The purpose of this paper is to demonstrate the efficacy of collaborative evidence based information practice (EBIP) as an organizational effectiveness model.
Abstract
Purpose
The purpose of this paper is to demonstrate the efficacy of collaborative evidence based information practice (EBIP) as an organizational effectiveness model.
Design/methodology/approach
Shared leadership, appreciative inquiry and knowledge creation theoretical frameworks provide the foundation for change toward the implementation of a collaborative EBIP workplace model. Collaborative EBIP reiterates the importance of gathering the best available evidence, but it differs by shifting decision‐making authority from “library or employer centric” to “user or employee centric”.
Findings
University of Colorado Denver Auraria Library Technical Services department created a collaborative EBIP environment by flattening workplace hierarchies, distributing problem solving and encouraging reflective dialogue. By doing so, participants are empowered to identify problems, create solutions, and become valued and respected leaders and followers.
Practical implications
In an environment where library budgets are in jeopardy, recruitment opportunities are limited and the workplace is in constant flux, the Auraria Library case study offers an approach that maximizes the capability of the current workforce and promotes agile responsiveness to industry and organizational challenges.
Originality/value
Collaborative EBIP is an organizational model demonstrating a process focusing first on the individual and moving to the collective to develop a responsive and high performing business unit, and in turn, organization.
Details
Keywords
The purpose of this paper is to provide a summary of the key themes and content of the Evidence Based Library and Information Practice 6 conference, held at the University of…
Abstract
Purpose
The purpose of this paper is to provide a summary of the key themes and content of the Evidence Based Library and Information Practice 6 conference, held at the University of Salford (UK) in June 2011.
Design/methodology/approach
The paper summarises the content, themes and issues discussed during this conference.
Findings
This conference covered a number of themes highly relevant to current library and information practitioners and researchers. These included the link between research and practice; the validity of different types of evidence; and the importance of addressing local needs with local evidence.
Originality/value
The conference provided an insight into the key issues around evidence‐based practice in librarianship and information science, and suggested several areas where future development may be possible.
Details
Keywords
Mary M. Somerville and Anita Mirijamdotter
Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information…
Abstract
Informed learning can be enlivened through explicit and persistent attention to using information to learn during collaborative design activities. The resulting information experiences and accompanying information practices in the workplace, when combined with systems principles, can produce transferable individual and group (and, ultimately, organizational) capacity to advance knowledge in ever expanding professional contexts.
In development in North America since 2003, the Informed Systems Approach incorporates principles of systems thinking and informed learning though an inclusive, participatory design process that fosters information exchange, reflective dialogue, knowledge creation, and conceptual change in workplace organizations. It also furthers expression of collaborative information practices that enrich information experiences by simultaneously advancing both situated domain knowledge and transferable learning capacity. Integrated design activities support participants’ developing awareness of the conceptions of information experience and informed learning, in a cyclical and iterative fashion that promotes and sustains continuous learning.
A shared learning focus evolves through intentional use of information to learn, including collective reflection on information sources, collaborative practices, and systems functionalities, which further participants’ topical understandings and enrich their information experiences. In addition, an action-oriented intention and inclusive participatory disposition ensures improvements of real world situations.