Evidence-based practice (EBP) offers school librarians a systematic process for developing, assessing, and revising their school library programs. Two of the seven steps in this process involve collecting and sharing meaningful evidence with appropriate stakeholders, often for advocacy purposes, strategically selecting communication channels and methods aligned with target audiences. Through a survey collecting both quantitative and qualitative data, 161 school librarians in Kentucky, Virginia, and Texas shared their experiences with evidence-based practice. The study reported here focuses on school librarians’ evidence collection and sharing practices. Findings indicate school librarians collect easily obtainable data and share evidence of practice widely; however, they are most likely to share with building-level administrators, and the channels through which they communicate with school personnel differ from those chosen to communicate with other stakeholder groups. Approximately half of participants share evidence for advocacy purposes, and only slightly more than half share evidence of their practice with other school librarians.

中文翻译：

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“我们收集了大量数据……我们报告了我们认为社区最关心的事情……我们从中学到了很多：”学校图书馆员的证据收集和共享实践

循证实践 (EBP) 为学校图书馆员提供了一个系统化的过程，用于开发、评估和修订他们的学校图书馆计划。此过程的七个步骤中有两个涉及收集有意义的证据并与适当的利益相关者共享，通常出于宣传目的，战略性地选择与目标受众一致的沟通渠道和方法。通过一项收集定量和定性数据的调查，肯塔基州、弗吉尼亚州和德克萨斯州的 161 名学校图书馆员分享了他们在循证实践方面的经验。此处报告的研究侧重于学校图书馆员的证据收集和共享实践。调查结果表明，学校图书馆员收集容易获得的数据并广泛分享实践证据；但是，他们最有可能与大楼管理员共享，他们与学校人员沟通的渠道不同于选择与其他利益相关者团体沟通的渠道。大约一半的参与者出于宣传目的分享证据，只有略多于一半的参与者与其他学校图书馆员分享他们实践的证据。