‘Literacy and communication skills are vital in society today and early introduction to literacy though a breadth of experiences of rhymes, stories, pictures and books supports these skills.’ (Rankin and Brock, 2015, p1).
Rankin and Brock cite that ‘Start with the Child’ (CILIP, 2002) recognised that reading is a central part of the child’s development. Reading inspires their imagination, this enables them to grow emotionally, and develop their understanding of the world and where they stand in the local and global community. Libraries can be influential in the early stages of a child’s life because they bring books and children together, they provide a space where children can experiment and learn.
Within this assignment I analyse the
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It is seen as a facilitating environment; libraries are designed to provide a safe environment in which the children can learn. International research shows that children’s development is influenced by nature and nurture (genes and environment). This research shows that the first five years of life are the most significant for brain development, while the most rapid growth is within the first three years, the experiences that children have at this young age shapes the architecture for their brains (Mustard, 2006; cited by Barratt-Pugh and Allen).
Rankin and Brock cited that ‘the children’s library has a key partnership role to play in developing skills, by providing access to resources and services for children and their families’ (Blandshard, 1997; Fasick and Holt, 2008), the acronym ‘SPICE’ clearly represents early childhood developmental needs, this includes; Social, Physical, Intellectual, Creative and Emotional (Harding, 2015). Libraries are well nurtured to support development at such a significant age; libraries enable the child to develop through a range of activities.
Libraries often employ professional young people 's librarians who advise visitors on book types at various development stages. To ensure libraries support the early years of children’s development, many run schemes to encourage pre-school and school age children to love libraries. This includes scheme such as Book Start Bear Club
Furthermore, school library media centers provide students from poverty with access to print and digital information. As a school library media specialist, I will use my expertise in children’s literature and information literacy to lessen the educational gap between high-income and low-income students through providing equitable access to information for all students. Moreover, by pursuing a career as a school library media specialist at the elementary level, I will be able to help early childhood students from diverse backgrounds develop literacy skills. I am seeking a career as a library media specialist to use my expertise as a information professional and the resources of library media centers to empower students through instilling their love of reading and increasing their information literacy to foster educated and empowered school
In the new fifth edition of Cataloging Correctly for Kids, editors Sheila S. Intner, Joanna F. Fountain, and Jean Weihs present a concise overview of the basics of cataloging and how to improve cataloging techniques to create an ease of and increased access of library resources for children and young adults. The book consists of chapters that are written by experienced professionals who provide readers with an abundant amount of useful information about cataloging. These three editors work together to do an outstanding job of keeping up to date with the current updates in cataloging for children and young adults.
First, a specific review code appears similar in all three journals. These review codes are distinguished by a star, the letter R or both put together and show themselves in The Bulletin of the Center for Children’s Books, The Horn Book Magazine, and School Library Journal. Not only does the book receive high ratings of recommending and special distinctions in some cases, but it is also a unique feature in “The Big Picture” a specific place within The Bulletin of the Center for Children’s Books and also shown in a highlighted section within the School Library Journal. These special features give a librarian an in-depth perspective of the book and allow the review to stand out from the others. Secondly, in the reviews featured in The Bulletin of the Center for Children’s Books and School Library Journal, a reader is presented with specific grade levels to help determine leveling. However, in the Horn Book Magazine where it does not focus on recommending specific grades to librarians, it does in fact show specific age groups, such as, primary and intermediate.
Did you know that your local library provides an assortment of personal and community building programs and activities, including but not limited to story-time sessions for children of all ages? It is true your local library, is full of resources that can benefit your community.
The Gordon Elementary SLT primarily uses Destiny Library Manager circulation reports as her tool to collect circulation-based evidence. Moreover, she uses Destiny Library Manager to assess the library’s collection for shortcomings. Ensuring that stakeholders are invested in the school library program is another way that school librarians can contribute towards the development of strong SLPs. The Gordon Elementary SLT meets with teachers and other specialists face-to- face, through email exchanges, and during collaborative time. The primary collaborative partner of the Gordon Elementary SLT are the literacy specialists within the school. Documentation of student learning provides the SLT with evidence to use to assess their instruction and program. Subsequently, the Gordon Elementary SLT collects student data to assess student learning with the SLP. For example, the SLT collects ticket-to-leave from students, has students submit surveys concerning their learning experience, and students submit reflections after extensive projets or instruction. Martin (2011) asserts, “Collecting data in a variety of ways such as one-one-one conversations, group discussions, or online surveys all serve to provide feedback about existing programs” (p.31). Likewise, the Gordon Elementary SLT gauged the success of “The Reading Without Walls” initiative through collecting written reflections
Public libraries are dedicated to promoting early literacy to children from birth to 6 years. Literacy is more than just reading and writing and it involves important underlying principles of how children adapt to literacy skills. In the early childhood years, children begin to develop language skills as they beginning to learn how to communicate, read and write. In public libraries, librarians are well trained and equipped with the knowledge and skills necessary to continue being involved as this is a lifelong learning process with teaching early literacy to parents and children. Libraries have put forth more effort to help keep children engaged from birth to six years, preparing them to read and write by implementing more literacy programs
However, publication include actual qualitative are few given the nature of acquiring such data. Notwithstanding, data is available based on the qualitative studies and analyses consulted. First and foremost, libraries are a safe and welcoming community space. The TPL notes one of their main priorities is to create and support a socially cohesive space, accepting of all socio-economic backgrounds (Plan 22). Catherine Johnson refers to libraries as having a quality of ‘non-partnership’, allowing for open access to the community “regardless of age, gender, ethnicity,” (147) attributing these qualities as what makes libraries “a significant generator of social capital” (Johnson 147). As housing within many economically compromised areas is often absent of extra living space specifically for the use of youth, a “third space” (Bundy) not home or work/school, but a space and place onto its own is provided by the Youth Hubs. Librarians have long supported patrons with not only gaining knowledge and proficiency of use of technology. Since the cost of providing computer equipment and ongoing internet access could be cost prohibitive to many. Christine Rooney-Brown reminds us of the assistive nature of libraries reminding us of how “libraries have
Be a hero and give a child his or her first book. The vision is simple, a literate America where all children have access to books as well as opportunities to achieve their full potential through the life-changing power of reading.
One of the most important aspects of a young child’s development is their exposure to literature from a very early age. It is critical for their success that they not only develop the skills necessary to read and process information but also that they develop a love for it. Enthusiasm for reading and learning at a young age will translate into success across all areas of their life as they progress into adolescence and adulthood. One of the most vital resources available to help foster this love of reading in a child is easy access to a library with a high-quality children’s library section. Three characteristics of a children’s section that make it an excellent resource for children
Bibliotherapy can be used for clinical problems as well as for helping children to handle their developmental needs (Pardeck, 1986). Bibliotherapy can promote children’s development of emotional literacy by involving them in reading a story about a character, who resolved problems similar to the child’s problems. This technique is child-friendly and the lesson plans help the children to acquire the social and emotional competence (Strang & Sullivan, 2002).
There are many varied benefits of children’s literature, and Hill (2015) addresses many of them in chapter five in the textbook. In particular what resonated with me was how Hill discusses that immersing children in literacy early, promotes a life long love of reading and furthermore supports children’s literacy development. Working in Early Childhood I have been able to witness this first hand, children that have a literacy enriched environment at home have a deeper interest in language groups, a good vocabulary and comprehension, and early reading behaviors at a younger age. (INF)
By the 1890s public libraries were eliminating age restrictions and opening their doors to children. They shelved collections of children’s books in closed stacks with the adult books, or in open shelving within adult reading rooms. Eventually, children in the adult reading room created a nuisance for the adult patrons. At Denver Public Library John Cotton Dana remarked, “for the comfort of the elder reader it is certainly desirable that children not come in large numbers into the part of the library in which the public is given access to the shelves” (Kimball, 2014, p. 491). As a solution, libraries began to house their children’s collections in separate children’s room away from the adults. The term “children’s room” appears in library professional literature in 1890 (McDowell, 2014, p. 523). That same year, the first children’s room was opened in Brookline, M.A. under the supervision of the library’s janitor (Sayers, 1963, p. 9-10). In 1896, Lutie Stearns published her “Report on Reading for the Young,” a survey of children’s work in 195 libraries in the U.S. and Canada, and found that between ⅕ and ½ of the membership of responding libraries were children under sixteen, but only a handful had a separate children’s room (p. 82-85).
Starting Early by Susan Percy is an article that details the importance of building a strong literary foundation for children beginning as soon as possible. “Early childhood experience has a huge effect on your life later on”(Percy, 2014, p. 1), so it is vital to immerse children in a learning-rich environment. Emergent Literacy, also known as early literacy, “is a concept that supports learning to read in a positive home environment where children are in the process of becoming literate from birth” (Vacca, et al., 2015, p. 114). This concept works under the assumption that all children are constantly being engaged in reading and writing and that everyone is born with the ability and capability of learning how to read.
The importance of the structural and instructural aspects of the classroom learning environment on the children’s literacy development has been proven by numerous studies. A large quantity of research suggests that having a library
First, it is important to establish and understand the history, standards, and evolution of school libraries and school media specialists in the United States. School libraries have a history of constant change and fluctuating support. The American Association of School Librarians (AASL) became a subset of the American Library Association in 1951 (Taylor, 2015). Shortly thereafter, they published standards for school libraries that emphasized that school library media programs should be student centered, focusing on enriching the development of individual students. The school librarian’s role should include that of teacher, being jointly