Journal Article

Early Literacy in Library Storytimes

Campana, Kathleen, Mills, J. Elizabeth, Brouwer, Marin, Carlyle, Allyson, Feldman, Erika N., Dresang, Eliza T., Kotrla, Bowie, Metoyer, Cheryl A., Capps, Janet L., Urban, Ivette Bayo, Burnett, Kathleen

2016

Overview

Across the nation, librarians work with caregivers and children to encourage engagement in their early literacy programs. However, these early literacy programs that libraries provide have been left mostly undocumented by research, especially through quantitative methods. Valuable Initiatives in Early Learning that Work Successfully (VIEWS2) was designed to test new ways to measure the effectiveness of these early literacy programs for young children (birth to kindergarten), leveraging a mixed methods, quasi-experimental design. Using two innovative tools, researchers collected data at 120 public library storytimes in the first year of research, observing approximately 1,440 children ranging from birth to 60 months of age. Analysis of year-one data showed a correlation between the early literacy content of the storytime program and children’s outcomes in terms of early literacy behaviors. These findings demonstrate that young children who attend public library storytimes are responding to the early literacy content in the storytime programs.

• Publisher: The University of Chicago Press,University of Chicago Press,University of Chicago, acting through its Press
• Subject: Caregivers / Children / Children & youth / Early literacy / Effectiveness / Effectiveness studies / First year / Kindergarten / Librarians / Libraries / Literacy / Literacy programs / Public libraries / Quantitative analysis / Quasi-experimental methods / Research design / Storytelling