Bridging the early literacy gulf

Abstract

This study assessed the impact of public library initiated early literacy training for in-home childcare workers. The results of this research demonstrate that, in this context, public libraries can play a significant role in bridging the large gap between children"s difficulty and success in learning to read. The researchers used a pretest-posttest experimental design with childcare workers randomly assigned. The intervention consisted of training treatment group childcare providers in early literacy principles and activities that could foster specific early literacy skills. The training was provided by staff of the Pierce County [WA] Library System. The impact was assessed through two different methods. The providers responded to pre-post surveys about their early literacy knowledge and activities within their childcare. These surveys were examined for any change between the pre and postsurvey responses. The impact on the 86 three and four year olds within the childcares was measured through a pre and post one-on-one assessment using Early Literacy Skills Assessment (ELSA) developed by Highscope. Researchers from the University of Washington Information School trained library staff in data collection methods, provided guidance in proper research procedures, analyzed data, and reported results.The intervention had statistically significant results with demonstrated growth in the children"s competence related to 3 of the 4 early literacy principles and in the variety of activities related to literacy principles that the providers implemented. This study begins to fill a research gap because despite a decade of emphasis on early literacy virtually no scientific studies relating to libraries" impact on early literacy competency exist. Such studies are essential to libraries both in program planning and in securing financial support.

Seeking Early Literacy for All: An Investigation of Children’s Librarians and Parents of Young Children with Disabilities’ Experiences at the Public Library

“…In an article that appeared in this journal in 1987, Rovenger wrote, that "libraries and librarians have been overlooked and underutilized as resources for children with learning differences" (p. 427). Also, there is still only a very small body of research that explores early literacy in library contexts in general (Campana & Dresang, 2011;Celano & Neuman, 2001;Dresang, Burnett, Capps, & Feldman, 2011;McKechnie, 2006;McKenzie & Stooke, 2007;Mills, Bayo Urban, Campana, & Nelson, 2014), and, as mentioned above, an even smaller amount that covers the topics of early literacy (or libraries more generally) and children with disabilities together. Also, researchers have only rarely investigated parents' notions of library use and storytime participation by families of young children (Becker, 2012;Dail, 2004;McKechnie, 2006;McKenzie & Stooke, 2007;Nichols, 2011;Sensenig, 2012;Stooke & McKenzie, 2011;Walter, 2003;A.…”

What is storytime good for and what makes storytime good? A survey of public library directors

“…We then constructed questions to elicit the directors’ perceptions about whether storytime programming led to outputs and outcomes tied to the identified library objectives—for example, whether storytime programming attracts patrons from traditionally underserved groups and those who might not otherwise use library services (Hughes-Hassell et al, 2007; McKenzie and Stooke, 2007; Prendergrast, 2013) or results in increased circulation of library materials (Graham and Gagnon, 2013). Next, we sought to better understand what the directors perceive as necessary material and human inputs and/or supports to ensure that storytime programs meet the objectives and are able to produce the intended outputs and outcomes (Campana and Dresang, 2011; Hedemark and Lindberg, 2017; McKechnie, 2006; McKenzie and Stooke, 2007). Finally, recognizing that real-world constraints sometimes do not allow for ideals to be realized, we asked a series of questions intended to elicit information about the storytime inputs and supports currently in place at the respondents’ own libraries.…”

Adult mediation of preschool children’s use of mobile technologies in public libraries in Taiwan: A socio-cultural perspective

“…Research has also established public libraries as informal learning environments in a variety of ways, such as social interactions occurring between children and adults, adults reading aloud to children, and adults and children browsing bookshelves, choosing books to borrow and attending story time (Becker, 2012; McKechnie, 2006; Stooke and McKenzie, 2011). Furthermore, Campana and Dresang (2011) conducted an experimental study to assess the impact of public library initiated early literacy training for in-home childcare workers, and they found statistical significance on three- and four-year-olds’ early literacy competence.…”