 When we'll be sharing her experiences using geology resources and teaching both large undergraduate survey courses and unique curated fieldwork experiences across Southern California and Arizona. When we'll also give us glimpses of the UCLA science, the science and engineering library in the geology building, SEL geology for short, and the Putnam map, map room which contains a collection of circulating maps in partnership with Earth and planetary space sciences department at UCLA. At the end of one's presentation, there will also be time for questions and answers. Without further ado, when please take it away. Thank you so much, Raika. I'm thrilled to be able to be here and chat with you about my work at the geology library. So, we're going to start out by, you know, talking a little bit about how I got here has a liaison to Earth, planetary and space sciences working in the map room. I'm going to show you around SEL geology, the Putnam map room. I'm going to talk about the UCLA freshman program integration with the collections, and then the advanced sedimentology embedded. And we can, you know, chat about where you see going in the future and answer questions. So, you know, record scratch, how'd I get here. I found in renewable resource management from McGill University, I worked as a field ecologist and a field researcher, or agriculture manager before I went on to get my MLIS from the University of Washington where I worked in digital preservation, open data. I did some cartographic cataloging. There's a connection to maps and lots of information that are serious instruction. I started at UCLA in 2018, and I liaised to the basic sciences earth planetary and space sciences, and then the freshman cluster program which I consider a little separate. So, if you may not have visited. This is the UCLA science and the engineering libraries geology location. This is right after we received a donation for some beautiful artwork so it got a little bit of a face lift. It's a, you know, beautiful bright area space, and kind of as a reputation among students as being like a good quiet study zone. Some of our other locations kind of let themselves more to collaborative learning. This is more of a, you know, put your head down and focus kind of place, but it's beautiful in the corner is the Putnam map room. It's a really unique location there are a couple rows of filing cabinets and large math cabinets that are just chock full of typographic maps, geologic maps. And if you haven't seen a geologic map but you're not super familiar with them geologic maps are the maps that kind of look like they're a little psychedelic so there's you know like magenta and oranges and yellows and greens on top of a topographic map, and the colors kind of indicate another dimension so when the landforms came into being what type of forms they are how were they formed you know this marine sediment is this, you know, alluvial what are we talking about. That's what we mean by a geologic map. We have stratigraphic maps which are like columns that indicate time and you know types of bed rocker materials. We have oil gas and mineral maps, and as a rule they range from the mid 1800s to present day so it's a really wide range of maps that we have in here. And what's really unique about this collection, unlike any other map collection on campus is it's open so researchers students can walk in they can pick up a map and they can check it out and bring it back to their office so faculty can use it to plan field trips and field work. So that's the space, not just books and maps though so we also have a collection of rocks and minerals from California a lot of them were collected by students when they were on their field work trips which is really exciting. That's on the right hand side and on the left hand side, we had a pet rock adoption day as part of our stress busters initiative, which is a program that we put on during final exam periods to provide some kind of like crafts or relaxation for the students. It's fun. Freshman cluster program integration, you're not familiar with the freshman cluster program, you know freshman classes themselves aren't particularly unique but this is a year long three quarter long type series that is built to introduce students to university research like an on ramp to research. And what's really special about this is libraries and librarians are really heavily integrated into the series. This program involves with the evolution of the cosmos cluster, which is no pretty self explanatory. We're talking about, you know, development of the earth development of the cosmos and space. In the first quarter, it's basic information literacy right scholarly research this is a scholarly journal article this is how you find them this is how you dissect it. In the second quarter, they build on this a little bit by looking into, you know, the authority of scientific resources like how it can be constructed what the context is, and students look into well known debates like, you know, was the place to see North American mega funnel extinction caused by humans or what is the most sustainable renewable energy resource, right because like very real debates and science. And the library can use our primary sources to help illustrate this history of science and uncover these ways of knowing so how did we first decide how to make science or have to build on science and how has this evolved since, you know, the beginning of a discipline. So we have a lot of primary resources. In the sciences anyway. In the third quarter is seminars which is a little bit more specialized. So I'm focusing on the second quarter research for this particular talk. So we can use these primary sources to unravel the objectivity of science. So here library instruction is an opportunity to place, you know, history sociology and ethics within neutral fields, you know, science is considered a pretty neutral field but, you know, there's a lot of context that goes into that. The library and library materials are here to help facilitate that. And by critical I mean we're looking at these resources through a socially responsible lens. So, you know, in health sciences we would talk about, you know, critically examining a study, you know, are there enough study participants are the study participants representative of the population those types of questions. So in biology, you know, you might be saying, you know, it's geology, it's a rock. That seems pretty straightforward. And I agree with you, but we're not just talking about rocks, we're using maps and, you know, why maps then for first year students in depth analysis of these resources can be really daunting so just imagine you're a freshman student. A year ago you were introduced to peer reviewed scholarly journal articles for the first time. And this quarter you're asked to, you know, really analyze them and critique them and place them into context so it's a big step and it can be really challenging. And the maps are a really excellent case study of this kind of objective resource, because, you know, it's a map you know there are land features that can't be argued. But it can also lend itself to a more complex analysis like who made this map who published this map. Are there no political borders, that sort of thing. It can lend itself to a little more questioning. And that brings us to the classroom setting where, yes, you know we could give students a journal article and they could go to their respective corners and read the journal article and you could come back and discuss. Or we could all stand around a map and, you know, look at it and get some, you know, spatial literacy skills, and also, you know, chat about it together and learn together so it's a really appealing for a classroom setting. So, that's what we did. I brought over 400 students they did sitters into put in a map room over 24 classes, and we examine selected geologic resources from the map room I laid out a series of resources around, not just maps, but indexes of published resources and published maps and letters from librarians and faculty from UCLA that had found their way into the math room because it's no working math room. I was able to use all of that to kind of, you know, create a journey for the students and make a story and they could walk around and actually touch these resources and you know, for many of them it was the first time they'd been inside an archive the first time they'd really worked with any maps. So that was also really exciting for them to watch and really wonderful to see students, you know, start off really timid and then just start opening doors and getting in there. It was great. Some of the maps that I brought in there. I wish I had photos for all of you but I put out some historical maps of oil and gas fields in the United States that track the discovery through the late 1800s and 1900s, and students could see how discoveries matched, you know, population growth westward. And they could also see, you know, when Alaska actually showed up on a map of the United States. And that was a really great illustration of how even though, you know, the scientific map, you know, politics still play a role. You know, where the borders are what we see on the map is influenced by things outside of science. And, you know, some indexes and catalogs and students were able to see the abundance of maps published in and around World War II, particularly in the Middle East, we could talk about, you know, how, you know, what kind of information was available when, why and how the advancement of science is also tied into these socio-political issues. There's been a lot of maps from, you know, colonized areas or previously colonized areas from the continent of Africa and Southeast Asia, so students were able to look at those and say, you know, who are these maps being made for? These are, you know, like rock and mineral maps of Uganda, say, if it was, you know, published a year after, in this case, we have a collection of maps that was published a year after Uganda officially gained independence. You know, who was publishing this? Who has been a thing from it? If it's published in English, who has access to these resources? All of these questions. And we also looked at, you know, what kind of maps we don't have. So, for example, you know, maps, geologic maps from Argentina. Argentina is traditionally very protective of their geologic intellectual property, so it's really difficult to get a hold of geological maps from Argentina. So that's a gap in our collection. So we discussed how this gap in our collection would influence, you know, their education as students, if they wanted to learn about geology in Argentina, if it's really hard to access those maps, how does that end? So lots of great discussions. I also asked, you know, who's excluded from the production of these maps? You know, a lot of older maps are, you know, it's exclusively published by men who might have been excluded from accessing them. What do the corresponding documents tell you about access, potential impacts of the exclusions, right, where wealth is transferred? And here are a couple examples of the correspondence that we found in the map room. On the right-hand side, there's a letter from Fairchild Aerial Surveys with a company based in Los Angeles that worked with a lot of UCLA faculty, especially in the geology department, and the government of Liberia, if they wanted any aerial surveys done, alluvial deposits for diamonds, an actual solicitation, which is interesting. And another on the left-hand side, rather, a request for a geologic map from Iran Oil Company. Pretty cool. And here are a couple other examples. On the upper left-hand side, a map of Antarctica in English and Russian, and we use this to discuss, you know, where maps came from, who had access to this information. If the country couldn't access Antarctica, they wouldn't, you know, have information about minerals and resources there. On the right-hand side, this is actually a bulletin that's in our science's special collections, not in the map room, but we brought it down to add to the discussion. It's the bulletin of creation in the deluge and related science. So this is from a conference that was actually in Los Angeles in 1944, where geologists who are, you know, met and argued that all of the landforms on earth presently are the result of one major global flood that work, you know, molded everything into how it is today. So students were able to look at that and read it and consider how this might have been a scholarly debate of the 40s. Maybe, maybe not. And this little note here, the detailed shape of earth as a military secret I thought was really interesting because it was published in the 90s in a news article that was in the map room. But it points to the really interesting fact that before Google Maps, before this digitization of maps, a lot of this geologic information, a lot of these maps were really hard to find and not very detailed. And a lot of governments were keeping specific details about, you know, their landforms and neural deposits, pretty, you know, close to the vest. And a lot of the freshmen students who are visiting the map room had grown up with Google Maps on their phones or Google Earth on their phones. The idea that any of this geologic information would be difficult to find or far out of reach was illuminating. Interesting context. And if you're interested in this, I did write a paper on it and I can forward the link to you in the chat if you're interested. I'm going to go into a little bit more detail about what we talked about and the researches we used. Also with the freshman cluster class, I joined up with them for a fossil hunting trip in California and Nevada over a long weekend. It offered an opportunity for passive information literacy instruction. So students would ask me about their projects and, you know, like how I cited things, the number of citation questions I got walking in the forest. I was surprised, but, you know, if you have that nagging question, you want to get it off your chest. It also provided a lot of space for field geospatial information literacy instruction so we could talk about how topographic maps are made if we looked at contours or how stratigraphic maps were made. And, you know, a lot of these students who had seen geologic maps for the first time in the library were able to then go into the field and make the connection between the physical object and the map. And it was really fun. Some examples of us in the field or pictures, photos of us in the field rather. And for a lot of these students, this was actually the very first time they've been out into the wilderness or to a national park or on a hike. Even the first time they've left the city. So it was a really special, special thing to be a part. I'm teaching gears a little bit to the advanced physical sedimentology collaboration and this is with an actual geology, you know, major class, these are mostly seniors. A couple juniors and a couple graduate students actually were involved in this class. And this was their major advanced physical sedimentology fieldwork class required before they graduated fieldwork. If you're unfamiliar unfamiliar with physical geology as a program, know that fieldwork is a really crucial component of it. You're not going to get a physical geology degree without having some element of fieldwork from the syllabus itself. You know exploring geology in the field facilitates practical application of classroom skills. Right, it's necessary. So the course required the construction of a field guide and eventually appear review paper and those were both, you know, two spots for, you know, primed for library intervention. And again for those of you unfamiliar with field geology. When I say field guide, I don't mean like an Audubon guide. But field geologists typically create field guys which are maybe more like, like walking guides or like roadside companions than field guide. So for the geology conferences, a lot of geologists will make field guides for their fellow geologists who are visiting town so they can go on a hike and examine the unique geology of the area. A lot of these are published in scholarly journals or even felt published. So for science information societies have you know field guide of the year. Really common to the discipline. So in this class each student took a really deep dive into a geologic feature that we would see on this trip this trip being a major trip to the Grand Canyon, perhaps should have clarified, we're going to go to the Grand Canyon. So students looked at red wall and temple beat limestones, but anthropogenic influencers were still really important. So we also looked at, you know, Glen Canyon Dam, or, you know, have a soupy tribal land and how that's been affected. So this is kind of what it looked like. We were creating this field guide which I do examine landscapes through an intersectional lens so you know how how the soupy tribes are affected by changes in the Grand Canyon over the years, how the Glen Canyon Dam, you know, has affected and will affect the geology of the Grand Canyon for ever basically eons, and also how to find and read topographic maps and stratigraphic columns not just because they're going to visit but because they'll need those components for the field guide. Here are a couple examples of what the field guide looks like user. This is student work, but this here on the left hand side for our left hand side is an example of the stratigraphic column. There are some images. Very image heavy. Great. This is actually used in the field as field guide. So our first stop on the way out of California was Amboy Crater and students gathered in a circle clutching their field guides, examining the basalt below them. And they use these field guides to present once they reached, you know, a point of interest. And the students telling, you know, the rest of his class about, you know, everything that he learned about the formation of Amboy Crater and the basalt fields in the area. It was really engaging, super interesting. We also had to have something to refer back to as it was being taught in the field. And so we stopped at various points throughout the entire trip. And the Grand Canyon itself turned into a classroom where students were able to look at, you know, the topographic maps and then look at the actual features and see how they translated immediately. And, um, yeah, it was really cool. Some of the students, you know, sitting and drawing stratigraphic columns part of the trip was also creating, you know, maps as they were in the field to demonstrate that they could, you know, both, you know, read and interpret maps but also then create them in the field. And for those of you like unfamiliar with the Grand Canyon or stratigraphic columns, it's probably the finest example of, you know, exposed retigraphy in the entire world. And the fact that these students were able to come and look at it and it was really exciting. And we did this in January so the Grand Canyon wasn't super busy. The Grand Canyon is never not busy, but it was like quiet enough that we were able to gather as a group in a classroom and like chat without being overrun by a horde. So that was great. But it was also January. So here's us climbing down. We went down the Angel Falls trail. So we had cleats and we pulled and yeah, one day we climbed all the way down the Grand Canyon and then climbed all the way up and I don't think any of the students myself included had ever been to the Grand Canyon before this trip. So it was yeah, another just like truly remarkable experience to spend time with these really, really wonderful cool students experiencing something with them. And again, talking about you know, plans for the future and how, you know, we all ended up here. There are a lot of questions about how does the library and end up here so to answer this. And our last spot was stop on the way back to California was also dunes in the hobby. So, Kelso dunes is a dune field within some mounds which was pretty rare and there are a lot of various deposits, and they kind of make their own contours and that was a really wonderful teaching tool for how to draw like contours and cartographic maps. Like as we climbed the dunes, we could actually see the contours and follow them and you could see people learning in real time why contours are important for not just traveling but you know, making an explorers life easier why you wanted to understand that kind of elevation. So those were Kelso dunes. Right, so you see like geology library future projects. I, since we've all gone remote, a lot of geology faculty have, you know, like increasingly been using GIS to do a lot of this instruction. You can see more GIS enabled computers available in science and engineering libraries, as well as expertise, we have GIS expertise in the data science center but they're currently located on North Campus, so I'd like to bring them to South Campus. And I'd also like to work on digitizing some of the really remarkable resources we have in the Putnam Map Room. You're right now. I do think that it's really like truly wonderful and important that it's, there is a physical space for students to experience archives but creating a digital exhibit of what we have and creating those kinds of artifacts would allow us to, you know, share this with the world and with many more classes asynchronously. So I think there's a lot of potential there. I'm, I'm ready for question. Thank you so much when for what for such a wonderful presentation. The images both of the collections and the nature experiences were just fabulous. And that quote about the detailed shape of the earth being a military secret is really interesting I think in the context of your class and field works and students born in a digital world. They went into places that Google Maps can only view from the air and, and clearly the geo spatial information experienced in that context was just wonderful for all. And so thank you for sharing your experiences and for providing information literacy instruction in that context. As people are starting to pour in questions. I think I wanted to kick one off with a question we had for you when talking about the favorite map or object that you've discovered while working in the map room. Yeah, yeah. So, you know it's a working map room and it has a lot of history from UCLA is geology department and now earth planetarium space science department over the years so there is a there are a lot of student created projects. And one of the really cool projects I think it's from the 70s 60 70s. I can't remember the exact date, but it's a geologic map of UCLA is campus, and it talks about you know there were limestone cars and canyons on campus and that's all drawn out and as someone who is new to UCLA in I had no idea. So I think that's really exciting and I like to show students, you know, this campus and freshman love it too. That I want to bet is really cool to see. I know a couple of people commented in the q&a that they would love to see some more maps and I think we would love to be able to see the show that to them to when we're able to physically get back to the collection. Yeah, yeah, it's a really cool place. Yeah. Do you see potential for student research in underutilized map making related to oil and gas or mineral related photography, or other primary resources at UCLA. Specifically we're talking about the Department of Geography Air Photo Archives and this was Jade Finlinson who asked this question. Yeah, absolutely. So I've had a look at the Department of Geography Air Photo Archive so I am really familiar with that and I think there are a lot of connections. So what we could make between a lot of the oil and gas maps that we have in the collection because we have a lot just from Los Angeles, just their neighborhood maps that have Derek's on street corners that no longer exist so there's, there are many many parallels once you make. Yeah, and the Los Angeles connection is really cool. It's really great. I was wondering, sorry, I'm at home and my phone just rang so it distracted me for a second. There are a bunch of questions related to the map collections of various sorts. One collection is either one question is either seismological maps of California in the collection. And Sandy Hobbs asked this question. Yeah, there are many. Yes, and I see the second part of your question is it true that the northern end of England all runs past Murphy Hall. I will have to double check on that if you shoot me an email I can follow up with, you know, yes or no answer for sure. But yes, we do have a lot of psychological maps. We're lucky that seismological maps are one of the few types of geological maps that are really well represented online. So, we can still look at those. Great. This was also a question from Kathy Brown about where we get our maps and an ongoing accessioning plan to make them available and discoverable to the collective for the larger UCLA community. That's a really great question. A lot of our maps are federal depository. That's where a lot of our modern maps come from. We have a lot of Dibley maps, which are geologic maps endemic to California, Sir Thomas Dibley was that a really, I don't want to say eccentric he was brilliant geologist who just basically walked around California and mapped it himself so we've known amongst California geologists to be like the best geologic maps of the state of California are deeply maps so we have those. But a lot of the modern maps. Yeah, either come through federal depository or are born digital. And we have a question from Mary Stuart about the Putnam Map Room name. Is it named after a professor and this is coming from somebody who's had experience in the 60s and remembers taking his class so maybe you could. Yeah, so the Putnam Map Room was indeed named after a professor. He was a professor from the 1938 until I want to say 72, but I will have to double check on that and yeah he's a much loved geology professor in the department. Yeah, so taking it from the 60s to more to the current students that we have. What's it like working with students in sort of a born digital generation who are used to GPS apps and Google Maps. Are they encountering paper maps for the first time in classes like these or what's what's that experience like. Yeah, that's a question that I ask every single class. You know I asked for a show of hands with paper maps before and usually there's a handful that have worked with road maps before. Some of them who are avid hikers have worked with topographic maps, but it's increasingly rare. I think that people use paper maps and I think that's completely natural. You know there's a there's a time and a place for using them. Paper maps are usually favored by hikers or geologists are people who are actually out in the field because you can get their you know on paper they're reliable they're not going to run out of battery and you can get a higher resolution. So I think that's that's their time and place. But I think for students who you know aren't, you know, field geologists don't plan to become field geologists are you know in the freshman cluster exploring. I think part of the real value is being in an archive and you know touching real pieces of history and seeing how you know our knowledge of or spatial awareness or planetary awareness has grown just over the past century. And I think it's really empowering for them. It seems like it would also be a great opportunity for them to practically build on the knowledge of people who came before, as they examine the historical record and then think about the implications for for research. Yeah, absolutely. Yeah, yeah, most of them wonder when they're like after we chat about maps I give them always give them time to like, just look around the map room. They always go to their state drawer and like pull out, you know their state or like, you know, their international group always like try and find their country where they are from. They always try and find their house. And they love looking at geologic maps are built on topographic maps that have landform or like structures as well so they can see. Oh, this is what you know my town looked like in 1930. And this is the kind of rock that we're on top of. The Shapiro's added a question, how and where does one learn to make a geological map you know I'd love to know if you know that answer that's something I've never thought about. Well, I mean, I don't know if there are any like postgrad programs I mean they're field geology classes where you basically just you know like learn from an instructor who learned from their instructor, and it's kind of passed on in that way. The active active affect actively building one topographic maps are made by no cartographers typically the USGS and the geologic maps are built on top of that so it's about recognizing what materials are in the substrate and coloring it in and you know creating a map that and it kind of looks like some of the very old geologic maps are actually just. Okay. They're printed like a paint by number where they'll draw a blob and the legend and they'll have you know maybe crisscrosses or dots and then the legend will have the crisscrosses or dots that correspond and they'll be a suggested color, and you're supposed to take a crayon and color it in so you can do it at different levels. Oh interesting. So, this sort of map making experience is talking about students encountering paper maps for the first time, the map collections that we're talking about you mentioned that they span from 1880s to more present day. So these map collections digitized and what a digital version be valuable to the student experience. Not all of them are digitized know some of them are, and they're digitized at different levels of quality. And interesting because we could have the same kind of class. Now, where we can look at all these resources and compare them and we would have a snapshot of what our own collection look like, which I think is also very valuable because it tells a story of what do you know the geological instruction that UCLA looks like and what resources we've had so a collection being unlike any other collection is really unique important and interesting to but yeah we, and there are also researchers who prefer certain additions of maps. So, on the USGS website typically if you're looking at a geologic map now the most recent publication will like usurp the previous and you can't go back and look at different editions of the map. But there are people that prefer certain publishers or certain cartographers or certain researchers that contributed to the map. You'll see that a lot with soil surveys, where people want the 66 edition of the survey. So having access to not just the most recent survey but surveys in the past are really valuable for researchers who are doing extensive work on a given location. Femi Yanikinian asks about cave maps and their importance in finding fossils and also sort of in the context of each industry. Do we have those in the collection. That's interesting. I'm sure. I mean we have maps that show caves, or maps that show materials that are likely to have caves, you know so like looking at a lot of limestone cars that will be shown on the map, but we don't have a lot of detailed maps about where local caves. We don't have a lot of local caves, it's not our landscape so most of our maps are more detailed subject maps are from the western United States and California and we don't have as many caves going there so unfortunately not really. That's understandable. So, Michael binder has a question about why do recent USGS topographical maps the 21st century once lacked the cultural detail find found in the earlier editions. Is it just about versions of items or is there. Yeah, well I mean the older ones. We talked about how political boundaries are part of the lesson here especially for you know like freshman students and they're looking at an objective resource. So showing them just the modern resources with that modern boundaries and then you know trying to explain that maybe it wasn't always this way isn't the same as actually showing them that you know look at this map and look at this map and compare it and tell me what you see. So, being able to show them and not tell them is kind of where the magic happens there. Having both examples. That is really cool. So what do you guys decide what gets added to the collection. I do not do a lot of acquisitions here so it's it's kind of a, it's a historical collection. So, I do some selecting in terms of you know what is the best way to clear out the collection a little bit like loosen up some of the shelf space, and we just look at condition of the maps, mostly, and then we look at like the level of, you know, rarity. So if it's a USGS math that's found in every single California library and we have five duplicates of it, you know that would be something that we would thin out a little bit but I think that all the repositories and most of the new staff is selected. We may have to get back to Sandy's question, which is the next one in line about does UCLA offer, does UCLA extension offer geology or geography of Mexico classes. For example, I don't think I know the answer to that one but if you do off the top of your question. I know they offer GIS classes so if you're interested in mapping writ large. I know that GIS is offered but I'm not sure about geology. I just want to give a minute or two more if anybody had any specific questions that they didn't have the answer that they wanted to chime in on. But when was there anything that these questions or, or this this session made you think about that you wanted to add or at this point. I have a lot of good questions I just saw one pop up that asked about moon maps showing impact history and yes we do have we have maps of Mars and we have maps of the moon, as well. Yeah. Yeah. Yeah, I think another question will I be displaying that I think that's. That's a crack. We don't, we're not in the library right now we don't have access to these maps and they're not digitized so you can take my word for it and come visit later. But yeah. I appreciate you showing us the photos that you did have from this space that you had still thoughtfully taken before we left campus. A year ago now. Right. It's it's hard to do our work and in in this unique time that we find ourselves in, but I appreciate you sharing what you did have. Mary Stewart suggested it might be helpful to explain what a federal depository is for those who don't know and what the role of the depository program was and maybe building the map collection. That's a great question. Um, so a federal depository is that the US was, or the US government printing office was at one time the largest printing office in the world basically thinking millions and millions of documents were printed and funneled out to mainly land grant institutions and government offices all over the US it was a way that the US government could distribute valuable information like to the graphic maps and geologic maps and to resources like a lot of agricultural information so like anything the US government office printed would be sent to these depository libraries all over the United States and depository libraries and special rules where they if it's sent, it's accepted and it's held, and it's a way that the government can preserve information in many different locations all around the United States. Um, there, you know so UCLA has a couple different locations that act as depositories, so the geology library accepts maps, young research library accepts, you know, maps as well and lots of other different sources and like there are other universities around California and around North America that accept this kind of information. So that's why you see a lot of topographic maps at different libraries, it's not because a librarian was you know calling up their senator asking for a copy of this map it's because a lot of these are just automatically sent out. Thanks so much. Yeah, me and a Kenyan has a question about video mapping. I have to say that's not something that I've, I've heard about before. Is that like VR mapping. That's something I know a little bit about like you can go on virtual reality tours of say the Grand Canyon or other locations. That sounds like a really interesting thing. Frank Ayala asks about the timeline for realizing any of the future projects that you mentioned. And these are, I think, things that we're hoping to expand into when we come back on to campus. I don't think that we have a specific timeline in mind yet. These are projects that would require further resources than we have at the moment, and we don't have access to the facilities to be able to digitize the maps at this moment because really the health concerns and a well being of our faculty staff and students is utmost during this COVID time that we find ourselves in. And so we're, we are looking forward to things that we could potentially do when we come back to campus so there's not a specific timeline on the horizon for this. When I wanted to thank you so much for your time today. And I also want to thank the UCLA library development group for putting this on. It was really a great experience to hear how you interact with the resources and the students to create a unique experience about using geology in the field and information literacy in connection with those. That experience. So thank you so much for coming all. And if you have any further questions, please don't hesitate to contact when myself or library development and we will look forward to partnering with you all in the future. Thank you so much for your time today. Thank you. And I'm happy to chat with anyone who has questions.