By Nell Coburn

“I want to know your top 10 best practices for storytime,” a colleague said to me a few months before I retired. “You’ve been in youth services four decades and you’ve long been a storytime trainer at Multnomah County Library (MCL). I bet you have some best practices I’ve never even thought of.”

This was an irresistible challenge, because it’s storytime that’s kept me in youth services for 40 years and storytime that I’ll miss most in retirement. Storytime is the premium service for children in public libraries across the country. For many youth librarians, it’s the most treasured part of our job. I’m sure my colleagues are aware of many storytime best practices, but I can suggest a few that might not be on everyone’s list.

I’ll start with something I’m passionate about: My longstanding belief that storytime is for children and adults. When I trained as a youth librarian in the 1970s in Prince George’s County, MD, storytime was a kids-only affair. As in most public libraries, parents and caregivers waited for their children outside the program room. A few of us encouraged them to join, but many librarians felt intimidated by the adult presence.

Back in those days, storytime was for three to five year olds. When we started offering programs for two year olds—and eventually, babies—we needed adults to accompany their children. It soon became obvious that everyone was benefiting from storytime. Now, most libraries make it clear that storytime is very much for children and their adults. I’ve underlined some key phrases from the MCL website’s description of storytime: “Parents learn how to foster early literacy skills to prepare their children for learning to read. Librarians answer questions about books and library services, and teach parents how to interest their children in books.”

How does that transfer into best practice? The Association for Library Service to Children (ALSC) and the Public Library Association (PLA) offer some effective techniques in their early literacy initiative, Every Child Ready to Read @your library, accessible online (everychildreadytoread.org). Since that venture began over a decade ago, MCL librarians have made it standard practice to make direct comments to adults during storytime.

Here’s an example: After sharing a book like Raffi and Nadine Bernard Westcott’s Down by the Bay (Crown) or Westcott’s The Lady with the Alligator Purse (Little, Brown, both 1988), a librarian might say: “Singing and rhyming help children learn that words are made up of different sound combinations. In songs, each syllable has a different note, so it’s easy to hear distinct sounds. Children who can do this are better able to sound out words when they are learning to read.”

Adults appreciate knowing that storytime materials and techniques are supported by research and boost early literacy skills. For many, this gives storytime more legitimacy and educational value.

Even more important than sharing such information with grown-ups is the ability to ensure active adult participation in storytime. The best storytimes are those during which adults are fully engaged—shaking out their wiggles, clapping, singing, dancing, and encouraging kids as they interact with the books.

This can be facilitated in multiple ways. I like to hang large-print copies of regularly used songs and rhymes on the wall, or have a collection stapled together in a take-home handout. It’s easier for grown-ups when the words are right in front of them. It helps storytime presenters, too: We don’t have to memorize all those songs! And a handout encourages parents and caregivers to share the songs and rhymes with their children later, further strengthening their early literacy skills.

Adult involvement has all sorts of positive outcomes beyond the educational ones. When grown-ups are engaged, we have fewer “adult behavior” challenges, such as chatting or cell phone use. This leads me to another best practice: Establish clear expectations for both adult and child storytime behavior. Effective instructions are positively worded and presented in simple, direct language. The focus should be on what storytime participants should do, rather than what they should not do.

Consider posting your expectations, briefly mentioning them at the beginning, or handing them out before a series of storytimes. For example, a clear, friendly statement may help adults realize that cell phone use during storytime is not appropriate. Here’s one to try: “Adults: Please help me make this storytime a good experience for all by turning off your phone, or putting it on vibrate. If you must accept a call during storytime, please step outside the room to do so.”

Help young parents understand that it’s best to take their child out of the room if he or she is disruptive, and that they are welcome back when the child is ready. According to MCL staff, this instruction is especially appreciated by immigrant parents with no storytime experience who may not know how they and their children should behave.

Likewise, a brief, straightforward statement can inform adults that we don’t expect their two year old to behave like a five year old: “Welcome! This is a storytime designed for two year olds, so please know that it will look different from some other storytimes you may have attended. Two year olds need to move, so we plan lots of movement activities and we don’t mind when they get up and roam around the room during the stories, as long as they don’t hurt themselves or disturb others.”

Adults who are actively involved and understand the educational value of storytime may be less likely to be chronically late. Of course, nothing is predictable where young children are involved, and there will be occasions when traffic, a child meltdown, or some minor home crisis will result in latecomers. The best practice here, I believe, is to welcome all attendees warmly and make them feel comfortable. Recently I observed a Spanish-language storytime during which families trickled in from 10 to 10:30 a.m. Everyone seemed fine with that, and the newcomers slipped into the group seamlessly. Spanish-speaking staff say that a relaxed regard for time is culturally appropriate, another factor to consider in our approach to latecomers.

I’ve always felt that one of storytime’s main purposes is to introduce children and grown-ups to the riches of the library’s collections. Adults often need a nudge in the direction of poetry and the fine information books available to children. To encourage them in these areas, I believe we should make it a point to feature poetry and nonfiction books in storytime.

Here are some suggestions. Byron Barton’s Building a House (Greenwillow, 1981) and Joy Cowley and Nic Bishop’s Red-Eyed Tree Frog (Scholastic, 1999) are fascinating and well-paced for storytime reading. A poetry book I’ve used again and again is Jack Prelutsky and Marc Brown’s Read-Aloud Rhymes for the Very Young (Knopf, 1986), a gem containing a great selection of poems to match with picture books. The collection includes an assortment of poems about mud, puppies, and other ordinary things that delight small children and connect storytime to their immediate world. Try pairing Lillian Schulz’s “Fuzzy Wuzzy, Creepy Crawly” caterpillar rhyme with Eric Carle’s book The Very Hungry Caterpillar (Philomel, 1969). The short poem nicely reinforces Carle’s simple science lesson.

If I have one pet peeve, it’s people who come for storytime and leave immediately after. In MCL storytime training, we encourage staff to invite participants to explore the collection and “find something wonderful to take home!” We also urge storytime presenters to accompany families to the shelves and offer assistance. Staff should not be expected to return to a public service desk right after their program. They can make themselves most useful by roaming the shelves with the participants they’ve just put under the storytime spell.

Often, adults like to linger and socialize after storytime. If you find that they aren’t also visiting the collection, set up a small selection of enticing materials in the program area. Encourage everyone to browse. You may even wind up doing quick booktalks about materials you’re encouraging families to check out. Include some cool materials for adults—a new cookbook, seasonal craft books, gardening books, magazines, or DVDs.

How do we stay fresh when we do storytimes week after week, year after year? We need to look for opportunities to continue our education in storytime techniques. Even after 40 years, I love learning new rhymes and songs from colleagues. I love seeing how someone else approaches a title and discovering which new titles work well for them. The best way to grow our storytime skills is through observation, an important part of new staff training at MCL. Veteran staff benefit from observation as well: We should all get out of our own libraries and observe our colleagues elsewhere several times a year. Managers can support this practice by incorporating it into yearly staff performance appraisals.

MCL youth librarians also enhance their skills through a practice called “storytime highlights.” During several monthly youth services meetings, a few librarians share a favorite song, rhyme, puppet story, or activity. They also meet periodically for “circle of practice” sessions before the meeting. Each session focuses on supporting skills in a specific area, such as toddler time, family storytime, or songs and rhymes for babies.

I’ll close with one of my strongest beliefs about storytime. Perhaps it’s more of a “best concept” than a best practice, but it affects everything else we do. This is something I learned from the wise Marjie Crammer, who for decades headed the children’s department at the New Carrollton (MD) Library. Marjie would tell her staff: “Storytime is not about you; it’s about the children.”

Over the years, I’ve adjusted that a bit: “Storytime is not a performance; it’s an interactive experience between you and the people in front of you on any particular day.” Staff attending MCL storytime training say this is what they remember most. It takes the pressure off and keeps the focus on the children. Come to think of it, let’s move that to best practice number one. I don’t doubt it will hold for another 40 years.

Nell Colburn served as a children’s librarian for over 40 years at Multnomah County Library in Portland, OR, and at public libraries in Maryland, Virginia, New York, and Washington. She is the 2013 recipient of the Oregon Library Association’s Eveyln Sibley Lampman Award for significant contributions in library service to the children of Oregon. She also cowrote SLJ’s “First Steps” column with Renea Arnold from 2004-2012.

Send your pictures of the week to sdiaz@mediasourceinc.com

On June 24, the National Museum of Mathematics in New York City kicked off its first annual National Pajama Party Week with the book launch of Bedtime Math: A Fun Excuse to Stay Up Late (Fiewel and Friends) by Laura Overdeck, author and founder of the Bedtime Math nonprofit, an organization whose mission is to make nightly the math problem as common as the bedtime story. The event included math focused games for families and a book giveaway and signing by the author.

Bedtime Math author Laura Overdeck signs books for awaiting fans. Photos courtesy of Bedtime Math

Families read and worked together to solve math games.

Tales of the Heart

BURKS, James. Bird & Squirrel on the Run! illus. by author. Scholastic/Graphix. 2012. pap. $8.99. ISBN 978-0-545-31283-7.
Gr 2-6–Stalked by a ferocious feline, two critters with polar-opposite personalities–carefree Bird and scared-of-everything Squirrel–flee together south toward safety, and their hair-raising, humor-filled, save-each-other’s-skin adventures gradually transform an uneasy alliance into deep-felt friendship. Burks’s graphic novel sparkles with crisp color artwork, quip-cracking dialogue, and plenty of heart.

BUZZEO, Toni. One Cool Friend. illus. by David Small. Dial. 2012. RTE $16.99. ISBN 978-0-8037-3413-5.
PreS-Gr 3–A “very proper” tuxedo-wearing boy discovers a kindred spirit at the penguin display at the aquarium, pops the critter into his backpack, and goes about making Magellan feel at home, all under the large-size nose of his seemingly oblivious father. A hoot, with perfect comic interplay between the wryly straight-faced storytelling and supple-lined artwork.

CRUMMEL, Susan Stevens & Dorothy Donohue. City Dog, Country Dog. illus. by Dorothy Donohue. Marshall Cavendish. 2004. RTE $16.95. ISBN 978-2-223-42222-7; pap. $7.99. ISBN 978-0-7614-5538-7.
K-Gr 4–After meeting at art school in France, best pals Henri T. Lapooch and Vincent van Dog must surmount discordant personalities and preferences to find common ground. Filled with clever references to the canine characters’ true-life inspirations (Toulouse-Lautrec and van Gogh), this Aesop-based story blithely blends upbeat text, vibrant collage artwork, and a resounding moral (“Vive la difference!”). Audio version available from Spoken Arts Media.

DICAMILLO, Kate & Alison McGhee. Bink & Gollie. illus. by Tony Fucile. Candlewick. 2010. RTE $15.99. ISBN 978-0-7636-3266-3; pap. $6.99. ISBN 978-0-7636-5954-7.
Gr 1-3–Two girls–one tiny, tousled, and puckish; the other tall, tidy, and coolly self-possessed; both delightfully quirky and headstrong–embark on three hilarious adventures that showcase their differences while celebrating the special bond they share. Droll dialogue, splattered-with-color cartoons, and perfect comic timing add up to a whole lot of fun. The zany escapades continue in Bink & Gollie, Two for One (Candlewick, 2012). DVD and audio version available from Weston Woods.

ESBAUM, Jill. Tom’s Tweet. illus. by Dan Santat. Knopf. 2011. Tr $16.99. ISBN 978-0-375-85171-1; PLB $19.99. ISBN 978-0-375-95171-8; ebook $8.99. ISBN 978-0-375-98472-3.
K-Gr 2–Coming across a fallen-out-of-the-nest baby bird, a scruffy stray cat exclaims, “Hello, breakfast,” but “Dadburn it!,” the quivering tot is just too skinny to consume, and “Consarn it!,” too helpless to leave on its own. In this riotous read-aloud, rousing rhymes and rambunctious caricature-style cartoons describe how Tom goes from chompers-ready predator to tweety-cuddling chum.

GORBACHEV, Valeri. How to Be Friends with a Dragon. illus. by author. Albert Whitman. 2012. Tr $16.99. ISBN 978-0-8075-3432-8.
PreS-Gr 2–Simon loves everything about dragons, and while listening to his older sister expound upon the basics of befriending these beasts (from “be nice” to wear your seatbelt if he takes you flying), the boy envisions imagination-soaring interactions with a smiling green-scaled companion. Engaging narrative and airy artwork gracefully balance realism with fantasy, humor with gentle affection.

GREY, Mini. The Adventures of the Dish and the Spoon. illus. by author. Knopf. 2006. Tr $16.95. ISBN 978-0-375-83691-6.
Gr 1-4–The nursery-rhyme twosome runs away to 1920s New York City, where they find fame as vaudeville stars, turn to crime after going broke, and are tragically separated after an unsuccessful heist. However, true love withstands the vagaries of fate, resulting in a joyful reunion years later. Colorful collages and snappy narrative shine with playful details and invigorating élan.

HOWE, James. Otter and Odder: A Love Story. illus. by Chris Raschka. Candlewick. 2012. RTE $14. ISBN 978-0-7636-4174-0.
Gr 1-3–Gazing into the “round, sweet, glistening eyes” of his soon-to-be dinner, Otter finds himself falling for his food source, Myrtle the fish. Can this star-crossed, cross-species couple overcome wagging tongues and innate predator-prey instincts to find their happy-ever-after ending? The lyrical narrative and childlike artwork convey wise truths about following one’s heart and cherishing love.

KOSTECKI-SHAW, Jenny Sue. Same, Same but Different. illus. by author. Holt/Christy Ottaviano. 2011. Tr $16.99. ISBN 978-0-8050-8946-2; ebook $9.99. ISBN 978-1-4668-1116-4.
K-Gr 2–When pen pals Elliot and Kailash begin to exchange drawings and letters, they discover that even though they live in two different countries–America and India–they have much in common. Jewel-toned mixed-media illustrations dynamically depict details of both worlds, encouraging readers to identify aspects unique to each culture while appreciating the universality of shared interests and affection.

LANGSTAFF, John, retel. Frog Went A-Courtin’. illus by Feodor Rojankovsky. Harcourt. 1955. Tr $17. ISBN 978-0-15-230214-6; pap. $7. ISBN 978-0-15-633900-1.
PreS-Gr 4–An amphibian dandy gallantly woos the lovely Mistress Mouse, wedding preparations are made, and the couple celebrates with animal and insect guests until a pouncing cat brings an end to the festivities and prompts an early honeymoon departure. This sprightly retelling of a folk song harmonizes toe-tapping couplets with spellbinding homespun artwork. Audio version available from Weston Woods.

LEAR, Edward. The Owl and the Pussycat. illus. by Jan Brett. Putnam. 1991. Tr $17.99. ISBN 978-0-399-21925-2; pap. $6.99. ISBN 978-0-698-11367-1.
PreS-Gr 4–Lear’s whimsical poem about two seemingly mismatched lovers unfurls against a lush-hued, lavishly imagined Caribbean setting. Mingling detailed realism with fanciful charm, the sun-shimmering paintings depict the tender courtship between dashing fowl and dainty feline aboard their “pea-green boat,” while another romance–a tale of two tropical fish separated and reunited–plays out beneath the ocean’s surface.

MILLER, Bobbi, retel. Miss Sally Ann and the Panther. illus. by Megan Lloyd. Holiday House. 2012. RTE $16.95. ISBN 978-0-8234-1833-6.
K-Gr 3–When the feted American folk heroine meets a mean-as-tarnation varmint in the woods, a tree-felling, gorge-clawing, Milky Way-curdling brawl ensues, a “conbobberation” that lasts until both combatants prove their mettle, smile at one another, and become “great and glorious friends.” A rip-roaring tall tale with tongue-tingling language and bold-as-brass artwork.

PINKWATER, Daniel. Bear in Love. illus. by Will Hillenbrand. Candlewick. 2012. RTE $15.99. ISBN 978-0-7636-4569-4.
PreS–Someone has been leaving tasty treats for Bear, causing him to sing jubilant songs and to leave his own sweet offerings. Kindness adds to kindness until the two finally meet–it’s a shy bunny–to share their mutual enthusiasm for food, music, and one another. This charmer soars with scrumptious storytelling and sweet-as-pie paintings.

RICHARDSON, Justin & Peter Parnell. And Tango Makes Three. illus. by Henry Cole. S & S. 2005. Tr $16.99. ISBN 978-0-6898-7845-9; ebook $12.99. ISBN 978-1-4424-2410-4.
PreS-Gr 3–Two male penguins forge an enduring bond, construct a nest, and start a family by caring for an abandoned egg. Set in New York City’s Central Park Zoo and based on a true story, this tale pairs enchanting sherbet-hued watercolors and fine-tuned text to speak volumes about the importance of tolerance and the power of love.

RUNTON, Andy. Bright Lights and Starry Nights. illus. by author. (Owly & Wormy Series). S & S/Atheneum. 2012. Tr $15.99. ISBN 978-1-4169-5775-1; ebook $12.99. ISBN 978-1-4424-5439-2.
K-Gr 3–Two unlikely besties embark on a star-gazing camping trip marked by mishaps that test their verve and their nerve before finally catching sight of an awe-inspiring vista and winning a few new pals. Starring an amiable round-eyed owl and a spunky comma-shaped worm, this wordless sequel to Friends All Aflutter! (Atheneum, 2011) conveys events and emotions with ebullient drenched-in-dusky-hues cartoons and pictograph thought bubbles.

SAUER, Tammi. Nugget & Fang: Friends Forever or Snack Time? illus. by Michael Slack. Houghton Harcourt. Apr. 2013. Tr $16.99. ISBN 978-0-547-85285-0.
PreS-Gr 2–Nugget and Fang are boon companions until Nugget swims off to school and is taught that minnows can’t be buddies with sharks (as per the food chain). They part ways, but when Nugget’s life is endangered, faithful Fang gets the chance to prove his affection. Tongue-in-gill text and buoyant deep-water-hued cartoons send a heartfelt message about friendship.

STEAD, Philip C. A Home for Bird. illus. by author. Roaring Brook/Neal Porter. 2012. Tr $16.99. ISBN 978-1-59643-711-1.
PreS-Gr 4–While out foraging for “interesting things,” a toad instead finds a friend (an illustration shows the wooden-looking bird falling off a cuckoo clock on a passing-by pickup). Worried that his pal’s stony silence is symptomatic of homesickness, Vernon takes Bird on a daring quest to locate his abode. Deadpan text and effervescent artwork relate a smile-inducing tale of altruism and empathy. Audio version available from Recorded Books.

STEIG, William. Amos & Boris. illus. by author. Farrar. 1971. Tr $17.99. ISBN 978-0-374-30227-6; pap. $7.99. ISBN 978-0-312-53566-7.
K-Gr 5–While sailing the high seas, a venturesome mouse falls overboard and is rescued by an affable whale. Despite vast disparities in size and stomping grounds, the two mammals forge a friendship that resurfaces years later when Boris ends up in dire need of Amos’s assistance. Lighthearted watercolors and an eloquent narrative create a wise, witty, and wonder-filled tale.

WEEKS, Sarah. Woof: A Love Story. illus. by Holly Berry. HarperCollins/Laura Geringer. 2009. Tr $16.99. ISBN 978-0-06-025007-2.
K-Gr 2–Smitten by a pretty white cat with sparkling green eyes, a dog tries to articulate his feelings to her, but his “woofs” and “grrrs” only send her scampering up a tree…until he digs up a “shiny brass [trom]bone,” trumpets his emotions with passionate gusto, and wins her heart. A read-aloud romp with breezy rhymes and exuberant collage artwork.

WILLEMS, Mo. City Dog, Country Frog. illus. by Jon J. Muth. Hyperion/Disney. 2010. RTE $17.99. ISBN 978-1-4231-0300-4.
PreS-Gr 2–On a glorious spring day, a tail-wagging pooch meets a smiling amphibian and amity blossoms. Through the seasons, City Dog returns to frolic and reminisce with his pal. When winter’s visit finds Country Frog no longer there, spring’s return brings the comfort of remembrance and a new companion. Spare text and touched-with-light watercolors create an uplifting ode to friendship.

Easy Readers, Endearing Friendships

BELL, Cece. Rabbit & Robot: The Sleepover. illus. by author. Candlewick. 2012. Tr $14.99. ISBN 978-0-7636-5475-7.
K-Gr 2–When the evening doesn’t go as planned, single-minded Rabbit overreacts, but logical Robot remains unruffled and demonstrates how to roll with the punches, until he runs out of steam and Rabbit comes to the rescue. Funny situations, nuts-and-bolts visual high jinx, and a satisfying meeting-of-minds resolution leave readers rolling with laughter.

HOWE, James. Houndsley and Catina: Plink and Plunk. illus. by Marie-Louise Gay. Candlewick. 2009. Tr $15.99. ISBN 978-0-7636-3385-1; pap. $3.99. ISBN 978-0-7636-6640-8.
K-Gr 2–Though best friends, a floppy-eared dog and snowy-furred cat have dissimilar interests–he likes canoeing while she likes bicycling. After a few frustrating outings, they discover that they must help one another overcome fears in order to share these favorite pastimes. Part of a charmingly illustrated and invitingly told series featuring two winsome characters.

LOBEL, Arnold. Frog and Toad Are Friends. illus. by author. HarperCollins. 1970. Tr $16.99. ISBN 978-0-06-023957-2; pap. $3.99. ISBN 978-0-06-444020-2; ebook $4.99. ISBN 978-0-06-197410-6.
K-Gr 3–Frog is outgoing and spontaneous while Toad is more staid and set in his ways, but these companions share a tried-and-true friendship filled with heartwarming empathy and a genuine appreciation for one another’s foibles and fortitudes. The first in a series of grin-making adventures, told with accessible language, packed-with-personality artwork, and everlasting child appeal. Audio version available from HarperFestival.

WEEKS, Sarah. Mac and Cheese and the Perfect Plan. illus. by Jane Manning. HarperCollins. 2012. Tr $16.99. ISBN 978-0-06-117082-9; pap. $3.99. ISBN 987-0-06-117084-3.
K-Gr 2–In this second adventure about two feline friends, happy-go-lucky Mac is determined to get curmudgeonly Cheese out of the alley and off to the seashore, but when Cheese’s hemming and hawing causes them to miss the bus, he grudgingly finds a way to placate Mac and make some fun. Rhyme-filled text and comical artwork shine with humor and affection.

WILLEMS, Mo. Let’s Go for a Drive! illus. by author. (Elephant and Piggie Series). Hyperion. 2012. RTE $8.99. ISBN 978-142316482-1.
K-Gr 2–Meticulous-minded Gerald the elephant formulates a plan for the perfect road trip, sending ever-peppy Piggie scrambling to gather supplies. When one small detail (they don’t have a car) derails the undertaking—as well as Gerald–Piggie cheerfully comes up with a new plan. Kinetic cartoons, zesty text, and an unforgettable friendship combine in this laugh-out-loud addition to a never-miss series.

True Tales

BUCKLEY, Carol. Tarra & Bella: The Elephant and Dog Who Became Best Friends. photos by author. Putnam. 2009. RTE $16.99. ISBN 978-0-399-25443-7.
K-Gr 5–After years in the entertainment industry, Tarra retired to Tennessee’s Elephant Sanctuary but never paired off with a pachyderm pal like the other inhabitants. Surprisingly, the role of BFF was filled by a feisty stray dog. Crystal-clear photos and straightforward text describe how the two unlikely but devoted companions romp and play, communicate, and look after one another.

HATKOFF, Isabella, Craig Hatkoff, & Paula Kahumbu. Owen & Mzee: The True Story of a Remarkable Friendship. photos by Peter Greste. Scholastic. 2006. Tr $16.99. ISBN 978-0-439-82973-1.
K-Gr 5–Stranded on a coral reef by a 2004 tsunami, a baby hippopotamus was rescued, transported to an animal sanctuary in Kenya, and placed in an enclosure occupied by a 130-year-old tortoise. The long-lasting bond that ensued has amazed scientists and inspired many. Engaging close-up images and compelling text relate events with clarity and an emphasis on hope. The story continues in Owen & Mzee: The Language of Friendship (Scholastic, 2007).

JURMAIN, Susan Tripp. Worst of Friends: Thomas Jefferson, John Adams, and the True Story of an American Feud. illus. by Larry Day. Dutton. 2011. Tr $16.99. ISBN 978-0-525-47903-1.
Gr 2-5–As different as “pickles and ice cream,” tall, shy Thomas and short, loquacious John were the best of friends, working together to shape their newly born nation, until a passionate disagreement about presidential powers caused a political and personal rift that only time–and true affection–could overcome. Vivacious text and witty pencil-and-watercolor artwork blend historical detail with winning humor. Audio version available from Recorded Books.

LARSON, Kirby & Mary Nethery. Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival. illus. by Jean Cassels. Walker. 2008. Tr $16.99. ISBN 978-0-8027-9754-4; PLB $17.89. ISBN 978-0-8027-9755-1.
K-Gr 3–Left homeless by the devastating storm, a dog and a cat–dubbed Bobbi and Bob Cat for their bobbed tails–wandered the streets of New Orleans for months, surviving only by sticking together, until they were finally rescued by animal shelter volunteers. Simple narrative and soft-toned realistic paintings tell a stirring tale of companionship. DVD available from Nutmeg Media.

THIMMESH, Catherine. Friends. Houghton Harcourt. 2011. Tr $16.99. ISBN 978-0-547-39010-9; ebook $16.99. ISBN 978-0-547-76921-9.
K-Gr 2–Strikingly photographed instances of remarkable animal amity–an elderly orangutan cuddling with a cat, a lion cub and piglet snuggled up and snoozing, a polar bear romping with a sled dog–are paired with simple rhyming verses that elucidate the wonders of friendship (prose paragraphs provide background information). This audience-grabber will inspire discussion along with “oohs” and “awws.”

A young patron with an iPad at Darien (CT) Library. Photo courtesy of Gretchen Caserotti.

A recent storytime at the Watertown (MA) Free Public Library began, as usual, with a song, followed by a “stand up, sit down” exercise to help the kids settle in. Children read from Don and Audrey Wood’s iconic picture book The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear (Child’s Play, 1990). But then came a digital twist.

Emily Miranda, Watertown’s supervisor of children’s services, passed out 15 iPads. Parents and children huddled close and opened The Three Little Pigs (Nosy Crow), an interactive, musical app, which allows children to physically participate in the story. “The characters have these fantastic British accents,” says Miranda. “It’s really fun to watch the kids blowing their houses down. Their snot’s going everywhere and it’s great!”

Watertown’s experiment with “digital storytime” is part of a larger, nationwide shift toward using apps in children’s library programs for education, entertainment, and involving parents in the learning process. Miranda says that apps such as Mo Willems’s Don’t Let the Pigeon Run This App! (Disney) offer levels of complexity that work for different age groups. They’re also very useful, she says, for “new-to-English families who need to teach their children.”

At Darien (CT) Library, early literacy iPad kits—which include a tablet with preloaded apps and a media literacy kit—are available for checkout. Getting good apps into kids’ hands is the biggest problem for parents and developers alike, says Gretchen Caserotti, Darien’s assistant director for public services, and that’s where libraries could help.

Meanwhile, Kathy Kleckner, a children’s librarian for Dakota County (MN) Libraries, is skeptical. She says that relying on apps for storytelling dilutes the key ingredient in a child’s development: human interaction. Kleckner adds that the benefits—and possible risks—of using apps are not yet well known. “My main concern is the vulnerabilities as [children’s] brains develop,” she says, citing research conducted by Dimitri Christakis, a child development expert at Seattle Children’s Hospital, on the harmful cognitive effects of screen time for kids under five years old. There is also concern about the potential misuse of information collected by the apps, says Judy Nelson, a librarian in the Pierce County Library System in Tacoma, WA.

Dakota County and Pierce County haven’t yet integrated apps into their children’s library programs, partly due to lack of parent interest, Kleckner says. “Truthfully I’ve never been asked about an app—how to use one, what are the good ones. They ask me, ‘what are the good books?’”

But advocates and dissenters alike agreed that apps are here to stay. Nelson says her library will begin curating a list of reputable and age-appropriate apps by 2013. “Whether we like it or not, that genie’s out of the bottle, so we have to manage it effectively,” she says.

Meanwhile, Darien plans to mount iPads in different sections of the children’s library, with apps that correspond to each section. A real impetus here is the Common Core standards. “This notion of informational content will spur a lot more excitement about apps such as NatGeo,” says Caserotti.

At Watertown, which has received an IMLS Science Is Everywhere grant, “the iPads can be useful for a project in which children dissect owl pellets, says Miranda. “iPads can help with finding information. I don’t how many ounces of food an owl needs!”

Photo courtesy of Jupiterimages

Imagine that while interviewing for a library job you’re asked, “What would storytime specifically for African-American families look like to you?” That’s what happened to Kirby McCurtis. “I thought it was an especially interesting and challenging question,” says Kirby, who aced the interview and is now Multnomah County Library’s (MCL) newest African-American librarian. “It stayed with me even after the second interview. Now that I am working here, I have the opportunity to answer it every Saturday. It’s very exciting!”

A couple of years ago, our library received an LSTA grant to explore strategies to attract and better serve African-American families. Naturally, we relied on the local black community to lead the way. Focus groups with parents and interviews with key leaders revealed a desire for more books and services that would highlight the richness of African-American culture and experiences. One specific recommendation was to develop and promote an explicitly black-culture-focused storytime to help families feel welcome at the library.

At first, the idea of offering a storytime specifically for African-American children seemed regressive. But why? We know that every child needs to feel that his culture is respected and valued. In fact, 15 years ago, when the National Association for the Education of Young Children revised its guidelines for effective teaching and learning practices, it included a child’s cultural identity in the mix. We also hoped that offering a black storytime would foster children’s knowledge and pride in their cultural identity and demonstrate that MCL holds African-American culture in high regard.

Black storytime is a natural extension of some of the tailored storytimes we already offer in English, Spanish, Russian, Vietnamese, and Chinese. Kirby agrees: “I view this storytime no differently than a non-English language storytime. I know ‘black’ is not a language, but the African Diaspora is too vast to have just one language, so instead, we are being all inclusive by organizing the storytime around the black experience in America. And, of course, black storytimes are open to all.”

Kirby is a recent transplant to Portland, OR, so she was unsure what kind of reception the new storytime would receive. “The reactions have been mixed,” she says, “but the biggest surprises for me were the questions from MCL staff: “Why have a storytime just for African-American kids? And, why is it called black storytime?” This surprises me because we are all in the business of literacy, and the difference in literacy rates between black and white youth in America is no secret. How can an effort to improve and support black children’s literacy be viewed as a bad thing?

The name “black storytime” troubled a few patrons, too. “We bounced around a few different names but they were unnecessarily complex and confusing,” explains Kirby. “Calling it ‘black storytime’ is simple and straightforward. It speaks to the people we want to bring into the library, and it is inclusive to all people who are black, not just African Americans.”

How’s the new program doing? It’s “off to a rousing start,” shares Kirby. “We have consistent attendance of 18 to 20 kids each week, including nonblack families, and all seem to be having a great time, no matter what race they are. I am very deliberate about the book selection, introducing families to stories that appeal and speak to the black experience. If kids see characters that look like themselves, I hope they will be more encouraged to read and explore books with the adults in their lives.” Kirby focuses on other aspects of African-American culture too, such as its music, strong oral tradition, and the respect shown to elders.

“At the end of each storytime, parents thank me for the great program,” she says. “I want them to see the library as a community space and resource, so I take a few minutes to ask what else they would like to see at the library. Black storytime is just our launch pad for other programming and services to the black community at MCL.” Kirby concludes, “I feel hopeful about our efforts to reach the black community, because I’ve seen already that the kids are excited to come to the library on Saturdays!”

Wall documents her program in a guest post on SLJ’s app review blog Touch and Go:

It’s my supervisor’s fault. Really. She purchased an iPad, downloaded The Fantastic Flying Books of Morris Lessmore, and brought the tablet to work. When I saw those Flying Books swirling around the screen, ideas began twirling around my mind. If I was amazed—and delighted—by the app’s interactivity, how would children react?

I owned an iPhone and had purchased apps, but I’d never considered designing a program around this software until I viewed an app on the iPad. Now that was totally different experience. Tapping money designated for “something special” and funds from a technology endowment, I purchased a number of iPads. My first program incorporating tablets was a story time for one- and two-year-olds and their caregivers. I called it eBabies.

That pilot class taught me a few things; most importantly, that one-year-olds lacked the attention span for this type of program. I also learned that the silly, high-energy songs I love to incorporate in a traditional story time setting did not set the right tone for an iPad session.

Continue reading…

Photograph by Gustavo Devito

When she reads on the second page, “Owl Mother was GONE,” all eyes turn toward the book. The owls’ faces may not show much in the way of feelings, but a baby bird’s plea of “I want my mommy!” conveys an emotion that toddlers can easily relate to. “Oh, my. I wonder where Owl Mother went,” says Janie. “Why did she fly away? Do you think she’ll come back?”

Like you, we use many techniques to help children understand a story. One of the most powerful methods is thinking out loud while reading. Thinking out loud—in this case, talking about the owls’ emotions, actions, and motives—encourages children to think about the story.

“Reading is thinking” is a central principle for Stephanie Harvey and Anne Goudvis, the authors of Strategies That Work: Teaching Comprehension for Understanding and Engagement (Stenhouse, 2007), who work mainly with primary and middle school readers and teachers. They’ve created a toolkit to help educators construct active learning environments that are aimed at boosting children’s reading comprehension.

To learn how libraries can help children think about a story, interact with its text, and, thus, build comprehension skills during storytime, we talked to Barbara Steinberg, a reading specialist here in Oregon. Steinberg believes that when we think out loud in storytime, we are encouraging children to model the same strategies that good readers use, such as predicting events and summarizing. She explained that good readers connect what they know from their own life experiences with what they’re reading. Good readers also constantly ask themselves questions while they read, such as “Why did he say that?” or “Is this important to the story?”

In storytime we ask children the same types of questions that efficient readers might ask themselves. Most of us use these strategies without even being aware of it, but when we think out loud, we are teaching children how to do it, too.

While thinking out loud is a technique frequently used to help students in the elementary grades, reading researchers Lea McGee and Judith Schickendanz have adapted this method for much younger children. Their approach is called repeated interactive read-alouds. How does it work? A storybook is read three times in slightly different ways in order to increase children’s engagement with the text. In the first reading, children are introduced to the story. In the second, they’re encouraged to get to know the characters and their challenges more deeply. And in the final reading, young listeners are invited to pinpoint the characters’ problems and to respond to analytical questions such as, “Who remembers what will happen next?” (To learn more, see “Repeated Interactive Read-Alouds in Preschool and Kindergarten” in the May 2007 issue of The Reading Teacher.) The main idea is to create an active learning environment that promotes interaction with the text and thinking for children of all ages.

When Janie finishes the story, she asks, “When their mother came back, why did the owls bounce on the branch?” One thoughtful toddler says, “I would jump on the branch, too.” Janie gently probes, “Why would you jump up and down?” and the toddler replies, “Because I would be happy, too!”

Successful readers need to do two things well. They need to learn the code and, most importantly, they need to understand its meaning. Librarians like Janie help children clear those hurdles with room to spare.