4 Meeting Patrons’ Technology Needs

“The technology changes, and so electronic media should enter the library as long as we don’t forget that there are also books. I don’t believe in technologies that want to exclude one another. A new technology comes into the world and believes that it can bill itself on the corpse of the previous technology, but that never happens. Photography did not eliminate painting. Film did not eliminate theater and so on. One technology feeds on the vocabulary of the other, and I believe that the electronic technology has taught us to value the reading on the page, and the reading on the page has taught us what we can do on the screen. They are alternatives, but they’re certainly not synonymous.”

–Roberto Manguel, Director of the National Library of the Argentine Republic

Chapter Overview

The purpose of this chapter is to:

  • Give you a glimpse of the range of technology that libraries are helping patrons with.
  • Explain how much time school Library Media Techs (LMTs) spend supporting the one-to-one technology initiative at their schools.
  • Provide some suggestions for staying ready to work with technologies that are unfamiliar to you, no matter in what type of library you’re working.

Examples of Libraries Providing Access to Technology

Public Access Computers and Printing

For some people in the United States, their public library is their only access to an internet-connected computer. Some libraries have people lined up outside every morning, waiting to get onto a computer. As a library tech in Access Services in a public or academic library, patrons will ask you for help using the computers and printing. In some libraries, these types of questions about logging into computers and then opening, formatting, and printing documents will fill up library technicians’ entire days.

The California State Library collects statistics about a lot of public library services each year. You can look back through the data about annual usage of public access computers to get a sense of how heavily used they have been at the public library system you visit: Tech Use data tables from the California State Library Surveys. You can see the effects of COVID-related library closures in the statistics about annual use of public access computers. Some libraries offered new remote or distance services during COVID to help fill the gap for people who relied on the public library for their computer access. Two examples are remote printing and extended wi-fi range.

Remote Printing

The Enoch Pratt Free Library system which serves Baltimore, Maryland, started offering a remote printing service during COVID closures. Anyone with a Pratt Library card can submit a file online to have it printed at any of the library locations. Patrons get up to 20 black and white prints for free each day and they can add money to an online account to pay for additional pages if they need them. Patrons can pick up their print job by coming to the library to use the print release station or they can arrange with the library staff for contactless pickup or to have the print job mailed to them.

Wi-fi Outside

Many public library workers, including at Pratt in Baltimore, also encouraged patrons to come to the library buildings during COVID closures to access free wi-fi on their devices outside in the parking lots and the surrounding areas. These services helped bridge the gap for people who relied on the library for their Internet access because they did not have it at home. In Baltimore, for example, 40% of residents did not have Internet access in their homes (Pitts, 2020). The Pratt libraries received an emergency grant from the Maryland Department of Housing and Community Development to add the wi-fi access and antennas to strengthen the signal outside of eight of its 22 branches in 2020 (Pitts, 2020).

Photocopying

Photocopying may seem like a simple and, now, old technology to use in a library. But many patrons do not have experience using a photocopier and they may not think to ask for help until after they have already paid for several copies that did not turn out correctly because they were not familiar with the machine. In particular, patrons are likely to need help knowing how to position their original document so that it is in the correct part of the platen (i.e., the glass plate of the copier) to be captured completely for the copy. If the photocopier at the library is in your line-of-sight from the service desk, you may find yourself intervening with a lot of patrons as they start to make copies so that you can save them from paying for copies that do not turn out. You may also find yourself frequently clearing copier jams. These tasks get easier with practice, but when you are preparing for interviews or a new job, consider visiting your local library to try out their photocopier, especially if it has been awhile since you used one.

Scanning

Some libraries are now providing patrons with access to scanners instead of photocopiers to cut down on the number of machines they have to maintain. Scanners take an image of a document and create a digital file instead of immediately printing a copy. Scanners require software to function correctly and the software interface of some scanners can be difficult for patrons to understand when they first use it. Access Services techs in libraries that offer scanners often spend time helping patrons to learn to use the software interface and to correctly save their scanned file.

Maker-Spaces

Maker-spaces are collections of creative tools. They vary because they can include such a wide variety of different tools. A very partial list of tools you might find in a maker-space are: green screens for making videos, sewing machines, soldering irons, audio recording equipment, Cricut machines, computers with video editing software, 3-D printers, etc. Some of these tools are easy to use and durable while others require a lot of maintenance, experience, and resources to keep them running. Maker-spaces do exist outside of libraries, too, but over the past 15 years, many public, academic, and school libraries have added maker-spaces on the principle that creative tools can be held collectively and shared just like a library’s books are held collectively and shared. Ideally, a library will staff its maker-space with trained technicians who are somewhat familiar with the tools and can provide basic troubleshooting. But some libraries end up with new maker-spaces without any additional staff. When that happens, the Access Services techs are usually the ones who patrons approach for assistance. In addition to helping people use the tools, Access Services staff may have to re-supply and maintain them. If you are interviewing for a job at a library that has a maker-space, it is a good idea to find out how the space is staffed so that you can either explain your experience that makes you a good fit for maintaining a maker-space or so that you can find out if the expectations on the Access Services staff to keep the maker-space running are more than you are looking to take on. If you are working as a school LMT and discussions begin about adding a maker-space on campus, carefully consider whether or not you think the library is the right place to create it. As one elementary school library tech I interviewed explained, without additional resources and support, the maker-space will fail and that is not something you want in the library.

Circulating Technology

In the next section, we will focus on the work that school LMTs do to circulate tablets and laptops at schools that have a program for providing a device to each student. But some academic and public libraries also circulate technology in addition to books. When libraries circulate technology, like laptops, tablets, cameras, virtual-reality head-sets, and wi-fi hotspots, library techs in Access Services are often the first people who patrons ask for help if something is not working. And Access Services staff are also the ones to hear the complaints when there are long waiting lists for in-demand technologies, like wi-fi hotspots (Peterson, 2017). Having an interest in and curiosity about these types of technology will serve you well in your work, even if the specific hardware that you are circulating is not something you have used before.

Library Programs and Other Technology Education

Library techs also deal with emerging technology because of the programs that public libraries offer and the classes that academic and school libraries support. The following are a few examples.

Programs

Library programs can be about almost anything. Their purpose is to draw the community into the library for entertainment and learning opportunities. Many libraries offer at least some programs that are focused on technologies.

Augmented reality

At two academic libraries at small liberal arts colleges, librarians and archivists are using augmented reality apps to highlight parts of the book collection, give background information about library exhibits, and teach students about sources (Todd-Diaz, Gutierrez, & O’Dell, 2018).

App inventor workshops

A collaboration between a library volunteer and a librarian at San Jose Public Libraries resulted in a series of workshops to teach children how to create mobile apps using the MIT App Inventor software (Continued success, 2019). And a school librarian in a central government school in Kerala, India also created a series of afterschool workshops to train students on MIT App Inventor (Library technology, 2021).

Librarians in Kanartaka, India have also used MIT App Inventor to create mobile apps for their libraries (Bharathkumar, V., 2020; Kaddipujar, Rajan, & Kumbar, 2022).

Twitch streaming and eSports

Some public libraries are offering programs in which teens can learn more about using Twitch for livestreaming their video game playing (Panuncial, 2021). Sara Moesel, a librarian who runs a Twitch streaming event at her library explained, “In my community, a lot of kids’ only connection to a lot of digital skills is through the library,” and a program about esports and Twitch streaming can “showcase potential careers in the gaming industry” and teach teens about entrepreneurship (Panuncial, 2021, p. 14).

Mobile device basics

Public library techs often find that patrons come to them with questions about their own devices because they think of library workers as knowledgeable, willing to help, and tech savvy. Since these types of questions can take a lot of time to answer at the service desk, some library workers have tried creating scheduled library programs during which people can bring their own device and learn some new features. Maureen Meadows, a librarian in the San Diego Public Library system, found that the technology programs she created were popular, especially with seniors. Danielle Davis, the Programming Assistant at the Patrick Kearny library on the Camp Pendleton Marine Corps Base, on the other hand, found that her tech-focused programs did not draw a crowd even though older patrons regularly came to her to ask for assistance with new devices. She surmised that their interest in technology was sparked at their point of need, i.e., when they were trying to do something on their device, but that they were not interested to plan ahead to come to a program about learning new devices at a set time and date. So Davis resumed on-demand one-on-one technology support for patrons.

Digital Literacy Lessons

School LMTs at most public K-12 school sites are not teachers, but still take seriously their responsibility for teaching students about how to use a library, pick out books they want to read, and find sources for research assignments. School LMTs may also be expected to or they may choose to teach about digital literacy, which reaches beyond the library’s walls to develop students’ ability to protect their personally identifying information online, avoid cyberbullying, start to recognize misinformation so that they do not spread it, and practice noticing and discussing how and why new technologies are being designed (Roquet, 2022). Developing your curiosity about and familiarity with popular social media platforms and emerging privacy-enhancing apps (like the Brave Browser and the StartPage Search Engine) will prepare you to offer simple, practical digital literacy lessons when classes visit the library.

For more ways to learn about technologies that you may need to teach students and patrons about, consider the following (If you are reading this book in print, access these links in Canvas where the reading assignment is posted for the week):

School LMTs and 1:1 Technology Initiatives

Beginning in the 2010s, some schools, especially high schools, provided each student with a computer tablet or a bare-bones-style laptop called a Chromebook to close the gap between students whose families could afford the technology and students whose families could not. The idea behind 1:1 device initiatives is to promote collaborative learning in the classroom where all students will have the tool they need to contribute to class projects, and to promote homework and study habits at home where all students will have the tool they need to access the Internet and online learning platforms. Although rural schools and homes still sometimes do not have the high-speed Internet access that they need to make the devices valuable for learning, most homes and schools in southern California have the connectivity that they need so that the devices are serviceable (Johnson & Willis, 2021).

Throughout the 2010s, more and more schools were embarking on 1:1 device initiatives, trying to achieve the educational benefits that the best 1:1 device initiatives have achieved by adding more project-based learning and personalized instruction to classrooms. Then COVID shut down schools in 2020, and the number of schools providing devices to their students skyrocketed. The new impetus for 1:1 device initiatives was the sudden need to ensure that all students could access their education remotely while the school buildings were closed. Now that about 90 percent of all K-12 schools in California are running a 1:1 device initiative with either iPads or Chromebooks (Peters Hinton & Burstein, 2022), school LMTs’ jobs have changed significantly.

The 1:1 device initiatives cost a lot, but the cost of the devices is usually only about 1/3 of the total cost. Research suggests that “staffing costs are more than 60 percent of the total” cost of providing devices to students (Gao and Murphy, 2016, p. 1). For example, the Public Policy Institute of California considers it a baseline for a district to have one IT staffer for every 300 devices (Gao and Murphy, 2016). But most districts, especially the ones where COVID pushed them into a 1:1 device initiative without much time to build up an infrastructure to support it, do not have enough staff to ensure that there is one IT staffer for every 300 devices. So LMTs have been drawn into the process of distributing and collecting their schools’ devices each year, checking out devices for short-term loans when students forget theirs at home and need one in class, and troubleshooting the devices before IT staffers ever even hear about problems. Recent research suggests that school library techs should “support one-to-one device implementation through student training, teacher professional development and ongoing technical support” (Smith, Milburn, Esener, & Colby, 2022, p. 1). The researchers explain that 1:1 device initiatives are most effective when LMTs have “frequent interaction with school administration” and “bridge the gap between school administrators’ expectations and how teachers utilize technology in their classroom” (Smith, Milburn, Esener, & Colby, 2022, p. 27). But without any additional staff or hours, school LMTs have had to add device access and maintenance to their existing responsibilities, often without first being trained to be proficient with the devices, leaving them to learn as issues arise and making it unlikely they will be able to take a leadership role to “positively impact the technology behaviors of teachers, students’ understanding of technology, and the adoption of innovations” (Smith, Milburn, Esener, & Colby, 2022, p. 27).

Keeping Track of the Devices

School LMTs use a software system that keeps a file about each student where they assign textbooks and devices. LMTs are the ones who have to collect payment for damage to devices and who have to send notices home if devices are missing. High school libraries sometimes also have a collection of devices that they can check out to students for the day if students forget their own device at home. One high school LMT described the difficulty of getting these loaner devices back from students at the end of the school day, so she implemented a policy that requires students to leave their cell phone with the library workers when they have a device checked out. This virtually eliminated the problem of day-loan devices being taken home by students, but introduces the problem of making library workers responsible for students’ property.

Keeping the Devices Working

Some school LMTs work additional days during the summer to help repair and clear the memory of devices so that they will be ready for the next school year.

Classroom teachers often send students to the library for help with their devices when an app will not open, a device will not boot up properly, or settings on the device get changed. LMTs I interviewed for this textbook described trying whatever they knew how to do, sharing what they had learned with the other library workers, and searching Google for tips in order to effectively troubleshoot the devices. Once they had exhausted their strategies, then they would send the device to the district IT for assistance. Most school sites did not have their own dedicated IT staff.

How to Stay Ready for New Technology

The library technicians I interviewed for this textbook all enjoy their jobs and I attribute that to the fact that they all share an attitude of curiosity and optimism about learning new things. While libraries are always changing to keep pace with changes in patrons’ needs, new technologies are probably the main driver of changes in libraries so staying ready for new responsibilities, new interfaces, and new hardware will make your work in libraries much more rewarding. Unfortunately, you cannot rely on your employer to proactively offer you training or even to support you in your own pursuit of the training you need. Here are a few tips that came from the library technicians who contributed to this textbook through their interviews:

  • Accept training when it is offered, but don’t wait to be trained before diving into new technology – Many library techs I spoke with explained that they received training on new technology when it was first introduced at their library (for example, a new circulation system or new iPads or laptops for students) but that no further training was provided after that, even when new library techs were hired. One high school LMT II explained that the lack of training on Chromebooks in her district has meant that “Everything’s been [learned] on the fly […] it’s pretty wild out there” especially for LMTs in elementary and middle school libraries because they work alone and usually do not have more than a day or two of training from the previous LMT before they start. Library techs can organize with their co-workers to advocate for the training they need from their library or school leadership. And library techs can also organize with co-workers to share resources they have discovered for free training. But even when training opportunities are not available to library techs, the job still needs to get done. So library techs often rely on one another for support when learning new technology. For example, the library media tech II who described the wildness of not getting formal training for the technologies they support every day has started a weekly email that she sends to her team with a whole section just detailing what she and her co-workers learned about fixing common Chromebook issues through trial and error that week.
  • Ask for help but don’t ask someone else to do it for you – Some of the library techs I spoke with have become the go-to tech expert in their libraries—not because they wanted to but because they were willing to teach themselves new tools while others in their library were either not willing or not able to learn. These library techs described the difficulty of taking care of their own responsibilities while being on-call to help their colleagues and having to put down their own work to help others. One public library tech said, “a lot of my labor comes from other technicians being unwilling to address technology questions and they come to me because I am willing and show the ability to persevere despite being scared, maybe, or not understanding exactly.” Several library techs explained that one of the most important characteristics of library techs is to “get an attitude of ‘I can do anything’” and to be open to learning in front of library patrons by saying things like, “Let’s figure this out together.” This means having the habit of mind to recognize that learning takes trial and error and to proactively seek out answers to technology questions by searching for tips that people are sharing with one another online instead of giving up because no one at their library has yet taught them how to do the next task. Library techs explained that it is important to ask for help from co-workers but it is also important to learn from what your co-workers know so that you can become self-sufficient at doing the tasks yourself and at some point you no longer need to seek help for tasks that become familiar to you. One library tech at a public library described being trained on how to use a new scanner and then realizing she still had questions. She came up with a great strategy to learn more so that she could become comfortable using the scanner herself and showing patrons how to use it—she asked her daughter to come to the library with her so that they could use the scanner together and her daughter could help her to get familiar with the details of how it worked. Sharing what you know is a big part of working as part of a team in your library. Techs from school, public, and academic libraries all described writing down the answers to common technology questions and even creating troubleshooting checklists so that what each tech has learned from their own experience can be shared with co-workers. In this way the library techs shared the responsibility for learning new tools and no one was burdened with the responsibility of being the one who is always called upon to troubleshoot the technology.
  • Try to help patrons yourself, but know what other technology supports are available, too – Since all libraries are part of a larger organization, there are sometimes Information Technology (IT) or Information Services (IS) offices that provide support for technology. As a library technician, it will be important for you to learn what support, if any, is provided for technology at your library. In some academic libraries, for example, library techs are the only staff available to help students with logins to the computers, printing, and computer applications, but in other academic libraries, there are staff who are dedicated to helping students with these tasks so library technicians have to decide whether to help a patron themselves or refer that patron to the technology support staff. In some public libraries that have maker-spaces, library techs get questions from patrons about how to use specialized equipment and software, while in other public libraries, there are staff and volunteers specifically assigned to the makerspaces and library technicians just need to know how and when patrons have access to specialized staff for assistance. When interviewing for library tech jobs, it may be important to you to find out what supports are in place for helping patrons with technology, how much cooperation there is between the library staff and the technology staff, and how much responsibility the library techs have for helping patrons directly with technology. Library techs who successfully cooperate with technology support staff expressed in their interviews that they have learned a lot about technology so that they can communicate effectively with technology support staff and so that they can learn new skills by asking technology support co-workers about how they troubleshoot common technology problems. So working in a library with dedicated technology support does not eliminate the library techs’ role in helping patrons with technology, it just provides an additional resource from whom library techs can learn.
  • Be generous with patrons – One experience that is common to most library workers is answering the same questions repeatedly from different patrons. It is important to be kind to patrons even if you are tired of answering the same question again. Keep in mind that although you may have answered the question many times, it is the first time for each patron. Sometimes the patron doesn’t learn how to use the technology after you have shown them many times. If learning technology is relatively easy for you or if you come to be comfortable with new technology through a lot of practice, it can be easy to assume that library patrons will learn the same way that you did. But library patrons have a lot of other things on their mind besides learning how to use the technologies provided by the library. So your role as a library tech is to empower the patrons who want to learn to do things on their own while also being willing to help patrons who seem like they will never learn to be self-sufficient. For example, a high school LMT II explained that she helps students to do a “power wash” on their school-supplied laptop 20-30 times a day. A power wash clears the computer errors that accumulate when students have blocked the computer from doing regular updates by not regularly restarting it. Although students can do the power wash themselves, the LMT still ends up doing it for students frequently because they are not confident about doing it on their own.

Because managing the pressures of constant change and unfamiliar technologies has been a part of library work for at least the past 50 years, the professional literature contains a lot of articles with great advice.

Here are some articles to read to inspire your own plans (if you are reading this book in print, access these links in Canvas where the reading assignment is posted for the week):

Manage the Device Deluge (note: this link will require you to log into the Palomar Library database, Academic Search Complete. If the link through the database does not work for you, the link in the References below will take you to an online version of the article.)

  • This article offers library leaders advice about how to incorporate more training for their library staff. But the suggestions are also ideas you can use to manage your own training even if your library does not provide support.

Technostressed Out? How to Cope in the Digital Age (note: this link will require you to log into the Palomar Library database, Academic Search Complete)

  • Though this article is more than 25 years old, library tech students tend to appreciate its acknowledgement of the challenges that technologies add to library work. The article describes common experiences and pitfalls when dealing with library technology and it offers good advice for how to define the problem and identify a productive way forward.

Embracing Chaos (note: this link will require you to log into the Palomar Library database, Academic Search Complete. If the link through the database does not work for you, the link in the References below will take you to an online version of the article.)

  • This brief essay suggests how traditionalists and futurists can collaborate in libraries to negotiate transitions to incorporate emerging technologies.

Opening Up the Playground: Supporting Library Staff to Learn Through Play

  • This research article defines and provides examples of informal learning that library staff engage in to develop their curiosity about and their comfort with new technologies.

Human Touch (note: this link will require you to log into the Palomar Library database, Academic Search Complete)

  • This brief profile of a Spanish Regional Library Coordinator for the Multnomah County Library in Portland, Oregon details some of the types of technology support that patrons need and how a friendly library worker can bridge technology gaps for patrons.

Adopt or Adapt (note: this link will require you to log into the Palomar Library database, Academic Search Complete. If the link through the database does not work for you, the link in the References below will take you to an online version of the article.)

  • This brief article offers advice to a Library & Information Technology student who is worried they are not cut out for library work because they are “not drawn to the latest and shiniest tech.”

Browse through the articles I’ve linked and choose a few that inspire you to make a personal plan for learning more about the library technologies that you are most likely to encounter in your daily work as well as emerging technologies that have not yet spread across libraries but that may affect library workers in the future.

References

Alberto Manguel. (2010, February 19). PBS NewsHour. https://www.pbs.org/newshour/arts/conversation-alberto-manguel

Bharathkumar, V. (2020, July-September). Virtual reference service through mobile app developed using MIT App Inventor: An effective tool for librarians in COVID019 pandemic scenario. International Journal of Library and Information Studies, 10(3), 130-135. https://eprints.iisc.ac.in/69156/

Clark, K., & Kalin, S. (1996, August 1). Technostressed out? Library Journal, 121(13), 30-32.

Continued success with App Inventor workshops @ San Jose Public Libraries (2019). MIT App Inventor. https://appinventor.mit.edu/explore/stories/continued-success

Gao, N. & Murphy, P. (2016, June). Upgrading technology infrastructure in California’s schools. Public Policy Institute of California. https://www.ppic.org/wp-content/uploads/content/pubs/report/R_616NGR.pdf

Peters Hinton, V., & Burstein, R. (2022, August 24). What is the true cost of a 1:1 device program? One state’s careful rollout offers a look. EdSurge. https://www.edsurge.com/news/2022-08-24-what-is-the-true-cost-of-a-1-1-device-program-one-state-s-careful-rollout-offers-a-look

Human touch. (2017, March 15). Library Journal, 142(5), 49.

Johnson, S. & Willis, D. J. (2021, May 14). A California program spent millions on devices for distance learning. Here’s where it went. Edsource.

Kaddipujar, M., Rajan, J., & Kumbar, B. D. (2022). Mobile application development using MIT App Inventor: An experiment at Raman Research Institute Library. Bulletin of the American Astronomical Society, 54(2). https://doi.org/10.3847/25c2cfeb.d68a2a42

Koerber, J. (2015, May 15). Manage the device deluge. Library Journal, 140(9), 28–31. https://www.libraryjournal.com/story/manage-the-device-deluge-professional-development

Library technology workshop series II: MIT App Inventor 2. (2021). KV Kanjikode Library. http://kv-library.blogspot.com/2017/06/library-technology-workshop-series-ii.html

Panuncial, D. (2021, September 1). The Twitching hour: Libraries use live video platforms to engage teens, early adults. American Libraries. https://americanlibrariesmagazine.org/2021/09/01/twitching-hour-library-twitch-streaming/

Peterson, D. (2017, February 19). Twin city libraries hesitate to lend Internet hot spots. Star Tribune. https://www.startribune.com/twin-cities-libraries-hesitate-to-lend-internet-hot-spots/414169893/

Pitts, J. M. (2020, June 1). Relief for the web-deprived: Baltimore’s Pratt Library offers free wi-fi outside eight locations. Baltimore Sun. https://www.baltimoresun.com/coronavirus/bs-md-ci-enoch-pratt-free-wifi-20200601-cfu5x6zxprbuxm34dawp77v5ue-story.html

Remote printing. (n.d.). Enoch Pratt Free Library. https://www.prattlibrary.org/services/remote-printing

Reid, H., & Tairi, K. (2012). Opening up the playground: Supporting library staff members to learn through play. VALA 2012, the 16th Biennial Conference and Exhibition. https://researchbank.swinburne.edu.au/file/9d177fa1-24d4-4b1b-b9eb-118507f6d8c2/1/PDF%20(Published%20version).pdf

Roquet, M. J. (2022, March 1). Rethinking digital literacy: A critical approach empowers students to create change. American Libraries. https://americanlibrariesmagazine.org/2022/03/01/rethinking-digital-literacy/

Smith, D., Milburn, S., Esener, Y. & Colby, D. (2022). Teacher perceptions of one-to-one laptop implementation: Suggestions for the role of school librarians. School Library Research, 25, 1-28. https://www.ala.org/aasl/slr/volume25/smith-milburn-esener-colby

Stephens, M. (2012). Embracing chaos. Library Journal, 137(5), 78. https://www.libraryjournal.com/story/LIS/embracing-chaos-office-hours

Stephens, M. (2017). Adopt or adapt? Library Journal, 141(1), 18. https://www.libraryjournal.com/story/adopt-or-adapt-office-hours

Todd-Diaz, A., Gutierrez, A., & O’Dell, B. (2018, January/February). Using augmented reality to enhance outreach, instruction, and library exhibits. Computers in Libraries, 38(1), 8-11. (use this link to access through Palomar College Library)

License

Icon for the Creative Commons Attribution-NonCommercial 4.0 International License

Working in Library Access Services Copyright © 2023 by April Cunningham, MLIS, Ed.D. is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

Share This Book