we will enable live transcription. There we go, all right.
So, Tina. when you are ready you may take it away.
Okay, I'm going to share my screen
And come over to the presentation
So. hello, everybody! My name is Tina Kieran I'm doing this presentation on Behalf of Jacqueline Savannah, who actually designed the presentation and did of the work to create these information
literacy classes transforming these one shot sessions into something much more active.
Jacqueline is our current i'm sorry I'm.
Using a laptop, but typically use a desktop, still getting a little accustomed to it at the moment.
This the material that came together came through a combination of webinars, books and conversations that Jacqueline had been an overall interest by all the librarians to or for some more interactive classes for our
students to experience. So the goal was really simple. To make one shots more internal, to bring our classes more aligned with current pedagogical thinking, and, like, I mentioned that this was an effort that all the librarians were
on board with Most people here, I would think, are familiar with the term of a one shot session, but basically typically 45 min dedicated to getting a across all the information you possibly can about using the local library using our
college library and how to access the databases. and some basic information Literacy class concepts about finding, evaluating and using sources.
Quite often. you only get to meet with students for a single class period.
Hence the name one shot current literature and common sense, just that active learning strategies are more engaging and stickier than lecture based lessons.
So the thoughts have been for a long time. How can we get students more involved with information, literacy, and understanding?
All the library has to offer we didn't want to sacrifice our content or time.
So it took a while to come up with some ideas, arch challenges, which you may relate to.
Are most instructors. we're only willing to dedicate one class to library and instruction.
Many of our classes are short as 45 min of available teaching time.
No single required course introduces students to library and information.
Literacy concepts. Not all the librarians are equally comfortable with the improvisation that many interactive strategies call for and making sure classes get basic information covered.
No matter who is teaching, maintaining flexibility to adapt in person and remote sections.
All of these things were challenges that needed to be considered.
And some interesting results actually happened when we moved into some of these new learning modalities, one of them being that instructors were coming back asking for a second class.
But we'll get to that a little bit later so because the college doesn't require information.
Literacy concepts to be covered in any universal Gen.
Ed class. Some students never get exposed to information literacy others get it multiple times.
It's very inconsistent we face students with widely different baselines of knowledge and experience.
Some who have been using databases for years, and others who have no even heard of the concept of using a database.
We also have librarians who teach classes. and not everyone is comfortable in the land of improvising.
I'm one of those people it takes me a little a little while, which often require, which is often required in interactive sections.
It's easy to get thrown of course and So we wanted to make sure that every class gets the same basic information. And we also wanted to be able to offer these sessions online.
Because we, with the chaos of the last couple of years there's been a much more.
Move into teaching online classes hybrid classes different forms of information, literacy, and classes that really weren't being taught much of Duchess beforehand.
So this was our standard method a standard menu Before we did the new classes we offered 4 classes, introduction to library services and sources, which was our basic class.
That told you all about the library and how to access data, and why you would want to access.
Databases our smarter internet searching class when you aren't using library databases, how to evaluate resources that you find on the Web.
Why it's important to evaluate resources that you find on the web.
Our combo class, which ended up being our most popular class.
A personal favorite of mine to teach where you were taking the concepts of library services and database access and the concepts of how to evaluate sources on the Internet putting them together.
Typically, this class was torque better in a 75 min class than in a fifty-minute class. but we did pair it down that we could offer it in 50 min, and our citation workshops for both mla
and apa citations and where it's listed here is already somewhat interactive.
This utilize Credo tutorials as part of the workshop, where we could question and answer with this students, so that they could get familiar with the different components and pieces of creating citations
Our new menu of offerings kept all of our old offerings, but added in 3 new sessions,
Our intro to library loosely maps over to the Peer-to-peer active learning exercise for library sources.
Our smarter Internet class mapped over to the peer to peer for the open web, and our combination class became the jeopardy game, and we're gonna look at jeopardy first and then come back to look at the
Peer-to-peer active learning later in this presentation
So since jeopardy is a popular game format we've often heard about information literacy activities built around jeopardy.
But we really didn't do the heavy lifting of designing a functional game board.
I attempted to do that myself about 10 years ago, and I just abandoned it, and then it's stuck in my head since then, and it was really a great great when Jacqueline took the initiative and went
ahead and did some research, and discovered jeopardy, labs, com, and that it had an easy-to-use template, customizable rows columns, teams ton, of free sample, games, and put it all together, in a working
format and we're gonna take a look at how the game works.
In a second it was incredibly user, friendly. Typically, we start the information Literacy class using the jeopardy game by showing a 2 min video about the differences between Google and the library databases.
And then ask students to find their way to our library homepage.
We divide the class into teams and tell students they're going to take a deep dive into our website, or at least a little bit of a dive into our website to find the answers to the game today.
We're gonna take a look at it remotely so you would need to open up another browser tab and
You can provide the answers, or rather the question since this is jeopardy in the chat sidebar.
So i'm going to go over to the game now and
Can everybody see that? Yep, We can great
Some guys just like 2 teams start. So when designing the game board. there was 5 categories, and we'll talk a little bit more about that.
This is the full game board we did develop a shorter version, and i'll also talk about that in a little while.
But these are the categories, the library, homepage, the research Guys library database, the Google tips and evaluating websites.
If you want to open up another browser and go over to Sunni.
Duchess live guides com you can do that and if Somebody wants to pick a category, and i'll demonstrate a little bit how the game would be played with students I'm.
Happy to do that, so maybe somebody can unmute themselves and pick a category
I will choose research guides, please Tina, or how much?
Oh, for just $100 not a candle.
So how to get to a list of all the guides created by our librarians listed alphabetically or grouped by field of study.
And Tina. I
Can you put the link? Oh, sure, I can put the link in the chat
So we need to tell you how to get there from your live guides.
Okay, And should we put the answer in the chat, or do we ring in?
Oh, whichever works for people i'm Okay, with well I found the answer click at the link.
Oh, now I've lost it if you click on the link top database list.
So So we're looking for the list of all the guides created by our Oh, i'm gonna get negative.
So the correct response. What is the link called ritz research guides that's located in the research and study box.
And yeah, So right now, if this scoreing I have this as far as just trying me crazy on the screen here.
So if you were on team one you would end up with minus 100.
But a lot of times. Yeah, it takes a little while, and we also have some hints that we do with that.
So with different categories, so pick another category.
What anyone else like to pick I don't wanna dominate her again.
So right it's mostly just as a as a sample to get the get.
The idea of how it how it goes. The nice thing is most students know about jeopardy.
They know how the game is played, so that you don't have to spend too much time talking about.
Oh, how do we do this? Well, we'll pick Google Tips?
Then for 200. Okay, this is how you get Google to narrow results to certain types of websites or date ranges or other criteria
The limit and the advanced search. Exactly. So what is Google advanced search?
So if you're on team 2 you would get your 200 points
Hold on 1 s I have some instruction happening. My apologies
So continuing on, maybe do one or 2 more examples and then we'll move on to the next slide.
If you'd like to pick the next category I think whoever got that right pick
Evaluating websites for 100. Okay, fine source for introducing you to a topic.
But you should never use it in your works. cited page or references list, you know Wikipedia So what is Wikipedia?
Exactly
Sorry you forgot the question for that I know it's funny right We're very.
We're very liberal with accepting answers not being in the question format. but you know a lot of times.
Students get it like what is what is? Oh, this is pretty good.
So, Wikipedia i'll do that it will just do one more.
So got that. If she wants to pick a category, I think someone else probably got it.
Also, i'll take a library databases for a 100.
Okay, this is how you view all of the databases in our library collection and alphabetical order, or grouped by subject.
And I know this one because they got it wrong. On the other hand, choose the link that are based list what is, Choose the link database.
What is the database is located in the retrospect study box?
So you can see at first when you start to teach this.
You know you're not used to it you're getting answers on the fly.
And quick responses. And so you you need to get a little bit comfortable with it.
But when you start to get going this, you see the student excitement.
It was really it was really, really enriching because i've taught many information literacy class, where you see the students yawning, and instead they're they're all participating, even the students who are somewhat quiet.
Like as the moderator. you could say hey? in this team that's answering questions.
Would you like to? and if you're using a little name chart Would you like to answer?
You know, pick the next. The next question so you try to get everyone involved which is really nice.
I'm gonna go back to the powerpoint presentation and so in developing the question set, we took all of our concepts.
We cover in the Combo class and divided them into those 5 categories that you were just looking at on the game board, and there was a bunch of searching for sample questions through existing games, using keywords like information literacy
and library library. databases, library research mostly ended up Jacqueline at writing her own questions, which we all participated in, and threw in some questions, too, and use the jeopardy convention with the answers in the question
format this, using the jeopardy labs print feature. I will briefly show you It's pretty it's pretty cool to have that available. here. when you go to do that print.
If you print this out you can use it to so you have an approximate idea where the you know when a student is picking a question, what that question is with the information right available.
If you're using it as a template on your desktop with the answer.
So you don't have to focus too much on you know thinking about what the answer is, especially if you have some of that improvisation reluctance.
It was very helpful for me. I can. I can personally speak to that.
When I put that down it became so much smoother for me to run the game, and so much more comfortable for me to do that.
So
In playing the game when we we first started we didn't have any buzzers.
We just wanted to see if students were interested. Very quickly we discovered that they were interested that they were having a good time, that the feedback that they were providing us was really positive. and so oh, we went out.
We got buzzers to add to the fun of playing.
So each team gets a buzzer. The students were asked to kind of sit together.
We did this quick name chart, which helps identify who everybody is.
So you can start calling people by name. They could create their own team names if they wanted to, but a lot of times nobody would say anything, so they would be team, one team, 2, team, 3, and we use star bursts as rewards for the
winning team. The 25 min for game questions in a 15 min class was what prompted the development of the shorter board some librarians were having were struggling with the longer format, so by shortening the board by one
column. it fit better into that timeframe
Obviously, after we started delivering this class, we still figuring out what the problem areas were.
And so some questions were a little unclear, so we they were rewarded to be more clear.
They? We provided some hints in some cases so that students would know where to look for the information.
I've mentioned this developing a shorter version a couple of times.
This was really critical for our shorter classes. We created a live guide as a launching point, and we made that live guy private.
So students were in finding the answer keys easily online, and that live guy looked like this
So if if they knew where they were going. Here are the questions and the answers.
The game board here, and we had. We placed in here several different ways of accessing the information.
The game that I was just showing you was the first link play jeopardy with team scoring.
We had a final jeopardy showdown.
If there was time for that, the shortened version of the game, and also the game evaluation.
So our shorter version looked like this same 5 categories.
But only for 4 rows, with the 500 under library databases being the final jeopardy question, it made for easy launching of the game.
And just a place for all the information to be gathered together.
I mentioned that 2 min video that we'd show at the beginning that's this video here that so we could come here and jump into teaching the class
So there is actually a paid membership for jeopardy labs.
It's a one time $20 fee we haven't done anything with this yet, although we did purchase it because it lets you do things like add images or video audio files so that you could create different sorts
of questions, and make it even more visually engaging.
It gives you some easier editing features for your templates and more privacy controls list of your templates.
And again. It was such a reasonable cost that it seemed like we really should do that.
And then ultimately, as we further revise these classes add in some different types of questions.
So i'm going to stop here for 1 min just to answer any questions that people might have on on the jeopardy game.
So far, and and we did have a couple of questions in the chat, Tina.
So? The first one was, Can the game be played asynchronously, or does it have to be played?
Live with a moderator. Well, the game we we do have the game available online in our private live guide.
So if somebody wanted to play it on their own, they could typically for teaching the class, you know, you would have the moderator.
So the librarian, because as we taught the class we realized Oh, here's a good opportunity, especially when we made the shorter version of the game.
Here's a good opportunity that we can show the student also what we're talking about like if they didn't get the answer, or if there was some confusion about what something might mean we could jump over to our lib God or jump
over to our system and demonstrate. And so we started making a little interactive that way rather than playing the game all together at once.
It got broken up up a little bit with with us, interjecting, Hey, let me tell you about this.
At this point right? and someone asked if it was open access.
We see that the you know the jeopardy Labs thing is a 21 times $20 fee I saw I found your lip guy. actually.
I asked that question, and I found the your lip guides.
So you have your questions there. so that's that's very helpful, because I the hardest thing for me with thinking about these jeopardy games was creating the the questions because it seems like it's a lot.
Of questions, but I really like the categories that you have.
And so far the questions that i've seen are good and I can see how they could be.
You know, adapted to other libraries. So thank you.
The excitement that we've generated. from from this with the students has been very fulfilling, so it totally recommended just to be cleared.
The jeopardy labs is free. You can, if you want, pay the $20 for some additional features.
But the the game board that we're using right now was actually the free game board, and it was all created that way.
And then we just, we chose to make the purchase with the intent that maybe we would add some video questions in or some other, you know, have have the additional tools available to us if we wanted to revise in the future that's great
that's that is free and and there's so many questions out there.
I think I could release students responding like I thought it was fun to the little like 4 questions we have. but I can see a whole group of students getting a little competitive, and, you know, wanting to.
And I had a question about the prizes if they want a prize or not.
But did you say they get starburst and you know hand them out quite, quite frankly. when i've run the game, I keep forgetting that we have prizes together. But I think it's nice when when you're like, okay, here.
You go, you guys get a a a little, a little candy, a little something.
Yeah, I think some incentive would make them a little more competitive.
I just had a question. so our students on computers are laptops while they're playing the game.
So we have a computer lab that typically most of our classes are held in
So. Yes, but they could be on their own devices. If that I think this is the right link, let me see
No! hold on, Hold on one minutes Make sure I get the right link to everybody.
Oh, yeah, that's it again on a laptop and having a little bit different than than normal.
So that link that I just put in the in the chat should take us to should take you to our to our game board, where people can look at the questions and adapt them for their own uses.
That's great, and I think on that link Yeah, if you click, the play jeopardy with team scoring.
And then that print version that Tina showed us that's all of them That's kinda nice, So you can see them all at once. Yeah, I I really like that when I started doing that it made the it took away.
The improvisational aspect of the game for me, and made it such a good experience for me to be able to.
You know, work with the students, and be more comfortable with it.
So does anybody have any other questions about jeopardy?
Alright. Then i'm gonna go back to presentation we're gonna talk about the peer to be the peer-to-peer.
Active learning, experience,
Okay, Jacqueline developed another totally new format as an alternative for for 2 of our standard library instruction sections.
But we haven't really settled on a perfect name yet for them, because not everybody knows what peer-to-peer means right now.
We're calling a Php. or active learning but if people have suggestions on names.
We're very much open. to that or on terminology please let us know , and Tina you're not screen sharing right now , share screen.
How about now? No, i'm still not yet alright screen share.
Okay, Now, I think, Yeah. Okay, very good. So what is peer-to-peer peer-to-peer?
Inquiry is a form of collaborative learning in which students work through new concepts together and teach each other.
And this is a quote i'm about to read comes from Cornell.
Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning and other benefits.
So Jacqueline had this idea to to create these peer-to-peer classes, which have also turned out to be really illuminating.
And great in working with the students. so when we're teaching a peer-to-peer class.
This one equates to our introduction to library services and sources class.
It focuses very much on database, you know, getting familiar with the library resources.
It does not involve the open web there's only 2 slides. when we, when we use this format for teaching a class, this one, and the second one i'll show you in a minute.
It breaks the the classes down into the class, down into 3 teams, and each team is tasked with exploring.
A different aspect of the library resources. and these are the questions like they're asked if you are a team one find the most relevant rich research guide.
She was at least a book, a topic, page, etc., and then answer the questions: Why did you choose them?
What other research guides might be useful. The second one was using our Ritz discovery search, which is the the old search, the thing that that searches across all the databases and narrowing your results.
The third team was asked to use opposing viewpoints and again opposing viewpoints.
The question that we used was resolve. The Us. Federal Government should substantially increase its protection of water resources in the United States, and this came from the national debate topic.
The so we use that as the as the service theme, and so in doing so
Each team had about 10 min or so of researching, and then about 10 min of presentation to their to their peers.
This is the second slide that would be put up right before, or as they were presenting what are the most important things others should know about your search exercise.
What were you happy to discover, and what was challenging or frustrating to you?
This slide, the first slide I showed you would stay up for the bulk of the class until the presentation time.
The whole purpose of conducting the activity was so that students would discover for themselves how to use the library resources, and it was really important to emphasize that this was about the journey, not about the destination group work.
Was very much encouraged, and in fact, it worked best. if the students really were together in a group to where they could talk and explore the question not apart from one another, but going back and forth. and as a librarian my job
became just walking around and and the other librarians jobs just became walking around giving hints and guidance to finding information. again.
I mentioned spending about 10 min exploring and deciding what what the groups wanted to share, and then allowing about 10 min for each group to present. You can do this in a 50 min class. but really it works better in a 75 min class so there's
more time to talk about things and do exploration again.
Really emphasizing it's the search process rather than what you actually come up with, that you're emphasizing and by allowing the students then to present basically the presenting as a group one student often would take the lead in
presenting, but other students would chime in what they would find, and if they missed something important, then the librarian would make sure that what they missed was covered so that everybody has the full experience the open web version was you decided you
wanted to come back for the second half, or or to explore using web resources right?
This was our alternative to our smarter Internet searching class.
And this one focuses on using Google Scholar Google advance.
And U.S.A. Gov. and then, having the groups present about how they would evaluate what they find.
So getting familiar and comfortable with evaluating web resources.
I mentioned earlier that by switching to the jeopardy or the peer to beer inquiry, got some faculty members interested in adding a second a second information literacy class.
In if the class returns for another visit, we use that same framework that we would just looking at, we're gonna look at again.
But with these categories of Google Scholar, Google advanced in U.S.A.
Gov is areas to explore and Then you're asking the students and the groups to evaluate what they find?
How do they just define, decide if information is reliable, current, and authoritative.
So these were the Us. using the same question. These were how the teams were broken down, and the questions that we were asking them to look at.
So if you were on team one, what kind of results are you getting?
How How many result pages are you actually revealing?
Is everyone getting the same results? If you were part of team 2 using the different options that Google advanced offers. And if you were team 3, what unique features does Google scholar or for versus, just using Google and then also how you can tie
back into your own library resources. Can you access the articles you need once you find articles?
Did you find results that you would want to request through interlibrary loans?
So these were the questions that we asked the different teams to explore
Then, if there is time, one or 2 websites would be that the students found would be would switch over to that.
Then asked them to dig a little deeper who wrote the information that you're looking at.
How was the source produced and edited? Why was it produced?
How current is the information? And does the supporting references seem solid?
Because you want to get them thinking about the credibility, and where the information is coming from.
And should I be using this as a resource if i'm if i'm doing research
Based on the oh, sorry, based on the early results of the classes that we've taught over the past year.
Are our feedback has been overwhelmingly positive.
Most faculty have been willing to try one or more of the new activities.
I'm going to take you over to the evaluation That's also on that same live guide that we were looking at the sunny Duchess that live guys com slash jeopardy students in fact have said that the
new activities are fun, interesting, and helpful it's really been very positive.
Feedback, and we will keep refining and improving so that we keep developing these activities so that they get the students more engaged and communicating and talking amongst themselves and teaching one another.
What's available to them. see if this goes over to the evaluation form directly.
Not sure so i'll go this way
On this jeopardy page we have the game evaluation form.
So when we have time, we would ask students and faculty what they thought and how they feel about what we were doing.
And some of the most important things that they learned to give us ideas and help us refine and revise the information.
So that is presented in the best possible way, and that they they got them most out of the activities
So I'm Tina Karenan you can direct any questions to me.
It'sina karen and asked to meet dutch study to you or give me a call, and I edited the phone number before it is 4, 3, one, not 4, 3, 3. One I'm Sorry I missed that that is the link to
the Jeopardy Board feel free to adapt any questions to your own institution and the link for jeopardy.
Labs com What questions might people have so we do have a question from the chat, and I apologize. There's a Simon going on that side here.
But Michelle asked, How did you manage the group?
Dynamics to ensure that all students in the group participated, so that everyone learned, or maybe that wasn't essential did the presentation portion make sure that all students had learned something.
I know when I was teaching i've only taught this class a few times, I know when my when I was teaching that I would try to get everybody who was part of the group to say something, like if if it was like, okay, what did
you learn, and the leader would say something, and then I would kind of ask
Do you have anything more that you'd like to contribute to that?
Or did you learn something different, or particularly when they were frustrated?
I'm very interested When students are really having anxiety about an exercise or an activity, or an experience, because when you first learn how to use databases, they can be very frustrating to.
Understand we're used to natural language in Google and suddenly You're being asked to search in keywords and stuff.
So try to really get something from every student that wasn't always successful.
Sometimes they're just very quiet people they do not want to say much of anything.
But when you're going around to group to group try to check in with each person as far as did they have any questions, or or if they, if I saw them going down a rabbit hole try to bring them back from the
rabbit hole and say, Hey, look at it this way!
We don't typically have more than 20 kids in a class So 20 students and not always children.
So I apologize for using that word so our classes are not particularly well.
I'm not sure how we work. if you were dealing with the classroom of, you know, 40 students, but having small groups, and the ones that I've taught particularly have been maybe 10 students has worked out really well connecting with each one of
them Alright, i'm sorry Corey i'm Sorry Oh, go ahead and Michelle keep going. Yeah, thank you so much, Tina.
I appreciate the presentation. and responding to my question, I also just wonder, in terms of making it fit a 50 min session.
Do you think, maybe for each of the teams, maybe having them do a little less?
Yes, absolutely when it when we definitely cut down on what we're asking them to do if it's a 50 min class.
Okay, Great. Thank you so much. you're welcome can another question from the chat.
Nancy said. I can see using the jeopardy game for an fy class, and I agree, Nancy who was your main audience for the 2 different types of instruction.
So trying to remember what classes we did. I think if Jacqueline is still on this call, perhaps she can.
Yeah, I I can hear you, Jackie, i'm not sure everyone else can.
Yeah, okay, great I can't I can't start my video.
But if you can hear me that's it so a couple of a couple of answers, we so it's a community college.
So you know we get we we've only got the 2 year students.
And we don't have first year experience classes and There's no single class that assign that that covers the information literacy concept.
So. we are getting all different kinds of classes. We get the English one, and behavioral science one of 3, which is another general requirement for everybody at the college.
But sometimes we get specific classes, you know in English to routine or history class, or whatever I mean they're they're really all over the map of that.
Who who comes for what? we have, Taylor, the peer-to-peer instruction activities for a couple of higher level, 200 level classes rather than using the national debate topic as an example which
works for most classes, them more nonstop. I developed a couple of specific like.
It worked with the faculty number to come up with a different topic.
That related to their assignments, and then have the student dial dive in the different ways to explore the library resources.
But using their classes right? So that answer
Yeah, I think so. Yeah. So just did all different classes.
Pretty much for both kinds of instruction. we've got a few more questions.
Tina. Did you have this students fill out the evaluation during the end of the class?
Or did you email it out to the class afterward? So I would.
If there was time in the class, I would ask them to do the evaluation at the end of the class.
If if there wasn't you could email it out to them afterwards.
But we don't have like like you'd have to mail it to the faculty member who would then have to send it to the class because we don't collect the student names of who who's attending the
classes. Okay? and then who is responsible for assessing the Sunni Jenn: Information, literacy, competency at touches?
Is that something you do in the library? or is it Yeah.
Okay. So that is still up in the air. There is an assessment leader for the campus.
But everybody's playing hot potato all the departments are playing hot potato.
Nobody to specifically be responsible for assessing that information, literacy, compensation, confidence, date.
There have been a couple of classes that agreed to sign up on trial basis.
To to do. The assessment stab is really a work in progress, and there is not concern on Tampa been a huge issue.
Yeah, we have A. We have a committee for students, student learning and assessment, and ahead of the Iso like competencies.
But, like jacqueline said it's been a huge issue?
And has not really been resolved on campus?
And Nancy. Nancy just asked, What about What about the library?
During the assessment we can't really do it for a bunch of reasons.
One. we're not faculty so that that causes some problem a 2.
We get such a random assortment of classes. The only way we teach classes is that faculty initiates the request.
So we've got some real library champions among the faculty faculty.
But there are many faculty who just never never asked for a class.
And because it isn't covered you know that I all competency. isn't covered in in one class we don't.
We don't see we can't be with yeah i'm sure sure.
A lot of campuses share that talent definitely i've kind of a a question jumping off of that, do you market this to the fact?
I think I think this seems like a a great and engaging, you know.
Both options are an engaging way to get students actually using, you know, library resources and and learning research, do you?
Marketed at like faculty meeting, you know, department meetings, or a faculty assembly, or just word of mouth.
So . sorry. what's up here go ahead I was gonna say, I do know that we have done some marketing, and then I was gonna tell you to ask you to fill in the gaps.
Yeah, we we have them some marketing. We sent out faculty wise email announcing this a couple of time.
We announced it. at a general governance meeting.
We have. I i've taken effort with those library champion faculty members who, I know are well respected among their peers, and specifically ask them after they came to one of the classes.
Could you please pop this up? and and they have and so they they spread Well,
It's always a a tricky line to walk in on our campus, anyway, about not being to pushy with faculty.
And not inundating them with offers. So advertising it up has always been kind of tricky.
But by strategically picking people faculty members specifically on campus.
Who, I know, are influential in their department and asking them to spread the word. We hope I was hoping that that would be effect, and I don't know about some of the other librarians, but I know I myself when I would
encounter faculty members that I know that are library-friendly would tell them.
Hey? we have these new new offerings. You may want to check it out.
Come, see, you know. Come, take a look at least and let's talk about it,
Yeah, I I think after some of them go through it.
I think, and and see their students actually engaged with the resources it might spread.
Are there any more questions for Nancy or jacqueline I'm sorry, Tina, or Jacqueline i'm reading that
Okay, Well, I will stop the recording first. Thank you so much, Tina.