Category Archives: Literacy
Two weeks ago I had the pleasure of visiting Maryland again to present Transforming Preschool Storytime: Plugged & Unplugged (it was our pilot session) with my good friend Dr. Betsy Diamant-Cohen. Our presentation included some new information from her new book Transforming Preschool Storytime: A Modern Vision and a Year of Programs (co-written with Melanie A. Hetrick & Celia Yitzhak). We worked with an amazing group of librarians from Western Maryland (thank you, Julie Zamostny for having us!) and then also got to spend some time with Carroll County & Baltimore County (MD) librarians. Many thanks to Marisa Conner & Dorothy Stoltz for taking such good care of me while I was there, and for facilitating such a fruitful & inspiring conversation! Here is our resource list, which includes all media mentioned in the session, plus our slides. Many, many thanks to Carly Reighard and Stephanie Long for letting me put them on the spot about their amazing programs. Carly has shared some of her app guides with us. App Guide- Fall 2014 Core Apps Frosty Fun Apps Music Apps
Today, we here at Little eLit are happy to release the first chapter of our book, Young Children, New Media, and Libraries. This chapter, entitled “New Media in Youth Librarianship,” was written by Cen Campbell and myself. It’s available by clicking here, or on the image below.
This project has been a work in progress for some time, with many contributing authors. Subsequent chapters will be released once per month, on the 15th, until all chapters have been published here. At that point, the entire work will be put into a single PDF ebook document, including appendices and other additional materials.
This work, including this and subsequent chapters and any appendices, is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
I was doing some research recently on what libraries were implementing in the way of new media & kids, and Claire Moore from the Darien Library shared a presentation with me that she had done at the New England Library Association conference in 2012. What’s awesome is that her slide provide a kind of historical backdrop for the kind of work we at LittleeLit are busy figuring out; the hows and whys of emergent media in libraries. Take a look at what Claire put together; much of it still applies, even though the technology itself has moved on since then! Also, I see both Gretchen & Kiera in there! Hi ladies!
Starting this month, the Little eLit book, Young Children, New Media, and Libraries, will be released serially here on the blog. This project has been in the works for a while now, with many contributing authors, and we’re very excited to be sharing it with the library world soon.
The first chapter, which provides an introduction to the concept of new media in librarianship for young children, will be available in PDF format on October 15. New chapters will follow on the 15th of every month until early next summer, when we’ll piece the whole thing together in one volume.
So mark your calendars and get ready for the Little eLit book–part guidebook, part collective exploration–as we continue to venture into what it means to be a youth librarian in the twenty-first century.
There have been a few mentions of media mentors, children’s librarians and LittleeLit on the interwebs recently! Our friend Lisa Guernsey from the New America Foundation wrote about us on the Joan Ganz Cooney Center’s Blog. Please see More than E-book vs. Print: The Concept of ‘Media Mentors,’ Lisa references the article that two LittleeLit Advisory board members, Dr Marianne Martens & Dorothy Stoltz penned in SLJ’s Up For Debate: eBooks feature.
Our friends at the TEC Center also have a new website, which is full of resources and Show me!” videos about best practices for young kids & new media, and LittleeLit is counted among the TEC Center’s friends, right alongside the Fred Roger Center, Children’s Technology Review, NAEYC & others. What an honour!
Here’s Chip’s intro to the new website.
In a conversation on the LittleeLit Google Group about apps to use to show parents how to use apps with their kids, the inspiring Emily Lloyd suggested the following apps. What other apps might work well in storytime? Join the discussion!
- Finger Paint with Sounds (free–also for storytime)
- Lazoo: Squiggles! (free)
- OnceAppon (free–could also use in storytime–could all make avatar together)
- Endless Alphabet (expensive but worth it–also for storytime)
- My A-Z (find under iPhone apps–free–I also use this in storytime)
- Toca Kitchen Monsters (free)
- Toca Tailor Fairy Tales (free)
- Toca Town OR My PlayHome Stores
- Hideout: Early Reading (free)
- Sock Puppets (free, a little challenging at first, but then a lot of fun–can also use in storytime)
- Sago Mini Doodlecast
Edit: Emily says that Sago Mini Doodlecast should be on the list, too, so it’s #11 on this top ten list 🙂
And, if you like felt/flannel boards: Felt Board: Mother Goose on the Loose (free, storytime)
We (Dorothy Stoltz & Marisa Conner) have the honor of sitting on the LittleeLit.com advisory board. This past year – as part of our research for an upcoming book – we have enjoyed talking with many of you about how libraries incorporate play into the environment. Your LittleeLit.com work prompted us to write a chapter on young children and new media in our upcoming book, The Power of Play: Designing Early Learning Spaces. Thank you!! Here are excerpts featuring how to define play and our thoughts on new media as an avenue for play.
Although play is important, it is not an end in itself, or a time for avoiding chores or ignoring others. Play is “a jumping-off place” that can set in motion the possibility of learning. Socrates set the tone for this kind of play in his debate on the virtues of citizenship in The Republic. He asks Adeimantus to reflect on how the serious play of philosophical leaders who encourage original thought compares to the common play among certain tyrannical political leaders who are interested in manipulating and controlling the crowd. Socrates guides his student to think about how a city or society pursuing noble virtues compares to the individual doing the same—that unless play from earliest childhood is noble a man will never become good. Plato likewise engages in noble play through his dialogues with his fellow readers to pursue the knowledge of the “Good.” He distinguishes between good play—that which leads to the good—and bad play—that which diverts the learner from this goal.
Does a computer program undercut the ability of a child to play, by reducing him or her to a mere spectator? Many electronic media applications (apps) are designed for a certain level of interaction. Does an app or computer program become an avenue for play that uses imagination and thinking skills? Does it offer an open-ended activity to engage the child and lead them to higher thinking—or a closed-ended activity that where, once the button is pushed and the red dot gets bigger, there’s no more thinking involved? Can Toca Tea Party, or a similar app, occupy young visitors during busy times in the library until the play kitchen is free for their use?
A computer or a tablet or a smartphone is—when all is said and done—a tool. As with any tool, children must be introduced to computer technology with caution. The key is two-fold – to offer e-books and apps that are age appropriate and high quality, and that appeal to children, and – to enhance the child’s play and learning experience through interactions between grown-ups and young children using technology.
Excerpts from an upcoming ALA Editions book to be released in December 2014. The Power of Play: Designing Early Learning Spaces © Copyright 2014 by Dorothy Stoltz, Marisa Conner, and James Bradberry. All Rights Reserved.
Two of our LittleeLit Advisory Board members, Dorothy Stoltz & Dr Marianne Martens, recently wrote a piece for School Library Journal based around the theme “Are Ebooks Better than Print Books?” (which is a bit like saying “Are puppets better than shakers in storytime?” since they serve different purposes),
Dorothy & Marianne’s article is entitled Ebooks Enhance Development of the Whole Child, and Kathy Kleckner wrote The Book Is Far Superior to the Ebook for Early Literacy. What I like about these articles is that we often agree much more than we disagree, however much we try to polarize the issue further.
People come first, technology comes second.
Read both articles on SLJ’s Up for Debate .
Carisa Kluver and I co-wrote a chapter for Technology and Digital Media in the Early Years: Tools for Teaching and Learning, edited by our friend & mentor, Chip Donohue. We’ll be presenting on the book at the NAEYC annual conference in Dallas in November. I hope to see many other librarians there!
Here’s the blurb:
A Co-Publication of Routledge and NAEYC
Technology and Digital Media in the Early Years offers early childhood teacher educators, professional development providers, and early childhood educators in pre-service, in-service, and continuing education settings a thought-provoking guide to effective, appropriate, and intentional use of technology with young children. This book provides strategies, theoretical frameworks, links to research evidence, descriptions of best practice, and resources to develop essential digital literacy knowledge, skills and experiences for early childhood educators in the digital age.
Technology and Digital Media in the Early Years puts educators right at the intersections of child development, early learning, developmentally appropriate practice, early childhood teaching practices, children’s media research, teacher education, and professional development practices. The book is based on current research, promising programs and practices, and a set of best practices for teaching with technology in early childhood education that are based on the NAEYC/FRC Position Statement on Technology and Interactive Media and the Fred Rogers Center Framework for Quality in Children’s Digital Media. Pedagogical principles, classroom practices, and teaching strategies are presented in a practical, straightforward way informed by child development theory, developmentally appropriate practice, and research on effective, appropriate, and intentional use of technology in early childhood settings. A companion website provides additional resources and links to further illustrate principles and best practices for teaching and learning in the digital age.
I have a somewhat tech based program one hour program I offered today for those who provide programs for older children and teens with autism. I have a small but strong core group who communicate mainly through iPads and communication devices.
We start our day off with a brief demonstration of what we are doing that day. I place picture signs on our felt board. Our schedule remains the same: Crafts, followed by movement activities, then books.
Each session, I hook my device (phone or iPod) to a CD player to play background music based in part on the special interests of participants. Yes, my playlist includes Shakira, Toy Story, Barney, the Wiggles and Katie Perry.
This week, our craft was decorating iPad covers that I had purchased inexpensively at our local dollar store using dollar store stickers and left over duct tape.
Our movement game was app-themed. Because half of the group loves Toy Story, I designed a real life version of the app Smash It. In the app, Buzz throws objects to knock aliens off of block towers. In real life, I taped pictures of aliens to shirt-boxes that were left over from another craft, and left over boxes from book shipments. With each successful ‘knockdown’ an additional level is added to the tower to increase the difficulty in knocking it over!
I must admit that most of the success of the one hour program was due to the initiative of the mentor that accompanied each teen incorporating him or her into the activity.
Moose Jaw Public Library
MISt, University of Toronto