I love using graphs during my outreach storytimes. Graphing isn’t just a fun activity. Graphs are a great storytime tool. Creating graphs incorporates math, specifically data science, into storytime and develops unique skills.
Data Science
I typically use bar graphs during my outreach storytimes. I use Canva to create an 11×17″ poster. I always have three bars, with both visual and text references of what the choices are. For example, if my storytime is about insects, I might have the preschoolers choose between ladybugs, butterflies, and ants. I have a picture of each insect, as well as the written word for each. I find three options to be the “Goldilocks” number: not too many options and not too few. One by one, I go around the group and point to each child. They get to state their choice, and I mark it on the bar graph. I tend not to show the bar graph as it’s being filled. That helps increase the excitement of seeing the results and also does a bit to prevent peer pressure to choose the most popular.
I’ve also created bar graphs with sticky notes and a large, freestanding whiteboard. However, since that’s easier in the Library, I don’t tend to take that approach on the road. I’ve also made the kids into a living bar graph! I have them stand in lines, depending on their choice, and then we look to see which line has the most children in it.
Skills
- Data analysis: The most obvious skill is that graphing introduces children to data collection and analysis.
- I talk about looking for the “tallest tower” when interpreting the graph for the most popular choice.
- We recognize that we don’t have to count to see which option was the most popular. (Although we often do count, as it makes for good practice!)
- We discuss how the outcome could change on a different day.
- Sometimes we discuss what would happen to the graph if we voted for two options or how we felt when our favorite ______ wasn’t one of the choices! (This happened today when a child said “cricket” after I asked them to choose between ladybug, ant, and butterfly.)
- Numeracy: When we do count each tower, the children are reinforcing one-to-one correspondence and their counting skills. They also compare numbers: is 7 more or less than 5?
- Self-advocacy: I encourage the children to vote for what they truly want and not what their friend has chosen or what their friend asks them to choose.
- Patience! I always thank the last child I point to for being so patient while awaiting their turn.
- Vocabulary: We use words and phrases like “most,” “least,” “greater than,” “less than,” and “compare.”
Graphs really are a great tool to use in storytime. If you use graphs, please share your methods in the comments below.
This blog post addresses the following ALSC core competencies: I. Commitment to Client Group, III. Programming Skills, and V. Outreach and Advocacy.