IMLS National Leadership Grant – Artificial Intelligence (AI)

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You may be aware that YALSA is partnering with Michigan State University and Indiana University for an AI literacy program for youth in underserved communities. The libraries involved in the project include the San Diego Central Library (San Diego, CA), Carroll County Public Library (New Windsor, MD), and the Capital Area District Library (Lansing, MI).  The following is an interview with Dr. Heerin Lee and Dr. Kayhun Choi who are leading the project. This will be a great resource for working with teens and AI!

Q: Please introduce yourself and briefly explain how you are partnering with YALSA.

A: Heerin: Hello! I am Heerin Lee, a Principial Investigator (PI) of a project called “AI & Co-design in public libraries: Empowering underserved youth to cultivate symbiotic relationships between Artificial Intelligence (AI) and their communities.” I am an assistant professor in the department of media and information at Michigan State University, working in the field of Human-Robot Interaction (HRI). I design and evaluate robots for social good with the aim of empowering socially marginalized groups, including people from lower socioeconomic backgrounds, racial minorities, and older adults.

Kahyun: Hi, I am Kahyun Choi, a co-PI of this project. I am an assistant professor of Information and Library Science at Indiana University Bloomington. I am an expert in AI models for music digital libraries. I bring my experience of developing and teaching an introductory and intuitive machine learning course to this project. When I am not working, I love to spend time with my husband and daughter, do yoga, and listen to audiobooks, podcasts, and music.

Heerin & Kahyun: YALSA as a partner will publicize our open-source education materials developed within this project to librarians all over the US. These materials will include a detailed process of how we develop our program and how we run it including a summary of each session, main takeaways, lessons learned, and suggestions for future literacy programs. YALSA will also help us develop AI literacy webinars for librarians, promote the program, and perform other marketing activities via their outlets, such as social media, weekly newsletter, e-blast and other platforms.

Q: What interests you most about AI, and what led you to it as a course of study?

A: Heerin: While AI influences many people, only a relatively small population of engineers determine how the public interacts with AI in everyday life. The public’s limited access to AI knowledge stems from the fact that it is mostly disseminated by higher education programs. In particular, these programs mostly focus on computational aspects of AI rather than on social and ethical aspects. This could reinforce a digital divide and inequity issues at a national level. Thus, I thought it is crucial to run AI literacy programs through sustainable infrastructures like public libraries where community members, regardless of their socioeconomic backgrounds, have access to AI knowledge.

Kahyun: About 15 years ago, I got fascinated by powerful emotions coming from music. Instead of becoming a singer-songwriter, I built an AI model that could understand music emotions to some degree by capturing relationships between audio signals and emotions. Ever since, I have developed AI models that can annotate music, song lyrics, and poems with topics, emotions, and genres. While developing and offering an introductory AI course based on music applications to students without technical backgrounds, I realized the importance of intuitive and accessible AI education for the public and, particularly, underserved populations.

Q: Why did you choose public libraries to focus your research?

A: Heerin & Kahyun: As I briefly explained in my answer above, I think it is significant to disseminate AI knowledge through well-developed infrastructures so that many people have access to it regardless of their socioeconomic status. Economically underserved communities, in particular, are vulnerable to AI’s negative consequences as they are largely excluded from the decision-making process of envisioning AI technologies in society. Since the internet emerged in the mid-1990s, public libraries, as early adopters, have long played a critical role in enhancing the public’s technology literacy in the US. As we enter an era of increased AI technology in our society, libraries have tremendous potential for nurturing AI literacy.

Q: Is there anything you hope that youth will gain with AI as a result of your project?

A: The two main components of our program are 1) Module 1—Understanding core concepts of AI, and 2) Module 2—Envisioning AI for local industries. With these two modules, we hope youth not only learn core AI concepts, but also get more actively engaged with their local civic issues as AI co-designers. For example, we will introduce local media stories about AI in their communities and discuss how technological issues are closely entangled with social issues. Our program will develop critical thinking capabilities, enabling youth to understand AI-related social issues in their communities and actively participate in public discourse about AI technologies.

This project particularly adopts an asset-based approach, which is a pedagogy built upon a critical race theory that views students from socially underserved communities not as people with deficits but as people with “community cultural wealth.” We hope this process help students see themselves as people with their own knowledge and position them as people who can utilize AI knowledge. This will also help them more easily become co-designers in our participatory design sessions.

Q: What is the timeline of your project -or when people can expect to see more information?

This is a two-year project that started in Aug 2021. We are currently recruiting youths and their teachers for interviews to understand how they think about AI and their career paths. Based on findings, we will build and evaluate the two AI education modules by Aug 2022. Subsequently, we will run the AI education workshops with the materials in three public libraries one by one, the Capital Area District Library in Lansing, Michigan, the San Diego Central Library in San Diego, California, and the Carroll County Public Library in New Windsor, Maryland, until May 2023. After the workshops, we will disseminate our findings and materials through YALSA, our website, and conferences.

Q: If people want to read more about the grant, where can they find it online?

A: The grant proposal, which includes detailed project design, is available online. https://www.imls.gov/grants/awarded/lg-250059-ols-21 If you want more information, feel free to contact us at heerin-at-msu.edu.

 

 

 

The Hub Member Manager sought for 2022 Term – Interim considered!

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We’d like to thank the Hub’s current member manager, Sara Beth Coffman for the tremendous work and dedication she’s put into The Hub the past year.

You may have seen previous posts for this position. We’re still seeking! If you want to try it out short term such as 3 months and see if this is a good fit for you-we encourage you to still apply!

The most common feedback I’ve received from inquiries-and understandably so-is how much time is expected to be devoted per week. If selected, that will be up to you, the manager. You will also have a team you are working with.  A rough estimate from past managers is to plan for 4-8 hours a week. This will ebb and flow throughout the term as well. You will be in great hands with Board Liaison Traci Glass, who has written for the Hub before and can help guide you each step of the way.

The other most common response I receive is the qualifications feel somewhat daunting and folks may feel they are not eligible. While it is true that there is a bit different process to this position than some other volunteer positions in terms of qualifications-don’t let that hold you back from applying even if you don’t think you meet everything 100% perfectly!

If there are any questions or concerns, please contact Kelly Czarnecki, YALSA President (2021-2022); kellyczarnecki1@gmail.com. If you’re ready to apply please send a resume and cover letter to YALSA Member manager; Letitia Smith at lsmith@ala.org as soon as possible.

For qualifications and responsibilities, please review a previous post. Thank you for your interest!

 

 

 

Making Face Shields with Maker Hardware at the Great Neck Library

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This is a guest post by Adam Hinz, Youth Services Coordinator at the Great Neck Library in Nassau County, NY.

The Great Neck Library is located in Nassau County, NY, and is right on the border of Queens, NY. By the end of the day on March 13, we were advised that the library was going to be closed through the end of the month (obviously much longer at this point).

About a week or two after the library closed, another library professional reached out to me and a colleague about a 3D printing project to create personal protection equipment (PPE) for medical personnel. We were all in!

The files and designs for the project are all open-source. I looked them over and everything seemed straightforward. There were already several options designers had put out there, but the face shield we ultimately decided to use was one that did not require any foam or elastic. This would help alleviate having to worry about ordering additional components. The only additional piece besides what is 3D printed is an overhead transparency. The 3D printed piece goes around your head, and the transparency connects to it to create a shield.

Once the details were worked out, I asked my supervisor for permission to take home a 3D printer from our STEM Lab and to use the laser engraver to cut the holes and round the edges of the transparency film. She agreed and we were in business! My colleague Chris helped tweak the design files for the transparencies to accommodate letter size paper, as the original design was in A4. After this hiccup was cleared, I cut as many transparency films as I could, grabbed a 3D printer, and headed home.

Over the last month, my dining room table has been a production center for making the shields. There have been issues to troubleshoot throughout. When I ran out of laser cut transparency films, I had to borrow a Silhouette from a friend to continue making more. Another friend started the project on his own 3D printer and gave me the head pieces he 3D-printed so that I could add the transparency films.

Ultimately, a patron from the community helped us connect with the right people at Northwell Health for donations. They have advised us that the face shields meet their specifications and are usable. I have provided a link to the model we are working with at the end of this post. In addition, the National Institute of Health also has provided specifications for 3D printed PPE that hospitals, doctors, and other medical personnel can use. At this point, many hospitals and municipalities have instructions for donating PPE on their websites. In addition, you can reach out and donate PPE to other essential employees who are dealing directly with the public such as transit employees, grocery workers, and delivery personnel.

At this point, we are more than a month into the shutdown. COVID-19 has been relentless in Downstate NY. We are tremendously thankful to the medical personnel who are working hard every day, and we are just glad to help!

Useful links:

National Institute of Health 3D PPE: https://3dprint.nih.gov/discover/ppe

Open Source Face Shield Files: https://3dverkstan.se/protective-visor/

– Adam Hinz

It’s Citizen Science Month AND (Almost) National Library Week!

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Two people sit on a couch looking at a laptop together. The text reads: Citizen Science Month and Participate from Home!It’s Citizen Science Month AND it’s (almost) National Library Week! SciStarter and the School for the Future of Innovation in Society at Arizona State University, and ASU Library—with support from the National Library of Medicine—will shine a light on libraries’ citizen science-related resources during a live event on April 21 at 5pm ET…and we invite YOU to 1) send us resources you’d like us to highlight, 2) join us during the event, and 3) invite your library audiences to tune in, too!

LIVE: The Field Guide to Citizen Science–and other free resources from your library!

Text reads: The Field Guide to Citizen Science

The live, online event will feature library resources, including: The Field Guide to Citizen Science, a new book from the experts at SciStarter. The event will include a reading by Darlene Cavalier, founder of SciStarter, Professor of Practice at ASU, and one of the authors, who will help audiences discover what citizen science is, who can be a citizen scientist (everyone!), and how to find and join a project from home. We’ll all do one project together.

The Field Guide to Citizen Science reading and related activities will serve as a pathway to help people (families, seniors, teens, adults—everyone!) connect with other books and resources they can access for free, online through YOUR libraries. Then, Tess Wilson from the National Network of Libraries of Medicine will join us to spotlight projects on SciStarter.org/NLM, related health and medicine resources, and more.  

Please register for this free event and spread the word using any of the resources in this Google Folder! The event will be hosted on Zoom, live-streamed to YouTube, and shared on Facebook. 

We want to hear from you!

  • Does your library offer citizen science resources you’d like us to promote during the live event? Great! Please send us links and the name/city/state of your library.
  • Would you like to be listed as a partner of this event? Please send us your logo and website. Partners commit to attend and promote the event.
  • We will run live polls and invite you to send us questions you’d like us to ask the audience (“Have you engaged in a citizen science project?”  “Have you used your library’s online resources during social distancing?”)

If you have access to your library’s Facebook page, please share the event invitation and post the link to the YouTube video where the event will be streamed. We’ll post that link at the opening of the Zoom event. This way, your library’s Facebook community can tune in without going through Zoom.

Please send materials and comments to CarolineN@SciStarter.org . Better yet, call into the Citizen Science Month call tomorrow (Thursday) at 8 am and 11 am ET: Join Zoom Meeting https://zoom.us/j/264491167
Meeting ID: 264 491 167.  One tap mobile +16465588656,,264491167#

Happy Citizen Science Month!

2019 Summer Learning Resources Grant: Pi in the Sky – Combining AstroCamp with Legacy Gaming

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The 2019 YALSA/Dollar General Summer Learning Resources Grant allowed us to make the most of our summer kids and teens program Nerd Camp. Nerd Camp was five days at each of our branches where the campers were able to perform from NASA’s and Stennis Space Center’s AstroCamp as well as a day of retro video gaming using Raspberry Pis, monitors and controllers purchased with our grant. By partnering with Stennis Space Center, we were able to increase the learning opportunities for rural and under-served teens and youth and present them with NASA created projects to pique interested in space-related learning. Stennis provided eight hours of training in science as well as many projects that we integrated seamlessly into our program. This training allowed us to pass the knowledge on to youth service specialists and volunteers within the program. The coverage created by this allowed for all our volunteers, our summer intern, as well as our youth specialists to engage with the youth and ensure a higher level of help and learning.

These activities mixed into our existing ideas and program well and flowed directly into our retro gaming and raspberry pi ending extremely well. This showed how science and technology can pair with programming and computers and the use of the pis showed a common use that simple computing knowledge can achieve. Also, this built excitement for science and technology within an underserved community that dovetailed into the summer reading theme of “A Universe of Stories.”

With our five Nerd Camps across all five of our branches, we saw a preponderance of engagement from the community. Our community is an economically diverse one. Because many of our youth patrons get free lunches at school during the year, we wanted to be able to offer that for the days of our camps. To do this we partnered with various restaurants at each branch to provide lunch for the youth and volunteers at each camp. This allowed our partners to have an impact in the community and for the youth at our camps to have a provided meal. While we were able to provide lunch every day at our camps, there was a time we struggled to find partnerships. In the end, however, we locked in both local eateries as well as chains to have lunch provided. Also, through working with McAllister’s Deli we were able to provide snacks and iced tea to two camps as well. During our time in the Canton branch we utilized the summer free lunch program that we offer through the school district at the branch to provide meals for the campers. This allowed us to focus on finding partners for our other four branches while ensuring that the youth at Canton had food provided.

Engagement during camp was a wonderful success. At the Madison branch, we saw a turnout of 20 children. This number was steady through all four days of our camp. At our Camden branch, which is a rural community that serves a population of 900, we saw 10 campers daily. During these days, we were able to have the youth design and fire rockets, learn about computer and gaming, and be exposed to STEM concepts in a fun and engaging way.

 

Dawn Collins is the Youth Services Director for the Madison County Library System.

2019 Summer Learning Resources Grant: Summer STEAM Squad at the Lockport Branch Public Library

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Lockport Branch Public Library was very grateful to be selected for the 2019 YALSA/Dollar General Summer Learning Resources Grant. The Lockport Branch Public Library is one of nine branches of the Lafourche Parish Public Library System. We are located in southernmost part of Louisiana. Our area is largely rural, with nearly 27% of households without internet access, making the library necessary for our patrons’ recreational and educational needs. Recent library programs have shown a marked increase of interest in S.T.E.A.M. (science, technology, engineering, art, and mathematics), but many adolescents and teens lack the resources, skills, and mentoring needed to expand their knowledge to succeed in future career paths and to benefit their communities.

A teen plays with lego bricks.

My Planet Rover w/ Lego Mindstorms

Our YALSA/Dollar General Summer Learning Resources Grant focused introducing teens to various aspects relating to STEAM, and generating interest in new technologies for a better tomorrow. With the grant, we were able to provide programs throughout the summer to the central area of Lafourche Parish. Each program theme tied into this year’s Summer Reading Program theme, A Universe of Stories.

A teen plays with lego bricks.

My Planet Rover w/ Lego Mindstorms

In the past, our teen program attendance rate has been lower than our children and adult programs offered during the summer months. To entice teens, we hosted 6-STEAM related programs over a 2 month period. Our teens were able to construct and build a Dobsonian telescope, create original bilingual hybrid media pop-up books, learn coding for web design, build and code with Lego Mindstorms, and learn the importance of clean water and sustainability. One of our main goals was to educate teens on STEAM related careers, as they are mostly exposed to agricultural and oil-field related careers. We strived to provide a safe space where our teens could learn math and engineering skills in a fun and non-formal way. Another main goal was to improve teen program attendance at programs during the summer reading program. Comparing this year’s attendance to last year’s, the Lockport Branch showed substantial improvement in program attendance.

A teen does a water purification experiment.

STEAM Squad: Water Purification

Teens play with popup books.

Hybrid Popup Books

In the future, we would like some of these programs to travel to school events in our parish, such as school job fairs, to reach more teens of Lafourche Parish. We hope to also partner with our local Louisiana State University Agricultural Center (LSU Ag Center, which provides Louisiana citizens with research-based educational information that will improve their lives and economic well-being) to offer more programs about the importance of health and sustainability. 

 

 

Katie Cheramie is the Central Area Administrator for Lockport Branch Public Library.

2019 Summer Learning Resources Grant: Building Interest in Technology Programs for Teens

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 The City of Warren is located in Southeast Michigan. In 2017, it was estimated that 31.4% of youth under the age of 18 in Warren live at less than 100% of the federal poverty level. Technological literacy is an important skill that can empower youth to have successful lives and careers. Youth who are affected by poverty are likely to fall behind their peer group in their ability to comprehend and manipulate technologies, limiting their future educational and career prospects.

The inside of a completed Google AIY kit.

The Warren Public Library was fortunate to receive a Summer Learning Resource Grant funded by YALSA and the Dollar General Literacy Foundation. Our goal was to introduce teens to new kinds of technology, specifically virtual reality and artificial intelligence.  We used the grant money to purchase two Oculus Go headsets, four AIY kits by Google, and books about applied science.

Previous teen tech-based programs at the library have had low attendance. It is difficult to discern why this is the case, but we made a few decisions to help us try to raise teen attendance numbers throughout the summer. 

First, we decided that our technology programs would focus on “process” learning instead of “product” learning. Our goal was to familiarize teens with the technology tools, not to teach them to be experts. For this reason, we allowed them to experiment with the tools with very few specific goals in mind. This made the process more fun and lower pressure because the teens knew there was no right or wrong way to go about using the tools.

The Voice kit is on the left and the Vision kit is on the right.

Second, we brought the tools to programs that were not technology based. For example, the Oculus Go sets were available at our monthly Teen Spot program, Anime Club, and our summer learning closing lock-in. This allowed us to introduce them to a much wider audience. Specifically, it helped us to reach teens who would not have been interested in signing up for a “tech” program. 

Third, we did not focus on “educational” activities. Because our main goal was to interest young people in newer forms of technology, we felt that any use of the tools was educational. For example, while we did download Oculus Go apps that allowed users to “tour” the Anne Frank House, we also downloaded roller coaster simulations and adventure games. 

Finally, we asked our Friends of the Library to volunteer to assist with our teen programs this summer. While this was originally for practical purposes, it actually had an interesting effect. Many of the Friends are retirees who are not familiar with technology.  The teens’ greater comfort with technology led to collaboration and learning opportunities for everyone. 

The Oculus Go headset and control.

Although some programs still did not meet target attendance numbers, overall Warren Public Library had more successful teen programs than in previous summers. Perhaps most telling is our “Space Age Tech Day” which introduced both the Oculus Go sets and the AIY kits. While only six teens attended, it greatly improved over our previous technology event for teens, which had zero attendees.   

 

Julianne Novetsky is the Library Technician at Warren Civic Center Library.

 

YALSA Digital Equipment Grant Winner: Teens Take Ownership of Books

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Though I spent years as an elementary school teacher and school media specialist, then as a children’s librarian in a public library system, it was with YALSA that I really found my niche as a librarian. I love working with teens, and I’ve learned so much from my peers.

Now when I see an email from YALSA, I’m quick to read it. I believe the collaborative grants YALSA has with Dollar General are some of the best. When I read in the spring about the $1,000 Digital Literacy Equipment Grant, I knew it was just what my school library needed.

We have some great makerspace tools in the media center, but a number of them would be more useful with digital apps. Our one iPad, however, was too old to install apps, and it only came with the basics from however-many-years-ago. I knew we weren’t getting enough from the technology we had.

I would have used my personal phone and/or iPad mini, but the district no longer puts employee devices on the wifi network (a ban since lifted). Our media center is directly in the middle of the school—and on the first floor. It’s a dead zone for any Internet-based technology not on the network.

Cue the hero music–I knew just what we could use with that $1,000 grant opportunity! I’d solve both problems with a couple of the most recent iPad minis (I like the friendly size of the minis), get sturdy shockproof cases for both, and give the students practice with an Apple pencil, too. This was cutting it close to the $1,000 limit, but I figured if I went over budget, I’d chip in the rest. Teachers are always paying out of pocket for students and I’m no exception!

School was out in mid-June when I discovered that our media center was one of the libraries selected for the grant. Oh, and I was reminded that we’d need to do a project, using our new grant equipment, to promote the Teens’ Top Ten book awards. I was actually in Arizona on vacation when I had to sign the paperwork before the deadline (thanks, Mom, for printing the contract for me!).

While awaiting the funds, I thought through the best way to create the project. It was going to be difficult—school would be starting, and the teachers were getting to know their students and establishing routines. The start of a school year is always busy, and I had new responsibilities, too. What I also have, though, is a supportive school administration, a great working relationship with an understanding English Language Arts teacher who always puts reading first, and my regulars: students that frequent the media center (even multiple times a day) for books to read.

I notified YALSA that we would make a digital book about the Teens’ Top Ten nominee titles, using the Book Creator app, and that it would incorporate the use of green screen pictures and videos using the Green Screen by Do Ink app.

First, we created the basic digital book in Book Creator. After considering—and trying—a few options, we kept it simple: an image of the cover along with the title and author on the left side of each two-page spread and a video for that book on the right. With 25 nominated books, that meant a 52-page book with the front and back covers!

Then we used the Green Screen by Do Ink app. The app uses layers to create the composite image. One layer is the main part of the video: we used videos of students standing in front of the makerspace’s green screen. The middle layer is the background image or video—the part replacing the green screen. Although we didn’t do this, another layer with animation or other features  could be added.

After a few failed attempts, we decided to prerecord one video for each nominated book using the iPad’s installed Camera app. I gave each student an annotation for a nominated title. The students practiced reading their annotations—and discovered how difficult it is to speak when you’re in front of a camera!

We selected an image or a video to be used as the background layer for each book’s final video. It had to match the feel of the story. It was fun trying to decide the best way to capture the theme of each book. Pixabay is a great source for images that can be legally used. Some artists allow free use of their videos, too. Read More →

2019 Teen Summer Intern Program: Ford Memorial Library

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At the Ford Memorial Library we are striving to provide tech education and resources to teens and young people in our rural area. With the recent expansion of our building we have been able to implement more tech infrastructure including a much faster network and internet connection, as well as our new mobile tech lab (pictured). This summer we have run a number of programs and activities to facilitate the goal of increasing tech literacy among our local youth.

Teens sit in a classroom for a presentation. Teens work on laptop computers.

Our teen intern, Harrison, was a key part of that process this summer. We hired him initially based on his previous customer service experience and interest in technology. We believe he shares our vision for bettering tech infrastructure in the area, and in addition to helping us with programs we also allowed him space to pursue his own projects. He created a video for our YouTube channel, taught a class on iOS, and did a considerable amount of research and outreach to help us bring an electric vehicle charger to our new parking lot.

From Harrison:

In my time at the Edith B. Ford Memorial Library, I have gained a plethora of knowledge. While participating as the Teen Intern at the library I took part in activities associated with our Summer Reading/Learning Program. During this endeavor, I managed time that involved setting up, cleaning up, as well as managing start and end times with the movement of youth groups. I also developed science-related activities for youth groups regarding astronomy. Further, at the end of the Summer Reading Program, I creatively displayed literary works and coordinated their movements on our shelves. Additionally I set up and moved technological equipment such as those used for photography, videography and gaming. Likewise, I put this equipment to use while taking photos, recording videos, and setting up and logging gaming equipment for patrons. In conjunction with technology, I assisted patrons using their devices as well as those owned by the library. Additionally I assessed the uses of technology both from a modern point of view as well as from an archaic point of view. Furthermore I gained insight into consumer relations and customer service. This was achieved by taking phone calls from patrons and local libraries and completing actions that are required to assure a seamless experience among our surrounding communities. 

My personal project was to bring an electric vehicle charging station to our area. This project was something that was of interest to not only myself, but to some of the other library staff. This involved researching options as to the companies that would make both logistical and practical sense to work with for our current plans for what the end product to this project would be. After assessing companies to work with, I chose one and began our endeavor towards a solution to this lack of a charging station in our centrally located area. It started with an email to the company, which led to an organized business call with the company to assess costs as well as rebates which our non-profit library could benefit from. This led me to discover the tasks of a business in operating alongside companies to gain a desired outcome. This led me to contact the director of the library and start the process of getting a quote as to the installation of a charger in the parking lot of our library. This was a great learning opportunity for myself in order to gain insight as to the operations of a business.

 

Luke Hodde is an IT Specialist at Edith B. Ford Memorial Library. 

Want to grow interest in computing at your library? Host a meet-up!

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This is a guest post by Marijke Visser from ALA’s Washington Office

The ALA’s Libraries Ready to Code initiative and NCWIT Aspirations are working together this year to provide monthly topics through the “Community Champion Learning Series for Libraries“. This month our focus is on connecting libraries with local young women passionate about computing.

If your library values equity of opportunity and has a common goal to increase the meaningful participation of girls in women in computing locally, serves as a hub for resources and programs within the community and you have an interest in supporting local girls/women with the opportunity of computing and the “Aspirations” programs, you may be interested in hosting a local NCWIT Aspirations in Computing Community meet-up at your library.

In person meet-ups have several benefits for the library host and for the local Aspirations in Computing Community members that attend. Click here for more information and next steps.

Visit the archives here for past and upcoming topics. Questions for NCWIT? Email aichelp@ncwit.org.