Reflections on an experiential learning model for evidence synthesis education in libraries

Abstract

Background:

Evidence synthesis (ES) tasks for librarians require significant time and effort. For those unfamiliar with ES, acquiring the necessary skills can be challenging. Various training opportunities are available that address topics like methodology, effective search strategies, and project management. However, developing soft skills such as negotiation, collaboration, reflective practice, and mentoring typically requires direct experience managing projects. This paper outlines an experiential learning model designed to offer librarians new to ES practical training and guidance. The purpose of the model is to facilitate knowledge of ES work and to enable librarians to mentor others in this area.

Experience:

This paper outlines the model's layers—Beginner, Novice, Competent, and Proficient—and shares perspectives from participants. As librarians advance through the model, they develop expertise and practical soft skills. Reflections from various library professionals highlight the advantages of this self-sustaining framework.

Takeaways:

The model effectively integrates technical and interpersonal skills, cultivating library professionals who are equipped to lead teams, instruct on methodological standards, and manage authorship negotiation and conflict resolution. By promoting competence and confidence, this approach empowers librarians to advocate for their own contributions and expertise. Furthermore, it encourages a culture of mentorship among both mentors and mentees, preparing new librarians in evidence synthesis to eventually guide their peers. In summary, the model underscores the value of embedding education and mentorship within library practice.