The South Euclid-Lyndhurst Branch Library FAC wanted to have a Paw Patrol-based program, leveraging the interest many of their children have in that world.  The dogs’ jobs are a great way to highlight community helpers, and we proceeded with planning the event.

Considering that our participants would be between the ages of 2 and 5, the “Pup Rescue Training Camp” would be play-based and developmentally appropriate.  Staff leveraged CCPL’s Toy Library and borrowed any toy that fit the pups’ service jobs—fire, police, construction, recycling, and air-water-snow rescue (real water was used in bins!), etc., along with dog-themed toys.  Each was set up in its own area (although the toys traveled all over!).  Simple (and open) crafts and coloring pages were also available. 

It then occurred to staff that the library serves two communities with two mayors, one male and one female, just like the neighboring communities of Adventure Bay and Foggy Bottom in the Paw Patrol TV show.  Might the mayors be interested in donning a costume for their youngest constituents? 

The answer was an unequivocal and enthusiastic yes!  South Euclid Mayor Georgine Welo morphed into Adventure Bay’s Mayor Goodway while good sport Lyndhurst Mayor Patrick Ward stepped into the purple suit and top hot of Foggy Bottom’s Mayor Humdinger.  Their buy-in was amazing!  While you can purchase a Mayor Humdinger costume, none is available for Mayor Goodway.  Mayor Welo asked to see a picture of her character and matched the outfit perfectly down to the cartoon’s red shoes!  The mayors were provided puppets that matched their counterparts’ animal companions—yes, Chickaletta and a menagerie of cats (stuffed, as Mayor Ward is allergic!) were present.  The mayors walked around greeting each delighted child with the puppets.  Many kids were stunned to see the mayors in real life and recognized them immediately!  Service dogs from both communities rounded out the festivities. 

After the City of Lyndhurst shared photos on social media, the local community paper called and wrote an article on the event, which was attended by approximately 120 people.  It was an amazing time of community building and fun!

This post addresses the core competencies of I. Commitment to Client Group, III. Programming Skills, and V. Outreach and Advocacy.

The post Paws, Play, and Public Service appeared first on ALSC Blog.

In Critical Multicultural Analysis of Children’s Literature: Mirrors, Windows, and Doors, Botelho and Rudman offer a framework for evaluating children’s literature writ large. They encourage readers to consider a text’s production, point of view, characters’ agency, illustrations, genre, sociopolitical/historical context, and ending. I have found the following guiding questions from a 2014 article by Botelho and colleagues helpful whether I’m preparing for Pride Month or Earth Day.

CMA Guiding Questions

Adapted from Botelho et al., 2014

• Production Practices: What is the text based on? (Research? The author’s lived experiences?)
• Point of View: What ways of being does the text’s point of view—including that of any illustrations—offer? 
• Agency: Who has a name, speaks, and acts—and who doesn’t?  
• Genre: How does the text’s genre inform what is understood as truth?
• Sociopolitical Context: What power relations does the text reflect?
• Historical Context: How does the text communicate historical context?
• Ending: Does the text’s ending offer an opportunity to rethink power relations?

What tools do you use to evaluate books with LGBTQIA+ representation? Drop a line in the comments or at ktaksier@ufl.edu.

*I definitely have Jinkx Monsoon as Judy Garland in the West End production of Over the Rainbow on the brain.

This blog post relates to ALSC Core Competency IV: Collection Knowledge and Management.

The post Prepping for Pride Month with Critical Multicultural Analysis appeared first on ALSC Blog.

Ernesto Cisneros is a 25-year veteran teacher currently serving the city of Santa Ana, California. He is the author of Efrén Divided, which won the 2020 Pura Belpré Children’s Author Award. Ernesto holds an English degree from the University of California, Irvine, a teaching credential from California State University, Long Beach, as well as a Masters in Fine Arts in Creative Writing from National University. 

Q: Libraries have played a central role in your life and work. I am thinking of Efrén Divided and the escape that the school library provided for him. Can you share a moment when a library or librarian made a lasting impact on you as a young reader or writer?

A: As a middle grader, I remember going to the library to do research for a social studies project on México. A librarian named Bobbye patiently showed me how to use all the available resources. I’m talking card catalogs, the periodicals section, and reference books. It felt like being let in on a secret world of information.

What still amazes me is that about 40 years later, that very same librarian, Bobbye, helped me track down resources for my third book, Queso, Just in Time. The fact that someone who guided me as a child was still there to support me as a writer feels incredibly full circle. How wonderful is that!

Author visit to the Betty Rodriguez Regional Library (Fresno, CA) – Book signing. Photo courtesy of Jamie Kurumaji.

Q: Your books capture and center around the authentic human experience of young people. Why do you believe it is important for youth to see themselves reflected in literature?

A: I remember going to the library and seeing books like The Lion, the Witch, and the Wardrobe on the shelves. As well written and beloved as those books were, they didn’t connect to me or my lived experience. I didn’t see characters facing challenges that felt familiar, and I didn’t see diversity reflected in those stories.

At that point in my life, I stopped reading for pleasure simply because I didn’t want to read about kids destined for greatness when I was struggling just to imagine a future for myself. Seeing yourself in books isn’t about validation alone – it’s about possibility. When young people recognize their lives, families, and struggles in stories, they understand that their experiences matter and that their stories are worth telling.

Q: What role can libraries play in supporting young people, especially those from underrepresented or marginalized communities?

A: I’ve had the privilege of visiting many libraries, and I continue to be wowed by the breadth of resources they offer. Libraries today are far more than shelves of books. Beyond print and media collections, many provide homework help, free internet access, quiet study spaces, makerspaces, and community programming that reflects and serves the neighborhoods around them. 

For young people – especially those from underrepresented or marginalized communities – libraries have become safe, welcoming spaces to explore interests, build skills, and imagine new possibilities. They level the playing field by offering access, support, and opportunity, all without judgment or cost. 

Q: What advice would you give library workers who are advocating for diverse and inclusive collections in their communities?

A: Keep going, even when it feels challenging. Representation matters more than ever, and your work has a real impact on young readers who are quietly searching for themselves in books. Listen to your community, trust your instincts, and don’t underestimate the power of a single story placed in the right hand. Advocacy isn’t always loud – it’s often steady, thoughtful, and deeply meaningful.

Q: What conversations with young readers have stayed with you, long after a library or school visit?

A: The conversations that stay with me most are the quiet ones – when a student pulls me aside to say, “This felt like my story,” or “I didn’t know books could be about kids like me.” Those moments remind me why I write. They’re proof that stories can open doors, start healing, and help young people feel seen, sometimes for the very first time.

Author visit at the Betty Rodriguez Regional Library (Fresno, CA). Photo courtesy of Jamie Kurumaji.

Q: Fun questions time! What was your favorite book, or books, as a kid?

A: After all these years, I still remember every single book I received for free through the RIF program at school. My favorite was Cookie Monster and the Cookie Tree because of its great message and humor. The premise still makes me laugh to this day.

Q: One more! Coffee, tea, or snacks while writing? What is your go-to?

A: I used to go with nachos as my go-to writing snack, but as I’ve gotten older – and continue to add a little extra weight – I’ve been switching things up. These days it’s vegetables with low-fat dressing or pumpkin seeds… con chile y limón.

This post addresses the following ALSC Competency V: Outreach and Advocacy.

Jamie Kurumaji, Supervising Librarian at Fresno County Public Library, is writing this post on behalf of the Public Awareness and Advocacy Committee. She can be reached at jkurumaji@gmail.com. 

The post Interviewing Library Advocates: Ernesto Cisneros, Children’s Author appeared first on ALSC Blog.

Your mission: talk to them about librarianship before they find another path!

Who wants to be a youth librarian?

1. They do crafts. A lot. Whether or not they’re good at them. They’re always fiddling with something or other. Yarn, fabric, colored pencils, cardstock. Creating something from nothing is an advanced skill for youth librarians. And yes, that includes budgets. This central creative impulse drives executive functioning. Harness the magic!
2. They narrate activities. Endlessly. Sometimes in rhyming couplets. Bonus points for rhyming narration in song. Singing and rhyming, making up tunes, and generally goofing around with language means they make language fun. And that’s how literacy and learning become contagious in library activities. Share the gift!
3. They believe themes bring joy. Before working in a library, it’s quite possible that you’ve color coded the heck out of your own life. Folders. Friend groups. Organizations. Books. Party themes. Game nights. They find aligning goals and interests that bring people together. Library program planning may be in their DNA. Use that power for good.
4. They have checklists for everything. Ten authors, illustrators, or books that connect you ten more authors, illustrators, or books. Best locally owned restaurants. By city. Top ten songs under the categories of friendship anthems, college memories, heartbreak, or year. Movies they suspect were influenced by an obscure, under-celebrated director. Favorite icons by decade. Building read alike, watch alike, listen alike, and related bingeworthy lists is second nature. There are those for whom such organized details elicit enthusiasm and list completion = fuel. Behold the library joy and wonder of reader’s advisory! Build all the lists and connect all the dots.
5. They seek the story in everything. They tell you about the imagined backstory of someone they sat with at a bus stop. They caption pictures on the covers of magazines while waiting in line at a store. They are basically always reading a wordless picture book. Celebrate every story.
6. They’re everyday advocates. They listen, especially to young people. Caring about abstract youth needs involves paying attention to what young people talk about, enjoy, play, pretend, and worry about. They speak up even when nervous, shy, and/or outnumbered to make things better. Advocacy isn’t a superpower, it’s an essential ingredient.

There’s no secret handshake…

As a second career librarian, I only noticed some of these clues in retrospect. Now I look for them in others to encourage they explore the profession, too. Of course there are more! And there’s a list for that too. But there’s no secret handshake. It’s up to libraries and library workers to welcome folks into the profession. Embody library love!

This post addresses ALSC Core Competencies VI. Administrative & Management Skills 9, 11 and VII. Professionalism and Professional Development 8.

The post Confessions of a Second Career Youth Librarian appeared first on ALSC Blog.

#ALAAC26 is getting closer! One month from today, the 2026 ALA Annual Conference will be in full swing, live and in-person, in Chicago, IL! Are you attending? We’d love to have you participate as a Conference Blogger for the ALSC Blog! If YOU are interested in writing brief updates about the programs you attend, the speakers you hear, or the information you are learning at #PLA2026, please let us know by filling out the Conference Blogging Interest Form.

Some of the activities which will take place – which you could write about for those unable to attend – include:

• Award Presentations, such as:
  • The Newbery/Caldecott/Legacy Awards Banquet
  • 2026 YALSA Awards and Coffee Klatch
  • Coretta Scott King Book Award Round Table Annual Awards Breakfast
  • YALSA Presents: The 2026 Michael L. Printz Awards
  • 2026 ALSC Awards
  • 2026 Pura Belpré Award Celebración
• ALSC and YALSA educational programs including:
  • I’m a Teen Librarian Needing to Provide Outreach, and I Don’t Know Where to Start
  • Crush Climate Anxiety: Use Our Librarian Superpowers to Support Kids’ Love of Nature and Eco-action!
  • Teen Services in Bumpy Terrain: A Roadmap
  • ALSC Charlemae Hill Rollins President’s Program – Picture Books for All: Celebrating the Joy of Visual Literacy
  • Career Quest: Engaging Teens with their Future Careers
• Featured speakers, such as:
  • Rachel Maddow
  • Lois Lowry
  • George M. Johnson
  • Melissa Villaseñor
  • Wayne Brady
• So much more! Check out the complete list of events at the conference. And don’t forget that you could also write about the exhibit hall, networking opportunities, and your general conference experiences

If the idea of volunteering as a conference blogger intrigues you, simply fill out the Conference Blogging Interest Form. We’ll get back with you with all the information you’ll need to join the ALSC Blog Conference Blogger Team.

We are looking forward to hearing from you and reading your contributions from #alaac26.

The post Join the ALSC Blogging Team as a Conference Blogger at #alaac26 appeared first on ALSC Blog.

Making the Scholastic Book Fair Fun and Equitable

The first big “push” of my last month of school is our Scholastic Book Fair, which is hosted and run by our school library. It’s a fun time, but it’s stressful, and I’m always a bit more relaxed when it is over! In order to make it more fun and equitable this year, students who are waiting to shop during their class time will do some fun book-ish activities. In order to make sure everyone leaves with something, I utilize Share the Fair donations and my Scholastic Dollars from last year. I also have a ton of book donations and little items like erasers and bookmarks that I give away as well. It helps stretch the Share the Fair dollars a bit further, and helps clear out the space for a fresh start next year. 

Using up my extra printables for creative spurts

Despite what I tell myself, I always end up printing more activities than I use in a school year. Due to missed days, split classes, or changes of plans, I end the school year with stacks of extra crafts, coloring sheets, etc. This year, I’m adding the creative moments my students (especially the younger grades) want and saving myself a lot of energy. As my kindergarteners do their Oge Mora unit, they are also coloring some otters (our school mascot) to use for their end of year graduation ceremony. 5th graders can get creative with the leftover quilt pieces from the 1st grade project, or do some passive programming. No one’s mad about coloring after a good read-aloud. I’m also coming to peace with it not mattering that the craft isn’t directly tied to the book we read. 

Setting quiet shelving/scanning/inventory time

By the end of the year, I am a few days behind on shelving. Then my annual book order arrives, and I have hundreds of more books to handle on top of the end of year rush of returns. I’ve found the best way for me to handle this is by setting quiet time to scan/inventory/shelve, picking a good audiobook, and shutting out the world. Unfortunately, that means sometimes I can’t do it during my lunch or planning period. With enough forethought, I can pick a few days a week to stay an extra half hour–then I’ll make a check list. On Tuesday I’ll shelve picture books after school, or I’ll come early on Wednesday to do graphic novels. Breaking it up helps it feel more manageable in the weeks leading up to the end, and then I can do the chaotic last two days rush whenever the time arises. 

Making a “take home” list and checking it twice

The end of the year is exciting, but it’s also chaotic. I always end up taking home stuff I didn’t need to take home because I wasn’t paying attention, or the time just shrank before me. This year, I’m making a list of what I need to take home this summer, and I’m checking it twice. Maybe thrice. My kitchen items come home–my Keurig, tea kettle, etc–and of course any leftover food, but do I need to bring my desk calendar home? Probably not–so it can go into the decor or office box, and not just get swept into my backpack on the last day. It’s also time to be honest about what work I’ll get done over the summer—and it probably won’t be cutting out all those pigeon heads for future crafts, will it? 

Repeating the favorites

At the end of the year, you do not have to do your shiniest song and dance, especially in specials classes. This year, I’m repeating the classics and the favorites—read alouds we’ve loved like I Want My Hat Back and Don’t Trust Fish, and beloved dance videos and repeat ASL signs we’ve already learned. We’re reinforcing and celebrating the fun, and not trying to bend the world to fit in something new when we’re already at our wits ends. 

What are you doing to end your school library year on the right foot?

—

Aryssa Damron is a school librarian in Washington, D.C. She’s the co-chair of the Children and Libraries Editorial Advisory Committee and looks forward to a summer of reading only to herself, and not aloud.

The post Ending the School Library Year Strong (And Creatively) appeared first on ALSC Blog.

As a trainer and a trainee, I’ve heard both sides of frustrations around conferences and training. Beyond preferences in format and delivery, attendees commonly lament that there are no immediate actionable ideas for their library, or that they don’t have the power to bring what they’ve learned to their practice. I’ve heard trainers’ confusion over repeatedly being asked for program plans over praxis. I’d like to offer a few shifts you can make to your mindset to better align expectations and get the most out of training.

Inspiration not Playbooks

If you’re looking to trainings to provide programs you can plug and play at your library, I challenge you to shift to seeking inspiration. Library programs are most successful when responding to a community need. Unpack the “why” for any program being presented. Is there a similar need in your community? Great, you now have a bit of inspiration! Back at the library, you can meet with partners to develop what your version of meeting this need would be. Sometimes that looks like adapting the presented framework, and more often, it looks like creating something very different.

I attended a conference session about supporting literacy for school-aged children. It turned out to be a large library system sharing how they created literacy tutor positions. I don’t have the money for that! But, listening deeply, the “why” behind the initiative was to support the work of classroom teachers and help students to build on that work at home. That I can do that! I worked with our school district to build a decodable collection for the library that features the same books used in their literacy curriculum.

You may need to advocate for the time to do this work, but you have a stronger case when you can attach your reasoning to a clear need and interested community co-creators. Your library has already invested the time and resources for you to be trained, to see the benefit, they have to follow through on inviting the change that training inspires.

What Counts as Professional Development?

Library-specific trainings can be expensive, hard to work into your schedule, and often hyper-specific to the person and place presenting. As much as I love learning from peers, I also look outside of libraries to really invigorate my practice. This is a great way to force yourself to work from inspiration rather than a playbook.

I’m working to be more intentional about building time into my schedule to be curious. My Instagram algorithm has recently drifted more heavily toward showing me elementary music teachers and occupational therapists. I obviously want to learn more about these practices and their application! Training can look like reaching out to folks in other fields for a chat or to shadow their work. Who is doing innovative work with youth in your area? Do any of your partners offer training that is relevant to your work that you could also attend? Are they willing to give you feedback on your programs?

If you aren’t finding the opportunities you’re searching for, you can create them! I joined the Children and Young Adult Services Section of my state’s library association to connect with peers and create more opportunities to share expertise.

When You’ve Signed Up for a Stinker

Sometimes you just sign up for a real miss! When you aren’t loving a training, interrogate why.

Do you disagree with the content? When you’re uncomfortable in a training, you’re on the cusp of a real learning moment. It is beneficial to be challenged. This is when your professional values are molded and codified. Reflect on what you would implement and what you wouldn’t, and why. You may uncover some work to be done within yourself or your organization to challenge norms that hold you back. Or you may be affirmed in the direction you or your organization are taking.

Is the content not what you’d hoped? The upshot here is that you pretty quickly learn what you were looking for and can seek that out in the future. In these cases, I’ll try to imagine how I would train the same content. What knowledge gaps am I still missing?

Following Up and Forging Ahead

Professional development can only happen when you consistently engage with new ideas and peers. Schedule time to get curious, reflect on the training you’ve completed, and set goals to incorporate new learnings. Trainers rely on your feedback. The good and the bad! When they share their contact, they’re serious about sharing more. Remember, if you aren’t finding the opportunity and community you need, you can create it!

Eleanor Howell-Shryock (she/they) is the Head Children’s Librarian, managing family and outreach services at Burlington Public Library in Burlington, Washington. They are the Chair Emeritus of the Washington Library Association’s Children and Young Adult Services Section. They are excited to highlight some of the unique challenges and opportunities of working in small and rural libraries for the ALSC blog.

The post Professional Development that Actually Sticks appeared first on ALSC Blog.

The Indian Trails Library Giving Garden began in 2009 and is active thanks to a dedicated team of staff and volunteers from the Wheeling Garden Club.  Our facilities staff begin the season by adding compost and turning the garden beds. Cool weather crops are planted in the spring from starter seeds of a local volunteer master gardener.  Several retired volunteers and master gardeners also help maintain the garden during the summer season and assist during programs.  The programs are truly intergenerational, and community focused with young children, caregivers, and adults of all ages participating in planting, weeding, pruning, and picking the fruits and vegetables.

Youth Services Librarian, Chey Westphal and Youth Services Assistant Michelle Soderlind have partnered on the program for several years and have found the connection the children make with the garden to their community is inspirational.  “It’s great to see children and caregivers enjoy unplugging and enjoying the outdoors for a while. They get to have fun while learning STEAM concepts and positively impacting our community. We get to see a tangible ripple effect which is very cool,” says Westphal.  [JP1] [CW2] [JP3] [JP4] 

Just what does that ripple effect mean? It means that when children attend this program, not only are they harvesting food for the gardeners to take to the food pantry, but they are also making a direct impact on their community.  When vulnerable community members are given immediate resources for hunger, it makes it possible for these members to attend school, go to work, and better maintain their health and wellness, thus creating a more overall stable community. The hope is that more people may be inspired to look at volunteering or using the library, when they have previously received benefits.   

STEAM concepts such as observing the development of plants, using gardening tools, measuring, counting, learning about patterns and color, and even enhancing their fine motor skills all benefit children of all ages.  Says Michelle Soderlind, “We have seen that the Giving Garden sparks curiosity. What starts as a simple visit turns into a deeper appreciation for how food grows and the role we all play in our community.” Occasionally, the programs have crafts before the outdoor activity begins, which is especially helpful for rainy days. Often the crafts are accompanied by a planting session or hands-on educational component that can be done indoors.

In 2025, the Giving Garden produced 75 pounds of produce which was delivered to the Wheeling Township Food Pantry in August.  The library recently formed a partnership with a second local food pantry and has a Little Free Pantry on our site that was created by a local elementary school student. 

If you are inspired to get your members outdoors, try a garden! Gardens can be planted in the ground or in containers if you don’t have a large outdoor space.  The National Gardening Clubs website can help you find your local garden club for a potential partnership.

Resources:

Located in the northwest suburbs of Chicago, The Indian Trails Public Library library sits in the 6a gardening zone.  You can find your zone using this  map that gardeners use to help determine if plants will survive the winter. 

Read more from the world renowned, living museum, The Chicago Botanic Garden.  This article shares great gardening tips for adults with children.

The Urban Growers Collective and the Community Food Navigator both based in Chicago, show how community gardens impact local neighborhoods and help create more equitable access to fresh food.

Pope, Elizabeth;Marston, Sallie A.;Thompson, Moses;Larson, Scott.  “How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond.” inTheory Into Practice, 62, no. 2 (Spring, 2023): 193-204.

By Jennifer A. Peterson, Youth Services Supervisor, (jpeterson@indiantrailslibrary.org); Michelle Soderlind, Youth Services Assistant; and Chey Westphal, Youth Services Librarian. Indian Trails Public Library.

The post Sharing More Than Food Through the Giving Garden appeared first on ALSC Blog.

You found the perfect bit of research to share with your storytime grownups and selected “to effectively learn mathematical ideas and skills, children need many opportunities to hear and use mathematical language” as the basis for your early literacy aside. You know there will be much to talk about because this week’s theme is dinosaurs. Our prehistoric pals offer plenty of possibilities to explore content knowledge (math) as well as phonological awareness.

Storytime Aside #1: The Explain Tip

Now that you’ve determined what you want to share, it’s time to craft your aside! Most storytimes include two to three tips, but the first one is simple. All you have to do is say what the general concept is – the explain tip. For example, “I’m going to share some information today about how we can help children think and talk like mathematicians!”

Storytime Aside #2: The Example Tip

Next determine where in your storytime you want to share the research-based example tip. Most caregivers don’t realize math concepts are peppered throughout your storytime, from the opening pattern in the welcome song to your closing rhyme. Your aside should flow naturally and help adults realize that math is everywhere by drawing attention to something that doesn’t feature obvious math concepts (such as counting songs).

Why not use the informative dinosaur book you’re reading during storytime? It’s not explicitly math-laden; in fact, it has nothing to do with math on the surface. However, it does provide several opportunities to compare dinos and talk about relative size, both important math concepts. For example, after sharing the book, try a quick comment such as, “When you talk about and compare items, your children learn about measuring, which will help them to understand math and science concepts.” Then practice with examples from the book, such as those found below:

Storytime Aside #3: The Empower Tip

Finally, be sure to close your storytime with an empower tip to encourage adults to continue exploring the math concept at home. In our dinosaur comparison example, you could connect it to their daily life with the following aside: “When sorting laundry with your child, talk with them about each item and compare their sizes. You are helping to reinforce the concepts we explored today by encouraging your child to think mathematically!”

Same Storytime, Different Direction

Your research-based early literacy aside can shift the focus of a storytime even if the components (songs, books, etc) remain the same. Let’s explore what this may look like using our dinosaur theme.

Breaking dinosaur names into syllables to help children develop those all-important phonological skills is another empower tip contender. You remember reading, “Knowing the rules for syllable division can [help] students read words more accurately and fluently.” This tip may work better than our math aside if your crowd has the wiggles. In this scenario, your new explain tip could be, “Today we are going to play around with syllables in words, which will help your children get ready to read.”

While reading one of your books (or revisiting specific pages after your finish), demonstrate how to stomp or clap out the number of syllables in dinosaur names:

• “How many word chunks are in T-Rex?” (Clap Twice)
• “How about Ty-ran-a-saur-us Rex?” (Clap Six Times)
• And so on!

After this, share a quick comment to explain the why of the activity, “When we break words into chunks or syllables, children lean that words are made of parts. This will help with decoding text when they are readers.”

And to empower caregivers to keep the learning going at home, make the suggestion, “You can separate all kinds of words into their parts (vegetables! family members’ names!) which will help children continue learning how to separate words into chunks.”

Motivating Caregivers Through Asides

Notice we are using the same basic formula in both asides.

“When you (ECRR practice or skill), your children learn ______, which will help them (understand/or decode) when they are learning how to read (or are readers).”

You can change the specific wording to match your own voice, but tying the activity back to the outcome of becoming a reader is very motivating for caregivers!

Explore the Early and Family Literacy Research Databse to find new research when crafting your next early literacy asides.

And now…get ready for “We are the Dinosaurs!”

Today’s blog post was written by ALSC Early and Family Literacy Committee Member Pamela Martin-Diaz, an Early Childhood Literacy Educator and Consultant in Fort Wayne, Indiana. Visit www.earlychildliteracy.com to learn more about Pamela’s work.

The post Storytime Success Through Research-Based Early Literacy Asides appeared first on ALSC Blog.

Being intentional with the items we place in our public spaces makes our spaces more engaging. Being creative with our toys and play spaces also helps us make our limited budgets go further.

One way we’re being intentional within our library play space is through our doll play. We were able to purchase the “Play-All-Around Dollhouse,” furniture, and “Lakeshore Block Play People – Complete Set” from Lakeshore Learning for our children’s area. We elected to withhold the furniture pieces that were choking hazards and only put out what fit easily within the rooms. This also means a little less to clean up. Please note, this is not an advertisement for Lakeshore; I simply find their toys made well for long-lasting play.

For the dolls, we chose 34 of the people to create 12 families. Some folks thrive with completely open-ended play while others prefer a prompt. Therefore, we named each doll and wrote a back story. This has proven especially helpful for hesitant grown-ups or folks having a hard time being imaginative. 

Check out the stories and notice the choices we are making in the brief write-ups. Some descriptions: 

• Include pronouns
• Leave pronouns up for interpretation
• Introduce new vocabulary
• Tell the relationship of the children and grown-up
• Highlight parts of our library collections
• Use culturally specific names 
• Highlight solo or intergenerational living
• Demonstrate modes of transportation
• Discuss the professions of the grown-ups

The PDF below begins with a staff note and is formatted to be printed into cards. We find a printed note helpful for staff working the information desk so they know what to look for when cleaning up and we can more easily find out what’s missing. This document is also available through Canva.

What else do you notice about our family stories?

We plan to have six families out at one time. That means right now there are 15 dolls available for play. Each family card is printed on a laminated quarter sheet and attached to a key ring to keep everything together. As a bonus talking point, on the back of each family card is a question. The 12 questions include: 

• What do they like to play with friends?
• What language(s) do they speak?
• What are their jobs?
• What pronouns do they use?
• What foods do they like to eat?
• What’s their neighborhood like?
• What holidays do they celebrate?
• How old are they?
• Do they have pets?
• What’s their favorite type of fruit?
• What types of dessert do they like?
• Where is their favorite park?

Questions can help to expand imaginative play. What prompts are you including in your play space?

For the future, we have a goal to purchase another set of the dolls we already bought along with the “Lakeshore Block Play People with Differing Abilities.” This way we have more representation of physical disabilities. We will then rewrite the stories to include the new folks. For all wondering, we elected not to include the babies and one of the grown-ups in our family sets because: 

• The babies are right on the edge of being a choking hazard.
• Babies already get a lot of attention in the actual lives of many children. We wanted the play to focus on children and the grown-ups who care for them. 
• Our past history shows us small babies are the most frequently stolen toy. 
• One grown-up had a strange pose.

Most of my work is highly collaborative with the other children’s librarian at my location and we know that when we focus on being intentional, inclusive, and interactive – all of our work is better. Sometimes this can be hard but in the end, it’s worth it.

I also realize that successful, collaborative relationships can be rare. I hope you have someone you can lean on to brainstorm, edit, and execute your creative ideas. Our patrons notice our work and even if they didn’t, we know our work is better when we work together.

What’s in your play space?

What small acts have you already done that have provided a BIG impact?

What could you do next?

What activities lean into the development of fine motor skills and creative play?

Your librarian,

Katelyn Martens-Rodriguez

Today’s blog post was written by Katelyn Martens-Rodriguez, Children’s Librarian at Washington County Library (Minnesota), on behalf of the ALSC Early Childhood Programs and Services Committee. This post addresses competency I. Commitment to Client Group and III. Programming Skills.

The post Windows, Mirrors, and Doors in Play appeared first on ALSC Blog.