8 SUSTAINABLE ONLINE LIBRARY SERVICES AND RESOURCES via Webex, the committee put out a call to the entire department for people interested in leading a one-time, one-hour-or-less session on an electronic resource. The committee marketed this opportunity in several ways. First, those interested in presenting could choose lesser-known, lesser-used, or highly specialized databases that perhaps they knew or used or loved but were not widely known. For example, one staff member who started work- ing at the college shortly before the COVID-19 pandemic began had come from a medical library at a hospital. She had in-depth knowledge of the medical databases used by allied health students, a subset of electronic resources that intimidated some library staff. Other examples include a staff member with a background in history who presented on three history resources and a staff member with a personal interest in genealogy who presented on genealogical resources with an emphasis on genealogy for Black/African American individuals. The second marketing tactic was to provide an opportunity for profes- sional development in a low-stakes, supportive environment. The committee emphasized that if staff members were considering presenting at conferences in the future, these staff trainings were a way to gain experience in all aspects of the process (creating a presentation, doing a presentation, using a virtual environment and sharing the screen, etc.) while presenting in a supportive environment to people they already know. Members of the training commit- tee offered to be a practice audience before a presentation for all staff to help coach and build the confidence of first-time presenters. Several present- ers took advantage of this offer and got guidance from one or two training committee members in a practice session. This encouraged several classified staff members and at least one new librarian to present sessions. Overall, 13 different staff members presented sessions between April 24 and July 14, 2020. The broader variety of staff presenters led to more engagement of staff during trainings. Employees knew these were their colleagues, and in many cases, this was their first presentation of this type, so employees made an effort to be present (virtually) and engaged. This happened naturally, ­without any involvement from the training committee. Additionally, the feedback from the first round of surveys on training after the work-from-home-­ transition was very positive staff really appreciated seeing such a large number of their coworkers presenting trainings and felt that the variety was beneficial. While offering trainings had never been intentionally exclusion- ary prior to COVID-19, the work-from-home situation caused the commit- tee to actively seek out a variety of presenters on training topics in a way that had not been done before. Going forward, the committee can use the same strategies for recruiting a variety of presenters among library staff. One full-time staff member created their own training for library staff as a way of keeping busy. A native Spanish speaker, the staff member created a Spanish class for library staff, with an emphasis on phrases used in the
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