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Young Children & New Media: Librarians Reframing the Discussion
The document discusses the evolving role of librarians in integrating new media into services for children aged 0-5 and their families, focusing on the importance of fostering relationships rather than just technology use. It emphasizes the role of parents as experts in their children's development and outlines guiding principles for librarians and caregivers to support 21st-century skill building. Furthermore, it offers resources and addresses potential challenges in this endeavor.
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Young Children & New Media: Librarians Reframing the Discussion
- 1. Young Children &New Media: Librarians Reframing the Discussion
- 2.
- 3. Reframe the Discussion “PingPong” by flickr user rjp Creative Commons licensed
- 4. Reframe the Discussion “Scarecrow”by flickr user Tim Green Creative Commons licensed
- 5. POLL Do you currentlyhave a relationship with a local library? If you do, is it with a public library, a school library, or another type of library? Type Yes or No in the Q&A panel
- 6. Say “Hello!” toyour library!
- 7. And say helloto Little eLit. We’re developing promising practices for incorporating new media into library collections, services & programs for children 0- 5 and their families.
- 8. So what dolibrarians do? • Collections • Stories • Information resources • Online resources • Services • In-library Play • Check Out Devices • Programs • Storytime • Outreach
- 9. How are librariesresponding?
- 10. How are librariesresponding?
- 11. How are librariesresponding?
- 12. How are librariesresponding?
- 13. How are librariesresponding?
- 14. Welcome to theworld of Media Mentors. Where it’s not about the technology, it’s about the relationships. http://steve-lovelace.com/wordpress/wp-content/uploads/2012/10/doc-brown-and-marty-reading-ipad.png
- 15. Welcome to theworld of Media Mentors. Where it’s not about the technology, it’s about the relationships. http://steve-lovelace.com/wordpress/wp-content/uploads/2012/10/doc-brown-and-marty-reading-ipad.png
- 16. • All parentswant what’s best for their children. • The parent is the expert on their child. It starts with some parental assumptions.
- 17. • Reflective Practice1 •Focus on the parent/child relationship.1 • Recognize what YOU bring to the interaction.1 • Value passion wherever it is found.1 • The 3 Cs2 1Brazelton Touchpoints Center 2Lisa Guernsey Our Guiding Principles
- 18. Reflective Practice “RIght CloudGate” by flickr user jmcmichael Creative Commons licensed
- 19. How can newforms of media be used to support the development of relationships between the caregiver & the child? Focus on the Parent/Child Relationship
- 20. Technological competencies vary. Howcan caregivers, educators, and librarians start where parents and kids are to support 21st century skill building? Recognize What You Bring to the Interaction
- 21. How can thepassion to do what is best for children be channeled into productive practices and relationships? Value Passion Wherever It Is Found
- 22.
- 23. Stumbling Blocks… “Blocks” byflickr user Hey Paul Creative Commons licensed
- 24. …And Overcoming Them “thumbsup” by flickr user Sarah Reid Creative Commons licensed
- 25. Resources • American Academyof Pediatrics’s Children, Adolescents, and Media • Lisa Guernsey’s Screen Time • Lisa Guernsey’s TEDxMidAtlantic Talk “How the iPad affects young children, and what we can do about it” • Little eLit • NAEYC and Fred Rogers Center’s Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth Through Age 8 • New America Foundation’s Beyond Screen Time • Cris Rowan’s “10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age or 12” from the Huffington Post
Editor's Notes
- #3 you may seen some of these clickbait conversations online about the use of tablet technology with young children. we are not playing ping pong with this issues; we’re looking the use of new media with young children using a child development frame, and taking into consideration real world use of the technologies and the knowledge of experts in the field of early childhood. clickbait controversies = straw man
- #4 you may seen some of these clickbait conversations online about the use of tablet technology with young children. we are not playing ping pong with this issues; we’re looking the use of new media with young children using a child development frame, and taking into consideration real world use of the technologies and the knowledge of experts in the field of early childhood. clickbait controversies = straw man
- #5 you may seen some of these clickbait conversations online about the use of tablet technology with young children. we are not playing ping pong with this issues; we’re looking the use of new media with young children using a child development frame, and taking into consideration real world use of the technologies and the knowledge of experts in the field of early childhood. clickbait controversies = straw man
- #6 How many of you have a relationship with your local library? If you do, is it with a public library, a school library, or another type of library?
- #8 info about littleelit: how we started, where we are now. 200 children’s librarians grappling with this issue based on some of the core competencies of children’s librarianship
- #9 descriptions of each of the main areas of librarianship; give examples of how that relates to emerging technologies
- #10 Many of you might be more familiar with the Brazelton touchpoints model; the cal state library is working in partnership with the touchpoints center to create a child development curricilum for chidlren’s librarians based on the touchpoints framework: including these guiding principles and assumptions. we’re using this framework and applying it to the issue of yougn chidlren & new media. we’ve called out some of the principles & assumptions here to begin to guide how we address these issues with parents.
- #11 Many of you might be more familiar with the Brazelton touchpoints model; the cal state library is working in partnership with the touchpoints center to create a child development curricilum for chidlren’s librarians based on the touchpoints framework: including these guiding principles and assumptions. we’re using this framework and applying it to the issue of yougn chidlren & new media. we’ve called out some of the principles & assumptions here to begin to guide how we address these issues with parents.
- #12 Many of you might be more familiar with the Brazelton touchpoints model; the cal state library is working in partnership with the touchpoints center to create a child development curricilum for chidlren’s librarians based on the touchpoints framework: including these guiding principles and assumptions. we’re using this framework and applying it to the issue of yougn chidlren & new media. we’ve called out some of the principles & assumptions here to begin to guide how we address these issues with parents.
- #13 Many of you might be more familiar with the Brazelton touchpoints model; the cal state library is working in partnership with the touchpoints center to create a child development curricilum for chidlren’s librarians based on the touchpoints framework: including these guiding principles and assumptions. we’re using this framework and applying it to the issue of yougn chidlren & new media. we’ve called out some of the principles & assumptions here to begin to guide how we address these issues with parents.
- #14 Many of you might be more familiar with the Brazelton touchpoints model; the cal state library is working in partnership with the touchpoints center to create a child development curricilum for chidlren’s librarians based on the touchpoints framework: including these guiding principles and assumptions. we’re using this framework and applying it to the issue of yougn chidlren & new media. we’ve called out some of the principles & assumptions here to begin to guide how we address these issues with parents.
- #15 given what children’s librarians traditionally do, there is a movement towards harnessing the placement of libraries, and the skills and expertise of children’s librarians in the middle of the conversation about the intentional and appropriate use of new technologies with young children. lisa’s TED talk; New America Foundation’s Beyond Screen Time event Chip Donohue’s work through the TEC Center lisa quote: What if we were to commit to ensuring that every family with young children had access to a media mentor? list of mentors: get quote. children’s librarians & educators can work together to provide this kind of support to families what is a media mentor? not just HOW to use the tools; how to use the tools mindfully in a way that promotes relationships
- #16 given what children’s librarians traditionally do, there is a movement towards harnessing the placement of libraries, and the skills and expertise of children’s librarians in the middle of the conversation about the intentional and appropriate use of new technologies with young children. lisa’s TED talk; New America Foundation’s Beyond Screen Time event Chip Donohue’s work through the TEC Center lisa quote: What if we were to commit to ensuring that every family with young children had access to a media mentor? list of mentors: get quote. children’s librarians & educators can work together to provide this kind of support to families what is a media mentor? not just HOW to use the tools; how to use the tools mindfully in a way that promotes relationships
- #17 how do we approach supporting the development & maintenance of these relationships in a screen-infested environment? we start with some parental assumptions and guiding principles. all parents want the best for their children. what that looks like is different from family to family, and media mentors need to be aware of personal and cultural differences that inform what “wanting the best for their child” looks like in each individual circumstance: (think of culturally sensitive examples) parent is the expert: if we look to Lisa Guernsey’s 3 Cs- content , context & the individual child, and we look at this parental assumption, we start from a place of acknowledging that the parent knows more about how their child way react etc (think of culturally sensitive examples)
- #18 brings up a discussion of the differences in the relationships that librarians have with families & parents, and that educators have with families & parents: how can we tag team them? How can new forms of media be used to support the development of relationships between the caregiver & the child? (as an ECE professional, librarian, or caregiver) Technological competencies vary; how can caregivers, educators, and librarians start where they are to support 21st century skill building? How can the passion to do what is best for children be channeled into productive practices and relationships?
- #19 coming up: examples of how we may employ these guiding principles based on our experiences in libraries, but this is an opportunity for libraries & educators to share their areas of expertise and inform each other’s practice. reflective practice is especially pertinent in an environement where our tools are evolving so fast that the research can’t keep up; at each step of the way we should be asking ourselves WHY we are advocating for one kind of media use over another, or employing techniques or tools in our programs, or for whose benefit (the child’s? the teachers? the parent’s?) modeling reflective practice
- #20 examples in libraries (cen) & preschool context (amy)
- #21 examples in libraries (cen) & preschool context (amy)
- #22 examples in libraries (cen) & preschool context (amy)
- #23 examples in libraries (cen) & preschool context (amy)
- #24 technological competencies budget
- #26 brings up a discussion of the differences in the relationships that librarians have with families & parents, and that educators have with families & parents: how can we tag team them? How can new forms of media be used to support the development of relationships between the caregiver & the child? (as an ECE professional, librarian, or caregiver) Technological competencies vary; how can caregivers, educators, and librarians start where they are to support 21st century skill building? How can the passion to do what is best for children be channeled into productive practices and relationships?