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University of Salford

EBLIP6, 27-30 June 2011, England, UK


Pre-conference workshops

10.00 - 13.00 Introduction to EBLIP

The aim of this workshop is to provide a brief overview of the EBLIP 5A (Ask, Acquire, Appraise, Apply, Assess) process and its potential application to work-based problems. This workshop will consider state-of-the-art thinking on each of the five stages of the process with a specific focus on the identification of relevant and important "burning questions" from participants' own work contexts. Examples will be given of how the complete process has been applied to specific domains of library practice such as Collections, Information Retrieval, Education and Training and Management. Participants will work in small groups to simulate the process of team-working on everyday library problems.
Participants in the workshop will:
* Explore the key stages of the EBLIP process
* Gain practical skills and tools for each of the five stages
* Produce a brief Action Plan for taking forward their "burning question" in their workplace.

    Andrew Booth, University of Sheffield, United Kingdom
Andrew Booth

Andrew Booth is Reader in Evidence Based Information Practice at the Schoolof Healthand Related Research (ScHARR) at the University of Sheffield, combining his joint interest in applying the evidence based practice approach to his own professional background with supporting the practice of others. Andrew is the world's most prolific author in Evidence Based Library and Information Practice (EBLIP) and has served for over a decade on the committees of the International EBLIP Conference Series (2001-2011), most frequently as Chair of the International Programme Committee. With Anne Brice, a colleague from Oxford, UK, Andrew has co-edited the only EBLIP handbook - Evidence Based Practice: a Handbook for Information Professionals(2006). Andrew serves on the Editorial Boards of Evidence Based Library and Information Practice (EBLIP), the international open access journal, Health Information & Libraries Journal, Journal of Electronic Resources in Medical Libraries, the International Journal of Mixed Methods Approaches and Perspectives in International Librarianship.

10.00 - 13.00 Reflective Practice

The aim of this workshop is to explore the breadth and depth of reflective practice and its potential application for information professionals.
This workshop, will consider key theories on reflective practice with a specific focus on reflective writing. It will explore the theories and their application. Using reflection can help qualify or give meaning to the situations we find ourselves in on a daily basis, support the understanding of that context, and support dynamic and transformative actions that improve our abilities to understand and develop. Reflection is frequently used in the health sector, and the information profession, but not always at a deep level of learning (Moon, 1999; McGuinness, 2007). Levels of cognitive development and reflective judgement can impact on the ability to learn (Jackson, 2008; Sen, 2010). The benefits of different types and levels of reflection will be explored. Participants will engage in reflection in order to improve their own reflective ability and explore potential applications of their reflection practices. Types and uses of reflection to be considered will include:

  • Individual and group reflection
  • Reflective writing including logs and journals
  • Reflective evaluations
  • Peer reflection to improve practice
  • Reflective dialogue and engagement with stakeholders
  • Reflection and research

Participants in the workshop will:

  • Explore key theories on reflection
  • Gain practical skills in reflective practice
  • Explore a range of applications for reflective practice in an information context

You will be asked to write a very short piece prior to the work shop that will be used during the session.
Jackson, R. (2008) “Information Literacy and its relationship to cognitive development and reflective judgement.” New Directions for Teaching and Learning. 114 Summer 47-61
McGuinness, C. (2007) “Using reflective journals to assess the research process.” Reference Services Review. 35 (1) 21-40. Moon, J. (1999) Learning Journals: A Handbook for Academics, Students and Professional Development. London: Routledge. Sen, B. (2010) “Reflective writing: A management skill?” Library Management. 31 (1/2) 79-93.

    Barbara Sen, University of Sheffield, United Kingdom
Barbara Sen

Barbara Sen is currently a lecturer at the University of Sheffield. She has experience as a library practitioner in the corporate, academic and health sectors. She then moved into academia, lecturing at Liverpool John Moores University before moving to her current post in the UK’s only iSchool. She is currently the Programme Co-ordinator for the MA in Librarianship. Her main research interests are the strategic management of library and information services, continuing personal and professional development, reflective practice, and health information management. She is currently working on research projects involving market orientation of library services, reflective writing, and health information.

13.30 - 16.30 Critical appraisal

Critical appraisal, the skill of reviewing published research, is an essential skill for librarians interested in transferring evidence into practice. This workshop will explore the process of critical appraisal through presentations, examples, and interactive exercises. Participants will be introduced to the importance of critical appraisal and will lean how to evaluate research studies for validity, reliability, and applicability. Critical appraisal checklists and other tools for assisting with the interpretation and evaluation of qualitative and quantitative research will also be discussed. Using research examples from a variety of domains and settings, we will discuss the challenges of rapid critical appraisal as well as the importance of focusing on applicability.

    Lorie Kloda, McGill University, Canada
Lorie Kloda

Lorie Kloda, MLIS, AHIP, PhD(c) is a librarian at the McGill Life Sciences Library. Her interests include the information needs of health professionals, expert searching for systematic reviews, and evidence-based practice.
Lorie is also Associate Editor of the journal, Evidence Based Library and Information Practice.

13.30 - 16.30 Introduction to Meta-synthesis

Meta-synthesis tries to fit qualitative (or qualitative and quantitative) research findings together to find a coherent message - a bit like doing a jigsaw to see the big picture. The aim of the workshop is to introduce some of the methods used in meta-synthesis of qualitative research (and qualitative and quantitative research). The example used in the workshop will be information literacy research. At the end of the workshop participants should be able to explain how meta-synthesis adds value to a literature review, and which methods are appropriate for answering questions that practitioners or policymakers might ask.

    Christine Urquhart, Aberystwyth University, United Kingdom
Christine Urquhart

Christine Urquhart's research interests are in health information management (value and impact work), information behaviour, and systematic reviewing (for the Cochrane Collaboration). She has directed several research projects for JISC (Joint Information Systems Committee of the Funding Councils for Higher and Further Education), and various national and regional health service organisations in the UK.