Schedule & Registration
Check out our welcome slides and introduction in case you missed it on Tuesday, and read about how our social happy hours will work.
All sessions will include a 1-hour live Zoom discussion. Each live discussion has its own registration link. For the sessions that have a pre-recorded presentation, speakers are requesting that you view the linked recording before joining the live discussion. Social events and discussion sessions have a registration capacity of 500 participants. Register early to secure your spot.
All times are listed in Arizona–MST time. In September, this is the same time as PDT. Check out this time zone converter for more help.
Tuesday, September 1
12-1:30 pm – Opening keynote: Knowledge justice (Sofia Leung; see bio)
This talk will examine the concept of knowledge as a core component of library and information studies (LIS) through the lens of Critical Race Theory (CRT). The following questions will be used to explore the responsibility LIS has to the so-called “public good.” What power and agency do library and archive workers have over knowledge? How has LIS created and maintained systems of oppression, such as White supremacy, colonialism, and racism? How does this impact Black, Indigenous, and People of Color (BIPOC) communities? Why is the experiential knowledge of BIPOC critical to imagining and building liberatory futures? And finally, what is our obligation to ourselves and our communities to disrupt and destroy the systems of oppression within LIS?
1:15-2 pm – Conference social happy hour
Join to meet and chat with other participants in breakout rooms.
Wednesday, September 2
10:30-11:30 am – Outside the frame: reflective writing and critical librarianship in medical education (Sarah Kortemeier, University of Arizona & Pamela Pierce, Oregon Health & Science University)
This presentation will focus on library instruction done at Oregon Health & Science University and the University of Arizona’s Health Sciences Theme Community that incorporates reflective writing as a means of examining existing power and information structures, finding meaning in medical work, and examining the affective/intrinsic roots of our motivation to do research in the health sciences. Our work and thinking are influenced by Emily Drabinski’s illustrations of the ways in which the fluidities of identity complicate the rigid hierarchies of existing classification schemes. We are also influenced by research done in the medical humanities that shows the significant benefits of art practice in the lives and work of health sciences practitioners.
Thursday, September 3
10-11 am – Reimagining peer review (Emily Ford, Portland State University)
As you may recall, the 2020 Critical Library and Pedagogy Symposium instituted an open peer review process—not masking submitters’ names and other identifying information—to review proposed sessions. This decision came after the committee noted a lack of diversity in accepted sessions using a closed review process. Using open peer review allowed the committee to balance accepted proposals and offer a diverse range of views and experiences among presenters. This hour-long facilitated discussion will examine bias and power structures inherent in peer review. It will be an interactive session that allows participants to critically examine their views and previous experiences with peer review, and begin to reimagine it. What can opening peer review do to create more equitable scholarly spaces? What problems does opening peer review improve, and what new challenges does it present? Note that this session will be interactive, and will use the Zoom breakout room feature as well as Google Docs for collaboration.
12-1 pm – Support beyond the studio: critical pedagogy in art librarianship (Michele Jennings, Ohio University & Courtney Hunt, Ohio State University)
This session grew out of conversations between two art librarians working in close proximity at different institutions, centered around the idea that while the needs for art and design students require a different type of academic support than others (Hemmig, 2009), this approach to learning and information lends itself to critical pedagogy and takeaways for other disciplines. Dismantling the paradigm that positions librarians in the role of the sage, critical pedagogy establishes more of a horizontal line of support from the student to the librarian. Those students whose academic work is rooted in creative practice operate on a continuum that does not culminate in a single research paper or study. Instead, they may work on a piece in their first year and continue to iterate until their thesis show. Therefore, it is critical to consider how we teach and support students that we work with holistically. Art and design students especially “need to learn how to find their voices, which in turn becomes liberating, allowing them to fully engage in their own intellectual and educational process” (Reale, 2012, p. 85). This session explores strategies for supporting students working in creative disciplines for the entirety of their academic stay and beyond, and what takeaways there may be for librarians working in other areas. For example, Grimm and Meeks (2017) address critlib and social justice in visual literacy—how library practitioners may address inequity and racism in representation, teaching students to look (and make) critically. While visual literacy naturally lends itself to art and design library users, it is equally vital that students in other areas gain the skills necessary to grapple with and decode the visual media that surrounds them inside and outside of the classroom. Centering the idea of holistic student support, these two librarians began to think about what it means to apply critical pedagogy to art librarianship. Studio art and design pedagogy align with the tactics and motivations of critical librarianship and pedagogy; by attempting to recreate the studio environment through activities emphasizing collaboration and critique, this session will demonstrate how librarians can critically engage with students in the long term in any discipline.
Friday, September 4
12-1 pm – The library is not a restaurant: reference appointments and neoliberal language (Carolyn Caffrey Gardner & Maggie Clarke, California State University, Dominguez Hills)
This presentation will detail research on “no-show” student research appointments with an eye towards how libraries can mitigate student perceptions of appointments as commercial transactions which have been reinforced by problematic language borrowed from other sectors (hospitality, medical). We will share survey results from a range of higher education institutions regarding their current attitudes and practices towards no-show appointments. We will present strategies we’ve used to encourage appointment attendance by fostering a sense of shared community of learners rather than using shame, financial penalty, or other punitive action to decrease no-shows. Finally, we’ll hear from students on their perceptions of taking up space in research appointments and analyze how research appointment practices can reward students who already have privilege. Participants will critically reflect on their own experiences and practices with research appointments through guided reflection and small group discussion in order to empower students.
Tuesday, September 8
10-11 am – Do I have to have a librarian come to my class? Power imbalances and power moves in library instruction (Roberto Arteaga & Christine Moeller, Pacific Lutheran University)
The question, “Do I have to have a librarian come to my class,” may be familiar to academic teaching librarians. At first, this question may be frustrating in multiple ways, but a thorough examination of the context behind the question can help identify the root and the broader implications of such questions. These types of questions highlight the structures that impact library instruction and reveal the ways in which power imbalances affect the work and mission of teaching librarians. In this interactive presentation, attendees will engage in a series of activities and discussions centered around the structures and power imbalances that are deeply embedded within higher education. Participants will dissect, analyze, and interpret questions and situations familiar to teaching librarians in order to begin formulating pedagogically meaningful responses. Through this exploration, participants will be able to identify the root of power imbalances and determine ways to foster change.
Wednesday, September 9
10:30-11:30 am – In search of a just and responsible culture of assessment: two critical alternatives to learning analytics in libraries (Adam Beauchamp & Mallary Rawls, Florida State University Libraries)
Participants in our session will engage with two theoretical approaches to the problem of learning analytics and surveillance in libraries. Based on these critiques, together we will explore just and responsible alternatives to assess student learning.
View session notes
2-3:30 pm – Zine kickoff
Come learn about and create zines with other CLAPS attendees! No prior experience is required and all skill levels are welcome to join. This multi-day session will include learning about zine making tools, tips for scanning, and include a workshop on using Adobe Photoshop.
Thursday, September 10
10-11 am – Information has value: a Marxist approach (Dave Ellenwood, Seattle Central College)
Critical pedagogy demands that we address the structural aspects of information in our library teaching practices. Capitalism contributes significantly to structuring our information ecosystem. This presentation will explore a Marxist framework for understanding economic power and information in our current world. This includes an exploration of value (exchange-value and use-value), commodification of information, current forms of labor exploitation, concentration of ownership into the hands of a few publishers, and the uneven impact on people from different race, class, and gender identities. The presentation will conclude with an argument for teaching this framework from a critical pedagogy approach. This approach centers the need for students and librarians to take collective action that challenges the process of information capitalism. I will share my successes, failures, and improvements from years of teaching this material.
11:30-12:30 pm – Casting a critical eye on "fake news" literacy and post truth pedagogy (Carrie Wade, University of Wisconsin-Milwaukee)
This session will address the ways that fake news and post truth pedagogies are beyond the scope of critical librarianship. Participants will be invited to engage in critical questions about the failures and oversights of library instruction that focuses on fake news and post truth pedagogy including a critique of the common and nauseating vocabularies and tropes of such instruction methods. Together we will assess the context of the current political reality and its implications for library instruction.
2-3 pm – Digital collages using Adobe Photoshop (Brian Puentes, University of Arizona)
Workshop details coming soon. This workshop will be taught by Brian Puentes, the Adobe Creative Cloud Support Specialist at the University of Arizona.
Friday September 11
9-10 am – The unheard call: reconstructing support to doctoral students through a critical lens (Adriene Hobdy & Amanda M. Leftwich, Montgomery County Community College)
The practice of supporting doctoral students has been one of retention and services, not one of identity. The professional development of these students, especially those from marginalized communities are seen as an afterthought. Retention cannot exist without care of the person you’re trying to retain. We want to spark a larger conversation to inspire a framework for developing all doctoral students. This presentation will dismantle the current narrative of support to doctoral communities by sharing our experiences caring and developing our doctoral student faculty. As community college employees, our own doctoral community is built on bolstering distinctive and innovative ideas. Critical librarianship asks one to challenge the current standards of which we operate. Presenters will discuss and question current practices and engage participants in creating new frameworks for their own communities.
View recording part 1
View recording part 2
10:30-11:30 am – Addressing white supremacy in librarianship through communities of practice (Lindsey Shively, Diablo Valley College; Reed Garber-Pearson, University of Washington; Lia Friedman, University of California at San Diego; & Althea Lazzaro, Seattle Central College)
This recording will share the process of a group of white library workers who convened a virtual community of practice to engage critically, vulnerably, and personally with racism and whiteness in our work. In sharing our practice thus far, we aim to organize other white library workers into critical reflection and action towards anti-racist transformation in libraries. This recording will problematize our approach and look critically at our tendency to center and laud the voices of white people engaging in anti-racist practice, while appropriating the labor of librarians of color. We will surface the self-affirming behaviors we as white people often fall into while doing this work, and offer suggestions about how to hold one another and ourselves accountable to our commitment to anti-racist librarianship. CLPS participants will watch the recording about our work, and then during the hour we will answer questions and discuss white supremacy in libraries, with the intention of building relationships for people to create their own communities of practice. We intend to curate the small groups to address different levels of interest and exposure to topics of anti-racism. While this session is intended for white people who want to engage in the work of critically examining whiteness in libraries, all are welcome. For the best experience, please print out and assemble this zine if you are able to. Folks can also request a print copy from the presenters.
3-4:30 pm – Zine showcase/happy hour
Join us for a zine showcase and happy hour to connect with CLAPS attendees. Note: this session is designed for participants who attended the zine workshop.
3-3:45 pm – Conference social happy hour
Join to meet and chat with other participants in breakout rooms.
Monday, September 14
9-10:30 am – Lightning talks
Data literacy and feminist epistemology (Scout Calvert, Michigan State University)
In this talk, I will argue for a critical pedagogy of the central concern of data curation: research data sharing and reuse. By connecting feminist epistemology to data curation, I will provide a frame for understanding data sharing as a feminist practice with the potential for engaging a wider range of knowers in scientific knowledge production. I will consider the role of data sharing in addressing weaknesses in scientific processes. In the last decade or more, academic libraries have been charged with providing research data support, helping to address the research data lifecycle. Reasons for mandating data sharing include transparency, to show that federal research money is well spent, to create opportunities for reanalysis and reuse that will make better use of research funding, to discourage fraud, and perhaps most idealistically, provide a means for the imprimaturs of high stakes science: reproducibility and replication. We could say that these rationales for data sharing are largely positivist in nature, demonstrating faith that scientific processes are objective and neutral, and lead inevitably to new and more true knowledge. This talk will entertain a different way of understanding data sharing as a way of situating knowledge production, and will provide connection points to feminist philosophers of science who argue both in favor of scientific knowledge production and for understanding science as a social practice. Particularly, data literacy will be explored through Donna Haraway’s situated knowledges, Sandra Harding’s strong objectivity, and Karen Barad’s agential realism. Data curation requires the inclusion of crucial context for data collection and analysis that provides means for new knowers to intervene and participate in science. This should suggest new approaches to data literacy pedagogy. To engage others, I will keep my discussion of these three key concepts succinct and relate them closely to critical library science. I will display slides with definitions and illustrations that support the talk, and I will provide further resources should the audience want to know more.
Men lead, women teach: Are we perpetuating our own gender stereotypes in job advertisements? (Tati Mesfin & Rayla Tokarz, University of Nevada, Reno)
Attendees will explore gendered-language in LIS job advertisements for instruction and management positions. We will share our preliminary findings on gendered-language in predominately masculine management positions versus the feminized profession of instruction and to find if it perpetuates gender stereotypes and reflects current sexist ideologies in academic libraries.
An appeal to Kairos: building a sustainable assessment practice (Sheila Garcia, University of Michigan)
Perhaps one of the most common narratives among librarians is the difficulty of saying "no" and scoping our work appropriately. Fobazi Ettarh's work on "Vocational Awe" examined the roots of this problem critically and has spurred continued discussion around dismantling the framing of the library profession as a "calling" and valuing individual well-being. This approach to the issue of burnout and the glorifying of unsustainable practices can be particularly impactful within Social Justice work and more so, for traditionally underrepresented communities. This session will focus on an individual journey to build a sustainable assessment practice that centers the needs of an underserved community. To break the cycle of assessment practices solely benefitting academic discourse, the concept of Kairos - the "right" and/or opportune time do something - should guide practice to ensure intentional sustainability of our work. This lightning talk will walk through the journey of a Diversity Alliance resident librarian and her initial capstone project that focused on the experience of undergraduate language brokers in academia in order to inform first-year information literacy instruction. Recognizing that a short-term position would almost guarantee that results of research do not directly benefit the community that is studied, the research practice was reframed accordingly to a multi-year collaborative project. Participants will leave the session with a deeper understanding of the use of Kairos to reframe their practice, moving toward critical practice and intentional sustainability of assessment practice. Additionally, this talk will highlight an area of need within librarianship that has not been discussed as deeply, which is the need to ensure that results of library assessment, particularly assessment that uses a social justice lens, not only benefits but is communicated back to the populations that are directly affected, an approach that necessitates a sustainable research practice.
12:30-1:30 pm – Extensions for everyone: syllabus policies that center accessibility (Melissa Wong, University of Illinois at Urbana-Champaign)
Instructors who embrace critical pedagogy work to create inclusive learning environments and dismantle barriers to education. Ironically, one such barrier can be the formal accommodations process that was created to ensure equitable access for student with disabilities (only a fraction of students with disabilities request needed accommodations). In order to better serve students with disabilities, many instructors have adopted Universal Design for Learning (UDL) and a proactive approach to accessible course design. Instructors implementing UDL often focus on the accessibility of course materials and using varied and inclusive pedagogical strategies. However, instructors may overlook the central role course policies play in accessibility. In fact, many common accommodations are a direct response to instructor policies. For example, instructors may be asked to grant an extension for a due date if a student experiences exacerbation of a chronic illness; however, this accommodation only exists as a standard accommodation because of instructors’ often inflexible policies around attendance and deadlines. In this talk, I identify course policies that create barriers for students with disabilities and show how instructors can adopt more flexible course policies that support inclusion and student success while decreasing the need for formal accommodations.
Tuesday, September 15
10-11 am – #nowtrending: critical library instruction through the lens of influencers and social media (Jesus Espinoza & Naomi Binnie, University of Michigan)
Due to their popularity on social media, influencers act as a filter through which many of us observe and experience the world. When influencers give health and wellness advice or when they advertise products, do audiences critically assess the information that they are receiving? With this question in mind we decided to incorporate content from health and wellness influencers into library instruction sessions and online information literacy modules, along with more traditional popular and scholarly sources. In the classroom we encouraged students to lead the conversations in determining the usefulness and relevance of these sources. By doing so, we breathed new and relevant life into discussions of fake news, authority, bias, and critically assessing information through this added lens of influencers and social media. We will discuss the processes and challenges of incorporating influencer content into in-person and digital lessons and how we empowered students while engaging with the ACRL frames. This program will be relevant to those interested in library instruction, information literacy, and increasing student engagement and participation. This session relates to critical pedagogy because we deconstruct traditional concepts of authority and expertise. We introduce alternative sources to discussions of information literacy, and we discuss the value of the voices and perspectives they may bring into a given topic while also acknowledging their limitations. Ultimately, we seek to bring students into the scholarly conversations by considering and acknowledging expertise outside of traditional conceptions of authority.
11:30-12:30 pm – Foundations of transgender solidarity in library instruction (Amy Gilgan, University of San Francisco)
This interactive workshop will provide an introduction to building inclusive library instruction for transgender and gender non-conforming students. Participants will ground themselves in an understanding of how their core values relate to trans* liberation and learn strategies for translating those values to the classroom. Through the lens of Jackson and Hardiman’s Social Identity Development Model (1997), participants will explore how sitting with discomfort and accountability increases capacity for trans* allyship.
1-2 pm – Centering voices from the margins: unsettling the exceptionalist lore of makerspaces (Jennifer Nichols, University of Arizona & Maggie Melo, University of North Carolina Chapel Hill)
This talk centers on the limitations and challenges emerging from this particular brand of “maker culture,” and emphasizes the critical work that is being done to cultivate anti-oppressive, inclusive and equitable making environments. The Maker Movement has inspired hundreds of public, school, and academic libraries to integrate makerspaces into their own ecosystems. This social phenomenon purports an enthusiasm and techno-optimistic approach to engaging with the world with STEM-rich technologies, and consistently overshadows the material limitations and drawbacks that this movement simultaneously purports. The Maker Movement has popularized a narrow, classist, predominantly white, and heteronormative conceptualization of maker culture. Makerspaces, like libraries, are not neutral, but rather are imbued with ideologies stemming from Silicon Valley that consequently dictate who makes, why making occurs, and what is considered making. Specifically, this talk will highlight the voices within the edited collection, Re-making the Library Makerspace Critical Theories, Reflections, and Practices. The book captures how librarians and educators have disrupted and re-made their makerspaces in response to the constraints of the Maker Movement’s “makerspace.” This collection extends a critical examination of library makerspaces at the site of praxis with critical considerations around race, age, class, gender, sexuality, power, and ability will be centered in this volume.
Wednesday, September 16
9-10 am – Conflicting interests and begrudging partnerships: turning critical pedagogy on human resources (Matthew Weirick Johnson, University of California Los Angeles)
A broad discussion of the roles of library workers and human resources (HR) workers in the search process and the impact of HR policy on the development, work, happiness, and lives of our new colleagues, with a specific focus on how this impacts early career librarians and recent graduates (especially those without access to institutional knowledge, without experience dealing with human resources employees, and without preparation or support from their library programs related to negotiating with human resources). What does our Library HR currently look like and what is the ideal HR that we envision? How does our HR department define success? How are our goals of supporting new librarians within a division in contrast with HR’s goals of protecting the institution?
10:30-11:30 am – Beyond self-care and standardization: creating a sustainable teaching practice through engaged pedagogy (Veronica Arellano Douglas, Carolina Hernandez, & Emily Deal, University of Houston)
Conversations around sustainable teaching practices either focus on self-care, placing responsibility for well-being on librarians; or program efficiency, which creates work environments that create business-like models for standardization of teaching programs. This framing of sustainability is reactive and harmful -- we are working within existing power structures and dynamics rather than imagining ways to share power and create space for engaged pedagogy. bell hooks introduces the concept of engaged pedagogy as a model of education that “does not seek to simply empower students… [but] will also be a place where teachers grow and are empowered by the [learning] process” (p. 21). It’s a feminist expansion of critical pedagogy that takes into account the personhood of the teacher as well as the student, creating a co-learning environment rooted in mutual respect where intellectual and personal development can flourish. This discussion session will move beyond typical sustainability conversations to develop ideas for positive change in library teaching programs with the goal of creating generative, healthy work practices.
12-1 pm – Assessment is constructed & contextual: a faculty-librarian pilot to explore critical approaches to curriculum and assessment (Nicole Branch, Loring Pfeiffer, & Julia Voss, Santa Clara University)
During this session, participants will: reframe approaches to assessment practices using a critical lens, apply critical theory to the selection of assessment methodologies, and interrogate approaches to instruction and assessment that integrate information literacy with disciplinary practice. The embrace and development of critical information literacy and critical librarianship invites investigation of and experimentation with information literacy assessment. Magnus, Faber, and Belanger (2018) advocate for the integration of critical perspectives in library assessment practices. In joining this dialogue, librarians are connected to larger calls to transform (or re-center) assessment practices in higher education. Wall, Hursh, and Rodgers (2014) argue that assessment practices in higher education have increasingly focused on commodifying learning for the global capitalist market, moving away from measuring the central purpose of higher education to serve the common good. These authors advance a vision of “assessment as an ethical and valuing social practice” (p. 10). Writing Studies scholars, librarians' natural partners with critical pedagogy, can provide direction for critical assessment practices, drawing on methodologies such as Critical Discourse Analysis (Caswell & Banks, 2018) and Critical Validity Inquiry (Lynne, 2004; Perry, 2012) to integrate critical theory and assessment practices. This presentation will explore preliminary findings from a first-year composition/library collaboration on a research-based writing curriculum based on the ACRL Framework for Information Literacy and Council of Writing Program Administrators’ Framework for Success in Postsecondary Writing.
1:30-2:30 pm – Scaffolding your instruction with epistemology (Kirsten Dean, Virginia Tech)
This session begins with an overview of how others have integrated epistemology and critical information literacy instruction. We will then analyze this relationship and ask how learning experiences can simultaneously build skills (e.g., how to use academic library resources) and challenge learners to interrogate their beliefs about knowledge creation. Finally, we will analyze and customize lesson plans and learning objects so that participants leave with concrete teaching strategies. Participants are invited to engage in this workshop by: examining their beliefs about knowledge and authority through facilitated exercises; brainstorming disciplinary differences in knowledge creation and connections to learning activities across contexts; curating and modifying teaching strategies to meet personal or institutional goals.
Thursday, September 17
10-11 am – Optimizing the learning experience of neurodivergent students (Paige Crowl, Oxford College of Emory University)
It’s our responsibility as library instructors to ensure that all students are served well by our instruction, and we recognize that a one-size-fits-all approach especially fails historically marginalized students. Neurodivergent learners are not only marginalized, but too often forgotten by academic libraries when they set out to address their issues with equity and inclusion. I believe that we should adapt to learners by meeting them where they are – good instruction is accessible for everyone, and until we are meeting the needs of each student, we are failing all of them. I want to invite participants into a conversation about how we can adopt teaching practices that are dedicated to offering multiple modes of engagement and allowing students to interact with library instruction material on their terms. I hope to discuss the applications of UDL (Universal Design for Learning) Guidelines and how we can think outside the box of what has traditionally constituted “engagement” in educational systems. I am also hopeful that attendees will bring their own experiences meeting the needs of students to share.
11:30-12:30 – Elevating the fashion other: how sartorial choices inform counternarratives in information literacy (Lalitha Nataraj, California State University San Marcos)
Professionalism and sartorial expression, intertwined, are inherently gendered, classed, and raced social constructions that visibly surface white privilege in Western academe. In considering “acceptable” professional fashion, people of color, especially women, must adopt a White aesthetic to counteract negative stereotypes (Pagowsky and Rigby, 2014). For PoC, wearing literal mantles of Whiteness is one aspect of what Kendrick terms deauthentication, which is obscurement of all markers of cultural, social, political identity to mitigate microaggressions and hostility in the workplace (2018). Modes of dress also serve as ethnic and cultural anchors for those of us who identify as members of non-European diasporic communities. As an immigrant PoC library worker at an HSI and AANAPISI* campus, I am conscious of how citizenship “intersects with language, class, and phenotype to articulate a specific raced subjectivity...all of these intersections impact both our world view and the way we are perceived by our students and colleagues” (Quinonez, Nataraj, and Olivas, 2019). The librarian stereotype depicted through a popular culture lens, overemphasizes a Westernized, feminine aesthetic of “cat-eye glasses,” “sensible shoes,” and “versatile cardigans” (Pagowsky and Rigby, 2014). While this image has been somewhat re-imagined, it’s still fairly intact in LIS. These “lewks” constitute a professional performance designed to convey intellectual competence; for PoC, performativity is double-layered and demands emotional labor, because we must perform visible Whiteness while underscoring LIS’s legitimacy within the academy. This brief presentation asks us to consider how fashion may serve as a counternarrative that challenges majoritarian ideologies within the colonized classroom. By elevating the Fashion Other—that is, an aesthetic that defies Westernized notions of what connotes “professional” attire—PoC librarians actively resist hegemonic standards of professionalism.
1-2:15 – Closing keynote (Dr. Nolan Cabrera; see bio)
Dr. Nolan Cabrera is a nationally-recognized expert in the areas of racism/anti-racism on college campuses, Whiteness, and ethnic studies. He is currently an Associate Professor in the Center for the Study of Higher Education at the University of Arizona, and was the only academic featured in the MTV documentary White People.
2:15-3 pm – Discussion session on Dr. Nolan Cabrera's White Guys on Campus
Join conference participants in a breakout-room discussion on our closing keynote's book.
Register to join live discussion