The purposes of the present research were to provide empirical
evidence of the ways in which preschool literacy programs in Ontario public
libraries (1) facilitate participating children’s early literacy development
and school readiness, and (2) influence family interactions supporting
children’s literacy learning.
Key findings include:
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The early literacy library programs have been particularly strong
in meeting parents’/caregivers’ goals of fostering children’s school readiness
and their motivation to read.
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Participating children demonstrated many early literacy behaviors
and understandings considered by leading early literacy researchers and experts
to be foundational to later literacy success: vocabulary development; awareness
of rhymes and sounds of language; and an understanding of books that were read
by library staff.
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In addition to supporting these foundational underpinnings of children’s
later literacy and school achievement, library staff served as excellent
literacy models for the parents/caregivers, enabling them to make reading with
their children more engaging and more productive in terms of learning early
literacy skills and understandings.
Recommendations:
-
Developing children’s print awareness is a recommended topic for
professional development of library staff.
-
Eight of the 10 library staff members expressed a desire for
workshops and resources to help them plan their preschool library programs.
Peterson, S. S., & Jang, E. (2012). Preschool
early literacy programs in Ontario public libraries. Toronto, ON: Ontario
Institute for Studies in Education.
http://fopl.ca/media/2013/11/OISE-Report-FINAL-29June2012.pdf
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