Developing an OPEN Framework for Asking EBLIP Questions in Open Education
DOI:
https://doi.org/10.18438/eblip30867Abstract
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.
Downloads
References
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.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Emilia C. Bell, Adrian Stagg
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International applies to all works published by Evidence Based Library and Information Practice. Authors will retain copyright of the work.
