>> Hello, everyone.
I'm Kalina Black I work at the Learning and
Innovation Office at the Library of Congress,
and welcome to today's Online Office
Hours from the Library of Congress.
Today we are going to be learning
about and exploring the Teaching
of Primary Sources Consortium and the
Teaching of Primary Sources Teachers Network.
So Teaching of Primary Sources,
we also call that TPS.
This event will be recorded and any questions
or other participant contributions may be
made available, may be made publicly available
as part of the Library's archive.
We're really glad that you are joining us
today, whether by slides or by recording.
If this is your first time joining us, welcome.
And if you been with us before, welcome back.
To recap, these Office Hours
are short and informal.
We're going to start with about a 20-minute
presentation and then we'll open it
up to your questions and conversation.
And you'll have a chance to talk to each
other and our presenters using the chat.
So maybe if you go to the next side, I would
love for you all to get started using the chat
so please, if you can, tell us your
name, where you're joining us from,
and what subjects you teach
and who your students are.
So as I mentioned, today's episode is focused
on TPS Consortium and the TPS Teachers Network.
And we're really glad to
be joined by Vivian Awumey.
She is the Program Manager for the TPS Program.
And also Mary Johnson and she's the
Coordinator for the TPS Teachers Network.
If you have any questions or comments about what
they're presenting or for them at any point,
please feel free to post them in the chat box.
We'll also be posting any links that
they mention as they're presenting.
And we can also answer questions that
come up, or post them during the Q
and A. So now I'm really happy to
pass things over to our presenters.
>> Well, thanks very much, Kalina.
A good afternoon, everyone, and thanks
for signing into this brief presentation
about the Teaching with Primary
Sources, or TPS Consortium.
As Kalina said, my name is Vivian
Awumey and I'm the TPS Program Manager.
I hope that by the end of this presentation
you'll gain a better understanding
of the TPS Consortium.
You'll hopefully gain a few
examples of how the TPS Consortium,
or TPS partners increase the
Library's outreach to teachers.
And then also get some information about
getting involved with the TPS Consortium.
The vision of the TPS Consortium is that it
supports the Library of Congress's mission
to engage, inspire, and inform by fostering
relationships within the educational community
that promote effective teaching and learning
with the Library's digitized
primary sources in K-12 classrooms.
The TPS Consortium is a professional network
of universities, cultural institutions,
library systems, school districts,
and other educational organizations.
Members work together to share
information and devise new approaches,
and offer collaborative programming focused
on Library of Congress Primary Sources.
Consortium member organizations extend access
to the Teaching with Primary Sources Program
to teachers across the country by offering
professional development, curriculum,
and teaching materials, and
online interactives based
on our vast collections of
digitized primary sources.
Consortium members help elevate the effective
use of these materials in K-12 classrooms.
And this is a screenshot of our website.
We're currently in the process of updating it
so it will look very different
by the end of the month.
But you will find the URL in the chat box.
The Consortium had its beginnings in the
1990s when then Librarian of Congress,
Dr. James Billington, asked
curators to begin digitizing some
of the treasures in the collections
they managed.
All along he had an idea that these
materials could be used in K-12 classrooms
to enrich education and also to build
a new generation of Library patrons
who might actually never
visit the Library in person.
Today the Consortium has
143 drawing diverse members
and the Program has reached all 50 states,
the District of Columbia, and Puerto Rico.
Membership is open to any organization
that wished to embed analysis
of primary sources into their
educational programs.
Members of the Consortium are eligible to
request grants to support specific TPS projects.
Occasionally the Library conducts
national competitive searches
for nationally recognized organizations
that have vast teacher networks
and these organizations work with us to produce
co-created, co-branding teaching materials.
In 2019, we selected four such organizations:
The National Council for Social Studies,
National History Day, National
Council of Teachers of English,
and the Right Question Institute.
You will start to see some of the products
we've collaborated on over the next year or so.
I'd like to give you a glimpse of the
diversity of what our partners are doing
with Library of Congress online materials.
So Inquiry in the Upper Midwest
is a TPS project created
by the Minnesota Historical Society
focused on culturally relevant pedagogy.
They have created professional development
videos showing teachers using primary sources
to address the three tenants of this
practice which are motivating students
to choose academic success, tapping
into students' cultural competency,
and examining the status quo.
The Stanford History Education Group uses
the Library of Congress's Primary Sources
to build materials that teachers
can use to access, or rather,
assess students' critical thinking
and use of primary sources.
And here you see an example using a cartoon
from our Standard Oil Company collection
which asks students to analyze
the cartoon's messages.
Emerging America, operating out of western
Massachusetts, offers professional development
to teachers on supporting marginalized students.
And here you see a course that they have going
which starts in November on Accessing Inquiry
for English Learners through Primary Sources.
KidCitizen uses our primary sources to create an
online interactive for grades K through 5 based
on the scholarship of Ilene and Michael
Berson who are education professors
at the University of South Florida.
And here's one of their latest games
that uses our Rosa Parks collection
to help students consider family connections.
Our regional partners offer even
more opportunity to spread use
of the Library's primary sources geographically
in broader content areas, broader subject areas,
and with more diverse and student groups.
One of the ways in which they do this is by
offering small sub-grants to organizations
that are interested in becoming
Consortium members.
This is a sample of more of our Consortium
members and it illustrates their diversity.
So just shown here, you see groups ranging
from Native American groups, universities,
cultural institutions, including Ford Theater
and the African-American Civil War Museum,
and then also some school districts.
Next month our website will
feature an interactive map
which will help you find TPS
Consortium members in your area
who might offer professional development
or teaching materials of interest to you.
Or, if you represent an organization
that would like to join the Consortium,
you can look to see who's doing
what in your area to get an idea
of our Consortium members'
activities, or perhaps somebody
with whom you'd like to collaborate.
We're very big on collaboration,
we at this program.
And so, with that, I'd like to turn things
over to Mary Johnson who, as Kalina said,
is the Coordinator of the TPS Teachers Network.
This is a vital tool that extends
the work of the TPS Consortium.
>> All right.
Thank you very much, Vivian, and thank
you to the Learning and Innovation Office
at the Library of Congress also for the
opportunity to present this introduction
with TPS Teachers Network that it's designed
to host and facilitate community conversations
and all this focus is on using primary sources
to develop and improve student learning.
The Library of Congress first awarded a
TPS grant to Metropolitan State University
of Denver in 2011 to create this network.
It's a professional social media platform,
so free to join, password protected,
and we are just about, as of today, I think it
was 55 people short of reaching 10,000 members.
It is much more than a content
repository or archive.
It's really based on a peer-to-peer
model of teachers helping teachers.
If you wish to join the TPS Teachers Network,
I think I need to have you go back, Vivian.
There you go.
This is the URL for joining.
You're welcome to let colleagues know about it.
We use a two-step registration
process for security reasons
so once you've visited this link, follow the
instructions, you'll get a verification email
that allows you to complete your registration.
So we started with 25 members in 2011,
and we've reached nearly 10,000 today
so we hope you'll join us in
our 10K celebration coming soon.
The majority of our members are
K-12 teachers and librarians.
And we also welcome administrators,
and museum educators, archivists,
university level teacher educators, curriculum
specialists, really everybody with an interest
in supporting student inquiry
with primary sources.
Clearly the TPS Consortium members also that
are part of the program that Vivian manages,
they're an especially strong presence in the
Network, particularly during TPS workshops
and events throughout the
year and across the nation.
This picture that you're seeing right now on
your screen is a screenshot of the homepage.
So what I'd like do in this introduction
is just to take you on a basic visual tour
of the Network, so some of its organization
and some of the navigational tools
of the Network beginning with
this which is the homepage.
It's pretty typical of social
media platforms everywhere.
We have our logo at the top, then there's a
menu bar if you follow with your eyes from left
to right across the menu bar, you'll see
a home icon; then links to your profile;
groups in the Network; albums; TPS [inaudible]
-- I'll talk about that in a moment --
a tag search symbol; a question mark for
our help center; and then there's a bell
that shows notifications of new
activity that you haven't seen yet;
and an envelope for internal
messaging system; and finally,
to the right-hand side, a
search box and a logout icon.
And then down the major part of the
home page you see our activity feed
that brings everything together from across the
Network, takes up about two-thirds of the screen
and it, like all social media,
most recent activity
at the top with a few lines for each post.
You can use those down arrows on the
green boxes to expand each entry and kind
of skim through the post quickly.
But to read an entire post, I would suggest
that you click on the title of the post
because then you'll be able to see the whole
discussion thread that follows after each post.
On the right-hand side of the
screen you see a trending module.
It allows you to access curated content very
quickly so it's great for beginning tours
of the Network just so that you can have
an idea of what activity takes place there
and you'll also notice the icons:
The most liked, most viewed,
and most discussed posts across the Network.
And finally, on the lower right you see
a link to the latest Monthly Insider post
and I'll give you a little
more information on that later.
Scanning down, if you look at the home page,
you'd see even more tools available to you
and so I've just taken a few quick screenshots
of those tools and those modules for you.
On the left-hand side you see an events calendar
and that has links to workshop information
across the consortium, as well as links to
registration forms and additional information.
The recent content box has icons.
You can see I've circled those for
discussions, announcements, files, links,
albums, photos, videos, et cetera.
That's another quick tour of recent content.
There's a groups box and you can find all groups
by clicking on all groups at the bottom of that.
There's a members box.
And finally, that latest Teaching with
the Library of Congress blog post,
again, this is all from the home page.
I have starred that because, in my opinion,
it's one of the most amazing resources published
for teachers by the Learning and Innovation
Office so there's always an easy way to get
to it from the home page of
the TPS Teachers Network.
And that's only the home page.
I'll show you a few more navigation
tricks as we go through this instruction.
But first I'd just like to show
you briefly a bit of the variety
of what happens in the TPS Teachers Network.
This is just the home page detail.
Do you see who the California
social studies teacher replied
to a welcome message in a TPS seminar group.
That's the first entry.
Second entry, Kelly, who is a Colorado social
studies teacher, uploaded a video to an album
about the labor movement and conflict
in America in the TPS comments.
And Patrick, who is a high school librarian from
Philadelphia, uploaded an image to his album
for students studying "To Kill a Mockingbird"
and he had created his album in the group,
the Arts and Primary Sources group.
So again, clicking on the title of each
post brings you to the entire [inaudible]
and discussion around that post, complete
with comments, and replies, and likes.
And every type of content.
You can see three different types here.
It supports those conversations
around teaching with primary sources.
So whether you as a teacher start a discussion,
or share links to resource, or upload a video,
no matter what you share in the Network, every
member of the Network has the ability to expand
on those ideas through comments, and replies,
and maybe they just give you
a pat on the back with a like.
It's a friendly, supportive place to
learn from colleagues across the nation
and to share your expertise as well.
It's a network of groups, too, by the way.
So in addition to the social media structure, it
is built on a group model and everybody belongs
to the general group, the TPS Commons.
But I strongly encourage you
to join a broad range of groups
to enrich your experience in the Network.
Simply navigate to a group,
click on the join button,
that's the little figure,
little man with the plus sign.
And so it's easy to join any public group.
This list on the right-hand side of
the slide is just a very small sampling
of the public groups available.
There are dozens more and they're related to,
well, even grade level groups, for example,
there are three different elementary
groups, there are groups for teaching
with specific formats like maps or sounds.
There are quite a few content group
such as STEM, and English language arts,
and a civil rights group,
and election central group.
One for arts integration, more than one civics
group including, I see that Liz Osborne who's
with us today, she's in charge
of one of those civics groups,
American Jewish experience, and on, and on.
There are also some teaching
strategies focus groups
such as the culturally relevant pedagogy
group that Vivian alluded to in her part.
And, let's see, English language learners,
another one on teaching students
with and about disabilities.
There's some rural related groups for
school librarians, technology specialists.
One for pre-service teachers.
Also a member of workshop related groups for
TP workshops, sometimes those are private,
sometimes they are public like the
Professional Development Providers Institute
out of the eastern region,
or the Virginia lesson plans
and activities group, and many, many, many more.
So just easy to join them.
One thing I wanted to point out is that you can
read through the content in every public group,
but you must belong to a group before you
can contribute to it so go ahead and join.
All right, next slide.
This is a typical look in organization of
a single group in the TPS Teachers Network.
It's the group home page is on one of our newest
and most active public groups,
I think you guess why.
It's called Teaching Online
with Primary Sources.
And you can see circled in red the same
tools that you'll find across all groups.
So from left to right, discussions, albums,
videos, bio, links, and announcements,
plus a familiar and consistent top menu bar.
And if you look on the right-hand side,
when you go into an individual group,
you just get the recent content
box for that group only,
and the group members of that group only.
All right.
We have a few other helpful
features I'll point out quickly.
We publish an Insider post every month.
We might feature a user one month, or maybe
introduce a new group in another month,
maybe give you details of enhanced
functions new TPS products.
We also have a help center and it has
basic instructions in an FAQ format.
Just click on the question mark in that
top menu bar, you can always get there,
and this ranges from help for getting
started to even more advanced skills.
You see on the right-hand side
the Best of the Month Newsletter,
this one just came out yesterday.
And it always includes a spotlight on
teaching strategies, along with a curated list
of great discussions, and most
viewed albums, and more and more.
And you'll also receive notifications, by the
way, of new activity in your email inbox daily,
or weekly, or monthly depending
on how you say your preferences.
And the last thing I wanted to pointed
out on this slide is that gear icon.
You can use that gear icon to fix
and edit just about everything
and that has become my best
friend because I'm always trying
to make things better that I write.
I wanted also to just briefly
mention that we have a trained cadre
of fabulous TPS Teachers Network mentors.
We're always ready and willing to help you
with your questions related to primary sources.
They'll discuss teaching ideas with you and you
will see them often in the TPS Teachers Network,
very important part of the activity there.
So far I introduced you to the
basic organization and structure
of the TPS Teachers Network through navigation
tools and tricks, a few helpful features.
I showed you one slide that's typical
examples of the content you'll find.
I want to stress again the
peer-to-peer of this platform.
People keep coming back to the TPS Teachers
Network because it's so real and so practical.
And that's because practicing educators
are also the main contributors.
Our members grab wonderful resources and
teaching ideas from the Library of Congress
and then the culture of this
network encourages them
to add their professional expertise
and experience to that mix.
It's easy for any user to get started.
This is a slide that shows
you adding a discussion.
You would go to the group where you want to add
a post, click on the icon for the kind of post
that you want to add, so
discussion, file, video, et cetera.
And then you'd select add discussion
in this case, or add link or whatever,
fill in the title, add some text.
We do encourage you to add tags and you can see
in the lower left there are some predefined tags
for grade level and subject, and
also you can add custom tags.
And then click the end button at the
bottom and you've already got a post.
We do encourage the tagging because
it makes it more findable by teachers
who are searching using the search function.
The album tool in the Network is heavily,
heavily used more and more all the time.
It is like no other we have seen in other
educational networks to tell you the truth.
Better tools exist in other platforms
for creating primary source sets
but typically these tools limit selections
to the collections of single institutions.
In our system once you've clicked on create
album, and given it a title, and described it,
then the album tool makes it easy to upload
primary sources in a variety of formats.
You can upload audio, video, images, text,
historic newspaper articles,
manuscripts, on and on.
The album that you see here, the first part
of the album is the Greensboro sit-in album,
and you can see that it has the
description and has a screenshot
that I've just popped into
there with a copy-paste.
It has some tags.
And then below that it's the album
itself, just the beginning of it,
and that two images and an
oral history interview.
Very typical of the albums in the Network.
You can also add secondary sources and
links to other websites and publication,
even your own lesson plan
documents and lots more.
It provides, it also, the whole album system
provides support for developing lessons
and learning activities right
in the TPS Teachers Network.
You can even add teaching notes to
each item that you upload so it's kind
of an all-in-one development tool for building
primary source space lessons and activities.
Then it's got an export function
with several possibilities.
On the left you see the copy
shareable URL example.
You'll notice that at the top it strips out your
information, so your name doesn't go with it.
That's a security thing.
We stripped out your PII,
personal identifiable information.
That's using the copy shareable URL and you can
use that for presentations, you might insert it
into an online teaching tool, maybe in an
email to parents, or for substitute teachers.
But that's a nice option.
The easiest option and one that I use
but less often I would say is
to download as a simple PDF.
I quite like the advanced download because that
allows me to see less certain items to export
or to change their order so if
I'm teaching a specific class
or specific situation, I can pick and choose.
And finally, we also have the
option of exporting without PII
to Facebook, Twitter, and Pinterest.
If you're just getting started,
I have a few ideas for you
and then I'll be done, take questions.
If you'd like to upload an avatar, if you have
an empty head instead of a beautiful picture
of you, click on profile and then the smiley
face, then it's a quick operation to drag
and drop a photo from your computer
into the space provided and upload it.
I would say, if I were getting started, I would
want to just give myself some time to browse
through the activity feed, just maybe even
the trending list, maybe recent content,
also towards browsing through
albums created by other users.
I also think that it's a good idea to try a
few searches on topics of interest to you just
to see what's there, to get a real sense
of this network and what it has to offer.
As I suggested, please take a look
at several groups and join them.
And always remember help is never far
away, just look for the question mark,
and in that help center there's
also a contact link
where you'll actually reach a little person.
All right.
I have finished and I just wonder if
there are any questions I can answer
or that Vivian can answer?
>> Great. Thank you so much, Mary and
Vivian, for the overviews and also
that intro into demo of the TPS Network.
I know that I have used the Network
and I definitely appreciate
how current the exchanges are
and it's definitely good for day-to-day use.
And so one question that I have, as we're
waiting for others to share their thoughts
and their questions, is what kinds of materials
or products are our partners offering kind
of during this time as we're thinking
more about online teaching, and what -- ?
So that question is for Vivian
about know what partners are doing.
And then a question for Mary is
similarly what have you noticed
that you're seeing more of in the Network?
>> Okay. Online we have really just
a wonderful collection of things
that people are doing, mostly,
of course, webinars.
Some are synchronous, some are asynchronous.
And also courses, some courses are short, others
are longer, and also the possibility of credits.
The best way to find out what folks are
offering is to go into the TPS Network and look
at the calendar that Mary showed and
there there's a listing of most if not all
of the professional development
that our partners are offering.
>> And I would say that through the
Network I'm pretty aware of a lot
of what's going on across the nation.
There is no question, because we see it in
the Network, that teachers are struggling
and working hard to develop ideas and products
that will work no matter what's their
situation that they face in the fall.
The TPS western region, Peggy and Keith, I see
are in the meeting today, they've been working
with people on a low tech access, no
tech access, and high tech access idea
where they're coming up with ideas and
albums for supporting teachers who are
in who knows what situation in the fall.
And I think that that's true
across the consortium,
certainly the consortium have
moved all I think of their many,
many summer workshops completely online so
we're all figuring this out as we run [laughs].
I would suggest that we see the evidence
of these developments across the Network
but the group that really focuses on that
is teaching online with primary sources.
>> Thanks for that, and, yeah, you brought up
a really great point about the connectivity
and because internet access question or levels
of internet access, and Dana has reiterated
that [inaudible] Teachers
Network is a great resource.
Anyone else has any other questions, please
feel free to post them in the chat box.
I am noticing yet a couple of,
both our partners are here.
We have a library intern who's here which
is great, and others who have joined us
from across the country which
is really exciting.
And, Vivian, a question for you, so you
have mentioned you had shown a photo of a,
or a screenshot of a map
about partners and you said
that that will be available later this month?
>> Yeah. Or -- .
>> Okay. Great.
>> We're in the process of revamping our
page and hopefully by the end of the month,
at least that's what the plan is, you'll be
able to go to that map and find either providers
of [inaudible] and materials,
or find organizations to partner
with depending on their geographic location.
>> Great, yeah.
And we could post the link to the TPS
page in the chat box so please feel free
to refer back to that for updates.
And Lee Ann has a question, her [inaudible]
just came back on so [inaudible].
Crazy out there.
But she asked a question for Mary.
In the Network which groups
seem to be the most active?
>> You know, always the catchall
group is the TPS comments
so you'll see a great deal of
activity in the TPS comments.
I would say the disability history group,
certainly that teaching online
with primary sources group.
Now arts and primary sources
group is very active also.
Others come and go more depending
on what TPS workshops are going on.
And so it's worth joining all of them just,
you won't be overwhelmed by
notifications I don't think.
Oh, what others come to mind?
[Inaudible] the civics groups.
I think that in this fall coming
up we'll see a lot of activity
in election central for obvious reasons.
[Inaudible] anything, any
others or, Peggy or Keith,
that you're aware of, the really active ones?
Archivists, yes, the museum educators and
archivists groups has wonderful information
in it and is quite regularly visited.
That's off the top of my head [inaudible].
>> That's helpful.
That is helpful.
And she just added our incoming
Einstein fellow is a math teacher,
which groups should we suggest
that he join early on?
>> Oh, definitely the STEM group, no question.
>> [Inaudible] the suggestion.
And, you know, Vivian, both you and
Mary kind of mentioned the, I guess,
the obviously the breadth of the
teachers that we serve, K-12 teachers
and across the curriculum,
and so I wondered, Mary,
the representation of teachers in the Network.
Have you found that there is -- ?
Sort of where is the bulk
of the content coming from?
Is it more for a secondary teacher since
they're more content or elementary teachers,
or do you think there's a good mix?
>> I think there's a really good mix.
I think some of our most powerful group activity
happens in the See, Think, Wonder group which is
for pre-K through 2 or 3, and in the elementary
education group, and the KidCitizen group.
I would say that content-wise probably the
content heavy groups are more geared toward,
well, the activity is more secondary,
but certainly not limited to that.
One of the most active groups
is the school librarians group
because school librarians are a big presence
in our network and there's wonderful material
in there for reading picture books
but also, and then there's crossover
with the English language arts group which
tends to have a lot of content about the canon
of literature in high school, a really good mix.
I see Keith has mentioned that pre-service
teachers are quite active in the network.
We have a number of [inaudible]
and teacher educators who bring
in their pre-service teachers from a
number of institutions across the country
and it's a really good chance for
practicing teachers to interface with them
and give them ideas that I think will carry
through their teaching careers frankly.
>> Yeah. And I guess along those lines Dana's
asked about so can you talk a little bit
about the coaches and how they
support TPS Network users.
So, Vivian, can you speak to that a little bit?
I'll take you off mute.
>> And I'm not quite sure
which you're talking -- .
So, Mary can describe the
activities of the mentors
who are basically TPS coaches
within the network.
We also have TPS coaches who
work with our Consortium members.
They are prepared by our Consortium members
to help lead professional development,
to do a bit of writing if called
upon, to present at conferences.
And this, again, is a nationwide
network of folks,
a network that we're making
stronger as the years go on.
But we have now about a couple hundred of these
trained TPS coaches active across the country.
>> Yeah, and so Dana followed
up and she said that she -- .
And I don't know if you mentioned
that earlier, it cut off for me,
if you could also field it
about the Network mentors?
>> Yeah. We have thirteen right now,
Kalina, and they have been for the most part
with the Network since the early days.
They all go through a six weeks course
of training so that they become very,
very adept at using the Network and they
love what they do and they're so happy
to share materials and to
comment on Network [inaudible]
who contribute a lot of Network posts.
But they are real expert in the use of
the Network, but also experts in teaching
with primary sources so it's a great mix
and they're really committed
to the work that they do.
>> Great. Just scanning to check.
Okay, so another question in here [inaudible].
Yeah. So this question is for
Mary and it's about albums,
so Celia asks when you're
putting together an album,
how many sources would you recommend putting
in each and what gets the best response?
So any guidance on that?
>> Yeah. You know, I think that
probably our way of thinking is
that the album just has to work for you.
Most of the people who create albums in
the Network do them for themselves for use
in their own classrooms or their own libraries.
Celia's in a little bit different
situation because she's reaching,
wanting to reach out to people and
she's not in an actual classroom
so that's a little different idea.
Albums can become overwhelming I would
say if you have too many resources and
yet might have just the right resource
at the very bottom of your album
that will just spark a fabulous
learning experience out there
so I really don't think I can give you
any guidance on how many to include.
Try to think like a teacher is the
only guidance I can give [laughs].
>> Yeah, that's true.
Kind of a matter of balance and -- .
>> Yeah.
>> It is hard though, the
editing process is hard.
I know that.
>> I like to include a variety of formats
in the albums, too, if at all possible.
You know, I'm a huge fan of chronicling America.
I love the historic newspapers.
I think it's really important to include items
that are audio files, too, and video files,
films from the Library of Congress.
And we're seeing more and more audio
files included from the American Archives
of Public Broadcasting which is a giant
project with the Library of Congress
for the, especially for online learning.
>> Right, definitely that's a [inaudible]
great advice to I guess to show the breadth
of content, or the range of
formats that the Library offers.
But even for teachers and for students in
different disciplines who I guess are looking
to get information in different
ways, it's definitely, yeah,
definitely useful and a great tip.
And Dana has reminded me and now I remind
you all that we have done an Office Hour
on the AAPB, so American Archive
of Public Broadcasting, so, yeah,
do check out the session materials for
that that's available on the website.
We give a demo about that, yeah,
that's a great resource as well.
We also did one on Chronicling America so
there's, you mentioned a lot of good sort
of leads for folks to follow up on.
And just making sure that I
didn't miss anything else.
And thanks, everyone, for your
comments and your questions.
And I do hope that you'll check out the TPS,
the page that we put in the chat box as well
as the TPS Network, and please
just get involved.
Thanks, Dana, for putting the
Office Hour website in the chat box
so everyone can see these materials, materials
for today's session once we put that up online,
and also see materials from previous sessions.
So Vivian, Mary, any last words?
Thank you so much for doing this.
>> I don't think for me, I would just
like to thank you, Kalina, and thank Mary
and thank everyone who logged in.
>> And I will do that [laughs].
>> Great. Well, thanks so much
and everyone for joining us.
And I hope this [inaudible] I hope
you will explore the resources more.
Next week we'll be hearing from colleagues in
the Hispanic Division and they'll be talking
about online resources new division that
can be used in a classroom and we hope
that you'll join us, and until then, thanks
so much and we'll talk to you all very soon.