This morning I attended a wonderful session titled Every Child Ready To Read 2 – Does It Really Work? Evaluating the Program at #alaac14.
This conversation stimulating session presented the results of an important research study on the impact of ECRR 2 on library storytimes. The research was done in Washington state in 40 libraries of differing sizes over two years. Two groups were created for comparison. One group was experimental in which librarians were provided with training focused around ECRR 2. The second was a control group that was observed, but never given any training. Storytimes were filmed and coded to analyze librarian actions and their on the behavior of children from birth through 60 months. They call their method of evaluation BCPAF/PET and they see it as a way to bridge ECRR 1 and 2 in an effective and intentional way that is easy to plan, identify, and evaluate for librarians.
Overall, they found that any storytime makes a difference. However, the researchers found that purposeful focus on early literacy principles makes a difference in programs and in children’s early literacy behaviors. In other words, being intentional about planning storytimes makes a difference.
What can we do as librarians? Be intentional about planning your storytime. Pick a few behaviors and make small changes. Be intentional and be flexible. The researchers also mentioned that BCPAF/PET can be used also for evaluation – self reflection, peer monitoring, researchers or admin.
Soon the VIEWS2 website will be up and that will have more information on the planning tools, librarian and child behaviors.
Renee Perron
Looking foward to hearing more about this. Sounds very interesting.
Amy Seto Musser
Very interesting! I’m already thinking about ways to make my baby storytime more intentional.
T Rodriguez
I will also be on the lookout for this post. Does sound very interesting & something that would be useful for me.
Bonnie Anderson
Being part of the VIEWS2 project was interesting…. and I can definitely second the part about being intentional. The project made me think more about planning what I incorporated, and why, and the importance of a quick explanation to parents about why (“Singing songs and doing rhymes with your kids will help them hear the syllables in the words, and guess what? That will help them learn to read!” “Does anyone remember why it’s important for kids to practice cutting with scissors, even though they don’t get it perfect? Right! Hand-eye coordination and fine motor skills! and they’ll need that for reading and writing!”)