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