The history of storytime can be traced back to the beginning of the 20th Century when the first children’s room was established at the Pratt Institute Free Library. The Head of Children’s Services became the legendary Anne Carroll Moore. Her vision was to provide for the needs of children.  In 1896, Moore introduced the first storytime. Her vision was to provide a, “stimulating and artistically beautiful environment for children in their reading rooms” (Downey). Since then most children’s libraries encompass storytime programs in their children’s department all around the world.  But today, research teaches us we need to do more.  “Libraries and museums are trusted, welcoming places where children make discoveries, deepen common interests, expand words and knowledge, and connect their natural curiosity to the wider world” (Institute of Museum and Library Services, 2013, p. 4). With trust comes responsibility. In 2000, the Public Library Association (PLA), in collaboration with Dr. Grover C. Whitehurst and Dr. Christopher Lonigan developed the program, Every Child Ready to Read @ Your Library (Marks, 2006, p. 2). Launched in 2004, Libraries began to re-look at their storytimes as a venue to develop programs on early literacy skills which we now call early literacy enhanced storytimes. 

​

So why do we want to do this?  Library’s provide the perfect venue to provide early literacy enhanced storytime and other educational programs to children and their parents.  “A solid foundation in early literacy before kindergarten plays a critical role in ensuring that a child has a strong start in formal schooling, regardless of socioeconomic status, home language, or ethnicity” (Ghoting & Martin-Diaz, 2013, xii). In 2009, in the updated version of Every Child Ready to Read @ Your Library (PLA and ASLC, 2018), libraries begin to develop storytime focusing on the five practices in talking, singing, reading, writing, and playing.  In this revision, parents are trained and encouraged to duplicate the activities learned at the library at home (Celano & Newman, 2015, p. 31). As an example, instead of children sitting alone quietly at storytime, storytime becomes a developmentally appropriate program that includes music, exercise, and play where children and their parents attend together. As the child's first teacher, the aim is to give parents/caregivers the tools and the resources to prepare their children to enter kindergarten ready to read.

​

In order to develop a successful early literacy program, libraries need to develop a strong training plan for their library's staff as well as training of volunteers and parents.  According to Marks, library staff needs to become more "proactive disseminators of early literacy research information and skills to parents, caregivers, and children" (Marks, 2006, p. 2).  In this approach, library staff needs to have a good understanding of the five components of early literacy.  According to Ghoting and Martin-Diaz these skills include (2013, p,. xiv):

​

• Phonological awareness

• Print conventions and awareness

• Letter knowledge

• Vocabulary

• Background knowledge

​

But the preparation does not stop here, once library staff are trained, volunteer training follows. In addition, children's librarian's need to develop new programs or "tweak" old programs to incorporate these new early literacy practices, early literacy components, and research information into their storytimes.  In conclusion, we have come a long way from a library that would not even allow a child to borrow a book, to a venue that provides a wealth of material for children of all ages.  This can make such as significant difference in children's lives by simply doing what we do best, to serve the needs, wants, and demands of our young patrons and their families.

 

References:

​

Celano, D. C., & Neuman, S. B. (2015). Libraries emerging as leaders in parent engagement. Phi Delta Kappan, 96(7), 30-35

​

Downey, G. (n.d.) Anne carroll moore. Retrieved from http://libraryhistory.pbworks.com/w/page/16964610/Anne Carroll Moore

​

Ghoting, S.N., & Martin-Diaz, P. (2013). Storytimes for everyone!. Chicago, IL: ALA

 

Institute of Museum and Library Services (Washington, DC). (2013). Growing young minds: How museums and libraries create lifelong learners. Inst. of Museum and Library Services.

​

Public Library Association, & Association for Library Services for Children. (2018). Every child ready to read 2nd edition. Retrieved from http://everychildreadytoread.org/building-on-success-every-child-ready-to-read-2nd-edition/