Language of the Heart Storytimes

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Language of the Heart Storytimes
Dana Bjerke, HCL Bernie Farrell, HCL
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• Recent Staff Presentations
• Public Library Association, March 27, 2008
• Supporting Early English Language Learners
  Lillian Duran, PhD, Minnesota State University,
  presenterPresentation (PPS - 9.4MB)
• Language of the Heart _at_ Your Library Dana
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  Storytime(DOC - 308KB)Best Practices for a
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  Storytime Guidelines (PDF - 87KB)Resource List
  (DOC - 15KB)

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Be an innovator in your community!

• The library is uniquely positioned to assist
  families with preparing their children for
  school, emphasizing the importance of home
  languagein early literacy development.
• Take advantage of the possibilities!

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What is the role of storytime?

• Demonstrate to parents and caregivers how to
  effectively share language with their children.
• Support families as they help their children with
  early reading success through home language
  usage.

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Six steps to a successful storytime!
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Step 1 Know your neighborhood

• Find organizations, however informal
• Meet community leaders

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Step 2 Finding a partner

• Find the program leader, someone who is a native
  speaker, either paid or a dedicated volunteer.

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Step 2 Finding a partner

• The librarian works closely with the community
  partner to train them in early literacy
  development, including the importance of native
  language programs.
• The librarian is the expert on early literacy,
  storytime procedures, and resources available.
• The community partner is the expert in the way
  language is shared with young children in that
  culture.

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Step 3 Preparing for storytime

• Start small
• Leave your comfort zone
• Plan and practice with your community partner

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Step 3 Preparing for storytime

• In many cultures, reading is not done for fun,
  but more for gathering information. Use
  nonfiction books as part of the storytime.
  Explain the fun component of storytime.
• For some families, libraries were either
  non-existent or a resource for academic use only.
  Families may not be familiar with the public
  library concept and services, especially
  services for young children.

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Step 4 Introducing the storytime

• Give clear guidelines about how the storytime is
  set up and the goals.
• Include culturally traditional stories or songs,
  not just translations.

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Step 4 Introducing the storytime
Parents and caregivers may need to be encouraged
to participate and need an explanation about why
their participation is so important.
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Step 5 Doing the storytime

• NATIVE LANGUAGE AUDIENCE Entire story, dialogue,
  and follow-up activities will be presented by the
  native-speaking partner in the target language,
  including early literacy tips.
• The librarian may use some English to welcome
  families, introduce storytime, describe library
  resources or events and to coach the
  native-speaking partner.
• Special efforts should be made to thoroughly
  explain library services and resources, for both
  adults and children.

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Step 5 Doing the storytime

• IMMERSION AUDIENCE Librarian will lead the
  discussion, and the native-speaking partner will
  read the stories and lead songs and other
  activities.
• Dual language education indicates that children
  learn two languages best when they are kept
  separate.
• Read book entirely in target language and then
  discuss book in English.
• In a sentence or two, introduce the book in
  English. Then have the native-speaking partner
  read the book entirely in target language.

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Step 5 Doing the storytime

• Use books with more literal themes
• Themed storytimes may work well for highlighting
  new vocabulary words and allowing families to
  continue conversations at home.

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Step 6 Come back soon