Research Impact Value and LIS, Edinburgh 11th July 2018: speaker slides

Research, Impact, Value & LIS - #lis_rival - Edinburgh - 11th July 2018
Practitioner research: value, impact, and priorities
Slides presented at Research, Impact, Value and Library and
Information Science by:
• Hazel Hall, Edinburgh Napier University
• Paul Gooding, University of East Anglia
• Yvonne Morris, Chartered Institute of Library and Information Professionals
• Andrew McTaggart, Edinburgh City Libraries
• Sara Wingate Gray, University College London
• Leo Appleton, Goldsmiths University of London
• Alison Brettle, Salford University

Practitioner research: value, impact, and priorities
Professor Hazel Hall
Edinburgh Napier University
Conceptualisations of LIS research impact and value:
Learning from the LIS Research Coalition and DREaM

#lis_rival

http://hazelhall.org/about
@hazelh

https://drhazelhall.files.wordpress.com/
2018/07/2018_07-csi-flyer-v5-a4.pdf

Today’s programme encourages us to:
1. Explore concepts and examples of the impact and value of LIS research
to services delivery in practice
2. Encourage the strengthening of links between creators, users, and end-
user beneficiaries of LIS research output
3. Narrow gaps between LIS research and practice
4. Lay the ground for future research-related support and collaborations
across the sector

‘There will also be contributions on the impact and value of past
investments at national level to support LIS research in the UK - notably the
Library and Information Science Research Coalition (2009-2012) and the
Developing Research Excellence and Methods (DREaM) project (2011-
2012)’

 2006-2008: Consultations
 March 2009: Coalition formally established
by 5 founding members
 August 2009: Dr Hazel Hall appointed to
lead the implementation, 2 days per week in
a seconded role
Establishment of the LIS Research Coalition
To facilitate a co-ordinated
and strategic approach to
LIS research across the UK
(2009-2012)

‘To facilitate a co-ordinated and strategic approach to LIS
research across the UK’
Provision of a formal structure
 Improve access to LIS research
 Maximise the relevance and impact of LIS research
Main aims
 Bring together information about LIS research opportunities and results
 Encourage dialogue between research funders
 Promote LIS practitioner research and the translation of research outcomes into
practice
 Articulate a strategic approach to LIS research
 Promote the development of research capacity in LIS

http://lisresearch.org
@LISResearch

Heavy use of social media
through Twitter feed still active
in 2018

and strategic approach to LIS
research across the UK
(2009-2012)
To explore the extent to which
LIS research projects
influence practice (2011)
To create outputs to support
the use and execution of
research by librarians and
information scientists (2012)
To develop a UK-wide
network of LIS researchers
(2011-2012)

IMPACT
Benefits to economy, society, culture,
public policy/services, health,
environment, and/or quality of life
beyond academia

IMPACT THEMES IN THE LIS LITERATURE
1. Evaluation of library and
information services
Considers the impact of the use of
resources accessed through
libraries and information services
e.g. in end-user decision-making
Common in healthcare librarianship
2. Methods for the evaluation of
library and information services
Explores means of evaluating services
in context of demonstrating value and
improving their return on investment
3. Bibliometrics
Quantitative analyses of
publication collections: heavy use
of citation data and altmetrics
(Academic impact)
4. Relationship between LIS
research and practitioner work in
the domain
Assesses the extent to which theory
informs practice and – to a lesser
extent – how practice informs theory

IMPACT MEASUREMENT CHALLENGES IN LIS: EXAMPLES
‘Research into practice’ conceived as
a linear process in a single domain:
 Time lags between execution of
research and its
applicability/application
 Identification of impact when it lies
elsewhere
Lack of attribution/recognition:
 Research-informed training sessions
 Journalists’ reports in professional
literature
Funding mechanisms:
 Research projects funded for the
execution of research
 Funding (not usually) provided for
enhancing or measuring impact, e.g.
for extensive dissemination
strategies, impact evaluation studies
‘Gaming’ in measurement:
 To present the best picture
 REF

 Establishment of Library and Information
Science Research Australia (LISRA) March
2016
 CILIP LIRG ‘invigorated’, adoption of Coalition
practices/initiatives
 Research skills in CILIP’s (new) Professional
Knowledge and Skills Base (PKSB)
 Some activities in Canada: library research
symposia in Ontario
All impact cited above is at the level of the
profession, rather than services delivery -
consistent with the Coalition’s main aims
(Indicative) impact of LIS Research Coalition
and strategic approach to LIS
research across the UK
(2009-2012)

1. Had DREaM workshop participants
innovated in the workplace since 2012?
2. Had their post-DREaM research determined
services provision and/or influenced the LIS
research agenda?
3. To what extent could they point to any impact
of their post-DREaM research on end-user
communities?
4. Had the DREaM network opened up new
opportunities for their research?
5. Did they continue to work as a network?
Impact of DREaM: assessed in DREaM Again study
To develop a UK-wide
network of LIS researchers
(2011-2012)

 Online survey
 Focus groups in Edinburgh and London
 Some data collected by phone and email
 32 out of the full population of 35 DREaM cadre
members provided data
 Article (forthcoming) addresses RQs 1-4
 Article published in Journal of Documentation
addresses RQ5
 Hall, H., Cruickshank, P. & Ryan, B. (2018). Long-
term community development within a researcher
network: a social network analysis of the DREaM
project cadre. Journal of Documentation, 74(4),
844-861.
DREaM Again methods and outputs

RQ1: Had DREaM workshop
participants innovated in the workplace
since 2012?
 Yes – but the extent to which this can be
attributed to DREaM cadre membership is
difficult to assess
 If not innovating themselves, DREaM workshop
participants support innovation of end-users in
their research activities (e.g. encouragement of
the use of techniques such as social network
analysis)
 Indications that the growth in the research
confidence of members attributable to DREaM
participation will embolden them to innovate in
the future

RQ2: Had their post-DREaM research
determined services provision and/or
influenced the LIS research agenda?
Yes – but the extent to which this
can be attributed to DREaM cadre
membership is difficult to assess

RQ3: To what extent could they point to any
impact of their post-DREaM research on end-
user communities?
Primarily as research methods evangelists

RQ4: Had the DREaM network opened up new
opportunities for their research?
YES!
 Growth in confidence as researchers has encouraged uptake of
opportunities that might have previously been dismissed
 Much on-going research-related activity (including publishing – all role
types), around a quarter of which has been undertaken with other cadre
members: 52% peer reviewing; 24% bidding for research funding; 21%
winning research funding
 Learning from DREaM applied in majority of research outputs identified
 Clear indications that much of this activity would not have occurred
without DREaM
 Links between levels of network connectivity and productivity: the 12
most connected cadre members were also the most productive

RQ5: Did they continue to work as a network?
YES!
 A loose, but persistent network endured
 Social ties were more important than work ties
 Network members with the greatest centrality were from academic
institutions
 Job status had no bearing on network centrality
 Physical proximity was/is important to the maintenance of network ties

Social infrastructure
Today’s delegates strengthen
links to narrow gaps:
 Librarians: academic, health,
national, prison, public, school,
special
 Plus: LIS academics,
professional body officers,
independent consultants, users

Next up: presentations on impact and value in practice

Contact Hazel Hall
@hazelh
http://hazelhall.org
http://about.me/hazelh
h.hall@napier.ac.uk
+44 (0)131 455 2760
Slides on SlideShare at:
http://slideshare.net/hazelhall

The Digital Library Futures Project: How does e-Legal
Deposit Shape Our “Digital Universe”
PI: Dr. Paul Gooding (University of East Anglia); Co-I: Prof. Melissa Terras (University of Edinburgh); Senior Research Associate: Linda Berube (University of East
Anglia)
@pmgooding; p.gooding@uea.ac.uk

Talk Overview
• Project introduction.
• What is Legal Deposit? And how did it develop?
• E-Legal Deposit: key questions and challenges.
• Conclusion – on working with libraries.
https://flic.kr/p/bNZWwx

The Big
Question: what
will our “digital
universe” look
like in the
future?

“Digital Library Futures”
• Two year AHRC-funded project to investigate the impact of e-Legal
Deposit on UK Academic Deposit libraries:
• Case study partners: Bodleian Libraries & Cambridge
University Library.
• Focus on academic deposit libraries:
• Shift focus away from national libraries and towards the
specific problems faced within academic libraries.
• First ever public user-centric study of the impact of e-legal deposit.
• Normally focused on technical, preservation, and long-term
aspects of these collections, not contemporary usage.
• Aim to address several challenges created by tension between user
and publisher rights.

What is
Legal
Deposit?
https://www.flickr.com/photos/pimthida/9438755028/
• Legal requirement that a person or group submit
copies of their publications to a trusted
repository:
• Commonly applies to:
• Books;
• Periodicals;
• Pamphlets;
• Music;
• Maps.
• Ensures the systematic preservation of a nation’s
published output.
• Deposit libraries receive copies of all printed
publications, and preserve them for posterity.

The Origins of UK Legal
Deposit
• 1610: Informal agreement between Sir Thomas Bodley
(founder of the Bodleian Library) and the Stationer’s
Company:
• Bodleian could claim a copy of everything printed under
Royal License.
• 1662: First legal framework for legal deposit in the UK –
extended Royal License to Cambridge University Library.
• 1709/1710: Copyright Act under Queen Anne.
• 1753: Establishment of British Museum;
• Until this date the Bodleian Cambridge University
Libraries were the de facto national libraries of the
United Kingdom.
• 1753-1911: Various minor changes, but…

Legal Deposit
• The only relevant act in the whole Twentieth Century:
Copyright Act of 1911 confirmed the UK Legal Deposit
Libraries:
• British Museum Library (British Library from 1973);
• National Library of Scotland;
• National Library of Wales;
• Bodleian Library;
• Cambridge University Library;
• Trinity College Dublin.
https://flic.kr/p/dTo7wU

The introduction of
e-Legal Deposit
• “Legal Deposit Libraries (Non-Print) Regulations
2013”:
• Bring electronic publications into line with
printed materials, and cover:
• Websites;
• e-Journals;
• e-Books;
• Digital Newspapers;
• Digital Maps.
• Users can access electronic materials within the six
legal deposit libraries.
• But what does this mean for us? We are attempting
to investigate the following key research problems:
https://flic.kr/p/fgBmVV

1.) Impact of e-legal
deposit on UK academic
deposit libraries.
• National and Academic Deposit libraries both
share an interest in the long-term viability of legal
deposit, BUT:
• Academic libraries have a primary strategic
motivator:
• To make their collections available AND useful to their
current readers.
• Users are becoming accustomed to online remote
access to library resources.
• Threat to publisher revenues if materials are too
widely available.
https://flic.kr/p/e91Srj

2.) Usage of e-legal deposit collections within UK
academic deposit libraries.
• Focus of research is on technical
and preservation aspects, not
users.
• Non-textual materials are totally
excluded from the regulations:
• Risk replicating loss of early cinematic
movies.
• Implied hierarchy within digital media
– long term implications for how our
digital collections are used.
• Differing models of providing
access at different institutions.
• Balance between Intellectual
Property rights and user needs –
where is the sweet spot?

3.) Data-driven innovations in
academic research and government
policy.
• Emerging forms of digital research are enabled by access to
library and archival digital resources:
• e.g. large-scale text analysis.
• Regulatory shifts elsewhere:
• 2014: Copyright exemption introduced to allow non-
commercial text and data mining of copyrighted
materials.
• Libraries changing the way they support users:
• Digital scholarship support and outreach: e.g. BL LABS!
• More remote support for users.
• Push-pull between site access to e-legal deposit materials,
and common view of data-driven methods…
https://flic.kr/p/8R2fWd

4.) Barriers to
digital inclusion.
• Digital domain viewed widely as
positive democratising force.
• Bodleian and Cambridge University
Libraries both embed widening
participation at the heart of what
they do.
• But decades of work show that
social inequalities can persist
online.
• Legal Deposit has a number of
implicit challenges to digital as
inherently democratising:
• On-site access eliminates
benefits of digital in providing
remote global access.
• Access to legal deposit
materials is under stricter
terms than provided for in law.

Quick Reflection: The Value of LIS
DREaM
• Methodology is central to this study: it’s a complex
question, with national, regional and institutional contexts,
and varied data sources.
• Exposure to variety of methodological approaches allows
us to be more open to introducing new methods to our
work.
• Benefits of professional network: I haven’t been active
within LIS DREaM, but building professional networks as a
PhD student helped me to develop research programmes
with broader relevance.

That’s all folks…
• Thank you for listening!
• Any questions?
• Contact: p.gooding@uea.ac.uk;
@pmgooding.

Developing a sector-wide Research and
Evidence Base Portal
Yvonne Morris MCLIP
Research and Foresight Manager
Chartered Institute of Library and Information Professionals (CILIP)

Our Charter
CILIP operates under Royal Charter to unite, develop and
promote the interests of all Information Professionals
• Unite, support and develop information professionals
• Advance information science
• Advocate on behalf of the profession
• Ensure the adequate provision of services
• Scrutinise legislation
• Provide professional recognition and Chartership

Securing the Future
Our Strategic Plan, Securing the Future, has 4 priorities:
• Advocating for the profession
• Developing a ‘future-ready’ workforce
• Driving standards and innovation
• Helping our members to succeed

Research
&
evidence
Advocacy
Policy
Practice
(Standards)
Workforce
development
Diversity
Membership
growth
Strategy/
priorities
Securing the Future
We see quality, up-to-date research and
evidence as essential for advocacy, sector
development, for workforce development
and diversity and for our own development
as a professional association

Getting us there…
• Phase 1 (2016-2018): Building a CILIP-focused evidence base, created
within existing resources – www.cilip.org.uk/research
• Phase 2 (2018-2020): Creating a sector-wide Research/Evidence base
Portal

Preparation for Phase 2
• Consortium of CILIP Special Interest Groups formed:
• Academic and Research Libraries Group
• Cataloguing and Indexing Group
• Health Libraries Group
• Information Literacy Group
• Knowledge and Information Management Group
• Library and Information Research Group
• UK eInformation Group
• Specification for a small-scale research project to:
• Produce a model for a portal that will provide access to a LIS research/evidence-base
• Provide recommendations for possible funding sources

A Report on Research to Support the Development of a Sector-wide Research
Portal/Evidence-Base
Peter Dalton (BCU)
Sarah McNicol (MMU)

Methods:
• Desk based research to identify other research portals/evidence bases via literature
databases, internet, suggestions from respondents etc (48)
• Stakeholder survey (1,150 responses)
• Stakeholder interviews (13) with CILIP representatives, other potential stakeholders
and other portals

Findings:
• Evidence and research perceived as important across the sector
• Differences between sectors in the use of research & demand for different types of
evidence sources
• Most common ways of using research were to improve existing services, professional
development, and to create new services.
• Most common challenges experienced in accessing research included lack of time,
lack of awareness of where to find research, and inability to access certain
resources.
• Wide range of potential users for a research portal
• Case studies the most requested type of resource for a research/evidence
portal. Data sets, academic articles & research reports also considered important.

Essential features:
• Case studies
• Data sets/statistics
• OA search engines & repositories
• Research reports
• Regular updating
And some recommended & additional features, as well as options for future
consideration…
Report available at https://bit.ly/2NkpkP2
Or from www.cilip.org.uk/research

Round Table (June 19th 2018)
Round Table convened with key stakeholders to:
• Discuss the report and its recommendations
• Look at research portals/evidence bases currently in existence/under
development in the sector
• Consider how to take the project forward

Policy/Advocacy vs Evidence Based Practice

Next steps…
• Establish a “Community of Interest”
• Look at the “evidence-base environment”
• Develop a prototype

Thanks!
Yvonne Morris
020 7255 0629
yvonne.morris@cilip.org.uk
www.cilip.org.uk/research

Using Data in Lifelong Learning – Examples of
recent data collection and use in Libraries
Andrew McTaggart – Lifelong Learning
Strategy Officer (Libraries)

• Provide free activities with no economic barrier to participation
• Develop literacy skills and promote reading for pleasure and associated benefits (Clark & Rumbold, 2006):
o Reading attainment and writing ability
o Text comprehension and grammar
o Breadth of vocabulary
o Positive reading attitudes
o Improved attainment levels
o Greater self-confidence
o General knowledge
o A better understanding of other cultures
o Community participation
o A greater insight into human nature and decision-making
• Help tackle the ‘summer slide’ with reading and maintaining confidence in reading (UKLA)
• Identifies the library as a place to spend leisure time
• Provide diversionary activities which reduce opportunities for engaging in anti-social behaviour
• Varying nature of activities introduces children to other potential interests and develops new skills
• Build relationship between library and parents whilst identifying the library as a safe space to spend leisure time
• Deliver fun, structured activity with an educational basis
Summer Reading Challenge:

Edinburgh Libraries 2017 SRC:
A total of 4,593 children participated in the Summer Reading Challenge.
o 1 in 7 children living in Edinburgh started the challenge
o 1 in 12 children living in Edinburgh completed the challenge
42% of participants were boys
10% were age 4 or under
44% age 5-7
42% age 8-11
4% age 12+
62% of participants completed the challenge (UK average 53%)
Completion rate for girls was 63%, for boys it was 59%
A total of 837 activities were used to promote participation and completion of the challenge with an average of 16 children and
9 adults attending each event.

Citywide, girls on average were more likely
to complete the challenge, however, in
these areas boys who started were more
likely to complete it.
These libraries held a total of 173 activities
specifically introduced for the challenge
with an average of 1 adult attending to
every 7 children. (Citywide average 1 adult
to every 3 children)
The NLT survey (2016) found that a child's socio-economic background was not
linked to reading pleasure, as the Trust did not find any difference between children
who received free school meals and those who did not.
In lower ranking SIMD areas of Edinburgh 1 in 8 children age 5-11 participated in
the challenge, with 1 in 13 completing it.
July and August accounted for 19.3% of yearly issues for age 5-11 (All others 16.9%)

Schools:
Children from 85 different schools participated
Children in more rural areas where a library was available (i.e. Ratho, South Queensferry and
Kirkliston) were more likely to participate and complete the challenge.
School proximity to a library was key in participation and completion.
12 Primary schools identified
using Summer Reading and
SIMD data for additional
support via Bookbus:
Forthview
Craigroyston
Ferryhill
Hermitage Park
Brunstane
Stenhouse
Broomhouse
Sighthill
Gilmerton
Gracemount
St Davids
St Ninians

p.54-5. J. Bruner, “The Acts of Meaning” (Harvard University Press: 2013).
“Story, in a word, is vicarious experience, and the
treasury of narratives into which we can enter
includes, ambiguously, either “reports of real
experience” or offerings of culturally shared
imagination.”
“Stories … are especially viable instruments for
social negotiation. And their status, even when they
are hawked as “true” stories, remains forever in the
domain midway between the real and the imaginary”.

story …
real/imaginary …
… ambiguous …
… shared
… experience

p.364. Walter Besant, 'The Amusements of the People', The Contemporary Review, March 1884, #45. pp.342-353
(my emphases).
“Everybody knows, in general terms, how the English working classes
do amuse themselves … First, it must be remembered as a gain–so
many other things having been lost–that the workman of the present day
possesses an accomplishment, or a weapon, which was denied to his
fathers–he can read. That possession ought to open a boundless field;
but it has not yet done so, for the simple reason that we have entirely
forgotten to give the working man anything to read. This, if any, is a
case in which the supply should have preceded and created the demand.
Books are dear; besides, if a man wants to buy books, there is no
one to guide him or tell him what he should get.”

‘[b]ooks are a luxury, and the purchase of them has been
confined to fewer people. In general, those who would be
disposed to purchase books, have not the means of so
doing, and are obliged to be frugal.’
Report from the Select Committee on the Copyright Acts (1818), p. 67. Quoted in Altick, The English Common Reader, p.
260.

Looking to actual WC wage rates (early-mid 19th C), it is apparent that
when ‘[f]or most of the period, a [new] novel cost thirty-one shillings and
sixpence’ this price represented either the entire weekly wages of a
skilled worker at the top of the wage hierarchy (e.g. a tailor) or
approximately three times the weekly wage of those on the bottom rung
(e.g. an agricultural worker).
Feinstein’s work on earnings and costs of living show, for example, that
the likely composition of expenditure for working class households
(covering a five year period between 1828-1832) was 65% food; 11%
rent; 4% fuel; 1% light; 11% drink; and 8% clothing.
Kate Flint, ‘The Victorian Novel and its Readers’, in The Cambridge Companion to the Victorian Novel, ed. by Deirdre David
(Cambridge: Cambridge University Press, 2001), p. 20.
Charles H. Feinstein, ‘Pessimism Perpetuated: Real Wages and the Standard of Living in Britain During and After the
Industrial Revolution’, Journal of Economic History, 58 (1998), 625-658 (p. 635).

TABLE 1. Weekly wage rates for various manual occupations in English regions
Date Trade Gender Location Wage (weekly)
1807 Leather cutter (gloves) M Woodstock, Oxford 21-30 shillings
1807 Sewing (gloves) F Woodstock, Oxford 8-12 shillings
1807 Agricultural worker M Clifton, Oxfordshire 9 shillings
1812* Carpenter - Trowbridge, Wiltshire 16 shillings
1812* Blacksmith - Trowbridge, Wiltshire 12 shillings
1812* Shoemaker - Trowbridge, Wiltshire 10 shillings
1813 Compositor M London 33 shillings
1816 Tailor M London 36 shillings
1820* Carpenter - Trowbridge, Wiltshire 20 shillings
1820* Blacksmith - Trowbridge, Wiltshire 16 shillings
1820* Shoemaker - Trowbridge, Wiltshire 15 shillings
1823* Carpenter - Newcastle-under-Lyme 21 shillings
1824 Handloom weaving
(linen)
M Knarlesburough [sic], N.
Yorkshire
11-12 shillings
(linen)
F Knarlesburough [sic], N.
Yorkshire
5 shillings and 6 pence
1833* Shoemaker (general) - Newcastle-under-Lyme 9-14 shillings
1833* Shoemaker (superior) - Newcastle-under-Lyme 20-25 shillings
1833* Plumber - Newcastle-under-Lyme 15-20 shillings
1833* Hat-finisher (general) - Newcastle-under-Lyme 17-24 shillings
1833* Hat-finisher (superior) - Newcastle-under-Lyme 22-28 shillings
1833* Bricklayer - Newcastle-under-Lyme 20 shillings
1833** Fly-frame tenter
(Cotton Factory)
F Bolton, Lancashire 7 shillings
1833** Stripper (Cotton
Factory)
M Bolton, Lancashire 9-10 shillings
1833*** Collier - Bolton, Lancashire 12-15 shillings
1833*** Handloom weaver - Bolton, Lancashire 9-10 shillings
1833 Lace worker F Bedfordshire 2 shillings
1833 Agricultural worker M Starstone, Norfolk 10 shillings
1834+ Labourer M Bedford 9 shillings
1834+ Lace worker F Bedford 2 shillings and 6 pence
1834+ Labourer M St. Lawrence, Reading 8-12 shillings
(silk)
M Braintree, Essex 7 shillings and 2 pence
(silk)
F Braintree, Essex 5 shillings and 1 pence
(wool)
M Gloucester 11 shillings and 10
pence
(wool)
F Gloucester 7 shillings
1843 Agricultural worker M Wiltshire 9 shillings
1843 Agricultural worker F Wiltshire 3-4 shillings
Sources: Joyce Lynn Burnette, ‘Exclusion and the Market’, p. 57-60. *B.P.P., 1834 (167) Factories
Inquiry Commission, Supplementary Report, Part I, pp. 101-2, all occupations classed as ‘Artizan
Labour’. ** Ibid, p. 164. *** Ibid, p. 169, discussing the ‘operative classes’. +B.P.P., 1834 (44),

‘the persistent and largely unproblematised
tendency in the wider humanities to privilege
books in nineteenth-century studies’ over and
above other types of printed matter suggests
a gap in the scholarly record which is difficult
to fully gauge and certainly problematic to
easily fill.
Laurel Brake, ‘The Longevity of ‘Ephemera’, Media History, 18.1 (2012), 7-20 (p. 7)

Master weaver, John Lench, 1803 trial witness: ‘I live in Horseshoe-
alley, Moorfields […] On Saturday, the 7th of May, between twelve
and one, I was reading the newspaper at a public-house, the Blue
Bell, the bottom of Horseshoe-alley, there is a skittle-ground at the
back of the house, which the back window looks to’
Witness in an 1808 trial notes that ‘[a]bout eleven o'clock it rained
very hard; I stopped at the public house reading the newspaper’
Cheesemonger Richard James in his testimony to an 1849 trial: ‘I
put the key of the cupboard into my pocket, and went to the
public-house—I looked at a newspaper […] and returned to my
own house.’
Old Bailey Proceedings Online (www.oldbaileyonline.org, version 6.0, 17 April 2011), 25 May 1803, trial of Charles Clarke,
Joseph Chinnery (t18030525-56).
Old Bailey Proceedings, 14 September 1808, Thomas Hatton (t18080914-39).
Old Bailey Proceedings, 29 October 1849, James Somers (t18491029-1849).

Taxes on Knowledge – paper duties,
advertisement duties, newspaper stamp.
Price of books/info media – prohibitive
for WC.
Access to books/info media – mediated
by class structures/hierarchies;
geographies; literacies.

p.278. Thomas Greenwood, “Public Libraries: a history of the movement and a
manual for the organisation and management of rate-supported libraries”. 3rd
ed. London, 1890.

p.278. Thomas Greenwood, “Public Libraries: a history of the movement and a
manual for the organisation and management of rate-supported libraries”. 3rd
ed. London, 1890.
“the most perplexing problem with regard to the future of
these institutions [public libraries] has reference to the
supply of fiction. … Should novels be provided at all, and
if so to what extent? … There is … a vast store of
excellent works of fiction … but below … there is a sea of
trash and rubbish which ought never to be found on the
shelves of Public Libraries.”

tm
SEX FICTION UNWHOLESOME FAMOUS MOVIE
COMEDIENNE SAYS GOOD READING IS BEST
Mabel Normand. Celebrated Movie Actress,
gL BY MABEL NORMAND,
famous movie Actress
There Is nothing one
so much as reading. It gives a girl
snme thine to do eveniies and helos
Jong, lonesome hours t pass quickly
and cheenauy.
, I don't mean that young women
should lock themselves up in their
rooms when night comes decidedly
not I am naturally a strong believer
in wholesome entertainment, such
as is afforded by the better class o
theaters and good motion picture

P. Cowell, “The Admission of Fiction in Free Public Libraries,” (“of the Free
Public Library, Liverpool.”). CONFERENCE OF LIBRARIANS, The
Manchester Guardian; Oct 5, 1877; p.6.
“Why was there an implied doubt about fiction? Was it that
novels were not considered educational, that the amount
of time spent in their perusal was out of all proportion to
the profit gained, that they unfitted the mind for close and
attentive study, weakened its energies, and rendered it
unhealthy; and that their seductive powers and fascination
were detrimental to the true interests of all readers, but
particularly of young ones? Those were some of the
charges brought against novel reading; and he feared
there was much truth in them.”

“Mr. Barrett (Glasgow) complained of the excessive reading of fiction by
those who frequented our public libraries. At least nine-tenths of the books
read were works of fiction." … "Perhaps one of the most conspicuous of the
services rendered by the public free [sic] as compared with many of the
circulating libraries they had largely superseded had been the exclusion of
unwholesome literature from their shelves.”
H. Rawson, ‘The duties of Library Committees’, (PL Committee, Manchester, president of the Library
Association), read at International Library Conference. Address by Sir John Lubbock. Paper by Mr
Alderman H. Rawson. The Manchester Guardian, July 14, 1897. p.5.

The Manchester Guardian, September 27, 1899, p.9.

“This image of the “public” is not usually made
explicit … the elite upset about the “low level” of
journalism or television always assumes that the
public is moulded by the products imposed on it.
To assume that is to misunderstand the act of
“consumption.” This misunderstanding assumes
that “assimilating” necessarily means “becoming
similar to” what one absorbs, and not “making
something similar” to what one is, making it one's
own, appropriating or reappropriating it.
p.166. M. de Certeau, 'Reading as Poaching'. In "The Practice of Everyday Life"
(University of California Press: Berkeley/London). 1988. pp.165-176.

Maja Djikic, Keith Oatley, and Mihnea C. Moldoveanu. “Reading Other Minds: Effects of
Literature on Empathy” (in press, at The Scientific Study of Literature) 2013.
“Participants who were frequent fiction-readers had
higher scores on the non-self-report measure of
empathy. Our results suggest a role for fictional
literature in facilitating development of empathy.”

Keith Oatley and P.N. Johnson-Laird. ‘Cognitive approaches to emotions’.
Trends in Cognitive Sciences (2013) pp.1–7 (pre-print).
“it was found that the more fiction people read, the better were
their empathy and understanding of others, but the effect did
not occur with reading nonfiction. … reading fiction as
compared with nonfiction caused increases in empathy and
understanding of others … Also, when people read artistic
literature, their personalities changed by small amounts, and
not all the same direction as with persuasion, but for different
people in their own ways.
…The size of the change depended on the amount of emotion
the participants experienced during reading”.

Tania Zittoun & Frédéric Cerchia, ‘Imagination as Expansion of Experience’. Integr Psych Behav (2013) 47:
pp.305–324. Published online: 28 April 2013 # Springer Science+Business Media, New York 2013.
“One way to understand the developmental
function of uses of symbolic resources is precisely
to consider them as one of the possible way[s] to
facilitate and guide an imaginary experience in
situation of ruptures in the continuity of people’s
lives.”

“The poetic image might be characterized
then as a direct relationship between two
souls, a contact between two human
beings pleased at the chance, respectively,
to speak and to listen, a renewal of
language in the raising of a new voice”
Gaston Bachelard Fragments of a Poetics of Fire
The Dallas Institute, Texas USA (1990) [quotation bolded emphases mine]

other routes on this map (2.0)…

p.8 & p.67. M. Warner. Publics and Counterpublics (Zone
Books, New York, NY), 2002.
“...publics exist only by virtue of their imagining.
They are a kind of fiction that has taken on life,
and very potent life at that.”
“A public is a space of discourse organised by
nothing other than discourse itself … It exists
by virtue of being addressed.”

p.68-9 & p.90. M. Warner. Publics and Counterpublics (Zone
Books, New York, NY), 2002.
“The peculiar character of a public is that it is a
space of discourse organised by discourse. It is
self-creating and self-organized; and herein lies its
power, as well as its elusive strangeness.”
“…a public is understood to be an ongoing space
of encounter for discourse. Not texts themselves
create publics, but the concatenation of texts
through time.”

p.106. M. Warner. Publics and Counterpublics (Zone Books,
New York, NY), 2002. [Bold emphases my own].
“A public seems to be self-organized by discourse but in
fact requires preexisting forms and channels of circulation.
…It appears to be open to indefinite strangers but in fact
selects participants by criteria of shared social space
(though not necessarily territorial space), habitus, topical
concerns, intergeneric references, and circulating
intelligible forms”

p.94. M. Warner. Publics and Counterpublics (Zone Books, New York, NY), 2002.
[Bold emphases/square brackets my own].
“In order for a text to be public, we must recognise it not simply as a
diffusion to strangers but also as a temporality of circulation …
…Circulation organises time and
vice versa. Public discourse is
contemporary [con|temporary], and
it is oriented to the future; the
contemporaneity and the futurity in
question are those of its own
circulation.”

…the public library as
“counterpublic”
site or locus?

…an apex of
“circulatory”?

What exactly was/is
circulating amongst
the public of
Norwich public
library?

“age 14”; “scholar”; “son” of George &
Esther May (both age 38?), “Grocer”,
“employing 14 men and boys”. Listed
at “15 Unthank Road, Norwich”.

age 14 in 1881 = age 31 in 1898

George all grown up. “age 33”; now
married to “Ethel” (“age 28”). Appears to
have taken over his father’s business,
“Wholesale Grocer”, “Employer”.

It’s possible (possibly)
because librarians are
*awesome* cataloguers &
archivists too!

F5840 = Arthur Conan Doyle, “Uncle Bernac, Memory of the Empire”

F5835 = Henry James, “Terminations: Death of the Lion, Coxon Fund,
Middle Years, &c.”

1879 196819581948193819281918/
9
190818981888

2002-2003
Source: CIPFA annual statistics
& “Library and Information
Statistics Tables (LIST) &
“LAMPOST”. LISU@
Loughborough University.
http://www.lboro.ac.uk/microsites/
infosci/lisu/lampost.html
i.e. not a new trend

“Now identification, I can think of one novelist who would
have typified that at one stage for me and a lot of my
generation, and that’s Margaret Drabble [at what age?]
through my 20s and 30s and 40s, and I feel that she’s
writing about her own life experiences very much mirrored
something I can see in the lives of myself and my friends…
[and is that what attracted you to her work…?]
Yes, less so recently, and that maybe because [laughs] I'm
not so interested in myself now as I was when I was 20!
Certainly, the earlier books like The Millstone, The Garrick
Year and Jerusalem the Golden, one felt very strongly, ‘oh
my god I am living this myself’”
Excerpt from interviews with Norwich public
library users, 2013

p.53. Alexander & Fox, ‘A Historical Perspective on Reading Research and Practice’.
In “Theoretical Models and Processes of Reading”, ed. R.B. Ruddell & N. J. Unrau
(International Reading Association: Newark, Detroit), 5th edition. 2004. pp.33-68.
Readers are “active and willful participants in the construction of
knowledge” with attention in the field moving to focus on “the
individual working to create a personally meaningful and socially
valuable body of knowledge.”
With this view of learner-readers as “actively engaged” in the
process providing for what Alexander and Fox call a
“developmental perspective” of reading, where the emphasis is
on a reader who is continuously growing, with “linguistic
knowledge, subject-matter knowledge, strategic capabilities, and
… motivations expand[ing] and matur[ing]” throughout his or her
life.

…[and what do you think the role was of the book and
accessing the book?]
“It was explanation and understanding, feeling that one
was part of a shared experience that other young
women were having, were having the same sort of
experiences that we were. There's a phrase she used in
a novel called The Middle Ground, and it describes
women as feeling “trapped between parents and
children, free of neither” and you think, 'oh that is it!' It
sums it up.”
library users, 2013

“Just as texts are created within and with ideologies that
assume discourse contexts that privilege particular roles
and social practices, so, too are readers.”
…with more recent research exploring “how response
styles might be connected to readers’ lives both within
and beyond the classroom” noting that McGinley &
Kamberelis (1996) found readers varying widely “in terms
of how they use their reading”, with one individual using
“his literary experience to help him understand the
community in which he lived, the other to help her
imagine her future.”
p.853-4. Galda & Beach, ‘Response to Literature as a Cultural Activity’. In “Theoretical
Models and Processes of Reading”, ed. R.B. Ruddell & N. J. Unrau (International
Reading Association: Newark, Detroit), 5th edition. 2004. pp.852-869.

… “a lightbulb moment of understanding a bit more
about what went on. Fiction can sometimes tell you
more about the emotions than a serious analysis in a
non fiction book. What it might have been like to live
through it, or what it might have …what led to it, what
prompted it.
[what draws you to that?] I suppose just extending my
knowledge and experience… I don't want to end up,
say, just knitting sitting in the corner!”
library users, 2013

“many readers treat characters as people regardless of the fact that
they exist only in the literary transaction” [citing Mellor & Patterson
2000 research]
“often comparing character action and feeling with their own” [citing
Hancock 1993, McGee 1992]
“not all readers respond positively to the characters they are reading
about” citing the research of Galda (1982) where “readers rejected the
actions of characters when those actions did not correspond to their
own lived experience, which they note the research of Enciso (1994)
connecting “this type of response to cultural practice” whereby “some
readers might resist or reject a text that does not reflect their cultural
expectations.”
p.854. Galda & Beach, ‘Response to Literature as a Cultural Activity’. In “Theoretical

“You know when you watch television and you might think…Endeavour is
on at the moment…I've watched Miss Marple, Murder She Wrote,
Midsummer Murders … there’s something very compelling about these
people and if you get a chance … it might be Wednesday evening, you
always watch them … [and for the characters in the books you read? Is it
the same?]
“Yes, I think in a way I relate more to them than I do to, for instance, my
next door neighbours because I actually can access them and see them
more often. I mean I’ve got nice neighbours and very nice friends, but
normally my friends, who I know best … you only, you can only really see
them once a week, maybe on a Saturday when they’re not working,
obviously you get to know them pretty well, but somehow you don’t get to
know them even as well as a character, who you sort of form this
relationship with, is it John Nettles, the chap who plays Barnaby? I think,
yes, you sort of, they are characters who form part of your life, a bit like a
soap.”
library users, 2013

R. A. Mar, “The Neural Bases of Social Cognition and Story Comprehension”
Annual Review of Psychology, 62 (2011): p. 123.
“recent work on anthropomorphization (Kwan & Fiske 2008) … has
shown that people can treat fictional persons as if they were real
(Epley et al. 2007) and that these fictional others can serve a social
function. The mere presence of fictional others can relieve feelings
of loneliness and isolation (Derrick et al. 2009, Epley et al. 2008),
for example, or produce social psychological phenomenon such as
social facilitation (Gardner & Knowles 2008).”

p.854. Galda & Beach, ‘Response to Literature as a Cultural Activity’. In “Theoretical
Such forms of response “also take the form of resisting
the social norms readers perceive operating in a text or
classroom” so that, instead, reader responses become
sited in “resist[ing] invited stances and dominat[ing]
discourses in ways that lead them to create their own
versions of texts (Lewis, 1997).”

J. Rose. “The Intellectual Life of the British Working Classes”.
(Yale University Press: 2002). pp.94-108. [Bold emphases my own].
“I literally devoured it … A new world seemed to dawn upon me” – Albert Charles Adams,
on reading his first novel. Described by Rose as a joiner’s son from an early 19thC. Scottish
Village. “History of a Village Shopkeeper” (1876). p.94.
“you had a story that stayed in your imagination and gave it something to glow with” –
Jack Common, described by Rose as a proletarian novelist. “Kiddar’s Luck (1951). p.103.
“At age ten Harry West (b.1880), the son of a circus escape artist, read Pilgrim’s Progress
merely as “a great heroic adventure.” Only later did he appreciate it as a religious allegory,
and still later … he came to “discover it as one of the greatest, most potent works on
practical psychology extant.” – Autobiography of Harry Alfred West: Facts & Comment. (nd).
“I interpreted it [the Bible] quite differently in prison to the way I had interpreted it outside.”
– Annie Kenney (b.1879), described by Rose as a millworker and jailed suffragette. Memories
of a Militant (1924).
“New ideas from the perusal of this book [Robinson Crusoe] was now up in arms, new
Crusoes and new Islands of Solitude was continually muttered over in my Journeys to and
from school.” – John Clare. Autobiographical Writings.

J. Rose. “The Intellectual Life of the British Working Classes”.
(Yale University Press: 2002). pp.94-127. [Bold emphases my own]
“To me Daniel Defoe’s book was a wonderful thing, it opened up a world of adventure, new
countries and peoples, full of brightness and change; an unlimited expanse.” – Joseph
Greenwood (b.c. 1833), described by Rose as the son of domestic handloom weavers.
“Reminiscences of Sixty Years Ago” (1910).
“I devoured–not read, that’s too tame an expression–Robinson Crusoe, and that book gave
me all my spirit of adventure, which has made me strike new ideas before the old ones
became antiquated, and landed me into many troubles, travels, and difficulties.” – John Ward
(b.1866), described by Rose as a ploughboy. “The Labour Party and the Books that helped
make it” (1906).
“The coloured words flashed out and entranced my fancy. They drew pictures in the mind.
Words became magical, incantations, abracadabra which called up spirits. My dormant
imagination opened like a flower in the sun.” Richard Hillyer on reading Tennyson (b.c.1900),
described by Rose as a cowman’s son from a Northamptonshire village. “Countryboy: the
autobiography of…” (1966).

“to read is to wander” … “a system of verbal or iconic signs is
a reservoir of forms to which the reader must give a meaning.
… The reader takes neither the position of the author nor an
author’s position. He invents in texts something different from
what they “intended.” he detaches them from their (lost or
accessory) origin. He combines their fragments and creates
something un-known in the space organized by their capacity
for allowing an indefinite plurality of meanings.”
p.169. M. de Certeau, 'Reading as Poaching'. In "The Practice of Everyday Life"
(University of California Press: Berkeley/London). 1988. pp.165-176.

“In the act of reading, having to think something that
we have not yet experienced does not mean only being
in a position to conceive or even understand it;…
p.67. Iser quoted in Tompkins. W. Iser (1989). Prospecting: From Reader Response to Literary
Anthropology. Baltimore: Johns Hopkins University Press; J. Tompkins (1980). Reader-response criticism:
from formalism to post-structuralism. Baltimore: Johns Hopkins University Press.
…it also means that such acts of conception are
possible and successful to the degree that they
lead to something being formulated in us.”

“readers may not be aware of the
conscious needs they are seeking to
satisfy through their reading”
B. Usherwood, J. Toyne “The value and impact of reading imaginative literature”
Journal of Librarianship and Information Science, Vol. 34, No. 1 (March 2002): p. 34.) [quotation bolded emphases mine]

“Despite the promising activities of the
last era, reading researchers still have
not produced a well-accepted
developmental theory that looks
broadly at the nature of reading across
the lifespan.”
p.58. Alexander & Fox, ‘A Historical Perspective on Reading Research and Practice’.
In “Theoretical Models and Processes of Reading”, ed. R.B. Ruddell & N. J. Unrau
(International Reading Association: Newark, Detroit), 5th edition. 2004. pp.33-68.

“… What if they convey the feel of a
historical period better than anybody
else? … Lyric poets perpetuate the
oldest values on earth. They assert
the individual’s experience against
that of the tribe.”
– Charles Simic The Best of the Best American Poetry
ed. Harold Bloom (p.353)

149
some kind of mutual journey…

where the
exploratory goal is
understanding and
meaning …
150

Thank you for listening.
Comments?
Questions?
Feedback?
Like us to give a talk?
uczcswi@ucl.ac.uk
@sarawingategray
151

Leo Appleton, Professor Hazel Hall,
Professor Alistair Duff, Professor Robert Raeside
Exploring the impact and value of UK public libraries
through the analysis of longitudinal focus group data

• Brief background to the research project
• Literature review & Research questions
• Method
• Pilot study
• Fieldwork – engaging the public
• Focus Group findings
• Initial discussion and analysis
• Next steps
Overview

• Why public libraries?
– Social function of libraries
– Political agendas / lobbying against cuts
– Citizenship agenda
• Wider context
– Information / Knowledge economies
– Information Society
– Exchange theory
– Social capital
Background to the research project

Literature review themes
• Role and value of public libraries
• Impact of public libraries
• Performance measurement and evaluation of public libraries
• Exchange theory
• Social capital and public libraries
• Information Society models
• Public libraries in the Information Society
• To what extent is an individual’s position advantaged or disadvantaged
as a result of using public libraries?
• What is the impact of using a public library service on individual and
community citizenship
Image credit: University of Glasgow, Research &
Knowledge Exchange

• “I didn’t cry when I was homeless. The tears came later. I needed to
care for my son and the library provided me an enchanted world to
share with him. We arrived every day as the doors opened. My eager
boy discovered dinosaurs, befriended librarians, and developed an on-
going love of books. I devoured stories of others who face challenges.
We shared story time and played on the lawn. Though homeless, the
library helped me to mother my son by allowing me to give when I had
nothing to spend”
(Dowd, F. S. (1996) Homeless children in public libraries: a national survey of large systems. Journal of
Youth Services in Libraries, 9 (2), 155-66.)
Image credit: South Australian Public Library Network

Pilot focus group
“When I come in, I have a dead positive vibe,
when I walk through the doors straight away, ‘cos I
know that I only need to spend fifteen minutes in
here, and I’ll have lost myself in a book…. You
don’t care what’s going on!”
“I could be quite dramatic and say that
reading saved my life!”

Pilot discussion –
Values framework

Method
– Commit to a focus group methodology
• Longitudinal cohort approach to focus groups
• Revisit annually over three years
– Scope of project
• Representative of UK library users
• Approach UK local library authorities
• Ensure that City/town councils, County councils and Metropolitan Borough
Councils all represented.
– Benefits of longitudinal approach
• Familiarity of group (common experiences)
• Willingness to share and discuss
• Deep and reflective discussion

Empirical research 2014 - 2017
Edinburgh
Liverpool
Newcastle
Lincoln
Essex
Devon
Redbridge
Sutton

Transcribing and Coding
• access (physical)
• access (IT and e-resources)
• books and monographs
• citizenship and participation
• community cohesion
• integration
• knowledge capital
• knowledge and information sharing
• people and library users
• social capital
• space
• transactional capital
• Information Society

Findings - themes
Citizenship
and public
libraries
Empowerment
through
Knowledge
Print Books
Community
social role
Community
ownership

Empowered citizens –
Knowledge and information
• Educational role
– Access to resources
– Access to space
– Access to expertise
• The library is a place
where knowledge is
created and shared
• The library is a place to
‘find out’, ‘enquire’ and
‘inform’
“…handling all those really
old manuscripts and
books,….it’s knowledge,
just a body of knowledge.
And knowledge is power I
believe. Knowledge is
power!”
“I essentially feel
empowered. I have all
that information,
knowledge and
creative stuff at my
finger tips”

Print monographs
• “My favourite thing about the public library is that you can just grab
any book that you like and you can just sit as long as you like and
read it. And if you really like it you can get another one! Books!”
• “I cannot overstate how much libraries have meant to me, and
indirectly to other people. I have African heritage and the place where
my family comes from there are no libraries so there is no free
thought. They have an oral culture, but they don’t have a literary
culture. Although people are clever, they are well educated, but they
don’t think. They don’t think outside the box. When you read a book
you think, you think to yourself ‘well what do I think about that?’ There
people are more ‘well this is what you’re meant to think’ and for me it’s
connected to freedom, not just personal freedom but community
freedom and how we move on!”

Print monographs
‘You can’t access books on the Internet!’

Community cohesion
and integration
“The library is a place of
great safety and security.”
“It’s inclusive. It makes you feel part
of the group. I think that society
consists of groups doesn’t it? But I
see the library more as a coherent
group and it’s very inclusive of
people from different backgrounds,
different ethnic backgrounds and
cultures.”
“When you’re on the streets no one
cares about you. It’s like every man
for himself. When you come in here
you can just communicate with
anyone, you can discuss things with
people. There’s loads of things that
you can do.”
“You’re never too old to go to a
library. You see really old people
reading newspapers and you see
really young people on the
computers or like reading a book
or studying or researching. A
library is place where you see
every generation and you end up
socialising with every kind of
person”
“It is the one place
where everyone is
equal”

Inclusion through
professional support
• “The staff are great. They will always
show you how to do stuff. You don’t
need to book on a course to set an
email account up for example. They’ll
just show you. The job centre doesn’t
have computers now, yet you are
meant to do all your job searching
online. You can now only access this
in the library. So having the staff
available to help is so important.”
• “I learnt how to use computers in the
library. They showed me how to get
online and how to search. I would
never have had access to all of that
before”

Community ownership of libraries
• “If you close all the libraries you would be closing the door on opportunity an
education. You don’t just learn in the classroom, you also learn in the library.
You don’t just learn from teachers, you learn yourself, so if we close our
libraries you are closing down opportunities for people who might not have a
computer at home or can’t afford a printer. It’s taking your right to have an
education away from you! We would be closing down opportunities for people”
• “I think libraries make a very strong ideological statement like we’ve
already said, as well as access to knowledge and access to
imagination. It’s one of the few areas we’ve got that tries to level the
playing field and we have that here in Lincoln to an extent. And that’s
very important I think”

Bringing it all together:
Information, Community and Support
• “I feel secure and not so much empowered, because I’m not disempowered,
but connected, connected to individuals but also to the wider world. What you
can get from knowledge so it’s a sense of connection. I lead a very solitary life
in lots of ways so I need to have that sense of connection with others and
obviously to the wider world”
• “I think that it was the first place I went to because there were people there
and helpful people and I needed a lot of help and they were welcoming as
well. It made me feel part of the community”

Thank you for listening
• L.Appleton@napier.ac.uk
• @leoappleton
•Questions?

Exploring the impact and promoting
the value of LIS research in the UK:
what next?
Alison Brettle, Professor in Health Information and Evidence
Based Practice, RIVAL event, Edinburgh Napier University,
11 July 2018

Outcomes, effectiveness
and evidence

To being evidence based..
• Considering practice from a
curious and questioning
perspective with a view to
continuous improvement
• Gathering or creating evidence
(through research or evaluation) if
we don’t have it already
• Using information or evidence
wisely
• To help make decisions about
practice or our services
• To help others make decisions
about our services (by
demonstrating our effectiveness,
value, impact or worth)

Impact
•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);
METHODS AND PROCEDURES FOR
ASSESSING THE IMPACT OF LIBRARIES BS
ISO 16439:2014.

Outcome
•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)

Or very simply….
• Does it work
(effectiveness)
• Does it make a difference
(impact)
• …Measured by outcomes
• = Evidence

Problems with measuring
impact
•Cause and effect???
•Intangible
contributions
• Libraries need to define outcomes relevant to their
institution and assess the extent to which they are
met (Oakleaf 2010)

North West Clinical Librarians
Group
•Systematic review on the impact of clinical
librarian services (Brettle et al, 2011)
• Highlighted 4 models of service provision
• Demonstrated CLs are effective in saving time,
providing relevant, useful information and high quality
services AND have a positive effect on clinical decision
making (contribution to better informed decisions,
diagnosis, choice of drugs)
• Study quality is improving – could be better
• Critical Incident Technique useful approach for impact
• Group systematic review good way of teaching
research skills and building confidence

The impact of clinical librarians on
patient care (Brettle, Maden, Payne
2016)
•Measure specific CL impact on organizational and
patient outcomes
•Robust mixed methods study building on previous
work (practicing CLs key)
•Clinical Librarians contribute to a wide range of
long and short term outcomes which reflect NHS
priorities
• Eg choice of intervention, diagnosis, increased patient
involvement in decision making, risk management, cost
savings financial planning

Value and impact of CL work
• Winners of Practitioner
Researcher Award – LIS
Research Coalition (now
LIRG sponsored award)
• Ongoing study – across UK
and also in Australia (UK
component presented at
EAHIL 2018)
• Further collaborations and
leadership relating to impact
• Advocacy for Knowledge for
Healthcare and Health
Libraries

Impact data from questionnaire

Input Activity Output
Outcomes
(short, medium, long)
Library
services
Current awareness or alerts
Literature search or evidence
search
Supply of an article, book or
document
Training or e-learning
Access to electronic or print
information
Clinical or outreach librarian
service
Study space
IT facilities
Journal club
Organisational/Service
development/business planning
Legal or ethical questions
Commissioning or contracting
Personal or professional
development
Direct patient care
Publication
Research
Patient information,
advising or educating
patients and families
Sharing information or
advising colleagues
Developing guidelines,
guidance, pathways,
policies
Audit
Impact on teaching or
Presentations
Individuals
Contributed to personal or
professional development
More informed decision making
Improved quality of patient care
Facilitated collaborative working
Service or Organisation
Improved quality of patient care
Reduced risk or improve safety
Changed service development or
delivery
Saved money or contribute to financial
effectiveness

National use of impact data – financial
savings

National use of Impact Data
The NHS invests £50m a year in NHS library and
knowledge services in England…. Data is great but
a story is powerful beyond any graph or table. It is
absolutely vital to have impact stories to-hand, in
our back pocket, ready to tell…
Sue Lacey Bryant David Stewart
Senior Libraries Advisor – HEE Director of Healthcare Libraries Unit North

Building up an evidence base
0
10
20
30
40
50
60
70
80
NW Clinical Librarians
All South London library
services
Pilot

Research evidence
• What evidence is there to
support the employment of
professionally trained library,
information, and knowledge
workers? A systematic
scoping review of the
evidence.
Brettle, A. and Maden, M. (2016)
London: CILIP. available from
https://archive.cilip.org.uk/about/projects-
reviews/value-trained-information-
professionals

Methods
•Systematic Scoping Review
• Identifying the question
• Identifying the studies
• Selecting the studies
• Charting the data
• Collating, summarizing
and reporting results

Results
Potentially relevant citations identified through searching
n=7188 citations
Studies included after title and abstract sifting n=428
Studies excluded after
abstract review n=6760
Total number of studies included in review 135
Studies excluded after
reading full text n=293
Public n= 15 Academic
n=49
Health n=47 Schools n=14

Popular types of research evidence
•Public
• Contingent valuation (ROI)
•School
• Correlations, Surveys (CIT)
•Health
• Systematic review, RCT
• Surveys/Mixed (CIT)
•Academic
• Correlations, quasi experiments

(CILIPs) areas for future
research
• Research that focuses on
the value of staff rather
than the services provided
• Studies that compare the
value of professionally
registered staff v non
registered
• UK studies
• Studies in other library
sectors

What next from CILIP
•Developing a sector wide research and
evidence base: portal scoping project – Dalton
and McNichols, 2018
•Developing a sector wide research and
evidence base: round table meeting June 2018
“We’re excited about the potential for a joined-up approach to the use of Research
and Evidence across the Library and Information sector – it could deliver real-world
improvement for information users.
We’re open-minded about what it might look like, how it could operate and who
should be involved.
It won’t work unless we work together. “

What next to develop the
evidence base and skills
•Brettle, Hall, CILIP
research bid
•Network to develop
research skills through
systematic reviews of
the library literature
•Building on experience
of CLs, UofS and US
projects

Over to you?
•Grab your mobile phone or laptop
•Log on to www.menti.com
•Enter the code 91 51 20

Finally
•Practitioner research, evidence
and impact go hand in hand
•10th Evidence Based Library
and Information Practice
Conference – University of
Strathclyde week of 19 June
2019 #EBLIP10, @ConfEblip
•Join LIRG

References
• Arksey, H. and O’Malley, L. (2005) Scoping studies: towards a methodological
framework, International Journal of Social Research Methodology, 8, 19-32
• Brettle et al (2011) 'Evaluating clinical librarian services: a systematic review Health
Information & Libraries Journal, 28(1), pp.3-22.
• Brettle, A. and Maden, M. (2016) London: CILIP. available from
https://archive.cilip.org.uk/about/projects-reviews/value-trained-information-
professionals
• Brettle, A., Maden, M., Payne, C. et al. (2015) Evaluating the impact of clinical
librarian services in the North West. Salford: University of Salford
• Koufogiannakis D and Brettle A (2016) Being evidence based in library and
information practice. London Facet
• Oakleaf, M. (2010). Value of academic libraries: A comprehensive research review
and report (0004-8623). Retrieved from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.pdf

Research Impact Value and LIS, Edinburgh 11th July 2018: speaker slides

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