 All right. Good morning and welcome to this week's edition of Encompass Live. I am your host, Krista Porter, here at the Nebraska Library Commission. Encompass Live is a commission's weekly webinar series where we cover a variety of topics that may be of interest to libraries. We broadcast the show live every Wednesday morning at 10 a.m. Central Time, but if you're unable to join us on Wednesdays, that's fine. We do record the show every week and is then posted to our website for people to watch at their convenience. And I'll show you at the end of today's show where you can access all of our show archives. Both the live show and the recordings are free and open to anyone to watch, so please do share with your friends, family, neighbors, colleagues, anyone you think might be interested in any of the topics we have on the show. We do quite a mixture of things here on Encompass Live. The Nebraska Library Commission is the state agency for all libraries in the state, and that is public, academic, K-12 schools, museums, correction facilities. Anything that's a library, we are the agency for them. So our topics will cover all those types of libraries and anything going on in them as well. We do a mixture of things here on the show, book reviews, interviews, mini training sessions, demos of products and services. Basically anything that we think may be useful or interesting to libraries and library staff. We sometimes have Nebraska Library Commission staff do presentations for us, which are things that we are doing through the library commission, things specific to what we're providing here. But we also bring in guest speakers, and that's what we have this morning. On the line with us remotely from just up the high up I-80 bit here from Omaha is Claire, Jamely Claire, hello. Hello. There you are. And Erin Painter, who are both from the University of Nebraska at Omaha. So they're joining us remotely from Omaha. I'm in Lincoln, for those of you not knowing where we are all here in Nebraska. And they are both, you're both associated with the, with the Chris Library, I think, or? Yeah. Yep. Okay. Um, oh yeah, your tail's right there on the screen too. Yeah, because I wasn't sure about the whole connection with what you were doing, Erin, if it was still related to. Yeah. So the Creativity Library is a branch library of the UNO libraries. It's down at Koneko Art Gallery. So it's a partnership gallery and UNO. Okay, cool. And with Erin talk to us today about today is somebody, this is a presentation that was done originally at our state library conference that was held last fall. But it's, I think, a very important topic. So I wanted to broaden the reach of what you guys talked about information literacy and for our ESL and ELL students, alleviating their library anxiety. I think lots of us have library anxiety. And we're going to specifically talk about them today. So I'll just hand it over to you guys to take it over and do your presentation. Great. I'm Claire Chamling. I'm a Reference Associate here at Chris Library. And I'm the Creativity Library Manager, like Christa said, Gentile. But I was a Reference Associate up until very recently. So we were both kind of responsible as part of a team for teaching COMP2, but also ESL students on information literacy and how to do research in the library. So we're just going to talk a little bit about kind of what we did. It's a little hard because at NLA we had an actual active learning activity, which isn't as conducive to the webinar thing. So we're we're going to explain kind of what we did and why we did that activity and kind of how that worked. Yeah. So basically what we did with our activity, we wanted to kind of give the folks who were there an idea of how our ESL or ELL students might feel as far as library anxiety is concerned. So this activity that we did, we picked a role playing game called Edge of the Empire. And that, sorry, mouse. And we broke everybody into some groups and we asked them to fill out a character sheet and make a character that would be a strong, good quality character. And so we let the group know how they were working on this. They were able to use any sources that they wanted to. So whether that was a group member that had maybe some familiarity with role playing games or the internet or kind of however they wanted to go about doing this and fill out this character sheet correctly. We gave them very little instructions. Yeah, we just told them to fill it out as best you can. And in the picture. So here is a picture of the character sheet. I don't know if you can see it too well. It's a little bit small. But we do have this if people are interested. Yeah. So basically what we wanted people to do was look at this character sheet without having, we assumed any knowledge of it and then make a character that was well built, strong, you know, a good quality character. So we gave everybody what like 10 minutes to do this. And we asked them to think about doing this activity to think about words that they see on here that maybe they have seen the word just, you know, in general, but they might not know what it means in the context of this game. Right. Right. So there are familiar words, right, on this character sheet that, okay, we know what native English speakers, Claire and I, right? You know, Mele and Braun and Cunning Me. But what does it mean in the context? Right. Of building a character. And that was kind of, that was so like, for example, Cunning, most people probably know what Cunning means. But within this specific character sheet and this specific world, Cunning has to do with how well are you able to survive? How well can you answer information from like a group of people or get answers from a group of strangers on the street? Or can you lie to people? Bluffing. Yeah, exactly. There is no bluff on this one. That's why. Yeah. So depending on if you've played world playing games or not, you might have an idea of what Cunning means in this context. But I think for the most part, people were pretty, we had a discussion after asking people, you know, tell us about your character. What words did you recognize that maybe you didn't understand? And a lot of people came up, they came up with a pretty good list of words that they were like, I know what this means, but I don't know what this means. And so we really wanted to, that activity really served as kind of, we wanted to place people in the shoes of our ESL, ELL students when it comes to maybe you know the word, but you don't understand the context. So, and kind of show how that anxiety of being thrown into an activity that you maybe don't understand or know how to do can kind of affect the students. Yeah. And in a room of library professionals, right, we're all fairly educated and we make our education. We asked them how they felt filling out this sheet. And several people were like, I felt stupid or I felt silly, you know what I was doing. Yeah. So it's familiar, but it's not. But I don't know what to do with it in this context. I think that was the biggest thing is like, well, even if I can figure it out, I don't know what to do with it. Right. I can look up the meaning of cunning, but I don't know what that means here. And I'm not sure if I'm figuring it out correctly. Right. Exactly. Someone else to inform me about how does Edge of the Empire work? Right. We even had one person in the group that had played role playing games before, but even she seemed like, I mean, I know how to fill out a character sheet, but I don't, I don't know what to do with this one. So it was interesting to see. Yeah. I've done D&D character sheets and versions of that over the years. And it doesn't use the same terminology as the Star Wars one. So I might be able to infer what some of them might be, but I probably am only like halfway there. Exactly. So the activity, I think that really put everyone in kind of a good headspace. They had that feeling of what the ESL ELL students might feel. So after the activity, we kind of, again, talked about how everyone kind of felt while they were filling this out, right? That our ESL students and ELL students, while they may have been in a library or have known, you know, what the word research means or know what the word source means, they don't understand how to do that or find that here in the context of our academic library. And library anxiety is something that happens with native speakers, right? It's the same kind of anxiety that you might feel walking into a new social situation where you just don't know like the rules, right? You may understand the words, but you don't know all of the rules. And so it can be very anxious making, right? For you to encounter those new situations. And when you have the added hurdle of language, right, where you may understand some words and not some other words, that can compound that library anxiety that may already be there. And I am actually working on a master's in language teaching with a focus in ESL. And so one of the things that we talked about in our, in research for a second language acquisition is noticing and processing and frequency of input. So one of the ways that you learn a language, if you don't notice the word, right, then you're not going to be able to process that word and understand what it means. So input, if you don't know what you're looking for or don't know how to pick out those words that you need, you're not actually processing that and gaining that information. And the more often you hear a word, the more often that you encounter the word, the more likely you are to process that word and figure out that context. And so in order to kind of boost that frequency of input and to help them notice the words that we felt were important for them to be able to be successful in conducting research, not just for the paper that they're coming in for, but moving forward throughout their academic lives here, like these are words that they're going to encounter throughout their academic careers. And so what we decided to do for these ESL students that come in to get sort of that first exposure to the library, that first exposure to real academic research in an American setting, we decided to start out with a vocabulary lesson. And we got the words, so we had a two-sided worksheet, this is the worksheet that one side of the worksheet that you see here. And one of them is research vocabulary and the other one was library vocabulary. And we grabbed these off of a corpus of academic vocabulary that I found online. Simple Google search can lead you to several very useful, excuse me, corpus of academic vocabulary. And so with Claire, we kind of worked together to kind of glean out, we wanted to be digestible, right? So we tried to decide what would they encounter most often as first vocabulary. And so we worked together, we kind of worked with the ESL instructors too, like do you think these vocabulary words are good? And as a part of the vocabulary, so we did this exercise right at the beginning. So they're already, you know, going to have this word bank going into their research. And we did the exercise, if you want to talk about the exercise. Oh, yeah. So we wanted to make sure that we addressed all of all levels of students that we have in our ESL ELL classes. So that maybe some students are proficient in speaking the English language, but their writing of the English language is very weak. Sometimes it's vice versa, you know, there are just all sorts of different levels. So we tried to make this activity and all of our activities, but in particular, this one really flexible for any type of learning style. So when we were going over the vocab sheet, we make sure to let the students know that they need they should write down the answers, but they can either write it down in English or in their own native language or draw pictures or kind of whatever will help them remember what this word means. So this is the research vocabulary. So this is kind of academic language or what they might what we're going to talk about when we talk about, you know, types of source sources and where they're going to find those things as far as the databases are concerned. But then we also had this library vocabulary sheet as well. So this also has, you know, library specific vocabulary that they might hear us talk about when we talk about using the library, you know, service desk, librarian, library alone, interlibrary loan, which, you know, there are some native English Native American born. A lot of our classes, honestly, sometimes these words, they don't know exactly what they mean either. So it's not specific jargon. Our own jargon. Yeah. Super jargon. So breaking it down, I think really, we really wanted to make sure that even if they had questions about these things that they knew, you know, okay, I know that the service desk is where I get questions answered. So they have at least a general idea of where to go to get help if they need extra help type of thing. And we went through each one of these words on both sides of the vocabulary as a class kind of as a class discussion. We throw out there, does anyone know what, you know, interlibrary loan is and give them time to try to come up with that answer. But we went through and kind of discussed each word and what the context means and took a good amount of time to go through this just so they're kind of set up for success when they encounter those later. Based on instructor feedback, we also, excuse me, we also have this worksheet that goes with the vocabulary sheet. And it's like a second kind of exercise when they encounter these sources, how to evaluate that those sources, which is something that not only ESL or ELL students struggle with as we all know, lots of students especially now struggle with evaluating the sources that they find, not just for quality or veracity, but also appropriateness for the paper. And this was, so we teach evaluating sources in our comp two classes. So this particular worksheet, we took our already made comp two worksheet and kind of broke it down a little bit more. So it's simpler, I guess, to figure out the answers to these questions and to kind of talk about the five W's, which is what we use for evaluating. Yeah, we made the, we worked with the instructor to make sure that these sentences, they were much more simple than what we use in our comp two classes or the majority of students are native English speakers. They're a little more straightforward, so that a little less nuanced language and things like that, just so it's really coming and meeting those students where they are. Exactly. And not having that expectation of them being a native, you know, English speaker, kind of miscontest. As stress-free as possible because they're already probably stressed out from being in the library. And so we also incorporated this kind of hands-on activity. So we have the vocabulary, right, so they're set up for success. They know that hopefully they can always refer back to the vocabulary or when they encounter those words, we teach them how to evaluate sources, and then we get them physically out into the library. And so the class has a group topic, a subject that they can kind of address however they like. And so we would look up some books in the library that pertain to that topic and then put them in pairs or groups of three and send them up into the stacks to actually go find a book in the stacks, you know, kind of in a structured way, get them over that maybe anxiety of exploring the library, right, or getting lost. They can do that in kind of a safe space. One thing, and so they did enjoy that activity. Potentially. They had a really good time. And we gave, I think I gave out pins as a reward. If you came in first, you know, kind of made a racer. And it was really interesting to see, they would come down and even if they didn't find the book, we still kind of were able to use it as a learning moment, you know, asking, okay, well, if the book says it's up there and it's not, what do you think you should do? And in every single one of my classes, at least one or two people immediately said, oh, you go ask someone, go ask us a service desk. You understand what that means? Yeah, it is. And just kidding. I mean, even some of our comp two students, they've never been up on the third floor. I know that some of them also feel that anxiety. So, um, yeah, there's, you know, hundreds of thousands of books up there. I get lost up there, you know, and I work here. If you don't know what you're looking for, it's very overwhelming. So I just wanted to eliminate that right off the bat. If we can get them up there and get them engaging with the library, while they can feel free to ask questions, right, in that kind of safe space. And what we found, so the directors, because we did this with a lot of instructor buy-in, um, they were really, really excited about the vocabulary lesson. You know, a lot of them have been through the TESOL certificate and the masters of Lames teaching and understand the kind of theory and research that we grounded this idea of an activity in. And they thought that, you know, moving forward, even after they left the library, that they understood more about research and how to use the library than they had in previous semesters before we did this activity. And then the students, because they understood those words better, right, and understood the context better, we were able, they were more engaged in the instruction later, like, because they could understand and engage with that material in a more meaningful way, right, as opposed to kind of the blank deer in a headlights, you know, wash it and put it in. Well, I also think too, and I've noticed this, and you probably noticed when you were around, around here more, that we, or I see more students, like, I'll notice students from an ESL class that I've taught being in the library more. So working on homework here, working in groups, just hanging out, I think that they, I think that this class also helps them kind of see the library as a safe place for them to go, a good place for them to hang out, to do their homework, where they know that if they ever need help, there is someone here to help them. And I think that that is a really important part of this class too, making sure that they know that the library is not scary. It's not just for research, like you can get in here, it's not scary, it's a good place to go. So that's, I think that's nice. Well, and some of these students come from cultures and countries where they're not allowed to go up into the stacks and find things, right? Oh, yeah, first it's all, yeah. Yeah, those stacks in places like home, library in, and they may or may not be friendly or helpful. You can't go and engage with the library in the same way that you can, and a lot of them didn't know that before, before, you know, us sending them like, no, go get your own book. Please, go do it. And if you go get lost, it's okay. We'll find you. We'll come to you. I'm speaking to you. It happened. It did happen. Yeah, we sent a group up and they did get lost. They, luckily we kind of knew the approximate ranges that we had sent them to. As we all know, Library of Congress and subjects and things like that. So we kind of knew where to go and find them. But a couple of groups got lost up there. So we had to kind of, first of all, we, we turned that into a teaching moment where, oh, if you can't find the book, where do you go, right? Like we talked about. But also we, in subsequent activities, we set them a time limit. It was also a teaching moment for, yes. If you can't find it, it's no big deal. You're not in trouble. Right. Come back in five minutes, please. Yeah. Just try for this long. And then yeah, you've exhausted all of your skills. That's okay. Exactly. Exactly. They were gone for a good 15 or 20 minutes. One of us had to go up to the stacks to go have them come back. It's okay. So, so it's for being lost. Was this just as in, I can't find the book that I've been told to look for. So I'm going to keep, keep looking for the book or was it, I've lost my way in the building and I don't know how to get back. It was the first one. So, this group, the call them that we gave them said that the book was checked in. And so when I went up to find them, they were in the exact spot where the book was supposed to be. Okay. But the book wasn't there. It wasn't on the show. And then they just lost the, okay, what do I do? We've obviously done something wrong. Yeah. So I think they were looking at me in the section. And of course, they weren't the impression it was there. We were under the impression it was in there. Yeah. And so, yeah, I was just kind of a moment of, oh, well, this is something that sometimes this does happen. Yeah. We know for experience. Yep. It happens all the time. It could be anywhere. Let's get into other books. Yeah. I kind of hold onto lots of stuff like that. But that it's okay to get lost. It's okay to not be able to find the book. You're not doing anything wrong. You're in the right spot. You obviously understood our explanation of call numbers and where it is. But this is also another thing that happens. Yes. And we also had an interesting experience with wait time. And if we were to talk about wait time. Yeah. So, wait time with ESL students, as we kind of found through trial and error. Well, and so, well, first of all, wait time is. Oh, yes. Yes. So, wait time is the period of time between the instructor asking a question and waiting to hear the answer from students. So, in our comp two classes, we often have a pretty decent amount of wait time. Um, because sometimes it's sometimes I don't know the answer, but a lot of times, in my experience, they just, they don't really want to engage in class. I don't know. Yes. No, they're there because they have to be. Yeah. Um, and that is one thing that goes to me now. Like a lot of these ESL and ELL students are very, very invested in their learning. Right. They want to be there. They want to learn this language. Right. Whereas some of our comp two students are like, oh, I have to be here. I have to take comp two. So, I have to be here. So, I have to go to library week. Mm-hmm. So, they're going to the motions because they're making me. Exactly. And so, some of that length of wait time is due to. Safe abstinence. Yeah. Yeah. As opposed to with the ELL and ESL students. Yeah. And so, kind of the difference with that, with the wait time. And I had to work on this because I hadn't taught. I mean, when we first started teaching these ESL classes, Aaron had more experience than I did. So, this is kind of something that I had to work on. But the wait time for the ESL students, it is, it needs to be much shorter than for our typical comp two classes because oftentimes with the ESL students, if you ask them a question and they don't know the answer or they're not answering, it's because they don't know the answer. Not because they don't want to answer. It's increasing that wait time just increases anxiety. Exactly, exactly. And so, for me, when I first started teaching the ESL classes, I was kind of treating it the wait time like a comp two class. And, you know, as time went on, it was kind of a, okay, I understand now that this is a very different class dynamic. So, about too much wait time could end up being more detrimental to the ESL classes because they might, yeah, who knows if in their mind they're thinking, you know, oh, I don't know this. I'm supposed to know this and I don't, whereas it's also kind of reading the room too. Like, sometimes you can tell comp two, you know, like I said, if students know the answer and they just don't want to answer versus an ESL classes, a lot of times you kind of are met with, you're in the headlight looks, which is fine. Like, if you don't know, you don't know. So, that's for me, if you know what their attitude staircase will be coming in, you can realize, oh, this is what's happening and what I need to, how I need to adjust as the instructor. Yeah, which, you know, take some practice on our part and we're lucky actually that our ESL instructors are also very engaged with these activities and with these sessions. So, and because they have so much experience right with this class and these students, but also in general with the field, they've also been invaluable to us, you know, helping us tweak this timings and things like that, you know, we always talked with them after class, you know, and that's how we figured out about the wait time. We did a little research into that too. We did, yeah. The wait time is kind of one of those tight ropes that you walk as an instructor, you know, where is that, okay, I'm going to wait for the answer, you know, because you want them to work through it, right? You want them to kind of come to those answers on their own or am I just creating more anxiety because they don't know and it's better just to give them the answer, right? And to pull it out of them. That's definitely been a challenge, I think, in these classes. And we, you know, throughout several semesters did tweak, you know, like we mentioned, the handouts in the vocabulary list. I think originally we had circulation desk, which is one that we pulled off of a corpus of library terms, but we don't call it the circulation desk, we call it the service desk. So making sure that our jargon matched the jargon on the sheet was something that we kind of continually have to do to make sure that everything that we're saying is still the same thing that we're calling it. Yeah, because, you know, some people call it a reference desk, some people call it a circ desk, we call it a service desk. So we put it, yeah, to account for our own library's jargon as well. Let me see. There is, you know, some, you know, like I said, cultural barriers to, you know, some cultures don't, they don't speak in class and they don't want to speak in class. Now, hopefully by the time that they've come to us, they're a little more used to the way that, especially a couple of the instructors make the students, you know, speak and engage with the class, but there's always, you know, the ones that don't that don't want to ask questions in class. And again, that's reading your room. And so when we circulate, right, when we have them, you know, getting into the databases and things like that and filling out some of these sheets, we try to circulate and make sure everybody is keeping up, even if they're being quiet. Yes, yeah, making sure that they're still on the database page, still working. And then if they do want help, I think some students are more comfortable asking one-on-one. And so that's a good opportunity for them. If they do want more help, they can kind of, you know, since we're, it'd be a one-on-one in the classroom, that allows them to ask questions if they want to or without having to talk in front of the whole class. Yeah, we continue to circulate and check in with them as they're doing because they are given some time in class, then, you know, they get the vocabulary instruction, they go out into the stacks, they learn how to evaluate sources, and then they have time in class to search through databases, ask questions, evaluate sources in class. And then we're there with the instructors to kind of really give them some one-on-one help if they need it or small group help if they need it. Yep, yep. And I think that that helps to, you know, create the kind of rapport with the students that makes them want to then, you know, come back and run out and come to the cafe. And just use the library, you know, as a resource, however they feel set to use it, however they want to use it. I think that's most of what, yeah, that was our, normally it would be an extra like 10 or 15 minutes because we would have done the activity. But yeah, if there are questions or anything, I've got a list of kind of the research here on this last slide that we used when we were kind of informing how we scaffolded this, how we came up with the worksheets, you know, kind of the theory that informed us even starting this, right? And there's some things in there about wait time too, which is actually really fascinating how complicated the time is. You wouldn't think it would be, but if there's a... Yeah, that's one thing, when I saw it on your previous slide, that was the one thing that I kind of get. Well, all the other ones, when that was something that I was wondering, what exactly does that mean? And yeah, that's not something I would have thought about. When I do a lot of presentations like this online or in person and I don't, you know, what I'm doing, I'm teaching the librarians to do their job. So I don't have, don't usually have the English second, as a second language issue, but I do the typical, I'm going to wait in my head count to five, silence until someone gives them a chance to either think through what their answer might be or to, I don't know if guilt is the right word, because they don't like the silence kind of thing. Yes, yes. And that tactic works really well with COMP2 students. But when you, if someone was sitting there waiting for you to come up with an answer that you didn't have, I mean, I know for me, that would just make me feel stressed. I'm supposed to know this and I don't. And then that even can carry on the rest of the lesson too, like they might keep coming back to that and then they're not getting all the information that they need because they're so fixated on this one part of class. So the one that they didn't get or they didn't have the answer for and which can then, that I didn't get that one. Yeah, what did I do wrong? Yeah, like them reluctant to, you know, speak up even if they do know the answer, right? Right. Yeah. So we just, we try, we've tried, it's like I said, it's a tight road. It's a balancing act. Could call it a razor's edge. Yeah. Of that happy. And like you said, it takes the experience from having gone through it and realizing, oh, this is a problem. Right. Just for it. Yeah. I mean, the ESL instructors in those classes really helped us with that. Just telling us, you know, this is a little bit different than a comp two class. I think some of them have taught comp two and ESL classes. And so having already is was really very helpful to I think most of us. So that they've experienced the difference between the two groups. And it makes sense when you say it, you know, but we all get busy and we're all like, oh, it's, I mean, we're kind of some of the same material, right? So we should be the same. Oh, no, it's, it's different. And we have to make sure I shouldn't say we, but I know for me, since we do teach so many of the same classes over and over again, you really have to make sure to go into a class with the mindset of completely new class, like these, these kids probably don't know all these words I'm going to say. And starting at the very basic level, instead of assuming people do know what you're going to talk about type of thing. It's hard just in every class, even when we're so great into it that we don't realize I always have to start at the basics, the very, very basics. And then we'll work up into the other stuff as we get farther along. Yeah. Sometimes, you know, it can get hard, especially as you get through towards the end of the heavy instruction season, you know, I mean, you get tired. It's exhausting. Yes. It really is. I've taught this class five times. I've taught this five times in three days. So, you know, and sink into a routine, rather than, you know, evaluating your practice in the moment, reading the room, you know, and really figuring, meeting those students where they are as opposed to assuming where they are and trying to have them there. Yeah. Yeah. Yeah. All right. So, if anybody has any questions, please take them into the question section. Any of you out there want to know anything more about what Claire and Erin did or anything you've dealt with at your libraries with any of your non-native English speakers you can also, as you can see, reach out to either one of them with email addresses there if you have other questions. Are you switching to something else or? Oh, no, no. I was trying to figure out where to see the questions, but I don't know. Oh, yeah. You guys can't see that screen. No. Okay. You're at, yeah. Yeah. Go do it when I'm very simple. It doesn't have like a group chat type thing that we use for this. That's okay. There we go. I guess. Yeah. So, a question we do have though. The handouts that you used your character sheet and the other ones, you said you had those available for people or to share or how would you like us to mail those to you or upload them somewhere? Either way, yeah. If you're willing to share them with people, slide share to share any sort of documents online. But if you have a place that you guys post things to via UNO that you want me to link to, I can link to that too. It doesn't really matter to me wherever it's most convenient for you guys. Yeah. Yeah, we'll set that up and either we'll email you the documents or we'll make a box link and for yeah. So, yes, then we will have the handouts available for people for you guys if you want to share and tweak or use whatever that they did in their classes. Absolutely. Yeah, for sure. We're librarians. We share. All right. Any other questions anybody has about anything? This is great, guys. This is just one of the sessions that did jump out at me at conference last year. It's difficult. I now feel bad that I didn't get to it because I can't get to everything. I've been really into doing those character sheets, definitely. And giving them only, what do you say, like 10 minutes or something? Yeah, that's what we gave them about 10 minutes to really try to, you know, they use phones or computers to like Google it. Yeah. Yeah. If you're really playing any of those games, it takes a lot more than longer than that. Let me tell you. It takes a whole evening just to do that part and then we'll come back next week and actually start playing the game. There's our gamer. She is really good at that activity. I think it's nice. It's very creative. And also the thing too, it is very specific to if people into that kind of, you know, tabletop gaming, but using the Star Wars one, I think is good too, because that is something that is more accessible to many people who know and get Star Wars, but might not get other type of tabletop games that are not, their worlds are not as well known. Right. Yeah, we've heard the same situation. Like it's hard to, if you've never been to a foreign country or tried to speak a foreign language around in a foreign country, right? To, you know, that feeling, that anxiety or feel like you should know how to do this. Like I'm just going to buy lunch meat. I've been in that situation too and it is a little, you know, you learn just enough and then something happens and it's, oh, but this is the extra that I don't own. Oh, yeah. Exactly. So yeah, we were trying to what maybe our students would be feeling too. It's good to identify, be able to identify an experience that I think. All right. Well, it doesn't look like anybody's come out with any desperate questions while I've been chatting here. So I think we'll wrap up your presentation. All right. That's great. Thank you so much. We will have the handouts available as you guys asked about. And the slides is too. You can either post the slides somewhere and send me that link or email me the slides, whichever works for you guys. Usually put those up with the archive and we'll have the recording available too. So thank you very much, Erin and Claire. I'm going to pull back, present your control to my screen now so I can show you where this is all going to be. There we go. So you should see now, there it is. So this is the session page for today's show. If you just go to our Encompass Live main page here and so far in the Internet world, Encompass Live, our show is the only thing called that online. So you can use your search engine of choice Google. Yeah. And we're the only thing that comes up. Yeah. Nobody name anything else. So we'll get to our main page here and you'll see here we've got our upcoming shows but underneath them we've got a link to the archives and this is where today's archive will be. The most recent ones are the top of the list. So this is last week's show about our One Book One Nebraska title, Displaced Earth. So sometime later this afternoon, as long as YouTube and Go To Webinar cooperate, we'll post it to here. All of you who attended this morning or pre-registered for the show will get an email from me letting you know when it's ready and you'll be able to see it here. We'll have a link to the recording, the slides, handouts, wherever Aaron and Claire put those as well for you. And while we're here I'll also let you know this is our archives for the entire history of Encompass Live. We actually have 10 years now in on the show. This is the beginning of the 11th year 2019 and all of our archives are here. You can see we've got a search feature now here where you can search the entire archive or just most recent 12 months kind of if you want something recent. But if we scroll down a bit here, I'll do a quick scroll, you can see here's something 2016. We have everything going back to the beginning of the show which was January 2009. So, ah, your lights went out. You're a green library and if you don't move enough, then yeah. Okay, I was afraid like your power was going out or something. We're in a room where- Oh no, that's just not moving. Yeah, it was just us sitting it too far away from the motion sensor. No problem. So anyway, our archives here, they do go back to the very beginning of the show. So do keep that in mind when you are looking through them and searching for anything. Note the date when it was originally broadcast to make- to so you can understand when the context of that show. There will be things on here where the service no longer exists, the links might be broken, something's been, you know, there's new versions of something and so you just keep that in mind. But we are librarians and that's what we do. We archive things and something like this. We can archive and keep them all out there. So keep that in mind when you are going through our archives looking for anything to watch. So that will be for the archive. Next week's show, I hope you join us on time for that, will be tips and tricks for internship success. This is a new one that just added to the schedule. We- here at the library commission, we give out internship grants to libraries and we've just given- announced- we haven't announced them yet, but the libraries have been informed who is getting the internships. So I've got a follow-up press session I'm doing next week which would be good for anybody who's received an internship grant from us, but it's not specific to that. It'll be just anybody who's wanting to do and have an intern or something, some tips and tricks about how you can do that at your library. So that will be next week's show. I hope you sign up for that one. And any of our other ones we have here on the schedule, you say I've got all February and March filled in here. So see if you want to watch any of those shows, sign up for them. Encompass Live is also on Facebook. You can see a bit of links here. And here's our Facebook page over here. So if you do like to follow up on things on Facebook, give us a like over there and you'll be notified of when things are coming up. Here's a reminder to log into today's show. And previously I had a post about our previous shows reminding us of the line coming up. So if you do like to use Facebook, please do give us a like over there for Encompass Live. Also, I just want to promote another event we have coming up if you'd like to do these online sessions. Big talk from small libraries is our annual online one-day conference specifically with speakers and presenters from small and rural libraries. As in population served or if you're a university or school, FTE of 10,000 or less. Registration is currently open. Please do sign up for it. It is going to be on Friday, February 22nd. And I am in the middle right now. I've got my folder here, I am evaluating these submissions. I'll post the call for submissions closed last Friday. And we will hopefully have a schedule up for you hopefully by the end of this week. One thing I can tell you, and I'll go to the schedule here it already is, we will have the Best Mall Library in America 2018. Madison County Public Libraries in North Carolina was the winner awarded that from Library Journal last year. And Shona Bryce of their library will be on the show on the conference with us to talk about how they got that award. And we'll film all the other ones here. So do keep an eye on that. It also has a Facebook page if you want to like them over there. So that's all my promotion for today I think. All the things. So thank you very much Erin and Claire for being with us today. Thank you everyone for attending and hopefully we'll see you next time on Encompass Live. Bye bye. Bye.