Week One - Storytime
Resource 1:
Today in class, we had Sarah from CCLC come in and run a story time demonstration to give us an insight into what is involved in preparing and running a story time, and to give up tips and hints. She read four books, interspersed with rhymes and songs, each chosen with a specific focus. Short books are best, as anything too lengthy will resulting in fidgeting and loss of attention. Any book with flaps, textures or pop-ups works well as it gives an opportunity for you to engage the children by offering them the opportunity to touch or interact with the book (but only when offered - not everyone getting up at once!). It is important to make sure all the kids can see the pictures, and to try to engage them with looking at the pictures by asking questions or pointing things out. Books with repetition work really well as kids will quickly chime in and say it with you.
Rhymes and songs help get kids moving and break up periods of sitting and listening. If kids are fidgeting, a rhyme that gets them to 'shake their sillies out' can settle them down. A 'hello' and 'goodbye' rhyme creates routine and allows kids to learn a rhyme that will be familiar to them each week.
The presentation was incredibly helpful in offering me tips about how to keep kids attention and what kinds of activities and stories will and won't work out. I had also never known of story times that used play based activities rather than craft based activities, as in the examples given of a treasure hunt and yoga. It broadened my perception of what story time can be. Overall, the presentation was an incredibly useful source of information that will help me complete the story time presentation assessment.
Resource 2:
Fitzgerald, K. (2016). Story time success: A practical guide for librarians. London: Rowman & Littlefield.
(View online here)
I read the preface and first chapter of the book 'Story Time Success: A Practical Guide for Librarians', which outlines what story time is and what the purpose of it is. I found interesting the classification of different types of story time as follows:
The first chapter also includes a section outlining the qualities required to build the mindset of a story time librarian. They were investment, confidence, humility, service, creativity, flexibility, and collaboration. The book aligned with what I already knew from observing story time, but expanded on that knowledge.
Today in class, we had Sarah from CCLC come in and run a story time demonstration to give us an insight into what is involved in preparing and running a story time, and to give up tips and hints. She read four books, interspersed with rhymes and songs, each chosen with a specific focus. Short books are best, as anything too lengthy will resulting in fidgeting and loss of attention. Any book with flaps, textures or pop-ups works well as it gives an opportunity for you to engage the children by offering them the opportunity to touch or interact with the book (but only when offered - not everyone getting up at once!). It is important to make sure all the kids can see the pictures, and to try to engage them with looking at the pictures by asking questions or pointing things out. Books with repetition work really well as kids will quickly chime in and say it with you.
Rhymes and songs help get kids moving and break up periods of sitting and listening. If kids are fidgeting, a rhyme that gets them to 'shake their sillies out' can settle them down. A 'hello' and 'goodbye' rhyme creates routine and allows kids to learn a rhyme that will be familiar to them each week.
The presentation was incredibly helpful in offering me tips about how to keep kids attention and what kinds of activities and stories will and won't work out. I had also never known of story times that used play based activities rather than craft based activities, as in the examples given of a treasure hunt and yoga. It broadened my perception of what story time can be. Overall, the presentation was an incredibly useful source of information that will help me complete the story time presentation assessment.
Resource 2:
Fitzgerald, K. (2016). Story time success: A practical guide for librarians. London: Rowman & Littlefield.
(View online here)
I read the preface and first chapter of the book 'Story Time Success: A Practical Guide for Librarians', which outlines what story time is and what the purpose of it is. I found interesting the classification of different types of story time as follows:
- Entertainment - a no pressure story time designed to entertain and break up the routines of the attendees
- Parent Education - a story time designed to educate parents/carers that will address parents directly with information about how to interact and guide their children in reading and literacy
- School Readiness - a story time designed to build skills needed in a classroom setting such as sitting quietly, taking turns and following directions
- Early Literacy Training - this type of story time focuses on the early literacy kids need before they can learn to read, and usually uses materials that incorporate singing, talking, reading writing and playing. It will often include information to parents about how to support early literacy skills at home too.
- Promotion of Library Materials - this type of story time focuses on encouraging participants to borrow library materials, and may incorporate information about borrowing books and library card registration.
The first chapter also includes a section outlining the qualities required to build the mindset of a story time librarian. They were investment, confidence, humility, service, creativity, flexibility, and collaboration. The book aligned with what I already knew from observing story time, but expanded on that knowledge.
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