Cori Wilhelm: Alright! Thank you, everyone for joining us. For the next sooni spotlight our spotlight on suny libraries. We're joined today by Alex Wilson and Dax Perossas, Samar.
Cori Wilhelm: from Monroe Community College. And they're gonna share their work on badges in information Literacy Ed and I'll just do a very quick intro, and then I'll turn it over. So Dax is the instructional technologies librarian at Mcc. Libraries, and Alice is the associate director of Mcc. Libraries. So Dax and Alice, please take it away.
Dax Parasnis-Samar: Next is going to. I'm gonna just share my screen and Powerpoint.
Alice Wilson: So while Dex is doing that thank you, Corey, for inviting us, and and thank you for everybody who's attending. It's a busy time of year. So we appreciate the time.
Alice Wilson: And as Corey said, we're gonna talk about our our digital badging platform, which we call
Alice Wilson: college researcher.
Dax Parasnis-Samar: Alright already, was introduced. But I'll be introducing myself on decks far as the smart, they them and the instructional technology librarian. So I work a lot with our virtual campus on online instruction and supporting that.
Alice Wilson: That's this is amazing. I'm Alice Wilson again. I pronounce that she her associate director and my I oversee information literacy instruction outreach
Alice Wilson: stuff like that.
Alice Wilson: and we wanna give you a little bit of oh, this is a little bit fuzzy. Wanna give you a little bit of context.
Alice Wilson: sorry about Mcc, and just what kind of informs our decision making
Alice Wilson: Monroe Community College, we serve the Rochester area. We have 2 campuses, and we have about 8,350 fte.
Alice Wilson: and those students are mostly on our suburban campus, which you can see through in that image.
Alice Wilson: And it's I think it's worth noting that nearly half of our students are PAL eligible.
Alice Wilson: and
Alice Wilson: a lot of our efforts at Mcc. Are geared toward increasing student success rates like retention, completion graduation rates.
Alice Wilson: and so that
Alice Wilson: influenced our decision to create college researcher. So this is what we're gonna cover today, we wanna talk about the why behind college research or why we created it.
Alice Wilson: How it works. We'll go a little bit into the creation process.
Alice Wilson: Dax is going to share some feedback that they've received from students.
Alice Wilson: We've taken taken the badging.
Alice Wilson: We'll share some lessons learned. and then we'll go into how your library can use it. and we'll give you an opportunity to to ask questions.
Alice Wilson: So here's a definition of information literacy from the framework, and we want to put that up there because we were very, very influenced by the framework
Alice Wilson: in creating the college researcher. And specifically, we were very interested in applying the framework to a community college audience, or at least students in their first
Alice Wilson: 2 years of undergraduate work.
Alice Wilson: Okay? So why we why do we create college researcher? Of course, we wanted to expand our reach further into the curriculum. we've noticed a variety various levels of prep preparedness.
Alice Wilson: Of students. Some students are really savvy with with research. Others don't really even know what a library databases we wanted to address. Learning gaps equal the playing field. We're also, as, as we mentioned before, we wanted to integrate the Israel framework into our work.
Alice Wilson: we.
Alice Wilson: we felt like if we could get enough students
Alice Wilson: understanding the base basic level skills of college research. Then we could
Alice Wilson: focus our work with students more on the higher level skills.
Alice Wilson: Of course, we wanted to track learning.
Alice Wilson: we've we've struggled to figure out how how to track our information literacy program
Alice Wilson: and badging is is is one way to to do that. And then
Alice Wilson: this was very important to us. We wanted to show students
Alice Wilson: that they are scholars. We'll talk a little bit about the videos
Alice Wilson: that make up college research, or which Star Mcc students.
Alice Wilson: we wanted
Alice Wilson: students taking college researcher to see a student and and identify identify with them
Alice Wilson: with many of our students.
Alice Wilson: don't have aren't confident in in, in their scholarly ability. Yeah.
Dax Parasnis-Samar: okay. So I'm gonna quickly stop my share so that I can share a different screen and give you a quick demo of the course and show you works.
Dax Parasnis-Samar: So let me do that and
Dax Parasnis-Samar: Hello.
Dax Parasnis-Samar: share screen.
Dax Parasnis-Samar: Okay?
Dax Parasnis-Samar: Nope.
Dax Parasnis-Samar: I'm sorry. I need to optimize for video. There we go. Okay.
Dax Parasnis-Samar: it's gonna share my screen.
Dax Parasnis-Samar: Okay, here we go.
Dax Parasnis-Samar: So
Dax Parasnis-Samar: this is the page that students land on. It's in our Lms, which right now is bright space. I originally built it in blackboard. And then, when we moved to Brightspace at the beginning of the fall semester last year. Transfer the course into bright space. So everything is within our Lms students can get to it. It's in the it's in their student org
Dax Parasnis-Samar: sort of tab on in their courses. So they're easily able to access it.
Dax Parasnis-Samar: So when they get to this page, they can go into inquisitive explorer adventure, and everything is set up according to missions that lead up to the adventure badge. So each they get a mission badge, and then they get the adventure badges, and we'll see what those look like. In a little bit. But
Dax Parasnis-Samar: we have a question quick question is this in bright space discovery?
Dax Parasnis-Samar: No, we have brakes. We have. Yeah, just the we have the
Dax Parasnis-Samar: whatever. The other version of workspaces.
Dax Parasnis-Samar: okay, so
Dax Parasnis-Samar: we have 3 different missions, library, navigator, online investigator and strategic searcher and we sort of built these with the idea of different courses in mind. But we have a variety of faculty using them
Dax Parasnis-Samar: throughout English. Our college success courses and other departments like somebody in the physical education. I'm trying to think where else, Alice?
Dax Parasnis-Samar: A
Dax Parasnis-Samar: but variety of different departments. Anyway, the Library Navigator Mission. We sort of built with our Cos classes in mind, and
Dax Parasnis-Samar: it focuses on just kind of like an introduction to the library. So what is an academic library? And how do I find a book.
Dax Parasnis-Samar: And each of these videos is about 3 min long, and then they go in and they complete a challenge. Which is basically a quiz. But we've tried to make it kind of interactive and you know, interesting?
Dax Parasnis-Samar: then the live. So then we have the online Investigator mission which has, how do I Google that? How do I search the databases? And how do I get to an article?
Dax Parasnis-Samar: With the idea being to show a variety of different systems that they might be trying to find information in.
Dax Parasnis-Samar: And then, finally, of the strategic search or mission which is sort of basically the research process. So what is research? What is my question? How do I ask my question? Where do I search? And when am I done which you know essentially talks about topic, selection, keywords and filters.
and then kind of like the the search process, and
Dax Parasnis-Samar: exactly what it sounds like. When am I done? Finding different perspectives and so on. So I wanna show you one example video and then show you what the quiz looks like.
Oh.
Dax Parasnis-Samar: hmm.
Dax Parasnis-Samar: okay. Can you hear? Now, where do I search? Well, research is a nonlinear process. Basic. I'm just going to pause it. Can you hear and see that?
Dax Parasnis-Samar: Yes, Lisa, it's in L.
It's a journey, and it's a fairly mandarin path. Here are some of the common stops that I take along the road keywords.
Dax Parasnis-Samar: My first stop is some kind of general overview of my topic. Google is Ok, you've probably heard that you shouldn't use Wikipedia because anybody can edit it. That's true, except for when it's not, it can actually be a really great source of leads to follow further. Easy to read. Summaries like Wikipedia. Help me get the big picture about my topic and help me gather keywords to search for elsewhere. These could include people, organizations, places, events, and concepts associated with my topic.
I'm not going to quote Wikipedia in my paper, but I am going to use it to get closer to the conversation about my topic explore. Once I found some leads, I'm ready to move on to the next stop which is searching for my keywords in Google in the library databases. This can lead me on many side paths.
That's good. I'm still gathering widely at this point, and there are a lot of sites to see along the way, videos and documentaries are okay. I'm really trying to find out what's out there. Who's talking about my topic. What are they saying? What kinds of resources are easy to find, and which ones might I have to hunt a little harder, for I keep gathering leads to follow as I explore multiple perspectives
along the way. I'll usually run into some resources that disagree with me. Those are valuable stops on the research path as well. It's always helpful to consider other perspectives, they might change my mind or show me something new, and that's a wonderful thing. But even if I don't change my mind, it's good to know who and what I'm arguing against, and sometimes other perspectives don't contradict mine. They just add depth or flavor to my topic.
Get specific at some point, these side paths usually start to lead me in a common direction. This is when I start looking in more specific locations. For example, the website of an organization that focuses on my topic or statistical reports from government websites or specific databases. Since I have more context now and know the keywords and vocabulary people use to talk about my topic. I'm also more prepared to look for complex in-depth resources like academic journal articles fill in gaps. My final stop is to ask what kind of information I still need. Everyone has a different
strategy for gathering research, and it might change from project to project. It's not unusual to get to the end and realize there's one piece I haven't found yet at any point. It is okay for me to go back to one of my earlier stops and find a new path.
Remember, research is not a linear process. And it's Ok to learn along the way you're
Dax Parasnis-Samar: okay. So students watch the video, and then they can go in and complete a challenge.
Dax Parasnis-Samar: And these challenges,
Dax Parasnis-Samar: are so let's see, where am I not seeing it?
Dax Parasnis-Samar: Oh, well, I think I have. I think I might have completed it already. So for some reason that's not allowing me
Dax Parasnis-Samar: get into it. I'm
Dax Parasnis-Samar: I'm in I'm in student mode. Okay?
Dax Parasnis-Samar: So the challenges are are generally kind of set up to ask some questions that are just making sure that they watch the video, but also some questions that are asking them to kind of apply what they learned. So in the strategic search or mission, it's set up as like, what is research? They're kind of asked to think of. What's something that they've researched in the past. What's something that they might wanna research. And then each video. After that the challenge asks them to do some reflection. On how they might go through a research project
Dax Parasnis-Samar: so in the topic selection one. It's like, Well, what do you think you would? Wanna select how would you narrow it down? And then keywords, you know, they're asked to come up with a couple of key words. And then for that video they're kind of asked to think about like, where would they start to search for their topic.
Dax Parasnis-Samar: so once students complete. All of those all of these missions, they will get badges, and then they'll also get once they complete all 3 missions, they'll get an adventure badge. So I'm gonna stop sharing for a moment and let Alice show you what that looks like.
Alice Wilson: Okay. So I'm going to go in
Alice Wilson: and I'm gonna go to my profile and then go to profile.
Alice Wilson: Once I view my awards
Alice Wilson: and II completed the badging myself. So I have a bunch of awards.
Dax Parasnis-Samar: Yeah. So students can always go back and see their awards. And it travels with the student from course to course. So suppose one instructor assigns the the library, navigator badge, and then another. One assigns a strategic search or badge. They will always have completed those in whichever course they complete that. So they can see their progress.
Dax Parasnis-Samar: Yeah, okay? Oh, stop my share.
Okay.
Dax Parasnis-Samar: so let me go back to
Dax Parasnis-Samar: perfect.
Dax Parasnis-Samar: So we've gotten really good feedback from students on this.
Dax Parasnis-Samar: Oh, I don't know why the font is so weird here. But, we we have a survey. You might have seen it as I was clicking through and we generally ask faculty to encourage students to answer the survey. And also it's kind of like right there and put on an announcement. So it's actually gotten really good feedback. We've had about 726 survey respondents. And over 70% agreed or strongly agreed with the following statements.
Dax Parasnis-Samar: generally, the videos were engaging and useful. Generally, the challenge questions, help me learn the material. I learned skills and information that will help me succeed in my classes. I feel more confident using my college library, and I would recommend the college researcher to other students. So we're pretty proud of of this.
Dax Parasnis-Samar: This is kind of we also have some open ended questions. So just brief glimpse into some representative responses. I like that. The videos were short but engaging. Give you a lot of information. The questions were all relevant. Help me confirm that I understood they liked that the videos were direct and to the point. I learned about navigating the library when I had little knowledge before this. So
Dax Parasnis-Samar: you know, that's again like one of the things that we're trying to address with this program. Was that because we have students at so many different levels of familiarity and comfort with using library resources. We wanted to have something that students who have sort of no experience can go in and and learn from. But this is also interesting to students with some experience.
Dax Parasnis-Samar: And students generally enjoy that kind of application piece by creating their own research question, thinking about what they would search, who they would go to.
Dax Parasnis-Samar: So it's very. It's very targeted at, like what students are actually working on.
Dax Parasnis-Samar: Oh, and I forgot to mention I forgot to put this on the slide, but we had over. We have over a thousand badges. I'm sorry over a thousand people have received at least one badge since. We moved to bright space, which was beginning of last semester. So in 3 semesters we've had
Dax Parasnis-Samar: over a thousand people use this and I actually calculated, you know how many badges that is because some students do more than that was 3,694 badges have been issued.
Alice Wilson: Those are great numbers. So let's talk about the creation process. Want to give you an overview of that. So the first thing that Dax and I did before we even created anything was create some framework, infused learning outcomes, and we created a constellation of the whole badging program.
Alice Wilson: What's available right now is just one top level badge. And and we're in the process of creating 2 more, one on
Alice Wilson: evaluation and the other one is on academic integrity, mostly giving credit to to sources.
Alice Wilson: We spend a lot of time recruiting students. Most of the students.
Alice Wilson: our our students that we've worked with in the past and that we've developed relationships with.
Alice Wilson: And we wrote the scripts with their input. So Dex would draft something, and then we would mute with the students, one on, one or 2 on 2 on one and then
Alice Wilson: redraft the script with to make it more personalized.
Alice Wilson: Then we worked with a our campus videographer to film the videos.
Alice Wilson: And then Dax took that raw footage and edited those videos. So all the clever things that you saw in that video, you know, student arguing with each other.
Alice Wilson: That is Dax's handiwork
Alice Wilson: and then, once that we had the videos, Dax went into the Lms first break space and then our first blackboard and then bright space to create the actual course.
Alice Wilson: We then promoted the badging, and we worked with faculty to adapt the badging into their courses.
Alice Wilson: rinse and repeat so
Alice Wilson: again, like we had to recreate the badging into bright space after we've we already had it into into blackboard. And then, now that we're creating more
Alice Wilson: but more top level badges. We've had to go back to number 2 and recruit students and write scripts.
Alice Wilson: etc., etc.
Alice Wilson: lessons learned?
Alice Wilson: Okay? So Lauren has a question, how are students enrolled in the course?
Dax Parasnis-Samar: Sure, yeah, all students are automatically enrolled in the course. So I just let the virtual campus know. When, at the beginning of each semester. To to enroll all students. And actually, now we have all faculty also enrolled so that everybody can see it.
Alice Wilson: Yeah, and we're continuously working, figuring out ways to make it easier for faculty to to adapt college researcher.
Alice Wilson: So lessons learned. So one of what we've discovered is that there's a lot of synergy between college researcher and other aspects of our instruction program. So a a bunch of us use the videos from college researcher in our face to face instruction
Alice Wilson: and in course guides. The videos are available on our Youtube page, and we'll be sharing that link
Alice Wilson: in in just a moment.
Alice Wilson: But those videos have have been really helpful.
Alice Wilson: Also, when we're creating content
Alice Wilson: right now, we're we're looking at the evaluation top level badge. So in print, content helps us to rethink our approach to teaching
Alice Wilson: concepts in in in general. So we've moved from the craft method of of evaluating sources to more of of a
Alice Wilson: the Sif model and lateral reading and and and it's it's been really helpful. And the last thing is.
Alice Wilson: these badges have been a great way to kind of low key. Train other librarians at our institution on
Alice Wilson: aspects of the framework.
Alice Wilson: Okay, so assassin adapt to faculty needs and preferences. So we found it. We have found it challenging to
Alice Wilson: adopt
Alice Wilson: at a large scale
Alice Wilson: and in a structured way. So
Alice Wilson: we off. People often compare
Alice Wilson: working with faculty to herding cats, and we like to say at our institution, they're like fiercely independent cats.
Alice Wilson: So it's been
Alice Wilson: a little messy and not as structures structured as we want it to be. We've learned to be flexible. And we've learned to really, really listen to faculty and how they're using it
Alice Wilson: or not using it. So as a result, we're we. we're doing all sorts of things. So we're gonna be presenting at our winter Teaching Institute on using college researcher
Alice Wilson: in a flip classroom kind of way.
Alice Wilson: We've made the videos accessible on Youtube, because for some people, the college researcher
Alice Wilson: thing doesn't work in terms of their teaching style. So we want those those videos
Alice Wilson: available to them. And we want them to to use them as learning objects, and however way it makes sense for them. And then, one thing that Dax has has done is they created an assignment template
Alice Wilson: in bright space to make it easier for faculty to
Alice Wilson: incorporate college research into their course. And we're also thinking of something else that we won't mention right now. But we're always thinking about ways to
Alice Wilson: make it easier for faculty to to use college researcher
Alice Wilson: time. time. We never have enough time. So
Alice Wilson: one thing
Alice Wilson: that we've noticed is that it takes a tremendous amount of time to edit the videos. If we want to make quality videos.
Alice Wilson: So
Alice Wilson: we have decided to outsource. That aspect of creating. The next 2 2 badges.
Alice Wilson: yeah. So
Dax Parasnis-Samar: so we're still like, we're still writing the scripts and doing all of the working with students and the filming. But just the video editing part, very dime, intensive, intensive.
Alice Wilson: but not necessarily so outsourcing. It's still going to be within the institution. Just different. Depart the the virtual campus department.
Alice Wilson: We have some wonderful videographers on campus.
Dax Parasnis-Samar: Okay? So
Dax Parasnis-Samar: how can your library use this if you want to. We you can always access our videos through our Youtube channel. So we have the link right there, and we will share that else could you show that in the chat as well?
Dax Parasnis-Samar: Yeah. And then you can also reach out to me if you wanted to. So we've licensed everything. Cc, by so everything is usable.
Dax Parasnis-Samar: there's always just like, you know, how do we actually access it. So if you reach out to me, we can copy the entire bright space course into your instance of bright space. If you also have right space, which everyone should at this point.
Dax Parasnis-Samar: so this is openly licensed and accessible. If anyone wants to use any of these things.
Dax Parasnis-Samar: and I'm always you know, of course, also happy to chat. If you have a badging project that you're working on I'd I'd love to hear about it. And you know.
Dax Parasnis-Samar: chat about what we're doing.
Alice Wilson: So tax? There's a few questions.
Dax Parasnis-Samar: Yeah. Well, good cause we're at the point where we're asking if there are questions. So I'm gonna stop sharing so we can see each other's faces
Dax Parasnis-Samar: and look at the chat
Alice Wilson: chat here.
Dax Parasnis-Samar: Oh, did you have help creating the badges in in because I work with the virtual campus so closely. I'm very, very familiar with. So I just built everything.
Alice Wilson: I think, did you? A answer? How students are enrolled in the course?
Dax Parasnis-Samar: Yeah, they're automatically all new students are automatically each semester. Yeah.
Dax Parasnis-Samar: see? Oh, confusion with all students being full. Great question. Yes, we have had students. I have gotten at the beginning of the semester. I was, get like a couple of emails that are like, what is this thing? Why am I enrolled in that? Am I supposed to complete it? Is this gonna be a grade and it's it's usually just like one or 2 people who kind of have a momentary panic about. Why am I enrolled in this thing? But what we've done is, we've built it as
Dax Parasnis-Samar: an organization rather than a course. So it doesn't show up in students. My courses for the semester. It shows up in a separate section that is like student resources.
Dax Parasnis-Samar: and then that has gotten rid of that confusion for the large part.
See?
Dax Parasnis-Samar: Oh, no! There's a great rectangle slash bar.
Alice Wilson: Well, I have another question.
Alice Wilson: So so so Kelsey, Apple student is assigned the college researcher. Course by faculty is the badge. Their evidence of completion? Or is there a way to integrate the assignment with another within another course?
Dax Parasnis-Samar: The badges there evidence of completion. I would love like we that that's something we talk about every single time we do anything with the course like, is there some way that we can make this easier for faculty to use. But unfortunately, if we created as a module and faculty, just put it directly in their class, we won't be able, like the library won't be able to see who has completed it. So wouldn't we would get that tracking piece.
Dax Parasnis-Samar: So that's why the workaround has been to create that organization and create the assignment template that links to the organization so that
Dax Parasnis-Samar: students go there and then they submit the badge to that assignment as evidence of their completion of of the badges.
Alice Wilson: I love this next question. To students complete the program when they aren't assigned in their course, and I think the answer is is. No, II don't think students voluntarily do this. Have you ever encountered that tax? I mean, I guess we don't know. We don't know but our our feeling is that students are students are so busy that they're not going to do something like this. Just because
Alice Wilson: and so that's why we primarily build relationships with faculty and work with faculty to incorporate these this and into their courses.
Alice Wilson: How do you track that usage? And when to give the certificate. As we don't know.
Dax Parasnis-Samar: Yeah. So the so the issuing of the certificates is all automatic. If they complete
Dax Parasnis-Samar: the quizzes, they, if they complete the set of quizzes, then they get issued a badge and and we're saying so. This is getting a little technical. But I've set it up as certificates rather than badges, so that it's just easier for them to download evidence of the of completion and submit that rather than if it's badges, it's just it doesn't give you a certificate. So
Dax Parasnis-Samar: technically, these are all certificates. But they're functioning as badges. So they get that certificate. Whenever they complete the
Dax Parasnis-Samar: the set of quizzes that has been set up to do
Alice Wilson: this is another good question. Did from Lisa Hoff. Did you have academic affairs buy in. So
Alice Wilson: yes, but
Alice Wilson: I don't. I don't wanna say no. So a couple of years ago.
Alice Wilson: we we won't, we win. We went one innovation of the year at the college.
Alice Wilson: And so
Alice Wilson: and so. So that was a way that they they supported us and we got buy in.
Alice Wilson: yeah, I'm trying to think of what else to say. II don't think that.
Alice Wilson: And
Alice Wilson: Dean's and vice presents are not necessarily telling faculty to use college researcher, though, but
Alice Wilson: in terms of recognizing the quality of it.
Dax Parasnis-Samar: it also just there aren't very many things that are like that like a lot kind of like
Dax Parasnis-Samar: ground up, I guess.
Alice Wilson: Yeah.
Dax Parasnis-Samar: let's see. Okay, see, can you talk more about the quizzes? How are they set up? Does anyone need to look at responses. So it's all multiple choice or open like
Dax Parasnis-Samar: short answer.
Dax Parasnis-Samar: I think that, do. We have a long answer question. I don't remember. But the reflection pieces aren't graded. I basically set it up so that if they put anything into the box they get credit for that question, because we wanted to have some reflective questions, and there wasn't a way that we can at this scale. Read every answer and give credit.
Dax Parasnis-Samar: so there are some ungraded questions that are short, answer long answer, and asking them to do reflection, or come up with keywords and stuff like I said, and there are. But there are all. Every quiz also has multiple choice questions. That are automatically graded.
Dax Parasnis-Samar: And that's how they get the the badge.
Dax Parasnis-Samar: I wish that I mean, one thing we wanna do is do more of the sort of like flipped classroom kind of thing where we can
have somebody
Dax Parasnis-Samar: actually grading something or looking something. But for the scale that we wanted this to be adopted at, we wanted to make sure that everything was automatic.
Alice Wilson: Yeah, I mean, like we said, we have.
Alice Wilson: you know, 8,300 students. And I'm CC, and that's just that. Well, that's fte. So when you think about part time and full time, lots of people
Alice Wilson: people. Holly had a good question. This is part of your college generate general education requirement. We built this to support general education. It's not a requirement, though, so faculty have to voluntarily adapt it, and into their courses.
Alice Wilson: Which is a little frustrating because I would love
Alice Wilson: for it to be required.
Dax Parasnis-Samar: See? Can they share the badge outside of the course after graduation, if they wanted to, or just lives in bright space. So they
Dax Parasnis-Samar: correct. So when it wasn't blackboard they were able to export the badge right now. We don't have it set up
Dax Parasnis-Samar: so that they can do that mostly because
Dax Parasnis-Samar: I'm I'm not because it's kind of set up as like.
Dax Parasnis-Samar: I don't know that it would have meaning outside of
Dax Parasnis-Samar: bright space or outside of Mcc. So if they get something that says like, you know, if the if the thing says, you know, inquisitive explorer, I don't know that that has meaning to put on a Linkedin profile, for instance. But we are looking at.
Dax Parasnis-Samar: Oh, yeah. Hi. how you doing good! How are you?
Dax Parasnis-Samar: Do? Do you have a question for me?
moriahrothenberg: No, sorry II didn't mean to have my mic on. Sorry. Sorry.
Dax Parasnis-Samar: Let's see, I lost my train of thought. But anyway, yeah, no for right now just lives inside Brightspace.
Cori Wilhelm: Alright, that was a lot of great questions in the chat.
Cori Wilhelm: any more questions for Alice and Dax.
Cori Wilhelm: And I did wanna share. So you said you had
Cori Wilhelm: one. The innovation of the award that was internal at Mcc.
Cori Wilhelm: you also won. Do you win an Acr award? Yeah. I forgot the name of that. So let me let me
Alice Wilson: just a second. It was an Acr award. Oh, okay, acr acrl.
Alice Wilson: And it was the F school award. But through Azerol's community college community, Junior college section.
Cori Wilhelm: Yeah. And I think that's that's
Cori Wilhelm: really awesome that your work got recognized.
Cori Wilhelm: but also just really great to be recognizing
Alice Wilson: you know, information literacy as an effort, and community colleges, and all of that. So congrats on both those words. I think that I'm really proud of the internal award.
Alice Wilson: you know, it's just. It's great to receive that.
Cori Wilhelm: Yeah. And you said, You know whether or not
Cori Wilhelm: your administration, you know, encourages faculty to do this. I think by recognizing it. They're they're placing a lot of value on it. And so, Faculty. See that, and see that coming from academic first them
Alice Wilson: right? And it gives credence to our work. And yeah.
Cori Wilhelm: any more questions before we let Alice and Dax go
Cori Wilhelm: and
Cori Wilhelm: you shared your videos on Youtube, and you will be sharing the the slides from this as well. So we can share those out with the recording link. So folks can follow up if if they've got additional questions or anything at that point.
Alice Wilson: Okay, great. You're getting lots of kudos in the chat. So
Cori Wilhelm: thank you thank you both for presenting today, and thanks everyone for attending.
Cori Wilhelm: I will stop.