Early Literacy Skills Demonstration in Online Videos of Library Storytime Programs
Erin C. Scioli
Clarion University of Pennsylvania
Library storytime programs are an important resource for young children and their caregivers. Storytime programs can provide a social environment where children can interact with each other and practice communication skills, and enjoy a fun activity with their caregivers. Storytimes can also provide an educational experience for children as young as infants. The books, stories, rhymes, songs, and other components that make up a storytime program can be useful tools in which the earliest elements of literacy are demonstrated to young children.
There are six specific skills which research has shown are important for children to have when they begin to learn how to read and write. These early literacy skills can be incorporated into storytime programs by librarians in the hopes that the children who attend the programs, and therefore are exposed to the skills, will have an advantage when they begin to learn how to read and write. This study examines how these early literacy skills are demonstrated through a non-traditional delivery-method of library programming, that is, through online videos of library storytime programs.
Early literacy is defined as “what children know about reading and writing before they actually learn to read and write.”[1] The process of literacy begins very early in one’s life. Research has shown that exposing preschoolers and toddlers, as well as infants, to books and other literacy-focused experiences will have a positive effect on their literacy development. Specifically, the development of certain early literacy skills in young children has been shown to be a helpful resource for them to have when they begin to learn to read and write.[2]
Librarians can work to incorporate these early literacy skills into programs for children, such as storytime. The purpose of this is not only to teach the skills to children, but also to explain to the parents and caregivers the importance of the various components that make up the storytime program. By taking the time to explain the purpose of a certain storytime program element to parents and caregivers, librarians can give these adults the skills to help their children prepare to read and write. For example, before singing “Old MacDonald Had a Farm” during storytime, the librarian could explain to the adults that having the children make animal noises, such as ‘moo’ and ‘oink’ as part of the song helps them develop phonological awareness, which is the ability to hear the smaller sounds in words. In plain English, librarians are explaining the research behind early literacy to demonstrate teaching methods of these skills to parents and caregivers so that they can take this knowledge home and use it to help their children prepare to read and write.
So what are these skills and how can librarians and caregivers work to develop these skills in young children? Research done by the National Institute of Child Health and Human Development (NICHD) with the National Reading Panel[3] led to the definition of six early literacy skills:
· Phonological Awareness: The ability to hear and manipulate the smaller sounds in words
· Vocabulary: Knowing the names of things
· Print Motivation: Having an interest in and an enjoyment of books
· Narrative Skills: The ability to describe things and events and tell stories in sequence
· Print Awareness: Noticing printed words everywhere, knowing how to handle a book and how to follow the words on a page
· Letter Knowledge: Knowing that letters look different from each other and have different names and sounds[4]
Soon after the release of this report, the Public Library Association (PLA) and the Association for Library Service to Children (ALSC) cooperated on an early literacy initiative, Every Child Ready to Read (ECRR). The focus of this project was on establishing public libraries as important places for children and their parents/caregivers to receive early literacy instruction.[5] Amanda Williams’ research presented a model for libraries conducting storytime programs for large groups. This model supports the research and philosophy of Every Child Ready to Read by suggesting ways for librarians to conduct storytime programs with large groups of children, thus maximizing library services, such as early literacy skills training, to preschool children and their caregivers. [6]
A large area of interest in the literature on early literacy involves educating parents about the importance of early literacy skills and how they can help develop these skills in their children. Since parents and caregivers are the biggest influence in their children’s lives, especially before the children enter school, educating these adults about early literacy skills training for their children is essential. The Committee on the Prevention of Reading Difficulties in Young Children discussed the strong influence that parents have on their child’s developing literacy including attitudes toward and motivation for reading.[7] Saroj Nadkarni Ghoting and Pamela Martin-Diaz devote a large part of their book to how librarians can convey information about early literacy to parents and caregivers during storytime programs. The authors note that “By providing parents and caregivers with crucial early literacy information, modeling behavior, and offering ideas on ways to build these skills in children, we help parents provide a strong foundation for reading success.”[8]
Sharon Snow outlined a series of six library programs, each focusing on a separate early literacy skill. Each of these programs is made up of two units, one for children and the other for parents/caregivers. The units for parents are designed to teach parents early literacy skills so as to reinforce what their children are learning.[9] Renea Arnold described an evaluation of the behavior of caregivers after attending library programs with early literacy instruction. The evaluation showed that “parents of every age, educational background, income level, and ethnicity” who attended the programs significantly increased their early literacy behaviors.[10]
Another area of focus in the literature regarding early literacy is the evidence-based studies demonstrating how early literacy training in young children helps prepares them for school. Children enter kindergarten with many differences among them, such as race, ethnicity, and socioeconomic status (SES). Enriched preschool environments can lead to children from low SES-groups entering kindergarten with higher achievement, which can be a deciding factor between lifetime success and failure for "high-risk" children.[11] [12] These enriched or quality preschool environments include early literacy experiences that focus on vocabulary development, phonological awareness, and print awareness.[13] Wilma H. Miller reinforced the importance of early literacy skills in school-readiness, noting that “Children who have had little exposure to early literacy activities…may not be ready for beginning reading and writing instruction in school…”.[14]
One of the main ways in which cognitive inequalities in children can be reduced by the time they start school is to expose them to literature-rich environments and early literacy skill-based activities in library programs, preschools, and at home. Betsy Diamant-Cohen examined the role that public libraries play in school-readiness. She found that early childhood programs in libraries, such as storytime, can help children acquire the skills they need, including early literacy skills, in order to be ready for school.[15] The National Research Council explained methods used by librarians in storytime programs to teach early literacy skills. The Council noted that these skills are essential in preparing children to read, and in preparing children to enter school.[16] Susan B. Neuman and Kathleen Roskos pointed out that using songs, rhymes, and word play are helpful for teaching children new words and for helping children to hear the sounds of language. The development of these two early literacy skills, vocabulary and phonological awareness, helps to prepare children for entering kindergarten.[17] Keith Curry Lance and Robbie Bravman Marks described a study by the National Center for Education Statistics (NCES) in which they found a correlation between fourth grade reading test scores and attendance at children’s library programs. Seventy percent of states ranking in the top half of reading scores also ranked in the top half of attendance at children’s library programs per capita.[18] This body of literature demonstrates that using early literacy instruction to help children prepare for school is a worthwhile practice.
Another area of concentration in the scholarship of early literacy studies the use and effectiveness of technology in early literacy instruction. Technologies such as digitized books and the Internet are non-traditional methods of delivering storytime components to children. Lauren Collen described a research project that studied the use of digitized books in a group storytime in library and preschool settings. The study found that using digitized books provided an authentic and enjoyable storytime experience for the children that lead to discussion of the story afterwards.[19] The experience of Maria T. de Jong and Adriana G. Bus was different. In comparing the use of electronic and traditional format books in a storytime setting, they found that the traditional book format was more supportive of learning about story content and phrasing (p. 153).[20] Michael C. McKenna, however, found that listening to an electronic book aided in the development of early literacy skills such as vocabulary, print awareness, and narrative skills.[21] Robin Bartoletti found that a multimedia storytime experience encourages early literacy by providing exposure to print and materials in other formats, encouraging interaction between child and adult, and modeling read aloud techniques.[22]
Technologies like the Internet have made it possible for children to experience a library program, such as storytime, without ever leaving their own home. Libraries recently have started to make some children’s programs available online and others via phone, where children and parents can listen to a story over the phone. Sandra Hughes-Hassell, Denise E. Agosto, and Sun Xiaoning studied these alternative methods of offering library programming to children of working parents who cannot come to the library during regular storytime hours. Alternative methods were used by librarians for delivering early literacy skills that would normally be demonstrated in storytime programs, to children and parents who are unable to attend storytime programs.[23] Arnold and Nell Colburn described a program called Books Without Barriers in which incarcerated parents are taught how to read out to their children through reading. The inmates learn about brain development, early literacy skills, and how to choose books for their children. A videotape of them reading aloud is sent to their child at the end of the program.[24]
Early literacy skills training can be done by librarians who are presenting a traditional, in-person storytime to a group of children. There are many different ways that each of the six skills can be demonstrated. The goal of this research study was to investigate if early literacy skills can be demonstrated via a video recording of a storytime program, or individual stories, rhymes, songs, etc., and to investigate how well each of the skills translate into the medium of an online video of a storytime program or individual story, rhyme, song, etc.
Each day, children are exposed to more and more technology, and many things that were once delivered via traditional means are now delivered to children through a technology-based medium. Digital books, “cyber” or online schools and classes, and video games have become a part of everyday life for many children, and in some cases, have taken the place of their “traditional” format counterparts. Christopher Borawski referred to this as “digital literacy” and noted that “children are being introduced to books and information more and more frequently via mediums other than traditional print.”[25]
Libraries are often a major promoter and a delivery system for these new technologies. It is the goal of many libraries and librarians to keep abreast of changes in technology, and to be able to teach library customers, young and old, how to use the new technology, and to be able to provide the new technology to customers. Most library storytime programs are still being delivered in a traditional format, i.e., within the library building, with a librarian reading a traditional format book to a group of children and their caregivers. But as “digital literacy”[26] continues to grow, it is likely that librarians will increasingly take advantage of technology to deliver their programs in new and different ways, such as by providing videos of storytime programs on library websites.
One of the main advantages of putting videos of storytime programs on library websites is that by doing so, these programs are made available to children and caregivers who are not able to attend an in-house program. In a study of non-traditional storytime delivery methods, Hughes-Hassell, Agosto, and Sun discovered that “many public libraries are finding innovative ways to provide literacy lead-ins for children whose parents cannot take them to libraries during traditional programming hours.”[27] The reasons for not being able to attend a library program vary and can include having two working parents or being part of a single-parent family. In addition, with many libraries’ budgets being cut, the operating hours and programs offered may be reduced. Making storytime program videos available on library websites is beneficial to customers and libraries alike.
The advantages and benefits of using multi-media materials, such as videos, as part of an early literacy educational curriculum have been demonstrated by various studies. Caryl H. Hitchcock, Mary Anne Prater, and Peter W. Dowrick found that children who watched a video of themselves reading a storybook improved their reading fluency, comprehension, and motivation for reading.[28] The children used the videos as a way of self-modeling their reading and became more comfortable in their reading ability as a result. Videos in the form of educational programs have also been shown to lead to better school entry skills, including social skills and early literacy skills, for young children.[29] Children who are deaf or hard of hearing may gain early literacy skills from the use of videos that involve the reading of a storybook and the sign language that goes along with the book. James R. Skouge, Kavita Rao, and Precille C. Boisvert described this program in which informal video recordings of the book with sign-language accompaniment are made. They explained that the videos are not a substitute for the printed book, but instead facilitate a “shared book experience by modeling the appropriate signs as needed.”[30] Using technologies such as the Internet to deliver early literacy skills to children through online storytime is an area of study in early literacy that needs further development.