 I guess we should probably go ahead and get started I hope. It's all right with you. I'd like to sit since I'm referring to a lot of notes here. I hope everybody can hear me okay. Thank you for coming to this session. My name is Joe Williams and I'm the Interim Associate University Librarian for Collections and Services at UNC Chapel Hill. And very happy to be here this morning for the chance to speak with all of you and also just to be in Albuquerque. I moved to North Carolina in 1987 but I was actually born and raised here so it's nice to come home. I'm wearing my polo tie to sort of represent you know. Yeah it's almost Carolina blue but not quite. So can everyone hear me okay? All right super. Well let's see. This session today grew out of discussions that I had with colleagues recently and I think even discussions are looking at the CNI program plan where we're talking about how do we influence pedagogical change. And so we were asking ourselves you know how do we influence pedagogical change on our campus. How do we help introduce and demonstrate and advocate for the use of new tools and new technologies and spaces in instruction and in the curriculum. We started listing familiar approaches you know we work directly with instructors. Of course we do one-off sessions and help design assignments, do course integrated instruction, consultations. We visit departmental meetings, sit in curriculum committee meetings if we're lucky. We also partner with other support units on campus to co-teach courses to build learning communities, co-host events and programs. We provide and model the use of technology enabled spaces for instructors by holding sessions in these spaces and we demonstrate the possibilities. And then we started drifting a little bit. You know we also spend a lot of time working directly with students on assignments through consultations during workshops and events that we provide or that we co-host. And we have been training and relying on students lately to provide more and more digital scholarship support. And those last two approaches I know they're not new practices for the libraries, but we have started thinking about those two touch points as maybe two more places where we can help influence and affect pedagogy on campus. And that does feel like a new shift in focus for me. So students have certainly been taking on more and more substantial research support roles over time, you know from providing general information to basic technology assistance and basic research and reference and not just grad students providing this service, but now also undergraduates and we're relying on students for instruction more and more and now we're relying on them for digital scholarship support. And the 2014 CNI Digital Scholarship Center survey showed that virtually all the respondents employed undergraduate and graduate students. So we started talking about the value that we get from having well-trained students. Obviously it helps us balance the workload on our librarians. But I think there's the potential for these students to take their new skills and knowledge back into the classroom and into their coursework as students and that could influence pedagogy from the ground up. And we do know anecdotally that they do some of this. They may become future instructors themselves and indeed some of our past student employees have. So again, implications there on changing how we teach. And they also gain good skills and work experiences to complement their degree and to Allison Head's point in her plenary speech yesterday. We may be teaching them some valuable research and teaching skills that they can't get anywhere else. So I'd like to share just some very quick examples from across three different libraries at UNC showing the kinds of digital scholarship support we provide, how we train students for these tasks, and the kinds of skills that they're developing. So first, the RB House undergraduate library is UNC library's center for supporting digital media creation. They offer a workshop series called skillful each year with multiple courses and iterations. They also provide support for UNC's new campus-wide Adobe partnership which provides free access to the Adobe Creative Suite for all students and also for instructors. The library's Adobe support includes a pilot of 10 classes in our English 105 program that feature multimodal assignments and digital literacy instruction. So our students teach skillful workshops on digital media creation that include classes on social media graphics, infographics, creating geo filters. Students develop content for these courses including the lesson plans, the main create playlists of existing instructional content or custom designed templates. Our students also provide consultations and their workshops and their consultations cover both free and licensed software such as Giffy and WordPress as well as the Adobe projects mentioned. And here are two of our graduate students teaching a skillful session showing their students how to make an animated Giff and getting them in the Giff. I can only watch those for a second. I start to get a little seasick. So the undergraduate library hires primarily library science students. The staff encourages those students to identify their professional goals and then they work to pair the students' interests with the workshops that we provide or that we want to provide. So in terms of training as you see here, students go through some self-guided learning. We do have a campus license for lynda.com and we rely on that heavily. We do have formal training sessions that the students go through. They serve as floaters in many of our training sessions to start to become more familiar with the material that eventually, hopefully they will be teaching. They do peer coaching from more experienced student employees. And we do continue our training throughout the year. And they're also working on projects under the mentorship of library staff so getting further skills there. So here's a short list of some of the technical skills or the tools that they're trained on and also a list of some of the softer skills. Through their work, you'll see there's public service, public speaking. Through their work, the students also begin to understand some of our professional standards or our best practices. They understand more about how students consume media, understand what students have the capacity to actually produce, the ability to teach technology to students with varying levels of experience. And they develop strong communication skills, particularly visual and writing for the online environment. So now I'd like to switch to another example. The library's research hub is our digital scholarship support program. And it's we have centers distributed across three different libraries on campus. So the next example comes from our research hub in UNC Davis library. So when students have advanced skills in working with particular tools or software and they're interested in instruction, then we ask them to lead instruction sessions. One student, for example, led a workshop on SketchUp 3D modeling. Another co taught with a librarian two classes last semester and social work that focused on web based data, mapping resources that the library subscribes to the policy map social explorer. A third student who's actually employee of another research hub on campus is teaching a getting started with Carolina cloud apps program at the end of this month. Carolina cloud apps is the campus it's new service and framework for deploying wet web applications in the cloud. Yes. Are you talking about the library students or graduate school students? So in Davis library, we have both graduates and undergraduates and not all of our students do come from the library science school and particularly in this in this program going I don't I don't get too deeply into that, but it certainly is part of our part of our interviewing process and selection process looking at what skill set students bring. And we do have some established programs courses that that we deliver. So we're specifically looking for some skill sets to be able to carry on that instruction. But we're also looking for new skills as well. So there's a bullet down there about leading events and the research hub has a as a very active programming schedule. So our students will assist with organizing and promoting and and running events. One of our undergraduate students suggested holding a mapathon in the hub following Hurricane Matthew in Haiti. And after some guidance from hub staff, he did all the preparation for the mapathon and led it. And we've had like four more student led events such as that since then. And then in terms of consultations, our service desk is staffed 52 hours a week by students. They answer walking questions in a variety of topics. As you see some here. A large percentage of our desk interactions here involve mapping and other visualizations. Students also provide assistance with GIS software and extending the interface with Python, do web mapping and a variety of questions about finding and using data sets. And of course, the more difficult questions are referred to full time staff who consult by appointment. But these students do take on some pretty complicated, I would say questions. So the Davis hub is I as I was just saying does the student employees generally do not come from our library science program. So for that reason, we focus our training to instill a service mentality. They attend a formal service training with other library staff at the beginning of the year. We also co staff our space with the Odum Institute for Research and Social Science. So we provide shared service training with the Odum consultants twice a year as well. So other forms of training. Again, our our students float and sorry, I lost my place here, float and help work on workshops and then they field the follow up questions and the consultations that might come out of those classes. Students attend and observe project consultations with librarians. This is a fairly new step for us. But often those project oriented consultations will have some kinds of deliverables. And will probably require more than one consult. So the librarians will will have the student attend the consult and then the student will work on the deliverable. Then they'll bring their work back to the librarian to kind of check. And once they've got everything as they want it, then they'll then they'll take the deliverable back to the client for for the next consultation. Students, let's see, we do hold some informal training biweekly they call it the hubbub training sessions sometimes led by staff sometimes by students. And they focus on specific concepts or tools. And we also suggest specific training for students based on what they're interested in or or what would benefit them based on their goals. Students are each assigned learning modules to work through when they're not working on specific projects or when there's downtime at the service desk. These learning modules may come from Linda calm from the Esri virtual campus, and also from projects and exercises and guides that are created by our library staff. And we manage all of that work through Trello. So our students become more comfortable working with a variety of different types of data. They learn the importance of understanding primary and secondary data. They learn to find and format and use tabular and geospatial data. They use related tools and software, primarily visualization, GIS and web mapping softwares. The game proficiency with open source data and software that's not widely used in their coursework. And they learn at least the basics of Python. And the students learn to solve problems and be self led learners by answering questions at the service desk. And also by working through their self led learning assignments. They learn leadership skills by taking ownership of programs and events and students also improve their public speaking skills by leading instruction sessions. And then my final example comes from our keen and science library research hub and maker space, which brings together lots of specialized and some of it expensive maker equipment for all of the campus to use. And they also provide consultative help and programming and instruction. So student workers at the keen and science library have developed new workshops and they teach established ones such as a few listed here the Internet of Things workshop that a student led with an industry partner from the research triangle park near Chapel Hill and employee of SAS. Another student designed and led an introduction to making for faculty workshop and that was co taught with our center for faculty excellence staff. And then we have some established courses that they teach as well 3D scanning is is an ongoing course with next engine as well as 3D design and Tinkercad. And they also help field the consultations again that result from those classes. They help with course integrated instruction. One of our grad students served on the campus maker space networks committee that was planning the curriculum of workshops to support lab research skills. He also served on the design advisory committee for the Moorhead planetarium's new maker space. And they also participate in in outreach events, you know, campus and local maker fairs, TEDx, UNC, UNC Science Expo and so forth. In terms of training, we start students off immediately by having them attend our workshops. And like the other programs I've described, these students also shadow and they co teach first before they start teaching solo. They float during workshops to learn the material or the assignments. They're given training on software, how to run equipment, how to troubleshoot equipment. They're given self directed learning assignments as well. One student is exploring Sphero right now. Another is learning about the internet of things. Students do coach and help each other because these students also have different prior experience and expertise, some with teaching and graphic design, electronics, 3D imaging. And they also receive coaching, of course, from their peers and working with the librarians and staff from other partner organizations. Some of our students occasionally attend professional development as funds allow, mostly local and regional events. But we also have had some students go to national and international conferences. And they train us. That maybe should be the first bullet there. We have students who come in with some very special skills and have really helped us build out many of our programs. We have a grad student right now with experience with 3D scanning, photogrammetry, and another with lots of work experience in 3D printing, who actually was formerly working in the makerspace at NC State before he came and started library school with us. So as you can see here, again, I'm listing some of the more technical skills that the students in this particular program are learning. And also some of the softer skills, the consultation, interview technique. Again, the Keenan Science Library does not hire students from library science program exclusively or even primarily. So focusing on that interview technique is especially important here. And so looking back at kind of the long list of training topics. I think there are a lot of very different project specific technical skills being taught here, as you would expect. And maybe more interesting, at least to me, are some of the softer skills that we also train on. And here there's much more overlap across these three fairly different programs. Some of these are obvious skills, I think, for student employees and library service roles, like training on policy and workflow and on public service values. But others, I think, are more unique, like the instruction skills for promoting active learning, leadership skills. It's not written here explicitly, but I'd say that we're teaching student employees how to communicate about research, how to communicate their own research, how to teach and consult with both peers and patrons, sometimes one and the same, how to introduce new technologies and approaches to research and teaching, and all of this to a broad and diverse audience. So in addition to providing students with these valuable skills and experiences, it may be, I think, that as students take these skills back into the classroom and incorporate them into their work, that the libraries may have identified another touch point here for helping influence pedagogical change that bears some more formal study and consideration. And it's really as far as we've gotten here, I'd be very interested to know if others here have been thinking about or approaching student training in this way or with these goals in mind. I'd also love to hear what you think about any of this and or if you have experiences that you would like to share, I would find that very, very useful. But first let me let me thank my co-authors, the people who contributed much of this content from these different programs and the folks who are designing and doing this work with our student employees. We will share these slides online too so you'll have access to all this, but you are certainly welcome to contact any of us with specific questions. And in the meantime I can try to answer some specific questions right now if you have any.