Bongiorno_Cameron_Free Choice #2 (reading reflection on programming)

Library Programming

https://www.cobourg.ca/en/home-and-property/Program-Registration-and-Guide.aspx

     Hello again! Before I begin my Reading Reflection on library programming, I would like to give you some background information about myself. I am currently in my second semester of pursuing my Master of Education in Library and Information Science. I have thoroughly enjoyed the courses that I have taken thus far and have learned so much. I am definitely more comfortable with my knowledge about young adult literature, especially the different genres, children's literature, and the foundations and values of this field. Through this Storytelling course, I have become more confident in my ability to choose more appropriate stories to share and in my knowledge about the importance of the hook and timing, among many other relevant details and facts. Even after all that I have learned throughout my graduate courses, I am most afraid and wary of program planning for the library. As a child, I did visit the library with my mother, but we went there only to check out books. I never participated in any programs. In the middle school where I currently work as a media assistant, there are no set programs for the students in the library. They are free to check out books, work quietly at the provided tables, participate in speech class online, or use the desktop computers. Our librarian provides First Chapter Fridays and any assistance for students or staff with research. Due to my lack of knowledge of programs and program planning, I was excited to read the articles and watch the videos that Professor Watson provided for us concerning this important subject.

     First, and foremost, I believe Chapter 11 Program Planning in our course textbook that Professor Watson included in this past week's assignment is an amazing source for programming ideas and recommendations. I love how there are sample programs and suggested story titles within the chapter! Greene and Del Negro (2010) claim " a successful storytelling program requires careful planning, flexibility, and creativity" (p.213). After reading that statement, I immediately felt a bit better since I believe those same words also describe how I tried to design my lesson plans when I taught Spanish at the secondary level. That description of programming does not make me feel like such a fish out of water. I also appreciate the suggestions Greene and Del Negro (2010) give concerning the order of stories to tell when presenting to a group of both younger and older children. They recommend that the program begins with a story for the younger listeners and closes with a story for the older ones. They also suggest that three shorter stories are best when entertaining younger kids who are new to storytelling (Greene & Del Negro, 2010). 

     Since I may be doing my internship for this degree at an elementary school, I think the advice from Greene and Del Negro (2010) for the picture-book program is spot on for me. I love how they encourage the use of folktales and literary fairy tales in a program for children in kindergarten through second grade. They also encourage the inclusion of different activities like "poetry, action rhymes, or participation stories in between the longer stories" as a change in pace from traditional storytelling (Greene & Del Negro, 2010, p. 216). I was not particularly clear in what participation stories entail. Luckily, Pyrek (2014) provides "participation stories, loosely defined as picturebooks that invite audience involvement whether through voice or movement, are an increasingly dynamic storytelling tool" (p.10) in her article in the Children and Libraries journal. Pyrek also presents four types of participation stories that either encourage the listeners to move, to touch the book, to use their voice in a chant or song, or to respond to a question/make a guess (2014). Similar to Greene and Del Negro, Pyrek also offers storytelling resources. She provides the names of books that are examples of each type of participation story (2014). 

     In addition to these suggestions for story time programs, including picture books, participation stories, folktales, and fairy tales, I discovered two more wonderful programs that the Family Resource Center at John Hopkins All Children's Hospital in Florida provides to their patients. 

https://ictr.johnshopkins.edu/about/johns-hopkins-all-childrens-hospital-institute-for-clinical-and-translational-research/

I love the "Paws to Read" program where the hospital patients read to pet-therapy dogs. In addition to this amazing experience where the children get to interact with a precious doggie, they also receive a free book courtesy of a grant from Target (Haver, 2014). Another program that the Family Resource Center offers is titled "Art for All Kids @ the FRC". 

https://www.hopkinsmedicine.org/all-childrens-hospital/services/child-life/services

Not only the patients at the hospital but also their family members get to participate in some form of artistic activity led by professional artists in the community. Both of these programs engage and entertain the young hospital patients so that they can take their focus away from their illness, even if it is just for a little while (Haver, 2014). Although these programs take place within a library at a hospital, I believe that they can also be incorporated into programming at a school or public library. I think that the students or community patrons would really enjoy these programs and benefit from them as well. 

     I do realize that libraries offer many other programs aside from those I discussed above. To narrow down the scope of these programs and not be overwhelmed with all of the possibilities, I read how Barchas-Lichtenstein et al. (2020) identified seven primary outcomes of library programming. These primary outcomes are "to gain knowledge, learn skills, change attitudes, change behavior, gain awareness, have fun or new experiences, and... build stronger and healthier communities" (Barchas-Lichtenstein, 2020, p. 574). When I participate in my internship or afterward when I become a librarian, I believe that I can use these seven outcomes to guide my program planning by using backward design - starting with my intended outcome as the objective, then choosing materials for the program, developing the program sequence, etc. For my future endeavors in the library, I also intend to incorporate the marketing strategies that the Family Resource Center at Johns Hopkins All Children's Hospital uses to promote their amazing programs. Haver (2014) highlights the "thematic window display, adult and child-friendly flyers, hospital newsletter articles, and e-mail announcements" that the library staff utilizes in hopes of increasing program promotion and participation (p.215). Again, I do realize that these strategies are focused on programs found within the hospital's library, but I imagine I could incorporate them in a school or public library setting, too. Through reading the text and provided articles assigned by Professor Watson, I believe that I have a better understanding of library programming and no longer feel as frightened about it as I was before.

Nonfiction

     In this post, I am also going to focus on the genre of nonfiction. In our Storytelling course, we had to read five nonfiction books for part of last week's assignment and then update the Annotated Bibliography. Unlike my dread of reading poetry, I looked forward to finding nonfiction stories to share with students. I find that I enjoy nonfiction, especially true crime stories. Knowing that I probably should not introduce whodunnit tales to young children, I searched for quality nonfiction picture books to do a read aloud using the "31 Days, 31 Lists" from School Library Journal. I was so impressed with the five books I chose based on the amazing illustrations and wonderful information within the books! My favorite nonfiction book that I found is Banksy Graffitied Walls and Wasn't Sorry. by Fausto Gilberti. 

https://www.amazon.com/Banksy-Graffitied-Walls-Wasnt-Sorry/dp/183866260X/ref=sr_1_1?crid=3IHOLT4RM3GRF&keywords=banksy+graffiti+walls+and+wasn%27t+sorry+book&qid=1700251116&sprefix=banksy+graffitied+walls+and+wasn%27t+sorry+bo%2Caps%2C474&sr=8-1

Normally, when I think of storytelling or doing a read aloud, fairy tales and stories that include animals often come to mind. I had never really considered nonfiction books or historical accounts as an inspiration for storytelling, but I now know that way of thinking was a mistake. The nonfiction genre is not only interesting, but it is also educational. I would call that a win! I hope that you all have a great week!  Happy Thanksgiving!

References

Barchas-Lichtenstein, J., Norlander, R. J., Fraser, J., Fournier, M. D., Voiklis, J., Nock, K., & Danter, E. (2020). Categorizing library public programs. The Library Quarterly, 90(4), 565-579. https://doi.org/10.1086/710259

Greene, E. & Del Negro, J. M. (2010). Storytelling: Art and technique (4th ed.). Libraries United.

Haver, M. K. (2014). Books, children, dogs, artists: Library programs for the entire family. Medical Reference Services Quarterly, 33(2), 211-217. https://doi.org/10.1080/02763869.2014.897523

Pyrek, J. (2014). Participation palooza! Creating a festive storytime atmosphere with interactive books. Children and Libraries, 12(1), 10-12. https//:journals.ala.org/index.php/cal/article/view/32/7

Classic Literature Books I Have Read:

Van Allsburg, C. (2015). The polar express. Clarion Books.

Numeroff, L. (2015). If you give a mouse a cookie. HarperCollins.

 

Sendak, M. (2012). Where the wild things are. Harper Collins.

Slobodkina, E. (1987). Caps for sale. Harper Collins.

Johnson, C. (2015). Harold and the purple crayon. Harper Collins.

Leaf, M. (1936). The story of Ferdinand. Viking Books for Young Readers.