Saturday, 2 September 2017

Teachers, 6 ways the school librarian can empower you to do it yourself!

A recent twitter conversation with @julielindsay made me really think about how I advocate about what school librarians do. Julie questioned whether my statement about 'what school librarians can 'do' for teachers' should not be 'doing it for them' but to empower them to do it themselves made me think about what I have been saying about a school librarians role in schools.

After thinking about this I still do feel that an important part of a school librarians role is  'doing' things for the teacher, and as a information professional it is part of our role. As I have said before, if a librarian can save teachers time by finding and supplying the best resources for a topic they are about to teach then we are doing a good job. This is better than teachers using books that have been int their classrooms for years or them spending hours Googling to find decent websites. I also agree with Julie, however,  that empowering teachers to be digitally fluent and connected is equally important and this is why advocacy for school librarians is important because we do that too.

New teachers induction day 

I recently attended a new teachers induction day alongside Ellie, one of our SLS librarians. Schools' Library Service (SLS) were asked to attend as a support service and were delighted to be able to to chat to new teachers about how our service supports teaching and teachers.  Many teachers had heard of SLS's having come from the UK and were expecting the book loans but were surprised when we started telling them about the support we provide within the classroom. This is where advocacy is essential because our role is also to 'empower the teachers to be digitally fluent and connected' through co-teaching in the classroom. We were able to talk to teachers about the support we give in:-

  1. lessons, on using online resources, focusing on the importance of a keyword search. 
  2. using current digital tools such as Padlet and Flipgrid within the classroom. We create the platform find a connecting school and help support it during the lesson. 
  3. collaborations by finding and linking classrooms across the world.
  4. bringing the outside world into the classroom thought Google hangouts, be that specialist on volcanoes or people talking about their own culture.
  5. engaging ways to encourage reading, literacy and information literacy i.e breakout
  6. book awards etc.

All of this empowers the teachers to do this themselves. Many teachers do not have the time to do much of this when it all seems so scary and new to them. Our role allows them to try these things with support. We show them how to find connections, what new digital tools to use, how to set up the  platforms and when they are ready, they do it themselves. 

So do I do it for them? Yes but only when they need me to...

Sunday, 13 August 2017

4 ways the school librarian can save teachers time and help support independent learners

Independent learners

What makes an Independent learner?

    The ability to understand which resource is going to help you find the best quality information and being able to use research skills to locate it.

    Knowing and understanding the importance of referencing, copyright and giving credit.

Many teachers believe that if a student can find the answer via Google they have an independent learner. This is not independence; this is just the ability to type the question into Google. If this is the tool that teachers want their students to use then they need to be prepared to make them reference what they find and find time to check those references.  As many teachers do not have time to do this it re-enforces the idea that Google is the best way to find information quickly without looking at the quality of the resource. It does not ensure that students are evaluating or thinking critically about what they find. If students know that teachers are not going to check where the information came from why would they spend time on referencing or researching properly?

Independent learners start by connecting and wondering about the topic they are researching. They come up with keywords and create a question so when they sit in front of their chosen online resource they know what they are looking for. Research is not about finding the right answer but about collecting information to help you come to a conclusion.  Critical thinking has a huge part to play in independent research and is different from ‘finding the answer’.

Why does this happen? A teacher once said to me that they felt that the students knew more than they did when searching online and they did not feel it was right to stop their students ‘Googling’. I had to remind them that it wasn’t the case of stopping them using Google but it was important to use Google properly through good research skills. Google is only as useful as the persons research skills. Independence is not about speed but understanding the tools and having the skills to navigate them. Independent research skills is not about getting the students to the learning faster it is about knowing how to find the information in the first place.

School librarian’s curators of information and collaborators

Photo by on Unsplash

One of our roles as information professionals, is to curate physical and online resources that not only are age appropriate but also good quality. In order to access these tools, research skills are needed and school librarians are able to support teachers in helping students to access them. This is not about making it harder to find the information it is about ensuring that the building blocks are put in place so when they leave school they understand the difference between using Google to find the time of their flight and doing an in-depth piece of research for work or university.

Another role is using digital literacy to help make connections. Over the last year I have regularly use my social media skills, as Jennifer Casa-Todd says “to connect educators to educators who I think might work collaboratively together” (2017 p24) which has lead to some wonderful international connections. These connections have enhanced teaching and learning and have enabled me to help teachers use digital technology and support research skills in the process.

Our collaborations

This year we have been able to use and share both Padlet and Flipgrid with our teachers. Not only up skilling them in using these tools but demonstrating how they can be used within the classroom setting. One of my schools used both these tools to engage students in a literacy project reading the book Wonder by Raquel J. Palacio. The students were able to share their thoughts about the book with each other but also learn about the students on the other side of the world. Another group who were reading The Thieves of Ostia by Caroline Lawrence were delighted when at the end we connected with her via padlet and were sending her questions and getting answers real time! It was fabulous and I was very grateful to Caroline for doing this. The students came up with some amazing questions too. This supported the curriculum in writing, communication, digital literacy, critical thinking and empathy.

Collaboration saves time and impacts student attainment!

In a literature review by the National Literacy Trust they state that “School libraries have been found to impact pupils’ general academic attainment, reading and writing skills, plus wider learning skills” (Teravainen and Clark, 2017 p3) and if this is the case it is important that teachers and librarians work together often.

The main challenge, regularly cited by teachers, is time. It is therefore important that teachers understand the positive impact that collaborating with a school librarian can have on themselves and their students and this will take some time but the benefits will far outweigh the initial input.

What can the librarian do for teachers?

  1.  Find quality physical and online resources for your topic (teachers no longer have to spend hours on Google trying to find something suitable)
  2. Co-teach in the classroom and demonstrate how to access the online resources (teachers do not have to learn how to navigate these resources beforehand
  3. Help find the right educators to collaborate with (which teacher has time to do this?)
  4. Learn the digital tools and then demonstrate their use in the classroom (allowing the teacher to learn about these tools within the lesson)
As the relationship between teacher and librarian grows the time the teacher needs to put in will be seen as a benefit rather than a problem due to the other opportunities that the librarian will bring to the partnership.

Creating independent learners is not something that happens overnight. The building blocks need to be embedded all they way through primary and secondary school. With the support of the school librarian not only can the student’s benefit but the teachers will too.


Casa-Todd, J. (2017). Social LEADia. San Diego: Dave Burgess Consulting Inc.

Teravainen, A. and Clark, C. (2017). School libraries: A literature review of current provision and evidence of impact. [online] London: The National Literacy Trust, p.3. Available at: [Accessed 20 Jul. 2017].

Saturday, 1 July 2017

7 skills you should be looking for in your school librarian #SLAYLG17

Having just returned from #SLAYLG17 conference where I presented a workshop on change management alongside school librarian Terri McCargar @liberryan, I was reminded of the diversity and expertise of school librarians, the need for us to help schools and teachers understand the benefits of working with us and the importance of our own advocacy. The list of our skills is vast but it still seems that many still have to fight too hard to get teachers to understand our role.

As far as I see it, the problem is that the skills of a school librarian have become so diverse and adaptable, at the point of need, that it is almost impossible to stand, one next to the other, and see the same thing. As schools do not understand the role, school librarians have had to find a way to demonstrate what they can do at every opportunity. If a teacher is interested in promoting literacy and the library the school librarian will focus on that, if the school wants to increase use of online resources they can also do that, if research skills are the focus they can do that, if a school is interested in communicating with others across the world a school librarian will be able to set this up too. There is no set of expectations or understanding of the role from school to school. It's not even a statutory obligation for English schools to have libraries and qualified librarians. If the role has become so diverse how do we explain what we do?

If you employ any other professional you know what their skill set is and what they are being employed to do but this, sadly, is not the same for school librarians and is maybe why many school still think that a school librarian is a keeper of books in a room. They employ 'school librarians' to issue and return the books, to keep the library tidy, buy new book and online resources and to keep control of the students during lunchtime and they would not dream of giving them a budget to manage. This is NOT a school librarian this is a library assistant, who quite rightly should be paid term time only and on a support staff/admin wage. School librarians agree that you do not need a professional qualification to do this job.

If a school needs a Maths or science teacher they would not employ a teaching assistant and a law firm would not employ an unqualified lawyer, likewise a qualified teacher or lawyer would not work for low pay. If you want to be able to employ the best, you have to pay the right wages.

A qualified librarian has a degree in information and library studies and many have gone on to masters level too. Continuing their professional development you will find many librarians are also chartered. This high level of academia is important in the role of school librarianship as the skill set to support teaching and learning is critical but is sadly wasted in many schools. In a recent report by the literacy trust they stated that "Evidence collected by Williams, Wavell and Morrison (2013) also shows that one of the elements of the library that contributes to the impact on learning is a qualified full-time librarian who is proactive and has managerial status" this can only happen if Head teachers and the senior management teams understand and supports the role of the school librarian.

So why is it so hard to understand what a school librarian can do? Teachers have many different skills but fundamentally their role is to teach the subject they specialise in. This is the same for librarians. Many have different areas of expertise but fundamentally they are there to teach information literacy and encourage reading for pleasure. Both of which will make a difference to academic attainment.

What should schools be looking for in a school librarian?

First and foremost you are looking for someone:-

1  who knows and understands their role within in the curriculum
2  who is happy to work alongside teachers in the classroom
3  who can help the school integrate information literacy into the curriculum
4  who can train teachers in information and digital literacy and support teaching and learning

Secondly you are looking for someone:-

5. who will inspire your students to read more
6. who has ideas to engage your students and make your school library a welcoming place to be
7. who can empower your students to become independent learners through reading for pleasure and information literacy

However, if schools want this they have to ensure that the school librarian is paid equivalent to full time teachers. That they are also supported and respected as a Head of Department with a departmental budget and in a ideal world have access to a library assistant to run the library on a day to day basis so that they can work alongside teachers and students within the classroom.

How to make sure your teachers know what the school librarian does?

   Make sure you and your SLT understand the role of the school librarian. Have you employed a professional or a library assistant?
   embed information literacy into your school curriculum policy
   ensure your school library is mentioned in your literacy policy, how are they supporting your curriculum goals?
   invite the school librarian into Head of Department meetings. If they do not know what is going on they will not be able to support the teachers or the students
   Ask the librarian to run training sessions on how to use the school library and it's resources for both teachers and students

There is so much more to do, to ensure that all students have access to good quality school libraries with qualified librarians.  By meeting and talking to so many passionate librarians with different skills at  #SLAYLG17 I am delighted to say that there is some brilliant collaborations going on out there and I am proud to be part of this profession.


Teravainen, A. and Clark, C. (2017). School Libraries A literature review of current provision and evidence of impact. [online] National Literacy Trust. Available at: [Accessed 1 Jul. 2017].

Williams, D., Wavell, C., & Morrison, K. (2013). Impact of school libraries on learning: Critical review of published evidence to inform the Scottish education community. Robert Gordon University. Retrieved from content/uploads/2015/05/SLIC_RGU_Impact_of_School_Libraries_2013.pdf

Monday, 12 June 2017

Talking referencing and plagiarism with teachers. From school and beyond.

Talk to teachers about plagiarism and referencing and they begin to glaze over. Talk to them about the cut and paste culture or about taking photos from the internet and you begin to have a conversation.

Photo taken by Elizabeth Hutchinson
The photo above is one I took about a month ago and put it on Instagram. Am I proud of it? Yes, Do I want others to see it? yes. Does that mean that I would be happy for someone to take and use it without my permission? No. A teacher said to me recently that if anyone chose to share a picture online then they should not be surprised or upset if it was taken and used by someone else. This created a really interesting conversation but also highlighted that there is a problem. As teachers encourage their students to share more online the need for them to truly understand the issues of copyright and the need to reference becomes clearer.

Teachers get extremely frustrated when they know a child has not done the research for their project and just cut and pasted from one of the top three websites found on Google.  I then explain how I can help.
  • I  support and co-teach in their classroom. 
  • I demonstrate tools to up-skill themselves and their students.
  •  I save them time by finding quality resources for their students to use. 
This is when the conversation begins to get easier and interesting. Referencing is an essential building block to this which begins with quality resources.  Once your students have the right building blocks in place good quality research is then produced.

Collaborating with the school librarian enables you to start this journey. 

Teachers and librarians working together to make a difference 

School librarians can collaborate with teachers to enhanse research skills through :-

  1. Using the library catalogue to teach keyword searching. This is an important skill which will help students find good books and websites that have been curated by the librarian. (teachers do not need to spend hours looking for quality websites) 
  2. Demonstrating how to find the academic sources such as Britannica and History Reference Centre.
  3. Teaching how to give credit and reference using tools such as Easybib which is attached to Google Docs. 
  4. Teaching copyright and helping students find pictures that they can legally use for assignments. 

How does referencing help?

Teachers want good quality research from their students but unless they teach referencing they will never be able to check where the information comes from. Just having the right information regurgitated is not research and children as young as 5 can be taught to copy and paste so where is the skill in that.

One of the easiest skills to teach is knowing where to find the best sources quickly. This is an important part of independent learning skills. Just because they know where to go to find the information does not make them less independent it makes them more! Students need to be guided to choosing academic sources by being taught how to find and access them. Using the school library as a source of information is a great start too.

In order to encourage students to reference properly teachers need to learn the tricks to help make this quick and easy.

How do teachers ensure that their students are using these academic sources?
  • By learning the tools to make referencing quicker e.g. Easy Bib, and tools in Word,
  • By demonstrating best practice through citing their own sources when producing handouts or presentations.
  • By making sure that students know how to find good resources by working with the school librarian.
  • By making sure students know how to evaluate websites and use appropriate search engines. Take a look of this list of academic search engines to make research easier and faster.
  • By making sure students know how to reference - the school librarian can help here too. 
  • Checking references and awarding marks for good referencing. 
If students are never asked to reference anything how does the teacher know where the information came from?  I've had a teacher state that as they know the answer and their students have got it correct it doesn't matter where the information came from! My message to this teachers is that it's not your job to pass on the knowledge but the skills as well. Students need to understand that finding the information from a quality resource is important to the teacher too. If not why would they bother?

Another said - it takes too long to get students to reference and it spoils the fun of research! My response is this - What if this student produces a piece of work that you are so proud of that you want to share it as an example across the internet?  You are only showing your inability to teach and understand the importance of referencing. Nothing should be shared by your students without referencing, why, because it is illegal and you as a teacher are condoning it.

Beyond school, whether it is onto university or to work referencing is important.

Universities are beginning to notice the lack of ability of students coming from schools, especially those doing A'levels, realising that there is a real lack of research and information literacy skills.  Some universities, like Birmingham, are even running outreach programmes to teach these skills to students before they arrive at university. Although it is good that universities are trying to do something about this it does make me think that if teachers were working with school librarians these skills could and should be taught in school.

Even at work good research is important. Only the other day I was talking to a man who worked in IT support. He told me "my job is not knowing how to fix everything but knowing how to find the answer through research". This is where the world of work is going and we need to send our students out into the world with the right tools not just exam results.

Finally, if you really like my photo and you have read this far you may share it. With credit of course :)

Monday, 29 May 2017

Librarians and a teacher presenting at the British Isles Google Summit rocking Edtech and collaboration

Last weekend Angela Etheredge, Stony Evans and myself presented at the British Isles Google Summit held in Guernsey. Two librarians and a teacher working together. Why is this worth blogging about?

This was primarily a teachers event, it was about how to use all things Google from Docs to slides and Forms to Classroom so where did a school librarian fit into this? I have been using Google tools for a while now and personally wanted to know more about Google classroom.  More importantly though it was important for me, as a librarian, to attend this teachers conference as it would help me highlight the teaching side of my role. I have written about this in previous posts.

After applying for a place a  few weeks later I recieved an email from Lucy Witham arrived saying that there was only one local speaker signed up and if you felt you had something to share then you should apply for a speakers place. I realised once again that I had a chance to talk to teachers about what school librarians do so I decided to apply. Deciding what I would share was easy.

Which Google product have I used within a classroom setting in collaboration with a teacher?

This was easy! A year ago I helped Angela Etheredge, a teacher at St Annes in Alderney, connect her students via Google hangouts with students in Arkansas. We played mystery hangout with their students and were amazed at the impact that it had on everyone. I also had something else up my sleeve. About 6 months ago, Stony Evan, the librarian in Arkansas, asked me if I would be willing to join him via hangout at a conference he was presenting. I agreed and I joined his session to talk about our collaboration via hangout, so it was time for him to return the favour.  I submitted my idea and was accepted.

How did Angela join in?

At this point it was just Stony and myself until I went to run the inset training at St Anne's. During the day I shared a little about the hangout with Arkansas with all the teachers and as I talked Angela joined in.  I realised that to have a teacher join me in my session at the Google Summit would practically demonstrate how important and necessary teacher librarian collaboration is. So we had our team.

Creating our presentation.

As Stony was in Arkansas, Angela was in Alderney and I was in Guernsey there was no way we were going to be able to sit in the same room and talk about our presentation so we decided to create a Google Slide and work on it collaboratively, we also talked by Google hangout too. I did not realise it at the time but by using a shared Google slide and hangout we were actually doing what they were going to tell us about at the conference.

At the conference

We were not presenting until Saturday afternoon due to the time difference between Arkansas and the UK so we were not able to get this out of the way quickly. After sitting through some brilliant workshops by Ben Rouse, Matt Smith, Bogdan Copil and Jon Neale I was beginning to worry that our presentation was so different that it may not be good enough. Every other workshop was full of ideas and we were planning to share only one. Angela was very calm which helped but I still wasn't sure. I wanted to check out the technical side of our presentation but was unable to do this until just before our slot and that worried me too.

Our session

Time for worrying was over. A quick connection to Stony was tested and we were ready to go. We had a small group of teachers and I would have been happy to present to them but as we started talking more arrived which was great.  The presentation can be found here.

After all my worrying our presentation went really well with one attendee tweeting that it was the best session of the day! Funnily enough I had not realised that as we started Anglea got really worried when she saw who was arriving.  They were IT specialists from the College of Further Education and she did not think that we could show them something that they did not already know. However, that was not the case and our icing on the cake was our demonstration of how easy it was to connect with Stony in America. Having him in the room with us really went down well. People liked the practical application of our session, admitting that we were novices at this but were prepared to try it inspired our attendees to try it themselves.  By giving a clear demonstration of how it worked for us, even though we were clearly not experts, was well received.

Angela and I were on such a high after our session. It worked! We demonstrated something that not everyone is using and we were also able to show how the collaboration between the librarian and the teacher can lead to greater student learning. One local teacher came up and said he was really jealous  of us, when we asked why he said, because we had been brave enough to put ourselves forward to present and he wished he had taken the opportunity too.

Why is it important that you put yourself forward? 

In order for schools and teachers to understand what librarians do we must  talk to them about it. Whether that is in the school staff room or presenting at a teacher training day or even being brave enough to present at a conference. Unless we talk and demonstrate how we can support student learning, some teachers and schools will never know what they are missing out on.

Finally, one teacher asked me how we could help him to connect his students. If this is all we achieved that day this was enough. Helping one teacher to understand the impact that working with the school library can have on his students then we did a good job. You never know where this may lead. 

Monday, 24 April 2017

Inset training - How librarians can support teaching and learning.

This blog was written as part of the #futureReadyLibs #blogchallenge which can be found here. I agreed to write about professional development and hopefully have demonstrated how we did this by providing training for our teachers in their inset day. Enhancing their skills through using the school library and its online resources and demonstrating how information literacy linked with the curriculum.                                                                                                                                                                                    #FutureReadyLibs #bloggingchallenge
10-week #FutureReadyLibs #blog challenge, where librarians are invited to reflect upon the different cogs of the Future Ready Librarians Framework. Please join in on the conversations by posting your own blog responses and by joining the Future Ready Librarians Facebook group, where a new weekly blog .

Making changes

St Anne's school library in Alderney has undergone some big changes in the last few months. Schools’ Library Service (SLS) supports this school from a distance as we are in Guernsey which is a short flight away. This means that we only visit twice a term. On one of our visits, last year, we discussed how we could support the school library and help create a space that was well used by both students and teachers. We agreed to weed and renew the resources and gave them some ideas to move the library around to suit the needs of the school. It was lovely to go back a few months later and see how they had been empowered to change it again.

Creating opportunities

This led to conversations about the importance of information literacy and how it can support and encourage students to use the school library to become independent learners. Exciting discussions have been had about embedding information literacy into the curriculum, meaning that the school library, its staff, SLS and teachers will become a hub of teaching and learning for the students of St Anne’s.

Will you run our inset day?

Early last month Martin Winward, headteacher at St Anne's, and I were chatting about how we could ensure the changes in their school library could continue to have an impact on students and teachers. We both agreed that after the initial excitement and interest in the changes, it was important that we found a way to continue engagement. Martin asked me if I was willing to run an inset training day about information literacy and the school library because it was apparent that unless we had teachers on board, who understood what we were trying to do, nothing was going to change. We needed to share out vision.  I jumped at the chance, how often does the librarian get the opportunity to demonstrate the importance of the school library and librarians to teaching and learning. This was especially important as the new Guernsey curriculum is due to be implemented in September.  It is very much skills based curriculum and this is what information literacy is all about. it was perfect opportunity to talk to teachers about how we can support them and have an impact on student learning.

Martin sent me an outline of the areas he wanted us to cover. Improvements in the school library, Information literacy and the framework, resources and tools to support learning and examples of best practice. We also wanted to demonstrate how this all fitted in with Educations ‘big picture’. After a couple of conference calls I started to create my presentation and shared it with Martin and Wendy, deputy head.  Luckily for me, Wales is currently creating a new curriculum and have decided to incorporate information literacy into it so I was able to incorporate their slides into my presentation. It was important for me to make sure that the day was full of information but hands on too so I made sure it  included :-

  • Innovative games/ideas that they could use in their own lessons
  • Google Hangouts
  • How social media can have an impact

Inset training day

I felt It was important to start the day by demonstrate that this training and message was not just coming from me. That schools all across the world are using their school libraries successfully alongside the internet and that the two can and should work together, it is not about one or the other, it is both. It was also important for me to show that there are many school librarians out there doing inspiring things and working with teachers so I started with a demonstration of how social media was important to me and my own personal learning. I explained that I had sent a message out to my followers on twitter asking the following:-

I had some wonderful responses which I shared with the teachers but the one that I finished with was this one. A brilliant message!

I then moved onto information literacy and how the framework SLS are currently using links and supports the new Guernsey curriculum. We were able to show how the framework and SLS staff can support students to becoming independent learners through using the school library. We demonstrated how we could support and train teachers to use the school library in an innovative way, opening their eyes to the countless possibilities of using resources that were already in their school and just waiting to be used. All at no extra cost to the school and with full support and training included.


We played Kahoot an online quiz that you can create yourself. We wanted to demonstrate how easy it was to create a quiz but also use it for our own purposes. Our quiz made sure teachers knew about the support available from SLS and how to use the school library. It caused some great discussions especially around the thorny issue of using pictures without credit. We will be following up with some guidelines on this for teachers.

We had planned to play breakoutEdu after break but we began to realise that we needed to help the teachers understand what was available from the school library and how to access it otherwise they would not be able to play the game so we spent some time showing them how to find their way around the resources that we provide, how to access and use their ebook collection and their school library catalogue. We explained that they needed this information to play the next game.


Julia created our breakout game for this inset day. Breakout is based on a gameshow in America where contestants had to break out of a locked room. As it is not appropriate to lock students into a room this game has been adapted by school libraries, especially in America, to challenge students to unlock a box, using clues.   Ours was set up to ensure that teachers used the school library in order to work out the clues but teachers can use this game for their own subjects too.  They had to work as a team in order to get into the box in under 30 mins. It was great to see how fully engaged all the teachers were.

The box is in the middle of the teachers!

They managed to breakout in 23 mins...

Photo's by Martin Winward
Google Hangouts

I am very lucky to had made some very strong connections with librarians from twitter, so we decided to invite a couple to our inset day through Google hangouts. It was important to demonstrate how easy it was to connect with others around the world but also to help them understand how other school librarians support teachers in their schools. We invited Stony Evans a library Media Specialist at Lakeside High School in Hot Springs, Arkansas and Caroline Roche , a school librarian at Eltham College, South East London to give a 15 min presentation about how they collaborated with their teachers. Both gave really interesting presentations and shared lots of idea with us. We were very grateful for their time and enthusiasm in sharing their best practice with us.

Stony, talking to us at 7am in the morning!  

Photo by Stony Evans


The day ended by giving teachers the opportunity to feedback on what we had covered during our inset day and to decide how they would include any of this in next term's lessons. Several teachers commented on trying to use the Kahoot and Hangout within a lesson. There was also a lot of feedback on using the SLS website more and asking for support.

“I feel more confident to take a more immersive approach to topic work. I will utilise the SLS website and will liaise more closely with them.”

"Loved the cross curricular approach / opportunities…. MORE / MORE / MORE PLEASE" 

We look forward to supporting St Anne's more in the future. We are very grateful for this opportunity and for your enthusiasm throughout the day.