{"version":"1.0","provider_name":"ALSC Blog","provider_url":"https:\/\/www.alsc.ala.org\/blog","author_name":"Early and Family Literacy committee","author_url":"https:\/\/www.alsc.ala.org\/blog\/author\/early-and-family-literacy-committee\/","title":"Digital Outreach and Family Literacy: Children's Programming in the Time of COVID-19","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"RmxMh5u2WG\"><a href=\"https:\/\/www.alsc.ala.org\/blog\/2020\/04\/digital-outreach-and-family-literacy\/\">Digital Outreach and Family Literacy: Children&#8217;s Programming in the Time of COVID-19<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/www.alsc.ala.org\/blog\/2020\/04\/digital-outreach-and-family-literacy\/embed\/#?secret=RmxMh5u2WG\" width=\"600\" height=\"338\" title=\"&#8220;Digital Outreach and Family Literacy: Children&#8217;s Programming in the Time of COVID-19&#8221; &#8212; ALSC Blog\" data-secret=\"RmxMh5u2WG\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script>\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/www.alsc.ala.org\/blog\/wp-includes\/js\/wp-embed.min.js\n<\/script>\n","description":"Over the last five years, there has been an increased awareness of the importance of digital resources and accessibility. In 2015, the New York Public Library began loaning hotspots, and just this past December, Library Journal published an article about how to better promote digital resources because many patrons are unaware they exist. As many libraries across the country have shut their physical doors in response to the Coronavirus pandemic, these e-resources have become even more vital, as has the concept of family literacy. One of the main questions this raises is how can we best continue to serve children and families at this time?\u00a0\u00a0 In addition to promoting digital resources like e-books, a vast number of children\u2019s librarians have begun doing virtual storytimes through their library\u2019s social media accounts. In order to determine how effective these practices are, we can turn to O\u2019Connor\u2019s 2017 study Sociocultural Early Literacy Practices..."}