 Yeah, so I will go first. So I think for what you can do, the first thing that I'll mention is also the most obvious, which is simply to make your own research articles freely available online, hopefully through an open access journal where possible, you know, if there's a good open access journal in your discipline that's a good fit for your work. But we certainly understand that there are cases, you know, where there are strong incentives to publish and subscription-based journals, particularly for early career researchers that don't have tenure, understand, you know, you have to look out for your career and understand, you know, the publication choices that come from that, you know, but just encouraging people to make copies of their articles freely available through e-scholarship or other repositories like Publint Central when possible, and hopefully publishing in journals that allow for that, or even, you know, where you don't get as much, don't have as many rights sort of retained in the author agreement trying to actually amend your copyright transfer agreement or your publication agreement with publishers to reserve more rights, and actually Spark has an entire toolkit called the Spark Authors Addendum that's essentially stock language that you can use to attach to your publication agreement to try to reserve more rights, and there's sort of a menu of options that you can choose from in terms of the rights that you want to retain, and so that's all available on the Spark website at spark.arrel.org, so the first one, probably the most important. Yeah, and similarly for educational resources, thinking about ways that you can support the creation and sharing an improvement of openly licensed educational materials, and really, if you go and look for open educational resources on the web, this is kind of what it looks like, so I mentioned a number of projects that are supporting the development of these materials, and there's just so much available out there right now, and it's not particularly well organized and connected, so I think that one of the reasons that I left my previous job to come work with Spark is that there is huge potential for the library community to get involved and help connect and organize this information. Of course, there are a lot of great people leaving the way on initiatives to work on this, but I think we have a lot of progress to make there, and then just from the individual's perspective, if you're a faculty member, a student, and you want to find an open educational resource for your course, this may look familiar if you'd tried to do that, so some of the things that are happening on campuses and that you might consider doing are programs to support faculty to identify open educational resources, so I want to highlight one example, and of course UCLA has very successfully implemented a similar program, but I want to highlight the UMass program because we have really strong efficacy data on it, so the UMass library has launched a program a few years ago to work with faculty who wanted to switch from extensive traditional textbooks to open materials to essentially identify materials to replace everything that their textbook did, provided mini grants to support the faculty's time, and over the course of the past few years have been able to save students over a million dollars just at that one campus by working with faculty members, so it's just a really exciting and inspiring project, and UMass and Temple University were the ones that kind of piloted it, and a number of other campuses have taken up similar projects, including UCLA, and I believe there was one, I met with Sharon this morning, and it sounds like there was one course that saved students over $40,000 in one quarter through $50,000 through what the library was able to do, so that's one course in one quarter, that's amazing work, and just think how much potential there is in courses like chemistry, where there are over, you know, sometimes a thousand students taking introchem in one particular semester or a quarter, so another way to support kind of the finding and evaluation of quality of materials, because that's a really important too, is a project out of the University of Minnesota called the Open Textbook Library, which has been curating a list of open textbooks that meet a minimum standard of quality objectives, and what they've actually been doing is collecting reviews from faculty members about what the features of the book are and what, as a subject matter expert, they think of its coverage of the particular course, and this is a very easy thing that some of you could do, if your faculty members is to contribute a review to this project, or encourage faculty members you know to review an open textbook, you can visit the website open.umn.edu to identify materials that might be options to review and submit the reviews there, and just to provide one example I showed this book earlier, it gets a four and a half star rating, which is pretty good, and then the reviews look like this, they're written by professors in their different categories and they write little comments in it, so it's really useful for evaluating the quality of these materials, and then just one really interesting thing about reviews is that the University of Minnesota's pilot of this, they funded 11 faculty to write reviews for the catalog, and what ended up happening is seven out of 11 of those professors ended up picking the book that they reviewed, so it was just a matter of raising awareness and supporting the faculty member to take the time and look at a book that maybe they wouldn't have heard of without this project, and the really interesting thing is that those seven faculty members convinced five of their colleagues to also adopt open textbooks, and it ended up saving students over $100,000 in the first year of the project, so just a really great example. And then finally about just, you know, making the resources around you open, I think just think about the question, what content is being produced on this campus? And how can we make it open? Are there professors that are willing to make their materials open, and what can you do to support that? And I just want to quickly plug UCI has a great program on an open courseware program like MIT to support that. So moving on to other things you can do, I think the most central thing is perhaps easiest for anybody to do is to raise awareness of these issues. I think, you know, right now we're at a place where they're just starting to gain visibility in the public and as a household term. And something that you can all do is walk away from this presentation and talk to your colleagues about openness and the value and impact that it is. And for open education, a great time to do that is during Open Education Week, which happens in March. And then I know that many of you know Open Access Week, which is a longer standing week that Nick's going to talk about in a second. And another option is Spark has set up a list serve specifically for the library community to support conversations about OER. So if you're interested, that's a great place to gain resources and connections to support raising awareness. So for Open Access, little surprise, we have lots of Spark resources to help people have conversations around Open Access. And my personal favorite probably because I helped put it together is a video that we did in partnership with PhD Comics, which some of you might be familiar with. It's an eight and a half minute video called Open Access Explained. And this is a short link for it. But I think it does a pretty good job of explaining what Open Access is, why it's important, sort of how it's come about and sort of looking to the future that we actually the other I guess my co-presenter in the videos, Jonathan Eisen, who's actually in the UC system at Davis. And so I think it's pretty useful tool to sort of share with folks that, you know, maybe not as familiar with Open Access. You know, since I think it could be a bit onerous to maybe write somebody sort of like a Russian novel link email about what this is what Open Access is. This is why it's important. This is how you make an article open. This is sort of an attempt to distill that down into eight minutes. And we've been really pleased with how popular it's been. It's gotten a little bit over 200,000 views on YouTube now, which is pretty good for an eight and a half minute long video about scholarly publishing. So we're excited about it. I hope you'll check it out if you haven't already. Also, one thing you can do in terms of awareness raising is to talk to faculty here and the UC system about the UC system wide open access policy. You know, we've I guess this is their third stop now, you know, and it seems like, you know, there's a lot of, you know, a lot of conversations that people could have to clear up misconceptions or misunderstandings about what the policy is, you know, and these are common across all campuses really that have these policies, you know, concerns over the limitation of publication venues for authors, which, you know, the UC policy has an opt out clause. So it's not a problem, but oftentimes can be perceived as one. And so I think, you know, having these conversations with colleagues and across campus and having events like this can help advance that policy and actually make it more effective more quickly. One of the things that we've seen with institutional open access policies is that oftentimes it actually takes a while to get them to, you know, be effective in making all the campuses research output freely available. This is some data again from the Queensland University of Technology showing how in the first year of implementing their institutional policy, they were getting about half of their faculty's research output freely available online and then, you know, took them about eight years to get up to about 90%. You know, we love to see, you know, that rise much more quickly and start higher, you know, within the UC system. And I think there's already a lot of awareness of the policy, but having these conversations can help, you know, make sure that you start up, you know, up at the top and, you know, reach 100% more quickly. One other thought is to consider expanding the UC system wide policy to include graduate students as well. One of the most interesting things we saw last year in our work with students was the PhD candidates at the Stanford Graduate School of Education passed a resolution by 97% margin to expand their institutions, their institutions open access policy to cover PhD candidates. And I know that that was actually something that was discussed when the original UC system wide policy was being put together and actually know a few graduate students that sort of spearheaded the advocacy to include graduate students in the policy. You know, unfortunately that didn't work out, but I think it would be great to expand that or at least have the conversation around expanding that so that graduate students sort of get into the habit of making their work freely available, you know, as they're becoming, you know, full fledged scholars. Then lastly, the sort of great time to promote open access is during International Open Access Week, which I know you've celebrated here for a number of years. I have to point out that this is actually something that was started by students in 2007, students partnered with Spark for a national day of action for open access in the US and it's really exploded since then to an international event that's celebrated, I think in nearly a hundred countries, you know, it's a really, really diverse group that celebrates this each year. And actually, just last week we announced the theme for this year, which will be Generation Open and we'll focus on the importance of engaging students and early career researchers, you know, on open access and their importance as the future of the academy and actually making the shift to a fully open system of scholarly communication. And we'll also talk about what open access means to researchers and scholars at different stages of their career. So we're really excited for Open Access Week this year, particularly I am for the theme for obvious reasons, but we'll think it'll be great and we're gonna have a webcast actually next Monday that's a kickoff webcast for planning open access at weeks. Events where we'll have someone from the UC system representing all the great events that have happened across the UCs during this week. And I think sort of naturally leads to the importance of really putting the next generation at the center of all the efforts, you know, that we have to promote both open access and open educational resources really as the people, you know, that will see this project through to completion and whose choices the ultimate success of both of these movements will really ultimately rely on. And we've seen incredible work that students have done, a couple that I'll mention just briefly. The first is a series of events the Medical Student Association of Kenya did in 2012 in celebration of Open Access Week. They held events on I think nearly every single medical campus in the country and in one week managed to educate nearly half of all Kenyan medical students about open access. They also reached a lot of faculty and administrators at their universities and were actually instrumental in passing an institutional open access policy to the University of Nairobi about a month after this happened, which I think speaks volumes to the power of students. And we actually know from talking with the librarians that they worked with that the administration really started to see the issue differently once the students became active. And that's something that we've seen on other campuses. I've heard similar feedback from, for example, the University of Colorado where they've had a lot of engagement from their student government, which I think in some ways having conversations earlier today with student government representatives is many ways similar in terms of the power that student government on that campus has as they do here as I understand. But I've also mentioned the impact students have had on the policy making for open access at the state and federal level. And then lastly, one of the cool things about working with students is that you have no idea what they're going to do. They have immense amounts of energy, creativity and passion and that really manifests in some really interesting projects. And the most, I guess I can say the most, well maybe it is. It's like choosing a favorite child, I think. One extremely, extraordinarily interesting project that was led by two medical students from the UK who started off not knowing what open access was and in nine months built this platform called the open access button that a few of you may have heard of. It's essentially a browser based tool that for the moment resides in your bookmark bar. And so when you are browsing online, I'll do a demo and when you hit a paywall, you click the open access button and it generates this beautiful map of all the different places where people around the world that are using the tool have hit paywalls. So this was originally sort of envisioned as a way to raise awareness of the tremendous number of people that hit paywalls on a daily basis. So the way it works as I alluded to is you're doing your research, you come across an article that looks good, you click to read the full text and then you run straight into the paywall where for this particular article you'd have to pay $35 for 48 hours worth of access. To do the math for what it would cost to run this article for 180 days. Oh, yeah. So anyway, when you do this, you click the open access button up at the top and it creates this little pop up that automatically scrapes the DOI, the title, the URL of the article and actually allows you to enter why you're looking for the article. You can see the medical student flare that's the autofill thing that's the default that they're trying to save lives, damn it. But it's really interesting actually to see the stories that they've collected with this and to see the ways that people are using the academic and research literature that you wouldn't necessarily think of. So you hit submit, it sends the data back to the project so they map your paywall hit and then actually it tries to connect you with a freely accessible copy of that article that's available online. So right now it's fairly rudimentary. It just searches Google Scholar by the article DOI and by the title of the article. So it essentially takes a couple steps out of what I think a lot of people do when they hit paywalls. But there's some really, really interesting sort of additions to the project. This is just a beta and we're sort of in the process of building a much more fully functional piece of code. And I think one idea that illustrates how powerful this could become is a bit of code that they're almost done with that would whenever somebody uses the button would automatically send an email to the corresponding author saying, hey, somebody's trying to read your article but couldn't get access to it. This is terrible for you, but if you send us a link to your article where it is freely available online like in an institutional repository, we'll make sure this doesn't happen again. And so the next time somebody hits the paywall and uses the button, we'll automatically serve them the link to that article that they ingested from the author. There are also discussions about partnering with repositories to sort of bulk ingest the DOIs and the corresponding URLs for where you can get free text. So this could potentially become a really, really powerful tool and was built by two medical students who don't know how to code and didn't know what open access was at the beginning who recruited a community of coders to put this thing together and when you actually zoom in, it can be incredible to see when it's actually put to use in places like libraries where people are using it often, the sort of explosion of paywalls that happen, this one's from London, but really is just truly incredible. As a steering committee member, I guess both of us are of this project, there's actually a crowdfunding campaign that's currently underway to fund sort of the beginning of the next generation of development for this, that's sort of a bridge fund for, until the project can get a larger sort of grant from a bigger institution. So that's underway and definitely expect to hear big things. It's an exciting project and I think a perfect illustration of really how students can change the conversation and this is already having a tremendous impact. It was covered by The Guardian and Scientific American when it launched and has been mentioned by people like the Dutch State Secretary for Science. So it's really getting some visibility. So and similarly with open educational resources, the energy and passion of students to drive forward a system that makes more sense to them where they can get affordable access to the materials they need and not get ripped off by publishers. Has produced so many interesting projects and ideas over the years. I'll just give a couple of quick examples. Earlier this year, the student perks including CalPURG organized a campaign called Textbook Broke where they had students across the country take pictures of themselves holding signs saying I paid $1,000 for my textbook this semester, I'm textbook broke and tweeted it out and they, gosh, they got thousands of tweets and what was really interesting and in tons of national media coverage and what was interesting is that shortly after this project, we got a whole slew of cosponsors on federal legislation supporting open textbooks. So that had like a tangible impact on national politics. Another cool example was a few years ago, actually the last time I was here at UCLA was a campaign called the Textbook Rebellion where we stopped at 40 campuses across the country starting at the University of Maryland and ending at the University of Washington in Seattle with these two giant mascot costumes on each campus raising awareness and collecting petition signatures that helped work with reach out to faculty to send them information about open textbooks. And finally, the student purgs a few years ago launched a faculty statement on open textbooks that's been signed by over 3,000 professors that are willing to consider using open textbooks whenever academically appropriate. And this actually helped get the idea of open textbooks into the national conversation about textbook affordability. So students, they're the next generation, they're the people that we preserve knowledge for and create institutions of higher education for. So as we're thinking about openness and how to change the system we use for scholarly communication, I think putting students at the center of that is really important. And I guess one last thing, I just want to really thank the libraries because to me, you're the ones that support our work we're hopefully representing your voice. And so we want to work closely with you to make sure we're advancing your priorities only with your support. And I think every UC library, I believe, is a member of Spark close to it. So we really, really deeply appreciate it. So. And thank you to UCLA libraries for ring-ringing our tour. Organizing the tour. So thank you. Thank you.