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Knowledge, Practice, and Self-Effica...

Perkins, Roseanne Marie,

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Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers: A Mixed-Methods Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers: A Mixed-Methods Study // Roseanne Marie Perkins.
Author:	Perkins, Roseanne Marie,
Description:	1 electronic resource (182 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28416885
ISBN:	9798535531229

Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers: A Mixed-Methods Study /
Perkins, Roseanne Marie,

Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers: A Mixed-Methods Study /Roseanne Marie Perkins. - 1 electronic resource (182 pages)

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

The importance of early literacy to later academic achievement has been well documented, as has the positive impact of high-quality early literacy environments. One stumbling block to achieving improvements in literacy skills for school-aged children appears to be inequities in access to high-quality early literacy environments. Public libraries, recognizing their unique position to support early literacy in their communities, have embarked on efforts to develop more robust early literacy-based storytime programming. Storytime providers, the individuals who design and deliver these programs to their communities, are key to the success of these efforts. Understanding how to successfully train and support these individuals is crucial to the goal of offering high-quality early literacy programs through public libraries.This small-scale mixed-methods proof of concept study had three central aims. The first was to determine to what extent, if at all, Storytime Behind the Scenes (SBS), an online intervention developed during this research, changed the knowledge, practice, and self-efficacy of storytime providers. Second, to determine if the SBS intervention was deemed feasible and acceptable by the participants. Finally, this study explored emergent themes related to the interconnected nature of knowledge, practice, and self-efficacy of storytime providers within the unique context of public library storytimes.This study demonstrated that SBS has the potential to have a positive impact on the knowledge, practice, and self-efficacy of early career storytime providers. Further, this study demonstrated that SBS was deemed feasible and acceptable by the participants. The findings suggest that special attention should be paid in future professional development interventions to supporting less-familiar early literacy skills and evidence-based practices, such as phonological awareness. Emphasis should also be placed on the unique aspects of storytime in these future interventions, including the need to balance education with entertainment, the mixed-age nature of the audience, and, perhaps most importantly, ways to comfortably and effectively engage with caregivers. The study also demonstrated some consensus among the participants' regarding the experiences that were informative of their storytime practice, which may be useful when designing future professional development for this audience. Limitations and avenues for future research are also discussed.

English

ISBN: 9798535531229Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Children's librarians

Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers: A Mixed-Methods Study /
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502 $b Ph.D. $c Lehigh University $d 2021.
520 $a The importance of early literacy to later academic achievement has been well documented, as has the positive impact of high-quality early literacy environments. One stumbling block to achieving improvements in literacy skills for school-aged children appears to be inequities in access to high-quality early literacy environments. Public libraries, recognizing their unique position to support early literacy in their communities, have embarked on efforts to develop more robust early literacy-based storytime programming. Storytime providers, the individuals who design and deliver these programs to their communities, are key to the success of these efforts. Understanding how to successfully train and support these individuals is crucial to the goal of offering high-quality early literacy programs through public libraries.This small-scale mixed-methods proof of concept study had three central aims. The first was to determine to what extent, if at all, Storytime Behind the Scenes (SBS), an online intervention developed during this research, changed the knowledge, practice, and self-efficacy of storytime providers. Second, to determine if the SBS intervention was deemed feasible and acceptable by the participants. Finally, this study explored emergent themes related to the interconnected nature of knowledge, practice, and self-efficacy of storytime providers within the unique context of public library storytimes.This study demonstrated that SBS has the potential to have a positive impact on the knowledge, practice, and self-efficacy of early career storytime providers. Further, this study demonstrated that SBS was deemed feasible and acceptable by the participants. The findings suggest that special attention should be paid in future professional development interventions to supporting less-familiar early literacy skills and evidence-based practices, such as phonological awareness. Emphasis should also be placed on the unique aspects of storytime in these future interventions, including the need to balance education with entertainment, the mixed-age nature of the audience, and, perhaps most importantly, ways to comfortably and effectively engage with caregivers. The study also demonstrated some consensus among the participants' regarding the experiences that were informative of their storytime practice, which may be useful when designing future professional development for this audience. Limitations and avenues for future research are also discussed.
546 $a English
590 $a School code: 0105
650 4 $a Educational technology. $3 517670
650 4 $a Library science. $3 539284
650 4 $a Early childhood education. $3 518817
650 4 $a Reading comprehension. $3 519378
650 4 $a Librarians. $3 3399392
650 4 $a Students. $3 756581
650 4 $a Learning. $3 516521
653 $a Children's librarians
653 $a Early literacy
653 $a Professional development
653 $a Public libraries
653 $a Storytime
653 $a Youth services librarians
690 $a 0710
690 $a 0399
690 $a 0518
710 2 $a Lehigh University. $b Teaching, Learning, and Technology. $e degree granting institution. $3 3765675
720 1 $a Sawyer, L. Brook E. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 83-03A.
790 $a 0105
791 $a Ph.D.
792 $a 2021
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28416885