 Thank you, Bea. Vanessa, the stage is full. So thank you so much for the invitation and I'm really looking forward to telling you about how important libraries are in moving open education and making the case for that based on some evidence on looking at what European libraries are doing in higher education in supporting open education today. So I'm director of Spark Europe and we're really looking forward to doing a lot more work in this space. As you know, I think there are many hundreds if not thousands of librarians doing a lot of great work on open education in the United States for example, but in Europe. It's a different case also because there are other agendas like open science that have have overshadowed open education in in some cases, but let me tell you what what we know today. So I'm going to tell you about a survey that we conducted. So the main goal was to gain insights into open education practices within academic libraries in higher education in Europe. And ultimately to inform also the network that we have we have created and are currently building to strengthen open education and increase OERs in higher education institutions and their libraries across Europe. So the survey was issued at the end of last year beginning of this year. It was the first time a survey of its kind. We had 28 European countries responding and they were really only from higher education institutions and their libraries. So let me just go straight into some of the results. So we, we wanted to find out about policy and practice. And if we looked at policy we wanted to find out how far were libraries also engaged in the conceptualization of open education policy within their institutions or even on a national level. So the trend that we saw, although it's on a on a small cohort cohort but still was that institutional policies were part of a larger overarching policy. One that usually encompasses more open so like open access open science other open strategies and open goals of the institution. And we had actually 27 reported open education policies if you know the world map and they're also collecting policies they have have far less than these in Europe so we're looking forward to adding those to the world map. But we found that 11 libraries were involved in the conception of those 27. Libraries were involved in actually three quarters of those that were actually standalone policies so so they were really also instrumental in trying to push for standalone open education policy really focused on on moving that agenda forward. What you can see here in the slide is that the most with policies in place were from Greece, Spain, and, and the UK so far. So what about the organizational context so how is open education managed. And I'm going to particularly focus on libraries next but first of all, we found that only 20% had an internal task force with an only focus. And if they had a task force in place, usually there was a policy often those task forces were set up to establish a policy or to implement policies institutionally wide. Then there was also a positive correlation we found between those offering services and those with high numbers of students, which makes sense. So those with large advocacy activities so engaging in change and communicate communicating on open education and we are. There was a relation between that and also a high number of students so the need for open education being higher. There's no correlation between the services offered, and the FTE so if you also think about the libraries libraries have been working on very tight budgets for many years now they've also been working in the areas of open access and open science also very constrained budgets, but they are really reinventing themselves and working with the same FTEs but providing new services and that includes open education. So what about library leadership are they serious contenders to really help lead on open education in an academic institution. We responded 50% take the lead in open education or we are in their institutions. And seven of the nine libraries involved in conceiving an OE policy they were also taking lead in advancing we are in their institution and also we're offering more activities than others, which makes sense. I also wanted to know from where is the leadership happening within the library, and many libraries have a teaching and learning department of sorts. Logically, it was being led from those, those departments, and but in 10 cases the scholarly communication section which is usually responsible then for open access or open science so linking it to the openness. And also serving as a, as a place for our activities. But as we've heard from previous speakers libraries can't do this alone. It's enabling open education across the institution you must be working and collaborating with many other departments across the institution. So most libraries who are you working with, either regularly or on an ad hoc ad hoc basis. And here you'll see no surprises that most effort is going into advocating still in a, in an immature period really with open education in the institution so really advocating for change amongst academic departments amongst faculty. Also to e learning and distance education pedagogues and teaching and learning centers it of course you're collaborating because you're working with them to implement some of those tools and resources. And of course you're collaborating with others to deliver on legal services with the legal departments or communication offices. If you look at this slide here it shows the collaboration. Also on a regular or ad hoc basis so the regular is in blue and the ad hoc is orange and green is no. Actually there's, there's more ad hoc collaboration rather than regular, apart from with the vice rectorate. So that's obviously a more stable regular collaboration probably not just on open education but also on other things. You see, again, because this is still in flux and still developing. It's not a consistent activity where there's regular communication as much although there is still quite some, but there's more ad hoc, we see at the moment. So services are libraries providing an open education for many many years the strengths of libraries are really in information literacy in educating researchers students faculty on how to navigate access to information and knowledge, and also within that, educating them about the potentials of new ways of publishing, either for research through open access or through open education. So you see their strengths that taking a lead role above all in information literacy including open education. The blue is the lead role, green is the supportive role and orange is none. You also see many libraries providing advice on copyright which they've also been doing to support their researchers for research outputs. And training and education they've been supporting students and teachers alike for many years. And of course librarians have great strengths in how to locate research through discovery services, although there is still quite a quite a number of challenges to get access to those OERs through discovery, but they have strengths in that area. And, but what you see if when we asked libraries if they were also providing services in participatory design if you look to the very right bars or course back course pack provision or OER co creation. There's a lot less leadership there's more collaboration with others on that. There are of course some guiding lights and some innovators who are doing some work in that but as you see, this is really starting to grow, and it's not. It's not necessarily a strength yet in the library world but they are taking on a supportive role in some of the more creative design collaborative functions. And we're also curious about so as compared to the services provided what skills are available to really support OER. And you generally see that the majority of providing support in an area where they have the full or many skills. So full set of skills on the right hand side or blue many skills are green. Institutions had higher skill levels in areas where they work together with other departments, obviously to provide those services. So what we saw though, although many libraries are providing advice on copyright. They did a number of them reported lacking a full skill set on copyright so then working together with legal departments and others on that. Again, if you look at the skill set related to participatory design or dated curation as well and course back provision. That's also a lot less developed, which matches with the service provision that I mentioned previously and technical support. Which is often drawn from outside of the library, unless they have technical competencies within the library. So what we also asked about was what do libraries see as opportunities for them to engage in open education what are the benefits. So of course relating to the quality and access and reuse of information that they're helping eliminate barriers to education and increasing equity I think many of these arguments are you're aware of. But still it was good to hear also from this community that it's of course improving also the quality of education and access to it. And challenges, but and yet also an opportunity is the change in culture within the institution. So an institution becoming more open as part of other open policies as I've already mentioned earlier. And then there's a rise of the importance of the library taking leadership in open education. So great opportunities there. And of course the need to collaborate more with other departments means that there's a much deeper collaboration with those departments and connection with the library. And of course there are some individual libraries who are even involved in national policy development, which they applaud. And of course through the, the new work in this in this sector. It's also upskilling staff, among some libraries. But of course there are also many challenges, I think over 60 challenges were mentioned. And the lack of an institutional or national policy that can really boost and back the work that you're doing and calling for the lack of staff capacity and funding for the creation of OERs. And the insufficient relevant skills and know how although we saw a number of strong skills in the other slides still there is a lack clearly. And then if we go to the culture and the environment, the speed of change in mindsets is slow. There's also in some cases a lack of institutional leadership for open education and to move things forward. And there's also a lack of understanding of the benefits of open education by senior management. Lastly, challenges in the ability to influence teaching staff to go OER or produce OER. And there's also a challenge to really understand the interplay between the professionals internally. And what I mentioned earlier, there are some real benefits to be had to to understand that that if you don't, this is a very large obstacle to make progress if you really don't understand how that collaboration works. And then related to access and reuse of that content of course copyright and licensing is still a barrier to access and reuse. So we need to share more good practices internationally. And that's what we're trying to do with the European Open Education Librarian Network that Spark Europe is leading, and then also improving the discovery of OER is still a challenge. And of course selling the quality in OER. So we came up with a few recommendations based on what we've learned. There are other results on funding, but let me just address those quickly here. So what's really key is to get things kicked off is to have some seed funding for projects to kickstart efforts to earmark some of the library budgets for open education to get things done. And also to consider establishing perhaps grant programs to support the creation of OERs amongst faculty. That's the ideal scenario. Regarding collaboration, what's really key is to invest more in understanding the interplay which I just talked about between professionals and stakeholders locally and externally. To get things started off is develop a stakeholder management plan that can really help you forward as understanding those interplays better. And as regarding leadership in libraries for open education. I'm calling on libraries don't be shy you can also take a leadership role if open education is really not being driven forward and you can work on the back of some of your other open agendas. And many peers are taking leadership so try to connect with them. What's really necessary is we still need to advocate our efforts because teaching management teaching staff and management still don't somehow see the benefits, the effort that it takes for them. So libraries are good at that they can use their information literacy tools for that or there are other advocacy tools on open. And what's also important is to work and collaborate with the other departments to identify who are those champions in your institution. So identify them and equip them with some some messages some tools that they can then share amongst peers. Of course, also libraries can also collaborate on either initiating or developing an open education policy either an institutional one, or working together with others on a national one, because there's still great shortage of open education policies. My last recommendations here are so relating to. To really work on engaging with others in the co-creation of open education resources. Also to help grow what's already available, even if it's also library resources that you have that you make in the make those openly available they are we are. And what's important is for you to identify the skills within your library and then up skill by partner partnering more with your, with your departments in the institution or externally and join up with others. And last but not least, which is really an easy one is try to locate where and what we are being created within your institution. And then try to optimize accessibility and monitor the growth of such resources over time. So to build on those good practices. So I think lastly I think I'd like to say. One minute. Sorry. One minute left. That's perfect. So, so with the UNESCO we are recommendation libraries are also going to be contributing to see how we can build capacity on open education amongst libraries in Europe and also to roll that out across our institutions to build on policy. We need to continue our research to understand good practices to share good practices also throughout this network. We need to advocate for we are and through champions and to really showcase those those great voices for open education. We need to think about sustaining how, how do we sustain open education, the infrastructure that we are building now, and it remains a public good. So, if you're in Europe and you're, you're in a library and you're not yet part of our network. I'm reaching out to you please do join us send us an email and join the network. So, how libraries can help you implement we are. And if you haven't already read the survey report. This is the link. Thank you very much. I'm looking forward to your questions. Thank you very much Vanessa. Unfortunately, we are out of time. So we don't really have time for questions that was actually a notification for one minute. So I'm sorry if you didn't hear me about the five minute warning. Yeah, so I would like to, well there is actually there is a comment from Michelle Wilmers she's based at the University of Cape Town in South Africa and then it's a you know she says a lot of those, a lot of it what you just mentioned really resonates within the context within the South African context and I think that Michelle, if you have additional questions for Vanessa I do encourage you to get in touch with Vanessa Vanessa you also have the space on OIG connect for your session so I do encourage you to upload your session slides there and continue engaging with attendees throughout the week. So, thank you very much for this important work and everything that's part of this doing to advance open education and I would just like to very briefly so you can stop the recording now.