>>All right. A reminder too, we have a learner guide as a way for you to extend your learning on the topic. This includes questions for discussion or consideration as you take next steps. It's a great opportunity to bring this work to others, to work through how to begin. The it can be customized so know that if you have specific questions or next steps that you'd like to bring to your team, this guy can be customized to make it work for you. So again, that will be -- 
that's posted on the event page as well. I'm so excited to invite all of today's presenters. We have a great group of folks bringing their experience with data for good. 
The project lead is the innovations project manager at the providence public library in Rhode Island. Diane is the development director at the Pottsboro library in Texas. 
Kristi Henry is at DeKalb county public library in Georgia. Katie Aubin works as the director of youth services and Daniel Munoz is the assistant director and systems manager at the Okefenokee regional library system in Georgia. I'm thrilled to have all of you here and thank you so much for bringing your great work to this web junction webinar. I'm going to pass it on over and have sherry get us started. Welcome. 
>> Thank you so much, Jennifer. 
And thank you all for joining us today to learn more about how libraries and nonprofits can leverage data analytics or community impact. I've been the project manager and before we get started, I would like to mention that this project has been made possible by a three year national leadership grant by the institute of Museum and library services. So what we're going to be doing today, Jennifer, can you give me control?
Oh, got you. Okay. Great. So here's what our agenda looks like for today. We're going to start with the goals and we want -- why we wanted to embark on this project and we also want to share what we hope to achieve in terms of outcomes. Next, I'm going to share with you resources that were created from this project because our library partners will be referring to those resources specifically a curriculum and how they have been using them. And then, the rest of the time, you'll hear from the staff at the partner libraries who participated in this project. They'll share their experiences in implementing the data for good programming that you'll be learning about and before we end the webinar, I'll say a few words about the project website.
So what is data for good?
Just going to read quickly from this slide. Well, it utilizes data analysis and data visualization to assist libraries in nonprofit organizations in using their data to make business decisions and improve their services. We work to answer questions and possibly solve problems so the organization provides the data and our role is to provide the technical skills and that's what you see on this slide. So we provide technical instruction for learners so they can effectively work with the organizations data. And this includes teaching them about data, the data ANL -- analytics process and finally we teach them how to use a data analytics and visualization software. This program is for both teens and adults and this is one of the images from the providence public library program in working with teens and on the next slide, you'll see some instruction being given at the DeKalb library that Kristi will be speaking about a little bit later. I also would like to share with you this slide. So in this slide, this is from one of our nonprofit partners from the team program at the providence public library and these are the questions that our partner submitted. This is from the fish and wildlife services in Rhode Island and their questions were about their reach, their social media reach. So they wanted to know who was engaging with their posts, were there specific days and times that the engagement was the highest and what was the engagement rate?
And to answer those questions, they provide the four data sources that you see listed here. Period and this is one of the visualizations and this was taken from tableau. It's not dynamic. It's only an image. If you hover over each of these circles, you would see meta data and it will give you the answer to the questions that you just looked at as far as what the rates were for views on specific topics that were posted on their website. 
Sometimes organizations submit questions and the adults, we teach both teams and adults. 
They do a great job at answering those questions but often those questions lead to more questions. So the combination of all of this training is when the learners, in this case, they were teens, when they give the presentation back to the nonprofit organization and provide insights based on the data that they provided. And sometimes they go above and beyond. They learn more than they have been asked to do and they present that information as well and sometimes, the nonprofit organizations listen to their presentation and then more questions come and often we have the data to support those findings as well. Is so now I'd like to say a couple of words about the resources that we have put together that are available for you. The first one is a 30 hour curriculum. I'll say more about that in the next two slides. But we also wanted to provide a less intensive training so we developed a microlesson which is a series of four video based lessons and that walk learners through each step of the data analysis process it would give you a very solid foundation on the data analytics process and take you through each step and then when you're ready, you could possibly access the curriculum which is 30 hours. So most programs divided into 15 classes of two hours each. The next two slides are about the curriculum. So the audience, it's for trainers. The curriculum is for trainers and the skills that are required are intermediate excel skills. That would include being able to create charts and graphs with excel, know a little bit about pivot tables and some basic knowledge, foundational knowledge of formulas and functions. The 30 hours of instruction is flexible. Some people can cut and, you know, do a little bit more practice. Do a little bit less practice, but we designed it for 30 hours. It includes all teaching and learning resources. And also has detailed lesson plans and to give you a few more examples of what's in the lesson plans, each of the lesson plans has guided practice and applications I. Has step by step instructions and the lessons have a folder and in the folder are the PowerPoint presentations for the trainer, the learner practice activities with answer keys. We included a practice client that we have used in one of our programs at the providence public library as an example to teach the fundamental skills. So we have their questions and their data sources. We have also included practice activities for anyone who would like some additional practice and ideas for supporting learners. So some learners might come in with some foundational knowledge in excel and maybe even tableau and some don't. So we want to make sure that there is differentiated learning opportunities so I'd like to pause and see if there's any questions. I don't see any questions in the chat, so I'll hand it over to Kate Aubin to talk about the program at the providence public library. 
>> Thanks, Sherry.. I'm the director of youth services at providence public library and I have been at PPL for almost 8 years now and I'd like to start out by sharing a little bit about how and why PPL adopted the data for good programming and I hope this will be helpful to you as you consider it for your library. So about the time that I started at PPL in 2016, we began running a program for teens. Prior to the pandemic, our summer employment opportunity was a program where teens identified an area of interest in the city and did research about it and created a marketing campaign to convince others to visit that place and because this program was impossible to do during the pandemic when the library was shutdown we decided to try something completely new. So we took inspiration from our adult education department and adapted an adult program, data for good.
The adult version was more like a learning circle of participants who had already taken our basic and intermediate excel classes and they were looking for ways to keep practicing their data analysis and data visualization skills. 
For the teens, though, we quickly realized that we would need to include the excel skill building piece into the curriculum and then move on to the data analysis and visualization skills from there.
So the first iteration of the program was entirely virtual during the pandemic, three days a week for six weeks from 10:00 a.m. to 3:00 p.m. with an hour lunch and we hired 16 teens and two teen teaching assistants that summer and we worked with a contractor who had been an adult participant in the data for good learning circle to teach the excel and tableau pieces of the curriculum. So he was our content expert. The program is broken up into hard skill and soft skill development. The data for good curriculum focuses on the hard technical skills which is how we start each morning. We cover things like basic and intermediate excel, charts and graphs, tableau, working with clients and the data process cycle which you can see on the right side of the slide. So we teach the concepts of looking at the data provided, in your case, the two nonprofit clients that we worked with each summer and the questions the clients want answered and then we go over collecting and cleaning that data in excel and then we go on to learning to visualize that data into the appropriate charts and graphs in excel and tableau and then the teens learn how to interpret the data and then understand how to communicate takeaways about the data to the clients. So all of that curriculum is taught by our contractor and developed with our teen services staff so that it is teen learner friendly this is lead by teen services staff with support from community partners. We cover topics such as interview skills. 
How to work together as a team, they w on communication skills and presentation skills and we have a local organization called the fly initiative come in to speak about financial literacy and then we line-up guest speakers to talk about career exploration. So T it comes from working with nonprofit partners and partner with two nonprofit organizations and they provide us with their data we look for nonprofit partners who have data needs meaning they have data sets already in excel or google sheets or they have data they can easily put into the platforms but they aren't sure what to do with it. We look for nonprofit organizations who may not have the staffing capacity or data skills to be able to do anything with their data. Other times we found that there is a disconnect between the data that was collected and nonprofit answer and understand what questions they have and after the program and other partners have to maintain regular communication for clients and partners come in to meet with a group of teens and the teens asked their follow up questions or they asked for data to help answer the questions. The clients also share more about their organizations and they come up after these meetings and never thought how to write a professional e-mail and so they get the practice of learning those. 
And the clients can then get the feedback. 


And they use them in anyway that they find useful. So they have used the projects to present to their board to apply for funding and tweak their program and holes and service areas and better understand the reach and impact of their programs and one partner even used the bids to change their structure. 
Explaining the program to participants can be tricky. 
Teens have limited attention spans and for many teens they don't have an understanding of what data analysis and data visualization are and how those skills will be useful to them as future or why they should learn them. 
So we do have some teens that signed up and we have learned along the way that word of mouth is our best option. Many of the participants heard about the program from a friend, a teacher a family member and one family with three of their foul members have gone through data for good and they'll be eligible in a couple of years so excited to get the whole family through. In addition to the fact that it's a paid opportunity which is a huge draw for many youth, each summer, in providence at least, there are many more youth applying for summer job opportunities than there are opportunities available. So that definitely helps with recruitment as well. And most of them get it. They see the potential for using these skills and some of them have the idea of what they would like to do when they grow up and some are like I want to be a data scientist now which is really amazing to see. We also found that and so we advertise on social media and through our news letter for nonprofit clients and some years we have no trouble finding them. In other years it's been tricky. So something we learned is still rely heavily on our network. And it's the best method for finding. We also have clients that come back to us again which I think seeks volumes to the work we're doing and they are also good recruiters for partners and we lean on them heavily as well. Another lesson we learn is it's important to reign in expectations with nonprofit clients. They give us tons of questions to answer or tons of data sets that are incomplete or data and questions that don't align or the times they give us more work than can realistically complete within four weeks. So we make sure to focus on three to four most important questions and make sure the data is as complete as possible so that we can fully answer their questions and we also let them know they can always find if they have more questions or data than we can handle in one summer. Is and the last piece of advice I'll give is it's really important to VSH I'm sure the folks will focus on this. Our staff could probably teach the excel content at this point and even some of the basic features. The data cleaning that are sometimes required are beyond my teams capabilities and it's nice to not only be able to rely on the program so then folks on the program which is more of the expertise area. 
>> Before we go on, does anybody have any questions. 
>> Yeah, a couple of things. One is you kind of talked about it when you said that recruit organizations to work with you and I don't know maybe you have not gotten to the point where you need to take applications but you mention that sometimes they'll come back and want to do it again. So have you had to manage how many of those organizations that you're working with at one time. 
>> So we only ever choose to and I would love for us to have such a wealth of applicants to choose from that we had to make hard choices but usually we only get two or three applicants. When you were talking about recruiting teens, you do such a great job of really covering kind of holistic needs in this area. You know, mentioning the hard skill, soft skills, job skills around looking for jobs. 
I am curious how you do sort of tell that story and engage with them beyond the data analytics pieces of it. Does that sometimes draw folks in if it's like oh we're going to teach you skills for job seek as well but I'm curious how that is presented then to teens. 
>> We get teens that show up -- 
they have to go through an interview with us and a lot of them will come to the interview and the first question we ask them is what do you think this program is?
So we really go through everything I just told you we go through that in the interview process. Rarely does that happen but a lot of times we get kids who are like oh, that's what it is?
And they can see how oh, this is going to be useful to me. 
>> Thank you so much. Continue to feel free to post questions but yeah, I think we can move on to Kristi. 
>> Hello, concluded two data for good training programs beginning in 2023. One is a new baby and the other one has retired. Today I'll share a bit about the training program we conducted this past summer and the staff data training we conducted in the second year of this program.
Do I have access to this slide?
A training program ran for 8 weeks with three hour sessions every Monday and after promoting it to the branch managers and administrative team, three staff managers committed to participating there was a strong interest, the training required significant commitment at all levels. We followed the curriculum closely and giving familiarity with excel and taboo. This worked best within our time available. For the training, instead of collaborating with community partners, we asked our staff members to come up with system related questions that would enhance their work. What is the busiest time in her branch. 
After providing the data, the collection manager was surprised to learn that the branch she expected to have the five top youth circulate were not on her list. Meanwhile, the other staff member discovered it was around noon. As we facilitate this training, we use this as -- so we can adapt it to the teen training. We conducted the six weekday at a for good training for teens I. Was a design for ten teens, ages 14-19 and they will be rewarded a $500 honorarium for their dedication and hard work. By the end of the training, four committed teams completed and they gained the skills of interpretation integrating and visualization of data. Along those technical skills, they also develop work ready skills including team work, resume writing, presentation, and communication.
Their final project to answer library questions, and that they presented -- they did two presentations, one with family and friends and one with their clients which is our coordinators and our administrative team. Now for more detail, how do we program -- how do we plan to program our team?
So with the community partners, we knew that our system had a wealth of data that would benefit library staffs and it was a good training data source.
So some of the questions are which date and times are the busiest across branch locations.
Which branches have the highest circulation numbers and there's a difference between the sizes and location in terms of circulation numbers. To make the data more manageable, we focus on the odd years of 2017 through 2023 and select a different branches based on the size and locations. The findings that the team concluded was that our Decatur branch circulated the highest, and the 2023 was our year for people, traffic, and material circulation. We also discovered that there's smaller branches received more traffic on Monday and Wednesday where as larger branches received more traffic Tuesday and Thursday. 
Now, our planning and set up, our goal was for teens ages 14 to 19 but we wanted to set this up as a internship so we were going to partner with work source DeKalb. It would have provide us the participants and the funding. Our first meeting was promising but as planning progresses, we learn our key contacts had left the system and the new team didn't share our vision. So we had to pivot and do -- in reverse engineering our process, which included securing administrative approval, creating applications, organizing information sessions and handling the logistics. So we conducted three information sessions, which was two virtual and one in person. An application was open for one month, which included basic information, a paragraph of interest, a paragraph of why you wanted to participate in this program, and then two references. Initially we had 11 teen programs. Teen will receive it and then one student wanted to do the program so bad but she had other commitments so she was going to miss a couple of classes and so she still wanted to do it without receiving it. 
Halfway before the program started, we did lose half of our teens from other commitments so in hindsight, what we would have done was schedule our acceptance and our rejections maybe given a little time in between so we could have chosen students from the other -- more students. 
>> We didn't make any changes. 
We didn't make any major changes to the curriculum but we did adjust it where we would present ideas to look at and critique but halfway through the program we decided to let the teens and then that opened a discussion for effective design. We balanced the group work and individual work which let the students accommodate their different learning styles and then we did do data, daily feedback to adjust so we can adjust the pace of the class. So in this photo is a break out. 
Now, our takeaways, for the teens, we created a professional environment that models a team work and collaboration by gathering their feedback. We demonstrated that their opinion was valued. They emphasized that their work had real value and can influence library systems, decisions remaining that they contribute to. To help them see how their skills work, what they were learning did apply for college and career settings, we did invite guest speakers to talk about their career paths. 
In addition of keeping the classroom available for continued access, we did present the teens with two physical books. One is the joint data and the other is the head first data analysis book. It lets kids learn without the computer. So they have three sessions that they break a chapter up with story, time-out, and your turn to play. And working for a physical company around real world scenarios. Thank you. 
Any questions?
>> Thank you so much Kristi. 
Does anybody have any questions for Kristi?
>> I haven't seen any others come through at this point. 
>> Can I ask one question to Kristi. 
>> Yes. 
>> Yeah, Kristi, can you tell everybody why you chose to use library data. 
>> Library data, we chose because it was easy access because we did have -- because we were -- our data is kind of as Dexter told us the cleanest data he's ever seen so we thought that was a good fit for the program. 
>> Thank you. I might take this opportunity to mention that at the providence public library, they sometimes also use library data from the providence library as their practice. Now, they have done it so many times for so many years that they have other practice clients data that they work with and also I wanted to take a step back and just mention that Kristi from DeKalb and Diane who is going to speak next and Daniel, in this three year project, the project that we have been talking about all morning, all afternoon, those three libraries of have been with us and they first went through the 30 hour training where that's how our curriculum was born. So we first trained them and so that they intern to their library staff and to the public. 
>> If there's no further questions, we will pass the mic over to Diane. 
>> Thank you. Diane from Pottsboro library. A little bitty library with a small budget so this program is scalable to whatever size library you're working with. 
After the training which was a lot, we decided to work with teens in our first training that we were offering. Part of that was because I was a little nervous about teaching adults. 
So we decided to go with teens. 
We connected with math teachers at the high school to identify students that might be a good bit. And some of the lessons that we learned along the way because we didn't condense it into a summer program, like, within a week. We tried to spread it out over a period of weeks. One of the learnings was that it is hard to get teen schedules consistent enough for a program like that and on our end we learned that we needed to develop some classroom management skills. How often the teens would be distracted by their phones, how do you deal with that?
So we had through the course of our program 17 started, three finished, and I think even those who started but did not finish also learn some things along the way about showing up on time and those sorts of job skills. So the partner we decided to work with was our local government, small down USA population of 2,600 people and when I talked to the City of Pottsboro about what their needs were, they told me that they had water and sewer data in a 341 page word document. So they had office data. They had no idea how to access it and they were concerned that they might be either undercharging or overcharging some of the customers. So the teens throughout the program were able eventually to teach the city staff how to extract that data from a word document and then give them a system to use that going forward they are more control over the data they're collecting. The city has a more antiquated system and at some point they'll be able to pay for a nice new system that does so much of this for them but of right now they're dealing with what they have which is a huge word document and part of this for me was about strategic thinking. We always need to prove ourselves to the city, why the library is worth funding so this helped build our relationship with the city. 
It's, you know, what can we do for you?
How can we help you save money and then one of the lessons that I think I learned through this is there was so much learning going on is it was important to keep up with the skills along the way so any of the skills if I was working with them, I'd quickly forget them which also lead to the next iteration for us along this time period, AI exploded and so I wanted to see what's in it for me. Again because our small library has limited capacity, we don't have, you know, data experts on our staff. So I needed to go back to okay, they taught me how to do a pivot table. Let me see if AI could do that for me. And so, midway through the project, I started using AI for all kinds of things. Administrative taxes, writing letters, but I then saw it could analyze data and create visualizations for me and so, in that case, it would create the pivot table. I didn't even have to do it. Now, it was really good to know how to do it but excel has some AI imbedded in it as well as the paid version of chat GPT being able to upload data. So I was able to compare and make sure that both were giving me the same thing, the same answers. So for privacy reasons, it's going to anonomize but once I have it cleaned in excel, I can upload that information into chat of GPT. 
This became very important to me. I'm always about this strategic thinking about what's in it for me. Why am I willing to take on a project of this size?
A three year project and lots of time spent learning how to do it. And budget time and the city said we're cutting your budget. 
And so, I looked at all the library data in our county and I'm going to show you city council what kind of budget you're providing versus what the others are providing. And so, with these visualization they came out very clear, I was able to use language and no need to understand specialized terminology and so one of the things I learned along the way and ask it to create the formula and then I can two into excel and go into chat GPT and say here's the data, what can you tell me. So after this, I went on to work with local libraries again very small libraries teaching them through a three session curriculum how to clean their data and then use either the excel or the chat GPT and then after that, if you're familiar with libraries in response I did a large and first I provided sample data in our library. In the second session, they were using library data and it's all sorts of information that we have as libraries that we have been collecting and I have not been making use of that. So if you're targeting outreach, how many library cards were created in that month or if you're running promotional programs, what kind of results do you see in the either book check out or library cards created. So all sorts of things that we are able to benefit not only our communities and not only our municipalities and our libraries as well. So I take it and run with it and who knows where it's going to go. 
>> Thank you. So grateful. 
Before we move on to Daniel, I'd like to go through a couple of questions in the chat could you explain what you meant when you said your library was nervous about working with adults?
Because the 30 hours of training was high level and mid level excel and getting into how to work and ask if the right questions were in the right way so I want want to make a fool of myself in front of adults so I was like okay I'll practice on teens first. That felt a little more comfortable with me. She learned that it's okay to let them know we don't have the answer right away and that we're learning too because there's a lot to learn and each data set presents different questions and our clients come with us from different questions and did you offer stipends to the teens?
Yes we did. A local foundation made it possible for us to pay our teens $12.50 an hour which in a rural town without many job opportunities, I mean, you could work at sonic and beyond that, there's not much for teens to do, so this was really coming that we can help them build their future. 
>> Great, and on that note, I'll ask the question and answer it, a question for Kate was how many students, teens, were accepted into the program and how many completed and Kate said they accepted 16 and they all completed. 
>> It's a job and we pay them and we make it clear that if you are accepting this position then you are going to complete the program because we typically -- 
we take 16 but last summer we had, I think, 30 kids apply. So there's a long waiting list. 
There's, you know, you're taking this opportunity from someone else if you just decide to stop coming halfway through the summer. So we drive that home. 
There's also an enormous amount of paperwork they have to fill out. It's a real job. They have to get working papers and it's not an easy process. So if you made it through that process and the parents are on board, we send a letter home to the parents, explaining the whole job. So, you know, we try to cover all our bases. 
>> Thank you. There was a couple of more questions in the chat. 
I'm going to move on in the interest of time and pass the mic to Daniel. 
>> Thank you. Hello, my name is Daniel, I'm the assistant director if the Okefenokee library system. We're a small library system in Georgia. I've been part of the system for three years. I have also been working for good teen for the past three years. This was my first real deep dive into data analysis. So we offered to staff to public the data for good program and we had an approach that we jokingly called the buddy system. In this model, we pair TWOD staff members, one technical and one program oriented. One that has experience leading programs within the library system. The technical staff handled the more complex data tools like tableau while the public facing staff focused on the outreach and training side of things. So like Kate said earlier, having a skills expert or a knowledgeable person available could be very helpful. You may have a colleague who is eligible in excel or data manipulation. This allowed us to make sure both the technical and nontechnical aspects were covered creating more seamless learning experience for us and not only helped us with effective training but also built confidence in our staff that didn't know much about the tools we were using and I helped train her while she helped train me. 
So it can be an excellent method to ensure well rounded and supported teaching environment, the buddy system. So we actually used the data for good curriculum and tweaked it to customize it to our needs. We organized all the materials through google classroom which allowed us and the participants to access materials and submit assignments easily. For teens, google classroom works well because they already use it in school in the public school system and they're familiar with the platform. This structure made it possible to review the content at their own pace which was particularly important as we're manage a 30 hour curriculum spread across multiple weeks. One was keeping participants engaged in the entire program. Not a concern about having them interested in the program but more about maintaining it, basically, someone signed up they stayed. 
So we want all the attendees to finish the program if they started it. Toless this we did partner to provide food during the sessions which helped create a more comfortable learning environment for our attendee. 
Small touches like these help keep people motivated and make the learning process more enjoyable. Food is key. Yes. One was a family connection coordinator in one of our local communities and she used the skills that she learned in our program to help her present data she selects from familiels within the community creating visualizations to be shared with the stake holders and funding agencies. These tickets ask learners to reflect on what they learned and what worked well and also what could be improved. 
This regular feedback assessment allowed us to adapt the program as we went ensuring that we were meeting the needs of our learners day by day. We found that this real time feedback kept participants engaged and made them feel like their input truly mattered. In many ways, this contributed to the success of the program. We partnered with the Huxford Genealogical society, a local nonprofit and they had plenty of data, however they didn't have the resources or expertise to turn the data into something useful for decision making processes so that's where data for good came in. In the final two days, we focused on creating visualizations that made the data clear and actionable. This kind of support helps nonprofits not just collect data but use it effectively to drive better decisions and improve the services they provide. Here, we created a visualization of their membership data made up of individual as well as institutional members and each dot on the map represents one or more members and we're able to mouse over the dots to see the location of these. Basically this was just a spreadsheet. So this is just a static image. It will take you to the website and you'll be able to see it. We are also developing a version of the program. This online platform hopefully will allow learners to go through the course at their own pace providing hands on practice along the way. Also a practice project with the providence promise to help learners apply their skills to real world scenarios. The self-paced option ensures that the program remains sustainable and assessable to a wider audience. It's designed to be flexible enough to meet the needs of beginners and more advanced learners and here is an example of one of the lessons in progress as well as the link that's also in the slide. 
Lastly, I work with Sherry and Dexter to develop a microlesson for learners that might not have the time to commit to the full course right away. So the shortened version of the data for good program provides an overview of key concepts and skills that helps decide if the full program aligns with their goals and gives them a foundation to build on when they're ready to take the complete course. We feel like this microlesson is a great introduction for these individual allowing them to get a sense of what the program offers before making a larger time commitment. So data for good not only will help us build internal skills within our library system but it's also allowed us to give back to our local organizations making data accessible and actionable for nonprofits. Thank you. 
>> Wonderful, thank you, Daniel.
And that's a good segway into mentioning that the microlesson, the data source has been provided by Daniel and we specifically used library data source and chose questions that we think would be appropriate for any library or interesting to any library. I'm just going to go on to the next slide here.
This is the project website. So there's a video introduction. It gives you an elevated speech so you can use it or share it to describe this program to others who might be interested. The curriculum is 26 to 30 hours and all the learner resources are there including the answer keys.
And four video based lessons with practice activities and so there's a folder with the accompaniment work sheets and the answer keys for them as well and we feel this is a great way to introduce data analytics to either library staff or if you want to implement the program to the public, it's a good starting point. It's an easier entry point to the curriculum and, you know, getting people involved in 30 hours can be a challenge, so this is only basically an hour or two. And we also have case studies of our project partners.
Ones that you have seen today, we'll be adding Rhode Island school of design and Museum who was one of our partners of this project and something that just came up is the fact that we have hired at the providence public library a data analyst consultant and we are going to be writing a position description and adding that to the website as well. That might be beneficial. So, are there any other questions?
>> I haven't seen any other questions come through. I just love how many different access points you have all created for this work knowing there's this robust curriculum which just to confirm, someone had asked Kristi if they had a different curriculum for their staff training but that was the same data for good curriculum used so all of that is available. And then all of these others and a reminder about the learner bind as a great way to take those first steps thinking through how this makes sense for the work you're doing and the communities that you're engaging with. 


And I know that Sherry, you were going to share contact e-mail. 
Kate is continuing to support questions that come through from folks so if you do have additional questions, don't hesitate to reach out to Kate. I know the project team is super excited to hear from folks that are interested in diving into this, so definitely don't hesitate to reach out. Thank you all so much for this amazing session. I just can't -- like you said, three years is a long time to be doing this work and it really shows. The intention and the learning that you have applied to all of these resources is super helpful. I know that folks are eager to dive in knowing that it serves the community needs, it can serve your library's data needs and it's obviously serving the on going learning and development of especially the teens. So empowering to hear about the teens that are approximate doing this work. So thank you all for all of your great work and bringing the community to access and we look forward to hearing how folks are taking this work and applying it in their communities. A reminder that I will send you an e-mail once everything is posted. I'll also automatically send you a certificate for attending today and I also want to mention that we do have a short survey I'll send you at the end of the webinar but you can access that link to the survey in the e-mail I will send you. So if you have to turn around and head back to the desk, know that we really appreciate your feedback when you're able to share that and thank you again to all of our presenters for all of your great work. Thank you so much.