 Good morning everyone. I was struck the reason I was searching and the internet and It was reminded of the filter bubble, which is a term used by ELA Pariser to describe how Algorithms are used to personalize and your third strategies And what I was doing is I was actually watching the Robbie World Cup in Ireland's great victory over France And I really sort of wonder what was the international perspective on that? I mean there were so many injuries like what the people think and When I did that search what I found was the familiar and the comfortable. I found I found entries on Irish and UK newspapers some familiar blogs But what was missing was the international perspective. What did the Australians the New Zealanders the Argentinians think? so what maybe wonder really is what happened when did the world disappear from the World Wide Web and I suppose what we are is we're a team of librarians and our remit is to support academic teaching student learning and We we managed the relationship for schools and colleges and I suppose at the core of what we think of ourselves as librarians is that We see it as a knowledge discipline And what we did three years ago is we changed how we organized fundamentally we moved to a team-based model and We introduced a new teaching and learning strategy. So why do we do that? What we felt was that our old subject librarian model must no longer Working as effectively for us as we as we wished and what we felt is that we were and We had so many calls in our time so many things that required Sort of energy and sort of input and it's very hard as Individuals to be expert in everything and I think that's where we were struggling so what we did as we moved to this team-based approach and What we find from that is that we're now operating much more effectively I mean did the strength of working in the teams allowed us to deliver what we couldn't have done as as a group of individuals And I suppose what we're really trying to do is I've challenged really is we're trying to be expert in tumor in too many fields really and I suppose the other main thing we find is that we now feel that we have more energy We have more time to actually devote to the actual learning needs of students and to the academic requirements as well A key component of our model was actually Given each of us individually the authority and the autonomy to be experts of specialists in particular fields we feel that allowed us to really grow and and What we all have is we have a remit to look towards best practice and to inform each other and And I suppose to to share as well and what we've done in the last three years My colleagues have presented out 33 conferences and papers and posters And I've also been involved in the writing of nine and journal articles and book chapters as well So we feel in terms of what we're offering today as opposed to the community. It's something that doesn't it's really important to us So what we did in terms of a teaching and learning strategy what we have is two core elements One and the first element is we focus on working directly with key program coordinators to understand the needs of the program And I suppose that's right through all the phases of transition from from from from year one right through and Secondly what we do is we focus on providing resources to support the academic you support the Student-centered needs of the students themselves and we have a suite of resources that sort of assist with that in thinking of threshold and Concepts real land talks about us both that whole Challenge for students in dealing with with information, which is unsettling which is troublesome Which is sometimes risky where it's that sort of engagement with knowledge which usually sort of fundamentally challenges their understanding of a topic or a discipline and I myself recalled a particular situation. I was hitching to college in the early 80s It was the height of the troubles in the north and I remember the shock I experienced when the driver said a news bulletin came on about an issue in the north and the driver made a comment around the topic I'd never really heard expressed in that way before and I remember being taken aback But afterwards I reflected on it and I realized that really what it was doing was holding up a mirror to my own Expectations my own assumptions my own bias from where I came from and as a student of politics at the time I realized that I'd fundamentally changed my mindset as to how we go about how I go about my studies And how I needed to bring my thought process to a new level in terms of how I critically engage with the topics and the discipline so for me that was a very important threshold moment in my time and Once that happened I could never look at things in the same way again because it fundamentally changed my world view I think that was crucially important in terms of of Where we're coming from So students themselves I suppose have a comfort in the familiarity In the simplicity and in the ease of the internet and I suppose also and suppose well We often give them in terms of basic reading lists I suppose what we would argue is that we believe for them to grow for them to be research experts for them To be global citizens they need to have the opportunity to engage with information and knowledge in a much more Holistic way we feel as a core threshold concept for them in terms of a growing their engagement with with their disciplines And the realization that knowledge can be complex it can be messy It can be difficult to find to interpret it can be challenging But also that information as it's presented to students online often has a personalized aspect that are not aware of These are all very unsettling and very troubling and Concepts for students to take on board and as Parasau says what you want may not always be what you actually need And I suppose the big challenge for us in engaging with our students is It's helping them to recognize those as well as information on knowledge gaps in how they approach their disciplines So for our students we feel that popping that filter about bubble Is a crucial step to expand in their horizons and to and their boundaries Not just with the world of online information and where Parasau takes it from but just with the knowledge of their discipline and with the knowledge of their of their academic learning as well So that's why I suppose in the library and we're not interested in creating standalone Library information skills modules what we feel fundamentally is that the whole process of knowledge and the whole process of information is core to the whole intrinsic academic process itself. It's part of The learning it's entwined with the learning of the discipline each student I'm 95 each student will have their own personal journey of growth and Within their discipline unlike me that day back in the 80s They're going to find their defining opportunities and defining moments in places that they can never have expected So what we ask of academics then is we really ask them to consider what they really want the students to do when they engage with the information of the discipline What are their expectations of the students? What did they want them in? What way or where did he want them to be challenged and how can we as librarians engage and help in the words of Barbara Pfister Our ambition is to see those places in the program where transformative learning is happening. Thanks very much