The model for evidence-based library and information practice makes assumptions about the way librarians should use evidence to inform decisions. This study explores how academic librarians actually use evidence in their practice, the types of evidence that are useful to them, and whether the decision-making model upon which EBLIP is based fits with the ways academic librarians actually incorporate research. A grounded theory methodology was used, within a pragmatic philosophical approach. The 19 study participants were academic librarians in Canada. Data was gathered via online diaries and semi-structured interviews over a 6 month period in 2011. Findings encompass three main areas: 1) the concept of evidence and the sources of evidence that are used by academic librarians in their decision making; 2) how academic librarians use evidence, namely to convince in individual or group decision making; and 3) determinants of evidence use in decision making. Several elements of the existing EBLIP model were identified as being insufficient, and based on the findings, a revised model of EBLIP is proposed. The new model is more inclusive of different types of evidence that are important for librarians, explicitly includes the professional knowledge of librarians, and accounts for the context in which decision making occurs. This study is the first to focus on how academic librarians use evidence in their decision making; to determine what types of evidence they use; and to consider whether the existing EBLIP model is one that is applicable for academic librarians. The findings highlight the impact of collaboration and organisational dynamics upon decision making and evidence use. Convincing emerged as the main theoretical concept in relation to how evidence is used. The new model proposed in this thesis is grounded in the research data from this study and is more applicable to the needs and realities of academic librarians than the current model that was adopted from medicine.
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