EBLIP chat: Day 15 – A halfway check-in

I’m not putting myself in front of a camera today. The last three to four days have been full-on with the little guy, limiting time for self-care and re-charging to almost nil. Not to mention another croup scare last night. Though mild (‘spasmodic croup’) this time, thankfully. But every time I hear a croup cough now, my entire body goes on alert and anxiety is enough to erode sleep.

So instead of a video, I thought I’d check in, since it’s now halfway through #blogjune to take stock of where this video series challenge is at and where to from here.

Where is the EBLIP chat at?

So far, I have briefly discussed what evidence-based library and information practice (EBLIP) is with a few definitions and its origins, teased out what is meant by each type of evidence in the current model as well as ‘best available’. I have provided an overview of the 5A’s process and in the last two videos, a few tips on getting started with being an evidence-based library and information professional.

An overview of EBLIP

The current EBLIP model – its definitions and process, can certainly make sense on their own. But they represent an ideal or a guide. According to recent research, a library organisation is yet to be found operating, or living up completely to this ideal. The EBLIP model gives us a framework within which to structure thinking, decision making and service improvements. Implementing this ‘way of being’ as a library organisation or professional is not straightforward, linear, simple or easy. And that’s okay. That’s why empirical research is undertaken. If we can understand what evidence-based practice looks like in different contexts and identify more practical implementation strategies, our profession can make the most of evidence-based practice.

Where to from here?

For the remaining of the video series, I’d like to tackle a few challenges I tend to see with implementing evidence-based practice, then delve into some organisational issues such as the recently published maturity model research, purposes of evidence, an overview of the EBLIP workshop materials I have available and evidence-based practice during COVID19.

Goal = 25 videos

Going into this #blogjune video series challenge, I set a goal of 25 videos out of 30 days. A video for each day was completely unrealistic but I’ve aimed to get close. I have planned content for 30 videos but given how I’m feeling right now, I think I’ll be taking up some of that flexibility. The remaining planned content can be put into video format, or written blog posts following the challenge. So no loss there.

I am enjoying putting the video series together however. #blogjune has been a fabulous opportunity to put what I’ve learned about EBLIP over the last 10 years out into the world, in the hope that I help other LIS professionals and organisations in some way or another. The limited time that comes with #blogjune means that it goes into content production and not so much on worrying about how scary and uncomfortable doing this is for me. Also, this challenge is helping me to find where my limit is as a Mum, in terms of how much I can put on my plate or take on day-to-day, week-to-week.

The video-making process

The video-making process is currently in four parts, spread across my day.

Prepare speaking notes and slides

First of all, I reflect upon the topic and draft up three to four points. I also create whatever slides I might need to insert into the video. I might get this done before Mr N is up for the day, or first thing at nap time. When Mr N is down for his nap (and the light is fairly bright), I race to the bathroom to do a quick checkover to make sure I haven’t got his lunch on either myself or my clothes and add a bit of lippy. Then I set up a corner of a room and rehearse once or twice to make sure the points flow.

Record and edit the video

I limit myself to three takes, then I’m off for editing. Airdrop isn’t working for some reason at the moment and the video can take a while to upload to my iCloud. After the first few days, editing is actually the quickest part of the production process. I have a few standard edits and additions, such as slides, then export to computer files. I’m finding uploading to Youtube quicker this way, than directly from iMovie.

Upload the video to Youtube

After uploading to Youtube and inputting the video details, I hit publish. Youtube takes a little while to automatically create the transcript. I tend to do this step in the late afternoon when the hubby is mucking around with Mr N for a bit.

Create and publish the blog post

I do the last couple of steps once Mr N is down for the night and the hubby is cooking dinner (or after dinner). I edit the Youtube transcript (my name is apparently ‘Alexa’ 😉 ), create the blog post, copy and paste, tidy up, add the references and links then it’s published (and pushed onto Twitter via WordPress).


This challenge really has brought me out of my comfort zone. I’m almost completely new to producing and publishing video content. So I thank you for bearing with me and being patient as I learn new tools and find my groove. If anyone has any video-making hacks they’d like to share, I’m all ears!

Questions?

If you have any questions about evidence-based library and information practice, please get in contact. I’d love the opportunity to shed light on some aspect, or tackle an implementation problem.

Take care. Cheers.

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