The value, effectiveness and impact of professionally trained library, information and knowledge workersDr Alison Brettle

Reader in Evidence Based Practice and Acting Director of Post Graduate Research

CILIP Conference, Brighton, 12 July 2016

• Brettle, A. and Maden, M. (2016) London: CILIP. available from www.cilip.org.uk/valueofLIKworkers

What evidence is there to support the employment of professionally trained library, information, and knowledge workers? A systematic scoping review of the evidence.

• The importance that stakeholders (funding institutions, politicians, the public, users, staff) attach to libraries and which is related to the perception of actual or potential benefit (3.75). The input is converted into output by means of processes. The output can have direct, pre-defined effects (outcomes). Output and outcomes can lead to impact and finally to value." (British Standard)

• Benefit or worth. Can include monetary value and impact. (Robinson et al, 2009)

• Can include utility or usefulness, is determined by the service user and is difficult to disentangle from quality. (Urquhart, 2015)

Value

• The influence of libraries and their services on individuals and/or on society. The difference or change in an individual or group resulting from the contact with library services (3.25);

• Note: The change can be tangible or intangible and it may only be possible for the library to contribute to an impact rather than be solely responsible (e.g. length of stay, patient care)

Impact

• Direct, pre-defined effect of the output related to goals and objectives of the library’s planning (e.g. number of users, user satisfaction levels) (3.44);

• Consequences of deploying services on the people who encounter them or the communities served (Markless and Streatfield, 2006, p7)

Outcome

• Does it work (effectiveness)

• Does it make a difference (impact)

Or very simply….

• Library, Information and Knowledge professionals make a significant contribution to the overall aims of the organisationsthat they serve. And yet, their skill set is often over-looked and this contribution is under-valued.

Rationale

• Identify the evidence base to support the profession and members in making the case for their skills and expertise

• Create a range of evidence based propositions• Identify gaps in research

Systematic scoping review

1. Identifying research question2. Identifying relevant studies3. Study selection4. Charting the data5. Collating, summarising, reporting results

5 stages (Arksey and O’Malley, 2005)

• What evidence is there to support the employment of professionally trained or registered library, information and knowledge staff?

1. Identifying the question

• LISA, LISTA, Library Literature, Scopus, Medline and Cinahl

• Ethos• https://lis-systematic-

reviews.wikispaces.com/search/view/systematic

• http://www.cilip.org.uk/cilip/advocacy-campaigns

• Targeted internet search

2. Identifying relevant studies

• Include:• Studies that assess the effects, value or impact of any

library/information/knowledge management intervention or service. Library, information, knowledge or IT workers whose work relates to information or knowledge which needs to be organised or use of a system in which the information is located

• Roles which include archives or study records • Evidence of measurable outcome (e.g. time saved, improved

business, improved patient care, improved grades, impact on community)

• All types of evidence (including experimental or observational evaluation studies with controlled or uncontrolled prospective design or controlled retrospective design, return on investment, cost analysis, correlational studies)

• Studies in English

3. Study selection

• Interventions which are provided by information workers that relates to information systems and how these work

• Descriptions of interventions/services with no evaluation component or measurable outcomes

• Studies which only include process type outcomes eguser satisfaction, numbers of users, books loaned

• Archivists • Evaluation or impact theory testing• “How to” articles on measuring performance, impact,

evaluation, value• Citation impact analysis and methods of citation impact• Studies in languages other than English

Exclude:

• Measures of time saved • Measures of money saved • Measures of outcomes

relevant per sector (e.g. impact on patient care –health, impact on assessment – academic)

Outcomes considered

Searching and sifting process

• Author details and date• Country• Aims of study• Library sector• Evidence of professional

or trained or registered staff

• Study design• Outcomes measured • Key findings

4. Charting the data

• 47 studies: 8 SRs, 3 RCTs, surveys, mixed methods, CIT

• 19 US, 15 UK• Mainly acute hospital

settings• 33 studies clearly

professionally trained staff

5: Collating, summarising and reporting the results - health

• Clinical decision-making (Diagnosis, choice of assessment/test, choice of intervention)

• Patient centred care (eg advice to patient/carer, reduced length of stay, improved quality of life for patients/carers, increased patient involvement/ shared decision making, improved patient experience, improved patient access to information)

• Risk management & safety (Improve patient/staff safety, avoidance of referral/readmission/ clinical test/hospitalisation/medication errors, legal/ethical issues, improve accountability/ transparency of services)

• Quality of care (Meet quality standards, improved quality care, interventions based on best practice or current evidence, evaluation or audit, innovative practice)

• Continuing professional development & research • Efficiency/cost-effectiveness (Saved time, support organisation

financial strategies, business development)

Outcomes

• “The research examining librarians providing literature searching as a service, showed a positive effect on decreasing the time to providing relevant information for clinical decision-making and decreased the length of hospital stay..” (Perrier et al., 2014, p1122)

“A number of key outcomes related to patient safety such as misdiagnosis (13%), adverse drug reaction or interaction (13%), medication error (12%), and hospital acquired infection (3%) were all listed by respondents as outcomes that were avoided as a result of the information.” (Marshall et al., 2013, p.41)

“A quarter reported direct impact in improving patient and staff safety (n=85, 25%) as well as in risk management (n=79, 23%)...“I would say so because if a child gets their head trapped in a bedrail, that’s going to have a huge impact on the financial situation of the Trust through litigation”. (Nurse, Acute)”. (Brettle et al., 2015, p.26)

“The only variable which made a significant impact on retention and graduation was the number of professional library staff. This equated to a 10 % increase in the ratio of professional library staff predicts a 0.72 % increase in retention.” (Emmons and Wilkinson, 2011, p.144)

The project has successfully demonstrated that there is a statistically significant relationship between student attainment and two of the indicators: e-resources use and book borrowing. This relationship has been shown to be true across all eight UK partners in the project.” (Stone et al., 2012, p.26)

“Traditional and web based teaching strongly increases IL skills when assessed pre and post teaching. For controlled studies, traditional teaching increases IL skills but the effect size is smaller than the pre and post studies.” (Weightman et al., 2015)

Every $1 spent on the library returns $4.49 in return for Syracuse University (Kingma and McClure, 2015)

“The ROI mean and median for all public libraries are 4.5 and 4.4, respectively (i.e. For every dollar spent the return is 4.5 or 4.4 dollars)” (Aabo, 2009,p.320)

“Apart from addressing their own computing needs, nearly 2/3 of library computer users (63 %) logged on to help others. 56% reported helping friends or family with health matters, 46 % helped find information on education and learning opportunities, and 37 % helping friends or family find employment or career information. An estimated 48 million people reported using library computers and Internet access to helping their friends, family, co-workers, and even strangers with a wide range of problems, from resolving tax questions to finding medical equipment.” (Becker et al., 2010, p.4)

“The findings show considerable evidence of National Year of Reading related activities in supporting the three first-tier social outcomes: 'Stronger and Safer Communities', 'Health and Well-Being' and 'Strengthening Public Life.” (Rankin, 2012, p.7)

“Over half of the students (52.5%) said that the school library was quite or most helpful in helping them get better grades in their projects and assignments. Almost 3,000 student statements expressed a relationship between what the library has done for them and getting a good grade” (Todd and Kulthau, 2003; p.13)

“Elementary schools with at least one full-time endorsed librarian averaged better CSAP performance than those with less than one full-time endorsed librarian. Elementary schools that spent more on their libraries averaged better CSAP reading performance than those spending less.”(Francis and Lance, 2011, p.64)

“99.44% indicated that the school library and its services, including roles of school librarians, have helped them in some way, regardless of how much, with their learning in and out of school.” (Todd and Kulthau, 2003, p.5)

• Approach is rigorous and non biased but a high level overview

• Premise that on the whole librarian interventions are complex and impacts are not direct

• Methods favoured by one sector could be transferred to others

• Mixed methods studies are useful to provide the data and the “how”

• Need more UK studies, and studies in other sectors

Discussion

• Clear and robust evidence of the contributions made by librarians in 4 sectors

• Possible to determine in significant number of cases that these were trained professionals

• Evidence that all librarians can use to demonstrate their value

Conclusion

How can you demonstrate your effectiveness and impact?

• Business case for 2 new clinical librarian posts– Infographic– Evidence tables– Stats and data from

one of studies listed in report

Royal Free Hospital

Knowledge for Healthcare: Value and impact toolkit

http://kfh.libraryservices.nhs.uk/value-and-impact-toolkit/

• Questioning our practice• Is about gathering or

creating the evidence• Is about using the

information or evidence wisely (TO SHOUT)

• Is about using our professional skills to help others

Being evidence based is about…

Questions?www.cilip.org.uk/valueofLIKworkers

www.salford.ac.ukTwitter: Brettleali

Email: A.Brettle@salford.ac.uk

Thank You

ReferencesAabo, S. (2009). Libraries and return on investment (ROI): A meta-analysis. New Library World, 110(7-8), 311-324. doi:http://dx.doi.org/10.1108/03074800910975142Arksey, H. and O’Malley, L. (2005) Scoping studies: towards a methodological framework, International Journal of Social Research Methodology, 8, 19-32Becker, S., Crandall,M.D., Fisher, K.E., Kinney, B., Landry, C., Rocha. A. (2010). Opportunity for All: How the American Public Benefits from Internet Access at U.S. Libraries. (IMLS-2010-RES-01). Brettle, A., Maden, M., Payne, C. et al. (2015) Evaluating the impact of clinical librarian services in the North West. Salford: University of SalfordBrettle, A., Maden-Jenkins, M., Anderson, L., McNally, R., Pratchett, T., Tancock, J., . . . Webb, A. (2011). Evaluating clinical librarian services: A systematic review. Health Information and Libraries Journal, 28(1), 3-22. doi:http://dx.doi.org/10.1111/j.1471-1842.2010.00925.xEmmons, M., & Wilkinson, F. C. (2011). The academic library impact on student persistence. College & Research Libraries, 72(2), 128-149. Francis, B.H. and Lance, K.C. (2011). The impact of library media specialists on students and how it is valued by administrators and teachers: findings from the latest Studies in Colorado and Idaho. TechTrends, 55(4), 63-70.Markless, S. and Streatfield, D. (2006). Evaluating the impact of your library, London: Facet.Marshall, J. G., Sollenberger, J., Easterby-Gannett, S., Morgan, L. K., Klem, M. L., Cavanaugh, S. K., . . . Hunter, S. (2013). The value of library and information services in patient care: Results of a multisite study. Journal of the Medical Library Association, 101(1), 38-46. doi:10.3163/1536-5050.101.1.00Perrier, L., Farrell, A., Ayala, A. P., Lightfoot, D., Kenny, T., Aaronson, E., . . . Weiss, A. (2014). Effects of librarian-provided services in healthcare settings: A systematic review. . Journal of the American Medical Informatics Association, 21(6), 1118-1124. Rankin, C. (2012). The potential of generic social outcomes in promoting the positive impact of the public library: Evidence from the national year of reading in yorkshire. Evidence Based Library & Information Practice, 7(1), 7-21. Robinson, L., Calvert, A., Bawden, D., Urquart, C., Bray, C. & Amosford, J. (2010). Understanding our value: assessing the nature of the impact of library services. Library and Information Research, 33(105), pp. 62-89. Stone, G., Pattern, D., & Ramsden, B. (2012). Library impact data project. SCONUL Focus(54), 25-28. Todd, R. J. and Kulthau, C. (2003). Student learning through Ohio school libraries: A summary of the Ohioresearch study: Ohio Educational Library Media Association 15 Dec. 2003. OhioEducational Library Media Association (OELMA), 2004. 15 Nov. 2006.Urquhart, C. (2015). Reflections on the value and impact of library and information services. Part 1, Performance Measurement and Metrics,(16)1: 86 – 102. http://dx.doi.org/10.1108/PMM-02-2015-0005Weightman, A.L., Farnell, D.J., Morris, D., Strange, H. (2015). Information literacy teaching in universities: a systematic review of evaluation studies: preliminary findings for online v traditional methods. Poster presentation at 8th Evidence Based Library and Information Practice Conference, Brisbane July 2015.