Blogger Early & Family Literacy committee

Unveiling the Science of Reading: Empowering ESL Students through Wordless Books

Over the next few months, the Early and Family Literacy Committee will write about one of the ECRR early literacy practices and discuss the science of reading research that supports the development of that practice and the skills it engenders. Today’s practice is reading! Since the topic is so broad, we are focusing on how wordless books support ESL students. We also include a reminder that many of the strategies that work for ESL students also support young children acquiring foundational language skills along with some tips on how you can use them in library programming.

Blogger Tess Prendergast

The Science of Reading: A Primer for Children’s Library Staff

I hope you enjoyed last month’s post called Understanding the Simple View of Reading. I am grateful for the positive feedback I have received. I think that it is vital for children’s library staff to understand how reading develops and how to support it. To inform how I teach my children’s library services and children’s literature courses, I recently joined the International Literacy Association. I immediately noticed many of the emerging resources are about something I have also been hearing a lot about in news media, as well as things like Reading Rockets. You may have heard about it recently too: The Science of Reading. What is the Science of Reading? The term “The Science of Reading” collectively refers to the vast, interdisciplinary body of research evidence gathered and published over several decades about how proficient reading and writing develop and how to prevent and address reading difficulties. It is important to note that…

Blogger Early & Family Literacy committee

So Much Early Lit Research, So Little Time

Writing a grant to fund a playspace at your library? Want to share research-based early tips with parents? Making a presentation to your library board about the importance of early literacy programs? The Early and Family Literacy Committee will soon be releasing a Toolkit to help you! Inside you’ll find oodles of studies (full text if available) that justify the vital work you do every day! But first, we need your help with a few key questions… 

Blogger School-Age Programs and Service Committee

Summer Programming with the Library of Congress

Along with my colleagues at the University of South Carolina iSchool, I am part of the TPS (Teaching with Primary Sources) Consortium. TPS Consortium is a “professional network of universities, cultural institutions, library systems, school districts, and other educational organizations. Members work together to share information, devise new approaches, and offer collaborative programming focused on Library of Congress primary sources.” (https://www.loc.gov/programs/teachers/about-this-program/teaching-with-primary-sources-partner-program/tps-consortium/). We host professional development for K – 12 educators, sharing ways to use primary sources and The Library of Congress website in their teaching and work with students. I have become very familiar with the LOC website and have discovered some “hidden treasure” that you can use this summer in your library, especially if you are working with the “Oceans of Possibilities” theme. Ready? Use Free to Use and Reuse as inspiration for event flyers, decorating, social media posts and more. https://www.loc.gov/free-to-use/swimming-beaches/. I created this image of my daughter using one of…

Blogger Tess Prendergast

Child development knowledge: What do we know?

We know that children’s librarians develop and deliver services that encourage and support children’s overall development. How do we learn how to do this well? New research about child development knowledge in our field I just read an article called “Child development knowledge among new children’s librarians in US public libraries” that was published in the Journal of Education for Library and Information Science written by Jennifer Rice Sullivan. Sullivan reports on a survey of 61 children’s librarians with MLIS degrees completed within the past five years. Participants responded to a series of questions about perceived knowledge across these six domains of child development: Language Cognition Gross motor Fine motor Emotional Social Most respondents reported having moderate to high levels of knowledge about these domains. Next, Sullivan asked more specific questions about participants’ knowledge of these topics. Behavior management Early literacy skills Object permanence Attachment Separation anxiety Self-regulation Executive functions…