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Journal articles on the topic 'Storytime Stories'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Raphael, Laura. "Storytime, Three Ways: From Razzle-Dazzle to Library Giants." Children and Libraries 18, no. 2 (June 19, 2020): 8. http://dx.doi.org/10.5860/cal.18.2.8.

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Once upon a time, I worked in adult services at my large urban library. I thought about library storytime as most adult services librarians do—which is to say (1) not very often and (2) mostly something done to entertain wiggly kids I rarely interacted with.I had vague notions that storytimes involved children’s librarians as circus ringmasters of sorts, singing and reading stories and doing skits with puppets. In other words, I had a one-dimensional conception of storytime, or what I’m calling Storytime Number One—a razzle-dazzle good time for children that involves songs and reading books. I also vaguely remembered seeing children’s librarians lugging puppets and craft supplies and, once, a tub of animal crackers, into the storytime room.

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2

Sofge, Robin. "Book Review: More Storytime Magic." Reference & User Services Quarterly 56, no. 1 (September 23, 2016): 53. http://dx.doi.org/10.5860/rusq.56n1.53a.

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This book offers a bounty of fresh materials for both storytime novices and veterans, including songs, flannel boards, rhymes, stories, and recommended book lists to engage the audience. Updating their 2009 Storytime Magic, authors MacMillan and Kirker use the same format for this volume, but with new materials. As with the earlier title, chapters have themes, such as “All About Me,” “Fairy Tales and Castles,” and “The Natural World.” The new materials in these chapters are useful when planning storytimes. Some activities and flannel boards are tied to specific books. For example, Toni Yuly’s Early Bird (2009, 19) is the focus of a flannel board, and an ALA web link is provided for flannel board patterns, which makes it easy to use. Song lyrics listed in the book can be sung to familiar tunes, including childhood favorites. As in the previous book, some American Sign Language is also included.

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3

Cahill, Maria, Soohyung Joo, Mary Howard, and Suzanne Walker. "We’ve been Offering It for Years, But Why Do They Come? The Reasons Why Adults Bring Young Children to Public Library Storytimes." Libri 70, no. 4 (November 18, 2020): 335–44. http://dx.doi.org/10.1515/libri-2020-0047.

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AbstractWhile storytime programs for preschool children are offered in nearly all public libraries in the United States, little is known about why adults choose to bring children to participate. This survey study gathered information from 346 parents and caregivers who attended storytime programs at 35 public libraries in three states. Parents and caregivers indicated child enjoyment of hearing stories and participating in activities and the opportunity for children to interact as the primary reasons for attending; however, differences in motivation to attend were noted by community density, relationship to the child, educational level of the adult, and length of attendance. In addition to identifying those aspects of storytimes that resonate most for children and building upon them, librarians should integrate cooperative activities that facilitate interaction. Further, librarians should take stock of their own contexts and modify programs to best address the needs of their specific community.

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4

Bowers, Katie, Vivian Howard, and Alison Brown. "Storytime in a Box: The Cooperative Approach to Preschool Storytime Planning." Children and Libraries 16, no. 1 (March 15, 2018): 23. http://dx.doi.org/10.5860/cal.16.1.23.

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Preschool storytimes have been a standard public library offering for more than one hundred years.1 Most public libraries offer preschool storytimes several times per week and follow a familiar pattern of read-aloud stories intermixed with sing-alongs, action songs, and finger plays, frequently connected to a weekly theme. Planning for these weekly story-time sessions can take a significant amount of staff time, as staff choose a theme and then select relevant, age-appropriate, and appealing stories, songs, and activities to fill the time slot.In multibranch library systems, this planning is often replicated at each branch, as each youth services team prepares its own unique program offerings. In search of greater efficiency, some public library systems have experimented with other models of program planning, with planning being done centrally for the entire system or by several branches partnering to work together. Is there a single model of program planning that works best and that staff prefer?

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5

Stenis, Jenny Foster. "Book Review: Handbook for Storytime Programs." Reference & User Services Quarterly 55, no. 4 (July 1, 2016): 318. http://dx.doi.org/10.5860/rusq.55n4.318a.

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The Handbook of Storytime Programs, a classic resource by Caroline Fellar Bauer originally published in 1977 and 1993, has been masterfully updated to include vetted websites and YouTube videos to augment program planning. The earlier editions fluidly interwove many different types of literature, music, drama, and magic, making Bauer’s programs flow seamlessly from one aspect of storytime to another. The authors do not disappoint with this update. True to Bauer’s style of storytime programs, this book is not only filled with additional fingerplays, stories, poems, and activities, but has kept Bauer’s magic as well.

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6

Stenis, Jenny Foster. "Book Review: Stories, Songs and Stretches: Creating Playful Storytimes with Yoga and Movement." Reference & User Services Quarterly 57, no. 1 (October 9, 2017): 65. http://dx.doi.org/10.5860/rusq.57.1.6453.

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Katie Scherrer, a well-known library consultant and a registered yoga teacher, has combined her expertise in these two fields to provide librarians with a manual to guide them on how to present yoga in storytime “to engage children and families through embodied play” (x). A brief introductory chapter gives a history of the development of modern yoga and explains the benefits of introducing yoga to children.

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7

Sensale Yazdian, Lisa M., and Betsy Diamant-Cohen. "Research Roundup: Paley’s Practice: Storytelling, Story Acting, and Early Learning." Children and Libraries 19, no. 1 (April 7, 2021): 29. http://dx.doi.org/10.5860/cal.19.1.29.

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In the early years, children’s librarians traditionally lit a candle at the beginning of each storytime. The altered atmosphere helped transport children mentally to a land of stories. The candle was blown out at the end of the session, bringing them back to the library. Although this tradition has not endured (due perhaps to the invention of smoke alarms), storytelling remains an effective tool that can be used by librarians.

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8

Fowlie, Anne. "Stories for Talking (A Programme to Support the Early Development of Language through Storytime)." Support for Learning 24, no. 2 (May 2009): 107. http://dx.doi.org/10.1111/j.1467-9604.2009.01407_4.x.

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9

Labbo, Linda D. "Beyond Storytime: A Sociopsychological Perspective on Young Children's Opportunities for Literacy Development during Story Extension Time." Journal of Literacy Research 28, no. 3 (September 1996): 405–28. http://dx.doi.org/10.1080/10862969609547932.

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The purpose of this qualitative study was to investigate young children's opportunities to socially construct literacy during story extension time. Viewed from a sociopsychological perspective, findings suggest that story extension time afforded the children with occasions to accomplish key purposes of literacy development and construct concepts about literacy. Children took the following identifiable stances toward the tasks: (a) deliberate observers, peer watchers who contributed little to the group discussions but learned about literacy strategies and forms from observing other children in their group; (b) divergent collaborators, who varied their ways of expressing ideas or socially interacting with peers and explored many forms of meaning-making during story extension sessions; and (c) focused collaborators, who consistently used recurrent topics, themes, or strategies or sought out particular individuals. This repetition allowed them time to explore a topic or strategy until they felt they had some control over the required forms, functions, and processes. Each stance afforded children unique occasions for exploring their concepts about literacy and stories.

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10

Kociubuk, Jacqueline, and Kathleen Campana. "Sharing stories: An exploration of genres in storytimes." Journal of Librarianship and Information Science 52, no. 3 (October 22, 2019): 905–15. http://dx.doi.org/10.1177/0961000619882751.

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Exposure to a variety of stories can support many early literacy skills for young children. Using video recordings from a previous study that examined early literacy in public library storytimes, this study investigated the use of genre and story variety in storytimes for young children (birth to 60 months). Findings showed that attendees were primarily exposed to stories from the storybook/narrative genre with limited use of both non-narrative and narrative informational genres in number of stories and time spent reading each genre. Story variety and the use of current titles can be improved to better support early literacy development in public library storytimes.

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11

Stone, David R. "Drag Queen Storytimes." Journal of Intellectual Freedom & Privacy 4, no. 1 (June 3, 2019): 67. http://dx.doi.org/10.5860/jifp.v4i1.7014.

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EDITOR’S NOTE: Unlike many other forms of censorship, challenges to drag queen storytimes generally don’t target authors, titles, or content, but rather the method in which stories are presented to children. This compilation is by no means an exhaustive list of recent library events with drag queen readers, but a look at some that generated a significant level of controversy.

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12

Stone, David R. "Drag Queen Storytimes." Journal of Intellectual Freedom & Privacy 4, no. 2 (November 22, 2019): 65. http://dx.doi.org/10.5860/jifp.v4i2.7195.

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13

Barriage, Sarah, Vanessa Kitzie, Diana Floegel, and Shannon M. Oltmann. "Drag Queen Storytimes: Public Library Staff Perceptions and Experiences." Children and Libraries 19, no. 2 (June 4, 2021): 14. http://dx.doi.org/10.5860/cal.19.2.14.

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Since their first appearances in public libraries, drag queen storytimes (DQS) have frequently been featured in news stories and professional literature. These events feature drag performers leading various aspects of otherwise typical storytimes, including reading books, singing songs, and leading crafts and other activities with young children and their families.

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14

McCluskey, Margaret. "Stories, Songs and Stretches: Creating Playful Storytimes with Yoga and Movement." Journal of the Australian Library and Information Association 66, no. 4 (November 7, 2017): 434–35. http://dx.doi.org/10.1080/24750158.2017.1392734.

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15

Reynhout, Georgina, and Mark Carter. "A Pilot Study to Determine the Efficacy of a Social StoryTM Intervention for a Child with Autistic Disorder, Intellectual Disability and Limited Language Skills." Australasian Journal of Special Education 32, no. 2 (September 2008): 161–75. http://dx.doi.org/10.1017/s1030011200025823.

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Social StoriesTM have gained wide acceptance as an intervention for children with autism spectrum disorders (ASD) yet extant research provides only circumscribed empirical evidence in support of their efficacy. While it is claimed that Social Stories may be appropriate to children with significant levels of intellectual disability and basic language skills, limited research has been conducted with this group. This pilot study employed an ABC design using a Social Story intervention to target looking at a book during group reading time. The participant was a child with autistic disorder who had intellectual disability and limited language skills. The intervention was unsuccessful, highlighting the need to further investigate the role that both language skills and intellectual ability play in moderating response to the intervention.

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