Evidence-based library and information practice (EBLIP) provides school librarians a systematic means of building, assessing, and revising a library program, thus demonstrating a school library program’s worth to the larger school community. Through survey research collecting both qualitative and quantitative data, 111 public school librarians in Texas shared the extent to which they applied components of EBLIP to practice, the extent to which they shared EBLIP data and with whom, and the extent to which formal LIS education has supported their applications of EBLIP.
Findings indicate the large majority of respondents engaged in some form of EBLIP, typically referencing professional journals, standards, and guidelines; informally collecting evidence from stakeholders; and writing mission statements. Few respondents, however, engaged in the complete process. With the intent of gaining, increasing, or securing something, respondents were most likely to share goals and data with administrators and teachers than with other stakeholders. Despite so few respondents’ engaging in the complete process, approximately half expressed the belief that their LIS programs contributed to their understanding of EBLIP.
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