Subject area: storytimes and early literacy knowledge

Format: online course with reflective exercises 

Length: 2 hours 30 minutes (Module 1 and 2)

Audience: public library professionals

Organiser: WebJunction

Presenter: Saroj Ghoting

 

Reflection:

My primary objective of undertaking the first two modules of this course was to be able to better understand apply academic research, evidence, and knowledge of early literacy and children’s development to storytime practices. In my previous roles, I have delivered countless storytimes for children and parents, enjoying the process of reading to young children in an engaging and expressive manner. This course will allow me to be more intentional about the strategies and techniques I can employ in and more effectively support early literacy components in developmentally appropriate ways.

Research has shown a significant correspondence in boosting children’s early literacy behaviours when library professionals are intentional in building early literacy concepts and research into storytime programs. A heightened awareness of developmentally appropriate early literacy components and recognising these behaviours in children, following the childs lead through attuned responses, and being imaginative and silly in language rich interpersonal environments provides a strong foundation for early literacy. Interactivity is a key element of supercharging storytimes, and is concerned with the ‘how’ of supporting learning through strategies to elicit the participation of children and parents, and providing them with multiple opportunities and time to respond. This includes asking thoughtful questions about the story such as the mood/emotions/thoughts of characters and allowing children to complete a rhyme or phrase. Intentionality is another key element, adapting what you do to different ages and figuring out activities that are the right level of challenging for the group.

A strong knowledge base of early literacy concepts such as phonological awareness and print awareness is an integral part of building intentionality into practices. Phonological awareness involves the ability to hear the smaller sounds that make up words. This includes reading books that accentuate rhyme and rhythm, onomatopoeia, and alliteration, using parent-ese or expressive speech with rising and falling intonation, and clapping out the syllables of words. Print awareness is about learning that print has meaning, knowing the direction of text, how to handle a book, and knowing the roles of authors and illustrators. This can look like clearly saying the names of authors and illustrators and simply explaining what they do, singing while showing the words of songs on a projector, accentuating larger fonts by reading them louder and pointing to the words when reading aloud.

This was a highly informative and allowed me to critically reflect on my previous storytime practices as well as plan for future storytimes equipped with greater knowledge and awareness of early literacy and tips on how to make more of an impact and more effectively engage parents and children. It also gave me a strong awareness around modelling early literacy techniques for parents to adopt and practice at home, and becoming more comfortable with explicitly educating parents on early literacy techniques such as inviting them to come have a chat with me after a storytime session to get tips.