Ask a Librarian: Myth‑Busting, AI, Free Stuff and More

In this episode of The Adjunct Files, John and Maggie head straight to the heart of campus collaboration—the FGCU Library. Joined by four librarians, the conversation pulls back the curtain on what librarians actually do and why adjunct faculty should see them as teaching partners. They will bust myths about the library, highlight underused tools and services and  emphasize one core takeaway: you don’t need to know the right question to ask. You just need to ask.

University Archives & Special Collections:  https://library.fgcu.edu/uasc Subject Librarians:  https://library.fgcu.edu/facultysupport/subjectspec Open Library:  https://openlibrary.org/ Alethea:  https://library.fgcu.edu/alethea Leganto:  https://library.fgcu.edu/reading-lists FGCU AI Summer Academy (May 2026):  https://www.fgcu.

Theme music composed, performed and produced by James Husni. 

Adjunct Nation is a collaborative podcast under the auspices of The Lucas Center for Faculty Development at FGCU.  You can learn more by clicking on this link:

https://www.fgcu.edu/lucascenter/

Transcript

[00:06] Speaker 1: Welcome to The Adjunct Files.

[00:07] Speaker 2: We're a growing, diverse community who face challenging work in an ever-changing higher education landscape.

[00:15] Speaker 1: Your co-hosts for this podcast are with you in this.

[00:17] Speaker 2: I'm Jon Roth, adjunct since 2015 and now coordinator for adjunct faculty at Florida Gulf Coast University.

[00:25] Speaker 1: I'm Maggie Hohne, adjunct since 2022, and currently work in the Office of First-Year Seminars. Together we hope to have conversations to empower, support, and elevate adjunct faculty. This conversation today is one to do just that. Hello, welcome back to The Adjunct Files. Jon, how are you?

[00:48] Speaker 2: I'm doing really well, actually (laughs) .

[00:52] Speaker 1: That's good. You sure? You had to think about it.

[00:53] Speaker 2: Y- well, you know, it's the end of the semester, woo-hoo.

[00:56] Speaker 1: Yes.

[00:56] Speaker 2: And th- my grades are in for my class. How about you, Maggie?

[01:00] Speaker 1: It's on my to-do list. Tuesday at noon-

[01:03] Speaker 2: Y-

[01:03] Speaker 1: ... is my deadline. I have some time. It's a Thursday. (laughs)

[01:06] Speaker 2: Okay, we've got a few days.

[01:07] Speaker 1: You're an overachiever.

[01:08] Speaker 2: Well, I only have one course. You have how many?

[01:11] Speaker 1: A few.

[01:11] Speaker 2: A few, yeah.

[01:12] Speaker 1: Yeah.

[01:12] Speaker 2: You probably five or six or something crazy.

[01:15] Speaker 1: N- no. No. (laughs)

[01:15] Speaker 2: Hey, today's episode, I think this is gonna be so much fun. This is the biggest group we've ever had.

[01:20] Speaker 1: Yes.

[01:20] Speaker 2: Yeah. Um, it's a par-tay-

[01:22] Speaker 1: It is.

[01:22] Speaker 2: ... in the library with the librarians.

[01:26] Speaker 1: Yes.

[01:27] Speaker 2: So, we're so thankful that they're here, and they're gonna be part of The Adjunct Files. Some of them have been adjuncts, I believe, as well. So, why don't we just go around the room? Should we start with Megan? Why don't you start, introduce yourself, and, uh, share a little bit about yourself, and then we'll get to, uh, the wonderful discussion.

[01:48] Speaker 3: Uh, so I'm Megan Crawford. I'm the special collections librarian. I work up in the university archives and special collections on the third floor, which is kind of like our hidden secret vault, um, where people are very often afraid to open the door, but we want you to open the door.

[02:03] Speaker 1: (laughs)

[02:04] Speaker 3: Um, so that's where I am, and I actually hit one year in my position on Tuesday of-

[02:09] Speaker 2: Ooh.

[02:10] Speaker 3: ... this week, yes.

[02:10] Speaker 1: Con- congratulations.

[02:11] Speaker 2: Congratulations.

[02:11] Speaker 3: Uh-huh. Um, I had forgotten, my wonderful colleagues brought me cupcakes.

[02:15] Speaker 1: Ooh. Nice.

[02:16] Speaker 2: Awesome.

[02:16] Speaker 1: That is nice.

[02:17] Speaker 3: Mm-hmm.

[02:17] Speaker 2: Well, welcome, Megan.

[02:18] Speaker 3: Thank you.

[02:18] Speaker 2: And then next to you is Em.

[02:21] Speaker 4: Hi, I'm Em Farmer. I'm the librarian for research impact psychology in the College of Business and the School of Entrepreneurship. Um, I've been here just about a year and a half, so I beat out Megan.

[02:32] Speaker 2: Great. Well, Em, it's great to have you here. Then comes Rachel.

[02:36] Speaker 5: Yes. Hi, everybody. I'm Rachel Tate-Ripperdan. I am the history and humanities librarian. Um, I've actually been here for about 20 years, uh, so I am the old school, um, librarian here. Um, I'm very interested in pop culture and, uh, helping people, and I'm just getting ready to start my master's in social work as well as doing my full-time job. So-

[02:58] Speaker 2: Are you, like, crazy or something?

[03:00] Speaker 5: A little bit, yes.

[03:00] Speaker 1: (laughs)

[03:01] Speaker 5: I, I do love to learn.

[03:03] Speaker 1: Are you doing the program here?

[03:04] Speaker 5: I am, yes. I'm-

[03:05] Speaker 1: Congratulations.

[03:05] Speaker 5: ... very excited. Thank you so much.

[03:07] Speaker 2: Great. And-

[03:07] Speaker 5: Oh, and I do adjunct, uh, teach as well. I teach, uh, intro to digital humanities.

[03:12] Speaker 2: Awesome. It's great to have you here, Rachel.

[03:15] Speaker 5: Thanks.

[03:15] Speaker 2: And, uh, she's been very helpful. Well, y'all ha- well, I haven't had to interact with you, Megan.

[03:20] Speaker 3: It's the door.

[03:21] Speaker 1: (laughs)

[03:21] Speaker 2: (laughs) It's the door.

[03:22] Speaker 3: It's the secret door.

[03:24] Speaker 1: You've gotten the green light to go through.

[03:25] Speaker 3: Yay.

[03:25] Speaker 2: I'm not into going into a vault.

[03:27] Speaker 1: (laughs)

[03:27] Speaker 5: (laughs)

[03:27] Speaker 2: I don't know. Something like that just sounds... but, um, with Em and Rachel and Jonathan, y'all have been already helpful, and that's gonna be one of our questions. But we better get to Jonathan.

[03:39] Speaker 6: Hi, I'm Jonathan Harwell. I'm associate dean for research and engagement. I've been here over seven months at this point, kinda know my way around a little bit. And, uh-

[03:48] Speaker 2: Enough to be dangerous.

[03:49] Speaker 3: (laughs)

[03:49] Speaker 5: Mm-hmm.

[03:49] Speaker 6: Yes, exactly.

[03:50] Speaker 1: (laughs)

[03:51] Speaker 6: So, I work with the research scholarship and instruction department, the university archives and special collections, and our library marketing and outreach department. I also liaise with philosophy and religion and the performing arts.

[04:02] Speaker 2: Just a few things.

[04:03] Speaker 6: Yeah (laughs) .

[04:05] Speaker 1: Yeah. You know.

[04:05] Speaker 2: (laughs) Many people wear multiple hats here, that's for sure. Um, so, many adjunct think, uh, of the library just as the place for students, not much in terms of a teaching partner for both faculty and adjunct faculty, right? So, I guess we need to bust that myth right now, and I'm wondering if you could not, uh, share a little about that and how you have and you want to collaborate with adjunct faculty, uh, with anybody.

[04:36] Speaker 6: Rach, you wanna kick us off?

[04:37] Speaker 5: Sure, I'll get started. Um, this is something I'm really passionate about. Uh, my favorite part of my job is working with the students and working with the faculty. We love to help with research. We love to help with instruction. Um, curriculum design is a huge passion for most of us. I actually worked this semester with one of our humanities professors to create a h- intro to humanities class that uses, um, AI as a key component of the class. It's been really fascinating to see how the students respond to that and to kind of tweak the curriculum as the semester goes on. So, it's, it's her class, but you know, I've been fully participating in the, the creation, so it's been a ton of fun. We are happy to help with any of these type of things, um, design as, uh, assignment, um, the incorporation of resources, accessing the resources that you need or that your students need.

[05:32] Speaker 5: Um, we also love to come into the class, say hi to the students, or give more of a, you know, long-term instruction on how to do research. So, there's a lot of ways that we can help, and we really do enjoy doing it.

[05:44] Speaker 2: Yeah, and I think that research thing, when I first became an adjunct, I thought, first of all, I had to know everything.

[05:51] Speaker 5: Yeah.

[05:51] Speaker 2: And I didn't, and so the imposter syndrome, all of that stuff comes up. And then the whole idea of, oh my gosh, I don't... I've done research papers, but how do I explain this? And I don't have enough time...And I don't have the expertise, um, but y'all can just come in and do it for us, right?

[06:11] Speaker 5: Right. I'm probably gonna say this more than once today, um, you will always be the content expert in the room, but we are the ones who can help you with the technology, with the information, with the research, with all of the stuff that's tangential to your actual job as the content expert. So yeah, never feel like you're asking for too much or like you're showing your, quote-unquote, "ignorance" by asking for help. That is literally why we are here.

[06:38] Speaker 7: That's also what we preach to the students.

[06:40] Speaker 5: Exactly.

[06:41] Speaker 2: (laughs) I know.

[06:41] Speaker 7: Just ask for help.

[06:42] Speaker 5: Yep.

[06:43] Speaker 7: We're all here to-

[06:43] Speaker 5: Please.

[06:43] Speaker 7: ... help each other.

[06:44] Speaker 5: Yeah.

[06:44] Speaker 2: I have more upper-class students-

[06:46] Speaker 7: Mm-hmm.

[06:46] Speaker 2: ... it was amazing, even the class I had this semester, there were some students, it was the first time they were using the library-

[06:51] Speaker 7: Mm-hmm.

[06:51] Speaker 2: ... in like three years and it was like-

[06:53] Speaker 7: Yeah.

[06:53] Speaker 2: ... "Come on people, you pay for this."

[06:56] Speaker 7: Mm-hmm.

[06:56] Speaker 2: The resources here are phenomenal.

[06:58] Speaker 7: Yeah, so you get the upper end of the students. I work with, um, exclusively first semester, first-time-in-college, so their freshman year. So I love the Candy Land you all did in fall and the students loved it.

[07:10] Speaker 5: Yay.

[07:10] Speaker 7: They're like, "I don't have like a lot of studying stuff to do but it's extra credit and there's candy," so but they're like, "It was so cool." It was so much fun and they were running all over the place and they really enjoyed it. So I know that you mentioned that you all are here as a resource and a support system for faculty. What are, I guess, some simple ways that we would... the adjunct faculty would be able to kind of plug you into their curriculum or their course? Like, what's kind of a low easy lift that will still have some impact?

[07:42] Speaker 4: Um, I think one of the best ways is kind of like what Rachel mentioned, having, like, short instruction sessions.

[07:47] Speaker 7: Okay.

[07:48] Speaker 4: Um, one thing that I've done with multiple of our business classes is go in and go over some of our databases. And I totally understand from, um, outside of the library, our subscriptions change a lot. The databases update-

[08:01] Speaker 7: Mm-hmm.

[08:01] Speaker 4: ... they look different, and there's many now that have their own AI tools-

[08:05] Speaker 7: Mm-hmm.

[08:05] Speaker 4: ... that faculty don't always get the chance to play around with before the students are introduced to them. Um, so I think having us in there, um, mine were generally pretty short, like 15 to 20 minutes of just running through, "Hey, here are some business databases. Also, here's how you can get in contact with the library." Very short, um, just because I also know that there's a lot of content to cover as well, so I don't wanna take up too much of the students' or the instructors' time. Um, but yeah, I think that's one of our, our simplistic ways of getting us in there.

[08:40] Speaker 4: (upbeat music)

[08:54] Speaker 2: Let's say somebody's teaching for the first time or maybe the second time in a course, what are some ways that you would advise of collaborating with such a newbie instructor in a course that would enhance that course and the material that they're given?

[09:12] Speaker 6: I might mention a couple of things, uh, technology wise.

[09:15] Speaker 2: Yeah.

[09:15] Speaker 6: We've talked about collaborating with the librarians on assignment design and things like that, which is awesome. We'd love to work with you on that. We can also work with you on, for example, we have a reading list tool we call Leganto-

[09:26] Speaker 2: Yeah.

[09:26] Speaker 6: ... it's the brand, and it can go through your reading list and make sure that you have pathways for students to access your readings and also, uh, we can help suggest other readings to ideally maybe, uh, if we can, keep your course zero textbook cost, as we call it-

[09:43] Speaker 2: I'm into that.

[09:43] Speaker 6: ... so the students won't have to pay for readings for your course. Uh, we have ways of helping you do that.

[09:49] Speaker 7: (laughs)

[09:49] Speaker 6: We also have another tool that we tend to call Alethea. Jon, correct me on pronunciation-

[09:54] Speaker 2: I know.

[09:54] Speaker 6: ... 'cause it's Greek.

[09:54] Speaker 2: Well, it's Greek. It, it's Alethea 'cause it's an eta, not an epsilon there, but-

[10:00] Speaker 6: And Jon, you've used Alethea.

[10:02] Speaker 2: I have used Alethea.

[10:03] Speaker 6: What's it like?

[10:04] Speaker 7: (laughs)

[10:04] Speaker 2: It's pretty cool. It's very easy. Um, so you just link it to your course, and if it's an open educational resource like, uh, the course I'm teaching this summer, you can just have, uh, a section of the book, uh, uploaded and ask Alethea to create some questions for content, uh, d- like, so that they have to dig into the content and it was so easy. And so you can grade, have it graded as well. So my concern was an online course in the summer and I've got a textbook, are they gonna read anything in this textbook?

[10:41] Speaker 2: And I think this is going to be, uh, very helpful for me to make sure that they're actually accessing the book- (laughs)

[10:50] Speaker 6: Mm-hmm.

[10:51] Speaker 2: ... and understanding its content.

[10:53] Speaker 6: Right. Yes.

[10:54] Speaker 2: By the way, Alethea means truth in Greek, so...

[10:57] Speaker 6: Who knew?

[10:58] Speaker 2: Yeah.

[10:59] Speaker 7: So does that fall under your area of expertise and assistance? Or where, like, where's the line between y'all and kind of digital learning and- (laughs)

[11:07] Speaker 6: That is a excellent question.

[11:09] Speaker 7: That is a great question.

[11:09] Speaker 6: Uh, we, we have a large and, and, uh, team with varied expertise.

[11:14] Speaker 7: Mm-hmm.

[11:14] Speaker 6: Uh, Anna Carlin is a digital learning librarian-

[11:16] Speaker 7: Mm-hmm.

[11:17] Speaker 6: ... uh, so she, she interacts a lot with tools like this, so she's probably the best first resource to ask for, uh, technological help with things like this, but many of us can help you out.

[11:27] Speaker 2: Right.

[11:27] Speaker 6: I sat down with you, Jon, and figured it out with you.

[11:29] Speaker 2: Yeah.

[11:29] Speaker 6: So, yeah.

[11:30] Speaker 2: It was, it was fun. And it wasn't that hard to use.

[11:32] Speaker 6: Yeah.

[11:32] Speaker 2: So if you just have an hour or so of time-

[11:35] Speaker 6: Yeah.

[11:35] Speaker 2: ... to just kind of, uh, poke around with it, you'll probably figure it out.

[11:40] Speaker 6: Mm-hmm.

[11:40] Speaker 2: Um, but Alethea is in the library, um, the reading lists, Leganto, it doesn't say Leganto, it's just reading lists, but you can access them through the library.

[11:51] Speaker 6: Mm-hmm.

[11:51] Speaker 2: So I've created reading lists for most of my courses now that are all, um, free to the student.

[11:59] Speaker 7: Amazing.

[11:59] Speaker 2: I know.

[12:00] Speaker 7: Thank you.

[12:01] Speaker 6: (laughs)

[12:01] Speaker 2: And, um, set up by week.... so they can just go, "Week one, this is what I need to read," eh, all the way through. That's at least my goal now, because I've gotten help from Rachel and-

[12:15] Speaker 5: Yay.

[12:15] Speaker 2: ... eh, on that when I first started with it.

[12:18] Speaker 5: And I think something, uh, to remember too, is even if you're not sure if you're getting the right librarian for a question, like you want to use Leganto, ask any of us.

[12:27] Speaker 7: Exactly.

[12:27] Speaker 5: We will find you the right person.

[12:29] Speaker 7: Yes.

[12:29] Speaker 5: That's what we do.

[12:30] Speaker 7: That is a little-known fact. People think librarians know everything. We just know who to ask. That's the key.

[12:36] Speaker 2: So that's Leganto and Aletheia. There's probably other resources. W- do you think, Maggie? Other resources we don't use that much?

[12:45] Speaker 5: I'm sure there's plenty, but please tell us.

[12:47] Speaker 2: Yeah.

[12:48] Speaker 3: There are. Gosh, there are. Um, the other side of that is as much as we all love technology and, and being on the absolute cutting edge of research and databases and systems, I live in the opposite universe of that in University Archives and Special Collections with thousands of historical materials and artifacts.

[13:08] Speaker 2: Including the cult.

[13:10] Speaker 3: Yes. Oh, gosh, yes.

[13:11] Speaker 2: The Koreshans.

[13:12] Speaker 7: She has a whole cult back there.

[13:13] Speaker 3: Well, we'll have you back-

[13:15] Speaker 7: In a secret vault. ... to do an episode on that

[13:16] Speaker 3: Oh, they're, they're-

[13:17] Speaker 2: Yeah.

[13:17] Speaker 3: ... so much fun. Um, and it's funny now. I, it's- I'm, like, evangelical about them 'cause I find them so interesting. Uh, for those who don't know, this is the Koreshan Unity, um, who were a a- our beloved local cult. Someone always brings it up to me now. As soon as they hear that I work there, they're like, "So tell me about Koreshan."

[13:35] Speaker 5: (laughs)

[13:35] Speaker 3: And I'm like, "Well, great. Let's talk about it. Let's go right now and, and get a coffee." Um, but (laughs) one of the ways we use those materials though is, uh, course integration, instruction sessions, um, and so much more than what you would typically imagine. Um, so what, we are, of course, really passionate about primary source literacy-

[13:57] Speaker 2: Yeah.

[13:57] Speaker 3: ... right? 'Cause you can teach primary source on a PowerPoint all day, but having a primary source and a secondary source sitting in front of you that you are able to touch, it just hits different. Um, and the students really click in those environments-

[14:13] Speaker 2: Right.

[14:13] Speaker 3: ... which we love. Um, but it's not just humanities. One of my favorite, um, collaborations and instruction sessions this past semester was with the lovely Haley Keller, who teaches, uh, typography. And we were able to pull out historical examples of typography dating from late 18th century all the way to present, um, that were local. And, and her students got to put their hands on them and flip through them and use them. Um, and they had such a great time, uh, interacting with the materials in that way versus seeing them on a screen.

[14:52] Speaker 2: So d- were you the one that had a, um, seminar on reading cursive, or...

[14:59] Speaker 3: That was actually my wonderful colleague, Vic Jones-

[15:01] Speaker 2: Okay. Okay.

[15:01] Speaker 3: ... the university archivist, in conjunction with th- the lovely Rachel Tate. It's a hard job.

[15:05] Speaker 2: Students don't know how to read it at all anymore.

[15:08] Speaker 3: No. Mm-hmm.

[15:08] Speaker 7: Next up, how to tell time.

[15:10] Speaker 3: (laughs)

[15:10] Speaker 2: Oh, yeah.

[15:12] Speaker 3: Mm-hmm.

[15:13] Speaker 2: Cursive is a lost art-

[15:16] Speaker 3: I can-

[15:16] Speaker 2: ... for a lot.

[15:17] Speaker 3: Mm-hmm.

[15:17] Speaker 5: I never learned how to read or write in it.

[15:19] Speaker 3: (gasps) Mm-hmm.

[15:20] Speaker 5: I'm so sorry for you.

[15:21] Speaker 2: Y- oh.

[15:22] Speaker 3: It's never too late.

[15:23] Speaker 5: Oh my gosh, you should. It's so fun.

[15:24] Speaker 2: Yeah, my kids don't know either.

[15:26] Speaker 3: There's some-

[15:26] Speaker 2: They're in their 20s. They don't know cursive. No, they don't have a signature. That's what just blew me away.

[15:32] Speaker 5: Ah.

[15:32] Speaker 2: But you know what? They don't even need it anymore. You just-

[15:35] Speaker 3: Right.

[15:35] Speaker 2: ... do it electronically.

[15:36] Speaker 3: Mm-hmm.

[15:36] Speaker 7: Or just do a squiggle.

[15:37] Speaker 3: Mm-hmm.

[15:37] Speaker 2: Or it's a squiggle. It's a squiggle, but-

[15:40] Speaker 7: Yeah.

[15:40] Speaker 5: But there's some really interesting research about the connection b- in our brains-

[15:43] Speaker 2: Yes.

[15:44] Speaker 5: ... with cursive writing-

[15:45] Speaker 3: Mm-hmm.

[15:45] Speaker 5: ... in particular. So, I think it's, it's never too late to learn, and it's always, uh, one of those skills that you can pick up.

[15:52] Speaker 2: Right, and it embeds the learning more deeply and more profoundly, I think, right?

[15:56] Speaker 5: Absolutely.

[15:57] Speaker 2: Yeah. Taking notes.

[15:58] Speaker 5: It's the crossover between the, the two hemispheres of the brain.

[16:02] Speaker 3: It's actually one of the areas too I've seen students get most excited for their own progress. Uh, that is, I feel sometimes like they perceive, when we give them a transcription project where they have to read an original source material and, and transcribe it into text, uh, they feel like we're hazing them or something, right? Like, it's-

[16:22] Speaker 2: (laughs)

[16:22] Speaker 3: ... that's truly how it feels sometimes. And, and-

[16:24] Speaker 5: Is the text in English?

[16:26] Speaker 3: Y- yes.

[16:27] Speaker 5: Okay.

[16:27] Speaker 3: Yes. O- om- unless they speak another language-

[16:30] Speaker 5: Right.

[16:30] Speaker 3: ... and, and they want to work in that language, right?

[16:33] Speaker 5: Mm-hmm.

[16:34] Speaker 3: Um, so and (sighs) it's o- it's one of my favorite things to watch though, is students over time progress and then finally get what a word means. Like, because they'll, they'll have question mark words for sometimes days, weeks as they're working on a document. And then it will click, and they will run around our office and be like, "It's-"

[16:55] Speaker 5: (laughs)

[16:55] Speaker 3: ... "it's ship! It's ship!" Like, you know, right? Like, they're so excited.

[16:59] Speaker 2: Let's make sure that comes across properly in the transcription.

[17:02] Speaker 3: (laughs)

[17:02] Speaker 5: (laughs)

[17:03] Speaker 7: Spell it out.

[17:04] Speaker 2: Spell out-

[17:04] Speaker 3: With a P, everyone.

[17:06] Speaker 2: Yeah.

[17:06] Speaker 3: With a P.

[17:07] Speaker 5: (upbeat music) I know you mentioned, uh, humanities probably collaborate with you all a lot. Are there any other meaningful partnerships you've had with faculty outside of, like, the traditional what we think-

[17:37] Speaker 3: Yeah. Oh, yeah.

[17:37] Speaker 5: ... that you could talk about?

[17:39] Speaker 3: Um, so I was very lucky this year to do my inaugural exhibition, because for those of you that don't know, we, uh, curate exhibitions of our historical materials and other materials from the community, um, in the archives and in our gallery spaces and put them on display. Um, and my inaugural exhibition was Nature's Canvas: Works of the Southwest Florida Environment, which closes tomorrow. So, uh, shameless plug, n- today's your last day.

[18:07] Speaker 7: Run.

[18:07] Speaker 2: Wow.

[18:08] Speaker 3: Um, but with that, I got to work with so many incredible people, um, many of whom work in the sciences in the Water School, um, and/or have been in administration for years or-

[18:23] Speaker 5: Right.

[18:23] Speaker 3: ... founding members.

[18:24] Speaker 5: Mm-hmm. You know the lore.

[18:26] Speaker 3: Yes. Uh-huh. Truly. And, um, meeting all of those folks, 'cause this exhibition was specifically focused on the incredible beauty and biodiversity of our environment, but then the art that has inspired it because it's so special.

[18:38] Speaker 2: Oh, that's cool.

[18:39] Speaker 3: Um, and so I also met with so many folks in the arts.

[18:43] Speaker 5: Mm-hmm.

[18:43] Speaker 3: Um, and it was, it was amazing. I met-

[18:46] Speaker 5: ... everyone, um, and s- more. Um-

[18:50] Speaker 6: (laughs)

[18:51] Speaker 5: ... and- and I wish I could have had the entire library to exhibit, because they all taught me and told me things that could have filled the walls in every single space.

[18:59] Speaker 6: That's so cool.

[19:00] Speaker 5: Mm-hmm.

[19:01] Speaker 2: So let's say, um, I'm designing a course, or I'm just tired of the course-

[19:06] Speaker 6: (laughs)

[19:06] Speaker 2: ... I have been teaching forever, and I want to have something more creative for a project, and I'm not gonna ask AI to help me to start with, but rather come to you. How would you help design something like that?

[19:22] Speaker 6: That's a great question, and we have a whole team of subject specialist librarians acting as liaisons who are so eager to help you. We'd love to take you out for coffee or lunch or whatever and talk strategy.

[19:34] Speaker 2: I haven't gotten coffee yet. Have you gotten coffee-

[19:36] Speaker 6: (gasps) No.

[19:36] Speaker 2: ... Maggie while-

[19:37] Speaker 6: Let the record show I have offered to have coffee with you guys. (laughs (laughs Okay, we're going to do it. (laughs)

[19:42] Speaker 5: (laughs)

[19:42] Speaker 2: (laughs)

[19:43] Speaker 6: And, uh, so we- we can brainstorm together about assignment design, readings, et cetera. You know, we- we've- we've been, uh, strategizing for years, uh, in the library about, you know, how to effectively incorporate information literacy skills into assignments so that they can be assessed, et cetera. So we have a lot of ideas around this. We have this-

[20:05] Speaker 2: Cool.

[20:05] Speaker 6: ... document we operate from called the Framework for Information Literacy for Higher Education, and, uh, this gives us some- some ways to put these, uh, ideas into context for the students and for ourselves as we think through these things with you. And so we have plenty of ideas, and depending on your, uh, class topic, we would be glad to make sure who the best person is to work with you on that. Um, anything you wanna add, Rach?

[20:30] Speaker 5: Yeah, so when we're talking about information literacy, I wanna clarify that we're also talking about data literacy, we're talking about, uh, media literacy. So there's a lot that can work into that. So, um, I, for example, work within digital humanities, so data visualization, um, digital humanities projects. We have one of my colleagues works with data management, so he can help you actually save your datasets, um, into a safe place. We all have different skills that we can help you with, but the first step is just reach out. Um, let us know what you're- what you're interested in. What are the gaps you've seen in your students' skillsets? What do you think is missing that you'd really like to have an assignment that helps them figure that out? Um, and from there, we can start talking. We all consult the literature pretty regularly on best practices for instruction, um, but es- specifically, of course, around information literacy. So, uh, we love to talk about these things.

[21:31] Speaker 6: Yeah, and also, you know, this also would incorporate, uh, if you're interested, talking about, uh, teaching students about the eth- ethical and effective use of AI tools.

[21:41] Speaker 2: Yeah.

[21:41] Speaker 6: Which always comes up, of course, so, you know, we can incorporate that into your assignment design and your approach as well. Um, what else do you work with, Em?

[21:50] Speaker 5: Um, I think that one of the things I've really used, especially being pretty new to the field, is, um, I'm very grateful for the fact that librarians are big proponents of open access and open educational resources. Um, because I've looked through many guides on different ideas for teaching specific things or different ways of formatting, um, information. Like, m- in this past semester, I worked with one of our business faculty to help students, um, kind of combine very large datasets and effectively, you know, how much do we expect them to do versus what's reasonable for them to do in this allotted period of time. And so looking for other resources to help combine those datasets, um, or to help students kind of understand and comprehend the information. Um, I've- I really use other librarians to help as well.

[22:39] Speaker 6: Open access is a really... I'm really glad you brought that up, Em, because that's something that we can help with as well. So this comes into, uh, maybe a little outside of information literacy, more like choosing your texts and your reading materials for your class. If you have the autonomy to

[22:54] Speaker 2: Yeah.

[22:54] Speaker 6: ... to pay.

[22:54] Speaker 5: Oh, of course, yes, that is a challenge. But this is somewhere that we can really help. Even if you have, um... if you're able to bring in supplemental reading-

[23:01] Speaker 6: Mm-hmm.

[23:02] Speaker 5: ... we can ensure that you're getting resources that are unlimited access, that are free of digital rights management licensing, so the students can download them, can utilize them fully. We can make sure that you understand, you know, what copyright restrictions may be implicit. Now, we are not lawyers. I must state that, of course.

[23:21] Speaker 6: (laughs)

[23:21] Speaker 5: But we can- we can help through that process, and this is really important for, again, saving our students some money, saving you some stress-

[23:29] Speaker 6: Mm-hmm.

[23:29] Speaker 5: ... because we know that they're not gonna buy a really in- e- expensive article-

[23:34] Speaker 6: Right.

[23:34] Speaker 5: ... or textbook.

[23:35] Speaker 6: Yeah, we can help you identify open educational resources-

[23:38] Speaker 5: Mm-hmm.

[23:38] Speaker 6: ... as well, uh, speaking broadly, and also, library-licensed educational resources-

[23:43] Speaker 2: Oh.

[23:43] Speaker 6: ... like Rach mentioned. You know, if there's a book you're using for your course-

[23:47] Speaker 2: Yep.

[23:47] Speaker 6: ... we'd be glad to work with you and see whether we can get that ebook for unlimited simultaneous users.

[23:52] Speaker 2: And I can tell people listening, that has happened, uh, multiple times for me now.

[23:59] Speaker 6: How hard is that for you to do, Jon?

[24:01] Speaker 2: Not hard at all.

[24:02] Speaker 5: (laughs)

[24:02] Speaker 6: (laughs)

[24:02] Speaker 2: I do... all I do is say, "Hey, I've got this book-"

[24:04] Speaker 5: (laughs)

[24:04] Speaker 2: "... I would like to have, uh, for my students. Um, is it possible..." And all of a sudden, I get an email back saying, "Yep, we ordered it, and you'll have access within a week." (instrumental music plays)

[24:24] Speaker 6: Do you all have, um, that open resource text for, let's say, f- the civically engaged reader? Do we have a license for that? Because it's, like, a required text for Foundations of Civic Engagement, but...

[24:39] Speaker 5: Boy, I haven't had to look that one up for a minute.

[24:41] Speaker 6: Okay.

[24:41] Speaker 5: Uh, we either have multiple physical copies of that, or we have it as an open, uh, ebook.

[24:47] Speaker 6: Okay.

[24:48] Speaker 5: I believe Jonathan is looking right now.

[24:51] Speaker 7: I'm just thinking of, like, those high enrollment classes and if there is-

[24:54] Speaker 2: Yeah.

[24:54] Speaker 7: ... any flexibility-

[24:56] Speaker 8: Yeah.

[24:56] Speaker 7: ... on it. I know that the institution's trying to make positive change with, um, First Day Ready.

[25:00] Speaker 8: Yes.

[25:01] Speaker 7: And trying to cap the textbook limits, but, uh, if it's free?

[25:05] Speaker 2: Right. I could see it better.

[25:05] Speaker 8: We have the print copy on reserve, and I'm gonna check-

[25:07] Speaker 7: Okay.

[25:07] Speaker 8: ... on the availability of the ebook. So those course reserve items, those are books that we can put on a physical course reserve or an electronic course reserve that your students can then access for free. So, if we can't get- get it as an

[25:20] Speaker 7: Mm-hmm.

[25:21] Speaker 8: ... unlimited license-

[25:22] Speaker 7: Mm-hmm.

[25:22] Speaker 8: ... then we can put it on reserve. The students can come in and make... r- read through the book at their leisure.

[25:28] Speaker 7: Okay. (laughs) 'Cause they're definitely keeping up with the reading.

[25:32] Speaker 8: Ab- absolutely.

[25:32] Speaker 2: Always.

[25:33] Speaker 8: (laughs)

[25:33] Speaker 7: Of course. Always.

[25:34] Speaker 2: Always.

[25:34] Speaker 7: And they're coming in person (laughs) to read.

[25:35] Speaker 8: But at least you can say it's for free.

[25:38] Speaker 7: Right.

[25:38] Speaker 2: Yeah.

[25:39] Speaker 7: Yes, it is available, and-

[25:40] Speaker 8: It is one less boundary.

[25:42] Speaker 2: It's one more th- way that we're trying to equal the playing field for people.

[25:46] Speaker 8: Yes.

[25:46] Speaker 2: And those who have resources and those who don't have resources-

[25:49] Speaker 8: Mm-hmm.

[25:49] Speaker 2: ... to buy books, we don't wanna get in the way.

[25:52] Speaker 7: Right.

[25:52] Speaker 8: Right. This particular book, The Civically Engaged Reader, since you asked

[25:57] Speaker 7: Mm-hmm.

[25:57] Speaker 8: As I mentioned, we do have the print book on reserve for brief checkout. Uh, they don't sell this ebook to libraries. However-

[26:04] Speaker 2: Why? Because?

[26:05] Speaker 8: ... there is this site that not a lot of people are aware of called openlibrary.org-

[26:10] Speaker 2: Ooh.

[26:10] Speaker 8: ... which has free access to ebooks, usually older ebooks the libraries may have let go of to be digitized, and they're for one person at a time worldwide. But it is there for you to read as long as, you know, you might be on a waiting list at times, but it is there for you-

[26:28] Speaker 2: Is that like-

[26:28] Speaker 8: ... at openlibrary.org.

[26:30] Speaker 2: ... is that like Libby, or is Libby a different whole thing?

[26:32] Speaker 8: Libby, we pay for.

[26:34] Speaker 7: Yeah, Libby's a subscription.

[26:34] Speaker 8: Yes.

[26:34] Speaker 7: We have Libby, too? Mm-hmm.

[26:36] Speaker 8: Yes, we do.

[26:36] Speaker 2: We do have Libby.

[26:37] Speaker 7: Oh!

[26:37] Speaker 8: We do.

[26:37] Speaker 7: I love Libby. Yeah.

[26:38] Speaker 8: Books and audiobooks. It's amazing You can make requests as well

[26:42] Speaker 7: Yes.

[26:42] Speaker 8: Mm-hmm. You just sign in with your, your faculty credentials-

[26:46] Speaker 7: Mm-hmm.

[26:46] Speaker 8: ... and you're in. Mm-hmm.

[26:48] Speaker 7: Amazing.

[26:49] Speaker 2: Amazing, isn't it?

[27:02] Speaker 7: I love that. (instrumental music plays)

[27:02] Speaker 2: I love the idea of myth-busting librarians-

[27:06] Speaker 7: (laughs)

[27:06] Speaker 8: (laughs)

[27:06] Speaker 2: ... in the library. What are some myths you think that students and faculty, adjunct faculty, have about the library? And let's bust 'em. Any?

[27:18] Speaker 7: That it costs money to, uh, check out calculators or books.

[27:22] Speaker 8: (laughs)

[27:22] Speaker 2: Really?

[27:22] Speaker 8: Or laptops.

[27:23] Speaker 2: So those things are free?

[27:25] Speaker 7: There's a couple other free things, right, that you all offer here?

[27:29] Speaker 8: Lots and lots. Yeah, lots So many I have a whole list of, uh, equipment that can be checked out for free. A lot of students will use the term rent, and we always correct them. "No, you don't have to rent it. You can just borrow it for free.

[27:38] Speaker 7: Yeah, I love that.

[27:39] Speaker 8: Yep, we have chargers. We have GoPros, cameras, uh, audio recorders, all kinds of technology.

[27:44] Speaker 7: (laughs)

[27:44] Speaker 8: There's even a podcasting studio, which we are currently using.

[27:47] Speaker 7: (laughs)

[27:48] Speaker 8: (laughs)

[27:48] Speaker 2: Yes.

[27:49] Speaker 8: And a 3D printer-

[27:50] Speaker 2: Although-

[27:50] Speaker 8: ... and all that good stuff.

[27:51] Speaker 7: Yeah.

[27:52] Speaker 2: Yeah.

[27:52] Speaker 7: We should.

[27:52] Speaker 2: Maker space, yeah.

[27:52] Speaker 8: One that's so underutilized is Kanopy, which is a streaming service we pay for-

[27:57] Speaker 2: Oh!

[27:58] Speaker 8: ... uh, where you can sit on your couch at your house and watch a movie, and we have already paid for it. Um, there are so many free resources-

[28:06] Speaker 2: Oh, my goodness.

[28:07] Speaker 8: ... um, and they are listed on our websites, but also, you can walk in and talk to any of us. It's our most favorite thing to tell you about, all the things that-

[28:13] Speaker 7: That's true.

[28:13] Speaker 8: ... you can get for free.

[28:15] Speaker 2: Okay, so that's one myth, that you have to pay. Any other myths?

[28:21] Speaker 8: Uh, maybe that you're limited only to what our library has because we have this magical service called inter-library loan, ILL for short, that we cover the costs for all the students, staff, and faculty-

[28:32] Speaker 2: I know.

[28:32] Speaker 8: ... including adjuncts.

[28:34] Speaker 7: (laughs)

[28:34] Speaker 8: Have you used that before, Jon?

[28:35] Speaker 2: Just-

[28:35] Speaker 8: How's that working for you?

[28:35] Speaker 7: (laughs)

[28:36] Speaker 2: ... I just got another book today.

[28:37] Speaker 7: (laughs)

[28:38] Speaker 8: (laughs)

[28:38] Speaker 2: Another one, yeah, from, I guess it was from New College-

[28:42] Speaker 8: Nice.

[28:42] Speaker 2: ... it came in, so. And it only took two days. I think I-

[28:45] Speaker 8: Nice.

[28:45] Speaker 2: ... just asked for it on Monday this week, well, maybe three days-

[28:49] Speaker 8: Mm-hmm.

[28:49] Speaker 2: ... and it got here by Thursday already. Yeah, I've asked for multiple books.

[28:54] Speaker 8: I got through my whole grad school program using inter-library loan. (laughs) Yeah, that was my first librarian job, doing ILL Yeah It was fun

[29:01] Speaker 2: Wow. Wow, okay, so that's another myth. Any other myths?

[29:06] Speaker 8: So, I think a big one is that you have to, um, know what you're talking about before you start talking to us. Mm-hmm And that is really, uh, not, not true. We, we don't judge. We tend to be pretty weird in the library. Like, we're all pretty quirky. Um

[29:23] Speaker 7: I like, I like to say authentic.

[29:25] Speaker 8: Yes. Mm-hmm Thank you, I like that Um That, too. (laughs ... we really are. We, we are in this job because we want to help people, um, and we wanna help people find resources, find information, get access to that. That is a core tenet of librarianship. So, even if you're not entirely sure what you need, just, just email, just talk to us. Um, you don't have to know what you don't know before we can help you, if that makes any sense Awesome. Yeah, that makes a lot of sense. Mm-hmm. And I love your chat feature for quick questions. Mm-hmm. Yeah. Yeah. That's always so helpful, especially if I'm like, "I can't access this article. It's behind a paywall." (laughs)

[30:00] Speaker 8: Yeah.

[30:00] Speaker 7: "Do you have anything?"

[30:01] Speaker 8: And even-

[30:01] Speaker 7: They're like, "Oh, yeah, of course."

[30:02] Speaker 8: That-

[30:02] Speaker 7: "I got you."

[30:02] Speaker 8: ... could be a myth, too, because a few years ago, you might have assumed that it was a live chat with a person. Now you might assume it's an AI bot, but it actually is an actual librarian you're talking with. Mm-hmm Uh, one of the things, I think, it's, it's the oldest library stereotype, right, is that this is a place for quiet contemplation and keeping Shh ... to yourself (laughs Um, right Is it not? No. Well, there is a quiet (claps hands)

[30:28] Speaker 2: area, I think.

[30:28] Speaker 8: (laughs)

[30:28] Speaker 7: Yes, there is.

[30:29] Speaker 8: There is. We'll, we'll get there in a sec

[30:30] Speaker 7: Yeah.

[30:30] Speaker 8: Yeah, there is.

[30:31] Speaker 7: Mm-hmm.

[30:31] Speaker 8: There absolutely is. But in, (sighs) in the truest sense, it's the complete opposite. It's supposed to be the place that you come...

[30:40] Speaker 5: ... to do all of your things. Um, eh, we want everyone here. We want to be in touch, we wanna work with you. If you're passionate about it and you have questions, that gets us really excited.

[30:51] Speaker 7: Yeah.

[30:52] Speaker 5: Um, eh, the last thing you're going to encounter here is someone who shushes you or-

[30:58] Speaker 7: (laughs)

[30:58] Speaker 5: ... tells you-

[30:59] Speaker 7: That's not a student.

[31:00] Speaker 5: ... to go, right. Ex- it- it's not-

[31:01] Speaker 7: Your peers might, but...

[31:03] Speaker 5: That's not it at all. In fact, the reason we're here is because we want to help.

[31:07] Speaker 6: Yeah. So we do have quiet areas available. We have study rooms for, that you can reserve, and we also, as you go up in the building, upstairs, you'll find quieter areas, but it's more busy downstairs-

[31:19] Speaker 2: Yeah.

[31:19] Speaker 6: ... in general.

[31:20] Speaker 5: Mm-hmm.

[31:20] Speaker 6: But also, we have, uh, now as of this week-

[31:24] Speaker 2: Oh.

[31:24] Speaker 6: ... we now have three shush booths-

[31:26] Speaker 2: Shush booth.

[31:27] Speaker 5: (laughs)

[31:27] Speaker 7: Congratulations.

[31:28] Speaker 6: ... which if you've ever been in a phone booth, it's a little bigger than that perhaps, but, uh, we had a cool Instagram video with one of our students turning into Superman in the shush booth the other day. But-

[31:37] Speaker 2: (laughs)

[31:38] Speaker 6: ... uh, and maybe, you know, maybe we'll name the shush booths and have a contest. We've been talking about that. But, you know, you could use this for job interviews, or, you know, various other things, you know, student schedule video calls in there. If they just need a quiet space to, you know, uh, study, they can use it for that as well, but they are open for reservation as well, free of charge. Three of them now.

[32:01] Speaker 7: That's great. And I will say, um, so I did my undergrad here, so I remembered the days when it was like, everybody's side-eyeing you.

[32:10] Speaker 5: (laughs)

[32:10] Speaker 7: If you sneeze, they're like-

[32:11] Speaker 5: (laughs)

[32:12] Speaker 7: ... "Why are you breaking the peace?"

[32:13] Speaker 2: Yeah, libraries have changed.

[32:14] Speaker 7: So I will say there has been a huge culture shift, I personally have noticed, and I think it's been awesome-

[32:19] Speaker 5: Yeah.

[32:19] Speaker 7: ... because it is a space to collaborate, right? And also too, we are 30 years old, it's not like we have a lot of space to build, a lot of space to-

[32:28] Speaker 5: Mm-hmm.

[32:29] Speaker 7: ... put round tables in and build community, and this is one of the few spaces that's open to everybody-

[32:34] Speaker 2: Mm-hmm.

[32:34] Speaker 5: That they can do that.

[32:35] Speaker 6: Speaking of being open to everybody, I should point out that all of our electronic resources from the library are open to you from off-campus as well.

[32:42] Speaker 2: Right.

[32:42] Speaker 6: All you have to do is log in, so...

[32:44] Speaker 7: Mm-hmm.

[32:45] Speaker 2: Yeah, 24/7.

[32:46] Speaker 6: Yeah, yeah.

[32:47] Speaker 2: Yeah, that means I can work at any time though. That I don't like. (laughs)

[32:51] Speaker 5: (laughs)

[32:51] Speaker 6: You should sleep though. We recommend sleeping. (laughs)

[32:53] Speaker 2: Sleeping would be good.

[32:55] Speaker 7: You should cut people off from like 2:00 to 4:00.

[32:57] Speaker 5: (laughs)

[32:57] Speaker 6: We should.

[32:58] Speaker 2: In the morning?

[32:59] Speaker 7: Yes. (laughs)

[32:59] Speaker 5: Yes.

[32:59] Speaker 2: Except during finals and or when papers are due.

[33:03] Speaker 7: Well, finals is different.

[33:03] Speaker 6: We just have a pop-up window that says, "Go to sleep."

[33:05] Speaker 7: Yeah. (laughs)

[33:06] Speaker 5: (laughs)

[33:06] Speaker 7: Like how they have on TikTok-

[33:07] Speaker 6: Yeah.

[33:07] Speaker 7: ... "You've been scrolling for too long."

[33:08] Speaker 5: Yes. Are you still using this service or should we-

[33:10] Speaker 7: Yes. (laughs)

[33:10] Speaker 5: ... turn it off for now? But also, if you want a list of resources on work life balance-

[33:14] Speaker 7: Mm-hmm.

[33:14] Speaker 5: ... we could find that for you. (laughs)

[33:17] Speaker 2: Oh, yeah. (laughs)

[33:25] Speaker 6: Yeah, definitely.

[33:30] Speaker 7: (upbeat music) Um, how are librarians helping faculty teach information literacy in today's environment?

[33:46] Speaker 5: We are learning everything about AI, guys. (laughs)

[33:49] Speaker 7: As the plane is flying. (laughs)

[33:50] Speaker 5: Absolutely, that- that is the perfect way of putting it, yes. So as the plane is flying, um, we are absolutely figuring this out. This is huge in librarian, in libraries. It, this isn't just affecting you in the classroom, it isn't just affecting your students. We have databases now that incorporate AI. We did not create these databases. We simply subscribe to them. AI exists everywhere. You cannot get away from it. But we can talk to you about how to use it ethically, about how to limit it as much as it possibly can be, if that's what you want to do. Or if you really want to use it, we can tell you how to do that too. Um, Em has created some really excellent resources that maybe she'll talk about.

[34:35] Speaker 4: Um, yeah. I mean, I think the, the main, the thing I see is, um, trying to use the different tools and how they're available, and one of the, the main difference, um, difference about these kind of tools versus like ChatGPT or Gemini is that a lot of these chatbots that are available on databases are usually very limited-

[34:52] Speaker 7: Mm-hmm.

[34:53] Speaker 4: ... in the information they retrieve, and so I'm, I'm thinking of, um, IBISWorld and Statista where they will show you directly where they are pulling this information from, um, similar to, um, I would say, our AI tool on our library Eagle Search function, um, Primo Research Assistant is what we call it, um, where it helps you gather resources based on your question that you ask the, the chatbot, and it links you to those resources and how to access them, um, whether that's something we have physically in the library or something on ILL. Um, yeah.

[35:23] Speaker 7: So I can just type my question into our own, like, AI assistant and it'll help, like, recommend articles?

[35:29] Speaker 5: Absolutely.

[35:30] Speaker 7: Mm-hmm.

[35:30] Speaker 5: And then it connects you to, it shows you the Boolean operators that it's created, so it-

[35:34] Speaker 7: Mm-hmm.

[35:34] Speaker 5: ... it's kind of a great scaffolding tool to learn how to put together keywords in, uh, uh, to a really effective-

[35:41] Speaker 7: Mm-hmm.

[35:41] Speaker 5: ... search. So there are some positive, positive sides of this, um, but obviously we do understand also that there's, there's algorithmic bias. There are issues with this current digital age that, um, are important for us to all understand. So we can talk to you about that too. We can find you resources, workshops, you know, whatever you're looking for.

[36:02] Speaker 6: Speaking of workshops...

[36:03] Speaker 5: Speaking of.

[36:05] Speaker 7: (laughs)

[36:05] Speaker 6: There is an FGCU AI Summer Institute happening throughout the month of May.

[36:10] Speaker 2: Yeah.

[36:11] Speaker 5: Yes.

[36:12] Speaker 6: Uh, uh, hosted by our Dendritic Institute-

[36:14] Speaker 2: Yeah.

[36:14] Speaker 6: ... which is an AI institute on campus collaborated, uh, or done in conjunction with the library. We help them-

[36:20] Speaker 2: Oh, you're helping-

[36:21] Speaker 6: ... build out these workshops.

[36:22] Speaker 2: Awesome.

[36:23] Speaker 6: So we're teaching a number of them ourselves, uh, so take a look and sign up for those. Some of them are online.

[36:28] Speaker 5: We signed up for all the webinars.

[36:29] Speaker 6: Some of them are in-person.

[36:30] Speaker 7: Mm-hmm.

[36:31] Speaker 2: We need links from y'all for our notes on the podcast.

[36:34] Speaker 6: Yeah.

[36:35] Speaker 5: We got it.

[36:35] Speaker 2: So send me a list of links like that.

[36:37] Speaker 6: For sure.

[36:37] Speaker 2: That will be great.

[36:38] Speaker 7: I think that'll be very helpful, especially since, like you said, we're still trying to figure it all out, and I know you've gotten such clear guidance as to where we're going, so...

[36:48] Speaker 6: (laughs)

[36:49] Speaker 5: (laughs)

[36:49] Speaker 7: Any support...

[36:51] Speaker 4: I feel so guided.

[36:52] Speaker 7: ... is very helpful.

[36:52] Speaker 2: Yeah. Yeah.

[36:54] Speaker 5: ... uh-

[36:54] Speaker 6: We're working on developing out a framework for our library to use in terms of how we are thinking about and using AI. Uh, perhaps that can be a model for others on campus as well.

[37:06] Speaker 5: What are some of the things you're hoping, um, the FGCU library can, um, grow into or expand? Um- Or even opportunities for

[37:15] Speaker 6: Yeah.

[37:15] Speaker 5: ... to collaborate.

[37:16] Speaker 6: Just with things that are like, "Oh, my gosh. I wish we could do this." Tell us a little.

[37:21] Speaker 5: Is there an insider scoop?

[37:22] Speaker 6: Yeah.

[37:24] Speaker 5: Uh, well, we are hoping to, um, teach, uh, library instruction courses moving forward. So we are looking-

[37:30] Speaker 6: Better.

[37:30] Speaker 5: ... at, um, creating, alongside the honors curriculum, um, an IDH class that is information literacy. Um, we do have aspirations into growing that larger.

[37:43] Speaker 6: A library science degree?

[37:45] Speaker 5: Uh, probably not a degree, but maybe a minor at some point in the, the future. Uh, the, the very hazy right now future. It is so important for everybody to know how to wrangle this hoard of information that is perpetually at our fingertips. I think that these type of classes are more important than ever. Um, so keep your eyes open for that. Recommend your students to take it, or, um, you know, ask us how you could collaborate if you are interested, because we'd love to do that.

[38:15] Speaker 6: Also on the wish list, I'd say we're, you know, we're, we've got an updated proposal for, uh, learning comments funding for the library, which would involve redesigning some of our spaces to update them for according to current needs on campus. This would also include, uh, extra funding for our library undergraduate fellowship program-

[38:34] Speaker 5: Mm-hmm.

[38:35] Speaker 6: ... which is hugely successful. We had a wonderful session with all the fellows sharing what they've been doing this past year. Uh, it was very meaningful, very emotional. There were people in tears talking about what it's all meant to them as students, learning more about research and library projects and-

[38:51] Speaker 5: All right.

[38:52] Speaker 6: ... executing those projects.

[38:53] Speaker 5: So is this an internship that you have? Basic

[38:56] Speaker 6: Well, it's like-

[38:57] Speaker 5: A little bit different but-

[38:57] Speaker 6: ... an internship.

[38:58] Speaker 5: You should probably make it an internship with-

[39:00] Speaker 6: That's what I've been screaming. Yeah, because-

[39:02] Speaker 5: Yeah. Especially with Well, I'm sure somebody will be contacting you shortly Yes

[39:05] Speaker 6: Yes. Because the metrics-

[39:06] Speaker 5: ... about this. ... and all, and now that we... Why not have library interns

[39:10] Speaker 6: We speak the same language, yes.

[39:11] Speaker 3: Oh, we do.

[39:12] Speaker 5: Doesn't that make sense?

[39:12] Speaker 6: We do have library interns.

[39:12] Speaker 3: We do. We have many, many.

[39:13] Speaker 5: Oh, okay.

[39:14] Speaker 3: Um, this is a, an, an even- It's like more elevated Yes. Um, uh, where they have a research component and they

[39:21] Speaker 5: Oh.

[39:21] Speaker 3: ... produce, uh, like a high impact practice material- So it is more of like a fellow

[39:26] Speaker 5: But you could call it a, um, research intern or something like that. So it looks like, it, it is an internship, but it's got some more bite to it.

[39:35] Speaker 6: Yeah, it counts as an internship.

[39:37] Speaker 5: Yeah.

[39:37] Speaker 3: (laughs) Right.

[39:38] Speaker 5: Yeah.

[39:38] Speaker 3: Get that percentage point.

[39:39] Speaker 6: Yes.

[39:39] Speaker 5: Oh. Any other wish list ideas other than I wanna see a bigger, you know, like a juice bar as well?

[39:46] Speaker 3: (laughs)

[39:47] Speaker 5: Oh my gosh, yes.

[39:48] Speaker 3: Um, uh, yeah. A sh-

[39:49] Speaker 5: Let's get the smoothie place over here.

[39:50] Speaker 3: Yeah. I would love to have the smoothie place. That would be so nice That would be great. Um, for us up in University Archives and Special Collections, our dream, of course, is more storage space

[40:00] Speaker 5: Yeah, well.

[40:01] Speaker 3: Um, we are, we are at max capacity.

[40:04] Speaker 5: We need a museum on campus basically.

[40:06] Speaker 3: Oh, yes. That would be amazing. That would be amazing. And I know that that is-

[40:09] Speaker 5: Interactive museum, but yeah.

[40:11] Speaker 3: ... something, uh, so many folks from all over campus would love to see happen in the future, myself included. Um, and in the meantime, growing those collections, giving them even better storage, more appropriate spaces, state-of-the-art spaces where our students get to work, where they are developing the absolute best skillset to enter the workforce in this field. Mm Um, all of those things go into our internship program. Um, and we are so invested in, in making that space the most useful to them as possible.

[40:48] Speaker 3: So revitalizing and growing our vault space would not only allow us to grow more collections, bigger collections, more topics, but also give them even more education into the field

[40:59] Speaker 5: Just look at what happens when she gets outside of the vault.

[41:02] Speaker 3: I know. (laughs)

[41:03] Speaker 6: Perhaps a naming opportunity if someone's listening.

[41:05] Speaker 3: I, yes. If anyone would like to, their name on a wall. My name is Megan Crawford. You can reach me- (laughs (laughs)

[41:11] Speaker 3: ... you can also donate at... (laughs) That's what I always say, "When I win the lottery, this library is going to be named after me. There will be signs

[41:18] Speaker 6: Yes.

[41:19] Speaker 3: (laughs)

[41:20] Speaker 5: All right. Uh, takeaways. Your advice to adjunct faculty or a new adjunct, uh, in their interaction with the library.

[41:29] Speaker 3: Hashtag ask a librarian.

[41:32] Speaker 6: (laughs)

[41:32] Speaker 5: All right.

[41:32] Speaker 6: We got your back.

[41:33] Speaker 3: And coffee.

[41:34] Speaker 6: Yes.

[41:34] Speaker 3: Don't pay for anything.

[41:36] Speaker 6: Right.

[41:36] Speaker 3: Ask us first.

[41:37] Speaker 6: Don't pay for an article or book.

[41:39] Speaker 3: Don't pay for anything.

[41:40] Speaker 6: We got you covered.

[41:41] Speaker 3: Excellent.

[41:42] Speaker 4: Contact us early. Um, just as soon as the question pops in your mind, um, especially if you want assistance with creating an assignment, you know, as early in the semester, and I understand that's an awful time to be doing anything other than the, what you have to do. Um, but yeah, I think reaching out to us early so we can discuss and we can have, um, talk about it, um, so we can help you out the, the best that we can.

[42:05] Speaker 5: And don't feel like you are limited to asking us one time. We would actually love, love, love to work with you lots and lots of times. So if this becomes, you know, an ongoing collaboration, yay, that looks good for all of us realistically because it's, it's interdisciplinary collaboration. So if you wanna have us into the class bunches of times, that'd be great.

[42:26] Speaker 3: It's also an institutional value.

[42:28] Speaker 5: Indeed.

[42:29] Speaker 6: Sometimes we could even guest speak about other topics besides information and media literacy.

[42:34] Speaker 5: I think we could. Yeah, he came in, uh, when I was, uh, at a conference and, uh-

[42:41] Speaker 2: Did the presentation and worked with it in apocalyptic America in the Book of Revelation which, uh, was an amazing class, I dare say.

[42:50] Speaker 5: It's a great group.

[42:51] Speaker 2: A really good group of students. The creative projects at the end, I was trying to figure out, you know, we should almost figure out a way to display them at the university.

[43:00] Speaker 3: If only there was-

[43:01] Speaker 2: Com- composition.

[43:02] Speaker 3: ... a gallery in the library that displayed materials.

[43:06] Speaker 2: Yeah, so the, so the next time I do a class like that, I could talk with you ahead of time and say-

[43:10] Speaker 3: Absolutely.

[43:10] Speaker 2: ... "Hey, is it possible to create..."

[43:12] Speaker 3: Yeah.

[43:12] Speaker 2: Then, if they know it's gonna be on a display and we could kinda have that as a l- last celebration of the display of all these items.

[43:19] Speaker 3: Yeah.

[43:19] Speaker 5: Absolutely.

[43:20] Speaker 2: Wouldn't that be kinda cool?

[43:21] Speaker 3: And, and we're even, we're, we're breaking out of the four walls of the university archives galleries and expanding further into the library, because we love so much the things we have-

[43:34] Speaker 2: Awesome.

[43:34] Speaker 3: ... and we want people to see them. So we're having displays now, smaller displays, that are gonna be featured all over the library about different topics. Um, if you have something like that, um, if you wanna show off the work your students are doing, please reach out to us. This is a place where we wanna celebrate all of that, and we'll, we'll work together to find a way.

[43:52] Speaker 2: Yeah, yeah.

[43:53] Speaker 5: We also have the data visualization wall.

[43:55] Speaker 3: Oh yeah.

[43:55] Speaker 5: Um, if, if for those of you-

[43:57] Speaker 2: Yeah.

[43:57] Speaker 5: ... who are listening, if you haven't been in the library, on the first floor when you first walk in, there is a huge visualization wall. That is available for your students' presentations. That is available for workshops, talks. So, that's another place that, uh, maybe not everybody thinks of the library as that space where you can do those presentations, but we've had some really amazing student presentations at the end of the semester there. So, if you've got digital stuff, that's great.

[44:24] Speaker 7: I think this has been great. You all are just an untapped resource, and I think that a lot of us don't understand the depth of your knowledge or your staff of faculty research, because you all kind of are the hub of where a lot of that collaboration happens. You are subject matter experts in your own right, in your own fields, so I just think it's a privilege that we all get to work with you. So-

[44:47] Speaker 5: Thank you.

[44:47] Speaker 2: Yeah.

[44:47] Speaker 5: Thank you so much.

[44:48] Speaker 7: Thank you for everything you all do.

[44:49] Speaker 2: Thank you. Thanks-

[44:50] Speaker 7: We'll probably have some of them back to talk about the cults-

[44:53] Speaker 2: I think so.

[44:53] Speaker 7: ... and all the other fun things.

[44:54] Speaker 3: Yeah.

[44:54] Speaker 2: The cults, yeah.

[44:55] Speaker 7: To be continued.

[44:57] Speaker 3: Mm-hmm.

[44:57] Speaker 2: Yeah. Well, y'all, um, 'nother great podcast, great conversation. We hope you keep listening, and we'd love to have your ideas on what else you want to hear. But wings up, and have a good one.

[45:11] Speaker 7: Bye, y'all.

[45:13] Speaker 2: (instrumental music) Theme music composed, performed, and produced by James Husney.

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