Early Literacy Practices of New Zealand Children’s Librarians in Storytimes

Abstract

Research problem: Programmes such as Every Child Ready to Read (ECRR) in the United States of America provide librarians with training to support and encourage the development of early literacy skills in storytime programming. Existing research into the practices of librarians delivering storytimes in New Zealand Aotearoa suggests librarians wish to distance themselves from educational environments and are at risk of compromising their own commitments to supporting literacy in the community. Strategic alignment between library programming and library goals has not been investigated in the literature. The purpose of this research was to examine the aims of storytimes and training of New Zealand librarians to establish to what extent early literacy theory/research informs their practice.

Methodology: In this qualitative study, purposive sampling was used to select 9 participants from five library networks across New Zealand Aotearoa. Semi-structured interviews were conducted face-to-face, over the phone, and by email to collect data.

Results: The aims of storytimes sat on a spectrum of storytimes as recreational activities and as educational opportunities. Developing a ‘love of reading’ or print motivation through engaging and enjoyable storytimes was the primary aim of librarians delivering storytime programming. In addition to this, some librarians reported storytimes supported the development of select early literacy skills such as vocabulary and background knowledge, and provided caregivers with advice to support their children’s early literacy development. Training was infrequent with early literacy instruction rarely mentioned. Librarians preferred training which focused on directly improving practice. Strategic plans often lacked specific goals for literacy or learning and didn’t communicate the value of common library goals such as supporting lifelong learning.

Implications: The findings of this study will be of interest to librarians delivering storytimes in New Zealand. The results can serve as a guide for the development of storytime training, including early literacy-based training utilising ECRR and Te Whāriki.