I'm so excited to introduce our moderator for today, Brooke Doyle who is a team member here at WebJunction. And I'll have you introduce our presenters for today and we'll get started. >> BROOKE DOYLE: Great. Thank you, Jennifer. I'm Brooke Doyle, project coordinator for super charge story time here and I'm thrilled to be joined by Amalia Butler Daniels in New Jersey at the maple wood memorial library, Liesl Jacobson at the Salt Lake City Public Library and Emily Plagman from project outcome at the public library association. So thank you so much for joining us on our panel today. This webinar was really born out of our experience at WebJunction super story times. Some of you are here because maybe you are enrolled or taken story times and for some people that is completely unfamiliar course. It is the name of a course we have here at WebJunction. It's for library story time providers to help them perfect research base practices. In the course, there is one model devoted to assessment. What we've been learning from our course participants is that this is a topic that deserves a little more attention. So we came up with this webinar to dive deeper into storytime assessment. You just need an interest in assessment and storytime. But we will tell you a little more about how to get involved if that is interesting to you at a later point. We want to take time today to dive into assessment and what our hesitations might be around assessment and how assessment can be your friend. Data can help tell your story. And I think our panelists can give us insight into that. I want to acknowledge the range in the room. We have a large range. Folks who might already use project outcome and be a pro with that. And others that might not want to do assessment and someone made them come today. So we hope that we can acknowledge a range and have a safe space to voice our hesitations, questions, frustrations around assessment and hopefully some success stories. We hope you will really be active in chat and ask questions. I hope folks who are more experienced will share their insight as well. So with that, we're going to jump into supercharge storytime assessment. And our agenda today, we'll talk about why to gather data. It is sometimes an extra layer to add to our preparation and our busy days and why do this? What value is it going to add? Why do we resist it? How can we overcome our barriers around that? And what do we do with the data? How can it really become something valuable and actionable. And, of course, time for questions. Feel free to type your questions into chat as we are going along. Definitely want to make this interactive. And now you get your first chance. So please use the chat panel to just begin to brainstorm ideas about why we should gather data about storytimes. If you want to broaden it to why gather data about programming in general, that would be fine too. So what is the value in this exercise? To deliver programs that families want. Stacy says to prove our value. Beth says funding sources want to know your outcomes. Absolutely. Amanda says informs decision making. Wendy says to know what's effective. Katie, to use lyse our resources -- utilize our resources efficiently. Improve our story times. Answer whether we're meeting our patrons' needs. To know what works well as well as what doesn't. Absolutely. There's a lot of validation that can be found in data collection. Who doesn't want validation? Those are great responses. Anybody else? To see growth, absolutely. Great start. I'm going to hand it over to Liesl now and let her talk about her experience. >> LIESL JACOBSON: Hi, everyone. I'm really excited to be able to tell you all about our experience at Salt Lake City Public Library about building assessment into both our early literacy programs and our summer learning programs. So I'm going to tell you about our experience with using project outcomes to assess our summer learning program last year and then we'll get more details later on in the webinar and provide examples about our early literacy programs as well. So we have learned so much from our patrons about their perceptions of our programs and the impact we are having on our community through utilizing project outcome as our assessment tool. And we asked our patrons who participated in our summer learning program to fill out either an adult, a youth or a care giver survey and we gave them two options. One was online and one was a paper format. We were very excited. We had about 10% of our participants complete the survey for us. So that was almost 1,000 entries of super rich data that showed us information about the impact our program was having. We really appreciated the informative patron responses we received. And especially the open-ended questions that project outcome includes as part of the format. We were so impressed with the thoughtful responses from our patrons that every age group provided. You can see some of them here on the slide. But one response that I really liked was from a youth kid participant who when asked the question what could the library do to help you learn more said I could use help with math. I was like well done, kid. We asked and you answered. So while they are happy overall, there were some things we could do to improve the experience for them. And one recurring theme was that patrons wanted to have the opportunity to do more activities and reading together as families. So we totally welcomed feedback because we want this to be a positive impactful experience for our patrons. The fact that project outcome helps us measure the good we do rather than how many people are participating in our programs or counting attendance helps us understand what patrons value about the work we already do and where there may be some gaps in the services that we provide. And we'll discuss this more in detail soon. But salt lake city public library, we really appreciate the project outcome simplifies the assessment process because of their toolbox and easy to use surveys and easy to find reporting. So this is a slide from our presentation to the board after our summer learning program was over. And we were excited we could provide such a great example of the impact that this program has on our patrons. The slides we've been viewing really demonstrate how patrons perceived the program that they experienced. So you'll notice that 76% of the folks said they enjoy reading more and I really loved this one, in particular, because on a lot of the paper survey forms, people took the time to write in I already enjoyed reading. You can't possibly increase the amount that I love it. So I appreciated they wanted us to know it wasn't because of something we didn't do. >> BROOKE DOYLE: Thank you. That's a great kick off for us. We're going to hear more about their experience. I'm going to introduce Emily now who has a few stories. She has a vantage point of seeing sites all around the country and the stories she's hearing. I'll let you tell those stories. Emily. >> EMILY PLAGMAN: Great. Thank you. And I know for some of you on the phone today, project outcome is a brand new tool kit you are being introduced to. We will talk a little bit about what the tool kit actually is a little bit later. But at a very high level, they are able to go on to the web site, create an account. It's free for anyone who wants to log in and pull custom surveys off of our site and deliver them to patrons after a program has concluded and be able to use that data that they are gathering for action. And so a couple examples we have seen that we love to share kind of that are happening across the country and we have hundreds that we can point to that are on our web site. But the one that you see right here is out of Douglas county Colorado and in this example, Douglas county used the early childhood survey we put in place. And handed it out to parents after the conclusion of a singing storytime survey activity. Didn't have to have a big group of people to gather data. They were able to encourage parents to complete the surveys while they kept the kids entertained while they were doing this paper format survey. And the data they got back showed the library was doing really well that patrons liked the storytime program and found out the pitch was too low for the little kid voices when they were doing the singing storytime. And this is a really easy programatic fix that's straight forward, super simple. Raise the pitch a little bit. And now all of the kids are able to participate in the story time. A little bit of data can go a long ways when you are trying to figure out the value of program improvements. Another example I love to share is out of plano public library. Measuring programs for a number of years. They too started really small just measuring story times that they had and grown over time. We have great examples from them on our web site as well. The one I'm going to cover today is this overall idea that they started measuring storytime programs and just continued to kind of improve them bit by bit over time. By taking what they saw and making more targeted storytime programs, improving storytime programs to reach, maybe, markets or patrons they hadn't traditionally reached and tweaking the ones they already had in place. Give an example in one of their presentations with us, they used to do storytime and patrons really wanted storytime in maybe a native language if they were ESL. This isn't a huge investment on the part of Plano. Take the time to hand these surveys out and being able to read those open-ended comments and just make those programatic improvements in a way that just helps reach broader audience and much more targeted opportunity. And lastly, the city county library. They measure early story times over a period of time. Targeted assessment of storytime within each of their bran ofs. Some of which this storytime play activities and some of which didn't. And originally, just to see how we're doing overall but what they found is the 64% data point here on the slide is that the patrons were saying the post storytime activities where they were happening were really valuable sometimes just as valuable to parents as the structured storytime itself. And make the case they should expand these activities for all of their bran ofs. Not only a huge -- not a huge amount of funding. But stretch the value of the storytime across the board. And with that, I'll turn it back to you. >> BROOKE DOYLE: Thanks. It doesn't have to be rocket science, doesn't have to be complicated. Can embody that boulder pushing you down and you are resisting. So let's be really real about why do we resist gathering data? You can type your ideas in chat. We learned from one of our partis PANLTs a colleague wanted to leave the profession because they just were so resistant to this idea of resistance. It's hard to make changes. It is time consuming, don't have enough time. Time, time, time. We're worried about change, absolutely. We really don't like change much, do we? It is an extra effort. Hard to hear the negatives. Absolutely. All very valid reasons. I resist because I can't figure out how to ask the right questions. I think we can help you today, Lisa. That's a great one. I can't produce more time but I can hopefully will be able to get you some questions we think are valuable. What do you do when you only have two or three children? I'm going to make a note. Okay. All valid reasons. I'm going to hand it over to Amalia who is going to talk about resistance. >> AMALIA BUTLER DANIELS: Thank you. Just as all of you guys have been writing in, gathering date. Means we're going to ask for a direct feedback which can be uncomfortable at first. What if they do say something negative or ask for a big change or a completely new program type that we don't know how to do. These are really valid concerns. Also keep in mind your patrons are coming back to you each week. They are coming back to the library. So they are gaining something from attending the program. You want to look at this as a time to reflect on all of the comments so you can find ways to make your time together even more impactful. And your programs likely have a comfortable flow and a routine that you and your patrons are accustom to. Makes it comfortable for everyone. And how and why would you disrupt it to give out the survey? What will the children do while the adults are completing the survey? And will the patrons be receptive these are things you have in your mind while you are contemplating this kind of change. You might have concerns about finding time to prepare and administer the survey as a few of you did say specifically. Your time is stretched thin and could be for any number of reasons from having a small staff or definitely those competing responsibilities. However, if you're already spending time in planning your program, no matter how little that may be, being more mindful about assessment, won't be especially burdensome. Might take a small adjustment in your preparation checklist, but your efforts will payoff. Making time for reflective analysis is always an investment back in yourself. >> BROOKE DOYLE: Great. Thank you. I'll hand it over to Liesl. >> LIESL JACOBSON: We experienced staff hesitation and fears when we started implementing project outcome surveys into our early literacy programs. I think for our staff, the biggest hurdle was feeling like we would inconvenience our patrons by asking them to spend the time to fill in a survey. We are very mindful of the fact that patrons invest a lot of time to even get their children to storytimes and that they are busy and their hands might be filled with babies so they might struggle to fill out a survey. Including surveys into your programming is another thing for staff to think about. Another thing for staff to build into the already super busy day. And a lot of you touched on that in chat. This is really one of the biggest concerns for staff. So what we did is we found that it was very important to be cognizant that this is the experience we were having. We talked with the children's services team and decided to start by having one department do a pilot project offering surveys from a couple weeks. And they were able to talk about their experience with the rest of our branch locations and convey how the patrons were thrilled to tell us how we're doing about our programs and it wasn't such a stressful experience. >> BROOKE DOYLE: Thank you. And thanks for being honest about people's hesitations. I love this image. I think it's a beautiful image and even a snail can be beautiful. And I think it is really sometimes what it feels like to have to overcome all these barriers we just talked about. Hope we can give you actionable items that will help address some of those barriers. So back to Liesl. >> LIESL JACOBSON: Okay. I think it's really important to learn through failure and I'm going to tell you about the time I tried to create my own survey to assess some early literacy workshops that Salt Lake City Public Library had been doing through our partnership with our school districts pre-k program. I developed the survey you see here way back in 2012. I wanted to confirm the early literacy workshops we were hosting we were making a difference in the lives of patrons. I tried to be as thoughtful as I could in creating the survey. Tried to make it simple and translated into Spanish so we could meet our two biggest language needs. And so I offered the first survey after the family workshops that were given and I offered a post survey during the children's parent/teacher conferences a couple months later. So I wanted to see a change over time. And my design I discovered was with problems. There was no appreciable difference in the scores. And parents tended to answer much more positively right after the early literacy workshop than they did overtime. Survey design is really tricky. And removing bias is also complicated. So one of the things we appreciate about utilizing project outcome for assessment is that it takes the stress of creating your own survey out. And I have felt very confident project outcome surveys are not going to have some of the issues that the surveys that I tried to design myself. And I especially appreciate the reporting feature. In chat somebody mentioned that how do you analyze the data? The reporting feature means you can just click a button and project outcome draws up the report for you in a matter of minutes. It's really amazing. Really value the open-ended questions that we get from the survey responses. We've used project outcome surveys in our storytimes and here is an example of one of our actual reports. We got really high scores. It's a good thing. Patrons feel positive about our programs. We actually felt that the open-ended questions helped us figure out where there might be some gaps from the patrons attending our programs. Some of the things they mentioned that they like were puppets and rhymes and being super active. And librarians. So when asked what could the library do to improve your children's enjoyment of reading, patrons answered from a storytime perspective and responded with ideas like include more puppets. Keep this program going and add more sessions during the week. And she loves it more when there's interactive stories and rhymes. so patrons were giving great feedback about things they need for our programs. Trying to put it in a positive light. Helped us feel the feedback was really useful and patrons were being kind to us. >> BROOKE DOYLE: A quick pause here. Emily, I don't know if you want to be the one who might address the how often you survey. Do you want to talk about how often you survey? >> LIESL JACOBSON: Oh, sure. So we tried not to inundate our patrons with too many surveys. And we found that just offering a survey once or twice a year is beneficial. >> EMILY PLAGMAN: We point to some recommendations on the web site depending on what you want to learn. Once or twice a year is definitely appropriate. If you are doing progressive learning might be an appropriate way to survey. Or if you know you are going to make changes once at the end of the year, maybe you just survey, maybe you pick too much, you are having participants come each week. It can be flexible. The key is figuring out that you don't have to do this all the time and not to survey. >> BROOKE DOYLE: Great. Thank you. And now Amalia is up. >> AMALIA BUTLER DANIELS: Thank you. It's very important to approach this type of assessment with a positive mind set. This is not a performance review. Rather, it's more of an opportunity to find out the strengths that your program has as well as to uncover the areas that might need a little more attention or change. So you are the story time professional and this has a way to measure effectiveness so they can continue to build their child's early literacy skills. And use it to make improvements. Not only directly benefit the program itself but strengthen the value of the library as an organization and also add to your own professional skill set. Patrons will likely really appreciate your willingness to be open and to have the desire to improve the program on their behalf especially if you share why you are seeking the feedback. I'm not asking you to grade me but tell me what you need from me, what you would like to see here. And even if you don't give specific area, you can confidently move forward with your current programming. Your willingness to be responsive to their needs is going to help strengthen your rapport with them and illustrate the value of the library as a community resource. If you are feeling unsure of how to start, then start small. Like they mentioned, you don't have to administer a survey after every program or every month. Give one survey during one program and go from there. Start very small. As you begin to analyze that feedback and understand how to apply and make changes to your program, you are going to see the engagement level, this increase. So be creative and find what works for you. >> BROOKE DOYLE: Thank you. You heard our references to bubbles. Bubbles will buy you time to give your patrons a chance to fill out that survey. I'm going to hand it over to you, Emily. But I wonder if you could address the question about the person who said their patrons are willing to tell them feedback but not to write it down. Wonder if this slide addresses that, perhaps. >> EMILY PLAGMAN: Yeah. I've seen that comment come through and was excited we had an example of how to potentially address the challenges. I want to say thanks so much to Amalia and Liesl. You are giving points and concepts that are so critical for helping libraries understand that project outcome and tool kit and the ability is attainable even when you are really busy or facing resistance. And so many of your talking points are built within the resources we have online. So it sounds like either you have learned them or embedded the resources in your head. Thank you so much for your insights. Here, what you'll see is an example of how one library was able to measure outcomes using project outcome standardized survey in a way that was a little bit more creative and reach in this example they were trying to reach kids who also have limited attention spans and might need help understanding the survey questions. They gave each kid a set of stickers. One child had all blue, one child had star stickers. And at the end of the program and if you are thinking about parents holding children, what they did was took the stickers and went through the survey and just had them apply the stickers to their responses so they could complete the survey and be done quickly. If they wanted to add open-ended comments, they could. But that's something if they didn't have time to do, they didn't have to do that part. If you have a parent and they are holding a child, you can have them apply these stickers, write the open-ended comments and be done quickly. If you are concerned about the parents not wanting to -- concerned about anonymity and parents wanting to complete the survey in a way that feels truthful, you could certainly have a volunteer come in and just kind of keep an eye on the room and make sure they feel like they can complete the survey truthfully. But the other thing I wanted to point out with this slide is just that we offer a lot of opportunity to be flexible so if you are concerned about time and concerned about getting staff to be able to print them off and hand them out, a bunch of different resources and ideas we've gathered to help you think that through. So what is the actual standardized survey we're talking about look like? The core one that the super charged storytime cohort has been using is this early childhood literacy survey. What this is focused on, it was developed by researchers, library staff to focus on the core concept s in early childhood literacy program. When you go on to the web site, you can schedule a survey. And we have a dash boards that Liesl and Amalia talked about. You can be running the surveys and entering the data and see the results with state and national bench marks in a ready to go survey once you enter the data. These surveys will cover whether parents learned something they can share with their children, spend more time interacting or more aware of resources provided by the library. Along with the two open-ended questions. Give yourself a couple extra minutes before the program conclude s. The example of libraries blowing bubbles until parents had a chance to complete the survey is one of my favorite examples and building in time and space for parents to be able to respond to these correctly. And why is this we want you to consider? Has a lot of benefits to it just by using it. Some of you made notes in the comments you were concerned about writing your own survey and didn't have time to design a survey or you felt there might be different barriers that staff encounter going through the process of measuring outcomes. So the project outcome tool kit helps you capture snap chat data all in one location. Helps you with understanding how all these outcomes can help the library make improvements and everything is ready to go there. You can use the surveys online and in Spanish and you can also use them in paper or in tablet format. Brooke, do you want me to go through the next set of slides here? >> BROOKE DOYLE: You can go ahead. >> EMILY PLAGMAN: Okay. Going through to the other benefits of using project outcome, you can standardize because the measures are standardized, you can bench mark your library against state and national scores. Don't have to use early childhood literacy program only. We have a variety of different topics we can measure programs and services under. We're adding health programming you do. And you can really measure in a flexible way. You don't have to have a minimum number of respondents, don't have to have a minimum number of programs you need to measure against. A wonderful example is -- the director there was able to measure a couple programs early on with two or three people in one program. And got really great codes and made programatic changes over time. Where now she has a mentorship program and been able to use the results to get more tech in her library. One person was able to do this just by starting small and progressing. So if you want to get started, definitely go on our web site. It's all free. Projectoutcome.org. And take a look at our tutorials. >> BROOKE DOYLE: There's a question about is it just for early literacy? I know you mentioned the health one. Maybe you want to talk about the other ones as well. All sorts of categories you can choose from. >> EMILY PLAGMAN: Yes. We have 7 categories currently. Health will be our 8th. Early childhood literacy. Job skills, economic development, summer reading. Civic community engagement. And digital learning. Technology. Thank you. >> BROOKE DOYLE: Great. Thanks. >> BROOKE DOYLE: Do you want to keep going? The steps to get started. Really pretty straight forward. Do you want to elaborate at all? >> EMILY PLAGMAN: Multiple individuals can have an account within one library system. If you are a programming staff and concerned that maybe admin isn't going to buy in to doing this system wide, you can log in and run surveys. You can pull a survey off and just do it yourself for story time and figure out how you might use some of the results or coordinate it at the library level too. And it's all free. Any can create an account and access resources. The survey tool kit and the data dash boards for U.S. and Canadian libraries. We're putting up an international data collection form. So stay tuned if you are out of the U.S. or Canada. >> BROOKE DOYLE: You have heard supercharged storytimes. The ur L is right there. It is a free course for storytime practitioners to boost their practice and help incorporate research based practices. Emily has a model as well. One of the models covers assessments. It is model 5 and you can email me for more questions. We will have 1700 folks so it is quite -- and a lot of vibrant online discussion. I often am in a role of doing something with evaluation and often figuring out the questions to ask. What are we going to do the results? We need to be willing to do something -- need to be willing to hear the answer. So let's dive into that. I want to share some of our things we're learning from super chargers. I had a comment from a supercharger in New Jersey. She filled out a different survey. Telling us about her experience. I used to be uncomfortable sharing early literacy tips at storytime. These are the asides you give to parents to explain what you are doing and help them figure out how they continue the learning at home. That is a big part of our course and get good at delivering the tips. This -- not only did I find a method that works for me, through the project outcome survey, I was able to see just how necessary the tip was. I now have a greater understanding for child development. So that is a great piece of information and able to tell the practitioner that the tip was valuable and useful. That is fantastic example of putting data. That was a huge validation. These are some of the open-ended responses from folks across the country. These are the validation ones. We really like this about your program. So I picked a range. So what a great validation that your child is -- you have a welcoming library. Then a pretty different take on it, my kids learn numbers, letters, color and how to follow structure. They sing the songs and pretent they are in storytime. Ms. V always have puppets to illustrate the theme and letter of the day. What a wonderful thing to take to your director and say look at what great things are going on. And they love the multiple formats. So the fact you've gone to the trouble to do that, they are appreciating them. Great things to know about your programming and how they are experiencing it. And these are those improvement questions. I picked a range here again. Could there be a larger display of the book? Pretty easy thing to think about. Isn't it frustrating and not see the book? And they are pointing out something in the illustrations. And get struck in specific collections. Again, super actionable. And having books available on the theme of the day to check out in the end. Hopefully, these are examples of what the value in the open-ended responses are and how you can do something with all of those comments. I'm going to hand it over to Liesl to share some of their learnings. >> LIESL JACOBSON: Yes, thank you. We got such marvelous feedback at the end of our summer learning program last year and we noticed some themes that were recurring and really sticking out to us from the open-ended questions. So families were telling us they wanted more opportunities to do summer activities and reading together. And we completely redesigned this coming summer's program to make sure we're more inclusive of that need. And we have provided more opportunities for families to track their reading and activities together. Request for online tracking. We thought our patrons wanted to only use a paper tracking format. So this really helped us know it's time for us to be the future of summer reading tracking. And we were able to use our beanstock software that we already subscribed to to provide an online tracking program for this coming summer. Really excited our patrons were so vocal in expressing needs. >> BROOKE DOYLE: Thank you. Emily, what can you tell us about using data for action here? >> EMILY PLAGMAN: Obviously, we don't want you to go through the work and effort to collect data and not use it. We hear really frequently from libraries a lot of different ways using data to make change. For those of you who are programming staff who might feel overwhelmed with the idea of handing out surveys, a little bit of data can go a long ways. Making that programatic change, adding another puppet, adding another language can be a really good place to think about starting and working with outcome data for a long time. We know libraries can do a lot of different other types of activities especially if you are a director at the administrative level. Boards love to see the reports and love to use outcome data to understand how it is valued. You have been going in and making the case all along but having a set of data that backs you up and says it's not just me. This is what our patrons are saying is a great way of advocating on behalf of your library. In our results when we evaluate libraries from where they were before and where they were after, we're seeing them not only advancing the we go use of outcome data but small funding purposes all the way getting applying for a grant. I see a question here of partnering with elementary schools. This is something we need and help bridge the gap in with the elementary school and we can think of a resource we might be able to help us with. Developing partnerships. It's a great example we love to bring up. Or using this data more broadly to make strategic planning decisions. You see a need that talks about having to add more technology. And you can take that data and make an informed decision about what it is you want to invest in. There's not a minimum response rate requirement. You don't have to do this for action number of programs. You can print off a survey, get a couple responses and get a report that's automatically generated for you. And larger libraries really like to use this for bigger programs. Just a lot of range of opportunity for you to think about how you might be able to use the data. >> BROOKE DOYLE: Great. Thank you, Emily. Okay. I was about to type something in chat but I'll just say it. I think we've addressed most, if not all the questions that have come through. Please type more. I know your wheels are turning and while we have these experts in the room, let's get our questions answered. Emily, I don't know if you want to talk about buy in. I think that was one of the barriers or resistance at the beginning. And we've addressed that a little bit start small, begin your collection and see if you can build momentum. I don't know if you have other things you want to add to that or any of you. >> EMILY PLAGMAN: I'm going to pull up a link. Do you have anything you want to share while I'm doing that? >> LIESL JACOBSON: About buy in? Oh, okay. >> You are interested in doing it but don't have much support from above. >> LIESL JACOBSON: I have found that it's really important to be able to tell the story of what you are doing as children's librarian. When I first started my job, people assumed we were having happy happy fun time CHLT To kids in story time. And I really have spent sometime impressing upon people about the deep value and connection to early literacy and good early learning interactions. And being able to advocate for yourself and say that this could be a way you could show others the value of your programs. Should be something that we can asked higher up in organizations to be able to provide. >> AMALIA BUTLER DANIELS: I agree with everything she was saying there. I also see this question that Laura had about tips for empowering circ or other staff to help getting surveys out to patrons. If you are administering the survey out to program, then if you have another staff member helping you, just impressing upon them that this is part of the program, this is not something extra. This is something that's going to help me help the patrons help us help the library to be better. And showing them how simple it is. They are not having them do anything because the survey is already made up for them. >> BROOKE DOYLE: Great idea. Thank you. Do you ever survey to ask what kinds of programs patrons would like or what times they would prefer? >> EMILY PLAGMAN: One of the things you can do is add up to three questions of your own. We have a drop-down list you can select from or write an open-ended question as well. And another question that we see written by libraries are they tend to be about frequency of time and date. And what other kinds of programs we like. Definitely comes up and you can add that very specific question on your own. This webinar I just linked to on the PLA web site, that's a great example of a single library staff member working in a suburban one. Started measuring outcomes. >> BROOKE DOYLE: Great. Thank you. We are wrapping up. We have five more minutes. I do want to do our thank yous. Thanks to PLA for co-sponsoring this with us. And we thank our funders for the storytimes project. We appreciate your time. And Jennifer sent out the link to the learner guide. If this is a way to dive deeper into the content from today, it's a lot to take in. Grab some colleagues and talk through it together. Especially if you are starting and get a pilot PRAJ going. There's a lot of resources that would be great to share with. Just take a second here to see if there's any questions we can address. Our library used project outcome for summer. Things are flying by. Hang on. Emily is addressing that. Great, great. You will get a link to the recording in the next day or so. So you can go back and reference. We have great -- we would love to see you in the supercharged storytime course. Anything else to add from our panelists? >> EMILY PLAGMAN: Thanks again to Liesl and Amalia. I love hearing your examples and willingness to present. >> LIESL JACOBSON: Thank you. >> BROOKE DOYLE: And thank you, Emily. Okay. Thanks, everyone. >> We will send you a link later today. And as you leave, we're going to send you to a short survey that we will use to assess our own webinar programming and share that with our presenters and helps us inform our decisions about the kinds of topics and programming we'll cover. Thank you for taking that time. And thank you to our captioner for today and everyone have a fantastic rest of your day. Thank you. [ End event ]