Early Literacy Resources

            As children’s librarians that focus on early literacy it important that we consistently utilize each other as sources of information. Connecting with colleagues at conferences or online can allow us to gain new knowledge, ideas, and best practices for serving youth.

            That is why for my final post for this blog I would like to create resource list for librarians who wish to increase the early literacy practices in their library. Below are links and information on some of my favorite early literacy blogs that can help any librarian build a quality program for young children.

Jbrary

            This multimedia blog is run by Canadian children’s librarians Lindsey Krabbenhoft and Dana Horrocks. The pair have created hundreds of Youtube videos that focus on storytime songs, baby lapsit bounces, flannel boards, and more. In addition to this the blog gives information on storytime themes, children’s’ programs, professional development, and anything else a youth services librarian would require. I highly recommend this source for any librarian looking to up their children’s programming game.

Storytime Katie

Storytime Katie is a blog run by Early Literacy Librarian in Chicago. This blog is updated frequently and describes the different storytimes (baby, toddler, and preschool) she performs at her library. Librarians can use this source to gain inspiration from Katie’s triumphs and failures and create a wonderful storytime for their own library patrons.

King County Library System

The King County Library System has an excellent video resource for caregivers and librarians. Through their Tell Me A Story program they have created a compilation of all the different songs, action rhymes, and fingerplays they have filmed during their storytimes. The list is extensive and includes classic as well as little known songs. A librarian can find a song or rhyme to fit any theme or context for their programs. Further, librarians can show this website to their patrons so they can learn many new songs at home with their children.

Saroj Ghoting Early Literacy Website

Saroj Ghoting wrote the book on early literacy (literally, she has written multiple books on the subject). In order to better inform people on the importance of early literacy she has created a resource website for library and childcare professionals. The website gives an overview of the new Every Child Ready to Read 2 initiative and gives scripts for talking on the subject with parents. In addition to this she has compiled a resource list that includes a number of important information such as early literacy research, storytime resources, sample handouts, programs, and sample storytime asides.

            Any of these resources will help you bring early literacy to your library. Look through them and choose what will work best for you and your library. Most importantly though just remember the five components of early literacy, talk, read, write, sing, and play!

References

Dana Lindsey Creators of Jbrary [Online image]. Retrieved December 7, 2016 from https://jbrary.com/

Ghoting, S. (n.d.). Saroj Ghoting: Early childhood literacy consultant. Retrieved from http://www.earlylit.net/

Katie. (2016). Storytime Katie. Retrieved from https://storytimekatie.com/

King County Library System. (2016) Tell me a story. Retrieved from https://kcls.org/content/

Krabbenhoft, L & Horrocks, D. (2016). Jbrary. Retrieved from https://jbrary.com/

Shake, Shimmy, and Dance [Online image]. Retrieved December 7, 2016 from https://storytimekatie.com/

[Untitled image of King County Library System logo]. Retreived on December 7, 2016 from https://kcls.org/content/

[Untitled portrait of Saroj Ghoting]. Retrieved on December 7, 2016 from http://www.earlylit.net/about/

            

Media Mentors in the Library

            In the above video Lisa Guernsey discusses how new technology like iPads and other media affect the learning of young children. Guernsey speaks on the fact that children do not understand what they watch on screens in the same manner as adults (TEDx Talks, 2014). She notes that young children can effectively learn from screen media if there is quality content with interactive actions and caregiver / child connection (TEDx Talks, 2014). Parents who wish to connect with their children may find themselves unable to decide what media type is considered quality content or how to interact with their child and the media. Guernsey notes that parents can succeed if they have access to a media mentor, such as a children’s librarian, who can give advice and model behavior (TEDx Talks, 2014). The library then can be an excellent place for families to learn how to connect with their children via media and learn what content will help them to best learn.

            But how can librarians become media mentors and ensure that families are utilizing their media effectively at home? Rachel Keeler (2016) a children’s librarian in Boston speaks on her wish to improve her services with parents to encourage proper media use. Keeler (2016) speaks on encouraging caregivers to let children use AWE Early Literacy Stations and discuss how they may be better suited then the public computers for learning. She further intends to create a library program that teaches parents how use their phones with young children and preparing handouts with digital media tips (Keeler, 2016). Ultimately, Keeler’s idea come to down to connecting with her patron base and finding ways to educate parents on interacting with their children through media.

            Librarians who wish to ensure they can be effective media mentors to their patron base can listen to advice from Claudia Haines and Cen Campbell. They note “media mentorship is not about having the latest and greatest technology. It is about library staff helping families find the best tool and creating the most positive experience possible,” (Haines & Campbell, 2016, p.51). Media mentors need to connect with the caregivers in their library in order to match them with media that will most help their family succeed. Librarians should educate themselves on media mentorship through school, training and professional development opportunities, resource sharing with other libraries, and attendance at conferences (Haines & Campbell, 2016). In addition to this, new technology should play a role in the library itself. This means budget considerations for new media, hiring staff that are passionate about being media mentors, and allocating library space for technology (Haines & Campbell, 2016). Libraries that do so illustrate to patrons that they do not fear technology and can be seen as a welcome resource for their media questions.

            As technology advances so must librarians. Caregivers have questions about which media is appropriate for their child and how to use it. We, as children’s librarians, must place ourselves as mentors to these caregivers and help them to use technology in an engaging and educational manner.

           

References

Grandma’s preschool [Online image]. (2015). Retrieved December 6, 2016 from http://topbestappsforkids.com/bestappsforkids/Grandmas-Preschool-Games-App-for-Kids-13_thumb.jpg

Haines, C., & Campbell, C. (2016). Becoming a media mentor. American Libraries, 47(11/12), 48-51. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=1e87471d-5706-4a06-a647-3f6cd1d4082b%40sessionmgr4007&vid=1&hid=4104

Image of a family looking a tablet [Online image]. Retrieved December 6, 2016 from http://www.health.mil/~/media/MHS/Photos/New%20Parent%20Program%20Supports%20Child%20Development%20Needs.ashx

Keeler, R. (2016). What exactly is a media mentor?. Children and Libraries: The Journal of the Association of Library Services to Children, 14(1), 28. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=085c1682-bb96-4bd7-9f71-01735f75e20a%40sessionmgr4008&vid=0&hid=4104

TEDx Talks. (2014, April 27). How to iPad affects young children, and what we can do about it: Lisa Guernsey at TEDxMidAtlantic [Video file]. Retrieved from https://www.youtube.com/watch?v=P41_nyYY3Zg&t=637s

Parents Need Programs Too!

            No early literacy initiative for children can be complete without acknowledgement and focus on the parents that have brought their little ones into the library. Parents are the main teachers of their children and it is they who will continue any early literacy work a librarian will begin once they return home. The goal of a librarian is to educate parents on early literacy practices and child development so that they can prepare their children to succeed. Storytime and other early literacy programs are an excellent time to engage children but librarians should also engage parents and use the program as an opportunity to educate parents on early literacy practices. When discussing the use of predictable books in storytime Giles and Fresne (2015) write “providing a further explanation of a predictable text makes adults aware of their value to children’s literacy development,” (p.33). Librarians can explain the value of repetition in early literacy and how these books develop children’s language. By incorporating small early literacy asides during storytimes librarians can educate parents on how to help their children develop literacy skills. Parents who understand the importance of these books and other early literacy activities will be better able to include them in their daily life.

            But parent education doesn’t have to stop at storytime. Plenty of libraries have created programs that educate parents on child development, early literacy, and numerous other topics to help caregivers successful raise their children. A new practice, called Family Place Libraries, develops library spaces that encourage family use. Family Place Libraries hold a five week parent/ child workshop that invites parents of toddlers to come and interact while learning more about their child’s development (Feinberg & Schull, 2001). Each workshop starts with an open play time during which the librarian and a childcare professional, such as a speech therapists or preschool teacher, talk informally with caregivers, offering advice and answering questions (Feinberg & Schull, 2001). Librarians are able to provide important parenting education in an informal atmosphere that puts parents at ease.  The national coordinator for Family Place Libraries believes in this informal program model, stating “ ‘education is not always formal—and public libraries provide that community space for anytime, anywhere learning where librarians can model early learning strategies and behaviors for parents,’ ”  (Kropp, 2015, para. 3). A workshop for parents that encourages informal learning ensures parents are able to ask questions, observe other parents, children, and librarians, and become educated on how to best support their child for future success. Parent/ Child workshops give parents the education they need to succeed.

            It takes careful planning and thought in order to implement an effective parent education workshop in the library. Librarians need to focus on parents and their needs in order to be sure the program will be helpful for each parent who attends. C. Everet Koop (2011) notes the importance of programming to parents in the library by stating “a solid parent-child relationship sets a firm foundation for all other programming offered in family literacy programs,” (p.3). Parent education programs create a solid standing for all the early literacy programs that are seen in the library. A parent that learns of early literacy practices in a parent education workshop is able to incorporate them at home and fully embrace their use in storytimes and toddler programs. Koop (2011) suggests the key to creating a successful parent education workshop is to ensure that the program clearly defines goals and outcomes, includes parents in planning and topic selection, builds on the parents’ current strengths, facilitates a parent support system, provides information on local resources, utilizes empathetic staff, and meets on a continuous basis (p.3). A parent education workshop that incorporates these key components will be able to meet the needs of local parents while connecting them to the resources and information that they need. By creating an effective workshop in this manner libraries are able to provide parents with the help they need and to build a foundation for further learning in the library for both caregivers and their children.

            In developing a program for parents it is important to focus on the way staff and guest representatives interact with caregivers. Doctors T. Berry Brazelton and Joshua Sparrow (2003) have developed a new model, named The Touchpoints Model of Development, for interacting with caregivers that can improve relationships between parents and childcare professionals while building a sense of collaboration. In the Touchpoints model providers must move beyond searching for fault in a caregiver’s parent skills but instead focus and build on the success the parent has had (Brazelton & Sparrow, 2003). In addition to this providers should value their relationship with the parent, focus on the relationship between child and parent, be aware of their own biases, be able to support a parent’s success, and most importantly remember that “the parent is the expert on his/her child,” (Brazelton & Sparrow, 2003, p.2-3). Following this model will allow librarians to create an empathetic and collaborative environment in their programs that builds on the success of the parent.  Caregivers will appreciate the efforts of the library and will be more likely to return to a place where they feel supported and well treated. Further information on this model is provided in the following video below by Dr. Brazelton himself.

       

            Libraries play a vital role in supporting parents in successfully raising their children. By creating programs that surround parent education we are able to support the parents in our community to promote early literacy skills and proper child development. In doing so we create a foundation for future success for all the children in our libraries.

References

Brazelton, T. B., & Sparrow, J. (2003). The touchpoints model of development. Retrieved from https://sjsu.instructure.com/courses/1212433/files/44590489/download

County of Los Angeles. (2016). Untitled picture of parents and children in the library [Online image]. Retrieved December 4, 2016 from http://elf2.library.ca.gov/images/programs.jpg

Family Place Libraries. (2011). Untitled picture of mother and baby reading a book [Online image]. Retrieved December 4, 2016 from http://www.familyplacelibraries.org/images/mcplmomlayingandreadingtobabyboy.jpg

Feinberg, S., & Schull, D. D. (2001). Family place libraries: Transforming public libraries to serve very young children and their families. Zero to Three. Retrieved from http://www.familyplacelibraries.org/documents/zerotothreearticle-1.pdf  

Giles, R. M., & Fresne, J. (2015). Musical stories: Infusing your read-alouds with music, movement, and sound. Public Libraries, 54(5), 31-34. Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=8164d969-a69d-4854-99b6-672f1bf6d96a%40sessionmgr107&vid=0&hid=101

Kalamazoo Public Library. (2016). Untitled picture of a librarian at storytime [Online image]. Retrieved December 4, 2016 from Kalamazoo Public Library. (2016). Untitled picture of a librarian at storytime [Online image]. Retrieved December 4, 2016 from http://www.kpl.gov/uploadedImages/Youth_Services/Kids/Family_Place/family-place-story-place-2014-598.jpg

Koop, C. E. (2011). Family literacy program – Parenting education. Illinois Literacy, winter, 3. Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=515f10f4-ec1e-4c62-97ce-1ace4ce2a47a%40sessionmgr105&vid=1&hid=101

Lisa G. Kropp. (2015, June 8). Family Place Libraries recast the librarian’s role in early learning [Web log comment]. Retrieved from http://www.slj.com/2015/06/opinion/first-steps/family-place-libraries-recasts-the-librarians-role-in-early-learning/#_

MetroUnitedWay. (2008, November 11). Dr. Brazelton explains touchpoints/ touches on systems theory [Video file]. Retreived from https://www.youtube.com/watch?v=7OzEGgcOJ14

Programming is for the Kids!

            Due to new research in child development libraries have been putting even greater emphasis on creating exciting programs for children that focus on early literacy. In examining the programming available for children it is clear that librarians are finding countless ways to engage children and parents.

            In order to better understand what program options are currently being provided to families I looked at the websites of various libraries as well as current literature on the topic. One pattern I noticed was that most all libraries I found had at the very least a preschool, family, or toddler storytime to encourage early literacy skills. But many also included parent centered workshops and a baby storytime to encourage early introductions to books. The New York Public Library (2016) Wee Little Ones Storytime uses “board and picture books, rhymes, bounces, and tickles,” to promote the key early literacy skills such as talking, playing, reading, and singing (New York Public Library, 2016, Early Literacy section, para. 1). These programs give families a place to learn about early literacy either through a librarian modeling a dialogic reading of a book, by interacting with other parents and caregivers, or finding new child development information at a parent workshop.

            Many children’s programs I found emphasized the use of dance and song such as Toronto Public Library’s Music and Movement for Kids that is developed for children ages 2 to 6 and the Marina Public Library’s Sing N Jam with Hillary and Sam (Toronto Public Library, 2016; Friends of the Marina Public Library, 2016). Movement and music can create a lively audience in a storytime and both appear to be essential for the Public Library of Youngstown and Mahoning County. Children’s librarian Hayley Elece McEwing (2011) has created the Gotta Move! program which emphasizes the six early literacy skills described in Every Child Ready to Read and encourages participation through song, dance, and rhyme. Each program begins with a Letter-cise in which children name objects from a basket along with the letter with which they begin followed by an action rhyme that emphasizes movement and letters (McEwing, 2011). Other activities include play acting through a movement story, interactive flannel boards, and a parachute circle time (McEwing, 2011). By creating such an engaging program for families the Public Library of Youngstown and Mahoning County has shared early literacy skills with children in the area in an exciting and fun manner. 

            Of course children’s programs don’t have to remain fixed in the library building. Plenty of librarians have begun moving beyond their walls in order to serve their community. One very innovative early literacy program I found during my research was being conducted by the New York Public Library at the Rikers Island Prison. Librarians organized an outreach program with fathers currently serving time at the prison (Higgins, 2013). The program consisted of weekly workshops where fathers discussed parenting and learned effective ways to teach early literacy skills to their children (Higgins, 2013). At the final workshops prisoners were allowed to record themselves reading aloud a book of their choice to their child (Higgins, 2013). CD copies of the recording and a copy of the book are then given to the child to allow them to hear their father reading the book aloud to them (Higgins, 2013). While this program does not work directly with children it is an excellent way to promote early literacy in the home. Incarcerated parents are able to learn how to promote early literacy skills once they are released and the recorded book encourages parent child connection as well as creates a positive association with the book. This program is an excellent way to continue to foster early literacy skills in children in the community.

            In examining the children’s programs available in libraries I found many common similarities as well as innovative new ideas. Most libraries have begun to emphasize the importance of early literacy by creating programs for children of all ages from the youngest infant to elementary age children. Storytimes continue to be a staple of the library community but many librarians have moved beyond the basic formula to include time for children to talk, sing, read, write, and play. Further, libraries have found ways to promote early literacy beyond the walls of the library through outreach efforts with parents. While children’s programming will always be a part of the library structure it is clear that libraries are finding new and exciting ways to promote early literacy in their community.

           

References

Friends of the Marina Public Library. (2016). The Friends of the Marina Library gigantic annual book sale in Marina. Retrieved from http://eventful.com/marina/events/friends-marina-library-gigant-/E0-001-096326665-8@2016091700

Higgins, N. (2013). Family literacy on the inside. Public Libraries, 52(1), 30-35. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=1a5be10e-933b-4b73-808f-d77dcc2c9c29%40sessionmgr4010&vid=0&hid=4104

Lundy, S. (2016) untitled picture of library parachute game [Online image] Retrieved November 14, 2016 from http://www.dailyherald.com/article/20160226/news/160228911/

New York Public Library. (2016). Events. Retrieved from https://www.nypl.org/events/calendar?keyword=&location=&type=4327&topic=&audience=4337

McEwing, H. E. (2011). Music, movement, and early literacy: A best practices primer for “Gotta Move!”. Children & Libraries: The Journal Of The Association For Library Service To Children, 9(2), 29-35. Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/viewarticle/render?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bVLtqauS7Gk63nn5Kx95uXxjL6nr0evq61Krqe0OK%2bwsEy4qrM4v8OkjPDX7Ivf2fKB7eTnfLujtkq1qLZNt6mxPurX7H%2b72%2bw%2b4ti7hOrcpIzf3btZzJzfhrurrkuup7VKs62kfu3o63nys%2b585LzzhOrK45Dy&vid=2&sid=5fdd88d8-4c65-4b68-b58f-81bfe98f7236@sessionmgr4008&hid=4104

Toronto Public Library. (2016). Music and movement for kids. Retrieved from http://www.torontopubliclibrary.ca/detail.jsp?Entt=RDMEVT17978&R=EVT17978

[Untitled picture of father reading to children]. Retrieved November 14, 2016 from http://www.fatherhoodinstitute.org/wp-content/uploads/2014/10/iStock_000018296321small.jpg

[Untitled picture of toddler storytime]. Retrieved November 14, 2016 from http://www.seminolecountyfl.gov/core/fileparse.php/3334/urlt/storytimes-20babies-20and-20moms.jpg

It's Playtime!

            Play is shown to be a critical component to early literacy and overall child development. It can help develop language by talking cooperatively with friends. It can help develop fine motor skills by holding small items. And most importantly it can help children build a sense of exploration and curiosity that they can extend to future learning. Play is vital part of children’s ability to learn. When discussing play, Ghoting and Martin-Diaz (2013) notes that “young children learn best when they are building on what they know, … [symbolic play helps] children develop high-level thinking and language, use their imaginations, incorporate problem solving, and practice self-regulation,” (p.23). Children explore through play and learn new things. A pair of children who are making mud pie may appear to be spending their time frivolously. But in actuality they are learning problem solving, (how much mud is too much for this pan? How do I get it all to fit? Can I get a bigger pan?) language skills through peer conversations, and learning self-regulation by taking turns.

            In addition to this, learning through play extends beyond the realm of preschool into future grades. In surveying the academic capabilities of children throughout school, Marcon found that children who had a more structured, teacher led preschool experience “earned significantly lower grades than those who had been allowed more opportunities to learn through play,” (Kohn, 2015, para. 13). Children who are allowed to play and discover when they are younger are better prepared for school. They have learned the skills that allow them to succeed in the future.

            Seeing the importance of play for families, many libraries have begun to incorporate this early literacy staple into their library programs and services. Bastiansen and Wharton (2015) have noted many libraries who have created toy libraries in order to overcome barriers to play such as cost for high quality toys, a more restrictive preschool curriculum, and neighborhood safety concerns. Toys and puppets are circulated freely for patrons to enjoy quality play time with their children, with one library collection of over 1000 items for checkout (Basteansin & Wharton, 2015). This allows patrons to play with their children at home without any barriers. Families are able to connect with each other over play while children learn that the library is fun place with books and toys.

            The Cleveland Heights- University Heights Public Library has taken this dedication to play one step further. The library has completely renovated a room to become a PLAYroom for young children (Dickerson, 2012). The room has toys, play stations, cozy reading nooks, a Spin a Story, and many more items that are inviting to families (Dickerson, 2012). This room illustrates that the library values family play by designing the room around it. The play doesn’t stop with just the room. Storytimes have been integrated into the room to invite play activities at the end of each program. Dickerson (2012) notes that if a storytime theme is food they would end the program by putting on aprons and making a pretend meal with the children and parents (p.14). The storytime program becomes and invitation for parents to play with their children in the library and connect. In addition this playtime with the librarian allows staff to model for parents best practices for learning through play with their children.

            In examining all this information surrounding play, it makes me very excited to be working towards a career as a children’s librarian. We have the opportunity to build our programs around play. Whether this means bringing a few props to incorporate dramatic play into a story with children or bringing in recycled materials to “build” a robot together, playing with children allows them to explore and learn while they grow.

            But of course, as a librarian, I like to play too!

References

Bastiansen, C. & Wharton, J. (2015). Getting ready for play!. The Journal of the Association of Library Services to Children 13(4). Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=8eab16da-c77b-417e-8bf4-755fd8c2b10a%40sessionmgr103&vid=0&hid=101

Dickerson, C. (2012). The preschool literacy and you (PLAY) room. The Journal of the Association of Library Services to Children 10(1). Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=f8ecdf1e-9a00-41e1-a489-06267c06515f%40sessionmgr106&vid=0&hid=101

Frymire, M. (2012). Untitled image of child with painted hands [Online image] Retrieved October 31, 2016 from http://www.kcparent.com/KC-Parent-Blogs/Marisa-Frymire/March-2012/What-Will-Your-Kids-Remember/PLAY.jpg 

Ghoting, S. N., & Martin-Diaz, P. (2013). Storytimes for everyone. Chicago, IL: American Library Association
Hadsall, J. (2014). Untitled image of children and parents in library [Online image]. Retrieved October 31, 2016 from http://www.kcparent.com/KC-Parent-Blogs/Marisa-Frymire/March-2012/What-Will-Your-Kids-Remember/PLAY.jpg 

Kohn, D. (2015, May 6). Let kids learn through play. The New York Times. Retrieved from http://www.nytimes.com/2015/05/17/opinion/sunday/let-the-kids-learn-through-play.html?_r=0

Breaking News!

            This past week the American Academy of Pediatrics (AAP) altered their guidelines for screen exposure for young children. After re-evaluating how much screens have become a part of the daily lives of children from entertainment to school work the AAP has taken the time to rethink their guidelines. The recent change notes that for children between the ages of 2 and 5 screentime should not exceed 1 hour daily (Middlebrook, 2016). However, in allowing this hour the AAP asks parents to switch emphasis from “WHAT is on the screen to WHO else is in the room,” (Kamenetz, 2016, para. 4). Parents should watch media with their children and begin to “‘help children understand what they are seeing, and help them apply what they learn to the world around them’” (Kamenetz, 2016, For Preschoolers Age 2 to 5 section, para. 4). Parents should focus on interaction with their children when using media. The screen should be a conduit for learning and interaction between parent and child, not a distraction.

            This focus on parent interaction is very similar to other research that has been conducted on screen use for young children. The Zero to Three organization released research based guidelines on screen use for children under 3. In the guidelines they note participation and interaction during screen time being vital to child development (Lerner & Barr, 2014). Zero to Three further suggests that by interacting with children during screen time parents can “help children bridge the gap between content they are exposed to on screens—new words and concepts—and their real-life experiences,” (Lerner & Barr, 2014, p.3). Parents can use screens to help their children learn and connect but they must be present and aware of the content on the screen in order to help their children connect it to their physical life.

            But what does this mean for early literacy in the library? A recent trend in libraries has been the integration of digital technology such as iPad applications and eBooks into preschool storytimes and in teaching early literacy. Watertown Free Public Library integrates new screen technology into their weekly storytime by providing patrons with iPads at every storytime and the Darien Library in Connecticut has begun circulating iPads preloaded with applications to help in teaching early literacy skills (Samtani, 2013). Proponents of integrating this new technology into the library note that these applications can help families who are just beginning to learn the English language and that by providing families with high quality, educational applications, the library is promoting their use in the home (Samtani, 2013). Constance A. Keremes, a youth librarian in Texas, notes that storytimes are for modeling early literacy skills and in having screen technology in the library, staff can model how parents should use these applications stating “many parents need guidance in helping to make the most of those apps so that children have an enriching experience that will promote cognitive development and spark imaginative play” (Hill, 2014, p.18). By integrating iPads and eBooks into a library storytime librarians can illustrate to parents the best practices for using this new media with children, in much the same way librarians use books.

            However, some librarians still remain skeptical about the use of this technology in libraries and storytimes. Many worry about the effects of screens on a still developing brain. Kathy Kleckner, a children’s librarian in Minnesota notes “‘my main concern is the vulnerabilities as [children's] brains develop,’” (Samtani, 2013, p. 14). She further notes that in using applications to tell a story creates a loss of human interaction which is crucial to child development (Samtani, 2013). If a librarian is to rely solely on the iPad for their storytime they can create an ineffective storytime program that hinders child development.

            The use of screens in storytime and the library is a highly contested issue. While iPads and eBooks in storytime can help to model positive interaction with screens to parents it can also hinder human interaction during the story hour. Ultimately the librarian must weigh the pros and cons of using this new technology and decide for themselves as to what is best for their community and their young patrons.

            What are your opinions on screens in storytime? Please leave a comment and let me know.

References

Hill, N. M. (2014). Multimedia storytimes. Public Libraries 53(5), Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=d0fa8a67-cb6c-4078-a174-3be3c465f307%40sessionmgr103&vid=1&hid=101

Jones, B. (2013) Untitled picture of children and parents with iPads during storytime [Online image] Retrieved October 30, 2016 from https://littleelit.files.wordpress.com/2013/02/skokiejoint.jpg

Kamenetz, A. (2016, October 21). American Academy of Pediatrics lifts ‘no screens under 2’ rule. NPR. Retrieved from http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule

Lerner, C. & Barr, R. (2014). Screen sense: Setting the record straight. Retrieved from file:///C:/Users/Rachel/Downloads/Screen%20Sense%20Key%20Findings%20(2).pdf

Middlebrook, H. (2016, October 21). New screen time rules for kids, by doctors. CNN. Retrieved from http://www.cnn.com/2016/10/21/health/screen-time-media-rules-children-aap/

Samtani, H. (2013). Libraries “app up” storytime. School Library Journal 59(1). Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=589482d1-8a37-4554-89e3-bed1fc4b0bc0%40sessionmgr103&vid=1&hid=101

[Untitled picture of children and iPad]. Retrieved October 30, 2016 from http://surepointspy.com/wp-content/uploads/2016/08/o-KID-IPAD-facebook.jpg

Fostering Parent and Child Language

            The information I have learned thus far in the course has been fascinating. I have learned so much about how children learn and develop. Of the greatest interest to me thus far is analyzing how children learn language. I had written a previous post about infant language development but I wished to look at the topic from another angle. Specifically I wanted to get a greater understanding of the role of caregivers in developing language in children.

            Parent- child interaction is vital to the development of language in children. In her text Berk (2012) discusses how deaf children born to hearing parents who lack American Sign Language (ASL) skills tend to be delayed in language development, especially when compared to deaf children born to deaf parents who speak ASL (p.372). Those deaf children born to deaf parents are able to fully develop the language skills of ASL and develop normally while the other children tend to be behind in toddlerhood and preschool (Berk, 2013, p.372). Berk (2012) notes “deaf children need access to language models-deaf adults and peers-to experience natural language learning,” (p.372). Children need to connect and model the language of their parents. Without conversation and interaction with parents, children are unable to develop language.

            With this in mind I began to think about ways to foster the interaction between parents and their infants in order to develop language. One such way is the common use of a mommy and me class. These classes foster one on one time between a caregiver and child with the use of songs and play. But often these classes are unaffordable to young parents, with memberships around fifty dollars (Gymboree, 2014). That is why I am so glad to see libraries across the nation who have developed Baby Lapsit programs for their patrons.

            The State Library of Iowa (n.d.) has compiled a list of sample Baby Lapsit programs for anyone to use. These programs incorporate song, movement, simple books, early literacy modeling, and parental connection (State Library of Iowa, n.d.). When picking books for this type of program Susie Heimback of the New York Public Library suggests “choosing short stories that rhyme, have repetitive text, or allow the grown ups to read along,” (State Library of Iowa, n.d., The New York Public Library-Susie Heimback section, para. 2). Baby Lapsit programs are a wonderful addition to public libraries. They allow parents to connect one on one with their child while learning early literacy practices from their local librarian. In offering this program libraries are illustrating they value family interaction as well as literacy.

            In closing I will leave you with an example of my favorite rhyme I have seen used for Baby Lapsit programs, Acka Backa Soda Cracker. It is a great song to promote motion and rhythm with parents and is also great fun to say.

References

Berk, L.E. (2012). Child development. New York City, NY: Pearson.

enochprattlibrary. (2015, May 29). June 2015’s rhyme of the month: “Acka backa soda cracker” [Video file]. Retrieved from https://www.youtube.com/watch?v=yOUPQraqXG0

State Library of Iowa. (n.d.). Sample lapsit programs. Retrieved from http://www.statelibraryofiowa.org/ld/tz/youthservices/forlibrarians/lapsit/s  amplelapsits