Journal Number Four

Since my research revolves around whether training, or specific kinds of training, will impact the self-efficacy of youth services librarians my intervention will attempt to introduce, review and/or reinforce what youth services librarians know about storytime and integrating best practices for early literacy into their programs.  The tricky part is I do not know what training or experience my learners will be bringing to this intervention. Some learners might find the entire intervention to be review, others might never have encountered the material before, and still others may be familiar with some concepts but not others. My challenge will be introducing the content in a logical way so that it builds on itself, but also in a manner that will allow people to move through the content at their own pace depending on their level of familiarity.   Perhaps each module will have a fast track and a leisurely track, with a diagnostic assessment at the beginning to suggest which route to take?


Much of my content will be based off the “Every Child Ready to Read” 2nd edition.  These materials are designed to be used in public library storytimes and are free for educational use so long as attribution is given. Most professional development offered at public library conferences references the language of ECRR, meaning most public library youth services librarians should be at least passingly familiar with the terminology used and the basic ideas presented in the ECRR toolkit.  Because I would like to focus on improving efficacy, I would also include modules about infant brain development, so that my learners have an understanding of why early literacy is important, as well as modules to reinforce the librarians’ identities as teachers and educators of both children and caregivers. This section will dwell at least partially in the affective domain, as many librarians do not see themselves as educators and struggle with how to take on that role with adult caregivers in particular. Content would be presented in a variety of formats, including audio, video, readings, peer discussion and interactive activities.


The tasks will also  include formative knowledge checks to make sure learners have a grasp of basic concepts before moving forward.  These might include simple drag and drop activities that allow the learner to demonstrate the know the kinds of activities that reinforce early literacy skills, assessments for understanding of basic vocabulary and concepts.  Task will also be authentic, with learners designing storytimes with integrated early literacy content which will be evaluated by peers and the instructor. Finally, there will be self-reflection tasks that will help learners process their identities as teachers.

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