Abstracts
Abstract
Objective – This paper proposes a novel framework for asking questions in evidence based library and information practice (EBLIP) called OPEN (Objective, Purpose, Evidence, and Narrative). It responds to the question: How can a framework for asking EBLIP questions be developed and applied to open educational practices (OEP)?
Methods – Using a single-case study design, the framework was developed using an inductive approach throughout a three-year collaborative project to create a data dashboard. The project was documented, and these qualitative project artefacts were analyzed. The analysis was used to develop the framework and determine its value.
Results – Arising concurrently from the data dashboard project, the OPEN framework comprises four elements - Objective: What do we need to know?; Purpose: Why do we need to know this?; Evidence: What evidence do I have or need?; and Narrative: How will I communicate this evidence? These elements guide library and information professionals to define what they need to know, collect, and communicate to make evidence based decisions. The case study demonstrates how the framework can be applied to OEP.
Conclusion – Existing evidence based practice (EBP) frameworks developed for clinical environments are difficult to apply to the wide range of EBLIP initiatives, which are often more exploratory, or more immediate in their evidence needs. UniSQ Library's collaborative data dashboard project highlighted the need to develop a flexible framework that diverse stakeholders, including OEP practitioners, with differing levels of experience in evidence based practice, could apply. This research found that the collaborative and reflective nature of the project was instrumental in developing both a useful data dashboard to empower authors to tell their own data stories, and a new framework that contributes to the future of EBLIP and enhances the ability of OEP practitioners to meaningfully engage with EBP.
Appendices
Bibliography
- Ajjawi, R., Crawford, N., Bearman, M., Brett, M., Dollinger, M., & Tai, J. (2025). The house of cards: Equity-group students’ experiences of structural inequity in higher education. Higher Education Research & Development, 44(4), 793–807. https://doi.org/10.1080/07294360.2025.2456819
- Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning: The Journal of Open, Distance and e-Learning, 28(1), 7–20. http://dx.doi.org/10.1080/02680513.2013.796286
- Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing open educational practices from a social justice perspective. Journal of Interactive Media in Education, (1), Article 10. https://doi.org/10.5334/jime.565
- Bali, M., & Zamora, M. (2022). The Equity-Care Matrix: Theory and practice. Italian Journal of Educational Technology, 30(1), 92–115. https://doi.org/10.17471/2499-4324/1241
- Bell, E. C. (2022). Values-Based Practice in EBLIP: A Review. Evidence Based Library and Information Practice, 17(3), 119–134. https://doi.org/10.18438/eblip30176
- Bell, E., Andersen, N., & Stagg, A. (2024). Values based approaches to evidence for OER Advocacy. In A. Barber, M. Fatayer, R. McLennan, A. Luetchford, S. McQuillen & A. Williamson (Eds.), Open Education Down UndOER: Australasian Case Studies. Council of Australian University Librarians. https://doi.org/10.70802/6931-b0p0
- Beauchamp, R; & Webb, H. (1927). Resourcefulness, an unmeasured ability. School Science and Mathematics, 27(5), 457–465. https://doi.org/10.1111/j.1949-8594.1927.tb05722.x
- Colvard, N. B., Watson, C. E., & Park, H. (2018). The impact of open educational resources on various student success metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262–276.
- Creswell J. W. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed). Pearson Education
- Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N
- Giblin, R., Kennedy, J., Pelletier, C., Thomas, J., Weatherall, K., & Petitjean, F. (2019). Available- but not accessible? Investigating publisher e-lending licensing practices. Information Research, 24(3). https://ssrn.com/abstract=3346199
- Giblin, R. & Weatherall, K. (2022). Taking control of the future: Towards workable elending. In J. Coates, V. Owen & S. Reilly (Eds.), Navigating Copyright for Libraries (pp. 351–377). Walter de Gruyter. https://doi.org/10.1515/9783110732009
- Gillham, B. (2000). Case study research methods. Continuum.
- Hernaus, T.; & Černe, M. (2021). Academic work design as a three- or four-legged stool. In T. Hernaus, & M. Černe (Eds.), Becoming an organizational scholar: navigating the academic odyssey, (pp. 15–29). https://doi.org/10.4337/9781839102073.00008
- Hamilton, D., & Hansen, L. (2024). An artful becoming: The case for a practice-led research approach to open educational practice research. Teaching in Higher Education, 29(7), 1757–1774. https://doi.org/10.1080/13562517.2024.2336159
- Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative and mixed approaches. (4th ed.). Sage.
- Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE-A case study of policy and practice for the higher education sector. Student Success, 1(1), 1–20. https://doi.org/10.5204/intjfyhe.v1i1.13
- Koufogiannakis, D. (2013). EBLIP7 keynote: What we talk about when we talk about evidence. Evidence Based Library and Information Practice, 8(4), 6–17. https://doi.org/10.18438/B8659R
- Koufogiannakis, D., & Brettle, A. (Eds.). (2016). Being evidence based in library and information practice. Facet Publishing. https://doi.org/10.29085/9781783301454
- Masterman, L., & Wild, J. (2013, March 26). Reflections on the evolving landscape of OER use. [Paper presentation]. OER13: creating a virtuous circle, Nottingham, England. http://repository.alt.ac.uk/id/eprint/2260
- Morley, C. (2023). The systemic neoliberal colonisation of higher education: A critical analysis of the obliteration of academic practice. The Australian Educational Researcher, 51(2), 571–586. https://doi.org/10.1007/s13384-023-00613-z
- Nascimbeni, F., Burgos, D., Brunton, J., & Ehlers, U. D. (2024). A competence framework for educators to boost open educational practices in higher education. Open Learning: The Journal of Open, Distance and e-Learning, 39(2), 150–169. https://doi.org/10.1080/02680513.2024.2310538
- Paskevicius, M. (2017). Conceptualizing open educational practices through the lens of constructive alignment. Open Praxis, 9(2), 125–140. https://doi.org/10.5944/openpraxis.9.2.519
- Ponte, F., Lennox, A., & Hurley, J. (2021). The evolution of the open textbook initiative. Journal of the Australian Library and Information Association, 70(2), 194–212. https://doi.org/10.1080/24750158.2021.1883819
- Robinson, O., & Wilson, A. (2022). Practicing and presenting social research. UBC Library. https://doi.org/10.14288/84SB-8T57
- Russell, J., Austin, K., Charlton, K. E., Igwe, E. O., Kent, K., Lambert, K., O’Flynn, G., Probst, Y., Walton, K., & McMahon, A. T. (2025). Exploring financial challenges and University support systems for student financial well-being: A scoping review. International Journal of Environmental Research and Public Health, 22(3), Article 356. https://doi.org/10.3390/ijerph22030356
- Salisbury, F., Julien, B.L., Loch, B., Chang, S. & Lexis, L. (2023). From Knowledge Curator to Knowledge Creator: Academic Libraries and Open Access Textbook Publishing. Journal of Librarianship and Scholarly Communication, 11(1), Article eP14074. https://doi.org/10.31274/jlsc.14074
- Sarpong, J., & Adelekan, T. (2023). Globalisation and education equity: The impact of neoliberalism on universities’ mission. Policy Futures in Education, 22(6), 1114–1129. https://doi.org/10.1177/14782103231184657
- Schramm, W. (1971). Notes on case studies of instructional media projects. Stanford University. https://eric.ed.gov/?id=ed092145
- Stagg, A., Nguyen, L., Bossu, C., Partridge, H., Funk, J., & Judith, K. (2018). Open educational practices in Australia: A first-phase national audit of higher education. International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3441
- Stagg, A., Partridge, H., Bossu, C., Funk, J., & Nguyen, L. (2023). Engaging with open educational practices: Mapping the landscape in Australian higher education. Australasian Journal of Educational Technology, 39(2), 1–15. https://doi.org/10.14742/ajet.8016
- Stake, R. E. (1995). The art of case study research. SAGE.
- Thorpe, C. (2021). Announcing and advocating: The missing step in the EBLIP model. Evidence Based Library and Information Practice, 16(4), 118–125. https://doi.org/10.18438/eblip30044
- Thorpe, C., & Howlett, A. (2020). Understanding EBLIP at an Organizational Level: An Initial Maturity Model. Evidence Based Library and Information Practice, 15(1), 90–105. https://doi.org/10.18438/eblip29639
- Thomas, J., McCosker, A., Parkinson, S., Hegarty, K., Featherstone, D., Kennedy, J., Ormond-Parker, L., Morrison, K., Rea, H., & Ganley, L. (2025). Measuring Australia’s Digital Divide: 2025 Australian Digital Inclusion Index. ARC Centre of Excellence for Automated Decision-Making and Society, RMIT University, Swinburne University of Technology, and Telstra. https://doi.org/10.60836/mtsq-at22
- UNESCO. (2012). 2012 OER Declaration. World Open Educational Resources Congress. https://unesdoc.unesco.org/ark:/48223/pf0000246687
- Wilson, M. (2006). Scholarly activity redefined: balancing the three-legged stool. OCHSNER Journal, 6(1), 12–14, https://www.ochsnerjournal.org/content/6/1/12
- Wilson, V. (2015). Evidence, Local Context, and the Hierarchy. Evidence Based Library and Information Practice, 10(4), 268–269. https://doi.org/10.18438/B8K595
- Yin, R. (2014). Case study research: design and methods (5th ed.). Sage.