Toole_ResearchProposal_RES5000

Research Proposal: Bilingual Story times - 1
Research Proposal: Qualitative Study on Bilingual Story times
Susan Toole
RES 5000
Appalachian State University

Introduction
How will bilingual story times support early literacy skills and cultural socialization within the
community?
Hispanic kindergarteners, from primarily Spanish-speaking households, are at a
disadvantage over their English-as-a-first language classmates. Prior to kindergarten, they are
less likely to have been in a structured educational environment, and have less exposure to
written English. Lack of literacy practice can negatively affect their confidence and ability to
acclimate in a school setting, and can create an educational gap between them and their peers.
It is proven that early childhood literacy creates early readers who are more likely to be
successful students. Public library story times can fill this need in the community, especially to
preschool age children who do not have exposure to other childhood literacy programs.
Of the 97 library respondents surveyed in a four-month Reference and User Services
Association 2011 poll, “43% named children’s programs as the most successful programs
developed for the Spanish-speaking community.” (RUSA, 2011).
However, Hispanic parents who are not fluent English speakers are often reluctant to
participate in English only library programming opportunities. This lack of parental participation
denies the preschool child of literacy and social interaction skills that are essential for elementary
school success.
My proposed study examines how bilingual story times support the Hispanic community.
This qualitative study will consist of observation of a public library’s current bilingual story time
led by a bilingual professional librarian, interviews with a bilingual student and guardian, library
staff, and kindergarten teachers. I will explore how the community reacts to a bilingual story
time, the attendance data, and verbal and nonverbal reactions from the participants involved.

Personal and Professional Experiences
Susan Toole is a Masters of Library Science student in the Graduate School at
Appalachian State University and is pursuing a degree in the public library track and is dedicated
to serving her communities’ literacy needs.
Toole is currently a public services librarian at the South Buncombe Library in Asheville,
North Carolina. She has also been a volunteer with the Preschool Outreach Program in
Buncombe County since Spring 2013. She does a story time presentation twice a month for two
different classes at a daycare center that accepts government vouchers. After working with this
diverse population of kids for almost a year, she can see how much they have grown to love
story time and how excited they get about books. They remember everything - names of puppets
from a few months ago, songs only sang once, and the characters in all the books.
As a mother, Susan is very proactive in instilling the love of reading and writing in her
daughter at an early age. The two attended a free Preschool Literacy program run by the
Asheville City Preschool that was geared toward children not in a private preschool. There were
several bilingual students in the class and over the months, it was evident how much they
blossomed. This was a very positive first experience with public education for the diverse group
of children in the class.
Literature Review
My literature was pulled from a wide range of professional sources and fields, including
education, psychology, and social sciences. Literature was primarily qualitative in nature with a
strong emphasis on early literacy skills within early elementary education. While some of the
literature examined the value of general public library intervention, I found little to substantiate

the need for early bilingual literacy skill improvement among Hispanic youth in the pivotal years
leading up to kindergarten enrollment.
Bilingual Literacy
The concept of bilingual literacy, specifically for Spanish-speaking citizens, is becoming
increasingly more important in our communities, as statistics show that the Hispanic population
will be 24.4% of the population in the United States by 2050 (Winston, 2006). Preschool age
children being raised in a home that exclusively communicates in Spanish are missing out on
English early literacy activities that prepare them for kindergarten. The first five years of a
child’s life are critical to their lifelong development and can positively or negatively impact how
they view education and can affect the type of student they become. These children often are
from low income homes and do not go to a traditional preschool (Gonzalez, 2008). They are
more likely to attend free programming where they feel welcome. My research in this area
focused on the needs of English-as-a-second-language preschool-age children, ways they can
achieve literacy practice, and the role that public libraries can play in filling this need.
The research study in the article “Use of Public Libraries by Immigrants” explored which
immigrants are the most likely to utilize public library services and how public libraries are
serving those diverse populations. Burke cites a focus group, qualitative study, multicultural
study, and numerous others to support predictors of library use among immigrants and outlines
three key tools for building a productive librarian-immigrant relationship (Burke, 2008).
In the article “Effective Early Literacy Skill Development for Young Spanish-Speaking
English Language Learners: An Experimental Study of Two Methods,” Farver, Lonigan, and
Eppe (2009), explored the emergent literacy skills curriculum in a test group of 94 Spanish
speaking preschoolers from predominantly low income families. The study found that emergent

literacy skills of Spanish speaking preschoolers could be enhanced using small group
intervention.
A study conducted by J.E. Gonzalez and B.M. Uhing concluded that the first five years of
a child’s life are critical to their lifelong development, as well as “set the state for future success
in school.” Their data also suggested that the frequency of library visits is positively related to
children’s vocabulary and that programming appealing to Spanish-speaking community
members would be beneficial (Gonzalez & Uhing, 2008).
T.I. Saenz and D.M. Felix surveyed the literacy practices of 45 English-speaking parents
of Latino elementary school students. Saenz found that library usage does impact the children’s
literacy and that the child/parent shared book interaction was more likely to be positive the more
times the children visited the library (Saenz & Felix, 2007).
Winston and Walstad (2006) researched the concept of hiring bilingual staff at public
libraries. Winston identified the benefits of employing bilingual professionals as: opportunities
for successful development and implementation of new library programs, such as bilingual story
times and websites, which fills previous gaps in services to this part of the community.
Literacy Tools
This cluster explores physical, phonological and social strategies that would enhance
bilingual programming. My previous research showed that there is a need for tools and programs
to aid bilingual students as they prepare for kindergarten. The articles in this cluster affirmed
that literacy tools have made a positive impact on the students and their families.
In a research article by Query, Ceglowski, Clark, and Li (2011), the usefulness of
bilingual kits, provided to families of prekindergarten children, was explored. The study stressed
the importance of familial interaction that encouraged vocabulary development, promoted

conversation, and increased awareness of environmental print.
The need for Spanish-English cognate implementation in library instruction is
emphasized in a research study by J.A. Montelongo (2010), who argues that words that share a
common etymology remain an underutilized language resource. Research studies indicate that
this awareness produces better reading skills among Latino English Language Learners that those
ELLs that had no exposure to cognates.
Saldaña’s descriptive report “The Bilingual Book Club: A Family Affair” (2009) asks
how "teacher-librarians" can draw young Latino readers to the library and make reading a family
activity. She finds evidence in need for a reading initiative and concludes that reading should be
celebrated in a nonthreatening environment and parental participation should be encouraged.
Public Libraries’ Children Services
These resources all discuss children services in a public library setting. Programming in
a public library is typically free and open to the public. Libraries are usually a trusted and
respected institution that is welcoming to all members of the community, regardless of income
and race/ethnic group. These articles detail the benefits that library programs have on preschool
age children and how they specifically impact their language development and promote a love of
reading.
In the article “24 Hours in the Children's Section: An Observational Study at the Public
Library,” Becker observed the children’s section of a public library and found that the children’s
section was busiest before and after story time. Children had important learning opportunities
with the adults they came with and the library staff. Becker concluded that the public library was
still relevant, especially during this developmentally significant age (2012).
In “Promoting Emerging Language and Literacy During Storytime” (2012), J.R. Irwin,

D.L. Moore, L.A. Tornatore, and A.E. Fowler present evidence of early reading intervention in
studies and models that confirm that early lags in literacy result in lifelong deficiencies in other
subjects. Areas of pre-literacy development include alphabet knowledge, print concept, book
handling skills, phonological awareness and expressive vocabulary. All of these areas, contend
the authors, are easily adapted within story time.
The article “Public Libraries--Community Organizations Making Outreach Efforts to
Help Young Children Succeed in School” detailed how public libraries were supporting children
in preparing for school and once in school. G. Martinez evaluated libraries’ literacy and
outreach programs and concluded that story times and other literacy-focused activities were
created to address the needs of the community and to promote education (2008).
A study by McKenzie and Stooke analyzed data from two story time programs for young
children in a public library setting. Their findings included the idea that story times are valuable
and well worth the efforts of library staff that conducts the story time and that story time not only
prepares children for success in school, but also “provides a space for spontaneity and joy”
(2007).
Strempel’s article “Children, Early Reading and a Literate Australia” (2009) discussed
how public libraries encourage the development of emergent literacy skills through story time
and how these programs also offer support for parents who are helping to build their child’s
literacy. Data concludes that early intervention can improve reading skills in poor readers.
K. Tvaruzka’s study focused on children’s services at academic libraries and details a
library program that targeted local public school students who are classified English Language
Learners and struggling readers, and who qualify for free and reduced lunches. The program’s
aim is to instill the love of reading in these families and break the cycle of poverty and illiteracy

(2009).
Justification
Due to the slim number of sources found in public library early bilingual literacy
initiatives, I expect my research to encompass a more rounded perspective of community
socialization and educational needs that are filled in weekly, preschool story times.
There are many research studies done on the need for literacy practice, the value of
regularly reading to young children, and the ways that this can lead to confident and enthusiastic
kindergarten students and lifelong learners. While I found articles detailing the numerous
benefits of public libraries’ children services and the role they play in aiding literacy and early
childhood development, I found few articles on how these programs support children and their
families who speak English as a second language, and none that focused on how a regular
bilingual story time could impact Hispanic children as they enter kindergarten and learn to read
and write.
Since the Hispanic population is rapidly growing, a research study that explores how
bilingual story times support early literacy skills and cultural socialization would provide
worthwhile data for public libraries and the Hispanic community.
Research Context/Setting
Tomore County Public Library, located near the coast of a Southern state, offers three
weekly preschool story times at their central location and three additional preschool story times
at satellite branch locations each week. Only the central location, Moore-Toole Public Library,
offers an additional weekly bilingual story time. According to staff, the Hispanic population is
underserved in public library early literacy initiatives.

The most current census records document the Hispanic population in Tomore County at
approximately 11%, which is equivalent to almost 20,000. The county also ranks second in the
state in population under the age of five years old (USA.com, 2010). A strong military presence
in the community has contributed to diversity in race and income.
The library is located in a uniquely diverse residential area of middle income single
family homes, apartment complexes favored by many young enlisted military personnel and
multiple low income housing units. A city operated bus-stop is located at the side entrance of the
Moore-Toole Public Library parking lot for easy access to the library for low-income residents
without personal transportation.
Moore-Toole Public Library story times for ages two through five have experienced
growth in recent years with an average attendance of 22 for preschool story times (V. Suttee,
personal communication, April 14, 2014). Youth Services Librarian Valerie Suttee attributes this
increase in growth as the recent catalyst to increase English only preschool story times to twice
weekly.
In spring 2014, TCPL children’s services will begin a system wide “Every Child Ready
to Read” training initiative for parents and caregivers. All programs are English only.
A weekly bilingual story time is held at the Moore-Toole Public Library on Thursdays at
10 a.m. It is held in the meeting room, and like all of the other story times, is open to the public.
A librarian, who is fluent in Spanish and English, conducts the 45-minute-long story time that
averages between ten to fifteen participants. The story time includes an average of three songs
and four short books that typically contain Spanish and English words. It concludes with crafts
for artistic expression and time for parent/caregiver and preschooler socialization.
Participants

Preschoolers
Young children, who speak Spanish primarily in the home, have limited use of English
and/or no experiences in an English-speaking preschool environment are the focal participants of
the study. My first two participants, Will and Jose Luis, are preschoolers who have little to no
previous attendance history at preschool story times. Will and his mother have been occasional
library users, while Jose Luis was observed at his first Tomore County Public Library preschool
story time with his mother and older brother in April 2014. Both boys are representative of the
children who may benefit from public library early literacy programming.
Parents/Caregivers
The preschool caregivers who speak Spanish primarily at home, have a limited use of
English, and were born or raised outside of the U.S., will also be studied. These first generation
residents fall within a lower income bracket than their American born peers.
Librarian(s)
Bilingual and/or fluent in Spanish, public library staff under observation are experienced
librarians with a degree in Library Science or Early Childhood development. The librarians
conduct weekly story times at a public library in a community where a Hispanic population has
been identified.
Kindergarten teacher(s)
Public school teachers who have direct contact with the children observed at public
library preschool story time will be interviewed for initial impressions and subsequent progress
of the children after the first month of school enrollment. The teachers are familiar with
multiliteracy practices and aware of early literacy opportunities within the community.
Rationale for Selection

These participants represent the population I am studying. Preschoolers are learning to
speak, read, and write English as a second language. Their parents have limited ability to help
them with these tasks, as they do not speak or read English fluently themselves. Their income
level prevents them from seeking early childhood literacy help for their children in the private
sector. By taking them to free programming at the library, specifically bilingual story times,
these parents are able to obtain guidance for their children. My study specifically looks at these
participants and how these programs influence bilingual children as they enter a public
kindergarten. By observing and interviewing the librarian who does story time, I will obtain data
on the methods and content of the bilingual story time, as well as observations on how the
librarian perceives the bilingual children’s growth and interaction during the study period.
Interviews with kindergarten teachers will also give observations and other data on how these
students handle the beginning of their public school experience.
Selection Process
Parent and preschool participants will be selected from library patrons who use Spanish
as their primary language and have had limited prior participation in interactive children’s
services. Many of the prospective participants currently seek out library staff who are native
Spanish speakers for general library assistance. Recognition of this staff/patron relationship
allows the researcher/observer to extend the invitation for interactive library participation in
bilingual story time and build trust among diverse populations. As the researcher/observer is an
existing staff member, extensive permissions to gain access to the study site are not required.
Sampling Strategy
My “information rich” participants and site will be chosen by purposeful sampling. This
approach intentionally selects “individuals and sites to learn or understand the central

phenomenon” (Creswell, 2012, p. 206). Hispanic families represent homogeneous sampling as
they possess similar traits and characteristics. This method will allow us to focus on this
“common subgroup in the community” (p. 208).
Methods and Data
Paradigm
Both the naturalistic and interpretive constructionist paradigms are used as models for my
study. As a naturalist, I prefer to use the “tools of observation, questioning, and description”
(Rubin, 2012, p.14). This qualitative work is “judged more on its freshness -- its ability to
discover new themes and new explanations -- than on its generalizability” (p. 16).
As a naturalist researcher, I have to be aware of how my expectations and prior
experiences will impact our research. Knowledge is a result of what the individual applies and
learns from a situation. It is their individual interpretation as impacted by cultural influences. I
have an obligation to monitor influences and contribute to existing knowledge of the topic (p.
17).
As an interpretive constructionist, I am “concerned with the lenses through which people
view events, the expectations and meanings that they bring to a situation” (p. 19). During the
study and as I interpret my data, I will be aware that I may not share the same lenses as my
participants (p. 20).
In preparation for my study, I examined Elizabeth Noll’s “Experiencing Literacy in and
Out of School: Case Studies of Two American Indian Youths.” Noll was an interpretive
constructivist who explored the American Indian cultural impact. She advocated a “culturally
responsive curriculum” that hinges on Moll, Amanti, Neff & Gonzalez’ community-based

context of learning as “flexible, adaptive and active” (Noll, 1998, p. 229-230). This evolutionary
concept of learning is well suited for the public library environment.
ResearchDesign
Marshall and Rossman (1995) “suggest that qualitative research is designed to (1)
understand processes, (2) describe poorly understood phenomena, (3) understand differences
between stated and implemented policies or theories, and (4) dis-cover thus far unspecified
contextual variables” (Merriam, 2002, p. 11). This is the best approach for my topic, as it will
explore not just measurable data, but the bigger picture of how preschool age Hispanic students
and their parents view and interact with public libraries and the American education system.
Qualitative research focuses on a small study group or few participants. This allows for
the researcher to be an active participant and to use their own experiences as additional data. As
observer as participants, I will be involved in the activities of my surroundings without full
commitment of organizing or administering story time programs. Since I currently work in a
public library, I have extensive experience in this environment and with interacting with patrons
of a wide variety of backgrounds. This approach allows me to “observe and listen with a view to
gaining appreciation of a culture of a social group” (Bryman, 2004, p. 267). I will conduct my
research reflexively by “being aware of and openly discussing [my] role in the study in a way
that honors and respects the site and participants” (Creswell, 2012, p. 474).
Qualitative researchers seek to observe behavior of participants over an extended period
of time, known as observational protocol. This allows ethnographers to “observe the ways in
which events develop over time or the ways in which the different elements of a social system
(values, beliefs, behavior, and so on) interconnect” (Bryman, 2004, p. 281). My study will last

three months and consist of weekly observations, in order to track the participants’
developments.
My study, defined by Merriam (2002) as a basic interpretive qualitative study, will
identify how participants make meaning of the bilingual story time. “This meaning is mediated
through the re-searcher as instrument, the strategy is inductive, and the outcome is descriptive”
(p. 6). Rather than using statistics, rich descriptive detail is employed to interpret the
phenomenon under study. The emphasis on context will create a study “full of detailed
information about the social worlds being examined” which will provide “the mapping of
context in terms of which behavior is understood” (Bryman, 2004, p. 281).
Data Collection Methods
Participants will be asked to sign an informed consent form that details what their role
will be in the study, and they will be made aware that they have the right to withdraw from the
study at any point. In order to conduct this study ethically, I will follow the Nuremberg Code,
which consists of thoroughly explaining my research so that participants can “gauge in a
meaningful way whether they want to proceed” (Seidman, p. 61).
Data will be collected over a three-month period leading up to kindergarten enrollment.
There will be approximately 12 story times to observe. Observation of the preschoolers, their
parents and the librarian will take place in the public library story room. Duration of each story
time is 45 minutes to an hour long with an additional 15 minutes before and 15 minutes after
each story time for a total of approximately 1 ½ hours per observational visit.
The participants will be observed to determine if bilingual story times have a positive
impact on their growth and educational development. I will observe the following behaviors:
activities and interactions during story time and social interaction after story times, conversations

between parents, children, and parents and librarian. Conservational analysis will allow me to
focus “less on the content and more on the communication itself” (Ruben, 2012, p. 28). Subtle
factors such as nonverbal, physical and unplanned events will also be included. I will record
observer behavior including observer’s role and thoughts through reflexivity and shared notes.
Semi-structured interviews are planned with the librarian after the first bilingual story
time and at the final story time observed. These interviews, which will explore early literacy and
social interaction skill development, will be in a responsive interview style. This style
“emphasizes the importance of building a relationship of trust between the interviewer and
interviewee” (Ruben, 2012, p. 36).
I will also conduct semi-structured interviews with the kindergarten teacher(s) after the
preschool participants’ enrollment in school. These interviews are aimed at identifying benefits
of social interaction and literacy benefits of bilingual story time. Kindergarten teachers will be
asked two primary questions: Based on previous experience of children of Hispanic parents who
speak Spanish in the home, how has the child in my study performed in the first month of
kindergarten? What educational and social benefits can you see from bilingual story times?
My interviews will contain the attributes that Glesne details in “Making Words Fly:
Developing Understanding through Interviewing.” As interviewers, I will be anticipatory, a
learner, analytic, non-directive, patiently probing, non-threatening, aware of power and hierarchy
and caring and grateful (Glesne, 2006, p. 93-99).
Justification
These methods will aid in revealing Hispanic students’ literacy skills before entering
school and their transition into kindergarten. It will identify the difference that attendance in
bilingual story times would make on the participants’ acclimation into school, their confidence

and comfort levels, and their literacy progress. It also will give first-hand accounts from
librarians and teachers on their experiences with these bilingual students.
Validity
Guba’s criteria for validity of qualitative research, discussed in chapter 14 of Educational
Research, states that trustworthiness of the research is established by addressing the credibility,
transferability, dependability, and confirmability of studies and findings (Gay, 2003, p. 376).
My research is richly descriptive which produces a factual accuracy of observational
accounts, interpretive by attributing meaning to behaviors or words of participants, theoretical by
how my research report relates the phenomenon to a broader theory, and finally, evaluative in the
objectivity of the researchers.
By employing several data collection methods, I will be able to triangulate themes. My
research will be conducted by multiple researchers, which will strengthen the internal validity of
the study (Merriam, 2002, p. 25).
Again, trustworthiness is facilitated by using multiple strategies adapted from Guba’s
“Criteria for Assessing the Trustworthiness of Naturalistic Inquiries.” My prolonged
participation within the study site of three months insures that I have observed multiple
behaviors and responses among participants. I will become conscience of my roles as observer
and my impact on the study site through shared reflexive reports. As stated in Chapter 14
Ethnographic Designs by Creswell, “(I) realize that (my) interpretation is only one possibility,
and that (my) report does not have any privileged authority” (p.474). My conclusions, as
encouraged in Creswell’s discussion of reflexivity (p.474), are not final, but instead lead to new
questions to answer or viewpoint for public librarians seeking to replicate my proposal.
Conclusion

As a public librarian, I am dedicated to serving the community in ways that promote
education and that fills literacy needs. By identifying worthwhile programs and their benefits, it
allows us to create and implement programs that will aid patrons, foster cultural inclusiveness
and build community in a region that has a culturally diverse population. I seek to discover not
only what is known, but what is new.
This data then can be used in the decision-making process of program implementation.
As most public libraries have limited staff available, particularly those who are fluent in English
and Spanish, the addition of a bilingual story time is not always an easy task. By showing how
bilingual story time supports the community, it allows librarians to better judge how they should
allocate their time and resources.
Knowledge pulled from this study can be used in public library settings across the state.
Transferability confirms that the study has successfully identified and captured an underserved
population. This study also establishes a partnership between early childhood educators and
public librarians.

References
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Bryman, Alan. (2004). The nature of qualitative research. Social Research Methods. Oxford
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Burke, S.K. (2008). Use of public libraries by immigrants. Reference and User Services
Quarterly, 48(2),164-174.
Creswell, John W. (2012) Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. Boston: Pearson.
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young Spanish-speaking English language learners: an experimental study of two
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Work in a Complex Communicative Space. Library Quarterly, 77(1), 3-20.
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Sons, Inc.
Montelongo, J.A. (2010). Library instruction and Spanish-English cognate recognition. Teacher
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Noll, Elizabeth. (1998). Experiencing literacy in and out of school: Case studies of two
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RUSA (2011). Survey on Library Services for Spanish Speakers Results Summary. Retrieved
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http://www.ala.org/rusa/sites/ala.org.rusa/files/content/sections/rss/rsssection/rsscomm/sp
anishspeaking/FINAL_Survey_Report.pdf.
Saenz, T.I., & Felix, D. M. (2007). English-Speaking Latino Parents' Literacy Practices in
Southern California. Communication Disorders Quarterly, 28(2), 93-106.
Saldaña, J. (2009). The bilingual book club: a family affair. Teacher Librarian, 36(3), 27-32.

Interviewing as Qualitative Research. New York: Teachers College, Columbia
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Appendix A
Librarian Interview Guide
Institutions: _____________________________________________________
Interviewee (Title and Name): ______________________________________
Interviewer: _____________________________________________________
Topics Discussed: ____________________________________________
Documents Obtained: _____________________________________________
Post Interview Comments: __________________________________________________
Introductory Protocol
To facilitate my note-taking, I would like to audio tape our conversations today. Please sign the
release form. For your information,only researchers on the project will be privy tothe tapes which
will be eventually destroyed after they are transcribed. In addition, you must sign a consent form
that essentially states that: (1) all information will be held confidential, (2) your participation is
voluntary and you may stop at any time if you feel uncomfortable, and (3) I do not intend to inflict
any harm. I have planned this interview to last no longer than one hour. During this time, I have
several questions that I would like to cover. Thank you for agreeing to participate.
Introduction
You have been selected to speak with us today because of your role as a bilingual story time
presenter and professional librarian. My research project as a whole focuses on how bilingual
story time supports the community. My study does not aim to evaluate your techniques or
experiences. Rather, I hope to gather data on those involved and impacted by this programming.

This data can help other libraries in their decision on how to allocate their time and resources.
A. Interviewee Background
How long have you been …
_______ in your present position?
_______ at this institution?:
What is your highest degree? ___________________________________________
What was your field of study? ____________________________________________
B. Experiences
1. Briefly describe your role in the library.
2. How are you involved in story time?
3. How did you get involved in bilingual story times?
4. What experiences stand out?
5. Do you know the details of how former participants acclimated to kindergarten?
C. Opinions
1. What role do you think story times should have in preparing preschool-aged children for
kindergarten?
2. What role should bilingual story times have in the community?
3. Anything else you would like to mention?
Observation Template

Story
time/
date
#
present
(specifi
cs)
Total #
of
bilingual
children
present
Length
of story
time/
content
Children’s
Verbal
Behavior &
Interactions
w/
Librarian
during
story time
Children’s
Non-
verbal
Behavior
during
story time
Conver
sations
before/
after
story
time
Observer’s
behavior/
role/
thoughts
1st
2nd
3rd
4th
5th
6th
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Appendix B

Informed Consent
Appalachian State University Qualitative Research Methods students are carrying out research
on how bilingual story times support early literacy skills and cultural socialization within
communities. While bilingual methods have been studied in elementary education, few studies
are available for review among preschoolers who participate in public library programming.
Your role in this study would be that you would allow us to attend 12 of your 45-minute
bilingual weekly story times for a total of approximately three months. These story times would
be attended by bilingual students who will be entering Public Kindergarten in Fall 2014. Besides
observing the actual story time, I will arrive 15 minutes before the story time and stay 15 minutes
after the story time, in order to observe conversations and social interactions between the
bilingual students and their parents, with other students, parents, and staff. I also would like to
conduct two semi-structured interviews with you, lasting about 30-45 minutes each. The first
interview will be after our first story time observation and the second will be after the final
observation. I will be asking questions to determine your methods and philosophy on bilingual
story times, as well as how you perceive the bilingual children’s experience and growth during
the study period.
During story times, these children will be exposed to your usual story time routine of both
English and Spanish books, songs and interactive activities. I ask that you conduct these story
times without any worry of expectations or requirements. This is an observational only study. If
my initial thoughts are correct, I feel that participation may be of benefit to these children’s
educational and social development before entering Kindergarten.

Participation in this study is voluntary. All information will remain confidential. Although the
descriptions and findings may be published, at no time will your name or the name of the library
be used. You may withdraw your consent and discontinue your participation at any time. If you
have any questions after today, please feel free to contact Susan Toole through Appalachian
State University.
I, _____________________________ , affirm that I have read and understood the above
statement and have had all my questions answered.
Date: ______________________
Signature: ___________________________
Witness: _________________________
Should I have any questions about this research or its content, I may contact:
Researcher: ________________________ Telephone/email: ____________________
Researcher: ________________________ Telephone/email: ____________________
Alecia Youngblood Jackson
RES5000
Appalachian State University
Boone, NC 26608
Subjects must be given a complete copy (or duplicate original) of the signed Informed Consent.

Toole_ResearchProposal_RES5000

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