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Hi everyone. My name
is Marybeth Slavonic,

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and the next session

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is the librarians
experience panel.

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We're going to
have two speakers

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who I'll introduce
in a few minutes.

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The panel format is

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that we have some questions
for our panelists

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and we will have

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each one of them time to

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respond to those
questions.

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But you are also
free to ask

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questions either
during the session

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or after the session.

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So within EHR made

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the audience is not

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seen by the
people on stage,

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so I cannot see you.

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But you can ask questions
in the chat box,

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which is in the top of
the right-hand column,

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there's two square
blurred boxes

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that you can use for chat.

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And there's also
a Q&A chatbox

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which has says Q&A.

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And that can
be used during

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the question-and-answer
session if you

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would like your
question to

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be directed to
the speaker.

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So the regular chat
can also be used

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for audience
conversation if

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you want to use
it that way.

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So you can use
the Q&A box,

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as I said, to enter
your questions.

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You can also raise
your hand using

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the reaction boxes at

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the bottom of your screen.

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And if you raise
your hand,

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that is a request for

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me to bring you
onto the stage.

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And when I do that,

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I do want to
remind you that

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he will be recorded.

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And we are recording
these sessions for

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for people to
access later.

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So if you prefer
not to be recorded,

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then you can
use the Q&A box

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without raising
your hand or

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you can use chat to
ask your questions.

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So just as a matter
of information,

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the recordings
will be posted on

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the Purdue ePubs website

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and I'm sure that we'll

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be sharing that link
with you later.

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I'm going to start
the session with

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just a little brief
introduction.

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One of our panelists was

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not able to
participate today.

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So we have two
panelists today.

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I'm very excited
to talk to you,

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and both of them are
from Purdue University.

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I am a research and

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learning librarian

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at the University
of Arizona.

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But I wanted to give you

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just a little bit
of perspective

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on the CALC
project itself.

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So I worked at Purdue
for almost ten years.

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Catherine really
and Michael

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floral who are other

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co-PI is for this project,

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also worked at Purdue.

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And then the project
is being run by

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Dr. maybe and the rest

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of the team from produce.

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So you might get
the sense that this

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is a pretty produced
centric project in

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terms of folks who

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are running it and
kind of directing it.

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And one of the
great things about

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that is that Purdue has

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a really strong tradition

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of consulting
with faculty,

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teaching information
literacy, and

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using the Informed
Learning lens.

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And not every institution,

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including my
institution, necessarily

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has exactly that
same tradition

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and perspective.

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I just want to
share that as

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a way of saying
if, for example,

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your institution

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doesn't have that
same perspective,

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please don't feel
like this information

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is not for you because
it absolutely is.

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We know that there

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there are different
emphases at

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different institutions.

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And that not
every institution

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has the same
perspective or

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approach to teaching
information literacy.

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So just take what
you can use.

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There's a lot
of value here,

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I think for
anyone no matter

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what the emphasis is.

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So for example, I want to

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say that at Arizona,

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some of the librarians and

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faculty knew what
informed learning

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was before we
started the project.

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And for some it was
a new concept that

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they learned through
the project.

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And one of several
of the purposes of

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the CL CALC
project are both

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teach more people about

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informed your
learning and using it

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from the perspective

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of disciplinary teaching.

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And also to
look at how we,

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in the project we're
teaching folks

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to use inform learning so

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that we could get
some perspective

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and data about how

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effective our
teaching was.

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And use that to devise

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even more effective
teaching plans

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for future iterations
of this project.

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So the other thing that
I want to point out

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is that both of
our panelists

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today teach two sciences.

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And I wanted to
just share that.

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For example, at Arizona,

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we were working with

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faculty in the

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Journalism School
of Journalism,

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history faculty,
education faculty,

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and Family and
Consumer Sciences.

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So again, I just
wanted to give you

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a little bit
broader perspective

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than what you will

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see necessarily
in this session.

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This is an
approach that can

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work across many,
many disciplines.

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I would argue all
disciplines really.

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So with that little
introduction,

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I'd like to just
pause for a moment to

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see if anyone has

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questions about that
or anything that we've

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talked about during

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the first days
this session?

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As I said, you
can use the chat,

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you can use the Q&A.

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You are welcome to raise

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your hand if you'd like to

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be brought up to the to

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the screen to
ask a question.

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And I'll just wait
for a moment to

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see if anybody
has questions.

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While you're
thinking about that,

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I also wanted
to just mention

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that if there are
other librarians,

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are faculty who were
part of the project.

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We're not in this
presenting in this session,

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but you have perspectives

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you'd like to share.

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Again, using any of

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the chat boxes or by
raising your hand,

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we'd like to invite

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you to feel free
to do that because

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we'd like to get a lot
of perspectives here

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about the librarians
experiences

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of the CALC project.

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Okay.

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I'm not seeing
any questions.

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So please feel free

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to enter those
questions at any point.

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And I'd like to

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go ahead and bring
our two panelists,

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Chao chi and onto
the stage so

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that we can to talk
about their experiences.

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Hi Chow and Jason.

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I'd like to introduce
our two speakers.

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Chao Hi, I'm Dr. Kai is

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an assistant professor in

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the Purdue
University Libraries

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and School of
Information Studies.

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He liaise with
a long list of

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science departments
within the biological,

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agricultural, and
Plant Sciences.

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Welcome shy and
Jason read is

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an Associate Professor in

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the Purdue
University Libraries

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and School of
Information Studies.

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Helios is with health
and kinesiology,

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public health, and

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the College of Pharmacy
professional program.

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So welcome to both of you.

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I think you can go ahead

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and unmute because
I'm gonna look

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forward to your responses
to these questions.

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And I would say,

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since there's two of
us or two of you,

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you're not going to really

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bump into each other,

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so you can just respond
as you're ready.

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The first question relates

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again to the CALC project.

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And it is, what
did you take away

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from completing
this project with

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your faculty partner that

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will be useful for future.

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I'm going to just stop
for a minute because I

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realized I asked each of

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you to talk just
briefly about

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your project and I didn't

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write that on my
prompt sheet.

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So let's backup for
a second. Child.

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Would you like to start
off by describing

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the project that you did

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with your faculty member.

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So thank you for that
introduction, Marybeth.

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Good afternoon or morning

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injury amount
of California.

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Everybody. It's a
great honor for

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me to have this opportunity
to talk to you.

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I'm going to talk to
you a little bit about

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the projects I've worked
on with CIO at sea.

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I actually did
some research

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on taking up about

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this project
Like last night

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to refresh my mind
because this like,

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oh, not quite familiar

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in terms of my expertise.

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So I worked I
actually worked

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with Dr. Krystal Hans

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from the Department
of Entomology.

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I've heard you.

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And in addition
to entomology,

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Dr. Han's actually work on

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a forensic science
forensic entomology.

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So she teaches
forensic science,

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and this course we
were working on

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together is actually

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a capstone course for
forensic science.

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And I'm actually trained

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as a plant biologist.

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So I know very little

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about forensic science

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in terms of information.

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And more
interestingly, what

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she was trying to teach

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her students about
this capstone course

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was that she wanted
the students to be

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able to present
in the court as

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expert witnesses to
testify in the course.

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So students needs to
find proper information,

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scientific articles
to back up there.

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Evidence for the court,

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as well as finding,

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for example,
trial records.

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To analyze and
evaluate how

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the expert witness
testimony as

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good or not well
at the time,

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as well as using
the technology

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and knowledge right now.

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So of course I

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serve as agricultural
or a librarian,

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but this is really

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a lot of government
information.

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So I was kinda,

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oh my God, what's
happening here?

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But it was a
clinic experience

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and we actually
very interesting.

272
00:10:56,345 --> 00:10:58,024
We got a lot out of

273
00:10:58,024 --> 00:11:00,440
this conversation
within CIR,

274
00:11:00,440 --> 00:11:02,900
I'll see you in which
I think we'll have

275
00:11:02,900 --> 00:11:06,094
some detailed
discussion in

276
00:11:06,094 --> 00:11:07,670
the follow up questions,

277
00:11:07,670 --> 00:11:09,814
but I would like to

278
00:11:09,814 --> 00:11:12,830
take some time to
introduce this Brian.

279
00:11:12,830 --> 00:11:13,969
That's great.

280
00:11:13,969 --> 00:11:15,470
Thank you. Jason, can you

281
00:11:15,470 --> 00:11:17,659
tell us about your
CALC project?

282
00:11:17,659 --> 00:11:18,560
Yes.

283
00:11:18,560 --> 00:11:19,984
I worked with two

284
00:11:19,984 --> 00:11:21,229
faculty members
actually who

285
00:11:21,229 --> 00:11:22,670
co-teach a course from

286
00:11:22,670 --> 00:11:24,244
our College of Pharmacy,

287
00:11:24,244 --> 00:11:25,924
Dr. Monica Miller and Dr.

288
00:11:25,924 --> 00:11:27,679
Alex Isaac's as

289
00:11:27,679 --> 00:11:29,885
an elective course
that prepares

290
00:11:29,885 --> 00:11:31,610
the doctor pharmacy
students as

291
00:11:31,610 --> 00:11:34,070
the professional program
pharmacy students

292
00:11:34,070 --> 00:11:37,220
for a potential residency.

293
00:11:37,220 --> 00:11:39,994
Those into helping
them prepare,

294
00:11:39,994 --> 00:11:41,240
helping them do
research and figure

295
00:11:41,240 --> 00:11:42,890
out how do you match up

296
00:11:42,890 --> 00:11:43,999
what you want
to do with what

297
00:11:43,999 --> 00:11:46,444
residencies are
looking for?

298
00:11:46,444 --> 00:11:48,440
This is I thought
was pretty

299
00:11:48,440 --> 00:11:49,850
interesting because

300
00:11:49,850 --> 00:11:51,065
with this
specific project,

301
00:11:51,065 --> 00:11:52,625
Marybeth, I think
you alluded to it.

302
00:11:52,625 --> 00:11:54,950
While pharmacy and normal

303
00:11:54,950 --> 00:11:56,269
information literacy
and pharmacy

304
00:11:56,269 --> 00:11:58,040
is very evidence-based
medicine,

305
00:11:58,040 --> 00:12:01,339
it is PubMed, it is
systematic reviews,

306
00:12:01,339 --> 00:12:02,719
clinical trials, so it

307
00:12:02,719 --> 00:12:04,759
has the highest
levels of evidence.

308
00:12:04,759 --> 00:12:05,810
And then in this class,

309
00:12:05,810 --> 00:12:07,010
the information
they're looking for

310
00:12:07,010 --> 00:12:08,239
is more like
business research.

311
00:12:08,239 --> 00:12:09,380
It's, how do you

312
00:12:09,380 --> 00:12:10,820
identify these
resonate programs?

313
00:12:10,820 --> 00:12:12,050
How do you dig
into what it

314
00:12:12,050 --> 00:12:13,340
is that they're
looking for

315
00:12:13,340 --> 00:12:15,874
what a successful
applicants in the past half

316
00:12:15,874 --> 00:12:18,710
for these programs
as residency,

317
00:12:18,710 --> 00:12:20,555
at least at Purdue's
College of Pharmacy,

318
00:12:20,555 --> 00:12:22,265
are becoming much
more popular.

319
00:12:22,265 --> 00:12:24,110
So it used to be
510 years ago,

320
00:12:24,110 --> 00:12:25,564
most of the students
would go into

321
00:12:25,564 --> 00:12:27,860
retail pharmacy like CVS,

322
00:12:27,860 --> 00:12:29,209
Walgreens, things
like that.

323
00:12:29,209 --> 00:12:30,800
Now, there's a
huge interest

324
00:12:30,800 --> 00:12:32,120
and go into
residency programs.

325
00:12:32,120 --> 00:12:33,740
And so more than half
of the students will

326
00:12:33,740 --> 00:12:36,020
apply for residency
programs.

327
00:12:36,020 --> 00:12:37,385
And those applications
are trending

328
00:12:37,385 --> 00:12:38,780
upward nationwide.

329
00:12:38,780 --> 00:12:41,359
So you're having to be
competitive in those.

330
00:12:41,359 --> 00:12:43,310
The project for this class

331
00:12:43,310 --> 00:12:44,059
and they were looking at,

332
00:12:44,059 --> 00:12:45,680
was making a sound

333
00:12:45,680 --> 00:12:46,760
confusing because
I know when

334
00:12:46,760 --> 00:12:47,959
I typed it out, it
sounded weird to me,

335
00:12:47,959 --> 00:12:50,209
but i professional
personal info

336
00:12:50,209 --> 00:12:52,355
graphic where
students would

337
00:12:52,355 --> 00:12:55,114
identify what are
their strengths,

338
00:12:55,114 --> 00:12:56,899
skills, knowledge,
and abilities.

339
00:12:56,899 --> 00:12:58,310
How do those map to

340
00:12:58,310 --> 00:13:00,080
the goals that the

341
00:13:00,080 --> 00:13:01,130
residency program
that they're

342
00:13:01,130 --> 00:13:02,765
interested in
are looking for.

343
00:13:02,765 --> 00:13:04,969
What are their areas
for improvement.

344
00:13:04,969 --> 00:13:06,200
And then kind
of documenting

345
00:13:06,200 --> 00:13:07,670
how do they plan on

346
00:13:07,670 --> 00:13:09,364
improving in those areas

347
00:13:09,364 --> 00:13:10,579
in reflecting
through that.

348
00:13:10,579 --> 00:13:11,870
So it's, it's
kinda having to do

349
00:13:11,870 --> 00:13:13,700
some self-reflection
as well as kind of

350
00:13:13,700 --> 00:13:14,780
going out and doing

351
00:13:14,780 --> 00:13:16,429
a very different type
of research than

352
00:13:16,429 --> 00:13:17,764
what most of these
students have

353
00:13:17,764 --> 00:13:20,280
had any previous
experience with.

354
00:13:21,490 --> 00:13:24,830
Both of these projects
were great matches for

355
00:13:24,830 --> 00:13:26,480
Informed Learning since
they're talking about

356
00:13:26,480 --> 00:13:28,219
roles and about
professional behavior.

357
00:13:28,219 --> 00:13:29,524
And I think
that's a really

358
00:13:29,524 --> 00:13:32,434
cool piece of
both of them.

359
00:13:32,434 --> 00:13:34,580
So now I'll go
back to my list of

360
00:13:34,580 --> 00:13:37,099
questions and

361
00:13:37,099 --> 00:13:38,510
pretend you didn't
hear this first one.

362
00:13:38,510 --> 00:13:39,800
But let's start with

363
00:13:39,800 --> 00:13:41,749
what did you take
away from completing

364
00:13:41,749 --> 00:13:43,609
this project with
your faculty partner

365
00:13:43,609 --> 00:13:44,900
that will be useful for

366
00:13:44,900 --> 00:13:47,390
future collaborations
with faculty

367
00:13:47,390 --> 00:13:49,979
or for similar projects.

368
00:13:52,270 --> 00:13:55,414
I'll start since
I'm unmuted.

369
00:13:55,414 --> 00:13:58,099
So this is an
interesting question

370
00:13:58,099 --> 00:13:59,509
and kinda reflecting
back on it.

371
00:13:59,509 --> 00:14:01,069
And Marybeth, you
talked a little bit

372
00:14:01,069 --> 00:14:03,544
about this in your
intro or at Purdue.

373
00:14:03,544 --> 00:14:05,810
We have a faculty
development program that

374
00:14:05,810 --> 00:14:07,714
libraries are an
integral part of.

375
00:14:07,714 --> 00:14:09,950
And I know
myself and child

376
00:14:09,950 --> 00:14:12,319
both have worked with
that that program.

377
00:14:12,319 --> 00:14:13,609
So I think we
were coming into

378
00:14:13,609 --> 00:14:15,919
this program and maybe
a different space

379
00:14:15,919 --> 00:14:17,540
than what I'm assuming

380
00:14:17,540 --> 00:14:18,560
a lot of librarians
who aren't at

381
00:14:18,560 --> 00:14:19,430
Purdue and even some of

382
00:14:19,430 --> 00:14:20,599
the Purdue
librarians had not

383
00:14:20,599 --> 00:14:23,359
participated in
that program.

384
00:14:23,359 --> 00:14:25,760
But it was still
interesting with this,

385
00:14:25,760 --> 00:14:27,110
with this project
because it was

386
00:14:27,110 --> 00:14:29,254
looking very
specifically at

387
00:14:29,254 --> 00:14:31,399
a project and with

388
00:14:31,399 --> 00:14:33,380
a huge emphasis on
Informed Learning,

389
00:14:33,380 --> 00:14:36,319
Information Literacy
tied into that project.

390
00:14:36,319 --> 00:14:37,819
So we weren't
looking holistically

391
00:14:37,819 --> 00:14:39,320
necessarily at the
entire course.

392
00:14:39,320 --> 00:14:41,029
It was a lot
more targeted.

393
00:14:41,029 --> 00:14:42,530
And that was, I thought,

394
00:14:42,530 --> 00:14:44,690
very interesting
for this program

395
00:14:44,690 --> 00:14:47,765
and for me working
with the two faculty,

396
00:14:47,765 --> 00:14:49,490
I actually worked
with them and

397
00:14:49,490 --> 00:14:51,354
I previous faculty
development program.

398
00:14:51,354 --> 00:14:52,999
So I knew them very
well coming in,

399
00:14:52,999 --> 00:14:57,230
but just being amazed
at how willing they are

400
00:14:57,230 --> 00:15:01,280
to open to questions

401
00:15:01,280 --> 00:15:02,629
coming in and
probing questions

402
00:15:02,629 --> 00:15:03,814
of why are you doing this?

403
00:15:03,814 --> 00:15:05,074
Why is this important?

404
00:15:05,074 --> 00:15:07,669
Or you say students
struggle with

405
00:15:07,669 --> 00:15:09,260
this component in

406
00:15:09,260 --> 00:15:11,105
previous iterations
of the course.

407
00:15:11,105 --> 00:15:13,204
How do you model for them,

408
00:15:13,204 --> 00:15:15,394
what it is that you're
better looking for?

409
00:15:15,394 --> 00:15:18,709
And it's always telling

410
00:15:18,709 --> 00:15:19,939
you how open they are to

411
00:15:19,939 --> 00:15:22,175
that to that question
because it's not,

412
00:15:22,175 --> 00:15:23,405
I'm not questioning them.

413
00:15:23,405 --> 00:15:26,119
Question their abilities
are amazing faculty.

414
00:15:26,119 --> 00:15:28,639
But it's just saying,
because you're amazing,

415
00:15:28,639 --> 00:15:29,840
sometimes it's
harder for you

416
00:15:29,840 --> 00:15:30,980
to put yourself into

417
00:15:30,980 --> 00:15:32,180
that place of a student

418
00:15:32,180 --> 00:15:34,609
who doesn't have those
experiences yet.

419
00:15:34,609 --> 00:15:36,800
So it's a
librarian come in

420
00:15:36,800 --> 00:15:38,495
even though I'm the
pharmacy librarian,

421
00:15:38,495 --> 00:15:40,504
I didn't go to
pharmacy school.

422
00:15:40,504 --> 00:15:43,055
Like I can kind
of come in with

423
00:15:43,055 --> 00:15:44,690
those fresher
eyes and look

424
00:15:44,690 --> 00:15:46,384
at it and say, okay,

425
00:15:46,384 --> 00:15:47,689
you know, I love
what you're doing,

426
00:15:47,689 --> 00:15:49,700
but here's areas that
I'm kinda confused just

427
00:15:49,700 --> 00:15:51,379
by reading and what

428
00:15:51,379 --> 00:15:53,014
you're going through
and kind of going.

429
00:15:53,014 --> 00:15:55,069
Out onto that,
that avenue.

430
00:15:55,069 --> 00:15:57,169
And I think that really
opens up this train.

431
00:15:57,169 --> 00:15:59,150
The trainer really opens

432
00:15:59,150 --> 00:16:01,729
up more opportunities
to get more involved,

433
00:16:01,729 --> 00:16:04,160
knowing that it's
maybe more work and

434
00:16:04,160 --> 00:16:05,740
the front part than

435
00:16:05,740 --> 00:16:07,834
doing the traditional
guest lecture.

436
00:16:07,834 --> 00:16:10,970
But I think you're
having a bigger impact.

437
00:16:10,970 --> 00:16:13,475
And then hopefully
if it goes well,

438
00:16:13,475 --> 00:16:15,410
then your impact continues

439
00:16:15,410 --> 00:16:17,209
through future iterations
of the course.

440
00:16:17,209 --> 00:16:18,589
That don't
necessarily mean

441
00:16:18,589 --> 00:16:19,340
you having to put in

442
00:16:19,340 --> 00:16:23,270
that that time each
iteration of the course.

443
00:16:23,270 --> 00:16:27,245
Yeah, great. For you.

444
00:16:27,245 --> 00:16:29,390
I do want to
echo what Jason

445
00:16:29,390 --> 00:16:32,434
said about having a
fresh pair of eyes,

446
00:16:32,434 --> 00:16:34,789
especially your information
and professional,

447
00:16:34,789 --> 00:16:36,199
but you are not part of

448
00:16:36,199 --> 00:16:38,074
experts in their
discipline.

449
00:16:38,074 --> 00:16:41,330
And you actually
provide a lot of

450
00:16:41,330 --> 00:16:44,570
the students
perspective and

451
00:16:44,570 --> 00:16:45,634
asking the right question,

452
00:16:45,634 --> 00:16:47,465
question about, hey,

453
00:16:47,465 --> 00:16:49,579
are you sure this
is what you want to

454
00:16:49,579 --> 00:16:51,380
tell me about edge

455
00:16:51,380 --> 00:16:53,974
because I'm a little
confused, right?

456
00:16:53,974 --> 00:16:55,609
Another thing I
want to say is

457
00:16:55,609 --> 00:16:58,310
that when I did

458
00:16:58,310 --> 00:16:59,630
the introduction that I

459
00:16:59,630 --> 00:17:00,649
really have no background

460
00:17:00,649 --> 00:17:03,935
or whatever crystal
was trying to teach.

461
00:17:03,935 --> 00:17:06,830
And I was kind of a little

462
00:17:06,830 --> 00:17:07,970
bit worried at
the time that

463
00:17:07,970 --> 00:17:09,439
I wasn't able
to contribute.

464
00:17:09,439 --> 00:17:11,735
But the interesting
thing is that

465
00:17:11,735 --> 00:17:15,184
I've found out based
on this experience.

466
00:17:15,184 --> 00:17:18,384
And later I'll discover

467
00:17:18,384 --> 00:17:20,179
that many instructors,

468
00:17:20,179 --> 00:17:22,205
when they design
their course,

469
00:17:22,205 --> 00:17:23,899
they are confused.

470
00:17:23,899 --> 00:17:25,429
Sometimes,
especially dealing

471
00:17:25,429 --> 00:17:27,349
with information of

472
00:17:27,349 --> 00:17:31,265
what they really want
their students to find.

473
00:17:31,265 --> 00:17:32,839
Because when
they're trying

474
00:17:32,839 --> 00:17:34,970
to design this course,

475
00:17:34,970 --> 00:17:36,755
they are thinking
a lot about

476
00:17:36,755 --> 00:17:38,269
other structure

477
00:17:38,269 --> 00:17:39,620
of the course, to
other contents.

478
00:17:39,620 --> 00:17:41,570
Of course they had
considers the students

479
00:17:41,570 --> 00:17:44,449
like level of understanding
of the content,

480
00:17:44,449 --> 00:17:46,264
as well as their level

481
00:17:46,264 --> 00:17:49,340
of skills for
information seeking.

482
00:17:49,340 --> 00:17:52,175
So for example,

483
00:17:52,175 --> 00:17:54,620
I'm not sure if crystal
is in the audience,

484
00:17:54,620 --> 00:17:58,099
but sorry if I
talk about this.

485
00:17:58,099 --> 00:18:00,200
This is something
that is very

486
00:18:00,200 --> 00:18:02,269
interesting
that when we're

487
00:18:02,269 --> 00:18:05,570
having conversations
on assessments

488
00:18:05,570 --> 00:18:09,569
as well as like student
reflection questions.

489
00:18:09,880 --> 00:18:12,110
Like as an instructor,

490
00:18:12,110 --> 00:18:14,390
I think she was more
concerned about,

491
00:18:14,390 --> 00:18:16,565
hey, what should
I teach students?

492
00:18:16,565 --> 00:18:20,195
What should I require
from students?

493
00:18:20,195 --> 00:18:22,069
I found this very,

494
00:18:22,069 --> 00:18:25,069
very useful and helpful,

495
00:18:25,069 --> 00:18:27,094
constantly
reminding her that,

496
00:18:27,094 --> 00:18:28,745
hey, you are the
content experts.

497
00:18:28,745 --> 00:18:30,439
What would you do sheets?

498
00:18:30,439 --> 00:18:34,400
You were given This
project, that new design.

499
00:18:34,400 --> 00:18:37,069
What information are
you going to use?

500
00:18:37,069 --> 00:18:39,274
What to database are
you going to search?

501
00:18:39,274 --> 00:18:41,450
How are you going
to reason with

502
00:18:41,450 --> 00:18:44,839
the information as

503
00:18:44,839 --> 00:18:47,495
a content expert
yourself, right?

504
00:18:47,495 --> 00:18:48,739
I think that's really

505
00:18:48,739 --> 00:18:52,070
help clarify
the confusion.

506
00:18:52,070 --> 00:18:54,710
What exactly should I as

507
00:18:54,710 --> 00:18:57,770
an instructor to
ask Rama students?

508
00:18:57,770 --> 00:19:00,124
Because, I mean,
this is what,

509
00:19:00,124 --> 00:19:02,029
I guess from my
understanding,

510
00:19:02,029 --> 00:19:03,469
this is part of the
important learning

511
00:19:03,469 --> 00:19:05,045
asking about use it,

512
00:19:05,045 --> 00:19:09,590
use it from a
disciplinary contexts.

513
00:19:09,590 --> 00:19:12,050
So I think that's

514
00:19:12,050 --> 00:19:14,359
the perspective I
feel that is really

515
00:19:14,359 --> 00:19:17,630
valuable and I really
like to take away from

516
00:19:17,630 --> 00:19:19,084
my future collaboration

517
00:19:19,084 --> 00:19:22,549
with other faculty
colleagues.

518
00:19:22,549 --> 00:19:25,520
Nice, nice. So I'll

519
00:19:25,520 --> 00:19:28,069
just throw in
here that both of

520
00:19:28,069 --> 00:19:30,229
you mentioned not being

521
00:19:30,229 --> 00:19:33,214
necessarily an
expert in the topic.

522
00:19:33,214 --> 00:19:35,119
But I was a practitioner

523
00:19:35,119 --> 00:19:37,610
and I teach
nursing faculty,

524
00:19:37,610 --> 00:19:39,170
work with nursing
faculty and students.

525
00:19:39,170 --> 00:19:40,009
And I was a nurse

526
00:19:40,009 --> 00:19:41,599
before I went to
library school.

527
00:19:41,599 --> 00:19:43,580
But things change
so fast that

528
00:19:43,580 --> 00:19:45,289
my expertise is almost

529
00:19:45,289 --> 00:19:46,954
irrelevant. In some ways.

530
00:19:46,954 --> 00:19:47,960
I do have a little bit

531
00:19:47,960 --> 00:19:49,099
of an advantage because

532
00:19:49,099 --> 00:19:51,170
the terminology and
I've been working with

533
00:19:51,170 --> 00:19:53,449
nursing faculty for my
whole library career.

534
00:19:53,449 --> 00:19:55,985
But it is interesting
because you,

535
00:19:55,985 --> 00:19:58,039
if you blink, things
change, right?

536
00:19:58,039 --> 00:19:59,870
So even if the

537
00:19:59,870 --> 00:20:01,610
level of expertise
that you build,

538
00:20:01,610 --> 00:20:04,129
you lose it if you don't
keep adding to it.

539
00:20:04,129 --> 00:20:05,720
So I just wanted

540
00:20:05,720 --> 00:20:07,250
to throw that in
because I think that

541
00:20:07,250 --> 00:20:08,809
having that
beginner sort of

542
00:20:08,809 --> 00:20:10,895
beginner's mind and
beginner's perspective.

543
00:20:10,895 --> 00:20:14,119
And the word naive
isn't exactly right,

544
00:20:14,119 --> 00:20:17,000
But just having
that inquisitive,

545
00:20:17,000 --> 00:20:18,199
curious approach

546
00:20:18,199 --> 00:20:20,165
to why are you
doing it that way,

547
00:20:20,165 --> 00:20:23,330
I think is great
for anybody to,

548
00:20:23,330 --> 00:20:25,189
as you're developing
any kind of

549
00:20:25,189 --> 00:20:27,065
experience or
learning experience.

550
00:20:27,065 --> 00:20:28,144
So great.

551
00:20:28,144 --> 00:20:29,900
So the second question
is a little bit

552
00:20:29,900 --> 00:20:32,360
of a the backside of this.

553
00:20:32,360 --> 00:20:33,410
What might you like to

554
00:20:33,410 --> 00:20:35,539
do differently
next time when you

555
00:20:35,539 --> 00:20:37,280
participate in a
similar project

556
00:20:37,280 --> 00:20:38,749
or when you're
collaborating with

557
00:20:38,749 --> 00:20:42,050
faculty, you both muted.

558
00:20:42,050 --> 00:20:44,735
So somebody's gonna
chow, You're ready.

559
00:20:44,735 --> 00:20:46,520
Yeah, I'll speak.

560
00:20:46,520 --> 00:20:49,115
Just take turns
out about that.

561
00:20:49,115 --> 00:20:53,165
So I think what I would do

562
00:20:53,165 --> 00:20:56,134
differently if I ever

563
00:20:56,134 --> 00:20:57,620
a collaborate with
other faculty

564
00:20:57,620 --> 00:20:59,074
or even with crystal.

565
00:20:59,074 --> 00:21:01,490
Is that in addition

566
00:21:01,490 --> 00:21:03,169
to what the
program asks for,

567
00:21:03,169 --> 00:21:06,394
having a free
conversation,

568
00:21:06,394 --> 00:21:08,089
pre-program conversation

569
00:21:08,089 --> 00:21:09,350
with the faculty
as well as

570
00:21:09,350 --> 00:21:10,940
the breakout
rooms and you're

571
00:21:10,940 --> 00:21:13,444
in the program. I think I

572
00:21:13,444 --> 00:21:16,280
I prefer to talk to

573
00:21:16,280 --> 00:21:19,354
the faculty or talk to
the instructor more

574
00:21:19,354 --> 00:21:21,620
about their courses and

575
00:21:21,620 --> 00:21:23,719
maybe get some
materials from

576
00:21:23,719 --> 00:21:25,865
them to get more

577
00:21:25,865 --> 00:21:29,060
familiar or embedded
into the course itself,

578
00:21:29,060 --> 00:21:31,355
give myself more
experience as this,

579
00:21:31,355 --> 00:21:32,869
maybe as a student

580
00:21:32,869 --> 00:21:34,864
to understand what
the content is.

581
00:21:34,864 --> 00:21:37,805
And my perspective.

582
00:21:37,805 --> 00:21:40,445
As I mentioned
twice again,

583
00:21:40,445 --> 00:21:42,230
that I'm not quite

584
00:21:42,230 --> 00:21:44,419
familiar with what
she's going to teach.

585
00:21:44,419 --> 00:21:45,049
Right.

586
00:21:45,049 --> 00:21:46,760
And I think as

587
00:21:46,760 --> 00:21:48,919
information as an
information professional,

588
00:21:48,919 --> 00:21:53,510
I do want to get
more resources or

589
00:21:53,510 --> 00:21:55,039
understanding
of what kind of

590
00:21:55,039 --> 00:21:57,019
information
resource that she

591
00:21:57,019 --> 00:21:58,549
and her students
wouldn't need.

592
00:21:58,549 --> 00:22:00,304
For example, I
could talk to

593
00:22:00,304 --> 00:22:03,620
our government information
librarian about,

594
00:22:03,620 --> 00:22:07,565
hey, we have
some documents

595
00:22:07,565 --> 00:22:08,899
that I want to find.

596
00:22:08,899 --> 00:22:10,535
Where is the good
place to find?

597
00:22:10,535 --> 00:22:12,200
Because the
instructor, even if,

598
00:22:12,200 --> 00:22:13,789
even though they are

599
00:22:13,789 --> 00:22:14,824
the content experts and

600
00:22:14,824 --> 00:22:16,295
they know where
to find things,

601
00:22:16,295 --> 00:22:19,054
there may be
better resources

602
00:22:19,054 --> 00:22:21,529
from a information
professional perspective.

603
00:22:21,529 --> 00:22:27,089
So I guess to me
I want to have,

604
00:22:27,089 --> 00:22:29,890
I wanted to be
more prepared

605
00:22:29,890 --> 00:22:31,735
for this collaboration.

606
00:22:31,735 --> 00:22:34,255
Because granted,

607
00:22:34,255 --> 00:22:36,520
I felt that we had
a great experience.

608
00:22:36,520 --> 00:22:37,630
Both me and crystal,

609
00:22:37,630 --> 00:22:40,720
we had a great
experience developing

610
00:22:40,720 --> 00:22:42,430
this project and I

611
00:22:42,430 --> 00:22:44,635
think we achieved
a whole lot.

612
00:22:44,635 --> 00:22:47,829
But if I'm more
familiar with

613
00:22:47,829 --> 00:22:49,570
her project and I'm more

614
00:22:49,570 --> 00:22:51,699
prepared as information
perfect professional,

615
00:22:51,699 --> 00:22:53,589
I think we attack,
we can have

616
00:22:53,589 --> 00:22:56,755
even better
development for

617
00:22:56,755 --> 00:22:59,919
the information
literacy education.

618
00:22:59,919 --> 00:23:03,100
Guess. I'm trying to
be too hard on myself,

619
00:23:03,100 --> 00:23:06,920
but there is always
space for improvements.

620
00:23:10,950 --> 00:23:13,809
I think it's hard
to be too prepared,

621
00:23:13,809 --> 00:23:15,504
just as in so many things.

622
00:23:15,504 --> 00:23:18,259
Right. And tap
too much time.

623
00:23:18,510 --> 00:23:21,309
So Jason, how about you?

624
00:23:21,309 --> 00:23:24,220
So quickly before
I share my

625
00:23:24,220 --> 00:23:25,569
embarrassing what
I could have

626
00:23:25,569 --> 00:23:27,534
done better with
this project.

627
00:23:27,534 --> 00:23:28,960
Seeing some of
the comments pop

628
00:23:28,960 --> 00:23:29,409
up and some of

629
00:23:29,409 --> 00:23:30,280
the things that
we've talked about,

630
00:23:30,280 --> 00:23:31,959
I think maybe I'm

631
00:23:31,959 --> 00:23:32,859
jumping too far ahead,

632
00:23:32,859 --> 00:23:33,639
but I want to
get this out.

633
00:23:33,639 --> 00:23:35,739
What I'm thinking
about it is Don't

634
00:23:35,739 --> 00:23:38,139
let that a lot of
librarians, right?

635
00:23:38,139 --> 00:23:39,160
We don't have necessarily

636
00:23:39,160 --> 00:23:40,300
the disciplinary
expertise,

637
00:23:40,300 --> 00:23:42,100
but we have information
seeking experience,

638
00:23:42,100 --> 00:23:42,310
right?

639
00:23:42,310 --> 00:23:43,689
And so I think
look at these as

640
00:23:43,689 --> 00:23:46,030
opportunities to
collaborate with faculty.

641
00:23:46,030 --> 00:23:47,050
They're bringing

642
00:23:47,050 --> 00:23:48,474
that expertise
of the content.

643
00:23:48,474 --> 00:23:50,020
You're bringing
that Here's

644
00:23:50,020 --> 00:23:51,099
how people go and look for

645
00:23:51,099 --> 00:23:52,779
information or here's
how people who aren't

646
00:23:52,779 --> 00:23:54,680
content experts go about

647
00:23:54,680 --> 00:23:56,285
looking for information
and how you can

648
00:23:56,285 --> 00:23:57,499
combine your skills and

649
00:23:57,499 --> 00:23:58,370
go about that together.

650
00:23:58,370 --> 00:24:00,470
So I think that's probably
the big takeaway,

651
00:24:00,470 --> 00:24:03,769
is don't let that hinder
you when looking at

652
00:24:03,769 --> 00:24:05,029
potential collaborations

653
00:24:05,029 --> 00:24:07,609
because there's a lot of

654
00:24:07,609 --> 00:24:09,139
faculty don't

655
00:24:09,139 --> 00:24:10,640
have necessarily
that experience and

656
00:24:10,640 --> 00:24:12,259
creating projects

657
00:24:12,259 --> 00:24:14,134
of this scope
ahead of time.

658
00:24:14,134 --> 00:24:15,260
That's not
necessarily something

659
00:24:15,260 --> 00:24:17,059
every PhD program or

660
00:24:17,059 --> 00:24:20,074
professional program
prepares them for. Okay.

661
00:24:20,074 --> 00:24:21,649
But my what I
could've done better.

662
00:24:21,649 --> 00:24:22,910
So when Mary does

663
00:24:22,910 --> 00:24:23,780
sentence these questions,

664
00:24:23,780 --> 00:24:24,439
I was going through it.

665
00:24:24,439 --> 00:24:25,459
It was great
because it was

666
00:24:25,459 --> 00:24:28,040
a forced opportunity
to reflect on

667
00:24:28,040 --> 00:24:29,239
this process and what I

668
00:24:29,239 --> 00:24:31,099
realized somehow

669
00:24:31,099 --> 00:24:32,450
this escaping order
in this project.

670
00:24:32,450 --> 00:24:34,190
But there's a lot

671
00:24:34,190 --> 00:24:35,300
of potential
reasons for that.

672
00:24:35,300 --> 00:24:36,229
But mostly it's just

673
00:24:36,229 --> 00:24:37,459
me not doing the follow-up

674
00:24:37,459 --> 00:24:39,530
was going into
the classroom

675
00:24:39,530 --> 00:24:41,270
and seeing the
final project,

676
00:24:41,270 --> 00:24:43,640
final project that the
students put together.

677
00:24:43,640 --> 00:24:44,990
That's something
I routinely

678
00:24:44,990 --> 00:24:45,800
tried to do and I guess

679
00:24:45,800 --> 00:24:47,779
lecture if it's a
guest lectures,

680
00:24:47,779 --> 00:24:49,490
tight end to a
specific project

681
00:24:49,490 --> 00:24:50,974
or presentation

682
00:24:50,974 --> 00:24:52,159
or something at the
end of the class,

683
00:24:52,159 --> 00:24:53,270
I'll try to come
back and see

684
00:24:53,270 --> 00:24:54,350
those final products so

685
00:24:54,350 --> 00:24:56,104
that I can self-evaluate.

686
00:24:56,104 --> 00:24:57,439
Alright, How well did they

687
00:24:57,439 --> 00:24:59,645
implement what
we went over?

688
00:24:59,645 --> 00:25:01,040
What are areas
that may be I can

689
00:25:01,040 --> 00:25:02,689
refine or focus
on after seeing

690
00:25:02,689 --> 00:25:03,799
what students are
actually doing

691
00:25:03,799 --> 00:25:05,810
with the skills that
we try to impart them.

692
00:25:05,810 --> 00:25:08,630
And I didn't do that in
this in this program.

693
00:25:08,630 --> 00:25:10,444
And so I think that's
definitely something

694
00:25:10,444 --> 00:25:12,590
that I want to do with

695
00:25:12,590 --> 00:25:14,405
these faculty
is to go back

696
00:25:14,405 --> 00:25:17,239
and look at it and talk to

697
00:25:17,239 --> 00:25:18,499
them deeper and actually

698
00:25:18,499 --> 00:25:19,880
see for myself
like I don't like

699
00:25:19,880 --> 00:25:21,200
to just hear
from the faculty

700
00:25:21,200 --> 00:25:22,730
what their
perceptions are.

701
00:25:22,730 --> 00:25:25,939
And there's a lot of
value in me seeing it or

702
00:25:25,939 --> 00:25:27,619
hearing it from
myself and being

703
00:25:27,619 --> 00:25:29,359
able to identify.
Okay, great.

704
00:25:29,359 --> 00:25:30,950
I can see the
areas that were

705
00:25:30,950 --> 00:25:32,060
aligned and I can

706
00:25:32,060 --> 00:25:33,199
see areas that
weren't aligned.

707
00:25:33,199 --> 00:25:33,889
And so I think that's

708
00:25:33,889 --> 00:25:37,055
the big one that
I would do is

709
00:25:37,055 --> 00:25:38,074
make sure that I'm getting

710
00:25:38,074 --> 00:25:39,289
into that classroom
and kind of

711
00:25:39,289 --> 00:25:41,495
seeing and also seeing,

712
00:25:41,495 --> 00:25:44,180
it'd be great to see
how is the project,

713
00:25:44,180 --> 00:25:44,929
how the information that

714
00:25:44,929 --> 00:25:45,950
we've talked about through

715
00:25:45,950 --> 00:25:49,069
this ILC project being

716
00:25:49,069 --> 00:25:50,059
presented to the students

717
00:25:50,059 --> 00:25:50,809
because I know
that was some of

718
00:25:50,809 --> 00:25:52,490
the faculty
Reflections was

719
00:25:52,490 --> 00:25:54,530
we tried our hardest
to present it on.

720
00:25:54,530 --> 00:25:55,130
There are still some

721
00:25:55,130 --> 00:25:57,500
disconnect and I
know we've talked

722
00:25:57,500 --> 00:25:58,460
a lot about that in

723
00:25:58,460 --> 00:26:00,470
the group sessions
and everything,

724
00:26:00,470 --> 00:26:01,759
but how do you
explain to students,

725
00:26:01,759 --> 00:26:02,690
how do you model for them?

726
00:26:02,690 --> 00:26:03,695
How do you show it?

727
00:26:03,695 --> 00:26:05,120
But not being
there myself,

728
00:26:05,120 --> 00:26:06,559
It's hard to help

729
00:26:06,559 --> 00:26:08,179
faculty think about
how they could

730
00:26:08,179 --> 00:26:09,530
improve on that
because I don't

731
00:26:09,530 --> 00:26:10,609
exactly know how it

732
00:26:10,609 --> 00:26:11,599
was presented in
the classroom.

733
00:26:11,599 --> 00:26:12,469
I know how it's

734
00:26:12,469 --> 00:26:13,670
presented in
written materials,

735
00:26:13,670 --> 00:26:15,994
but I don't know how
it was presented

736
00:26:15,994 --> 00:26:18,169
verbally in the class.

737
00:26:18,169 --> 00:26:19,459
So I think those are
the areas that I

738
00:26:19,459 --> 00:26:21,020
would like to improve on.

739
00:26:21,020 --> 00:26:23,030
Yeah. Jason, can I

740
00:26:23,030 --> 00:26:24,964
ask a follow-up
question about that?

741
00:26:24,964 --> 00:26:28,144
How would you approach
a faculty member?

742
00:26:28,144 --> 00:26:30,140
About saying, can I

743
00:26:30,140 --> 00:26:32,119
come to that session
where you teach this?

744
00:26:32,119 --> 00:26:34,999
Do you think that
would be problematic

745
00:26:34,999 --> 00:26:36,380
in any way or how would

746
00:26:36,380 --> 00:26:38,810
you how would
you judge that?

747
00:26:38,810 --> 00:26:41,029
Mean for me, I would just

748
00:26:41,029 --> 00:26:43,279
I would just be
upfront about it.

749
00:26:43,279 --> 00:26:45,320
Honestly, I remember
the first time

750
00:26:45,320 --> 00:26:47,000
I asked about would

751
00:26:47,000 --> 00:26:50,150
it be a very
self-deprecating?

752
00:26:50,150 --> 00:26:51,589
Would it be okay
if I came and

753
00:26:51,589 --> 00:26:53,614
saw the student's
final presentations?

754
00:26:53,614 --> 00:26:55,670
And I was nervous about

755
00:26:55,670 --> 00:26:56,720
asking about that
the first time

756
00:26:56,720 --> 00:26:57,979
I tried that approach.

757
00:26:57,979 --> 00:26:59,915
And the faculty member
responded like,

758
00:26:59,915 --> 00:27:01,580
oh my gosh, yes, that
would be amazing.

759
00:27:01,580 --> 00:27:02,449
Like nobody wants to

760
00:27:02,449 --> 00:27:03,275
come and see these things.

761
00:27:03,275 --> 00:27:05,479
Like nobody other
than the person who's

762
00:27:05,479 --> 00:27:07,910
teaching and the students
ever come to CDs.

763
00:27:07,910 --> 00:27:11,344
And so I think
it shows fuller,

764
00:27:11,344 --> 00:27:12,500
deeper commitment to

765
00:27:12,500 --> 00:27:14,720
the students
into that class.

766
00:27:14,720 --> 00:27:17,000
And times when I
have done that,

767
00:27:17,000 --> 00:27:18,425
it has resulted in

768
00:27:18,425 --> 00:27:20,480
usually stronger
collaborations.

769
00:27:20,480 --> 00:27:22,610
Because we can debrief
afterwards and we can

770
00:27:22,610 --> 00:27:25,594
both talk about what
they saw, what I saw.

771
00:27:25,594 --> 00:27:27,530
Sometimes that means
adding more time

772
00:27:27,530 --> 00:27:29,090
to this session and
sometimes it means

773
00:27:29,090 --> 00:27:30,739
adding better

774
00:27:30,739 --> 00:27:32,180
active engagement
with those sessions.

775
00:27:32,180 --> 00:27:34,730
So I think the worst
are going to say is No,

776
00:27:34,730 --> 00:27:36,440
I don't think that
would be appropriate.

777
00:27:36,440 --> 00:27:38,075
But generally, I mean,

778
00:27:38,075 --> 00:27:40,714
because you're not
there to evaluate them,

779
00:27:40,714 --> 00:27:42,605
you're there to
help the students.

780
00:27:42,605 --> 00:27:43,699
I think you're showing,

781
00:27:43,699 --> 00:27:46,909
you're demonstrating
that you are vested

782
00:27:46,909 --> 00:27:48,499
and you're interested
in helping

783
00:27:48,499 --> 00:27:50,299
the students get that
best experience.

784
00:27:50,299 --> 00:27:51,064
Yeah.

785
00:27:51,064 --> 00:27:53,069
Great point.

786
00:27:53,950 --> 00:27:55,910
Okay.

787
00:27:55,910 --> 00:27:57,350
Our third question.

788
00:27:57,350 --> 00:27:59,149
You both touched on
this a little bit.

789
00:27:59,149 --> 00:28:00,320
How's the experience with

790
00:28:00,320 --> 00:28:03,244
the CLC project and
your faculty partner

791
00:28:03,244 --> 00:28:05,780
provided any different
perspectives on

792
00:28:05,780 --> 00:28:08,435
working collaboratively
with instructors?

793
00:28:08,435 --> 00:28:09,950
And if it has, Could you

794
00:28:09,950 --> 00:28:12,020
describe the
before and after?

795
00:28:12,020 --> 00:28:13,189
So what did you gain

796
00:28:13,189 --> 00:28:19,085
from that scenario? Yeah.

797
00:28:19,085 --> 00:28:20,989
Great question. So I mean,

798
00:28:20,989 --> 00:28:22,594
I think again,
coming back to that,

799
00:28:22,594 --> 00:28:24,259
having worked
previously with

800
00:28:24,259 --> 00:28:27,319
faculty through full
course developments,

801
00:28:27,319 --> 00:28:30,605
I think the biggest
difference and working

802
00:28:30,605 --> 00:28:33,710
on the CALC project
was that focus

803
00:28:33,710 --> 00:28:35,510
on a very specific project

804
00:28:35,510 --> 00:28:37,429
or assignment and
kind of tying that

805
00:28:37,429 --> 00:28:39,139
very intentionally
and the use of

806
00:28:39,139 --> 00:28:41,959
information throughout
the course.

807
00:28:41,959 --> 00:28:45,200
So I think it's
another tool that's

808
00:28:45,200 --> 00:28:48,605
another service or
product that we can,

809
00:28:48,605 --> 00:28:49,954
or that I can throw in

810
00:28:49,954 --> 00:28:52,190
when we're talking to
faculty about areas

811
00:28:52,190 --> 00:28:56,824
that potential
collaborations between

812
00:28:56,824 --> 00:28:59,239
myself or other librarians

813
00:28:59,239 --> 00:29:03,155
and faculty that
are in the program.

814
00:29:03,155 --> 00:29:05,719
I think that's
the biggest one.

815
00:29:05,719 --> 00:29:07,609
Looking back at my
notes to make sure,

816
00:29:07,609 --> 00:29:09,859
but I think that
was the biggest

817
00:29:09,859 --> 00:29:12,410
is I don't know they
would differently.

818
00:29:12,410 --> 00:29:14,224
I think it's just another

819
00:29:14,224 --> 00:29:16,429
option to get to faculty.

820
00:29:16,429 --> 00:29:17,735
So, you know,

821
00:29:17,735 --> 00:29:19,369
especially I think
in classes where

822
00:29:19,369 --> 00:29:21,199
maybe I'm already involved

823
00:29:21,199 --> 00:29:23,284
through guest lectures

824
00:29:23,284 --> 00:29:25,069
or other collaborations.

825
00:29:25,069 --> 00:29:26,525
That your
opportunity to maybe

826
00:29:26,525 --> 00:29:28,340
increase that
collaboration by saying,

827
00:29:28,340 --> 00:29:29,989
Hey, I've had this
experience working with

828
00:29:29,989 --> 00:29:31,879
these other faculty
on this project.

829
00:29:31,879 --> 00:29:33,679
Is this something that
you'd be interested in

830
00:29:33,679 --> 00:29:35,360
sitting down
and looking at?

831
00:29:35,360 --> 00:29:37,235
So I think it's more
of an expansion

832
00:29:37,235 --> 00:29:38,570
of my mindset in terms

833
00:29:38,570 --> 00:29:40,279
of things that
I can offer.

834
00:29:40,279 --> 00:29:41,285
You know, I don't,

835
00:29:41,285 --> 00:29:43,325
I don't like to approach
faculty and say,

836
00:29:43,325 --> 00:29:45,425
I can make your
class better.

837
00:29:45,425 --> 00:29:47,179
I like to approach
them and say,

838
00:29:47,179 --> 00:29:49,340
what are issues
that you're having

839
00:29:49,340 --> 00:29:50,599
with your course and

840
00:29:50,599 --> 00:29:52,609
students and tons of
information seeking.

841
00:29:52,609 --> 00:29:53,899
I think this is

842
00:29:53,899 --> 00:29:54,769
just another example of

843
00:29:54,769 --> 00:29:55,910
the kind of be
able to draw on

844
00:29:55,910 --> 00:29:57,830
based off of what
you hear back from

845
00:29:57,830 --> 00:29:59,209
this faculty in terms of

846
00:29:59,209 --> 00:30:00,985
what areas are they
identifying it as,

847
00:30:00,985 --> 00:30:02,989
maybe areas of
need because

848
00:30:02,989 --> 00:30:04,699
I love collaborating,

849
00:30:04,699 --> 00:30:06,800
but it takes multiple
parties to collaborate.

850
00:30:06,800 --> 00:30:08,480
So faculty members,

851
00:30:08,480 --> 00:30:09,770
I interested or
not interested,

852
00:30:09,770 --> 00:30:11,794
and I think that's
just that's great.

853
00:30:11,794 --> 00:30:12,140
All right.

854
00:30:12,140 --> 00:30:13,580
And we'll move
on and spend

855
00:30:13,580 --> 00:30:15,619
my efforts with someone
who is interested.

856
00:30:15,619 --> 00:30:17,210
So I think it's just

857
00:30:17,210 --> 00:30:18,379
another opportunity
in there,

858
00:30:18,379 --> 00:30:21,694
the area to maybe
highlight. Nice.

859
00:30:21,694 --> 00:30:23,884
How about you?

860
00:30:23,884 --> 00:30:26,509
Yeah. Before I answer
your question,

861
00:30:26,509 --> 00:30:27,679
I also want to go back to

862
00:30:27,679 --> 00:30:29,209
the expert because I

863
00:30:29,209 --> 00:30:31,429
saw a lot of discussions
in the chat.

864
00:30:31,429 --> 00:30:34,879
I buy a binomial
is I want to

865
00:30:34,879 --> 00:30:38,210
be an expert in
forensic anthropology,

866
00:30:38,210 --> 00:30:40,775
I'm sorry, forensic
entomologists.

867
00:30:40,775 --> 00:30:43,895
But what I want to

868
00:30:43,895 --> 00:30:47,750
express was that
I not I don't,

869
00:30:47,750 --> 00:30:49,444
I didn't fill adequate as

870
00:30:49,444 --> 00:30:51,349
information
professional to find

871
00:30:51,349 --> 00:30:53,749
information for
that course

872
00:30:53,749 --> 00:30:55,640
because it
involved a lot of

873
00:30:55,640 --> 00:30:58,534
like government
documents or

874
00:30:58,534 --> 00:31:00,020
record, that
kind of thing.

875
00:31:00,020 --> 00:31:01,609
So I I really

876
00:31:01,609 --> 00:31:03,559
have no idea where
to find those.

877
00:31:03,559 --> 00:31:04,850
I'm familiar with what

878
00:31:04,850 --> 00:31:06,380
besides that kind
of like database,

879
00:31:06,380 --> 00:31:07,700
I know how to do a search.

880
00:31:07,700 --> 00:31:09,200
That's all
alphas are done.

881
00:31:09,200 --> 00:31:12,185
But in terms of the
project was like,

882
00:31:12,185 --> 00:31:14,030
Oh, sorry, I, I'm

883
00:31:14,030 --> 00:31:15,890
not sure where to find
your information.

884
00:31:15,890 --> 00:31:17,779
So that's where I said.

885
00:31:17,779 --> 00:31:19,070
I said that I was not

886
00:31:19,070 --> 00:31:22,019
quite familiar
with the content.

887
00:31:24,070 --> 00:31:27,395
But in terms of

888
00:31:27,395 --> 00:31:29,565
differences that

889
00:31:29,565 --> 00:31:31,175
would affect my
own practice.

890
00:31:31,175 --> 00:31:33,694
I think this is quite

891
00:31:33,694 --> 00:31:36,320
illumination for
me about what

892
00:31:36,320 --> 00:31:38,674
we usually call
embedded teaching.

893
00:31:38,674 --> 00:31:40,249
So we always call

894
00:31:40,249 --> 00:31:40,940
ourselves like

895
00:31:40,940 --> 00:31:42,739
the one shots
embedded teaching,

896
00:31:42,739 --> 00:31:44,135
information literacy,

897
00:31:44,135 --> 00:31:47,749
like lecture in
a course, right?

898
00:31:47,749 --> 00:31:49,415
So usually, I mean,

899
00:31:49,415 --> 00:31:50,690
I'm not, I'm not

900
00:31:50,690 --> 00:31:52,430
going to generalize
to everybody,

901
00:31:52,430 --> 00:31:53,824
but what I usually do

902
00:31:53,824 --> 00:31:55,790
is that I receive
this request

903
00:31:55,790 --> 00:31:57,349
from a faculty
member and I

904
00:31:57,349 --> 00:31:59,359
asked them what do
you want, right?

905
00:31:59,359 --> 00:32:03,260
So database talking to

906
00:32:03,260 --> 00:32:05,764
library resources
like databases, like.

907
00:32:05,764 --> 00:32:07,985
Information literacy,
how to do a search

908
00:32:07,985 --> 00:32:09,409
or talking about

909
00:32:09,409 --> 00:32:11,644
citation management,
doing a workshop.

910
00:32:11,644 --> 00:32:13,640
So I asked them and

911
00:32:13,640 --> 00:32:17,150
then I just teach

912
00:32:17,150 --> 00:32:19,159
discipline about
the skills,

913
00:32:19,159 --> 00:32:22,625
what they debase, you
should use, what,

914
00:32:22,625 --> 00:32:24,200
how you should
do a search,

915
00:32:24,200 --> 00:32:25,834
and how you can use

916
00:32:25,834 --> 00:32:27,755
a citation management
tool, right?

917
00:32:27,755 --> 00:32:29,869
So that's usually
what I do.

918
00:32:29,869 --> 00:32:31,354
But after this, I

919
00:32:31,354 --> 00:32:33,080
kinda have a
different mindset

920
00:32:33,080 --> 00:32:34,580
about embedded teaching is

921
00:32:34,580 --> 00:32:37,055
more about inspiration.

922
00:32:37,055 --> 00:32:40,760
In addition to being

923
00:32:40,760 --> 00:32:43,249
a side job like
teaching students,

924
00:32:43,249 --> 00:32:46,609
because this is the
time that you ask

925
00:32:46,609 --> 00:32:48,199
permission
professional can help

926
00:32:48,199 --> 00:32:50,555
students to know,

927
00:32:50,555 --> 00:32:52,355
to evaluate the
information,

928
00:32:52,355 --> 00:32:54,200
and more importantly to

929
00:32:54,200 --> 00:32:56,779
reason with the
information.

930
00:32:56,779 --> 00:33:00,845
So that's basically
what they need to do.

931
00:33:00,845 --> 00:33:03,094
They need to find the
information and then

932
00:33:03,094 --> 00:33:04,849
students need to use

933
00:33:04,849 --> 00:33:06,559
the information
in some way.

934
00:33:06,559 --> 00:33:10,714
And knowing the database

935
00:33:10,714 --> 00:33:12,439
is important and it's

936
00:33:12,439 --> 00:33:14,899
absolutely something
we need to teach them.

937
00:33:14,899 --> 00:33:20,209
But the behind
story of how

938
00:33:20,209 --> 00:33:22,910
about after you find
the information is

939
00:33:22,910 --> 00:33:24,079
something that

940
00:33:24,079 --> 00:33:26,150
we've worked with
an instructor,

941
00:33:26,150 --> 00:33:29,525
we can achieve
together, right?

942
00:33:29,525 --> 00:33:33,379
So I think this
integration

943
00:33:33,379 --> 00:33:36,500
of information literacy
into the course

944
00:33:36,500 --> 00:33:39,559
is something that I'm
going to try more

945
00:33:39,559 --> 00:33:41,915
often in my collaboration

946
00:33:41,915 --> 00:33:44,359
with faculty and
instructors.

947
00:33:44,359 --> 00:33:47,865
In addition to the
embedded teaching,

948
00:33:47,865 --> 00:33:49,310
a guest lecture that I am

949
00:33:49,310 --> 00:33:51,900
going to get
in the future.

950
00:33:52,300 --> 00:33:54,769
That's a great
intention to

951
00:33:54,769 --> 00:33:56,569
have, I think, tipped.

952
00:33:56,569 --> 00:33:58,190
Think of that as you're

953
00:33:58,190 --> 00:34:02,099
approaching work with
that faculty member.

954
00:34:04,690 --> 00:34:07,099
So the next question is a

955
00:34:07,099 --> 00:34:08,884
little bit different
and it is,

956
00:34:08,884 --> 00:34:10,759
what did you learn
from working

957
00:34:10,759 --> 00:34:12,739
with the librarians
in this project?

958
00:34:12,739 --> 00:34:14,420
The other librarians who

959
00:34:14,420 --> 00:34:17,279
teach at other
institutions.

960
00:34:18,460 --> 00:34:24,109
Okay, I think I'll
circle back to serve me.

961
00:34:24,109 --> 00:34:26,120
I'm going to be really
general about this

962
00:34:26,120 --> 00:34:29,315
because at the time 2020,

963
00:34:29,315 --> 00:34:32,899
I was my beginning

964
00:34:32,899 --> 00:34:35,944
of my third year
into librarianship.

965
00:34:35,944 --> 00:34:38,569
So I was completely,
not completely,

966
00:34:38,569 --> 00:34:41,809
but somewhat a
newbie librarian.

967
00:34:41,809 --> 00:34:45,064
And I'm trying to figure
out what I should

968
00:34:45,064 --> 00:34:48,649
do and get more
familiar with the area.

969
00:34:48,649 --> 00:34:51,829
So it wasn't a great
opportunity to get,

970
00:34:51,829 --> 00:34:56,164
to know a lot
of colleagues,

971
00:34:56,164 --> 00:34:57,845
library and
colleagues from

972
00:34:57,845 --> 00:35:00,335
other institutions to have

973
00:35:00,335 --> 00:35:02,570
an understanding
of what is in

974
00:35:02,570 --> 00:35:05,824
the field and
what difference.

975
00:35:05,824 --> 00:35:07,940
Or they're indifferent
institutions

976
00:35:07,940 --> 00:35:10,204
because I only have to
produce perspective.

977
00:35:10,204 --> 00:35:12,259
I mentioned that I

978
00:35:12,259 --> 00:35:13,684
was trained as a
plant biologist.

979
00:35:13,684 --> 00:35:16,025
I actually was trained
as a plant biologist.

980
00:35:16,025 --> 00:35:18,020
I have made my PhD
in plant biology.

981
00:35:18,020 --> 00:35:20,939
I don't have a
library degree.

982
00:35:21,160 --> 00:35:24,349
This was a great
experience

983
00:35:24,349 --> 00:35:26,539
knowing what's
out there for

984
00:35:26,539 --> 00:35:29,149
librarianship and having
myself to be more

985
00:35:29,149 --> 00:35:32,480
comfortable as
a librarian.

986
00:35:32,480 --> 00:35:34,970
Also. I do want to

987
00:35:34,970 --> 00:35:40,565
mention that because
this is some more,

988
00:35:40,565 --> 00:35:42,529
this is a
multidisciplinary

989
00:35:42,529 --> 00:35:44,465
project kinda thing

990
00:35:44,465 --> 00:35:45,859
we worked with,

991
00:35:45,859 --> 00:35:48,200
kinda within our
disciplines.

992
00:35:48,200 --> 00:35:51,530
But Lebron's are from
different disciplines.

993
00:35:51,530 --> 00:35:55,160
So it was great experience
getting to know

994
00:35:55,160 --> 00:35:56,270
colleagues and getting to

995
00:35:56,270 --> 00:35:58,909
know different
institutional knees,

996
00:35:58,909 --> 00:36:00,320
as well as getting

997
00:36:00,320 --> 00:36:01,580
to know different
disciplines,

998
00:36:01,580 --> 00:36:04,729
how different
disciplines hop,

999
00:36:04,729 --> 00:36:06,020
different perspective,

1000
00:36:06,020 --> 00:36:07,264
the needs for information.

1001
00:36:07,264 --> 00:36:13,520
So I think this experience
made me a better,

1002
00:36:13,520 --> 00:36:15,864
I guess, more
comprehensive lover here.

1003
00:36:15,864 --> 00:36:17,634
Nice.

1004
00:36:17,634 --> 00:36:20,045
How about you, Jason?

1005
00:36:20,045 --> 00:36:23,150
I'm going to echo a lot
of what Charles says,

1006
00:36:23,150 --> 00:36:25,684
even though I am
trained as a librarian.

1007
00:36:25,684 --> 00:36:29,194
But it was, it was cool
to come in and see.

1008
00:36:29,194 --> 00:36:31,159
There's just not that many

1009
00:36:31,159 --> 00:36:32,869
opportunities unless
you're really

1010
00:36:32,869 --> 00:36:36,110
intentional about working
with librarians and

1011
00:36:36,110 --> 00:36:38,630
other universities on kind

1012
00:36:38,630 --> 00:36:40,715
of a more of a
longitudinal process.

1013
00:36:40,715 --> 00:36:42,079
You can go to
conferences and

1014
00:36:42,079 --> 00:36:43,310
you can engage with

1015
00:36:43,310 --> 00:36:44,480
people and maybe
you start up

1016
00:36:44,480 --> 00:36:45,410
a research collaboration

1017
00:36:45,410 --> 00:36:46,130
or something like that.

1018
00:36:46,130 --> 00:36:49,220
But there's not that
same level of debriefing

1019
00:36:49,220 --> 00:36:50,870
as a group that was
going on and it

1020
00:36:50,870 --> 00:36:53,285
was just really
cool to hear.

1021
00:36:53,285 --> 00:36:55,370
We all have, like
you can't talk to

1022
00:36:55,370 --> 00:36:56,509
unearth like
every institution

1023
00:36:56,509 --> 00:36:57,260
has their own culture,

1024
00:36:57,260 --> 00:36:58,549
their own way of
doing things.

1025
00:36:58,549 --> 00:36:59,854
They like to hear,

1026
00:36:59,854 --> 00:37:01,009
things that
other people are

1027
00:37:01,009 --> 00:37:02,330
doing that maybe they
take for granted

1028
00:37:02,330 --> 00:37:02,869
because that's just

1029
00:37:02,869 --> 00:37:04,110
the way they've
always done.

1030
00:37:04,110 --> 00:37:05,300
Since I haven't thought

1031
00:37:05,300 --> 00:37:07,024
about that
perspective before.

1032
00:37:07,024 --> 00:37:08,990
It was really cool to
see and everything,

1033
00:37:08,990 --> 00:37:10,249
especially with
this program,

1034
00:37:10,249 --> 00:37:11,899
because it seemed like

1035
00:37:11,899 --> 00:37:14,479
this might have been
the first time a lot of

1036
00:37:14,479 --> 00:37:16,430
other librarians had
that opportunity

1037
00:37:16,430 --> 00:37:18,739
to work so deeply with

1038
00:37:18,739 --> 00:37:21,440
faculty on a
course redesign

1039
00:37:21,440 --> 00:37:23,629
or a project redesign
within a course.

1040
00:37:23,629 --> 00:37:24,890
So it wasn't just.

1041
00:37:24,890 --> 00:37:26,779
Coming in and doing your
librarianship thing.

1042
00:37:26,779 --> 00:37:28,654
It was really kinda being

1043
00:37:28,654 --> 00:37:30,469
active collaborators or

1044
00:37:30,469 --> 00:37:33,710
co-designers at
Purdue, right?

1045
00:37:33,710 --> 00:37:34,654
We have this program

1046
00:37:34,654 --> 00:37:35,719
I've alluded
to a couple of

1047
00:37:35,719 --> 00:37:37,970
times and I think it's
great that we have it,

1048
00:37:37,970 --> 00:37:40,594
but it stopped
seeming you.

1049
00:37:40,594 --> 00:37:43,130
If you do it enough
semesters, it's,

1050
00:37:43,130 --> 00:37:44,630
that sounds horrible
because it's

1051
00:37:44,630 --> 00:37:45,710
a great opportunity to

1052
00:37:45,710 --> 00:37:46,820
really engage
with faculty.

1053
00:37:46,820 --> 00:37:47,539
But I think you can lose

1054
00:37:47,539 --> 00:37:48,739
that perspective
sometimes when

1055
00:37:48,739 --> 00:37:51,080
you have done something
so many times,

1056
00:37:51,080 --> 00:37:52,129
it just seems like, okay,

1057
00:37:52,129 --> 00:37:52,759
this is the thing that

1058
00:37:52,759 --> 00:37:54,080
we're doing this semester.

1059
00:37:54,080 --> 00:37:54,860
And you go through,

1060
00:37:54,860 --> 00:37:55,939
but being part of
the program kind

1061
00:37:55,939 --> 00:37:57,769
of refresh that
energy, I think.

1062
00:37:57,769 --> 00:37:59,104
And it kind of
seems like this

1063
00:37:59,104 --> 00:38:00,679
is really a great
experience.

1064
00:38:00,679 --> 00:38:01,699
And I'm so glad that

1065
00:38:01,699 --> 00:38:02,809
there was this
opportunity for

1066
00:38:02,809 --> 00:38:04,699
three institutions to come

1067
00:38:04,699 --> 00:38:06,770
together to kind
of go through,

1068
00:38:06,770 --> 00:38:08,119
through doing
during this process

1069
00:38:08,119 --> 00:38:09,829
together and
kind of seeing.

1070
00:38:09,829 --> 00:38:11,629
It's great if it
works at one place,

1071
00:38:11,629 --> 00:38:12,739
but how's it worked
before trying

1072
00:38:12,739 --> 00:38:13,790
it at multiple places

1073
00:38:13,790 --> 00:38:15,199
where not only
the libraries

1074
00:38:15,199 --> 00:38:16,100
have different
cultures and

1075
00:38:16,100 --> 00:38:16,879
ways of doing things,

1076
00:38:16,879 --> 00:38:19,999
but you can within a
college or university,

1077
00:38:19,999 --> 00:38:20,780
each department has

1078
00:38:20,780 --> 00:38:21,620
different ways
of doing it.

1079
00:38:21,620 --> 00:38:23,449
So we were able to
get so much exposure

1080
00:38:23,449 --> 00:38:25,550
to so many different
disciplines,

1081
00:38:25,550 --> 00:38:27,439
different philosophies
and cultures of

1082
00:38:27,439 --> 00:38:29,480
using information
and to kinda,

1083
00:38:29,480 --> 00:38:31,640
I rarely wanted
to share during

1084
00:38:31,640 --> 00:38:34,220
our debrief sessions every

1085
00:38:34,220 --> 00:38:35,599
every time because
I just wanted

1086
00:38:35,599 --> 00:38:37,070
to hear what other
people had to say.

1087
00:38:37,070 --> 00:38:38,644
I was like, I don't care
what I have to say.

1088
00:38:38,644 --> 00:38:39,229
That's fine.

1089
00:38:39,229 --> 00:38:40,399
Like I'm gonna be
selfishly. I want to

1090
00:38:40,399 --> 00:38:42,110
hear what they
have to say.

1091
00:38:42,110 --> 00:38:44,810
I can kind of think
through things that they

1092
00:38:44,810 --> 00:38:45,709
discovered that I could

1093
00:38:45,709 --> 00:38:48,960
implement my own practice.

1094
00:38:49,030 --> 00:38:51,590
Nice to two really

1095
00:38:51,590 --> 00:38:53,855
different answers,
That's really great.

1096
00:38:53,855 --> 00:38:55,969
Yeah, I will echo that.

1097
00:38:55,969 --> 00:38:58,100
My participation
and impact only

1098
00:38:58,100 --> 00:39:02,089
became like I loved it
when I was doing it,

1099
00:39:02,089 --> 00:39:03,230
but when I
wasn't doing it,

1100
00:39:03,230 --> 00:39:06,049
I really understood
how rich it was and

1101
00:39:06,049 --> 00:39:07,520
how much it had
shaped me as

1102
00:39:07,520 --> 00:39:10,379
a teacher, a
teacher librarian.

1103
00:39:10,660 --> 00:39:15,050
So those are the
other question,

1104
00:39:15,050 --> 00:39:16,610
the questions that
I had prepared,

1105
00:39:16,610 --> 00:39:17,690
I don't know if
either one of you

1106
00:39:17,690 --> 00:39:18,799
have questions
you'd like to

1107
00:39:18,799 --> 00:39:21,499
throw out or if
our audience,

1108
00:39:21,499 --> 00:39:22,640
I do see that there's

1109
00:39:22,640 --> 00:39:24,769
a little red dot
near the Q and a,

1110
00:39:24,769 --> 00:39:28,594
so I can ask

1111
00:39:28,594 --> 00:39:30,919
those questions
unless either one

1112
00:39:30,919 --> 00:39:32,044
of you has something
you want to

1113
00:39:32,044 --> 00:39:33,935
toss into the discussion.

1114
00:39:33,935 --> 00:39:35,599
Sounds great.

1115
00:39:35,599 --> 00:39:36,979
Okay.

1116
00:39:36,979 --> 00:39:39,274
So the first question is,

1117
00:39:39,274 --> 00:39:42,260
Any ideas for
marketing or promoting

1118
00:39:42,260 --> 00:39:45,245
your work to make inroads
with other faculty.

1119
00:39:45,245 --> 00:39:49,175
And you sort of
alluded to this Jason.

1120
00:39:49,175 --> 00:39:51,160
And I'll just say, I,

1121
00:39:51,160 --> 00:39:52,639
I'm really shameless about

1122
00:39:52,639 --> 00:39:54,155
saying to the faculty
that I worked with.

1123
00:39:54,155 --> 00:39:55,580
Oh, that was helpful.

1124
00:39:55,580 --> 00:39:57,830
Feel free to mention
it to other folks in

1125
00:39:57,830 --> 00:39:58,639
your department if you

1126
00:39:58,639 --> 00:40:00,380
think it could help them.

1127
00:40:00,380 --> 00:40:03,660
So I use them as
my champions.

1128
00:40:06,220 --> 00:40:08,600
I think if I invite you to

1129
00:40:08,600 --> 00:40:10,039
the stage, that'll
be you, Rachel,

1130
00:40:10,039 --> 00:40:11,570
not just testing

1131
00:40:11,570 --> 00:40:12,650
if you want to
stick your hand up

1132
00:40:12,650 --> 00:40:14,090
and ask the question

1133
00:40:14,090 --> 00:40:15,634
you're more than
welcome to.

1134
00:40:15,634 --> 00:40:18,199
But do you have any
either of you have

1135
00:40:18,199 --> 00:40:21,815
ideas for promoting or
marketing to faculty?

1136
00:40:21,815 --> 00:40:24,289
Yeah, I think so.

1137
00:40:24,289 --> 00:40:25,880
I mean, the first one
array and you said

1138
00:40:25,880 --> 00:40:28,819
exactly what I rely on
a lot, which is right,

1139
00:40:28,819 --> 00:40:31,279
that word of
mouth marketing

1140
00:40:31,279 --> 00:40:32,930
where faculty will talk to

1141
00:40:32,930 --> 00:40:35,059
other faculty about
ways that I've

1142
00:40:35,059 --> 00:40:36,140
collaborated with them and

1143
00:40:36,140 --> 00:40:37,279
the experiences
that they have.

1144
00:40:37,279 --> 00:40:38,359
I think that's always

1145
00:40:38,359 --> 00:40:39,439
the best when
it can happen

1146
00:40:39,439 --> 00:40:41,690
because then it's
not coming from you,

1147
00:40:41,690 --> 00:40:43,489
it's coming from, from
another colleague of

1148
00:40:43,489 --> 00:40:45,769
there's a lot

1149
00:40:45,769 --> 00:40:47,090
of particularly research
collaborations.

1150
00:40:47,090 --> 00:40:48,620
I got a lot of my
collaborations that

1151
00:40:48,620 --> 00:40:51,604
way to the point where
I actually don't act.

1152
00:40:51,604 --> 00:40:53,989
Market certain
services like

1153
00:40:53,989 --> 00:40:56,569
systematic reviews
anymore because there's

1154
00:40:56,569 --> 00:40:57,860
so much word of mouth

1155
00:40:57,860 --> 00:40:59,719
going on that
I'm barely can

1156
00:40:59,719 --> 00:41:01,219
keep up with the kind

1157
00:41:01,219 --> 00:41:02,899
of personal referrals
and that area.

1158
00:41:02,899 --> 00:41:04,955
But in terms of teaching,

1159
00:41:04,955 --> 00:41:06,934
word of mouth
is a big one.

1160
00:41:06,934 --> 00:41:09,139
Also think if you have
the opportunity to

1161
00:41:09,139 --> 00:41:11,719
go to faculty or
department meetings,

1162
00:41:11,719 --> 00:41:13,849
you can highlight
those and I think

1163
00:41:13,849 --> 00:41:15,049
it's it's nicely you can

1164
00:41:15,049 --> 00:41:16,520
name drop maybe
like, Oh, you know,

1165
00:41:16,520 --> 00:41:18,139
when I've worked with
Dr. so-and-so on

1166
00:41:18,139 --> 00:41:20,405
this project and
it shows again,

1167
00:41:20,405 --> 00:41:22,010
you are establishing

1168
00:41:22,010 --> 00:41:24,514
that credibility
perhaps in their eyes.

1169
00:41:24,514 --> 00:41:25,969
This isn't a new thing.

1170
00:41:25,969 --> 00:41:26,719
I've already done this.

1171
00:41:26,719 --> 00:41:28,340
I've I've worked
with someone and

1172
00:41:28,340 --> 00:41:29,509
you could follow up
with them if you

1173
00:41:29,509 --> 00:41:31,239
had questions about it.

1174
00:41:31,239 --> 00:41:33,919
Then the last
one that I use,

1175
00:41:33,919 --> 00:41:37,310
there is a professional
conference for

1176
00:41:37,310 --> 00:41:40,654
colleges of pharmacy
that I'm a member of.

1177
00:41:40,654 --> 00:41:43,084
And so I go to
that conference.

1178
00:41:43,084 --> 00:41:44,840
I attended sessions
that are presented by

1179
00:41:44,840 --> 00:41:46,880
faculty from Purdue and

1180
00:41:46,880 --> 00:41:48,079
I'll go and talk
to them afterwards

1181
00:41:48,079 --> 00:41:49,609
about what I heard

1182
00:41:49,609 --> 00:41:51,560
during their session
on what's going on.

1183
00:41:51,560 --> 00:41:53,495
And then this actually

1184
00:41:53,495 --> 00:41:56,299
coming week and a
half now will be

1185
00:41:56,299 --> 00:41:57,800
presenting as part of

1186
00:41:57,800 --> 00:41:59,059
panel at that conference

1187
00:41:59,059 --> 00:42:00,439
on librarian and

1188
00:42:00,439 --> 00:42:02,630
pharmacy faculty
collaborations,

1189
00:42:02,630 --> 00:42:04,039
where I'll be
highlighting actually

1190
00:42:04,039 --> 00:42:06,319
this project is the
unique thing that we

1191
00:42:06,319 --> 00:42:07,280
were doing at Purdue

1192
00:42:07,280 --> 00:42:08,299
in terms of collaborating

1193
00:42:08,299 --> 00:42:10,370
between librarians
and faculty.

1194
00:42:10,370 --> 00:42:11,389
And so I'm
hoping that that

1195
00:42:11,389 --> 00:42:13,039
will also generate

1196
00:42:13,039 --> 00:42:15,019
potential interests

1197
00:42:15,019 --> 00:42:16,910
in the wider
librarianship,

1198
00:42:16,910 --> 00:42:19,354
but also with my
faculty at Purdue.

1199
00:42:19,354 --> 00:42:21,035
Nice.

1200
00:42:21,035 --> 00:42:22,669
Yeah.

1201
00:42:22,669 --> 00:42:23,719
Go ahead.

1202
00:42:23,719 --> 00:42:25,099
Sorry, Sorry.

1203
00:42:25,099 --> 00:42:27,514
I just wanted to say

1204
00:42:27,514 --> 00:42:29,719
a little bit
different from

1205
00:42:29,719 --> 00:42:30,770
discipline to discipline.

1206
00:42:30,770 --> 00:42:33,679
So with Jason, it's kind

1207
00:42:33,679 --> 00:42:38,299
of I would say it's great

1208
00:42:38,299 --> 00:42:43,310
that Jason had this
experience by talking to

1209
00:42:43,310 --> 00:42:45,229
other faculty
member that you can

1210
00:42:45,229 --> 00:42:49,234
have collaborations,
doing research.

1211
00:42:49,234 --> 00:42:51,799
And I think that's kinda.

1212
00:42:51,799 --> 00:42:54,140
We're limited to
medical research and

1213
00:42:54,140 --> 00:42:56,914
the pharmacy research
that as well.

1214
00:42:56,914 --> 00:42:59,014
But it was
systematic reviews.

1215
00:42:59,014 --> 00:43:02,359
And for me, I worked
primarily with

1216
00:43:02,359 --> 00:43:07,774
agriculture and I've
tried multiple times.

1217
00:43:07,774 --> 00:43:11,614
Multiple is not
that strong word.

1218
00:43:11,614 --> 00:43:13,640
I tried many, many times

1219
00:43:13,640 --> 00:43:17,599
talking to my
patron, basically,

1220
00:43:17,599 --> 00:43:19,609
even when they have
questions related

1221
00:43:19,609 --> 00:43:22,444
to systematic
reviews, for example,

1222
00:43:22,444 --> 00:43:25,490
I have no luck getting
their buy-in is

1223
00:43:25,490 --> 00:43:30,409
for collaborating on this.

1224
00:43:30,409 --> 00:43:32,539
Clearly they have no idea

1225
00:43:32,539 --> 00:43:34,190
what they should do.

1226
00:43:34,190 --> 00:43:36,619
So however,

1227
00:43:36,619 --> 00:43:38,165
we're not talking about

1228
00:43:38,165 --> 00:43:39,244
research collaboration.

1229
00:43:39,244 --> 00:43:41,149
I think the good
thing about

1230
00:43:41,149 --> 00:43:44,119
teaching collaboration
is that I

1231
00:43:44,119 --> 00:43:47,045
think usually faculty
or instructors are

1232
00:43:47,045 --> 00:43:51,574
quite accepting when
you offer your help.

1233
00:43:51,574 --> 00:43:55,925
And I think most of them,

1234
00:43:55,925 --> 00:43:58,565
for one thing, they want

1235
00:43:58,565 --> 00:44:00,724
the best for their
students and they,

1236
00:44:00,724 --> 00:44:03,649
if they understand
you have something

1237
00:44:03,649 --> 00:44:07,250
cool or effective to
offer them there,

1238
00:44:07,250 --> 00:44:10,860
they will be
excited about it.

1239
00:44:12,280 --> 00:44:17,120
The other thing
is that, I mean,

1240
00:44:17,120 --> 00:44:19,085
at least here at Purdue,

1241
00:44:19,085 --> 00:44:20,705
a lot of people,

1242
00:44:20,705 --> 00:44:25,265
instructors are
overwhelmed with teaching.

1243
00:44:25,265 --> 00:44:29,990
So when you're
offering something,

1244
00:44:29,990 --> 00:44:31,969
either design or even

1245
00:44:31,969 --> 00:44:33,410
cohesion, and of course,

1246
00:44:33,410 --> 00:44:35,749
they're happy to accept
because it really

1247
00:44:35,749 --> 00:44:37,265
lifted some of
the responses

1248
00:44:37,265 --> 00:44:38,675
of possibility from them.

1249
00:44:38,675 --> 00:44:40,730
So I actually agree
with married,

1250
00:44:40,730 --> 00:44:42,079
That's just be
straightforward

1251
00:44:42,079 --> 00:44:43,669
and talks to them when

1252
00:44:43,669 --> 00:44:45,484
the opportunity
comes and you see

1253
00:44:45,484 --> 00:44:47,780
yourself as a good fit for

1254
00:44:47,780 --> 00:44:51,004
the instruction is all for

1255
00:44:51,004 --> 00:44:54,785
your service or your
instruction to them.

1256
00:44:54,785 --> 00:44:57,635
It's a good
thing for them.

1257
00:44:57,635 --> 00:44:59,374
It's a good thing
for the students.

1258
00:44:59,374 --> 00:45:01,039
And I would definitely

1259
00:45:01,039 --> 00:45:03,290
say it's a good
experience from

1260
00:45:03,290 --> 00:45:08,150
librarians
perspective that spec

1261
00:45:08,150 --> 00:45:10,189
and chime in when
Charles talking,

1262
00:45:10,189 --> 00:45:12,245
it really made me
think of something.

1263
00:45:12,245 --> 00:45:14,570
I think, I think
we all are,

1264
00:45:14,570 --> 00:45:15,620
a lot of us have
had experience

1265
00:45:15,620 --> 00:45:16,759
of talking to faculty in

1266
00:45:16,759 --> 00:45:17,629
the struggles of maybe

1267
00:45:17,629 --> 00:45:18,530
getting them to give up

1268
00:45:18,530 --> 00:45:21,274
class time for
library instruction

1269
00:45:21,274 --> 00:45:23,209
or enough class time to do

1270
00:45:23,209 --> 00:45:26,180
effective information
literacy instruction.

1271
00:45:26,180 --> 00:45:28,279
But I think what's cool
up this idea is that

1272
00:45:28,279 --> 00:45:30,755
you're not asking them
to give up class time.

1273
00:45:30,755 --> 00:45:33,020
You're asking them
to give up prep time

1274
00:45:33,020 --> 00:45:34,160
perhaps to kind of work

1275
00:45:34,160 --> 00:45:35,329
and think through
the project.

1276
00:45:35,329 --> 00:45:36,590
But you're not asking

1277
00:45:36,590 --> 00:45:38,375
for time in
their syllabus.

1278
00:45:38,375 --> 00:45:40,234
And I think that's
a big distinction

1279
00:45:40,234 --> 00:45:42,424
now to time in
the syllabus

1280
00:45:42,424 --> 00:45:44,060
as maybe you are
able to demonstrate

1281
00:45:44,060 --> 00:45:47,150
that value and an
identify areas of oil.

1282
00:45:47,150 --> 00:45:48,259
Okay, here's maybe some

1283
00:45:48,259 --> 00:45:49,339
areas that can
be improved.

1284
00:45:49,339 --> 00:45:51,005
I think that could be an N

1285
00:45:51,005 --> 00:45:53,465
for faculty that
maybe don't,

1286
00:45:53,465 --> 00:45:55,099
don't think they can
give up the time.

1287
00:45:55,099 --> 00:45:56,705
It's not that they don't
think it's valuable.

1288
00:45:56,705 --> 00:45:58,715
It's everything
is a trade-off.

1289
00:45:58,715 --> 00:46:00,644
As I think this is
an opportunity.

1290
00:46:00,644 --> 00:46:02,119
And I would also maybe add

1291
00:46:02,119 --> 00:46:04,684
to that if possible,

1292
00:46:04,684 --> 00:46:06,829
for the participants
listening.

1293
00:46:06,829 --> 00:46:08,659
And if you can get
your library to

1294
00:46:08,659 --> 00:46:12,110
sponsor it as a
workshop where you

1295
00:46:12,110 --> 00:46:14,629
can send an
official looking

1296
00:46:14,629 --> 00:46:16,279
notification or flyer to

1297
00:46:16,279 --> 00:46:17,209
a department to pass

1298
00:46:17,209 --> 00:46:18,019
out to all their families.

1299
00:46:18,019 --> 00:46:19,879
So it's not maybe
you approaching

1300
00:46:19,879 --> 00:46:22,280
individual people and
giving the impression

1301
00:46:22,280 --> 00:46:24,589
that their project is
the one that needs

1302
00:46:24,589 --> 00:46:27,349
help maybe isn't
a way of saying,

1303
00:46:27,349 --> 00:46:28,369
Hey, the libraries
are doing

1304
00:46:28,369 --> 00:46:29,929
this cool opportunity.

1305
00:46:29,929 --> 00:46:31,099
I want to make sure
you're aware of it and

1306
00:46:31,099 --> 00:46:32,359
then you're
getting faculty

1307
00:46:32,359 --> 00:46:33,829
who are
self-identifying that

1308
00:46:33,829 --> 00:46:35,705
they're interested
in that.

1309
00:46:35,705 --> 00:46:37,609
And again, I
think it's only

1310
00:46:37,609 --> 00:46:39,079
going to make it an
easier or better

1311
00:46:39,079 --> 00:46:40,504
collaboration because

1312
00:46:40,504 --> 00:46:42,514
you're starting from
point up there.

1313
00:46:42,514 --> 00:46:45,304
They're showing that
initiative to be there.

1314
00:46:45,304 --> 00:46:48,034
It doesn't have to
be as formalized,

1315
00:46:48,034 --> 00:46:50,840
I think as what
this project was.

1316
00:46:50,840 --> 00:46:52,444
Maybe over time it could,

1317
00:46:52,444 --> 00:46:54,020
it could hit those
levels if you're

1318
00:46:54,020 --> 00:46:55,760
able to show interests
across campus.

1319
00:46:55,760 --> 00:46:58,520
But I think even advertising
it as a workshop

1320
00:46:58,520 --> 00:47:00,469
like lots of
libraries do for

1321
00:47:00,469 --> 00:47:01,729
graduate students or

1322
00:47:01,729 --> 00:47:02,929
faculty development
workshops,

1323
00:47:02,929 --> 00:47:03,725
you know, kind of

1324
00:47:03,725 --> 00:47:05,434
advertising is
something like that.

1325
00:47:05,434 --> 00:47:07,219
And then allowing it
to grow as a deeper

1326
00:47:07,219 --> 00:47:08,299
collaboration
could be another

1327
00:47:08,299 --> 00:47:09,665
marketing opportunity.

1328
00:47:09,665 --> 00:47:12,800
Yeah. Yeah, I
really liked what

1329
00:47:12,800 --> 00:47:15,709
you said Chao about kind

1330
00:47:15,709 --> 00:47:17,285
of couching it as

1331
00:47:17,285 --> 00:47:19,969
I think I can save
you time here or I

1332
00:47:19,969 --> 00:47:22,249
can provide something
that will fit really

1333
00:47:22,249 --> 00:47:25,415
well into your
course structure.

1334
00:47:25,415 --> 00:47:28,310
And I used that
tactic a lot too.

1335
00:47:28,310 --> 00:47:29,749
With students a lot I

1336
00:47:29,749 --> 00:47:31,939
say, don't waste
your time,

1337
00:47:31,939 --> 00:47:33,484
don't spend two
hours doing

1338
00:47:33,484 --> 00:47:35,659
X thing before you

1339
00:47:35,659 --> 00:47:37,609
call me and don't
tell me that

1340
00:47:37,609 --> 00:47:38,420
you spent all weekend

1341
00:47:38,420 --> 00:47:39,739
and can't find anything.

1342
00:47:39,739 --> 00:47:41,659
If 30 minutes go by and

1343
00:47:41,659 --> 00:47:42,620
you can't find anything,

1344
00:47:42,620 --> 00:47:44,390
then call me right away.

1345
00:47:44,390 --> 00:47:46,250
I don't want you to waste

1346
00:47:46,250 --> 00:47:48,110
your time because most
of my students or

1347
00:47:48,110 --> 00:47:50,029
graduate students and
so a lot of them are

1348
00:47:50,029 --> 00:47:51,109
working full-time
and going to

1349
00:47:51,109 --> 00:47:52,654
school almost full time.

1350
00:47:52,654 --> 00:47:54,845
They just don't have
a second to breathe.

1351
00:47:54,845 --> 00:47:58,010
So emphasizing that
time and effort saving,

1352
00:47:58,010 --> 00:47:59,420
I think then when

1353
00:47:59,420 --> 00:48:01,040
they see what you
offer them and it's

1354
00:48:01,040 --> 00:48:02,749
so cool and interesting

1355
00:48:02,749 --> 00:48:05,884
and kind of sparks more
ideas that really,

1356
00:48:05,884 --> 00:48:07,894
then you really start to.

1357
00:48:07,894 --> 00:48:11,880
Get on their radar
for future efforts.

1358
00:48:12,100 --> 00:48:16,085
So I'm just going to
look at the chat.

1359
00:48:16,085 --> 00:48:21,599
Okay, so there's a
project exempt excuse me.

1360
00:48:25,540 --> 00:48:28,820
So my example probably

1361
00:48:28,820 --> 00:48:30,559
mostly has to do
with what Jake,

1362
00:48:30,559 --> 00:48:32,089
both Jason and chow
have mentioned,

1363
00:48:32,089 --> 00:48:33,319
which is systematic
reviews.

1364
00:48:33,319 --> 00:48:35,239
So I do a lot of
systematic reviews.

1365
00:48:35,239 --> 00:48:36,589
That is something
that nursing

1366
00:48:36,589 --> 00:48:37,820
faculty and a lot of

1367
00:48:37,820 --> 00:48:39,019
my students are
training to be

1368
00:48:39,019 --> 00:48:41,660
faculty, their
PhD students.

1369
00:48:41,660 --> 00:48:43,250
They know they're
going to have

1370
00:48:43,250 --> 00:48:44,869
to do to publish.

1371
00:48:44,869 --> 00:48:45,829
So I'm not going to

1372
00:48:45,829 --> 00:48:47,089
answer at great
length because I

1373
00:48:47,089 --> 00:48:48,200
can feel that I'm
going to start

1374
00:48:48,200 --> 00:48:49,219
coughing in a minute,

1375
00:48:49,219 --> 00:48:51,785
but That would be

1376
00:48:51,785 --> 00:48:55,070
my probably my big
example and one that I

1377
00:48:55,070 --> 00:48:56,149
really have to put

1378
00:48:56,149 --> 00:48:57,169
boundaries around

1379
00:48:57,169 --> 00:48:59,240
because it is so
time-consuming.

1380
00:48:59,240 --> 00:49:01,470
Sorry.

1381
00:49:12,310 --> 00:49:13,549
Sorry.

1382
00:49:13,549 --> 00:49:16,010
No, we just have a
few minutes left.

1383
00:49:16,010 --> 00:49:18,229
I'm going to just scan to

1384
00:49:18,229 --> 00:49:20,149
see if there are any
other Ahmadiyya.

1385
00:49:20,149 --> 00:49:21,799
Are there any other
questions that I

1386
00:49:21,799 --> 00:49:23,779
should bring to
the faculty?

1387
00:49:23,779 --> 00:49:24,664
I'm fine.

1388
00:49:24,664 --> 00:49:27,214
I just cough. I am

1389
00:49:27,214 --> 00:49:29,029
a couple of weeks
post-COVID actually.

1390
00:49:29,029 --> 00:49:30,109
And so this just happens

1391
00:49:30,109 --> 00:49:31,339
when I'm talking too much.

1392
00:49:31,339 --> 00:49:33,379
So. Thank you.

1393
00:49:33,379 --> 00:49:35,720
Any other questions that

1394
00:49:35,720 --> 00:49:37,490
anyone has seen
in the chat

1395
00:49:37,490 --> 00:49:38,840
that they'd like to bring.

1396
00:49:38,840 --> 00:49:39,979
So I noticed that someone

1397
00:49:39,979 --> 00:49:41,119
said how about asking

1398
00:49:41,119 --> 00:49:43,039
the content experts about

1399
00:49:43,039 --> 00:49:44,090
how they do research.

1400
00:49:44,090 --> 00:49:45,679
And I thought
that was really,

1401
00:49:45,679 --> 00:49:50,435
that had a really kind
of resonated with me.

1402
00:49:50,435 --> 00:49:53,299
Because again, you
always learn something.

1403
00:49:53,299 --> 00:49:55,789
Sometimes you can
teach them something.

1404
00:49:55,789 --> 00:49:58,939
So it's a really great
opening question

1405
00:49:58,939 --> 00:50:01,280
when you're working
with faculty.

1406
00:50:01,280 --> 00:50:04,070
So w, which you'd like
to come to the stage,

1407
00:50:04,070 --> 00:50:05,779
I'm going to invite you,
but you can say no,

1408
00:50:05,779 --> 00:50:09,680
if someone already
invited you,

1409
00:50:09,680 --> 00:50:11,960
We're all learning
caribbean.

1410
00:50:11,960 --> 00:50:13,369
I'll just throw
that out again.

1411
00:50:13,369 --> 00:50:15,019
We're all learning
this platform

1412
00:50:15,019 --> 00:50:16,069
and having fun with it,

1413
00:50:16,069 --> 00:50:18,380
but also
occasionally having

1414
00:50:18,380 --> 00:50:20,525
more fun than
we really want.

1415
00:50:20,525 --> 00:50:23,134
So okay.

1416
00:50:23,134 --> 00:50:26,730
So I don't see any
other questions.

1417
00:50:27,460 --> 00:50:30,140
Where are we timewise?

1418
00:50:30,140 --> 00:50:32,825
So we're about
five-minutes from the end.

1419
00:50:32,825 --> 00:50:34,460
So as long as

1420
00:50:34,460 --> 00:50:36,140
I don't really want
to stretch it out

1421
00:50:36,140 --> 00:50:37,429
unless there are
questions I'm

1422
00:50:37,429 --> 00:50:39,200
seeing people
say thank you,

1423
00:50:39,200 --> 00:50:40,895
Which mean is the
polite way of saying,

1424
00:50:40,895 --> 00:50:45,410
I think you're definitely
chow or Jason,

1425
00:50:45,410 --> 00:50:46,250
if there's anything you'd

1426
00:50:46,250 --> 00:50:47,224
like to wind up with,

1427
00:50:47,224 --> 00:50:49,550
I'd like to
just invite you

1428
00:50:49,550 --> 00:50:51,769
Any closing
thoughts and then

1429
00:50:51,769 --> 00:50:55,354
we'll close the session.

1430
00:50:55,354 --> 00:50:56,195
Yeah.

1431
00:50:56,195 --> 00:50:57,259
I mean, just
real briefly, I

1432
00:50:57,259 --> 00:50:59,929
think Debbie's question,
I put it in chat.

1433
00:50:59,929 --> 00:51:02,015
I think that is a key way,

1434
00:51:02,015 --> 00:51:03,170
especially regardless

1435
00:51:03,170 --> 00:51:04,280
of how familiar
you are with

1436
00:51:04,280 --> 00:51:05,840
content is asking

1437
00:51:05,840 --> 00:51:07,220
the fact that the
content experts,

1438
00:51:07,220 --> 00:51:09,830
how do you go get
that information.

1439
00:51:09,830 --> 00:51:11,089
But I think as important

1440
00:51:11,089 --> 00:51:12,364
as that is also asking,

1441
00:51:12,364 --> 00:51:13,609
How did you do
it when you were

1442
00:51:13,609 --> 00:51:15,050
first starting
and really making

1443
00:51:15,050 --> 00:51:16,309
them think back through

1444
00:51:16,309 --> 00:51:18,365
that process
because right.

1445
00:51:18,365 --> 00:51:19,849
My example is always,

1446
00:51:19,849 --> 00:51:20,570
and I'm sure you're very

1447
00:51:20,570 --> 00:51:21,440
familiar with
these as well,

1448
00:51:21,440 --> 00:51:23,630
Mary, about the clinical
practice guidelines.

1449
00:51:23,630 --> 00:51:26,810
These are 100 plus
page long documents

1450
00:51:26,810 --> 00:51:28,219
that faculty and students

1451
00:51:28,219 --> 00:51:29,615
just can't go
through these on it.

1452
00:51:29,615 --> 00:51:31,279
That's a 100
plus pages like,

1453
00:51:31,279 --> 00:51:32,750
you know how to
skim through and

1454
00:51:32,750 --> 00:51:34,099
find what it is that
you're looking for.

1455
00:51:34,099 --> 00:51:35,870
But you ever
explain that to

1456
00:51:35,870 --> 00:51:37,159
a student who

1457
00:51:37,159 --> 00:51:38,480
doesn't have
experience with this,

1458
00:51:38,480 --> 00:51:40,264
their experiences, their
assigned a reading.

1459
00:51:40,264 --> 00:51:42,574
They're expected to
do an entire reading.

1460
00:51:42,574 --> 00:51:45,170
If that's not really
what you're expecting,

1461
00:51:45,170 --> 00:51:47,510
that needs to be
clearly communicated.

1462
00:51:47,510 --> 00:51:49,354
And that's something
that experts don't

1463
00:51:49,354 --> 00:51:50,269
think about because it's

1464
00:51:50,269 --> 00:51:51,679
just what they
do as a matter,

1465
00:51:51,679 --> 00:51:53,000
of course, they,

1466
00:51:53,000 --> 00:51:54,665
they know what
they're looking for.

1467
00:51:54,665 --> 00:51:56,089
They also know what
the previous one said.

1468
00:51:56,089 --> 00:51:57,199
So maybe they're
only looking for it,

1469
00:51:57,199 --> 00:52:00,050
the new stuff's
updated information.

1470
00:52:00,050 --> 00:52:01,565
So I think It's that

1471
00:52:01,565 --> 00:52:03,769
dual process is same both.

1472
00:52:03,769 --> 00:52:05,390
How do you get
information?

1473
00:52:05,390 --> 00:52:07,654
But then also as a novice,

1474
00:52:07,654 --> 00:52:09,139
how did you learn

1475
00:52:09,139 --> 00:52:11,015
to get to that
stage and trying to

1476
00:52:11,015 --> 00:52:12,664
have them reflect back

1477
00:52:12,664 --> 00:52:14,810
upon what they were doing.

1478
00:52:14,810 --> 00:52:16,609
But in terms of
just overall,

1479
00:52:16,609 --> 00:52:17,960
thank you for our

1480
00:52:17,960 --> 00:52:19,039
platform to kind
of talk about

1481
00:52:19,039 --> 00:52:20,719
this awesome project was

1482
00:52:20,719 --> 00:52:21,889
a really cool experience.

1483
00:52:21,889 --> 00:52:23,600
And again, it was,
it was really great.

1484
00:52:23,600 --> 00:52:24,650
You know, Chow
and I work at

1485
00:52:24,650 --> 00:52:26,554
the same university
because of

1486
00:52:26,554 --> 00:52:28,940
COVID requirements and
we haven't necessarily

1487
00:52:28,940 --> 00:52:30,259
had the chance to
hear each other's

1488
00:52:30,259 --> 00:52:31,370
in-depth experience
like that.

1489
00:52:31,370 --> 00:52:33,050
So it was really
cool to hear

1490
00:52:33,050 --> 00:52:36,030
his experiences going
through this as well.

1491
00:52:37,060 --> 00:52:39,830
Yeah. I just also

1492
00:52:39,830 --> 00:52:41,209
wanted to take some
time and I echo what

1493
00:52:41,209 --> 00:52:42,830
Jason just said about

1494
00:52:42,830 --> 00:52:45,455
having this
opportunity to,

1495
00:52:45,455 --> 00:52:48,110
to talk about the project

1496
00:52:48,110 --> 00:52:49,399
and meeting

1497
00:52:49,399 --> 00:52:51,455
colleagues is really,
really awesome.

1498
00:52:51,455 --> 00:52:53,915
And I do want to
mention one thing,

1499
00:52:53,915 --> 00:52:57,199
more little thing
that I spend

1500
00:52:57,199 --> 00:53:01,339
a little time
talking, asking Dr.

1501
00:53:01,339 --> 00:53:03,259
Flash maybe about
different frameworks

1502
00:53:03,259 --> 00:53:04,370
for information literacy.

1503
00:53:04,370 --> 00:53:06,379
Because again, I was

1504
00:53:06,379 --> 00:53:09,035
newly librarian
and I've no idea,

1505
00:53:09,035 --> 00:53:10,669
like information, how

1506
00:53:10,669 --> 00:53:13,264
information literacy
education should be.

1507
00:53:13,264 --> 00:53:16,519
And it's very interesting

1508
00:53:16,519 --> 00:53:18,740
to learn both
informed learning

1509
00:53:18,740 --> 00:53:21,470
framework as well
as other like

1510
00:53:21,470 --> 00:53:22,520
popular frameworks like

1511
00:53:22,520 --> 00:53:23,599
a critical information

1512
00:53:23,599 --> 00:53:25,670
literacy ACRL frameworks.

1513
00:53:25,670 --> 00:53:29,030
And it's great to know

1514
00:53:29,030 --> 00:53:31,040
that these framers

1515
00:53:31,040 --> 00:53:32,764
are actually
complimentary.

1516
00:53:32,764 --> 00:53:35,524
So I mean,

1517
00:53:35,524 --> 00:53:40,790
for some perspective
from learning actually

1518
00:53:40,790 --> 00:53:44,510
helps me as an instructor

1519
00:53:44,510 --> 00:53:46,954
to think about
how I should

1520
00:53:46,954 --> 00:53:50,494
present my information
literacy concepts

1521
00:53:50,494 --> 00:53:52,145
in stead

1522
00:53:52,145 --> 00:53:55,130
of or in addition

1523
00:53:55,130 --> 00:53:58,609
to thinking about
the content itself.

1524
00:53:58,609 --> 00:54:01,100
So I think it's really,

1525
00:54:01,100 --> 00:54:04,865
really useful
in that way of

1526
00:54:04,865 --> 00:54:10,400
preparing and design
your instruction.

1527
00:54:10,400 --> 00:54:13,970
And I'm really
grateful to have

1528
00:54:13,970 --> 00:54:16,745
this opportunity
to have learned,

1529
00:54:16,745 --> 00:54:19,610
informed learning in a

1530
00:54:19,610 --> 00:54:22,565
more detailed and
a deeper way.

1531
00:54:22,565 --> 00:54:25,470
So thank you for asking.

1532
00:54:27,070 --> 00:54:30,275
Okay. Thank you
both so much.

1533
00:54:30,275 --> 00:54:31,400
I learned a lot from both

1534
00:54:31,400 --> 00:54:32,420
of you and I enjoyed

1535
00:54:32,420 --> 00:54:34,190
the conversation
and thank you

1536
00:54:34,190 --> 00:54:36,989
to our audience for
some great questions.