Evidence Synthesis Institute Canada 2024
Librarians Advancing Interdisciplinary Research
DOI :
https://doi.org/10.29173/pathfinder118Mots-clés :
evidence synthesis, knowledge synthesis, review methods, professional development, training workshops, interdisciplinary research, academic libarianship, CanadaRésumé
Evidence Synthesis Institute (ESI) Canada hosted its annual event virtually from March 18-21, 2024, offering an in-depth training opportunity on evidence synthesis (ES) methods. This report outlines and contextualizes the goals and objectives of the workshop, with reflections from the perspective of an attendee. The intensive four-day workshop, conducted in partnership between the Canadian Association of Research Libraries (CARL) and the University of Victoria Libraries, aimed to enhance librarians’ capabilities in supporting systematic reviews and other ES projects across various academic disciplines. Originally inspired by a U.S. model and first piloted in 2022, the event focused on equipping participants with the foundational knowledge needed to apply rigorous, systematic, transparent, and reproducible techniques for literature synthesis crucial for producing high-quality research outputs with reduced biases. The curriculum included topics covering the full lifecycle of an ES review, and sessions were designed to provide both foundational ES knowledge and practical application strategies to integrate the training into participants’ professional roles. The workshop facilitated a collaborative and supportive environment, enabling participants to network with peers and experts, fostering a national community of practice. By preparing librarians to undertake more substantive roles in ES research projects, including as co-investigators, ESI Canada significantly contributes to skillset development, addressing increasing demand in this area. This workshop is particularly invaluable for early career librarians and those involved in interdisciplinary research support, furthering a precedent for effective ES training that is likely to influence future academic library services.
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© Sarah Cairns 2025

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