 Today's webinar is on government information for social workers from students to professionals, and we are presented here with Michelle Donlund, who is the Scholarly Communications and Research Librarian and Subject Liaison for Social Work at East Strasburg University in East Strasburg, Pennsylvania. She also serves as CAMP Libraries' Depository Coordinator and holds an MLIS with a concentration eGovernment Librarianship from the University of Maryland, so thank you very much, Michelle. Thank you. Thank you so much for letting me present today. So I'm going to talk to you today about government information for social workers. Just to put this a little bit in context, as a liaison and also as kind of the government information librarian here at ESO, it's really an interesting blend because social work has so much government information within it. Learning a little bit more about the users of the library and how they can actually connect that information really benefits their research, I think, the long run. So let's move forward. We're going to talk about today's goals, webinar goals. First, I want to talk a little bit about information literacy and government information literacy. Next, we'll talk about social work library users, so we'll identify some user groups and then explore some of their unique information needs. Then we'll move on to strategies for social work liaisons, so things you can actually do as a liaison in social work to kind of connect your user groups to government information. And then finally, we'll talk a little bit about social work online research guides and some examples of what you can do on your guides and also some websites to include. So first up, I have this word cloud from ACRL's Framework of Information Literacy for Higher Ed and their literacy definition, so it really shows you information kind of at that center forefront about what is literacy about anyway. As we know, as they define it, it's a set of integrated abilities encompassing reflective discovery of information, so you find information, then you understand the information that was produced and the value for it, and then you use that information to produce your own research. There are some literacy resources that ALA and ACRL have that are available online. One is ALA Literacy Clearinghouse, which I've linked for you, and also the Framework of Information Literacy for Higher Ed. I think a lot of us are probably familiar with some of these concepts, so I'm not going to go too far into it, but I wanted to show you the types of literacies that ALA mentions. This graphic shows you all the different types of literacies that they sort of talk about in that clearinghouse, information literacy in general, and then different smaller literacies, digital literacy, health literacy. The closest to government information literacy that's mentioned, currently mentioned, is political literacy, so the idea of understanding your political environment and using that information effectively as a citizen. So it's interesting that government information is close, it's a cousin to that, but it's not defined here. My definition of government information literacy, and just applying a simple information literacy definition, the ability to find, understand, and use government information, we can make it much more complex than that. A lot of the literature that's out there, it's interesting because it sort of dances around the concept of government information literacy. We talk a lot about collections as government documents librarians. We talk a lot about how we apply that to courses, how we might teach government documents or government information, but there's not a ton out there, especially regarding government information literacy, having that definition, and then relating it to a topic like social work. There's more and more literature that's been out recently, but more to come, definitely an area where we can develop in. This quote I found perfect is that students simply lack government information literacy skills needed to develop the best strategies of using that information. As a librarian, I definitely can attest to that within my courses. If you're a new liaison, you can learn more about social work and social workers and their needs at these two websites. One, the National Association of Social Workers. This is their professional association. What we use ALA for, this is what they would use. They do have resources in their career center for students, so kind of stepping through and becoming a social worker if you're interested in social work, more information about it there. Also, there is the Council of Social Work Education. Now, this is the U.S. Accreditation Board, basically. The standard, the group that is really focused on social work education. It's interesting to see both what they say as a group focused on the education process, educating undergrads and graduate students and so forth, versus NSAW, which is a professional association, which they graduated the types of services available, professional development services available to them. So government information I found is inherently embedded in social work. So I found this great figure in an article by Trevathix, and I know I'm going to get that name wrong. But they talked about different types of knowledge within social work. And one of those types of knowledge is factual knowledge. And it's interesting if you look at social work compared to other areas that really government information is everywhere within here. It's just embedded within each area of factual knowledge. Some social work jargon for especially newer liaisons, evidence-based practice. Now, you might have heard this in other areas in health, in medicine. Evidence-based practice, or EBP, really addresses that gap between research and practice. In evidence-based practice, you basically look for high-quality resources that will help you provide interventions and will help guide the process to come up with treatments and services for your client. There is this inherent component of information literacy within the evidence-based practice process itself. Social Work Policy Institute has some interesting links on this. It is a little bit older, this website. So some of the stuff you'd have to, some links work and some you have to Google. But it is an interesting resource to look at. Why should we as librarians know about evidence-based practice or even care about it? Driscoe wrote this article about six steps within evidence-based process decision making. And what this is, it helps the practitioner or the social worker step through the whole evidence-based process. So once our students graduate, they should understand this process and hopefully they would be able to embody it out in the world while they're working and serve their client. So first they would identify an issue or a problem that their client's having. Then they find the best available research knowledge. So the most high-quality research you can find on that topic. Third step would be critically reviewing the quality of that research and compare it to your client's needs. Four, work with the client collaboratively. Discuss that research. Five, finalize the treatment plan based on the research. And then six, implement and evaluate that plan. So step two and three are just spot on for information literacy. And Driscoe even says that it requires the skills of a reference librarian to perform step two. And if you don't, if you're not a reference librarian, you need to reach out to one. And of course, three is about source evaluation. So evidence-based practice is a great in and a great way to connect with faculty and students and say, hey, this is why we as librarians are relevant. And guess what information you probably are going to use? Government information. So that's kind of an intro of government literacy, information literacy, a little bit background of social work, jargon, and knowledge. Then you want to think of, OK, how do we determine our library's social work user groups? Who from social work would be using our library? It really depends, I think, on the size of your library, what programs you have, and probably the location as well, depending on what populations are using your library. So in order to figure that out, you can look into your statistics. You can go through your reference or research assistance questions, see if you record the user type to determine if you are assisting social work students. Statistics collected at other desks. Some libraries have a separate government documents area. Some folks have separate reference and circulation desks. Some have the one combined. So it's kind of accumulating all those different stats and to see that picture. And then, of course, you can look at the circulation stats of your actual physical materials within social sciences and see what popular topics are actually being checked out. You can conduct a survey. We participate at ESU in LibQual. So when the years come up for LibQual, we have our survey. We try to get as many folks involved. And we ask them to put what their discipline is. So you can narrow your search results, your survey results, to folks within the discipline to see what they're using and how they're using it. You can talk to people. So this is going to be a major theme that I found out as a little liaison is actually reaching out to different groups on campus to help you identify those social work user groups. So you can have a focus group. You can reach out to your student organization. You can reach out to related student service departments on campus. If you have a library advisory group, that is awesome. You can use that. Some folks have just a smaller library advisory group as we have here at ESU. And then other folks may have larger groups, like a separate student library advisory group. And that can really help contribute to ideas and moving things forward within the library. And then finally, talk to your community organizations. Who is hiring the students once they graduate from campus? So if anyone's local, where might they get a job in reaching out to them and seeing, OK, what information needs, government information needs, do your incoming employees, what should they have, what skill should they have at that point? Some areas of library users I've identified clearly are students. We have undergraduates and graduates. We're unique at ESU. I'll tell you a little bit more about our program in a minute. And then we have our faculty and staff. And then we occasionally have social work practitioners. This is an interesting group because these are the folks who might have graduated, stayed in the area, and might come back to utilize the space for studying for exams, especially for their certifications or licensure. Or they could use the library as a space to meet their clients. They have all different types of needs. Some of them overlap, and then some of them are specialized. So let's look at our information needs for the social work faculty and staff. I think the main one that jumps out of me is library instruction. You reach out as a liaison to your departments and ask them if they need anything. A lot of times, you might get some silence from certain departments, and other ones might respond more actively. I've found in the two different positions I've worked at as a social work liaison librarian that social work is very engaging. They are happy and thrilled to work with you, and they will jump at that chance. So I usually always get responses from social work, where in other areas, they're not as eager to use it. Develop information literacy skills through assignments and activities. One thing we'll get in our library are students that come around with these assignments that the faculty have not told us about that need additional help to fulfill them. And so it's a way that we can connect with the faculty members. And the students talk about the assignments, talk about the skills. A lot of times, this is one-on-one. We try to pitch library instruction at that point. Sometimes we're successful, and sometimes we're not. Another reason they'll talk this is troubleshooting help. So say databases aren't working. There is an issue that they're having as a researcher or their student is experiencing and reporting to them. And then finally, sometimes they do consult us for their own research. I know a lot of times faculty, as well as other librarians, we think that we know everything under the sun, and we don't need other support. But really, it is nice to talk out your research topic with a librarian and get additional feedback. You might get ideas you didn't know before. So our information needs for social work undergraduate students. A lot of undergrad programs are focused on the generalist. So generalist education, so that the students, once graduated, they have skills to work in various parts of the social work field, that they would be ready to enter in any, whether it's with an agency, whether it's with the government, within prisons, whatever their skill set might be. Introduction to evidence-based practice. So we talked a little bit before about evidence-based practice, why it's important, and how information literacy fits within it. As an undergrad, you're kind of, I know early undergrads, you're kind of, we give you baby steps into information literacy. We don't know where the student's particular background is coming from, so we need to give them the refreshers or teach them the basic skills. And then as they advance into upper-level courses, they'll learn more about evidence-based practices and have more specific assignments dealing with that. So we'll move from that reliable resources to evidence-based and then empirical research. There are specific standards for social work programs. We're going to go a little bit more into that in a moment. But we want to keep that in mind that social work programs need to be, would hopefully be accredited. So we need to meet those standards within it for our programs. For graduate students, clearly when they come in, we like to do a basic skills of information literacy, what we hope they have established at that point, and then it rapidly goes more complex. And they're going to need more in-depth research on one specific topic. And of course, we can look more at their standards. This is a photograph of some of our social work graduate students. At ESU, we have a program that actually runs through Marywood University, located in Scranton, Pennsylvania. And we are one of their kind of branch campuses, satellite campuses. So the students can come here. While they're Marywood students, they can use our campus. They can use our library as a space. So a lot of folks who graduate from ESU with their bachelors can then stay within the area and attend Marywood at ESU. Information needs of early career and entry level social workers. So this is where you can look for your professional associations at the highest level and then locally, regionally, and see what information is available there and their specific needs. We can look at job postings as well and see what are the requirements of these job postings. Are there any standards? Is there a level that they need to be familiar with? So if part of the job that they're applying for deals with writing plans and implementing policies, are they familiar with that? Also look at state, county, and local training requirements. So my example here is charting the course. In Philadelphia, I know the community umbrella agencies, the COAS, everyone takes charting the course for case managers coming in. So knowing that this program is run through PIT, and it's pretty intense curriculum. As you see here, it's 120 hours of in-classroom work, six hours of online work. So this is the type of module where if your school is located near an employer that would require you to take this course, it would make sense to integrate and tell your students about this before they graduate. So maybe linking on the library's website just mentioning it or connecting with your career services on campus so that anyone who comes to them is familiar with it. I'm going to click on it. So here, it's pretty intense. So I was going to graduate and go into the child welfare system in Pennsylvania. I can click on here, and it tells me about the module, how long it would take to complete it. So you would go to a one day, you'd go to a workshop on this, and you can see all the different handouts. And something that's interesting is that they have their references and summary of laws and bulletins and regulations. So you can really change and adapt your, say, online research guide to include some of these items. So if you know that they're going to be looking at some of these laws, having those laws accessible so the students can be aware of it and be prepared that they're going to have this intense training potentially if they get hired by the institution. Information needs for certified and licensed professionals. So we're stepping up again. We're talking about the folks who probably graduated. They have their master's degrees, and they're looking to be certified or licensed within their state. So there are exams that you would take, the Association of Social Work Boards. And it's interesting because just like the rest of social work, government information is embedded within them. It's not explicit. It's not separated out. It's just a part of it. There is social work licensing guide, if I can say that correctly, here. So how to become a licensed social worker and the different types. So it's easy to understand. It's straightforward, which degree you have. And something that's also interesting, it links back to the ASWB that's on our presentation. And it has different requirements by state. So if I click on Pennsylvania, it's going to talk about Pennsylvania Social Work Licensing requirements, gives us the schools where you can attend if you're interested, and then talks a little bit about it. So you can look up your state there. Let's go back one more. And also, they have the license and boards and college websites under ASWB. So I can click here. And I can go and select Pennsylvania, Generate Report. And I can see this is my licensure board at the state level. Here are the statutes. And here are the rules in the PA code relating to that. So I find this very helpful if someone was coming in and was interested in this information. You just look up your state. And then you can see the requirements by your state. We're going to switch gears a little bit now and talk about some of the strategies for Social Work Liaisons. So if you're a new liaison or you're just trying to reconnect with the department, maybe it's been a while, here are my seven strategies of what I've worked through a little bit at this point. And I'm going to go into each of them in depth. The first strategy is trying to get Social Work Department buy-in. Sometimes, this can be hard for certain departments. Social Work has usually been very friendly and outgoing. And they definitely tell you what they need. And they're very grateful for any help they do get. My advice to try to befriend and get in with either the dean, the faculty chair, or the administrative assistant, anyone who's willing to talk to you and willing to chat about the information that you want to talk about, it goes miles. Talk to see if there's any department committees. So within our Social Work Department, they actually have committees within the faculty. So they can focus on different tasks, whether it's reaccreditation, whether it's a library committee, so that only two people are talking to me, rather than me sending every message to every faculty member within the department. Especially, keep an eye on enthusiastic faculty, so the ones who do respond, try to find some. And especially the new folks, too, newbies like myself who are tenure-track faculty, who are always looking to gain new contacts. My second strategy, ask them for Social Work Curriculum documents. So it's easier to get syllabi and assignments when you're teaching, when you're scheduled to teach information literacy for a class. However, there are other things, like course proposals, you can refer to your curriculum committees, or reaccreditation reports. So this past year, our Social Work Department, and I worked together on the CSWE reaccreditation report, and it's this actual library's report is one component of the whole thing. So we went through everything that the report needed, wrote it, and they were fabulous because they gave me several months in advance. Another department, I've had other department experiences where they give you a day's notice for that information. So it's great to have the time to put into a good report. Also, ask them for internal documents. Do they have annual reports or assessment reports? I know we have a university assessment committee, so they will submit assessment reports to that committee. And within those documents, you can see where is that need and usage of government information. So analyze what you have, identify those government information literacies, and the potential user groups. You want to compare any known student learning outcomes, so those assessment reports, to information literacy. Where can you find your way in? So here is an example from Social Work syllabi, also listed these competencies. Now these competencies align with the CSWA, the reaccreditation competencies. So when it comes time for them, to get reaccredited, they can sort of copy and paste. They're already doing what's required of them. And as you see here from this competency five, it even says, mediate by policy and implementation at the federal, state, and local levels. So social workers understand the history and current structures of social policies and services. It's a clear connection to government information. And it's a way that you can talk the professors or whoever will buy in to the idea that it is necessary to incorporate government information literacy within either information literacy sessions or other resources you can create. So you found something that's related. What do you do next? Communicate those findings. Tell the social work department. Let them know that you found something. Tell your colleagues, far too often librarians, do a lot of work in smaller silos, and they don't communicate all the different projects they're working on. You really have to prioritize that. But if you have a moment, whether it's in a meeting, to share your ideas or a quick email, or even do a training. So maybe you might do a training with your colleagues on one of the websites that I'm going to feature shortly. Then you can explain to them how it's connected to the social work curriculum. Also tell them the administration, whether it's your library administrators or the university administrators. You'll usually submit annual reports, and they have to be connected a lot of times to the larger university strategic plan. So on the left here is our students first is the current strategic plan that we're under. And if I can connect anything to the goal one of student success, I will. So if through what we do, and incorporating more government information literacy, if that helps the students succeed and make them better prepared and helps them graduate, then that's something that you really want to advertise to your administrators. Strategy five, you implement changes. So a lot of this focuses on instruction. It's what can you do as a liaison? So you can pitch the idea of government information during while you're planning your library instruction sessions. Sometimes faculty might turn that down. And other times, if you're able to pick it out from their own syllabi, it makes sense. And they'll let you run with it a bit. You can prepare an elevator speech. I've heard about this a lot and sometimes don't give too much credit to it. But it really is something that I think librarians need to perfect because if I have that two minutes with my university president, you know, I'd like to have that prepared. A good resource for that is the value of academic library statement. So this statement through ACRL, but it has some good examples of what you could adapt to government information literacy within it. And as always, if you're short on time, you can promote online research guides with the government information links. So sometimes the faculty members will say, no, sorry, we don't have a chance to do instruction. Spring semester here is tough because we have a lot of snow days and late starts in Pennsylvania. So we see less instruction in the spring because of that. And if the professor isn't able to give us a shortened period of time for instruction, then we can always add that to our research guides. Strategy number six, communicate changes. Again, we're communicating. It's super important as a liaison. You want to talk to the social work department. You want to talk to your other librarians, to the administration, we've discussed that already. But there's other folks you can talk to, career services on campus. So at ESU, we have Career Development Center. So the idea of liaisoning with them and saying, okay, what resources are you giving social work folks who are coming to you and how can we fit within that process? How can we better prepare our folks for that career? Potential employers. So are they referring to local agencies? Are they referring to the federal or state government? Where are they referring those folks to? And then can we talk to them? Is there a program like what we saw in the charting the course example where if we know the potential of our students graduating and going there, then we can better prepare them with that government information literacy knowledge. And then finally, try to communicate this stuff to the students. Whatever you have that opportunity to, whether it's in classes, at the reference desk, or if you go visit any of their organizations or their organizational events that they hold. And finally, let's close that loop. As a liaison, you want to assess and you want to analyze your own work. So what results did you find out? What were the limitations that you were or weren't able to do? Did it produce anything that you can share? And how can you expand it and improve upon that? Not everything will work and that's okay. But document what you have, come up with suggestions and there's always next semester to work on something different and tweak it a little bit. So for me, the ultimate liaison challenge is how can we best support student success? Remember, it sounds like our strategic plan from earlier. As a liaison, what is my role within it? Well, first, I like to understand and have a sense, a better sense of who am I helping, what are their needs? And we've reviewed that so far. And then once you understand it, what can I do about it? So it's building those collaborations. It's how can I inform my instruction and also my online research guides. So I'm gonna take a quick cat break and pause and see if anyone has any questions or comments or anything they'd like to share with us. So we're gonna move on to social work, online research guides, yay. So I know we all maintain them and we all see the quirks for them. A lot of times I will just refer to lib guides or lib guides, however you prefer to say them. I usually say lib guides as the online research guide platform. I know other libraries use other types of guides or might just use a different website and that's okay. The benefits of using online research guides, as you probably know on a daily basis if you do use them, supposedly they can be easy to create or add content. You can kind of throw something on there pretty quickly once you understand how to use the system. Accessibility of government information, I think that's really a key here of creating guides with the most relevant information for that user group. So if we're talking about a social work guide, what are the information needs they're using within their assignments? How can I link those websites and we're gonna go over a few of them soon. Challenges, effective design is always a challenge I find for research guides. Everyone has their own style and method of how they wanna do things. I definitely recommend getting together as a group and trying to come up with one cohesive template for the library to use so that the guides look a bit better. Maintenance workload, that's always tough because yes, you can throw a link on a guide. Yes, they do have like dead link checkers that you could see which ones have died, but it does take a lot of energy to make it look good, to add things to it, to make it very effective. And it's not something that you can just put up there and walk away for years and years. Something that will, that's fluid and that changes from time to time from semester to semester and hopefully it builds. So you can add new content informed by the documentation, the information you might have found or the stuff that you developed as a liaison. And then there are different types of guides. So there are these really comprehensive general guides that kinda cover every topic. I like to call them the kitchen sink. It's everything but the kitchen sink, right? And then you have these smaller, well different guides of various subjects or topics. So maybe just on social, maybe just on a smaller topic. And I'm gonna show you an example in just a moment. And they can be informed by job placement. So as I mentioned charting the course, seeing what they might need in child welfare, having a child welfare guide that kind of aligns with the government information they're using. So an example of a great general government information guide from the University of Washington, I love this page. So it's government resources by subject. And this is one of those has everything where you can go to the guide and then you can browse by what you need. And it just has an amazing amount of information on it. It would take a very long time. This is that maintenance workload in order to build and then maintain this type of guide. And then you have smaller topical guides like Rutgers social welfare policy guide. So I really like this one because you'll see it breaks down different types of government information. But it just feels like it's still embedded within their information literacy needs because it's not all government information. Still has your journal articles and other tips and advice on writing, excuse me. And you'll see within this guide just government information everywhere. And it's sort of peppered within. So this is a really good example of a guide. So I have six website recommendations that I would definitely include on an online research guide especially for social workers. There are more. There are definitely other websites you could include. You can check out both of the two examples of blue guides that are already showed you and their prime for all these major resources. So my first one to include would be Medline Plus. Now this while I think the next four, the first four are probably resources you've heard of as a government information librarian and or else used previously. Why I really like Medline Plus, it's easy to read materials. So this is where you can kind of hook your undergraduates and have them understand what it's like to step through a website like this. You go to Medline Plus, you'll see the health topics or drugs and supplements. You can click on the health topics. They can browse by health topic or more importantly, they can look by demographic group. So a lot of times they'll have a health topic but then they also need a demographic group that coincides with that. So instead of looking at like cancer in general, it's cancer in children or cancer in seniors. It's narrowing that idea in. Here you can select your demographic group and then you can choose a health topic within it. So my example in the middle box is children and mental health. So when you go to the children and mental health page, you'll see a summary about the topic and then you'll see the start here which this is very useful because it gives the students not only government information but then organizations and other reliable resources they can use to understand that topic. Next PubMed. Now I know, you probably know a lot about PubMed already but it does have so many citations and it really does feature on biomedical literature, life sciences and you have online books. So many of it is full text and then some are just an index and abstract. This is run by the National Center of Biotechnology Information from within the National Library of Medicine. So a lot of times in my social science classes I might say this stuff sounds very sciency or and that's because it's coming from a medical journal or anything else. So sometimes it's definitely harder to understand things in PubMed since it is more academic than MedlinePlus. They do have online trainings available so you can click on the documentation and kind of go through some of the trainings of PubMed. And this box is an example of search for child welfare and then at the top you see this that says best matches for it so you can switch your results for these best matches which is an interesting way to filter and sort. Congress.gov is the next website I would definitely include in my LibGuides. It is the official website of US Federal Legislative Information. You can search for current and previous laws. There are coverage dates available on congress.gov that tells you how far back maybe the bills might go versus laws and so forth. One thing I really like about congress.gov is you can browse by policy area and legislative subject terms. So each item will get say this shows the 115th Congress. Each piece of legislation will have one legislative subject term something that a bigger area that it falls within. However, it can have multiple policy areas so you can browse by either one whichever one is more appropriate for you. Also on congress.gov one thing that I get a lot from social work students are they're trying to find legislation that actually went through stuff that actually became a law. Sometimes they get drowned in all the results. So in this results snapshot we see that we were looking for helping homeless veterans act. Veterans act and as you see here look at over 700 were introduced. So it is hard for students to sometimes understand and through that information and narrowing it by status of legislation helps and find exactly what they're looking for. USA.gov. So USA.gov I use all the time for every topic and I usually tell my students that it is things like the Google for the government except the search isn't as fabulous as Google search for them. So it is your online guide for government information services. What's on it? What's within the results? You'll see stuff from federally available publicly available websites. So the big government-owned ones that you expect to see. But you'll also see these quasi-government agencies and things on the state and local government level. So you'll see stuff like Maryland.gov, right? And then sponsored websites. So USPS for the postal service. Occasionally you'll see those.coms.orgs.net. And then finally very infrequently they will have websites that are not government-owned. If it has information that's relevant that is not officially available in a government website. So occasionally you'll see that. So as we're going through the results for this homeless veteran search, you could see that these are all from the VA, the top results and the benefits at the VA. I always point that out to my social work students of is it actually a.gov there? Where is it coming from? Is it from Virginia or is it actually from like a federal agency? The next two resources you might not know about but I think are important for social work. The AHRQ, Agency for Healthcare Research and Quality, has an evidence-based practice center. This is pretty awesome. I like it a lot. You can go here and you can search within for your topic and then kind of refine there a little bit and then get whatever care program that you see. So if I put in stress here, I can go through the results and see, oh well here are these meditation programs for psychological stress and well-being. Student assignments tend to be very focused on, here's my problem, here's my population, what interventions, what services, what programs are out there. So using something like this I can put in stress, I can put in homelessness, whatever it is I'm looking for, and then see how, what reports and programs are out there on that. SAMHSA, now I hope I'm saying that right too. It's the Substances Abuse and Mental Health Services Administration. They have a website about their programs. They have a whole bunch of different topics. Please go there, explore. You can search in the search box for a keyword if you're not sure which program is appropriate for you. The program that I want to feature today is their Evidence-Based Practices Resource Center. So this incorporates what we talked about earlier, of finding that evidence in order to inform the interventions as a social worker. So here you go to this page, you can narrow by topic. Look, you have your topical area. The students are looking for your population or demographic. And then hit apply. And you'll see different results to help support both the practitioner and the client. You can click on that, and then you can see the page. So you can get that PDF. Or as a social worker, you can order free copies. I believe they're up to 30 copies. But the details will be on that website. So if you meet a client in person and they want that pamphlet, then you can order them ahead of time. So some final thoughts that I wanted to share. Reach out to people. I know we talked about communicate a few times in the strategies. You want to find that local buy-in. If they're somewhere, it just might not be in the first few places you look. Look for community partners. So people on campus and then people off campus who could help connect government information literacy for the benefit of your social work students. Contact other librarians at different institutions. You know, we love to talk about our work and what we've done for things. So reach out to us and we'll share our experiences. Also, experiment to see what works for you. Not every idea or thing is going to work for each institution. Libraries and universities are different. They have different cultures. They have different way of doing things. So test out new ideas, whether it's communicating with your faculty and getting that buy-in or you're developing resources for your library instruction. And don't let that failure deter you. If something doesn't work, that's OK. Try. You can try something different next semester. You can tweak it or you can just start afresh. I think just the idea of trying to move forward and develop things is helpful. So I have my references here. I have more references. I'm going to add to this. And I can give you a handout of all my links. So that can be posted when the video gets archived on the website. So I just want to say thank you for attending. If you have any questions or comments or if you'd like to share your experiences, I would love to hear it. Also, I'm always looking for partners. If you're interested in doing research on government information and social work, reach out to me. Please let me know. So a student asked you about time logs and child welfare workers. Where can I find such information on time logs? I don't know offhand, but I'm thinking that some of our resources that we reviewed in the beginning, we talked about learning about social work. I'm not sure if they would go that far in advance, but I think the National Association of Social Workers could have something. So this will talk a bit about the profession. And they'll also have publications and other things like a social work blog. So I would try looking at the National Association of Social Workers and see what they have here. They do have a practice section for child welfare. So I can click on Child Welfare and scroll down and look at the tools that they have. And this is probably a resource I'd explore. Nothing about time logs there. The alternative would be talking to a social work faculty member and seeing what they would recommend. I do have my library science degree. I might eventually seek a master's in social work, but I don't currently have it. So I don't have that knowledge within the field itself. I would say check with one of your faculty members and see what they recommend, or I'll see if there's a local agency that you can reach out to. Reach out to their trainer and see what they say. Because usually, the trainer would be able to answer and train within that topic. Thank you very much, Michelle. This is great. Thank you, everybody, for coming today.