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TRANSCRIPT
3/23/2017
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Early Literacy MakesA Difference . . .
When the Whole Library Is Involved!
Saroj Ghoting
Early Childhood Literacy Consultant
570-676-8613
www.earlylit.net
Twitter sghoting
www.earlylit.netGoals
• Acknowledge the importance of the roles of the
public library in family engagement, informal
education, and in fostering early literacy
• Understand ways that supercharged storytimes
can support and strengthen these roles
• Recognize and understand the elements of
supercharged storytimes and ways to support
staff in incorporating them in programs
• Engage all staff in fostering family engagement,
informal education and early literacy
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• Are familiar with and use the outcome-based
tools offered in supercharged storytimes
• Support staff in becoming competent in
delivering supercharged storytimes on an on-
going basis, both in and outside the library
• Able to articulate to community leaders and
members the importance of your library in early
literacy and informal education
Outcomes Harvard Family Research Report
•Lifelong learning
• Informal learning
• “Free,” welcoming
http://www.hfrp.org/content/download/4911/128059/file/Public%20Libraries-A%20Vital%20Space%20for%20Family%20Engagement_HFRP%20PLA_%20August-2-2016.pdf
Public Libraries:
A Vital Space for
Family Engagement
2016
Ways that families matter
How do libraries make a difference?
• Opportunities for parents to connect
• Digital access and technology programs
• Job training
• Health, nutrition programs
• Connect with community agencies
• Provide information for families in
special circumstances
Ways libraries support families
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• Early childhood literacy programs
• Conversations about books and resources
• Activities to promote summer learning
• Discover and create events (STEM, Makerspaces)
• Services on how to use library research resources
Strengths in family engagement
• Reaching Out
• Raising Up
• Reinforcing
• Relating
• Reimagining
Ways libraries are encouraging family engagement
Growing Young Minds:
How Museums and Libraries
Create Lifelong Learners
IMLS Report 2013
https://www.imls.gov/assets/1/AssetManag
er/GrowingYoungMinds.pdf
Supercharged Storytimesand
VIEWS2 Study Findings
•Children are responding
• Intentionality makes a difference
http://views2.ischool.uw.edu/
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• Interactivity
• Intentionality
• Scaffolding
• Early Literacy Tips
• Self-Reflection
• Community of Practice
Elements of a Supercharged Storytime Storytime Cycle
Planning
DeliveryAssessment
Interactivity
Intentionality
Reflection
InteractivityBetween storytime provider and the children
Between adults and their children
Between storytime provider and the adults
Between adults and adults
• Theme talk
• Books
• Dialogic/Interactive Reading
• Songs/Fingerplays
• Actions/Act out
• Crafts
• Adults, too!
Ways to Be Interactive
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What Is Intentionality?
• Connecting storytime activities to
early literacy skills and development
• Being more aware of, and
articulating, these connections
during planning, delivery, and
reflection
IntentionalityMaking
Connections
• Knowing early literacy skills
• Being aware of what you do to support them
• Becoming more purposeful
• Thinking of new ways to incorporate early
literacy skills
VIEWS2 Planning Tool
Early Literacy Domain
Age of Child
ChildrenExamples of behaviors you may observe that demonstrate building early literacy skills
Educator/AdultExamples of strategies to support the domain
Early Literacy Goals based on Washington
State Guidelines
VIEWS2 Planning Tool
•Language Use
•Communication
•Phonological Awareness
•Print Concepts
•Alphabetic Knowledge
•Vocabulary
•Comprehension
•Writing Concepts http://views2.ischool.uw.edu/resources/
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Language Use
VIEWS2 Planning Tool
http://views2.ischool.uw.edu/language-use/Video for each domain available
VIEWS2 Planning Tool
Tip Sheet
http://views2.ischool.uw.edu/resources/
Blank Tip Sheet
http://views2.ischool.uw.edu/wp-
content/uploads/2016/11/Blank-Tip-
Sheet.docx
Applying Intentionality to Storytime Activities
New York State Early Learning Guidelines
Receptive Vocabulary
Expressive Vocabulary
Grammar and Syntax
Comprehension
Expressive/Oral Language
Listening Skills
Oral and Written
Communication
Conventions of Social
Communication
Reading: Phonological Awareness
Reading: Alphabetic Principle
Reading: Comprehension of Printed Material
Reading: Awareness that Written Materials
Used for Variety of Purposes
Reading: Appreciation and Enjoyment
Writing: Alphabet Knowledge
Writing Conventions
Writing: Use for Variety of Purposes
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Intentionality and
Scaffolding• Educational term noting
that we adjust our level of
support according to the
child’s abilities
• Scaffolding for a group
• Share with parents/caregivers
connections to early literacy
• 20 seconds or so
• Effective tip
• When we . . . format
Intentionality andEarly Literacy Tips
Early Literacy TipsExample
Adults, when we sing with our children, there is a
distinct note for each syllable so they hear the
smaller sounds in words. This helps them become
a good reader, because they’ll need to hear those
smaller sounds in order to sound out words on
the page. Singing with your children helps them
get ready to read!
Early Literacy TipsExample
When we read factual books with our
children, they are learning about the
world around them. The information they
learn builds their background knowledge
which will help them later understand
what they read. Remember, you don’t
have to read the whole book!
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Early Literacy TipsExample
When we do these fingerplays with
children, we are having fun, and also
helping them develop small muscle
coordination which they will need to write,
a first step to writing.
Storytime Cycle
Planning
DeliveryAssessment
Big Picture Assessment• Outcome-based processes
• What difference is your storytime making
in the children’s early literacy behaviors?
VIEWS2 Assessment Tools
• Self Reflection Worksheets
• On-going Outcome-Based Planning
and Self-Reflection Worksheet
• Long-Term Self-Reflection Worksheet
• VIEWS2 Peer Mentoring Worksheet
http://www.alaeditions.org/supercharged-storytimes-web-extra
and in Supercharged Storytimes book
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Self-Reflection • Ongoing Outcome-Based
Planning and Self-
Reflection Worksheet
• VIEWS2 Peer Mentoring
Worksheet
Observing Children’s Behaviors• Make mental notes of children’s behaviors during the
storytime
• Record the children using video
• Additional staff member can observe
and take notes on children’s behaviors
• Following storytime, ask the
parents/caregivers about
children’s behaviors
How can you use supercharged storytimes
to affect YOUR big picture?
Peer Mentoring
• Informal conversations
• More formal observations/meetings
http://www.alaeditions.org/supercharged-storytimes-web-extra
and in Supercharged Storytimes book
Community of Practice
Sharing ideas
Growing in
our practice
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Supercharging Your Storytime
• Interactivity
• Intentionality
•Scaffolding
•Tips for Adults
•Community of Practice
PUBLIC LIBRARY’S ROLE:
INFORMAL EDUCATION
AdvocacyElevator Speech
Value based language to advocate for the transformative
services the library offers children and families.
Everyone Plays a Role
What does itmean for all staff?
What CAN itmean for
your libraryand community?