Why are librarians asking aboutapps in Storytime?• Pedagogical Implications• App recommendation requests from community• LACK of App recommendation requests from the community• Who else is giving the recommendations if we arent?
Todays MenuApps in Storytime• Every Child Ready to Read 2• Mobile Media
Why ECRR2.0?• Research Based• Parent Education Initiative• Toolkit/Framework
Engagement• Parent/Child Engagement• Child/Device Engagement• Librarian/Digital Media Engagement
The unlikely librarian: Carisa Kluver "If youre not going to supervise this playground, then I am" -Carisa Kluver, digital- storytime.com
Image from Hanna Rosins Atlantic Article, The Touch Screen Generation
Southington Library Museum eTots program from SLJ
PollAre any of you using Are any of you using ECRR2 format (or apps or other inspiration) in your technology in your storytimes? storytimes? (Powerpoint counts! Overhead projectors count!)
Storyshelf From Read Sing Play: Adventures in Early Literacy
What were NOT doing with digitalmedia• Replacing paper books• Replacing other storytelling tools with digital ones
Yes, but what does it look like?• Hope to have video demonstrations available soon• I only have a sketchy video from hubbys phone, but it does give you an idea of what an app in storytime can look like
Options• Mirrored: projector or screen o Big groups o Better visibility o Hands free for actions o You need iPad, AppleTV, cables (HDMI or VGA w/ adaptor) and WiFi for both iPad and AppleTV• Hand-held o Small groups o Kids can touch screen o Walk around the room; Pop-up book o Flip the screen around
Grow a Reader App• Lullabies, Bounces, Tickles, Finger Rhymes, Face & Body Rhymes• Sing, Talk, Play, Read, Write• Book recommendations (Links directly to catalog)
Five Early Learning Practices• Singing• Talking• Reading• Writing• Playing
Singing• Toca Band• Twinkle Twinkle• Wee Sing ABC
Fais Do DoFais do do, Lisa Loeb & Elizabeth Mitchell
Talking• Dialogic reading• Asking open ended questions• Ignoring the words and reading the pictures
Oh Mo....And I think that’s what most enhanced digital books are at this point. With all their bells and whistles and word jumbles and assorted narrative killers, after we turn them on, they don’t need us. Turn it on and leave the room, and the book will read itself. -Mo Willems, from Why Books? — The Zena Sutherland Lecture
Apps to Talk about• Byron Barton• Morris Lessmore• Press Here
Reading• Dr Seuss• Sandra Boynton• Richard Scarrys Busytown• Beatrix Potter
Felt Boards and Storytelling• Felt Board• Sock Puppets• Keynote• Not intended to REPLACE physical felt boards, puppets or any other traditional storytelling tool; they are just another tool in your toolkit!
Review Sources for Apps• Appitic• Common Sense Media• Cybils• Digital Storytime• Horn Book: Out of the Box• Kindertown• Kirkus: iPad Reviews• SLJ: Touch & Go• Smart apps for kids
Further Reading/ResourcesMentioned• Idaho Commission on Libraries Report• Screen Time (Lisa Guernsey)• Giving our Children a Fighting Chance (Susan B Neuman)• The New Co-Viewing (Joan Ganz Cooney Center)• Pioneering Literacy in the Digital Wild West (Joan Ganz Cooney Center)• Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 (NAEYC/Fred Rogers)• American Academy of Pediatrics• Campaign for a Commercial Free Childhood (Screen Free Week)• Mind in the Making (Ellen Galinksy)• Parenting the Touchscreen Generation: Do We Need Credible Fresh Thinking? (Eitan Schwartz)
Screen Time From New York Times: Parents Urged Again to Limit TV for Youngest
Do we even know what "screentime" is anymore? • Content • Context • Child
Not all screens are created equalhttp://www.commonsensemedia.org/videos/not-all-screens-are-created-equal
Modern science confirms what the early childhood communityhas known for years—that infants, toddlers, and young childrenlearn through exploring with their whole bodies, including all oftheir senses. For optimal development, in addition to food andsafety, they need love. They need to be held, and they needplenty of face-to-face positive interactions with caring adults.Developing children thrive when they are talked to, read to, andplayed with.In the interests of children’s wellbeing, we believe the earlychildhood community needs to study the issues surroundingscreen technologies, make informed decisions about their usein classrooms and child care settings, and work with parents tomanage screen time and content in ways that best serve youngchildren.Facing the Screen Time Dilemma: Young Children, Technology and Early Education
Mainstream Media• The Touch Screen Generation (Hanna Rosin)• Zora Ball• The Child, the Tablet and the Developing Mind
EngagementJoint Media EngagementParent Engagement
Why use apps/eBooks inStorytime?Joint Media Appvisory Engagement • Readers Advisory• Children and for Apps caregivers • Review Sources interacting with each other • How to recognize a good app• Conversation around book
Spanning the Tech SpectrumHaves Have Nots• Already have their • Do not have their own devices own devices• Want Appvisory • May not know how• Want guidance to support their• Often can "handle" childs literacy development the 6 Early Literacy Skills and want to • 5 Early Learning know more Practices tips in small doses
Information Capital Begins withLearning to Read "Were not here for the computers, were here for the books!" (Neuman and Celano, pg 67) This distinction is already disappearing.
Early Reading Skills, particularly the first part of thereading equation- phonological awareness (rhyming,alliteration, segmenting, and blending) and letter nameknowledge- are especially well-suited to the masterylearning capabilities of the computer. With adultsupervision, computer programs, speciallyorchestrated to drill and practice these skills, can makethe work like play, in a manner that builds both speedand fluency. Consequently, what would ordinarily be acentrepiece in kindergarten is now in the hands of amiraculous machine and an authoritative parent whois guiding his or her child at age 3. (Neuman andCelano 74)(remember; theyre not talking about tablet technology;these kids were using a mouse, keyboard etc)
AAP is re-thinking its policies“We now have to reconcile that policy with the factthat little kids under two are able to use thesedevices and learn from them,” says GwennOKeeffe, M.D., a pediatrician, fellow of the AAP,and author of CyberSafe: Protecting andEmpowering Kids in the Digital World of Texting,Gaming, and Social Media. “What we have to do iscontinue to reassess. We used to talk about onlineand offline worlds; its all kind of one space now.So the more important concern surrounding thescreen-time debate isnt the time; its the quality ofthe content"
Further analysis of the AAPsrecommendationsDecades of research had shown that whatbabies need most is attentive, loving carefrom their parents, and no research had everpointed to any advantage in exposingchildren under the age of 2 to a television set.With little else to go on, the AAP decided totake a "caveat emptor" position, sounding awarning about electronic media that it hopedwould cause parents to think harder aboutwhat, and when and why they were watchingwith their young kids. (Screen Time,Guernsey)
No, what the AAP really says is:In 1999... the AAP issued a policy statementaddressing media use in children. The purpose ofthat statement was to educate parents about theeffects that media—both the amount and the content—may have on children. In one part of thatstatement, the AAP recommended that “pediatriciansshould urge parents to avoid television viewing forchildren under the age of two years.” The wording ofthe policy specifically discouraged media use in thisage group, although it is frequently misquoted bymedia outlets as no media exposure in this agegroup.
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