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Introduction

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(Credit:  Every Child Ready to Read, 2018)

The goal of this project is to create examples of interactive early child literacy programs for a public library.  The programs are designed to create early learning environments that focus on ways to teach parents/caregivers how to teach their children through reading, talking, singing, writing, and play.  This philosophy is based on the the second edition of Every Child Ready to Read (ECRR2) developed by the Public Library Association (PLA) and the Association for Library Service to Children (ALSC). According to PLA and ALSC, libraries, "could have an even greater impact on early literacy through an approach that focused on educating parents and caregivers. If the primary adults in a child’s life can learn more about the importance of early literacy and how to nurture pre-reading skills at home, the effect of library efforts can be multiplied many times" (2018). In the lap-sit, toddler, and preschool storytime programs, I have incorporated three literacy asides to complement the theme and skill being addressed in each program.  In addition, I have provided examples of storytime newsletters as takeaways for the parent/caregivers.  These newsletters provide tidbits of information, recommended books, and an example of a song, rhyme, or poem that had been introduced in that particular week.  Under the Parent/Caregiver Resource Pathfinder page, copies of the crafts or activities are provided that parents could print out and complete with their child at home.  As always, for those who can not stay for the storytime activity, we offer copies as they leave the library.

(Credit:  Gale BordenPL, 2012, March 27)

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These programs created are for children from birth to eight years old.  My goal was to create a sample of different types of programming that would meet the needs of a diverse community with different needs, wants, and demands. The programs focus on the five components of early literacy:  phonological awareness, print conventions and awareness, letter knowledge, vocabulary, and background knowledge.  According to a study by the National Early Literacy Panel, alphabet knowledge, phonological awareness, and oral language are essential elements of early literacy instruction (Ghoting and Martin-Diaz, 2013, p. 7). In fact, programs that incorporate these skills have the "most positive impact on children's ability to learn to read, write, and spell" (Ghoting and Martin-Diaz, 2013, p. 7). I incorporated reading, writing, talking, singing, and playing into these programs. Over this 12 month period I have designed the following programs:

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  • Lap-sit storytime for children birth to 23 months.

  • Toddler storytime for 2 and 3 year olds.

  • Preschool storytime for 4 and 5 year olds.

  • Sensory play for children of all ages.

  • STEM programs for various ages groups:  2 - 3 year olds, 4 - 5 year olds, and 6 - 8 year olds.

  • Rosie the Reading Dog:  Children of all ages.

  • Bilingual storytime - Children of all ages.

  • Explore and Soar - School age children up to 8 years old.

  • Family Storytime - Children of all ages.

  • Parent/caregiver workshops.

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According to the most current data from the United States Census Bureau, their are 61.8 million people who speak a language other than English at home.  This is up 2.2 million since 2010. The largest increases were speakers of Spanish, Chinese, and Arabic. In fact, one in five U.S. residents now speaks a foreign language at home (Center for Immigration Studies, 2014). With that said, providing English-Language Learners storytime programs are imperative. In a "real" public library, these programs would be developed after anecdotal and statistical data were analyzed in conjunction with a needs assessment about ones community. For this reason, I  provided an example of a bilingual storytime that could be run by a staff member that was not fluent in a foreign language. I decided to  do this since providng bilingual storytimes are a challenge for many public libraries because they do not have a diverse staff that reflects the demographics of their community.  In fact, according to the Association for Library and Information Science Education's (ALISE) most current survey "[revealed] disturbing figures regarding minority recruitment efforts and corresponding graduation rates. ALA-accredited master’s degree programs reported that a mere 4.3 percent of librarians are black, 3.5 percent are Asian, and 3.7 percent identify as "other".  In addition, according to Larson, The general population of the United States is far more diverse than that of the library profession. Only 62 percent of the United States population identifies as white, 12 percent are black, 6 percent are Asian, and 19 percent identify as Hispanic or as more than one race (Larsen, 2017, December 7).  

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As technology continues to advance, the need for highly skilled workers will continue to rise. In 2008, the U.S. was seen as “behind many countries” in their promotion and implementation of STEM education (Kuenzi, 2008, p. 2). Libraries can help encourage children to take an interest in science, technology, engineering and/or mathematics by providing fun and exciting STEM programming. This could spark children to pursue degrees in STEM fields including teaching. With that said, I have incorporated STEM storytimes throughout the year.  They have been developed around literacy.  Many people today would call these programs STREAM (Science, Technology, Reading, Engineering, Art, and Mathematics).

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Programming for school age children were developed around the Common Core Standards as well as the American Association of School Librarians (AASL) Framework Standards. Although my goal was not to teach new concepts, it was my intention to create programs that would introduce age appropriate concepts that would help build background knowledge.  According to Ghoting and Martin-Diaz, "Researchers have noted that one of the best predictors of student learning is what children already know before they begin to study new material" (2013, p. 13).

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Technological advancement has generated the need to re-look at our children’s screen time usage and its possible effects on child development. According to a new study by the American Academy of Pediatrics (AAP), “Parents [should] prioritize creative, unplugged playtime for infants and toddlers. Some media can have educational value for children starting at around 18 months of age, but it's critically important that this be high-quality programming” (2016, October 21). With that said, I felt that incorporating literacy tips on tablet usage would benefit parents/caregivers as depicted in the November Family Storytime.

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Most of the storytime's incorporated both fiction and nonfiction books into the programs.  This was important as it helps children get an understanding of the world around them.  According to Ghoting and Martin-Diaz, "The use of informational books helps children learn that books and reading are ways of getting and communicating information" (2013, p. 50).  In addition, some children like fiction books while others like nonfiction books. It is beneficial to be exposed to both types of books.  I created the programs around topics that touched upon science, mathematics, and/or social studies.

 

Creating a welcoming and an accessible library for children with disabilities is being showcased with a sensory play program open to children of all ages.  According to Hickey, Golden, and Thomas, Sensorimotor developed can be supported in unstructured, open playtime in programs in libraries which supports Every Child Ready to Read programs (2018, Fall, p. 18). Unlike most programs in the children's department, the environment is designed with lights dimmed, unstructured open play space where children and their parent, caregiver or therapist can explore various sensory stations. 

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Although I did not incorporate examples of community partners within these programs, I am a strong believer that partnering with other nonprofits is key in providing excellent opportunities for all libraries.  Many funders share the same missions and visions as public libraries in respect to the importance of early literacy and STEM education such as:

 

 

Developing these partnerships provides opportunities and educational and financial resources that might not have been made possible without the funding or resources provided by the funder.  Other partnerships with foundations such as Bedtime Math and StarNet provide lesson plans designed specifically for libraries. 

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Although this is just a sampling of programs, there are so many fun and educational ways to develop interactive literacy based programs for children.   Children librarians have the honor, responsibility and the privilege of developing these programs, activities and services in such a way to help teach parents/caregivers how to talk, sing, read, write and play with their children.

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Click here to examine my programs.

 

 

References:

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American Academy of Pediatrics. (2016, October 21). American Academy of Pediatrics Announces New Recommendations for Children's Media Use. Retrieved from https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/American-Academy-of-Pediatrics-Announces-New-Recommendations-for-Childrens-Media-Use.aspx (Links to an external site.)Links to an external site.

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Center for Immigration Studies. (2014, October 3). One in five U.S. residents speaks foreign language at home, record 61.8 million. Retrieved from https://cis.org/One-Five-US-Residents-Speaks-Foreign-Language-Home-Record-618-million

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Every Child Ready to Read. (2018). Every Children Ready to Read @ Your Library. [Digital Image]. Retrieved from http://everychildreadytoread.org/

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Gale BordenPL. (2012, March 27). Ready, Set, Go! [video].  Retrieved from https://youtu.be/XtoFX62A1L4

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

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Hickey, K., Golden, T., & Thomas, A. (2018). Sensory Play in Libraries. Children and LIbraries: The Journal of the Assocation for Library Services for Children, 16(Fall), 18-21.

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Kuenzi, J.J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Congressional Research Service Reports.  Retrieved from https://digitalcommons.unl.edu/crsdocs/35/

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Larsen, S. E. (2017, December 7). Diversity in public libraries strategies for achieving a more representative workforce. Retrieved from http://publiclibrariesonline.org/2017/12/diversity-in-public-libraries-strategies-for-achieving-a-more-representative-workforce/

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Public Library Association, and Association for Library Service to Children. (2018). About Every Child Ready to Read @ Your Library. Retrieved from http://everychildreadytoread.org/about/

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