Infusing Technology with Pedagogy: An Academic Library’s Partnership with IT and Academic Affairs

Cliff Lynch: Welcome everybody. And we’ll be getting started in about 90 seconds or so. Cliff Lynch: Thanks for joining us, we’ll be getting started in about a minute. Cliff Lynch: Glad you could join us, we’ll be starting in about 30 seconds. Cliff Lynch: Alright, it’s time to get started. I think I’m. Welcome. I’m Cliff Lynch. I’m the director of the Coalition for network information and you’re here with us for one of the project briefing sessions on the second day of week two of the CNI Cliff Lynch: Virtual member meeting.

And just to remind you of a couple of things this week is themed around the transformation of organizations and professions. Cliff Lynch: We are recording this session we have and will make it available after we do have closed captioning available if you’d like to avail yourself of that there is a chat and feel free to use that to comment to introduce yourself as needed. Cliff Lynch: We also have a Q AMP a tool on the bottom of the screen. I invite you to queue up questions at any time will take all the questions at the end of the presentation. Cliff Lynch: And Diane golden for card from CNN, I will moderate that Q AMP a session.

But as I say, feel free to queue up questions at any point during the presentation as they occur to you. Cliff Lynch: Finally, I’ll just remind you that starting with week two of this virtual Fall Meeting, we are making available, not just synchronous sessions, but also a few pre recorded videos so please have a look at those when you have time Cliff Lynch: And I think with that, it’s time to introduce our speakers, we have two speakers in the session. Katie O’Neill, and Matthew traction. Both of them are with loyal and notre DOM library and session is going to focus on a Cliff Lynch: What what really is sort of a classical Cliff Lynch: CNA partnership between academic libraries and it but infused with a new dimension, which is deep engagement with academic affairs around an agenda tied to student success. Cliff Lynch: And I think Cliff Lynch: With that frame, I will just welcome you all. Thanks. Katie and Matthew for agreeing to do this presentation and pass it over to Katie Katy O’Neill: Thanks so much, Cliff.

We appreciate the opportunity to be with you all today and and I look forward to 05:01 - Katy O’Neill: Talking with you all about this topic as Cliff mentioned, my name is Katie O’Neill. I’m the associate director of the Loyola notre DOM library. Katy O’Neill: I’m here with my colleague, Matthew trashcan. The library’s technology librarian. Katy O’Neill: Today we’d like to share with you our libraries journey to infuse technology with pedagogy leveraging campus partnerships with it and academic affairs to support students success. Katy O’Neill: I’ll be sharing context about the work that we’ve done to build the foundation for this for success and Matthew will then talk about the programs and user experiences.

He and his Technology Services Unit have co created with colleagues across the library and the campuses next 05:44 - Katy O’Neill: Yeah, said Ellen. Do we like to say it takes to LDL is a little different. We’re one of only two independent academic libraries in the United States. That means we’re a separate 501 c three nonprofit. Katy O’Neill: And don’t report directly into either of the two schools that we support under the leadership of our library director Barbara priest since 2012 Katy O’Neill: The library has been aligning its purpose with the educational missions of the two universities, we support Loyola University Maryland and notre DOM. Katy O’Neill: Of Maryland University in Northwest Baltimore as Barbara likes to say Katy O’Neill: To succeed in our work, we really, she has to work with to provosts to CIOs and to CFO is to make things happen and we do that throughout the organization with the partnerships that we have Katy O’Neill: The library aligned with line with the strategic plans for both institution and has been transitioning to an innovative center of learning.

06:47 - Katy O’Neill: To a debt that adapts to users changing needs for space both physical and virtual information and technology to support the research, teaching and learning of students and faculty Katy O’Neill: Dr. Grammar Gani, the Associate Dean of applied and natural sciences for Loyola College of Arts and Sciences was actually an early partner and supporter of the development of a campus maker space in the library. Katy O’Neill: After winning a pathways to innovation grant through the National Science Foundation in 2015 Katy O’Neill: And 2017 he was dubbed an honorary library and for his work with us when the innovation station maker space officially opened Katy O’Neill: The partnership has expanded with the use of the library space for programs support and funding for new technology by Wendy Bolger she’s loyal as inaugural director of their new center of internet innovation and entrepreneurship. Next, Katy O’Neill: Early in Katy O’Neill: Our director and loyalists chief of in Chief Information Officer sponsored a technology audit for the library. Katy O’Neill: I was partnered with the library is acting head of digital services at the time. Daniel Ren Johnson.

08:00 - Katy O’Neill: And David our net, who was the associate director of servers and storage at Loyola Technology Services department we get all of our technology infrastructure from the bigger school which is Loyola Katy O’Neill: We developed a plan to demonstrate how technology can best support students success in a 21st century academic library. Katy O’Neill: This plan was approved by the library’s board of directors, as we’re an independent organization. And it also had to be reviewed and approved by the board of directors for both schools at the end of the full implementation of this plan and Katy O’Neill: The following results were achieved funding for library technology was increased annually on average by 52.5% Katy O’Neill: Until the pandemic. This level of funding was sustained we are in a pause this year as imagine you all are feeling, you know, pinches on budget. Katy O’Neill: But the commitment remain strong around educational technology for the library.

09:00 - Katy O’Neill: All 23 recommendations were fully recommended and implemented building the digital infrastructure that’s allowed us to upgrade and maintain building technology. Katy O’Neill: Optimize libraries operations and the customer experience while also building partnerships with faculty to integrate educational technology into the curriculum. Katy O’Neill: This slide really illustrates our transition of the main level of the library with the introduction introduction of the copyright information center and 2016 Katy O’Neill: The innovation station maker space. As I mentioned before, and 2017 the Digital Learning Commons and 2018 and a virtual reality classroom and a recording studio in 2019 Katy O’Neill: Despite the pandemic in the fall of 2020 with our partners in in the CI any the innovation and entrepreneurship center we introduced a new laser cutter for our maker space. Next slide. Katy O’Neill: Additionally, the library has expanded our institutional capacity to reposition our services by focusing on user needs Allendale has 26 full time employees with a headcount of 42 employees on part time employees are included.

10:12 - Katy O’Neill: Early on the library reframed roles to meet current and anticipated needs as staff changes occurred over time. Katy O’Neill: Matthews position of technology librarian is a good example of this. This position was redefined as an outcome of the technology report. Katy O’Neill: Key communication and collaboration infrastructure was added to provide formal and informal means for creative problem solving. Katy O’Neill: In 2012 managers used to meet bi monthly and managers meeting and unit meetings across departments occurred really based on department had preferences.

10:49 - Katy O’Neill: Today, decision making happens at a directors advisory group, which means bi monthly and include senior library administrators to make sure that Katy O’Neill: There’s awareness of programs across, across the board, that are happening regular department unit as well as liaison meetings for with academic units now also occur regularly. Katy O’Neill: charges for standing committees and use of task forces to innovate programs and integrate engage users has remained really critical to our ongoing success to Katy O’Neill: Facilitate change. This approach has been particularly important for staffing and sustainability sustainably growing the library is digital scholarship program which Matthew will talk about a little bit later. Katy O’Neill: new consortium memberships and East and US MA I our Maryland state consortium here has provided opportunities for networking and professional development for librarians and staff. Katy O’Neill: Finally, as this slide illustrates as the work evolve so did our organization structure in 2018 with the technology infrastructure in place the library reorganized shifting away from a traditional public services and technical services model and created Katy O’Neill: To two different departments collections and access services and Research and Technology Services.

This placed our technology services unit with our research and instruction librarians to really maximize 12:20 - Katy O’Neill: The breath of programming that we could allow to partner with academic affairs and it has allowed us to optimize collection development Access Services Building use and really helped us expand our instruction and consultation and average programming. Katy O’Neill: Specifically this reorganization really facilitated a reframing of our library instruction program. Katy O’Neill: So that we could support and promote information digital and data fluency is you can see we used our information literacy, which has had a strong background in active and engaged learning to build a basis to build upon to add in Katy O’Neill: Our destruction program in the technology. Katy O’Neill: digital scholarship copyright and we just launched data management consultation this fall as well. Next slide. Katy O’Neill: When we look at specifically at the digital fluency aspects of of the expanded instruction program.

We have really focused on the following 13:35 - Katy O’Neill: Model and competencies to help us kind of frame frame that frame that program. I’m going to turn the presentation over to Matthew at this point because he can share with you examples of how we’re going about doing this work together with our partners and academic affairs. Matthew Treskon: Loyal notre DOM library has provided digital scholarship support in some capacity for several years. However, until recently, the support was generally ad hoc Matthew Treskon: And FYI 20 the library completed a digital scholarship program review and and and this we evaluated the current state of digital scholarship at the library benchmarked against peer institutions and developed decide the best practices and also established procedures and website language. Matthew Treskon: Key. This work was formalizing the life cycle assessment of our digital scholarship program.

This included intake interview slash form and a three year review process. In this way, we set help set expectations and manage our capacity. Matthew Treskon: Skills. Matthew Treskon: Included include a collection development project management web technology and programming online training and we work with existing staff members, myself included. Matthew Treskon: To find ideas. Ideas and interests and skills that leverage our interest level and excitement and partner with universities faculty members in ways that Matthew Treskon: Are our standard traditional things like a mega versus other things like Matthew Treskon: Working with API is to analyze citations analyze what Matthew Treskon: Analyze a news news analysis. Matthew Treskon: Products are these projects ranged from work that is limited to classroom exercise to those that are developed with the broader academic community. Matthew Treskon: In mind.

One such product has been the ones literary couple Baltimore, which was a multi year project that includes several semesters of classroom scholarship Clara love 15:37 - Matthew Treskon: Now, a member of our digital scholarship team worked in this project as a student in 2018 she and I presented at the Bucknell digital scholarship conference. Matthew Treskon: And the following year the digital scholarship team worked with an education professor for a project that involves both web work and create creative making Matthew Treskon: And seeing the right hand side and holy comics Batman. Batman. This was a classroom exercise and is a good example of what classes can do. Although the scope is limited to the interest and the of the developing the students understanding of the curriculum. Matthew Treskon: That later that year we presented the Prussian I presented the box elders digital scholarship conference.

16:25 - Matthew Treskon: We continue to partner with academics and academic affairs faculty and other and other units across both campuses that support the research, teaching and learning of the two universities. Matthew Treskon: One area we do this. As mentioned before, are these hands on tech technology Papa classes that were really the brainchild of the associate dean applied natural sciences at Loyola these Matthew Treskon: The library continues to develop what we believe that the ability to create and navigate technology is an alignment with expanded scope the information literacy as described Matthew Treskon: In the association in college. Research Libraries framework from information literacy and works towards answering the need for digital fluency which the Horizon report considers a significant challenge. Matthew Treskon: By positioning students as makers libraries can engage them in critically thinking about choices that influenced the development Matthew Treskon: And application of media and technology. And second, the information creation is a process justice information does does information or knowledge just doesn’t exist.

The world of technology doesn’t just exist and evolves. Matthew Treskon: Data and libraries develop this this pop up class series as well as launched a successful maker space, starting in 2017 library organized a series of classes each semester on emerging technologies such as Arduino. Matthew Treskon: Raspberry Pi’s virtual reality audio audio video editing to ensure technologies such as bread. Make the biology of bread making and knitting. Matthew Treskon: This initiative started. Sorry. Matthew Treskon: And an addition. The we’re going to the innovation station which launched in 2017 Matthew Treskon: Brennan, the innovation station we start started with 3D printing 3D scanning computer I sewing embroidery large my printer one button recording studio Matthew Treskon: And music creation editing computer and later. The following year, we expanded to include the full fledged recording studio a digital paper cutting machine eliminator bowmaker virtuality classroom an argument is an Arduino and raspberry is available for checkout.

18:33 - Matthew Treskon: integral to our success has been our partnerships with faculty and integration with with their curriculum. Matthew Treskon: I’m particular one particular notable example is our with our recording studio, which was developed in partnership with a faculty Matthew Treskon: Member at the loan universal law University Maryland communicates department who is also the TV, radio manager. Matthew Treskon: He helped him with his expertise. He let us know like what equipment was necessary to get it working what people would be expecting and how to do our best insulate the sound is an isolate the sound of a speaker with the proper microphones. Matthew Treskon: He also helps teach Papa classes on various video editing software and it has developed has helped develop library staff members with our expertise so that we can help him help his students Matthew Treskon: Our VR classroom launched a bit later has been focused on providing experiential learning opportunities pertaining to psychology with Matthew Treskon: Apps from Matthew Treskon: Guardian VR on various psychological experiences nursing with schizophrenia, which we got specific to the professor’s need and historical reference points like religious studies and Matthew Treskon: And and middle medieval Europe.

19:56 - Matthew Treskon: Are one been in studio has been used extensively by the English Language Institute at Notre DOM for the purposes of practicing learning Matthew Treskon: Practicing speaking English. This program bring students from all around the world to to Baltimore to learn how to be to be Martian English language. Matthew Treskon: And this technology which, if you’re not familiar with it. It’s a simple way of you put your thumb drive in press the button to start recording Matthew Treskon: And then when you’re done recording press a button and then it’s automatically saved your thumb drive Matthew Treskon: This simple technology really simple for the end users experience makes it really easy for them to practice speaking. The other point eat together a really simple play or speaking in a monologue explaining about where they’re from, what type of food, they like to eat.

20:40 - Matthew Treskon: And and and find one other point that we’d like to bring up is that Matthew Treskon: We also are heavily integrated with the first year experience at both both universities at Loyola. It is the Messina program which Paris generally two very different disciplines together and has some kind of overarching theme. Matthew Treskon: And also at Notre DOM, which has a first year experience as well. Matthew Treskon: We provide many class tours and we also have had the opportunity to engage them with a maker space and making having creative exercises that produce artifacts that use the use of technology, but in ways that that further. The point of the exercise. Matthew Treskon: Library has also broaden the reach of the innovation station beyond these academic departments to other areas of that’s for the education mission, such as Center for Entrepreneurship innovation.

21:32 - Matthew Treskon: Are visible and console and our consultation spaces have been integral in with their vaults printers program, which provides Matthew Treskon: Potential business startups with opportunity to meet with experts in areas, what, how to do business research how to Matthew Treskon: A very self aware and other end, how to set up the financials and things like that. And also the den summer program, which provided the opportunity for high school students in the Baltimore area to learn about Matthew Treskon: Various made making technologies and ways that we can potentially love that leverage those things for potential careers and in business. Matthew Treskon: And and making Matthew Treskon: And and one more thing I’d like to mention is our book bank which Matthew Treskon: With an in partnership with copyright librarian and her expertise and copyright. We were leveraging our streaming video service to host Storytime videos for Baltimore City public school teachers to use with our students. Matthew Treskon: And Matthew Treskon: Went right had Matthew Treskon: Anyways, so we Matthew Treskon: In three years we’ve sought we’ve seen dramatic increase in use of our maker space, both in terms of equipment use and check away called check out because we use our library catalog to determine the chocolate cupcakes and such.

22:56 - Matthew Treskon: And also in seen numerous dozens of class tours and exercises with departments for all across campus. Matthew Treskon: We, however, then in as we all know, coven 19 hit and we had to shut down the building and plan for what we figure out what we can do in the interim, while we’re all virtual and we’re all superstar virtual there and Matthew Treskon: How we can what we would do need to do an open up back safely. Matthew Treskon: The technology services department modified it services in order to follow University guidelines from Loyola and notre DOM and best practices that are derived from a la Matthew Treskon: Our consortium and peer institutions. These modifications limit the need for face to face interaction encourage social distancing from what virtual services facilitate the cleaning of touch points. Matthew Treskon: While we’re working virtually we figured out what we can do remotely.

And one of the things, one of the things we did was to mail packets to mussina class couple Messina classes. The first year class at Loyola Matthew Treskon: And where we provided them with the equipment necessary to experiment with paper circuits with conductive tape led and such. And we have also taught classes that Matthew Treskon: That help students remotely, but the virtual maker space such things that can be installed on their computer like open source podcasting technology or video, audio editing like audacity and also mapping technology such as story maps. Matthew Treskon: In an important note is that when we’re planning for the town, how to open it back up, both in the fall and possibly the spring, we’re thinking about how to Matthew Treskon: Work from not just get through this and provide educational services and media, but how we can do those things in ways that improve the experience of Matthew Treskon: The University of students and faculty over and in the future. Some of these things, including provide developing a virtual tour of the maker space or HR the library provide virtual training and and also provide virtual support.

25:07 - Matthew Treskon: And what the virtual support. We have two levels. One is that we’ve worked. We’ve partnered with the research instruction librarians vibrate chat service to be a possible answer questions. Matthew Treskon: Pertaining technology and the second level is that we are available for video training at a distance using our zoom cart. The station the maker space. So this way with with a SIM card. We can provide Matthew Treskon: In detail support at a distance over an extended period of time without having to worry about contact tracing potential infection. Matthew Treskon: But also, this is something that we could leverage in the future for after our supports that way we can provide this kind of training at a distance.

Say it eight o’clock at night when we’re generally not working, but we can flex your time and figure out how to do that. Matthew Treskon: In addition, we’re also having. We also have the opportunity to discuss the faculty members in higher level classes about how to design classes that leverage our technology. Matthew Treskon: Such as 3D design and development well for the communications department and also VR and next our development for nursing Matthew Treskon: Another way that the library has supported. Oh, we’re running on time. Wow. Matthew Treskon: Has been to make people has been to produce P P for the university’s we’ve Matthew Treskon: We, we partnered with the open works to produce 548 shields for them to deliver to the healthcare workers.

I’ve also just shifted towards production for the university. Matthew Treskon: To make completed face shields and this work is featured in ed tech magazine, a local business journal and also the student newspaper Matthew Treskon: And finally, we support students access through creative partnerships, working with a student clubs such as robotics providing space for them. Matthew Treskon: And also provide an opportunity for them to teach pop up classes on how to work out arenas and they develop their own curriculum, they develop their own training procedures and also the Society of Women Engineers. Matthew Treskon: We also work with the cops the department’s computer science data science and engineering other senior capstone project we provide them with opportunity to Matthew Treskon: Where we serve as client for them to think through these creative problems that we post, such as, like, how do you do a dry erase board, use the system or Matthew Treskon: Meeting Room availability and also artificial intelligence, where we provided them with privacy restricted search vibrate chats to to analyze how the summit. Matthew Treskon: To identify summit sentiment and clustering for a data science and the students have gone on to be partners in the university to do well in higher Matthew Treskon: I received some feedback forms that are going on in Matthew Treskon: The various software development companies defense and such two.

And part of that they are able to think through the challenges of writing. Matthew Treskon: Writing through the procedures and describing things in such a way that they’re, they can do the stuff, but they can also work with people to get the problems understood and define okay Katy O’Neill: Thanks, Matthew, so none of this happens without a creative staff and a culture of assessment, as you all come out. Imagine, um, and that’s been as Matthew said very critical for us as we’ve worked through our reopening Matthew, if you can switch to the next slide. Katy O’Neill: We also realized that all of this happens and you need to make sure we’re understanding the impact that this is happening in addition to a library impact dashboard. Katy O’Neill: We’re currently working with colleagues and academic affairs to define and demonstrate each student success for the overall new instruction program that I mentioned earlier.

28:47 - Katy O’Neill: We’ve crosswalk the ACL information literacy framework with the ACU values rubric that’s used by both of our schools for accreditation purposes. Katy O’Neill: This shop slide shows you where our instruction program and the work. Matthew described earlier supports the rubric by learning outcome and discipline and this fall. We’re actually piloting a common assessment tool across all programs last. Next slide. Katy O’Neill: And finally, a common question we often get is, how do you get started.

29:15 - Katy O’Neill: On deals learned that it’s about starting the conversation and keeping it going while remaining open to new ideas in partnership as they emerge. Katy O’Neill: at Elon do outreach was prioritized early on from all areas of the library. The library is liaison program was redesigned Katy O’Neill: Quite early on our social media and social events committees and a communication and collaboration task force. Katy O’Neill: Have been charged over time to really engage people in virtual settings and spotlight high visibility and new programs and in 2018 a staff member was promoted to a reef reframed outreach and engagement librarian position to expand our reach. Last slide Matthew Katy O’Neill: And so ultimately, we are still working to find the best ways to connect with both campuses to share how the library can best support faculty and students.

30:03 - Katy O’Neill: This work is is imagine is true and all of your organization’s is never done. Matthew and I want to thank you for your time this afternoon, and we’d be happy to take any questions now or any follow up after the session via email. Katy O’Neill: Thank you all. Diane Goldenberg-Hart (CNI): Thank you. Katie and Matthew, for that wonderful presentation. It’s great to hear of all the interesting things that you are Diane Goldenberg-Hart (CNI): Doing there in Baltimore and really interesting stuff going on the floor is now open for questions, so please feel free to type your questions into the Q AMP a box and our speakers will feel them now. Diane Goldenberg-Hart (CNI): While we’re waiting for people to think about that. I didn’t want to follow up.

Katie on 30:53 - Diane Goldenberg-Hart (CNI): The transition in the library. Diane Goldenberg-Hart (CNI): To this new alignment, it must have. I mean, you mentioned you did talk about the staff. Diane Goldenberg-Hart (CNI): Adjustments some of the realignment of the staffing. I was wondering if you could talk a little bit more about that. I’m sure that was a big undertaking. You know what was involved. How did it go. What were some of your takeaways from that.

31:19 - Katy O’Neill: Sure, um, interestingly enough, I think the the reorganization, we did in the middle where I described kind of moving us to that halfway point was probably the larger adjustment than the shift to Katy O’Neill: The research, you know, combining the research and technology units together and that cause. And I think that’s because we were still in the phase where we were. Katy O’Neill: We had a number of new positions you know that as people retired, you know, primarily right you know Katy O’Neill: You know, you would take the opportunity to reframe positions, but also at that point in time partnerships, we’re still in early development right across the campuses. So understanding how to connect and how that work drove things Katy O’Neill: So I think that was a larger adjustment. I mean, for example, in that phase we combined our reference desk with our circulation desk into that integrated desk.

That was a big cultural change that that you know that was part of that mid you know re 32:22 - Katy O’Neill: Reorganization and I think I’m, you know, we really use the task force from both units to explore it define it, and they owned that that transition so Katy O’Neill: Back to using those short term task force with clear charges to help and make sure though there’s collaborative involved teams in those processes to help us define the work. So there was more by Katy O’Neill: As we made those changes. So the other piece that we’re still working on is communication and collaboration. It’s one of those things. You’re never done right. And so we like I said in the past year. Katy O’Neill: We did a culture survey for our organization. Last year we scored very high and very well, but an area of ongoing improvement, you know, even though the scores were very Katy O’Neill: You know, high around with communication and collaboration. So you know we have a task force.

Now that’s looking at additional ways for us to continue to grow, you know, in that area. Katy O’Neill: But I think because we took an incremental working starting small to work, big as the way we like to think about it. Katy O’Neill: I think and made sure that we weren’t too far ahead of the campus, but it was very much tied to customer service, which was a strong ethos and value for all of the organization in the library. Katy O’Neill: I can’t say it wasn’t without some pain and some disagreement obviously along the way but it allowed us to evolve our organization over time. Sure. Diane Goldenberg-Hart (CNI): Okay, that’s very helpful and really interesting.

Thank you for elaborating on that cliff has got 34:01 - Diane Goldenberg-Hart (CNI): A question or a comment here he’s he’s asking if you could talk a little bit more about the virtual maker spaces Africa after coven and what kind of reception. This guy and also whether user community, whether the user community changed when the space when virtual Diane Goldenberg-Hart (CNI): Any comments on that. Matthew Treskon: Sure, I can speak to that. So our virtual maker space. Our pop ups this this past semester. We’re online before previously. They’re all an in person. Matthew Treskon: But there have been benefits with that there have been more opportunities, being able to record that share that after the fact, with people who may have missed it. Matthew Treskon: And it’s also provided them with opportunity for just to check in and check out or like when they’re, when they’re, when they’re, when they’re available and when they’re Matthew Treskon: When they have need, as opposed to like walking to the campus walking away from walking back to the dorm and things like that.

34:54 - Matthew Treskon: So those the puppet class series went pretty well went well. The semester similar use maybe a bit more apt to add up the total numbers. Matthew Treskon: And regarding the support of the maker technology, our equipment is generally is still available for use, although that has been very few people on campus. So it hasn’t been used that much but Matthew Treskon: We are focusing on how to provide these virtual trainings, the students that have gotten through the training when they walk into the library and we set up the zoom cart and they can Matthew Treskon: They can work with one of my colleagues to be training the sewing machine and such that has gone and just as well as in person. Matthew Treskon: So it’s it’s really quite nice.

That’s one, one of those all Logitech meetup cameras with nice zoom. It’s really with good with good microphone. It really does just as good a job as being there in person. Matthew Treskon: He’s also had the opportunity to Matthew Treskon: What else is there. Matthew Treskon: And then provide support for some software that is not some open source software like audacity and story maps and Archie is not open source, but Matthew Treskon: We have some limited licenses with that so we can provide them with support for these technologies in ways that are starting to merge the definite the boundaries between what is maker space and what is like digital scholarship. Right. Interesting. Diane Goldenberg-Hart (CNI): Well, thank you, thank you so much for that elaboration things clear for the question.

I see that we are 36:19 - Diane Goldenberg-Hart (CNI): A little past time here. So I’m going to go ahead and close down the public portion of the presentation by stopping the recording. Diane Goldenberg-Hart (CNI): But I invite any attendees who have time and wish to stay and chat with our speakers, please feel free to hang out a bit, raise your hand. I’ll be happy to unmute you and Diane Goldenberg-Hart (CNI): Give you an opportunity to engage with our speakers. With that, I just want to thank all of our attendees both of our speakers.

Thank you so much for coming to see and I, and we hope to see everyone back at CNN eyes Fall Meeting here again soon. Take care everyone .