Coolest Things, Halloween Edition

Isn’t the internet wonderful? GIFs alone make my life.

 

SPEAKING OF GIFS you can now take an online class on child behavior management from the Valkyrie herself, Ms. S. Bryce Kozla. DOOO ITTTTTTTT.

 

I talk a lot about Abby’s preschool lab, because it’s awesome, but also because she just does such a phenomenal job of integrating early literacy and science, and her blog posts are super helpful. This one is about BATS which is timely (since you’re already planning your Halloween storytime for next year, right? I guess it’s not THAT timely) and I love bats, and also Abby.

 

Who else do I love? ANGIE. What spectacular, over the top, make you feel like you’re not doing enough in your library (kidding!) thing is Angie up to now? Frozen party. Obvs.

 

Are you already reading Inclusive Early Literacy? If not, I recommend adding it to ye olde blogroll. This post, about the presentation that Tess (@tess1144)  gave at ALSC Institute, should whet your whistle.

 

People talking about WHY they do things in ST is totally my bag. Intentional Storytime goes Orange this week, and I go. . .pink with happiness? Green with envy of the kids who got to see it? I don’t know. It’s a really good storytime write up, is what I’m saying here.

 

This video made me unreasonably happy. Happy Halloween!

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Ask a Storytime Ninja: ECRR Training

We have a great final question for our amazing October ninjas! There is so much amazing information in these 3 answers. As someone who was thrown to the wolves in her first job, PLEASE DON’T DO THAT! The person who asked the questions wanted as many responses as possible, so please add your thoughts and ideas in the comments.

 

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The Question:

 

How do you train new staff members in your library’s  storytime practices? Do they observe before doing their own? Go to an ECRR training? Throw them to the wolves and wish them good luck?

 

The Answers:

 

Monica:

This question is so timely! At my library system, we are just starting to re-work how we train new staff members and/or substitute storytime librarians.

 

In the past, we’ve trained substitutes on a case-by-case basis, as volunteers or interested parties have come forward. We would assign a mentor or trainer and that new substitute would meet individually with their mentor for basic training. This would include :

 

1. Walking through the basics of a solid storytime plan, discussing the ECRR2 platform and how to implement it at storytime, showing various plans of past stortyimes, and highlighting print and online sources available to help with storytime planning.

 

2. Observe *at least* two storytimes — preferably one at a larger location (over 50 children) and one at a smaller location (25-30 children).

 

3. Write up a storytime plan for evaluation by mentor/trainer.

 

4. Come to a stortyime and present a book/fingerplay or a song/book or a flannel/fingerplay (part of a storytime, but not the entire thing).

 

5. Be ready to present a full storytime with observation by mentor/trainer.

 

6. Feedback!

 

That’s what our main framework has always been. We are planning to change how we do the in-person training to a larger, group session at one of our two all-staff training days (October or March), OR have a dedicated training session at some point in the year for new volunteers/substitutes/hires. Much of the same material will be covered at the group session, but our main purpose for doing this is to streamline the training so that individual staff members aren’t constantly hopping around and meeting with new stortyime presenters on a one-by-one basis. Keep it simple, right?

 

We also have an “emergency storytime bin” at each of our locations. Bins include several books, a flannel story or two, some puppets or finger puppets, big books, pop-ups, perhaps a book prop, a CD with storytime songs on it, sheets with songs/fingerplays/rhymes, and a notebook which includes at least two storytime outlines from start to finish. This bin is in each library as a true last-minute substitute storytime plan (e.g. if the children’s librarian calls her library an hour before storytime saying she’s sick or stuck in a traffic jam or what have you). The point of the bin is to make it super simple and easy for *anyone* to fill in if a true emergency arises. This is not ideal, and we try not to do this very often, but every once in a while it does happen and we are happy to have those bins in place!

 

Other parts of storytime training include attending the yearly metro-area storytime workshop (put on by metro public libraries in my area — Minneapolis/St. Paul). A workshop for all children’s librarians is put on at the end of every year to show best practices, share new songs/fingerplays/flannels/ideas, highlight some aspect of storytime (this year, for instance, we will highlight providing a sensory storytime) and basically discuss all things storytime. We encourage all our substitute staff and new staff to attend this open workshop for ideas and opportunities to gain more information for their personal storytime “tool box”.

 

That pretty much covers it in my library system — it is ALWAYS a work in progress, as different staff members bring different strengths to the storytime table. Moving forward, however, we hope to streamline the training process a bit!

 

One last word of advice : if you train substitute storytime librarians (as opposed to new hires), don’t let them languish on the shelf! Our philosophy is that a trained storytime presenter should be used and should be able to keep their storytime muscles limber. To that end, we try to have all substitutes present at least three or four storytime a year, regardless of whether or not they are needed as a true substitute, just to keep them from getting rusty and to make sure they are on top of their game.

 

Good luck with your training! It’s always fun to welcome new folks into the storytime fold …

 

Katya:

My current position includes minimal training responsibilities, and I don’t want to speak for my whole system (which emphasizes ECRR2 training and mentorship), so I’ll defer to the other ninjas on this one, but some helpful tips I’ve picked up along the way, especially for training presenters who are not full-time, include:

 
Provide Sample Plans–if there’s a way you’d like storytime done, lay it out. Assure presenters they are free to tweak it, but give a guide. Then have trainees observe two very different practitioners to help them stretch the limits of the guide.
 

Show, don’t just tell–every training should include demonstrations and hands-on activities, storytime training just doesn’t translate well to powerpoint and lecture format.
 

Highlight storytime resources–Have a central cache (physical and online) of institutional knowledge and best practices, and make sure everyone knows where it is and can edit and adapt it. Guide new storytimers to the embarrassment of riches available now in the blogosphere.
 

Change it up–Have practitioners do partner storytimes, and encourage mutations on the form once the basic sit and sing model is well incorporated. Dance party? Picture walk? Oral stories? Just one physical change in a room can perk up a whole storytime.
 

Best of luck with training, and remember to ask what the new people have brought with them–they might have skills you’ve never even considered.

 

Lisa:

Training and development for storytime providers is SO important. I feel bad for people that are thrown to the wolves. I am the trainer for all of our storytime facilitators in our system. We require a lot for our providers because we feel storytime is such a valuable part of what the library has to offer. In order to initially become a storytime facilitator, each person must complete two classes with me.

 

1. Introduction to Every Child Read to Read and Parent Reminders

This class provides training on what ECRR is, how to incorporate it into storytime and how to make your reminders fluid in your storytime.

 

2. Storytime Structures and Objectives

This goes over the structure and objectives for each individual age group as well as all ages and bilingual storytime.

 

In addition, we encourage all new storytime providers to go see at least 3 storytimes (not all in their own branch). This way they will get ideas from lot of different people. I stress in my classes that you have to develop your own style rather than copying someone else’s style and forcing it to work.

 

Each storytime facilitator is also asked to attend at least two share sessions per year to help improve their skills. These sessions have a different topic each month. We have covered everything from how to get the wiggles out to using digital elements in storytime. I plan them depending on what people seem to want and need. People are encouraged to come and listen as well as provide input on the topic.

 

Finally, each storytime provider receives two observations per year. One is done by me and one is done by the person’s supervisor.

 

We have found by doing all of this, our storytime facilitators have become more confident in their storytime and incorporating the ECRR practices and skills as well as reminders. Our storytime numbers have increased and caregivers are happier.

 

 

 

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What new content do you want to see on Storytime Underground?

About a month ago, I asked the Facebook group if they had any storytimers to nominate for Storytime Guerrilla of the Month; I got zero submissions. Other data also suggest that Storytime Guerrilla of the Month just isn’t the content the community wants to read. So, we’re going to change things up. With your help.

 

We want new content to be responsive to what the community wants to read, so we’re asking for your input. Please take a quick moment to say what type of regular content you’d like to see here on Storytime Underground. There’s even an “Other” option where you can type in your own kickass idea. New content to debut at the end of November!

 

(If you don’t see the survey below, please click here.)

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Let’s Shake Sh*t Up

Spoiler Alert: Someday, we’re going to make egg shakers that say that. But that’s for the end of the post.

birthday sloth

It’s my birthday! For my birthday, dear ninjas, I want 2 things:

1) I want to take over the professional laurel-awarding process for the youth services mafia. This means that I want YOU to nominate someone for Movers & Shakers (And, get moving and shaking, because the deadline is Nov. 7). The Joint Chiefs do a lot of questioning of the rock star librarian process, but here is what we KNOW: 1) It’s a big effing deal on your resume later (I can personally attest to this). 2) It feels, in fact, pretty great to have something you love and are passionate about recognized by your profession. 3) When literally everyone in libraryland opens up that magazine, we need them to see the phenomenal work youth services librarians are doing. It’s part of what will change people’s ideas about children’s librarians, and help us gain traction as Big Deal Professionals and not just people who read books to kids.

 

Last year, we offered some suggestions about people you might want to nominate. This year, we want to go outside the box of People We Know. So, I want you to ask yourselves some questions. Who do you know who’s doing a project that you want to shout about from the rooftops? Who has listened to their community so completely that it’s birthed something new and perfect and completely exhilarating? Who is filling a professional gap you didn’t even know existed until they filled it? Who is passionate about their kids and families and work in a way that personally revitalizes you? Whose work makes you wish they were your librarian? Whoever springs to mind, THAT’S who you should nominate. If it’s someone the wide internet library world has never heard of, ALL THE BETTER.

 

I really, truly hope you nominate. It can change the course of an individual’s professional life, and also the course of our profession, in terms of who and how we award recognition.

 

2) I WANT YOU TO BUY MERCH.

 

I designed this merch. I’m really proud of it. I want you to buy it, and wear it to conferences, and make your colleagues want to be a part of this revolution.

 

All the commission we receive will go towards: Server costs! Trademarking! Filing to become an LLC! Grown up things that it turns out are both important and expensive when you accidentally start a global community with more that 5,000 people in it.

 

If you are really into the merch IDEA but do not like any of the designs, please submit ideas! I am happy to try to make them work.

 

I love you all! Be excellent to each other!

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Ask a Storytime Ninja: Same Theme, Different Ages

It’s a theme-y Tuesday! Great advice from our featured ninjas this week about using the same topics with different age groups. Not always easy to do! Have any more ideas for our asker? Leave ‘em in the comments.

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The Question:

 

How do you deliver the same subject – example Weather to two different age groups?

Our library is starting to develop a toddler (18 mos. to 2 years) and a preschool (3 to 5 years) story time. Ideally I would use the same theme for each story time but I’m not sure how to separate that out.

 

The Answers:

 

From Lisa: 

 

Congratulations on expanding your storytimes to multiple age groups! I completely understand you wanting to present the same theme to both age groups.  Why reinvent the wheel?  The best way I have found to do this is to pull lots of books for your theme and find as many activities and songs as possible.  Obviously, you won’t use all the materials, but it’s good to have lots ideas to choose from so you can find what will work for each age group.  With the toddlers, use shorter books and lots of songs, fingerplays and movement.  With the preschoolers, you can use longer books and get a little more in depth in the topic, but still make sure you have lots other activities besides reading books.  You will probably find that the songs, fingerplays and other activities overlap between the two groups.  Also, remember DON’T FORCE THE THEME!  Some themes just don’t work for all age groups because of maturity and often times because there just aren’t good books on the topic. That’s when you throw the theme out the window and just do activities that are fun.  I always have a couple of go to songs that I can use for any age group at any moment because things just aren’t working.  Good Luck figuring it all out!

 

From Katya:

 

This is a great question, because a good theme is not only fun for everyone but can help guide your age appropriate choices for each age group. When I plan my storytimes, I pick a weekly theme and then apply it as loosely or broadly as makes sense to the baby, toddler, and preschool groups that I see each week. At my branch, we’re not overly strict about the age of attendees, and many children have siblings, so there will invariably be some kids who come to three ‘bear’ or ‘apple’ storytimes a week, but the variations and the slow accumulation of skills allows that to be as much fun as only attending one of three. For babies, the theme application can be very loose indeed, as it’s mostly for your benefit and the benefit of some caregivers. For toddlers, pick simple books on the theme, don’t push it too hard, and include lots of songs and fingerplays. For the preschoolers, bring in more complex books but keep all the songs that you picked and practiced, maybe adding a verse or a few more numbers to count down (with toddlers, most countdown songs start at only three or so). Our preschool storytime is also slightly longer than our toddler time, allowing more time for in-depth readings. I think of the theme as an ‘organizing principle,’ a general point around which all aspects of storytime can converge–sometimes it’s for my benefit only, and sometimes the kids get into it, but either way it seems to make transitions more smooth and planning more fun. I second the advice to pull more materials than you’ll need, and to be ready to throw it all out of the window. Also, pick themes that you enjoy–there’s no need to force enthusiasm on topics where you have none! Best of luck! Doing stories for differentiated age groups is the best crash course in child development out there, just take a breath, watch, and learn.

 

From Monica:

 

How fortunate you are to be able to expand your storytimes to individual sessions for toddlers and preschoolers! So many of us need to provide a well-rounded storytime for children of *all* ages (which presents its own problems and issues) so first off, lucky for you to be able to provide for a more focused group of attendees.

 

In terms of lessening your work load and not creating two independent storytime plans around the same subject matter for two age groups, I think you’d be surprised at how much you can overlap. Ideally, a preschool storytime will have longer, more involved stories and more complicated fingerplays and songs. BUT — many preschoolers still find much delight in fingerplays, songs and stories with a toddler-focused audience in mind. To that end, I would do most of my duplication around bringing toddler ideas to the latter half of your preschool storytime.

 

For instance, start by planning a full-fledged toddler storytime. This age requires a bit more care in terms of extending attention span and mixing up books with other activities because of the age. Then, take a few choice (or favorite) ideas from your toddler storytime and insert them into your preschool storytime. For your preschool storytime, put the heavy lifting (complicated, longer books and/or stories and fingerplays) on the front end of your storytime. Then, towards the latter half of storytime when even the most dedicated 4 or 5 year old can have trouble paying attention, insert the fun and silly toddler-focused activities and books.

 

You can ALWAYS repeat songs. Any age will enjoy silly songs, no matter what the theme (and you don’t have to stick religiously to a theme — mix in a few generic songs to keep it lively, and pick your favorites). Fingerplays can be “dumbed down” a bit for the toddler age, but again, preschoolers delight in even the youngest fingerplays (I still have many almost-kindergarteners who like doing “Itsy Bitsy Spider” even at age 6 because they feel like they are part of the “in” club and know exactly what to do). In terms of books, what I always try to remind myself is that it is *ok to abridge* a book if you really feel that the concept and illustrations would work with a toddler … but that there’s just too much darn text. I do this frequently and liberally. Then, that same book can be shared with preschoolers without the abridgement.

 

Hope this all helps — and again, lucky for you to be able to provide age-focused storytimes for toddlers AND preschoolers!

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The Coolest Thing I Saw On The Internet: HOCKEY IS BACK

I’m as excited as this kid, even if he is ROOTING FOR THE DEVIL:

We are a profession full of people who astonish me with their brilliance.

 

Anna Haase Krueger is one of the smartest librarians I know, and she is making some huge things happen for the One Book initiative in Minnesota. Watch her narrate Moo! Wish in vain that you could be as cool as she is!

 

Librarians you might want to be when you grow up: K. C. Boyd, my new hero.

 

Lisa “Amazing Star of All Things Library” Mulvenna wrote out a storytime emergency plan, a thing we should probably all have.

 

I just discovered the blog Pink Me and I’m into both this list of recent picture books and the rant about female illustrators and why they aren’t making waves in picture books.

 

I’m also into Sunflower Storytime including song videos and flannel templates in storytime plans! Also, I love the fox theme idea because there are so many fun ways you could go with it, and it would be so easy to incorporate non-fiction.

 

This post from Alyson Feldman-Piltch at the ALSC Blog about the difference between multiculturalism and diversity is important, smart, and a conversation we need to be having. While you’re there, check out Renee Grassi’s post about teaching life skills in the library.

 

Big props to Abby for making this list of diverse books to read in storytime! Do you have any to add?

 

Hey, Mel! Thanks for being such a huge supporter of Guerrilla Storytime from instant one, and such an enthusiastic participant in Storytime University! We <3 you most!

 

 

This week, I just needed some GIFs that made me giggle, so, here are some:

 

 

 

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Ask a Storytime Ninja: Earnest but Clueless Parent

Our first question this month is a great one! What happens when a parent is doing everything right but a child still doesn’t behave in storytime? Check out our fabulous ninja answers below for some tips to try if you have parents who are feeling frustrated during storytime.

 

The Question:

I have a 2.5 year old child who won’t sit still when I take her to story time at my local library. I am bewildered as to how to get her to sit on her carpet square and listen, not wiggle or run about, etc. I do my best to role model and gently and quietly redirect her to sit & listen, to little or no avail. She loves being read to at home and has a great vocabulary but is an only child and perhaps behind the curve a bit socially. I’m torn between continuing to come to storytime and leaving when she can’t handle it or not attending at all. Any advice for an earnest but apparently clueless parent at storytime?

 

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The Answers:

 

From Lisa:

 

Those two year olds can be a wiggly bunch!  I totally understand your dilemma and frustration.  The best part of kids is that they grow and mature.  Your child may be super wiggly and not wanting to stay on her carpet square for quite some time, but she is learning the routine of storytime and will slowly learn about how everything works.  Give her time and patience.  Continue to redirect her and model behavior by participating in all the activities yourself.  Yes, that does include acting like a monkey, roaring like a lion and generally being silly.  Of course, there will be days when it is just not working and you need to leave storytime, but I am guessing those days will become fewer and fewer as she matures.  I do want to know, how much movement is occurring during the storytime?  Movement is SO important for toddlers to help them regulate their bodies and be able to sit and listen to books.  If this particular storytime does not have a lot of movement, you may want to try to find a different one that does incorporate more movement.  This will help your toddler have the freedom to wiggle and move as well as allow her the ability to sit and listen to the stories.  Good luck!  It will get better!

 

From Monica:

 

Congratulations on bringing your wiggly toddler to storytime! Many parents don’t even make that first step if they are unsure of how their child will behave – but bringing her to storytime, even if she finds it difficult to sit still, is the beginning of extending her attention span to the point where she *will* be able to sit still for longer periods of time.

 

Here are a few additional suggestions :

 

Many young children actually learn better when they move around. I would quote you an official scientific study, but rest assured that many “experts” have determined that a moving body often corresponds with a developing brain. She’s making connections even if she’s moving like a busy bee!

 

Every day will be different so determine your actions based on your child’s behavior. If she is having a super wiggly day? Sit towards the back of the room (if this is possible) and let her move around a bit, even during the quiet stories. If you feel the need to leave storytime for a bit, you can always come back at the end for the goodbye song and/or stamper. This will give her confidence that she’s not being “bad” and will let her experience the storytime from start to finish – in other words, don’t punish her for wiggly behavior by keeping her from the fun stuff at the end. :-)

 

You mention that you are concerned that she might be behind socially. If this is the case, bringing her to storytime is pretty much the best thing you can do – over time, she will observe how her peers act in social settings like storytime and should begin to model their behavior.

 

Hope this helps – welcome to storytime!

 

From Katya:

 

Dear Earnest but Apparently Clueless Parent,

 

I often (half) joke that my primary responsibility as an early literacy educator is to reassure parents that they’re already doing everything right. In your case, that’s easy–it sounds like between reading at home and helping your child experience new social settings at the library, you’re doing a great job of helping her get ready to read (and to enjoy reading). I’m not sure what the specific behavioral expectations are at your library storytime, but I’m willing to bet that no one expects a 2.5 year old child to sit perfectly still and focus completely. There are many adults who can’t do this comfortably, and some of them are the greatest actors, thinkers, and athletes among us. In my toddler storytimes, some kids sit and others roam the room, examining other books on the shelves and generally wandering. At the beginning of the session, I make sure that the caregivers know that sitting still and facing forward isn’t a big deal for me–all I ask is that ‘wanderers’ are not allowed to interfere with other children’s personal space. Every child learns differently, and the kid lying on the rug and staring in the other direction or the kid stacking books in the corner may be getting as much or more out of the experience as the kid who sits perfectly still. This philosophy can make for a pretty chaotic storytime room, but I keep everyone on the same page with lots of group songs and movement. Definitely keep attending, and you and your daughter will find your storytime rhythm!

 

A few additional thoughts and tips:

 

As Monica mentioned, young children NEED to move to learn. A great resource on the subject is A Moving Child Is a Learning Child: How the Body Teaches the Brain to Think by Gill Connell and Cheryl McCarthy.

 

There are different kinds of disruption. If your daughter is just wanting to move around, no problem. If she’s dashing about screeching at the top of her lungs grabbing other kids’ hair, or having a total meltdown, it’s probably a good idea to take a break and come back later in the session, or another time. If she’s not having fun, don’t force her to stay. A busy storytime can be seriously overwhelming to a kid who hasn’t had much socialization. Does the session include a less structured playtime? Maybe she can start there and join the read-aloud when she’s ready. Talk to the person leading the storytime about their preferred way to handle coming and going, and take the opportunity to introduce your daughter privately to the leader while you’re asking.

 

Don’t stress about peer pressure. No one is judging you or your daughter–kids scream and kids run around. Just do what’s right for you two and take your time.

 

THANK YOU for modelling storytime behavior. One adult paying attention and participating is worth twenty shush-ers and admonishers yelling ‘listen to the teacher!’ while poking at their phones. If a kid hears you talking, they think they should be talking, regardless of what you say! You can take this one step farther by ‘playing library’ at home, inviting your daughter to remember and re-create the experience in a safe, familiar environment.

 

Finally, remember to have fun! Be silly and enjoy this time of exploring the world with your child. Hopefully she’ll love the library all her life.

 

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Ask a Storytime Ninja: Featured Ninjas for October

Huge thanks to our September Ninjas for their stellar responses last month. Now we welcome a new batch of Ninjas for October.

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Meet Lisa:

 

Lisa Dengerink

 

Lisa Dengerink currently works at Denver Public Library as a early literacy librarian.  She oversees the training and observation of over 60 storytime providers at the 25 branches in Denver.  She also provides storytime in early childhood classrooms.  She is the current communications chair of Colorado Libraries for Early Literacy (CLEL) where most of her social networking is funneled. Her expertise spans all manners of storytime from the nitty gritty of “the kids keep petting my legs” to dealing with a supervisor who does not approve of storytime.

 

Social stuff that is actually for CLEL:
Twitter: @clelorg
Facebook: ColoradoLibrariesforEarlyLiteracy
Blog: clel.org/blog

 

Meet Monica: 

 

in the small small pond 009

 

Hi – I’m Monica Stratton, the children’s facilitator at  Ramsey County Library (suburban St. Paul). I’ve been an active children’s librarian for over 16 years (wow …) and serve kids from infancy through Jr. High. Things I am especially passionate about are music and theater, arts, and engaging with tweens.

 

I am the “facilitator” at my library which is a fancy way of saying that I have upper level duties (budget, decision making, program planning) without the pay. I also do not directly supervise any staff. My job consists of programs, selection, budgeting, outreach, program planning and overseeing service to children across my library system.

 

I keep up a storytime blog at : www.ramsamstorytime.blogspot.com
My twitter handle is @moni_lou

 

Meet Katya:

peterpan

 

Katya Schapiro is a children’s librarian at the Bay Ridge branch of the Brooklyn Public Library. She has been wrangling books and stories and puppets and kids for many years as a teaching artist, book club curator, and playwright/performer. She offers a minimum of five storytimes a week for children under five and their caregivers, as well as outreach storytimes. She also plans her branch’s programming for kids of all ages. While not above lobbing the occasional Vonnegut joke over the babies’ heads, she’s devoted to early literacy as a fun, free, delightful, loud, messy, whole-body experience delivered in age-appropriate doses.

 

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Results of our September Community Survey

Last month, we asked you find folk to take a minute to fill out our brief Storytime Underground Community Survey. Our goal was to see who is engaging in Storytime Underground, and how. 426 of you took the survey, and I thought I’d share the results here in case you’re as interested as we are. No worries; there is zero private info attached to the survey.

 

Our big data points:

59% of respondents hold a position that requires an MLS; 27% of respondents hold positions without an MLS requirement.

Sept14 Survey Q1

96% of respondents work directly with children and their families.

Sept14 Survey Q2

Of the folks who responded to the survey, there’s a relatively even split between those who supervise other staff (42%) and those who do not supervise (49%).

Sept14 Survey Q3

Respondents’ two main methods of engaging with this community are through our Facebook Group (74%) and this very website (65%). At this point, only 16% of respondents are involved in Storytime University.

Sept14 Survey Q4

 

Why did we even want to capture this snapshot of the community? Good question. Our hope is that, by knowing some of this data, we can make sure our existing and future content will be relevant to the folks who are part of the Storytime Underground community. As an example, these data suggest that we don’t want to have all content related to supervisory responsibilities, since half of you aren’t supervisors. On the flip side, though, the data also suggest we shouldn’t ignore that topic all together. Essentially, this survey can help us frame our thinking about content. I will say, also, that we recognize these data don’t reflect the entire community; we’re happy with the 426 respondents, but that’s nowhere near our 2000+ Facebook Group participation. These data are a snapshot, a guide. They also help us see how people seem to prefer to engage in the community; that’s great info so we know where to focus our energies and content.

 

Thanks to everyone who participated in this survey. And as always, if you have feedback or suggestions related to the content shared in the Storytime University community, please
let us know in an email.

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The Internet Is Full of Cool

First I want to say that I am publicly, unapologetically 1000% #teamharpy.

 

Other, wildly unrelated, hashtag you should be following: #njysf14, the official hashtag of the NJLA Youth Services Forum. The phenomenal Linda Meuse presented, and her presentation notes are on her blog because she’s, you know, amazing.

 

Friends in the Midwest! Michigan KidLit Uncon is happening again, and judging by tales of last year (and the people putting it on) it’s going to be bananas. You should go.

 

Having weeded a few very old collections, I am constantly on the lookout for books that are casually racist. Betsy Bird at Fuse8 wrote about realizing that a beloved book — or one you’re in the middle of reading out loud — is surprisingly racist.

 

Also over at SLJ is a write up of the keynote speech from Fostering Lifelong Learners 2014, which I really wish I could have attended.

 

Pop Goes The Page posted about Metaphorical Magic and it IS magic, and also I wish I WERE magic because now I have the Little Arabella Miller rhyme stuck in my head and can’t get it out. But seriously, this project is science, art, and rhyming/literacy in one, plus it’s adorable.

 

I’m new (I think?) to Practice Makes Perfect, and always SUPER EXCITED to welcome new storytime bloggers to the scene. HI, KELLY!!! Kelly is blogging about her marathon week of storytimes, and from the sound of it she’s rocking it all!

 

Did y’all have kind of A Week? Me too. Here’s a baby armadillo:

 

baby armadillo

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