EBP : what do we expect of 1st years in HE

York St John University | www.yorksj.ac.uk

Evidence-based practice: What do we expect of 1st years in HE?

20th July 2011

Hannah SpringSenior Lecturer: Research and Evidence Based Practice Support


Evidence-based practice in HE

What is evidence-based practice?



• In evidence based practice it is expected that practice based decisions will be based on sound and reliable information (evidence)

• “the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients’ (Sackett et al, 1996)

• 4 stages of EBP (medical model)• Formulate a question• Design and carry out a search for evidence• Evaluate/appraise the evidence• Apply evidence in practice


SCONUL 7 Pillars of Information Literacy



So how can we ensure that HE students take a more

evidence-based approach to their academic practice?



Who are our students?

http://www.youtube.com/watch?v=dGCJ46vyR9o

http://www.youtube.com/watch?v=dGCJ46vyR9o


The Google Generation

“Those born after 1993… a cohort of young people with little or no recollection of life

before the web”

Rowlands et al (2007) Information behaviour of the researcher of the future: a ciber Briefing paper [Online] Available from:http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf [Accessed 15th July 2011]

What is the Google Generation?

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf


The Google Generation

Digital Natives (Generation Y)

&

Digital Immigrants (Generation X)

Prensky, M. Digital natives, digital immigrants. On the horizon 2001, 9, 1–6. Accessible at: http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf


Information seeking habits of the Google Generation

•The use of reliable and high quality information (evidence) to inform practice is an essential ingredient of evidence based practice

•This requires an understanding of different information sources, how to use them, and knowing when it is appropriate to use different information types

•How does the Google Generation do it?



“Our students love the net, which is OK

The problem is, they also trust it, which is not”

Block, M (2002) Gullible’s travels [Online]. Library Journal. Available from: http://www.libraryjournal.com/article/CA210719.html [Accessed 3rd June 2010]

http://www.libraryjournal.com/article/CA210719.html


What information does the Google Generation choose?

• Information Authority V Infopreneurialism

• The Web 2.0 influence• User generated content and open contribution• Blogs & microblogs (Twitter)• Social networking (Facebook)• Open contribution (Wikipedia, YouTube)

• Implications for information quality• Creates a quantity V quality issue



• Common misconception that the ‘Google Generation’ is better skilled at searching for and using information

• The Google Generation thinks it is!

• Poorly formed mental maps of web based information architecture• Inability to differentiate between a library catalogue

and a generic search engine



• Simple search interfaces (eg. Google) lead to poor formulation of search strategies.

• Bibliographic databases – controlled vocabulary

• Synonyms


Information use habits of the Google Generation

• Access to information less of a problem than using it

• ‘Bouncing/flicking’ behaviour is common leading to horizontal searching rather than vertical searching

• Power browsing and viewing is the norm for all


Information use habits of the Google Generation

• ‘Smash and grab’ approach to reading (Brabazon, 2007)

• The Google Generation is used to speed and immediacy of information

• Much digital activity involves navigating and not using

• Google is not the problem – the way it is used is


Information seeking & using behaviour

• As a group of people involved with academic study we need to be aware of our tendency to use information this way

• In an academic environment it is important to support our work with the most appropriate evidence, understand where to find it, and have enquiring minds in the use of this evidence



What is ‘evidence’?


Definitions of Evidence

•“1. The available facts, circumstances, etc, indicating whether or not a thing is true or valid, 2. information tending to prove a fact or proposition”. (Oxford compact English dictionary, 1996)


What counts as evidence in EBP?


Quality issues and the Internet

• Wikipedia, Twitter – can it be evidence, and if so, when?

• Original research articles – in some cases it may not be evidence?

• Web 2.0 and information behaviour of the Google Generation present challenges to EBP and the traditional concepts of evidence



• Key expectation in HE is for students to have the ability to assess whether something is evidence or not

• Critical thinking / Critical appraisal – Internet Detective? http://www.vtstutorials.ac.uk/detective/

• Appropriateness, validity, reliability.

• SCONUL 7 pillars

http://www.vtstutorials.ac.uk/detective/


References

•Brabazon, T. The University of Google: Education in the (Post) Information Age. Hampshire: Ashgate, 2007.

•Prensky, M. Digital natives, digital immigrants. On the horizon 2001, 9, 1–6. Accessible at: http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf (accessed 15 July 2011)

•Rowlands, I. & Nicholas, D. Information Behaviour of the Researcher of the Future: A Ciber Briefing Paper, 2008. Accessible at: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf (accessed 15 July 2011)

•Rowlands, I. & Nicholas, D. Information Behaviour of the Researcher of the Future: A British Library ⁄ JISC Study: The Literature on Young People and their Information Behaviour: Work Package II, 2007. Accessible at: http://www.jisc.ac.uk/media/documents/programmes/reppres/ggworkpackageii.pdf (accessed 15 July 2011).


References

•Rycroft-Malone J, Seers K, Titchen A, Harvey G, Kitson A. (2004) What counts as evidence in evidence-based practice? Journal of Advanced Nursing, 47 (1), 81-90

•Sackett, D, L., Rosenberg, W. M. C., Muir Gray, J. A., Haynes, B. R. and Richardson, W. (1996) Evidence based medicine: what it is and what it isn’t. British Medical Journal, 312: 71-72

•Spring, H. (2010) Health professionals of the future: Teaching information skills to the Google generation. Health Information and Libraries Journal, 27 (2), 158-162

•Spring, H. (2011) If you cannot beat them, join them! Using Health 2.0 and popular internet applications to improve information literacy. Health Information and Libraries Journal, 28 (2), 148-151

•Society of College, National and University Libraries. (2011). The seven pillars of information literacy. Accessible at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html (accessed 15 July 2011)

EBP : what do we expect of 1st years in HE

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