 All right. Good morning everybody. Can you hear me in the back? Make sure we're loud enough. Okay, good. Want to make sure. All right, well, welcome to our session. Think different. And what we want to talk about is trying to use reading lists as a way to get libraries more closely embraced in online learning environments. Look out across the crowd here. I'm fairly confident most of you will remember the Think Different posters from Apple, which we freely stole for this presentation because that's what we want you to do. I'm fairly certain, like many of you, we've encountered the resistance that sometimes happens when you suggest to faculty that bringing the library into their online course is a really good idea. And so we've tried to get search boxes placed in their courses and we try and get them to help the students understand how to use the library as part of their their online course. And they all nod their heads very nicely and go away and keep doing what they've been doing. So what we're trying to do is say we think there's an opportunity here to hit this problem from another angle. And so what I really want to talk about on my part of the presentation here is give you a little bit of context how OU Library's strategic plan kind of shapes what we do in software. And then I want to talk a little bit about our frustrations that we have both with online course environments and with reading lists and some of the issues we see there. And then I'm going to talk about what is it that students, faculty, and librarians really want from these? We spent some time on our campus talking to each group about what would you like? And we bounce my ideas around with them to get some feedback. And so we did that. And then we want to talk about how you can take those things we heard and try and achieve that better integration. So first let me give you a little bit of background on OU and OU libraries. I think it's it's frequently when you think of Oklahoma you think of a place you fly over, you know, going from one place to another. Or you see on the news for, you know, various reasons lately. And so, you know, I want to I want to take those on. You can see that OU libraries and OU campus is actually quite a beautiful place. And so it's it's a major research institution. And yes, we do have tornadoes. And yes, we have cowboys and we have Indians. We also have students from 114 countries at this university. We've got 311 national merit scholarships last year. And so we have students that win Goldwater Truman and Fulbright scholarships. A research park, which is a really dynamic part of the university was ranked first in the nation last year, placing us right alongside Triangle Research Park. So we're pretty proud of that. And our museums are top in the country. Last year, the Sam Noble Museum of Natural History was one of the top five libraries to receive the National Medal for Museum and Library Services. So we're pretty proud of that. And at the very top dead center of this chart and that diagram, you will see the library up at the very end of all the flowers and the trees is the OU libraries. And let me magnify that a little bit for you. That's the OU library. So it's the 1929 building and the 1985 wing. And there's a 1950s wing behind that. And we're, you know, it's a beautiful library with a beautiful reading room in it. We maintain over 17,000 linear feet of manuscripts and archives. We're the 32nd largest research library measured by volumes. We've got 1.6 million photographs and more than one and a half million maps. And we hold 70 books. And our collections were printed before 1501. And the oldest one was published in 1467. So we're also the only library in the world. And we're very proud of this to have all 12 of Galileo's first edition works. And these this collection is in fact going to become part of a national exhibition that starts in August of this year and will run for an entire year called Galileo's World. And it's going to engage the entire campus, the museums, the football stadium. We're going to have a night under the stars in the stadium. It's all time to celebrate the 125th anniversary of the university. So put that on your calendar. You're going to want to see it. I guarantee it. It's coming soon. We're doing a lot of work. I used to have dark care, but you know, we're getting there. We'll get this exhibition mounted yet. So let me tell you a little bit about how we position the OU libraries on the campus because it plays an important role in software that we put into place on our campus. And what we really are trying to do is position the library as the crossroads of the university. As you see on the slide, we want to be the intellectual commons, a place where all the ideas from all the colleges come together and help improve ideas that come from the other colleges and campuses. We want to expose ideas. We want them to be analyzed, refined and promoted. And so we use research to do that. We use our facilities to highlight those kind of activities. And what we're trying to do is help students build new knowledge. We very much about knowledge and creation of knowledge. So the software we put in place has to be a piece that fulfills that mission for us. It has to support that intellectual commons of the university, which brings me to the main focus of today's presentation, which I'll get here, which is our reading list. And I want to start by talking about what are our frustrations with online learning environments, with reading lists, and how can we improve this. So I'm going to start talking about the online learning environments. Because one thing that has never made sense to me is that when we create reading lists and online courses, we kind of create this defined list of resources for students to read. The instructors pick it, they load it, the students are supposed to read it, and that's seemingly the end of it. And I've always thought, well, that's really kind of simple. If we're trying to teach the students how to learn about this subject, shouldn't we be teaching them more about how to find the right resources to explore other resources, to look at other points of view? And so why do we limit them with reading lists that only give them a certain set of things to read? And so why not teach them the steps to find the right materials and to help them find the right materials out of all that's available, and then to help guide them along as part of what they learn in a course. And so to do that, we've tried, as I said, to put search boxes and courses. But that's been fairly frustrating, and basically it reminds me of beating my head on the wall. It's a lot of pain and no gain. So I'm really looking for this, what's another approach? How can we convince them to do something? And reading lists really seem like the opportunity that we need to do that. But first, let me tell you a little bit about reading lists and my frustration with those because, you know, I'm sure you've all seen the David Lankies has done a diatribe on this in a discussion about ALI posters. Because one of the things that I really don't like about reading lists is that they have the word read it. And why don't I like that? Well, the reality is, read ties us to text based content. It ties us to journals, it ties us to books. But that's no longer valid. And we know that that's not the case that we've got all kinds of other resources. And so David has said that, you know, this is like telling people to use the word read is like telling people to eat or sleep, it's something you have to do to get through life. And so it's pretty meaningless. And it's not very inspiring. And I agree with him, I really hate that. And he's got a nice poster on the site where he says, let's stamp these things out. Let's let's get back to something that that puts us on the right track. And I agree with him, I think what we want is to move to an environment where we are supporting data sets, we're supporting all kinds of other resources, video webcasts, GIS data points, there's so many other ways that knowledge today gets created and is stored. And we need to be allowing our faculty to use all those different kinds of knowledge containers in their courses. And so they and within their courses, when you talk to them, they've got class notes, they've got PowerPoints, they've got, you know, recorded lectures that they want to put into their courses. And most reading less technology does not in any way support that. So we spend some time talking, as I said, to student faculty and librarians to get, you know, what are your frustrations? What are your experiences with this technology? And what could be better? And so we we heard a lot from all three groups, I want to start with the with the students. And one of the first things they said to us, and I'm overriding theme throughout all three groups that we talked to was, it's got to be easy to use, you know, don't make it convoluted and complicated because their experience with current online course environment reading lists is they're really not easy to use. They're very clumsy, they're very clunky, and they don't enjoy using them. For example, what happens when they are remote to the campus or they're at home and they try and get to a resource and the proxies don't function properly. And they get presented with a bill to use the resource. They get pretty irritated about that and quite rightly so. So they find that very frustrating. And they don't want to deal with that. So smooth the proxy handling was very important to them. They want to know what criteria are used and picking the resources that the professor comes up with, you know, I want to know why did the professor think this is the best resource, not that they necessarily will agree, but they want to understand why and what qualified to put this thing on the list. And so we need to help them understand that. They want a button that says, I like this one. This resource worked for me. It helped me understand the course lecture or the content that the teacher's trying to inspire us with. So give me more materials like this. That was one that we heard often. And then the last thing that they said was, you know, because we may be somewhat unique to our institution, but I'm sure it's coming on more of yours. Because of the number of countries that we have students from, they would love to know, is there a resource on this topic or this particular point that's available in another language? And if so, is it my language? Because if so, they would prefer to use that. It seems like an entirely reasonable request. Then we turn to the faculty and we heard a whole bunch of things from them, but not surprisingly, the first one is ease of use. They don't want to have to learn anything new to use this technology. Now personally, I find the irony of that. The very people that are supposed to be instructing on our campus not wanting to learn how to do something new. A little hard to digest, but be that as it may, that's one of the things we have to deal with out there. So workflows matter to these people big time. It has to be very simple for them to put this into place. And so they want it to be possible to do it from the discovery tool. They want websites to be one click to add a website to their reading list. And we need to look at how many clicks does it take to add a website that they think has useful information to their course resource list. So there are all kinds of resources they want to hang on this list. They understand it's not just text. It's not just reading material. They want to add class notes. They want to add slides. Materials that they have personally written. Whenever it's possible to do so, they want to be able to add those very quickly into a resource list. Now we all know what most faculty do. We know that they don't pay much attention to copyright. They find a PDF of a document or they find something and they don't pay any attention to copyright restrictions. They just download the article and they upload it into their course and they think they're done. Of course as librarians we shudder, we shake, we really wish they wouldn't do this. We try and convince them not to. But it's a problem that we have to deal with. So copyright checking is purely an afterthought form at the moment and again we need to make it much easier for them to do copyright checking. The other thing we heard quite a bit was we really need good statistics. The instructors really want detailed reports and analytics on the use of the resources in the classes. They want to know that if the links are set up right and the PDF is loaded properly, that they can tell who has in fact used the resource and who hasn't. But they also know that if they don't load a right they can't get those kind of stats and so they're frustrated by that. So again it's a matter of ease of use and they want to make it possible to get those kind of stats and if we can make it easier for them to link library resources from the library website or other sites that we support that they'll get better stats. They know that the discovery tool is a very powerful way to find things but once they're in the discovery tool they want it to be very simple. One or two clicks to add an item they found there to their resource list. So the other thing we heard was that they want to be able to reorder the list. That was a big one. They want to be able to reorder the resource list by subject group, by study group, by week, by topic, by subject, by it must be read optionally to read this one or by the lecture. And right now to do that within your existing CMS in our case D2L that requires a separate manual build for each of those lists to be generated and that's more work than most of them are going to invest. So they were looking for a tool that would make that a lot easier for them. And then of course there's the librarians and of course they had the longest list, right? Not surprising. What we are looking for with all of these kind of tools and to support that kind of mission as I was talking about is software that keeps users engaged with the library and on a pathway of continuous learning. Not only while they're at the college but hopefully throughout their lives. Hopefully if a subject intrigues them and they grab on to it we want them to be able to continue learning. We all know that we're facing increasingly competitive global environment that the need to when you graduate from school by the time you get through a four year or six year stay at the university by the time you get out the stuff you learned in the first year is probably already out of date. So how do we keep them engaged with and how do we help them do that? So we have to think about as we put tools into place to support their learning how do we help them continue their learning throughout their life and so that's one of the things we're looking for with this kind of technology. Another point that we heard was again as I said earlier support for all types of resources. Certainly librarians know that working with the faculty they're seeing them bring in all kinds of different data points. We're seeing 3D visualization now start to take off it's one that we're just spending a lot of time and energy in our campus helping people create. They want to be able to say hey I want to hang that in my course again so we've got to be able to do that kind of work. We also want to convince them as I've said earlier that they should use resources from the library website. In part we know that this will help us better supply copyright compliance and we know that tools like RefWorks only work if you get it from the library website but not if they take a PDF and load it into the CMS course that's not going to work. So being able to do that was very important to them. We also want the resource list software to work on all kinds of devices. It has to work not only on your standard website but on mobile devices. It has to work with the discovery tool and it has to be easily placed within the CMS. So it's got to be adaptive. It's got to easily support those mobile devices and they need to be able to easily move between different reading lists and the system that's supporting that. They also want drag and drop. Not surprising. I found a resource. I just want to drag it over and drop it on the resource list. I want to be able to reorder that list very quickly and add to it and then they want to be able to support the week in a course when a resource will appear. That was very common request. I want to load them all and start a semester but I don't want it to display until the second week of the course. Some other things we heard from librarians. They want to link in the recommender system. They want, perhaps those of you that have an X Libre system, you know, we have the BX software that comes up with recommendations. Why can't we use those recommendations to drive, find other resources like this? And so that was an item that was mentioned by some of them. They want to be able to share lists and right now they showed me what we have to do in D2L and it's really, really painful to share lists between students and faculty and so they're looking for a much better way to do this. They also want to be able to have students create lists. Their own reading lists. Maybe they did some research, they found things but can they share those lists if they created or is it just something they're emailing around? But they'd like to be able to add those into some courses and let them share it. So they're looking for all kinds of ways to share lists outside of having to register for that course and be part of it in order to even get access to the list. They're looking, we're looking as librarians for help in identifying what's the next subscription item that we can get rid of, right? So we're all running stats to say here's the items that are heavily used. We need to be able when we're discussing with faculty what are the items that are actually getting used and it would be so nice if we could say, you know if you use resources from the library website we would see that counted in our stats but when you grab a copy and reload it into this D2L system we're not counting those. Those uses are not part of our number. So when the professor comes screaming because you've dropped his subscription to his favorite journal and he's claiming that he's using it in his course, we have the capability to say, hold it, you know we're not seeing it on our end, how'd you do that? And if you do it the way you're supposed to then we'll see that and we'll get a more accurate count. So those are items that we as librarians are of course looking for. We're looking for support of user evaluation of resources. Typical five star ranking system, let the users rank the resources. They rank professors, they rank courses, why don't we let them rank the resources within a reading list? Which one did they find the most helpful? And so there are some faculty that are not in favor of this. I encountered comments in both directions but it should be there and students should be able to see it and that ranking would help the course professor also understand what they're offering to students that works for the students. Okay reporting I've mentioned before but better reporting is a course on the librarians list. We want to know when things are downloaded, we want to know when they're used, we want to be able to ultimately interface this with the other systems on campus so that we can find out that hey that student got an A, this one got a C, who used the content on the resource list, that would be wonderful and would help us show our value to the university by being able to say to the administration, look when they're doing this, they're getting better grades in their courses. So again we need ease of use in the reporting system, that's very important, we find getting stats out of the existing system, whether it's out of the current library software or the online learning environment software, very clumsy and difficult to use. So we're looking for a way that at the end of the course we can generate a nice simple report with a lot of detail in it about the grades the students got, the resources and how that might have applied. And I know I'm probably dreaming to some degree on this next one, but I would love to have the capability as we look across our society and we continue to see the polarization. I would love to have an option in software that would say, okay I've read this on this point of view. Now show me something that's 180 degrees from this point of view. I want to see the opposite point of view as a part of our teaching people and educating them on subjects would be so nice if we could do that kind of capability. A lot of work to do in making that happen, but it's the kind of thing that I'd like to see us thinking about as we talk about this kind of technology. Let's use this as an opportunity to expand that learning environment. So am I going to get all these things in a partnership with Exilebrus? Probably not, but I'm realistic about that. So what we do think though is that Exilebrus is formed a partnership. They invited us to the table along with a number of other large institutions and so we're providing them with our wish list. These are the kind of things that we're dealing with. These are the problems we're hearing. These are the kinds of things we're wishing for and so that's what we're hoping to achieve. We know that Exilebrus has long been focused on the academic marketplace and that they've been very successful at it. So we were pleased to be asked to be a partner and we did become one. So I'm going to hand it over to Tamara here. If you don't mind, I prefer to stand up. First because I feel more engaging this way and second because my voice is not very loud. So I think that's the only chance that you could hear me at the back of the room. First of all, thank you for coming. I'm going to show you what we're working on. That's the new product and we call it leganto. Carl doesn't like the name but I like it. I think it's a very elegant name. It stands for reader. In Esperanto. Only librarians go and check and they discover that it's actually for reading. So what are we talking about? We're talking about something very specific about resource lists and I changed the name from reading list to resource list after my previous session with Carl. So everything that the instructor, that the faculty, appends to a course in one way or another for the sake of being processed by the students and that could be for reading or watching or listening or whatever. So this is the focus of this new product. When we look at the current challenges and Carl and his wish list actually echoed the challenges. I look at it from the other way around. What am I coming to solve? I think these are the main ones. First of all, to create a resource list is a very complex task. I'm a teacher. By the way, I am really a teacher. I'm teaching at the college so everything that I say is actually from my personal experience. I don't create really reading lists. What I do, I need to submit a file which includes the curriculum, the syllabus, and then I divide it to weeks and for every week I just add a list of citations. I don't need to add links to them at all. So every year I do the same because it's the same course I do year after year and every year the library takes my file and processes every citation on the list although I'm afraid to say they're quite similar from one year to another but from the library's point of view it's the same. It's a new thing. So it's not really very helpful and every time they go through the same process. Lots of manual work. I know even here in the States I know somebody who comes with a pile of books to the library with notes in the books and tells the librarian where to scan and for how many pages and so on and that's a heavy task I think every year to do the same. I think that the most problematic situation is when the instructors bypass the library and what they do is just load materials to the course management system. So that's very easy but as Carl echoed there is an issue with copyright, there is an issue with usage because you don't trace it. There is also an issue that the library is not aware of what is going on so a subject librarian won't know of resources that are actually very important. The collection development is problematic because again you don't know what is being used but also this means that the materials are very part of the course and not as a different entity as a special entity. A reading list is a special entity. What we look at it is to have the resource list gathered in a repository, a worldwide repository that they can be appended to courses when relevant taken from year to year or from course to course as a whole or parts of them and not just part of the course. I'm saying it because it's very common that you're planning to teach something for next year and you're gathering materials and then at the end of the process the course is ready actually and then you need to add the materials and then the next year you actually take the list with you and if you just upload materials to a course management system that's obviously not possible. The last thing here is the new teaching methods that the way we now deal with resource lists via the course management system does not apply to them because the participants in these courses are not students so they cannot get into Blackboard or Moodle or whatever. So this is where we stand and we are also looking at finding ways to extend the reach of the library. Libraries become rather transparent for many users even if they use the library services they're not always aware that they're using the library so actually what we want is to find a way to for the library to better support teaching and learning to more involved to support the faculty to support the students to ensure the proper use of materials and to develop the collections as the library should do and also to use the course readings as means to evaluate or to demonstrate the value of the library to the institution and this is what Carl hinted at. If we can show that the library invested so and so in course materials and these were used in a way in that way or another and then perhaps the average score of students who have read is higher than those who haven't read so then it's something that is very valuable for the library. So we are now developing this product we call the tutorial and our main user is actually the instructor although we support obviously the students and the library but we think that the instructor the faculty are the most delicate creatures they are very often not very focused on their teaching because their research is so teaching is just part of their tasks as Carl said earlier they're not always keen on having to learn new technologies and basically they manage as they did in the last 15 years so why do they need to change so that we are really trying to make life much better for them in various ways as I'll show in a moment. So basically we let them create the reading list and maintain them and evaluate them see what's going on with them monitor the use students can use the same tool to access the materials now libraries what they do they actually don't have a user interface to the system because they have already an administrative system of the library that's the library management system so they manage the reading lists through the library management system but they get the input and they are integrated with the reading list the resource list solution so everything is built on tight integration between the various systems we don't want to replicate any work so a course is defined somewhere else in the institution we just inherit the characteristics of the course so we can append the reading list it's actually something which complements to the course management system it's it supports the cross system workflows and it is a web-based service. So I'll just show you just a couple of screens to give the idea this is a reading a home page of an instructor they can come here because they log into the system or they can go to a specific reading list from the course management system there are various workflows and each one sees his or her reading lists can access materials can add materials to reading lists so these are this reading list is about something there is some description some readings essential readings and then background readings and the teacher can design the sections as they want they could be a week by type of material or whatever and then if I look at a specific material on the list so besides the obvious like the metadata and the link to the actual material we offer the instructor some other I think very useful information first of all some they can give notes to the library and to the students but also see the availability of the items as soon as they add an item to the list they see the availability the real-time availability they see in which other reading list the item takes part so that's important because you know that your students haven't read it or maybe they have so you change your mind and then suggestions for related readings and these can come from the BX article recommender or explicitly from the library for example you want to highlight open educational resources or from an analysis of this repository of the reading lists once we have enough data we can propose okay you're building a course for biology 101 so these are the resources that are typically used and you can either adopt them or not you can also see on the right-hand side the discussion list with the students and then if I want to add materials I just click add materials and I have my collection the collected materials and all I need is to drag and drop and put the item on the list in the right position and everything here is drag and drop and I can reorder the list and build sections and remove sections very easily the way to add materials to the reading list is either by pulling them to the reading lists so you are in that place and you search for something and add it or like you see in here by being somewhere else in the world and clicking a button on your browser and just pushing items to the reading list so that could be Amazon you go to the Amazon website you find a book you push it to your resource list or you could go to you know anywhere that you you spend your time on and then just push materials there so just to emphasize the thing with the cross-system workflows that I think is extremely important if we look at a typical institution we have the course management system we have the library management system we have a discovery platform which consists of more than one system typically so there is discovery system but there are other systems that people use in the institution and there are other systems such as authentication system that take part in this party and external services such as copyright clearance service agency depending on the country what we are introducing here is a new component that's the resource list component and we look at the three types of users the teachers the students and the library and if we take an example of a workflow what the faculty member wishes to add a book chapter to a resource list this is something that happens very very often so what does it mean in terms of workflow it means that the instructor may go you know has this wonderful idea to add a book chapter goes logs into the to the system and goes to the course management system chooses the course chooses the maybe even the week and clicks the link to the reading list now once the instructor opens the resource list the instructor can search can add the book let's say goes to primo searches the title I mean in the in leganto you can search in primo sort of through primo through leganto in primo find the book add it to the list by dragging and dropping then adds a comment for the library saying okay I just need chapter six and by doing so and sending it just clicking a button the process begins actually it is transparent to the teacher because actually they're not they don't care what happens now they just want the book scan right so automatically leganto sends a notification to Alma the library management service and that initiates a workflow in Alma now from there it goes to the library right so the librarian gets the task assigned to that librarian and processes the request which probably involves several stages such as scanning the book and then clearing the copyright and then everything is done so a notification is sent back to leganto and on the screen the link to the book chat the scan book chapter appears so that's the kind of idea that everything is just one step after the other although we're talking about different systems in the library animation here works a bit slowly so the core principles what we wanted to achieve there are four core principles first of all to streamline the workflows to make it really simple make the efficient no as much as possible no manual work involved and it's both for the faculty and the library to make it very friendly very engaging there are quite many options which I didn't show you but like commenting and communicating and students can suggest new materials and these type of things so that would be very important and it is working on all devices actually it is working already I mean the UI is already working we wanted to offer the teachers services that they didn't have before as incentives for them to use the system we think this is the toughest part to make the faculty members use such systems so if they can get usage information they can get recommendations for materials that they didn't know about they know what their users think about materials and it's very very easy and they can take the build a reading this once and take it with them then we believe that all those things are going to please make them try the system and then support all the means to share to collaborate to work together with other peers other instructors and with the students so we have five development partners in addition to the University of Oklahoma we have KU Leuven in Belgium two universities in the UK Kingston University and Imperial College and a university in Sydney Australia University of New South Wales so we try to look at various regions and a bit even some different languages to capture the need in academia in general currently we are we're working with the development partners and we're assigning early adapters as of this month we want the first version for the development partners to be live in August and we are on track and then the next version of the early adopters will be in February next year and then general availability at the summer of next year so just to sum up actually we need to look at the three stakeholders the teachers the librarians and the students they're all taking part in this game so from the point of view of the instructors besides being a fun tool that at least we think it's fun but they may think otherwise we wanted to give them very clear benefits we wanted the tool to save them time and effort it's easy it's really easy we wanted to extend their knowledge about new materials and to leave the copyright issues to the library once they work with this system actually the library is involved and can clear the copyright at any stage or comment or say this is impossible or whatever know what their students do and think and collaborate with peers so that's the incentives for instructors to use the system as for the students students are actually captured in whatever you provide them they have to use the system so in this sense it's easier but I think that the tool that you've seen is very much along along the way they use computers and systems so it enables them to see the course readings for all their courses in one place because they can log in to the reading list solution so they can see they don't have to go from course to course they can see whatever they have now this week for all the courses easily access materials everything should be really just a click away they can share their views they can suggest additional materials so this encourages them to to look for additional materials and to think about them as Carl mentioned earlier they can look at the readings of other courses the this repository of reading lists is actually open open to anyone so it depends very much on the creator of the list whether the creator wishes the list to be open or not part of it is probably an institutional policy and a lot of it is dependent on the person herself or himself in some cases long in the UK many of many institutions post the reading lists openly on the web others think it's their intellectual property and they hide them so it's open and I think that in the next in the coming years the tendency towards openness and transparency will be such that the reading list will be open so why not look at what is being used in another institution that may be of interest to me and that could even take you through your life when you finish studying but you're still interested in a specific topic so you can explore a reading list of other institutions and obviously the collaboration part as well now as for the library and it's actually for the institution because things like copyright issues there maybe the library needs to take care of them but the institution is the one who could be sued and is being sued in some cases so we believe that implementing such a component is going to increase the efficiency and save costs and extend the reach of the library make it much more apparent if you go to instructors and try to persuade them to use open educational resources you probably won't get their attention but if something comes up on the screen pops up on the screen saying you you sign this book textbook to the course but there is this new thing it was reviewed by so-and-so it got fantastic reviews why don't you try it then it's a chance for the library to be more persuading let's say with the faculty members facilitate the proper handling of copyright and optimize the use of the collection so you know what B is being used you know what to buy what not to buy actually you go through the list at the end of the year and you see what was not used that's also very important and certainly by having the reports ready can demonstrate the value of the of the library to the institution so that was it and I believe we have time for questions all right thank you folks appreciate you coming thank you very much okay off to the airport you go don't forget your phone and I know what went wrong with that one slide so let's fix that