –Think of alternate spellings, synonyms and truncations

26. You might end up with: –Population/problem obes* OR overweight (2) –Indicator (intervention, test, etc)chitosan (1) –Comparator placebo (4) –Outcome decrease weight OR kilogram* (3)

27. If we had used all terms the search may looked like this: Search – #1:chitosan –#2:obes* OR overweight –#3:weight OR kilogram* – #4:placebo –#5:#1 AND #2 AND #3 AND #4

28. Step Two: Finding the Evidence What kinds of evidence? Where is the evidence? What if there’s no evidence?

29. What Kinds of Evidence? –Qualitative research – Quantitative research The concept of the “best available” evidence

30. Where is the Evidence? –Fee resources (EBL publications) –Open source resources –Library literature LISTA: http://www.libraryresearch.com http://www.libraryresearch.com –Literature of other disciplines

31. Domains of Inquiry It’s been suggested that every LIS practice question falls within one or more of the following domains: collections education management professional issues information access and retrieval reference/enquires (Crumley and Koufogiannakis)

32. What If There’s No Evidence? Take the question you’ve formulated –by using PICO or SPICE and design some research around it. Consider publishing your findings –to increase the body of evidence. Don't be intimidated by the idea of "research“ – projects can be small and practical.

33. Step Three: Appraise the Evidence Critical appraisal is the process of –assessing and interpreting evidence by systematically considering its relevance, validity and reliability.

34. Critical appraisal Basically, critical appraisal is based on 3 steps: 1. Internal validity (How well is this study performed?) 2. Results (What does it show?) 3. External validity (Can I use it?)

35. Step Four: Apply the Evidence Applicability: "whether a study is generalizable or relevant to your situation" (Koufogainnakis and Crumley, "Applying Evidence to your Everyday Practice." in Booth and Brice, 2004, 120) The evidence will usually be one of three things: –directly applicable –needs to be locally validated (i.e. replicate the study at the local level) –improves your understanding of the situation

36. Determining Applicability Variables - determining applicability: –User group –Time lines –Cost –Politics –Severity (Koufogiannakis and Crumley, 121-123)

37. Step Five: Evaluate the Results Evaluate the success of use- on two levels: –Practitioner - were all the steps of EBL followed successfully? –Practice implications - was the decision you made after consulting the research a good one?

38. Step Six: Disseminating the Results Ways of dissemination : –Workshops, continuing education, conferences, training, journal club discussion groups –Organizational policy/guidelines, meetings –Publishing/writing, the internet –Word of mouth, focus groups, leadership, sharing articles, e-mail, list-serv, networking, mentoring

39. Open Access Journals Directory of Open Access Journals (DOAJ) http://www.doaj.org/ http://www.doaj.org/ Evidence Based Library and Information Practice http://ejournals.library.ualberta.ca/index.php/EBLIP http://ejournals.library.ualberta.ca/index.php/EBLIP Partnership: the Canadian Journal of Library and Information Practice and Research http://journal.lib.uoguelph.ca/index.php/perj/index LIBRES: Library and Information Science Research Electronic Journal http://libres.curtin.edu.au/http://libres.curtin.edu.au/

40. User Centered Library/ information service

41. I feel – Librarians are behind users –Users are behind web –Then conclusion says –why not we also go behind web Where users are With little more knowledge –Particularly web 2.0

42. Very Frequently asked questions –Why should users prefer Library –Why not Webs Web is also a library – Virtual library Everything is not just available free We need to select, acquire and manage

43. If users are literate about the library, information resources and service They use library and approach librarian Literacy of click, click and click technology – is driving them to web –(which is nowadays have become easy and thrill) Majority of ignorant users – just go to web –Not information literate go web where there is correct resource- useful to them How to achieve infolitaracy to all

44. Information literacy experts Communicate- conversation or collaboration? Create -craft or consume/copy? Describe-data or decoration? Filter -fact or fiction? Share-self or somebody else? Sift-scholarship or spin? Trust-tried or trendy? Otherwise

45. User go for search (on trail and error), collaborate, get guidance from friends/seniors, video guidance, event management ….. Many more See http://www.go2web20.net/http://www.go2web20.net/ Seekers will come – if there is a chance for their participation –Otherwise (one sided) they avoid

46. Learning is community-based –learning from peers and community –finding others who share your interests –criteria for joining an online community –how do groups work? –social networking –Changing behavior

47. Changing Behaviors Recent Survey: Only 15.7% agreed with the statement “The Internet has not changed the way I use the library.” Note. Digital Library Federation and Council on Library and Information Resources. (2002). Dimensions and Use of the Scholarly Information Environment.

48. “…everyone in class try to get those articles on line and some people do not even bother to go to the stacks when they couldn’t Google them.” Graduate Student NYT Online 6/21/04 (Katie Hafner, “Old search engine in the the library tries to fit into a Google world”)

49. Research Behavior: Personal Control When searching for print journals for research: Only 13.9% ask a librarian for assistance Only 3.2% consider consulting a librarian a preferred way of identifying information Note. Digital Library Federation and Council on Library and Information Resources. (2002). Dimensions and Use of the Scholarly Information Environment.

50. Google™ Services Google™ Scholar Google™ News Google™ Images Google™ Maps Google™ Local Google™ Groups (includes all of Usenet) Google™ Desktop Google™ Ride Finder GMail SMS Interface Google™ API And on and on…

51. Google™ Labs

52. Google™ Isn’t Everything Yahoo –From search, to portal, and back again. Now where? A9 –Offering from Amazon, includes “Search Inside the Book®” and Google™ Web searching. –Requires a login to move your search history and preferences inside their servers. Microsoft –MSN Search Many other niche tools

53. Public viewVLEWebsiteOther modulesUser- specified Resource list Authorization Administration module Librarian’s view Own interface Authorization Creator’s view OPACDigital assets Federated searches Linking to e-full text Webpages Storage/access layers Integrated E-Learning tool development? Content

54. A new information landscape Collaborative Creative and shared Community-based Personal Virtual

55. New literacies Exchanging Participating Mashing Rating Searching Tagging

56. .

57. Where do we fit in Web 2.0? Who participates and what are people doing online BusinessWeek, 11 June 2007 www.businessweek.com/magazine/content/07_24/b4038405.htm www.businessweek.com/magazine/content/07_24/b4038405.htm Creators publish web pages, write blogs, upload videos to sites like YouTube Critics comment on blogs and post ratings & reviews Collectors use RSS and tag web pages to gather information Joiners use social networking sites Spectators read blogs, watch peer-generated videos, listen to podcasts Inactives are libraries / librarians but don’t yet participate in any form of social media

58. Libraries = places of high service: Experts interested in individual needs, provides knowledgeable aid, expert retrieval of info, personal relationships. Become high end consulting centers. Print collection areas will be repurposed. Push toward “federated” searching in libraries. Professionals need to be aware of these tools Do not need to be experts, but recognize impact on info, profession, & society. Influence Over Info Profession

59. As Librarians –We talk big words Which users does not understand –Let us try to with users »At their level of synchrony

60. Thank you