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Digital
Storytimes
Kathleen McPherson - Glynn
MLA, 2015, Bozeman, MT
Graphic Credit: Colorado Association of Libraries
TECHNOPHOBES
don’t panic!
metathesiophobia - the fear of change
You are already doing these core
things: sharing stories,
recommending content, modeling
positive behaviors between
caregiver and child, and
evaluating media.
Simply begin to apply these same
skills to the digital realm.
What a digital story time might look like...
This morning we will discuss...
● Current research on “screentime” and young children
● Why a children's librarian would choose to host a digital storytime
● How media can support early literacy development in preschool children
● How caregivers can use digital media for meaningful interaction
● Evaluation and selection of apps/e-books for preschoolers and their families
●
The nuts and bolts of having a digital storytime
Who is already using digital media in their storytimes?
What is an “APP” anyways?
App: a self-contained program/software designed to fulfill a particular
purpose that is usually downloaded onto a mobile device.
e-book: a digital snapshot of a book read on a device/computer
enhanced e-book: is still a linear story but it adds multimedia and interactive features for support of the story,
such as music, slide shows or audio.
book app: can do everything an enhanced e-book does, but crosses the line from linear storytelling to nonlinear storytelling
Are young children using digital media?
What % of US
children age 2 - 4
have used a mobile
device?
80% of children in the US, age 2 - 4,
used a mobile device in 2013.
What percent of
US children age 0 - 5
have access to a
“smart” digital device
at home?
75% of US
children age 0 - 5
have access to a
digital “smart” device
in the home.
What percent of American families
owned an i-pad in the year 2013?
In 2013 40% of American families owned an i-pad.
Common Sense is dedicated to helping kids
thrive in a world of media and technology.
Commonsensemedia.com
Common Sense Media Reports
Report based on the results of a large-scale, nationally
representative survey
Survey of parents of children ages 0 to 8 in the U.S.
and their media use
2011 - Zero to Eight: Children’s Media Use in America
2013 - Zero to Eight: Children’s Media Use in America 2013
Info graphic of Zero to Eight
Use of mobile media starts young!
Birth to 2 years
38% used a mobile device
vvvvvvvvvvvvvvvvv
(10% in 2011)
2 to 4 years
80% used a mobile device
fffffffffffffffffffffffffffffff
(39% in 2011)
5 to 8 years
83% used a mobile device
(52% in 2011)
Zero to Eight: Children’s Media Use in America 2013
Media Use in American Children 0-8
Children’s access to mobile media devices is dramatically higher than it was two years ago.
2011
2013
American families who own tablets (i-pad)
8%
40%
Children with access to "smart" mobile
52%
75%
device at home
Zero to Eight: Children’s Media Use in America 2013
Prepare to be surprised!
●
1999 - American Academy of Pediatrics (AAP) stated that children under the age of two should
not be exposed to screens.
●
Tablets and new media were not included in the AAP statement, as they were not yet invented or
not yet used prevently.
●
In 2011, the AAP issued an update to this statement, reaffirming the 1999 statement.
It did not make specific recommendations for interactive or new media.
●
The 2011 statement was not updated, for it still defined “media” as television programs, prerecorded videos, web-based programming and DVDs viewed on either traditional or new screen
technology. (even though the i-pad had been released in 2010)
There are one or two new kids
on the block ….
2012
“Technology and Interactive Media as Tools in Early Childhood
Programs Serving Children from birth through Age 8.”
When used mindfully digital media is an
effective tool to support learning and development.
Intentional use requires adults to have training and
resources.
SURPRISE!
Digital, interactive media can
be used in ways that benefit
young children!
INTERACTIVE DIGITAL MEDIA
Children are now consuming
media in a whole new way!
●
Screen time is no longer simply defined as
children passively watching a TV set.
●
Interactive apps and e-books require active
participation from users.
●
The definition of screen
time now needs to be reevaluated.
Researchers with
new recommendations
Two researchers (who assisted in
writing the 1999 and 2011
American Academy of Pediatrics
statement) known for their
research on media are offering
new advice on children and digital
media.
Michael Rich
Associate Professor of Pediatrics at Harvard Medical School
Associate Professor of Social and Behavioral Science
at the Harvard School of Public Health
Founder and Director of the Center on Media and Child Health
“We have largely ignored the positive effects of using media,
mismanaged the public discourse, and lost the ear
of many whom we serve.”
Dr. Dimitri Christakis
Director of Seattle Children's Research
Institute's Center for Child Health, Behavior and Development
Professor of Pediatrics at the University of
Washington School of Medicine
Pediatrician at Seattle Children's Hospital
“There is a strong theoretical foundation to posit that the AAP recommendations
regarding media for younger that the age of 2
should not be
applied to these newer media.”
Why Host a digital Storytime?
DIGITAL STORYTIMES ARE POWERFUL!
THEY CAN….
1.
2.
3.
4.
Develop and support early literacy skills in children
Provide guidance to caregivers on how to utilize new media with children in a
meaningful, interactive and constructive manner
Foster early digital literacy skill development in young children
Encourage children’s librarians in developing their skills as media mentors
1. Developing and supporting
Early Literacy Skills
Providing Digital Story times utilizing apps and e-books
supports the five early literacy skills librarians are
already providing in traditional storytimes.
Think of media as a tool that a caregiver uses to have
engaging, language-rich, interactive experiences with
children.
digital media and skill development
●
provides multi-sensory engagement for child
●
provides learning for a variety
of modalities: visual, auditory, and kinesthetic
●
develops fine motor, cognitive,
language, and social skills
●
creates rich, enjoyable interactive
experiences between caregiver and child
Take an i-pad for a spin...
Grab an i-pad and experiment
with an app or two at your table.
Discuss with your peers how the app could
support early literacy skills.
2. Model using digital media in a constructive manner
JOINT MEDIA ENGAGEMENT
USE INTENTIONALLY and INTERACTIVELY
CO-VIEWING
●
JOINT ATTENTION
Do the same things with technology that they
do with actual books
(rich language interactions)
●
Use intentionally in ways that are appropriate
for each child’s age, development, and
personal interests and needs
3. Foster early digital literacy skills
●
Children must have early digital literacy
skills for the same reason we build
early literacy skills.
●
School-age children are now expected
to utilize technology effectively and
increasingly.
●
Digital literacy allows for success in
school and life!
4. Encourage children’s librarians
developing their skills as media mentors
●
Encourage youth librarians to experience new technologies,
so they can pass information on to families
●
Media Mentorship:
Lisa Guernsey
How the iPad Affects Young Children,
and What We Can Do About It
Tedx MidAtlantic, April, 2014
Media Mentorship - providing guidance to families
● Media Review sites
● How to review apps
Media Review websites
Reliable and impartial resources for patrons
Little elit
Digital Storytime
Common Sense Media
School Library Journal
Horn Book
More than 1,000,000 Apps out there!
● Patrons need our guidance!
● You already know how to
evaluate other media…..
● Apply those skills,
plus a few more.
Evaluation Rubrics by Claudia Haines, 2015
●
Technical/user experience of story and toy apps
●
Content of story apps
●
Content of toy apps
Little eLit
Your turn to evaluate
Pick an app from your table’s i-pad.
Have fun playing with your app for a few
minutes.
Use the corresponding rubric to evaluate
your app.
Inject some fun!
● Puppet shows
● Felt Boards
● Display / play songs
DISPLAY SONG SHEETS,
PLAY SONGS
FINGERPLAYS, ETC
FELT BOARD
MOTHER GOOSE
FELT BOARDS
FELT BOARD MOTHER GOOSE AND FELT BOARD
Select backgrounds, create diverse people dressed in
a wide range of clothes and insert scenery and
objects.
The FELT BOARD Mother Goose app is specifically
designed to work with Dr. Betsy Diamanté-Cohen's
Mother Goose on the Loose program for young
children.
FELT
BOARD
PUPPET SHOWS
● Integrate basic puppetry
into storytime
● Record speech for each
puppet with various pitch
and tone
The Hardware needed
Small group
One Tablet:
Share with a
small group
Large group
1 Tablet + VGA Cable + projector + speakers
Mirror the i-pad to a TV monitor
Use HDMI cable and an i-pad adaptor
or
Use a wi-fi connection and an Apple TV
Got (a lot of) tablets?
●
After storytime families can each
have an i-pad to practice co viewing /
co interaction of the apps you shared
in your storytime.
●
Apps for free play should allow
children to explore and create as
opposed to passively consume media.
A few tips on presenting
●
Be sure to review your apps prior to presenting them.
●
Read an app book or e-book in the same manner: engage
with the audience in a meaningful way.
●
Use media as an audience participation event.
●
During digital story times be sure to model to caregivers
what appropriate joint media engagement involves.
●
Provide handouts reviewing how to use digital media in a
constructive way, how to select apps, and app review
website links.
Resources
(from Little E Lit)
Associations and Organizations
Fred Rogers Center for Early Learning and Children’s Media
The mission of the Fred Rogers Center is to advance the fields of early learning and children’s media by acting as a catalyst for
communication, collaboration, and creative change.
Joan Ganz Cooney Center at Sesame Workshop: Advancing Children’s Learning in the Digital Age
The Joan Ganz Cooney Center at Sesame Workshop focuses on the new challenges children face today, asking the 21st century
equivalent of her original question, “How can emerging media help children learn?”
National Association for Media Literacy Education
The National Association for Media Literacy Education is a national membership organization dedicated to media literacy as a
basic life skill for the 21st century.
Position Statements
●
Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8: A joint
position statement issued by the National Association for the Education of Young Children and the Fred Rogers Center for Early
Learning and Children’s Media at Saint Vincent College
●
Media Use by Children Younger Than 2 Years from the American Academy of Pediatrics
●
Young children, new media,and libraries: a guide for incorporating new media into library collections, services, and programs
Books
for families and children ages 0-5
●
Screen time: how electronic media–from baby videos to education software–affects your young child
●
Born digital : understanding the first generation of digital natives
●
The elephant in the living room : make television work for your kids
●
Contemporary debates in childhood education and development
Source: Little E Lit
Articles
●
Effective Classroom Practice: Infants and Toddlers (NAEYC)
●
Facing the Screen Dilemma: Young Children, Technology and Early Education (Alliance for Childhood)
●
How True Are Our Assumptions about Screen Time? (NAEYC)
●
Today’s E-Moms: Engaged, Enabled, Entertained (BlogHer)
●
Zero to Eight: Children’s Media use in America (Common Sense Media)
Scholarly Articles (you’ll probably need a database subscription to access these)
●
More, C.M. & Travers, J.C. (2013). What’s app with that? Selecting educational apps for young children with disabilities. Young
Exceptional Children 16, 15-32. doi: 10.1177/1096250612464763
●
Hisrich, K. & Blanchard, J. (2009). Digital media and emergent literacy. Computers in the Schools 26:4, 240-255.
●
Christakis, D. et. al. (2013). Modifying media content for preschool children: a randomized controlled trial. Pediatrics,
(February 18, 2013): n. pag. Web. 29 May 2013. pediatrics.aappublications.org/content/early/2013/02/13/peds.2012-1493
●
Lauricella, A.R. et. al. (2010). Contingent computer interactions for young children’s object retrieval success. Journal of
Applied Developmental Psychology 31, 362-369. http://elp.georgetown.edu/pdf/Lauricellaetal2010.pdf
Source: Little E Lit
The presentation from today
will be posted online at
MLA Website Conference
Program Materials
http://mtlib.org/2015Conference/programmaterials.asp
I will also post a Youtube video,
if you would like to share this presentation with others.
This was a presentation created in Google Slides, so it is
so easy to share!
questions
comments
concerns
Closing thoughts
As contemporary, professional librarians,
we need to ask ourselves how we are
going to continue to furnish the best
services and programming in our communities.
This includes seeing beyond our
traditional role of simply providing
high quality children’s books;
It requires us to evaluate the quality
of content, regardless of what media is used.
Kathleen
McPherson
Glynn
Bozeman Public Library
kmcphersonglynn@bozeman.net
Apps Discussed during the presentation
Robot Lab
MGOL felt
ABC Playground
Endless ABC
Goodnight Construction Site
Nighty Night
Present for Milo
There is a Monster..
Going to Bed Book
Good Night Safari
Sleepy Mole
Goodnight Moon
Press Here