Gale Training

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OK, thank you again everyone

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for being on the line

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today. We're going to be running a train,

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the trainer live session, which

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is going to help us build strategies

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for staff training on your Gale In Context

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resources.

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And you'll notice I've put here that this session is specifically

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for K 12 folks. If you have anyone

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from the academic field or from the public

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field who are on the line, feel free

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to stay on the line. A lot of these best practices

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are going to be relevant for you as well. But this

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will be presented through a K 12 lens.

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So some of the examples will be pretty K 12

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specific

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and my name is Amber Winters and I am going

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to be a training trainer here for the day,

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quick agenda for our 30 minute session.

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So first, I want to talk about some of the best practices

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for training just in general.

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So some of the different things you should, you should have

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prepared ahead of time, the different work

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flows that might help you as you move through

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a training with your staff.

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Then I want to go into all of the different materials

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we've created for you. Gill has a pretty

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extensive support site that's

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got premade power points,

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tip sheets activities. I didn't even

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think of we have premade for

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you. So I do want to show you those. So you don't have to reinvent

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the wheel as you start to train, to train

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your staff. Excuse me.

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And then at the very end of the session, we should

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have time for any questions that I wasn't able

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to answer moving forward. But if you

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do have questions, go ahead and pop them into the chat.

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I'm sorry, into the Q and A at any time

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and I should be able to answer them. And

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then I do have some contact information for you as

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well. So we need to move forward. maybe

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review gale a little bit more. He'll be able to do

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that. And just a quick

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note here for everyone, this is a more advanced session.

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So today we're not going to be going into any of the

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resources or getting into the specifics

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about the resources. We really moved

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past that and we're going to be talking about how

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you can train on those resources that you already know.

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So if you need to know a little bit more about your resources,

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just in general, our support site is going

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to help you out with that. You'll get the information at the end

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of the session.

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So let's talk about your first steps for training

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here. What we always recommend is

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developing a needs assessment. This needs

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assessment might be just you

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organizing your thoughts, you kind of know what you want

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to do, but you need to get yourself organized or

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it might be pulling

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pulling your potential attendees

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to see what they're looking for and to see some of the information

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that they may be lacking right now. But what

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I like to focus on is the who the, what the, when

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the where

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And the why.

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So first who is going to sound pretty

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simple, but how many people

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are going to attend a session with 100

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people is going to look a lot different than a session with

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10 people.

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You're going to want to identify their roles

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because say a teacher will most

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likely need to know different things than

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your admin or another librarian. You might

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be training

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and you always want to consider comfort level as

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well. So again, as I mentioned, this is an advanced session.

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if you need to run a basic session, that's

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something important to know because that's just a different

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starting point altogether.

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Moving forward from who you're

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going to get into. What? So what exactly

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do you want to train on? And I like to mention

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that in an ideal world,

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you'll be able to train on every single

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aspect of the resource, every piece of content,

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every single tool every single workflow

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But of course, that's not the case.

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So when you're developing your, what

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you wanna make sure you pare down to just what

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your attendees are going to need. So, of course,

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again, that's going to depend to depend on their

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role. But what resources do you need

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to take a look at? Is there a specific one? Maybe,

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you know, Gale In Context: Science as opposed to Gale In Context: U.S. History

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Is there a specific tool in mind? You need

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to figure out what tools you want to take a look

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at specific content? If you know

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that you're

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audience is going to be running say

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a persuasive essay project and you want

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to make sure you highlight that content. Is

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there a specific work flow you have in mind maybe

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for more advanced students versus more basic

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students.

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And then are there any activities you want to include

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in your session? If you have a longer session,

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can you include something that's going to get your

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attendees into the resource kind of

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engaged a little bit more?

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And we do have a quick question here. Will this presentation

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be sent to participants? Yes,

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I'll include a PDF slide deck

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for anyone who attended or

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registered for this session in a a follow up email.

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So moving forward here now from our what is going

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to be our when? So of course, this

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is going to be built off of

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what you've already established for the who

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and the what. So it kind of expands upon

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each other, but

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you have to consider the best date in time. Of course, I

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know time is the one thing that's

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most likely all of you are lacking.

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So this one tile is usually a pretty hard

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one but try to get that set up before

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you really reach out. So, should you

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get something set up during the day after school?

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If you have a P D day coming up, a lot of times

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P D days are great times

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to run sessions about your gale resources,

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just because you have everyone there already. If you can

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squeeze in a little bit of time, that's generally

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going to be helpful

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and always think about session links.

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We like to say if you're not planning

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any sort of activity, you might not Wanna

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go over an hour, an hour is a long session

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to just sit and listen and take a look at a resource.

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If you're planning a session that's going to be over an

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hour, say 90 minutes or maybe two hours,

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you may want to consider throwing in an activity

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or some sort of collaborative period to

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kind of break things up. So definitely consider

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how long you're planning on making this session.

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because longer doesn't always mean

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more impactful, unfortunately, longer can mean

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more overwhelming and actually a little

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bit less information retained.

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Finally, the where this is something

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I think we're all still struggling with, even as we

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move out of kind of that pandemic mindset.

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Do we want virtual or do we want in person? Do

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we want it to be on a school's campus

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or if we're training the whole district,

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should it be in a district's office? So

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when you're considering the wear again, go

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back to what you've already established. The who what

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and when and that will help you identify

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the wear.

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And finally the why

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I've made a big tile because it's most

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likely going to be the most important tile.

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So this why is going

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to be your guiding uh your guiding

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light as you move through your training? So if you

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feel like you're getting off track, you want to

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move back to your why? So what is the goal of the resource

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if you just purchase this resource or maybe

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you're doing kind of an update session to remind everyone

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you have it? Why do you have it?

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Do you have it to support

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particular types of research? Do you have

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it to support specific students? Um

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Do you have it because you have so many great images

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and audio files and you want the videos sent

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out to teachers. What is the exact

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goal you want to make sure you keep your training aligned

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with that goal and you don't branch off

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too much from that because any branches you're going

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to add to your training tree are

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going to add just a little bit of

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confusion. It's just another layer. So you

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want to make sure that you're trying to stay

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as on track as you possibly can

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and you wanna make sure you know, how is this training

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going to benefit attendees? Is it

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a refresher that's just going to remind them of all

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where all of the tools are just as a quick

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reminder. Is it going to be something that's

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going to supplement their lessons?

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Are you focusing on Gale In Context: For Educators

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Are they going to be integrating

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lessons into their classrooms?

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Is it something that's going to help them with their English

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language learner students? Do they need to know about

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our translation features, things like that.

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So you want to know exactly how this is going

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to benefit your attendees and everything

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you do needs to roll up to that benefit.

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And finally, always try to have a, what

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do attendees need to know

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as well as they're leaving after

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the session? And it could be something very

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basic. You know,

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I just want them to know they have this resource

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and this is the content or it could be something

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more advanced. You know, I want them to know that

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students can utilize this resource

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in their end of year projects in their

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research projects. I need teachers to know,

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to get students engaged in this.

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So this why again, you'll see, I've made it a

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big tile is really going to be the

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driving factor in anything

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you do related to your training. So just always

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make sure your Y is clear.

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You can even write it on the top of the page if you want

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to just to keep your in line

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with what you're developing.

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Now, we're talking about who I like to set

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my attendees up kind of in little

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buckets. So I've just made some

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really basic ones here. So a teacher,

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if I'm going to be presenting to a teacher, most likely

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they're going to want to know how the content

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is going to fit into their classroom. So different

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curriculum alignments, they're going to most

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likely want to be able to collaborate with students,

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have students collaborate with each other. If

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you are currently using a learning learning

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management system, most likely they're going to want

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to know about that integration

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and they're going to want most likely know about student

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facing tools as well as some of the

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level documents we have in your gall resources.

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So they're most likely going to want to see how

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they can support different leveled

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students with different reading levels.

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And again, this is really basic. Yours may be more

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advanced. You may need to partition out your

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social studies teachers from your science teachers,

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from your E L A teachers, maybe

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your fifth grade teachers separate from your

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kindergarten teachers, you want to know

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your attendees best. And if

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you can build out these separate different units,

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it's going to make your training a lot more impactful.

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Another option, I'm sure probably

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a good chunk of you on the line are

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librarians. But if you're going to be training other

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librarians, maybe in your district, maybe

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at your specific school,

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you're most likely going going to want to know things

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that are a little bit different than teachers.

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It may be important to know not only about

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the collaboration tools but how

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you can use that to get content to interested

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teachers or to interested students.

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Of course, student facing research tools.

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Of course, a lot of times my wonderful

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librarians who are on the line, you're going to be working

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directly with students and you're going to need to be able

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to get that information out to them. So

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that's another key piece of information that you librarians

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may need to know

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like level documents. I've measured that

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again here. That's a great resource. But

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then the majority of

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and context collection, you'll be able

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to find level documents for different reading

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levels.

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And oftentimes advanced search strategies

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are going to be really helpful for you

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as librarians who may be pulling content to support

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different classes. Of course, if you have

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educators coming to you looking for contents,

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those advanced search strategies are going to be

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helpful.

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And one final kind of attendee

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bucket I wanted to include here for you to

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consider is going to be your admin

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your curriculum leaders, kind of your your leaders

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and your learning community. I think sometimes

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this group is looked over

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a little bit because they're not directly

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in the line of the resource.

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But these individuals can really utilize

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these again to support teachers

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if they need subject specific contents,

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like your curriculum leaders, you want

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them in these resources, pulling that content.

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So a training targeted towards them

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will most likely need to really have that

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information. And again, the sharing and collaboration

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is really helpful as well, especially if

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we're talking about something like Gale In Context: For Educators

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and your curriculum leaders

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are really going to be pulling different

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bits of content and sending it along to teachers.

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You want to make sure you can take the time out to

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train them appropriately. So they

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know the different bits of content they'll be able

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to, to reach and they'll be able to use

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the tools effectively and quickly to best

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develop their workflow.

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Now, moving on from the who we need to get the

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what set up, you know, the what's just going to be the

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flow of your session? What are you including?

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What are you maybe not including for

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now, maybe a tool that you just can't cover.

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Maybe a tool that your audience is not super

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interested in.

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What are you going to include it? So first

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thing I'd like to do is just start with my presentation

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slides. So that's going to be a nice

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resource overview on Power Point.

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Um If you're using Google Slides,

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whatever presentation, so let's just surface

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all the content. You know, this is Gale In Context: Elementary

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these are the subjects

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that are included,

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but right here, this is where you need to

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include your why. So why

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should they use it? Why is the session

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they're attending? Important? Of course, it's

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doubly important. If this is a session they're

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required to take as opposed to choosing, you

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want to make sure you get that hook in and you give them

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the why as soon as possible. So

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while you're still on your slides before you jump

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into the resource or do anything else,

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make sure you, your attendees know

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the why is because this is going to make

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your E E L A class so much

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easier, you're going to have access to all of

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these great primary sources for your social

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studies class. your science

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class, we have all of these great experiments. They're

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going to make it easier for you. Make sure

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they have that why before they

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even launch it. So that kind of sets their mind

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at where they're going to be throughout the session.

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Next.

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Just don't go ahead and jump right on the resource home

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page.

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So that's kind of a nice orientation

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for your attendees. So walk through

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that home page. Show them where that topic

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page browses towards the bottom of the home page

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and then start talking about your search functionality

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a little bit. So again, this is just getting them

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used to the very basics

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of the platform. And this may be a step that

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you can skip over. If you're running an advanced session

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or a refresher session, they may

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not need to know that homepage orientation.

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But if you're just starting out with a new group of individuals,

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most likely they will need just that quick orientation

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of the home page to really get them started.

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And once you've had that orientation,

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I like to move on to the search structure.

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So this is really how I process

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my sessions. It's kind of how a normal

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workflow would progress. If you were a teacher

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or you were a student using this resource,

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you would most likely start on the home page

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and then you would most likely run a search. So

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then we're going to start talking about search structure,

[00:13:54.807]
our basic searching.

[00:13:56.668]
If you're running a basic search, we do have

[00:13:58.788]
predictive text that's going into

[00:14:00.960]
land users into topic pages. Of

[00:14:02.989]
course, tho those bits of text are bolden.

[00:14:05.700]
So it's often great to send out to your

[00:14:07.788]
attendees to make them aware that they can

[00:14:09.899]
launch right into the topic pages.

[00:14:12.479]
Advanced search is great to put here as well, especially

[00:14:14.869]
for your advanced users.

[00:14:16.840]
And then I like to lump topic topic finder

[00:14:18.989]
in here as well because it is found under the advanced

[00:14:21.440]
search section. So it's another way to search

[00:14:23.619]
for content.

[00:14:24.879]
So I like to include that here as we

[00:14:26.960]
move forward through our session

[00:14:29.788]
from theirs,

[00:14:31.710]
you're most likely going to want to show off some search

[00:14:33.849]
results. So run yourself a search

[00:14:35.859]
I want to mention here, I always

[00:14:37.908]
suggest having your search in mind ahead of

[00:14:39.969]
time. That way you kind of know what

[00:14:42.038]
content you're going to be seeing. It's nice

[00:14:44.149]
to find a topic that has um

[00:14:46.500]
content in a a variety

[00:14:48.548]
of different modes.

[00:14:50.690]
So you'll have some written content, you have

[00:14:52.769]
some images, some videos, maybe some primary

[00:14:54.969]
sources. So find a search

[00:14:57.109]
that works works best for you. It's also

[00:14:59.139]
great to again speak with your attendees

[00:15:01.408]
if you can ahead of time to know what they're working

[00:15:03.668]
on and then you can tailor your search that way

[00:15:06.359]
running through a search. You're gonna want

[00:15:08.389]
to show the different filtering options

[00:15:10.479]
that we have available on that right hand side of the

[00:15:12.538]
screen, we have so many filters that

[00:15:14.649]
are going to help your users really narrow

[00:15:16.879]
down their content really simply. So on

[00:15:19.219]
a search results page, you're going to want to focus

[00:15:21.408]
on that. You may want to focus on

[00:15:23.460]
the different content bucket organizations,

[00:15:25.798]
so they can narrow down. So just looking at

[00:15:27.950]
images as opposed to having to kind of click

[00:15:30.119]
through all of our different entries, we have that

[00:15:32.519]
narrow down for them

[00:15:35.090]
And we also have the level document discovery.

[00:15:37.750]
So if you have educators who are maybe

[00:15:39.889]
trying to support a few

[00:15:41.918]
different reading levels in their class,

[00:15:44.349]
is this is especially common, of

[00:15:46.427]
course, in the K5 arena,

[00:15:48.918]
they can narrow down to level documents. So documents

[00:15:51.369]
that have two different reading levels attached

[00:15:53.807]
to them. Gill has created those and

[00:15:55.927]
leveled them specifically for your users.

[00:15:58.570]
So you may want to show that as a nice filter on

[00:16:00.927]
the search results page.

[00:16:02.869]
And once you review those search results,

[00:16:05.869]
then I recommend at that point getting into

[00:16:08.048]
the document oftentimes this step

[00:16:10.798]
is a the majority

[00:16:12.908]
of your training session because on the document,

[00:16:14.969]
there are so many different tools that

[00:16:17.048]
you may want to take a look at. So starting

[00:16:19.129]
with that explore panel on the right hand side

[00:16:22.019]
also where you're on the doc while you're on the document,

[00:16:24.104]
you're going to find your citations,

[00:16:26.182]
your translation tool, all of our text

[00:16:28.205]
manipulation, our highlights and notes, our drive

[00:16:30.734]
integrations and our get links. So all of

[00:16:32.774]
those tools are found while you're in

[00:16:34.835]
a document.

[00:16:36.033]
So instead of clicking back and forth between

[00:16:38.283]
you know, searches, something else or advanced

[00:16:40.575]
search to make back to a document,

[00:16:42.835]
run your search first, show your search

[00:16:45.163]
tools, find a nice document

[00:16:47.205]
or image or video or whatever piece

[00:16:49.215]
of content,

[00:16:50.432]
show your tools from there

[00:16:52.349]
So we're not bouncing back and forth a lot. We're

[00:16:54.440]
not kind of pulling ourselves back

[00:16:56.859]
and then jumping back forward into a document. This

[00:16:59.009]
is going to keep it nice and organized.

[00:17:01.320]
And at this point, this section, you may

[00:17:03.349]
have tools that you just can't access

[00:17:06.077]
or you just can't focus on,

[00:17:08.380]
especially if you, you are working

[00:17:10.660]
with a limited amount of time. You know, if you have 30

[00:17:12.739]
minutes to, hey, this is what you have.

[00:17:14.969]
You may need to skip some of the different tools

[00:17:17.019]
available that might need not be as important

[00:17:19.489]
to your users right now. So you definitely

[00:17:21.699]
want to consider that. Is there something that

[00:17:23.739]
for now, you might need to, to step over

[00:17:26.577]
for your session

[00:17:29.729]
And always consider if you have time for an

[00:17:31.750]
activity and this can be anywhere

[00:17:33.969]
within the session that you think an activity would

[00:17:35.989]
be beneficial for your users for

[00:17:38.140]
your attendees. And again, of course, this

[00:17:40.278]
might not be possible if you have 30 minutes. But

[00:17:42.528]
if you do have a larger say PD

[00:17:45.028]
session, consider

[00:17:47.107]
an activity. Where can you put an activity?

[00:17:49.375]
We've seen success with Scavenger

[00:17:51.423]
Hunts escape Rooms, group

[00:17:53.702]
collaboration boards where they can come together

[00:17:55.952]
and just provide ideas for using the resource

[00:17:58.492]
breakout rooms. If you all are doing

[00:18:00.634]
a virtual session are always a great option

[00:18:02.834]
to have small breakout rooms who can

[00:18:04.933]
then come together with whatever type

[00:18:07.183]
of information they created.

[00:18:09.617]
So always try to consider if you do

[00:18:11.798]
have an activity available, even

[00:18:14.337]
it could be just a quick poll, you know,

[00:18:17.367]
who likes this translation tool, who's planning

[00:18:19.548]
on utilizing this translation tool?

[00:18:21.857]
Just simple little things that can

[00:18:23.890]
help get your users

[00:18:26.058]
in the resource and kind of exploring a little

[00:18:28.357]
bit. So

[00:18:31.910]
briefly, let's talk about the we and

[00:18:33.920]
again, I know this is the absolute

[00:18:36.337]
hardest part of scheduling and training

[00:18:38.449]
is getting that we down. But again, I

[00:18:40.660]
do want to mention you've seen a lot of success

[00:18:43.250]
getting time on established

[00:18:45.640]
P D days. So if you can work with your admin

[00:18:48.630]
and get some time set up for

[00:18:50.660]
that. a lot of times you'll see

[00:18:52.689]
a lot of of benefits and you'll

[00:18:54.788]
often time see larger groups attending,

[00:18:57.847]
even if it's not required. We've seen

[00:19:00.199]
if it's on a P D day and they get to choose

[00:19:02.489]
where they want to go. A lot of times you can have

[00:19:04.729]
them kind of navigate towards your session

[00:19:07.317]
without it being required

[00:19:10.170]
and consider the day of the week. So you're not, if you're not

[00:19:12.308]
able to do a P D day session,

[00:19:15.140]
consider what day of the week you want

[00:19:17.209]
to do. Generally Tuesdays and Thursdays

[00:19:20.028]
see the best attendance

[00:19:22.567]
and the best um interactions

[00:19:25.117]
in the session. So see if you can squeeze

[00:19:27.390]
in some time on those days, if you have Tuesdays

[00:19:29.449]
or Thursdays open.

[00:19:31.250]
That may be the way to go.

[00:19:33.519]
Also consider the time of the year

[00:19:36.067]
when you're going through these resources, especially

[00:19:38.077]
if you have a longer session planned, it can be

[00:19:40.150]
fairly overwhelming. So consider

[00:19:42.219]
what your teachers, what your admin are going

[00:19:44.347]
through before you run your session. You

[00:19:46.489]
may want to avoid back to school, even

[00:19:48.597]
though it makes sense to kind of get everyone engaged

[00:19:50.827]
with the resources as they're getting started.

[00:19:53.019]
You know, they can integrate it early on. right

[00:19:55.410]
at the very

[00:19:56.567]
start of school, of course, everyone

[00:19:58.640]
is so overwhelmed. So we recommend

[00:20:00.759]
maybe give it a month or two after the

[00:20:02.788]
start of school. So you can start to get a little bit of

[00:20:05.209]
a footing underneath you and then

[00:20:07.337]
you can have a session to kind of remind everyone, you know,

[00:20:09.390]
these are the resources you have.

[00:20:11.808]
You may also want to skip

[00:20:14.107]
end of the school year because of course,

[00:20:16.400]
come summer, a lot of what they learn

[00:20:18.528]
might have flown out of their brains

[00:20:20.769]
just a little bit over the summer. So

[00:20:23.028]
you may want to consider not

[00:20:25.430]
utilizing the end of the school year

[00:20:27.607]
for a lot of trainings on these resources.

[00:20:30.900]
But again, this is going to of course, vary based

[00:20:33.097]
on

[00:20:34.597]
who you're working with, based on how your

[00:20:36.607]
district is set up. But these are just some best

[00:20:39.380]
practices that we here at Gale have

[00:20:41.607]
found to help us be successful with our trainings.

[00:20:46.689]
Now, where again, we're still a lot

[00:20:48.910]
of us struggling in person first, virtual.

[00:20:51.660]
So a few things I want you to think about as you're

[00:20:53.788]
planning your session

[00:20:55.209]
in person,

[00:20:56.459]
one kind of drawback is you're going to have

[00:20:58.469]
to find a mutual site.

[00:21:00.587]
Ok. So best sites you have to think about drive

[00:21:02.670]
time. Are you going to have enough parking? Are

[00:21:04.857]
you going to have enough access? Is your,

[00:21:07.337]
um, presentation room going to be

[00:21:09.357]
big enough? So those are some kind

[00:21:11.390]
of negatives about an in person session. But

[00:21:13.479]
of course, you'll have your easier club

[00:21:15.489]
operation. You have expanded

[00:21:17.519]
activity options because you're right in the room. So

[00:21:19.640]
people will be able to physically work with each

[00:21:21.689]
other and build their scavenger

[00:21:24.180]
hunts or run through an escape room, whatever you have

[00:21:26.269]
planned.

[00:21:27.769]
And of course, in person gives you the possibilities

[00:21:30.347]
for things like lunch and learns and

[00:21:32.519]
providing other incentives, which I'm

[00:21:34.567]
sure none of you are surprised. The

[00:21:36.729]
gale training team has had a lot of success and

[00:21:38.808]
if you can promise food, um,

[00:21:41.097]
a lot of times you're going to get more individuals.

[00:21:43.150]
And of course, having an in person

[00:21:45.170]
session is most likely going to make that easier

[00:21:47.847]
than if you're running a virtual session.

[00:21:50.087]
But at the same time, there's plenty of benefits

[00:21:52.308]
for your virtual session. The first of course,

[00:21:54.519]
attendees can join from anywhere. So you don't

[00:21:56.587]
need to worry about getting everyone piled into one

[00:21:58.699]
room. They can join

[00:22:00.719]
from their classroom. You know, if they're only gonna

[00:22:02.778]
be attending for a tiny little bit,

[00:22:04.837]
they can join from their classroom, really simply,

[00:22:07.038]
they're going to have access to their own personal attack

[00:22:09.317]
and supplies as well. So they'll have their own

[00:22:11.347]
set up. So if they're going to be walking

[00:22:13.380]
through the resources with you,

[00:22:15.519]
it may be beneficial to have them working virtually

[00:22:17.900]
because they'll have kind of the

[00:22:20.920]
the set up that they're going to be using for

[00:22:23.097]
the whole school year, they're going to have that.

[00:22:25.259]
So they're really going to get that experience

[00:22:27.459]
of exactly what they're going to be doing moving forward.

[00:22:30.209]
Of course, if we're talking about negatives,

[00:22:32.837]
when we're with a virtual session, there's going

[00:22:34.880]
to be a little bit more limited collaboration.

[00:22:37.739]
Generally, you're going to be a little bit more creative

[00:22:40.239]
to build activities that are going to work virtually.

[00:22:43.180]
breakout rooms are often a really

[00:22:45.189]
great way to do that. But a lot

[00:22:47.449]
of times that does require a little more

[00:22:49.617]
um consideration

[00:22:52.519]
and you also need to be more creative with your incentives

[00:22:55.019]
to join. Of course, lunch and

[00:22:57.097]
learns are a little bit harder. You can certainly always

[00:22:59.380]
send everyone Grubhub gift cards, but that's

[00:23:01.519]
generally pretty expensive.

[00:23:03.469]
So you'll need to be a little bit more creative with incentives.

[00:23:06.000]
So sometimes it is harder to incentivize

[00:23:08.229]
individuals. to jump onto

[00:23:10.250]
a virtual session.

[00:23:11.837]
But I do want to mention that oftentimes virtual

[00:23:14.430]
sessions are actually the better option.

[00:23:17.009]
I think we find that the default

[00:23:19.180]
is, has been historically

[00:23:21.587]
before the pandemic, the pandemic

[00:23:24.500]
has been in person sessions.

[00:23:27.170]
but virtual can be just

[00:23:29.288]
as effective if not more depending

[00:23:31.337]
on who's attending and what

[00:23:33.567]
they need from the session. So make

[00:23:35.837]
sure you don't always default in person.

[00:23:38.009]
You may want to really take a look at virtual

[00:23:40.028]
training and see how that might integrate

[00:23:42.327]
better and provide a better outcome for your

[00:23:44.367]
attendees.

[00:23:47.689]
Now, before we leave for the day, I have to mention

[00:23:50.067]
everything Gill has available to you. So

[00:23:52.130]
I've given you some strategies and now

[00:23:54.160]
I'm hoping to shave some time off of your planning

[00:23:56.750]
for these sessions. So first Gil

[00:23:58.798]
has made

[00:23:59.808]
prec created trading slide decks for

[00:24:02.028]
your in context resources. So

[00:24:04.199]
we have, we've already built out the screenshots.

[00:24:06.548]
We've built out all of the slides you'll see

[00:24:08.567]
on my screen here. We've also built you out of script.

[00:24:11.630]
So all you need to do is pick and choose which

[00:24:13.857]
slides you want to include. Um these

[00:24:16.439]
power points we've created are pretty hefty. A lot

[00:24:18.500]
of them have upwards of 50

[00:24:20.509]
slides. So you'll pick and choose what

[00:24:22.528]
works for your,

[00:24:23.930]
for your attendees. You'll enter

[00:24:26.028]
in some of your school information.

[00:24:28.219]
There's a little bit that you need to customize just

[00:24:30.327]
to make sure that you can get that out to

[00:24:32.660]
your candies. But then it's good to go. You just start

[00:24:34.939]
your presentation and you go. So

[00:24:37.199]
that's a really hopefully nice way to shave

[00:24:39.209]
off some time. We have those pre created

[00:24:41.288]
materials for you.

[00:24:44.000]
We also have professional development activities.

[00:24:47.067]
So if you are in person, these will work

[00:24:49.357]
or if you're virtual, they may work as well. You'll

[00:24:51.449]
see. We have a Tik Tok tow,

[00:24:53.357]
we have a blank bingo card that you'll be

[00:24:55.367]
able to fill out. So if you need to get your user

[00:24:57.660]
or I'm sorry, your attendees engaged

[00:25:00.019]
as you're talking and as you're working through these

[00:25:02.180]
resources, this may be a good way

[00:25:04.259]
for you to do that to print out or to

[00:25:06.317]
send these activities electronically

[00:25:09.000]
to whoever is going to be attending.

[00:25:12.410]
Finally, we have tip sheets. So if

[00:25:14.567]
you're not actually going to have any sort of synchronous

[00:25:17.077]
training, let's say your training is going

[00:25:19.250]
to be much more informal, much more asynchronous

[00:25:21.689]
and you just need to get some quick information out

[00:25:23.949]
to your teachers or your librarians

[00:25:26.189]
or your admin.

[00:25:27.920]
We have some pre creative tips sheets here. You see, I've just

[00:25:30.058]
pulled two forward, have some.

[00:25:32.308]
This one is specifically focused

[00:25:34.528]
around Black History Month using

[00:25:36.709]
Gale in Context: For Educators. While

[00:25:38.867]
this one on the right hand side here, this is

[00:25:40.939]
just a basic tips sheet about Gale In Context: Environmental Studies

[00:25:43.439]


[00:25:45.519]
So you'll find

[00:25:46.920]
both beginner and advanced content

[00:25:48.939]
right here on our support sites

[00:25:50.979]
to kind of help you move forward in our support site

[00:25:54.160]
is support

[00:25:55.298]
dale dot com forward slash training.

[00:25:57.910]
So all of those things I just mentioned, you'll find

[00:26:00.019]
there, we also have pre-recorded

[00:26:02.229]
webinars. So if again, maybe you

[00:26:04.259]
can't run any sort of synchronous training,

[00:26:06.650]
but you really want your staff to know about

[00:26:09.019]
your Gale In Context: Opposing Viewpoints

[00:26:11.117]
resource. We have a pre-recorded

[00:26:13.269]
webinar for you. It's about 30 minutes

[00:26:15.827]
so you can just copy it, copy and

[00:26:17.847]
paste it and share it wherever it needs to go to kind

[00:26:19.930]
of get them engaged.

[00:26:21.528]
We also have really nice short tutorials.

[00:26:23.827]
So maybe you just want to mention

[00:26:25.900]
highlights and notes to your

[00:26:28.048]
social studies departments. You know, they're going

[00:26:30.219]
to be running a research project and you want them

[00:26:32.269]
to know about that. We have about a two minute

[00:26:34.278]
tutorial about highlights and notes that you

[00:26:36.327]
can again just send to whoever you need to have

[00:26:38.519]
it and then they'll get that asynchronous

[00:26:40.979]
learning and you won't need to build it yourself.

[00:26:43.479]
You won't need to record it. It's all ready

[00:26:45.519]
to go for you.

[00:26:46.867]
So again, all of those materials

[00:26:48.930]
are found on support.gale.com/training

[00:26:51.660]


[00:26:54.058]
is where you'll find all

[00:26:56.180]
of that great content.

[00:27:00.009]
No, I haven't really stopped for any questions. I haven't

[00:27:02.160]
seen any coming through. But let me ask

[00:27:04.439]
now we've got about two minutes. Does anyone

[00:27:06.660]
have any questions about anything? Anything

[00:27:09.009]
you would like clarified? Um

[00:27:11.759]
for suggestions, if you've

[00:27:13.890]
had a really great experience with training recently,

[00:27:16.140]
I would love to see those in the Q and A and

[00:27:18.160]
they can share them out with everyone who's on the line today.

[00:27:20.259]
So if you've had something really positive

[00:27:22.699]
happen in one of your sessions that you would like to share

[00:27:24.778]
out, go ahead and pop that into the Q

[00:27:26.959]
and A for me and I can share it out with everyone on the line

[00:27:29.317]
that's always beneficial to hear

[00:27:31.347]
from you.

[00:27:32.528]
Um While I'm waiting to see if we have any questions

[00:27:34.817]
pop up though, I will give you just some

[00:27:36.930]
wrap up information. So if you do need

[00:27:39.077]
to talk a little bit more about your resources,

[00:27:41.298]
um maybe you're just a little rusty

[00:27:43.430]
and before your session, you want to make sure you're up to date,

[00:27:45.939]
reach out to your customer success manager. If

[00:27:47.979]
you don't know who that is.

[00:27:49.250]
[email protected]

[00:27:51.597]
you'll be forwarded to the correct individual

[00:27:54.019]
and they can walk through all of your resources.

[00:27:56.538]
If you want to talk to your sales consultant, I would

[00:27:58.558]
like to include that information here. If you don't know who

[00:28:00.670]
it is. support.gale.com/repfinder

[00:28:02.729]
is gonna help you out

[00:28:04.837]
there again, our support site,

[00:28:06.979]
we're going to find all of those great premade materials

[00:28:09.400]
support dot com

[00:28:11.160]
and I have a session survey. If you

[00:28:13.199]
have the time, it's automatically going

[00:28:15.269]
to pop up into your browser for you. But

[00:28:17.500]
I also have a QR code here. So if your phone's handy,

[00:28:20.317]
I would love for you to take that for me. And

[00:28:22.479]
now it looks like we have a quick question pop up here.

[00:28:25.357]
So let me just read quickly. So

[00:28:27.367]
do you have any tips for producing asynchronous

[00:28:29.920]
or on demand courses that train teachers and librarians

[00:28:32.160]
and go? Um So the question is about

[00:28:34.439]
um producing your own asynchronous

[00:28:36.519]
or on demand training.

[00:28:39.087]
So um Joel, I will say

[00:28:41.857]
one thing I found is don't make your asynchronous

[00:28:44.709]
sessions too long, especially

[00:28:47.150]
when we're talking about asynchronous learning. It's often times

[00:28:49.298]
harder to grab attention to keep

[00:28:51.699]
attention.

[00:28:52.750]
So I always suggest smaller

[00:28:54.808]
modules, little smaller sections. Maybe

[00:28:57.067]
you have like a 15 minutes to mastery gil

[00:28:59.250]
us some of those periodically. and

[00:29:01.390]
you 15 minutes about one specific

[00:29:03.607]
tool or maybe just look at this really great

[00:29:06.000]
piece of content you're going to find within

[00:29:08.390]
g context biography. You know, look at all of these

[00:29:10.459]
timelines I can pull here

[00:29:12.410]
or you may want to um

[00:29:15.107]
you know, even run again those two minute

[00:29:17.130]
tutorials like we have in the support site. Look

[00:29:19.528]
at this one cool piece of information

[00:29:22.009]
and then at the end, you can even put, you know, if

[00:29:24.107]
you want to know more. If you want to set up a time

[00:29:26.229]
with me to go through this,

[00:29:28.170]
shoot me an email or, you know, come

[00:29:30.308]
into the library and speak with me. Um

[00:29:32.430]
So try to keep it short and sweet

[00:29:34.558]
and then give them something to act on. So have

[00:29:36.910]
them reach out to you or you know, click

[00:29:39.189]
here for more information. You can again have smaller

[00:29:41.670]
bits of information that they can click through on their own

[00:29:43.729]
time. We found it's really helpful

[00:29:46.097]
to save to

[00:29:48.097]
save sessions for smaller bits. So

[00:29:50.670]
I, I was a former teacher. So I, I know

[00:29:52.900]
that sometimes you, you literally have 10 minutes

[00:29:55.400]
free in your day. So if you want to take a look

[00:29:57.577]
at something quickly, a 30 minute webinar

[00:29:59.709]
is probably not going to be something that

[00:30:02.107]
you're going to want to start, but

[00:30:04.140]
a five minute quick tips video

[00:30:06.380]
is going to be something, think that could be really, really beneficial.

[00:30:08.875]
So um try to keep it short

[00:30:10.972]
or you can build kind of a collection,

[00:30:13.153]
you can have some short options, some

[00:30:15.265]
medium and some long options. So they can again,

[00:30:17.275]
kind of choose what's going to work

[00:30:19.285]
best for them when we're talking about producing

[00:30:21.564]
things that are asynchronous. You want to give

[00:30:23.702]
choices because that's going to

[00:30:26.265]
hopefully get more people engaged

[00:30:28.433]
because they're going to be able to kind

[00:30:30.535]
of work with their own preference.

[00:30:38.150]
OK.

[00:30:40.439]
No, I don't see any other questions on the line.

[00:30:42.739]
Here today. So I'll go ahead and end the session.

[00:30:45.117]
I do appreciate everyone for being here. If

[00:30:47.410]
you think of any questions that

[00:30:49.479]
you didn't answer while we were on the line. Feel free

[00:30:51.650]
to reach out to me. Otherwise

[00:30:53.949]
hopefully we'll see you in future sessions and

[00:30:56.019]
enjoy the rest of your day.