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

Abstract

This article reports on the findings from a nationwide survey designed to investigate the perceptions of public library directors with regard to storytime programs. The results indicate that public library directors identify a number of reasons why storytime is important; prime among those are for encouraging children’s enjoyment of books, promoting children’s early literacy skills, and attracting patrons who might otherwise not participate in library services. The findings suggest that public library directors do not fully recognize how storytime programs might contribute to school readiness. Further, differences in library inputs to support storytime point to disparities based on library size. The implications for practice, education, and research are discussed.

Look who’s talking: Means of interpersonal communication between librarians and library users

“…It is hoped that further researchers can develop this research by using interpersonal communication theory and other visitor satisfaction theories that are the topic of discussion to be studied (17,18). And it is advisable to increase the number of reference sources in the library study, such as books or research journals (19), (20,21).…”

The role of the library within school-level literacy policies and plans in Australia and the United Kingdom

“…The literacy-supportive activities available at public libraries were also highlighted, and events such story-time sessions can play a key role in 'encouraging children's enjoyment of books, promoting children's early literacy skills, and attracting patrons who might otherwise not participate in library services' (Cahill et al, 2020(Cahill et al, : 1008. However, again this was a point of significant disparity between the two contexts within the sample, with UK LPs (24.3%) far more likely to value external expertise, resourcing and outreach in their LPs when compared with Australian counterparts (2.9%).…”

Children’s Librarians’ and Library Associates’ Use of Music and Perceptions on Music in Library Programming: An Initial Exploration

“…Historically, storytime programs have been offered in public libraries since the turn of the twentieth century, when children’s libraries started to emerge (Gerber, 2014 ). According to Cahill et al ( 2020 ), storytime programs have evolved from the goal of simply sharing books for enjoyment to encompass a number of emergent skills that contribute to a child’s school readiness. In one study, Becker ( 2012 ) identified three categories of learning within the library: early literacy, learning to use the library, and other developmentally appropriate learning.…”

“…Several studies have been conducted to investigate the benefits of services for young children in museums and libraries (Becker, 2012 ; Brown et al, 2018 ; Cahill et al, 2020 ; Sirinides et al, 2017 ). Sirinides et al ( 2017 ) conducted a survey of museum and library administrators and found that 96% of library administrators who responded indicated they plan to continue or expand their programs for young children in the future.…”

“…Sirinides et al ( 2017 ) conducted a survey of museum and library administrators and found that 96% of library administrators who responded indicated they plan to continue or expand their programs for young children in the future. In another study, Cahill et al ( 2020 ) discovered that public library directors considered storytime to be extremely important to promoting children’s enjoyment of books and the development of early literacy skills. These goals (book enjoyment and the development of early literacy skills) were one of several areas examined by the researchers related to learning objectives and program objectives.…”