Take the Survey! Young Children, New Media and Libraries 2018

Have you taken the Young Children, New Media and Libraries 2018 Survey yet? If not, you have until August 31 to share your thoughts about, and experiences with, new media in your library work with young children.

Using a short video about Empreror Penguins in Preschool Storytime

Who should take the survey?

Someone from each library who is able to answer questions regarding your library’s use of new media with young children. That person may be a children’s librarian, manager, director, or other staff member. The information you provide will be kept confidential and no identifiable information will be used in published findings.

What is new media?

New media is defined in the survey as: tablets (including iPads, Nabi, LeapPad), combination eReader/tablet (e.g., Kindle Fire), digital recording device (digital camera, Flip Video, GoPro), MP3 players, Projectors, AWE or Hatch stations, tangible tech (e.g., Makey Makeys, Osmo, Squishy Circuits), programmable tech (e.g., Beebots, Code-a-pillar, Cubetto), and computers of any kind.

Why should you take the survey?

Libraries continue to be at the cutting edge of incorporating different kinds of new media devices into their branches and programming, and we are examining the changing map of this landscape across the United States. We want to hear how you share technology with young children and their caregivers, your attitudes about that, and any evaluation you do of new media for young children and their caregivers. Your input will be useful for guiding future research and professional development.

Who is behind the survey?

Dr. Katie Campana (Kent State University), Liz Mills (University of Washington), Dr. Marianne Martens (Kent State University) and I are conducting the survey in partnership with the ALA’s Association for Library Service to Children.

You can find out more about the 2014 findings, and find a link to the current survey, here. 2018 survey findings will be shared widely.

Computational Thinking in Storytime with Robots

I’ve been reading and thinking A LOT about computational thinking (CT) and coding this Winter as part of my work on the Libraries Ready to Code initiative. And by A LOT, I mean A LOT, A LOT. Needless to say, that thinking has not stayed put in my coding programs for older kids and teens, like  <HPLCode>, or in the Maker Club. It has spilled over into every aspect of my work at the library, including storytime.

Storytime has always been about supporting early literacy (EL) and learning. What is so cool about computational Flyer which explains computational thinkingthinking is that it aligns so nicely with so much of what we already do at the library, even in storytime. Every time I mention CT or coding in either storytime or a family program, a grown-up speaks up and makes the connection, on their own, between traditional literacy and code or computational thinking. “Making a program (by connecting blocks of code) is like building a sentence,” for example.

The Plan

5 minutes: As families entered, I asked them to “get ready for storytime”. For regulars, this meant following a procedure they knew. For new families I broke down the “get ready for storytime” into: take off your shoes if you want to (ok at our library because of the snow, mud, etc. that is outside), hang up your coat if you brought one, choose a storytime mat, and meet me at the reading area.

5 minutes: When we were gathered in the reading area, I asked kids “what is a robot?” Kids shouted out ideas and led us to talk about what robots do, who designs them and why. I then asked the group “what is the difference between you and a robot?” and “what is similar?”

I then showed the group my code-a-pillar and pointed out the parts of the robot (power button, lights, sensors, code blocks, wheels, etc.) I told them this was my turn to play with the robot but they would all have a turn after we played and read together.

7-10 minutes: Book #1, Pete the Cat, Robo-Pete by James Dean (Harper Collins, 2015)
As with any storytime reading, this was a conversation! We talked about patterns in the story and kids tried to anticipate what might happen next based on previous occurrences in the story. We also compared Robo-Pete to what we knew about robots.

5-7 minutes: Feltboard Robots
Next we built a robot as a group on the felt board. I cut enough similar pieces of felt into recognizable shapes to make two robots. I divided the felt board into 3 sections. If you have used Scratch or other block coding platform, you will recognize the similarity of the 3 sections (the stage, scripts area and blocks palette). I built one robot beforehand and had the other identical pieces in the thin section of the board. They pieces were arranged by shape. As a group we talked about the robot’s parts and what we thought each might be used for. We then started building the new robot out of the other parts. The idea here was to support shape knowledge but also to practice the process of articulating making, doing, or building something. I asked where we should start (at the bottom, they yelled). I then asked kids to tell me the shape and color of the part they wanted me to add next and I would move the felt pieces over. We built the robot you see here. This activity also became a station for further exploration after the group time.

7-10 minutes: If You’re A Robot And You Know It by David Carter (Cartwheel Books, 2015)
Before we read (and sang and danced) to this song, I mean, book, we talked about circuit boards which is featured in the text. Kids obviously quickly identified with this familiar song and jumped up to act it out. The text of the book repeats in a similar fashion to the song and kids move different robot parts in each each verse.

Image: booksamillion.com

7-10 minutes: Robot Zot by Jon Scieszka (Simon & Schuster Books for Young Readers, 2009)
To finish off the reading portion of storytime we read a book that is just silly! Be ready to use your animated voices and be loud!

image: goodreads.com

3 minutes: Clap Your Hands by They Might be Giants
Before we moved on to the station portion of storytime, we danced together. I told them there were three actions we would do in this song: clap hands, stomp feet and jump in the air. I asked them “How do we know when do each action?” Kids answered with ideas like “until it stops!” I brought out the images of each action (5 hands clapping, 5 feet stomping, 4 jumping) to match the number of times the singer says each action and then counted as we danced and did the actions. I mentioned that the song is divided up into beats or sections (measures) so that the musicians and dancers know when changes will happen.

Stations

Code-a-pillar play
Here kids programmed the code-a-pillar to move towards a target. Some kids spent time figuring out how it worked and understanding which arrow was left or right. Kids took turns coding and even collaborated on where the robot should go (“It’s looking for something to eat.”). Grown-ups guided play at times, talking about the sequence of events that need to happen first, etc. and about directionals.

Cube Stackers
Future Coders: Cube Stackers by Alex Toys is basically a board game that involves cubes with robot parts on the different sides. Kids build robots by twisting an turning the sides based on instructions not he game cards. It is primarily for kids 5+. In the summer I have several 5+ kids that come to storytime and this was a hit with them. Whole families took time to work through this thoughtful game.

 

Aluminum Can Robots
Kids built robots by adding magnetized parts to cleaned off cans. I encouraged grown-ups to talk with kids as they built, asking open-ended questions about the robot, what is could do, etc.
To prepare, I collected and cleaned aluminum cans for the robot bodies. I hot glued small magnets to objects like big buttons, clothespins, pipe cleaners, etc. for robot parts. Parts were set out all mixed up in bins and the bodies  were laid out separately to encourage kids to create their own kind of robot.

Robot Coloring Sheets
This activity was great for kids who like to color or needed a quieter activity between other stations.

Feltboard Robots
Younger children really loved this activity and enjoyed repeating what we had done as a group.

Robot Party app on the mounted iPad
Sago Mini’s Robot Party is a giggle-inducing group activity that involves building digital robots that dance and more. Perfect for groups of two or three because the app features multi-touch so kids (or kids and grown-ups) can work together.

How it Went

Families loved this storytime for the richness of the activities and the obvious learning. They appreciated the CT and EL asides and the play ideas they could replicate at home.

When I first got a code-a-pillar I thought it would be kind of loud and garish for storytime, but not so. The sounds and lights are less intense in a group setting and the code-a-pillar moves at just the right speed for young children learning to code for the first time.

Makers2Mentors: 1

Happy New Year!

2017 was a crazy year all around, but it was exceptionally busy for me. The latter part of the year was consumed with my work on the Caldecott Award Committee and the Makers2Mentors <M2M> initiative I started, thanks to a Libraries Ready to Code grant funded by ALA and Google. Mum’s the word, for now, regarding my year of evaluating picture books, but I am ready to share about the <M2M> project.

Makers2Mentors logo in black and whiteWhat:
Makers2Mentors is a series of programs and opportunities for local youth and families to explore Computational Thinking and Computer Science in age-friendly ways. As part of the Ready to Code project, I am a member of a cohort (28 libraries in 21 states plus the District of Columbia) contributing to the design of a toolkit for all libraries to help kids, teens and families explore Computational Thinking and Computer Science at the library.

When:
November, 2017- August, 2018

Why:
I launched the initiative, in part, to address the huge gap in access to Computer Science education in my community by providing a variety of free programs for diverse audiences. And beyond the library, we wanted to stimulate a community conversation about why Computational Thinking and Computer Science are vital skills for Homer’s kids regardless of whether or not they work as a programmer, journalist, mariner, artist, etc.

This project is also an extension of my work with families around the idea of media mentorship and literacy in the Digital Age. Understanding CS and being able to communicate with digital tools reflect the evolution of literacy, much like the printing press did in 1234 (Asia) and then in 1440 (Europe). Finding information and creating content still happen on paper, but much of our  information exchange is happening online. How do we help kids, even young children,  navigate both traditional media and new media not solely as consumers, but as active participants and creative designers, producers and writers? How do we help families and educators support literacy and learning with tools that include high quality apps, digital tools and even robots in and out of the library?

How:
This initiative targets preschoolers, older kids, teenagers and their families. It is designed to capture the interests of many- maybe not all at the same program- by showing the many faces of CT and CS. Each program or component of the initiative will include both digital and ‘unplugged’ aspects and will have its own unique goal or intended outcome. Along with formal programs, we’ll also start circulating robot kits, add new CS related books to the collection and share information with parents about CT and CS. As part of <M2M>, kids and teens can be makers and they can also be mentors. Our community lacks a large CS community, so training teens as mentors empowers them and fills a need; additional instructors to help guide and teach.

I’ll be highlighting some of the programs and resources I use, including challenges and successes, over the coming months.

Media Literacy Week 2017

How are you celebrating Media Literacy Week 2017?

According to NAMLE, media literacy is defined as “the ability to access, analyze, evaluate, create, and act using all forms of communication.”

Here is what I am up to:

  • Today, I wrote about media literacy in storytime on the Joan Ganz Cooney Center blog.
  • Tonight, I’ll be talking about media literacy with my library director on KBBI AM 890, our community’s public radio station, as part of an introduction to the airing of a media literacy panel recorded in September.
  • This week, I’ll be including media literacy in storytime.
  • This month,I am leading <HPLCode/>, an afterschool program that teaches coding concepts to 11-14 year olds and gets them creating their own digital content. This program is part of our Makers to Mentors <M2M> initiative sponsored by ALA and funded by Google (Libraries Ready to Code).
  • This year, we are promoting our Teen Digital Citizenship Challenge, a curated list of resources and activities teens and their families can try to learn more about media literacy and digital citizenship.

Media Literacy for Young Children: Accuracy Matters

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Emperor Penguin by Christopher Michel via Flickr

Many people have no idea how much discussion and debate children’s librarians have about topics like books, programming, library organization, awards, digital media use, inclusion/diversity, holidays and more. We are a passionate, caring bunch! Even in my small, rural library we analyze, critique, and evaluate the merits and missteps of kids media on a daily basis.

Recently, our in-house discussions have focused on media that reflects the Alaskan/Arctic experience. Finding any content that includes Arctic animals, cultures, landscapes, etc. can be hard. When we do come across media with Arctic references, we pay special attention.

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Walrus by USGS via Flickr

Three titles, two picture books and one app, came across my desk late in 2016 that made me let out a deep sigh; Penguin Problems by Jory John and Lane Smith, Little Penguins by Cynthia Rylant and Christian Robinson, and LumiKids Snow by Lumos Labs. (See more info below.) At first glance they had nothing to do with the Arctic, but then…

Why does some children’s media continue to feature, incorrectly, penguins living in the Arctic and walruses in Antarctica?

What’s the big deal, you ask? Accuracy.

I am calling attention to the penguin/walrus issue here because I think it represents the broader accuracy/authenticity issue that is sometimes pushed aside as minor because the media is otherwise high quality. Some might say I am exaggerating or being overly sensitive. Should I overlook penguin/walrus issue?

While I am a true fan of the fantastical, fictional, and imagined, I do think that kids and their families learn a lot about the real world in fictional media. In all media for kids, books, apps, etc., I think accuracy matters. Incorrectly associating penguins and walruses may seem like a silly example of accuracy issues, but authentic representation supports kids by allowing them to see themselves, their environment, and their culture in the media they read, watch, and explore. All types of media also feed all types of kids’ curiosity about other people, places, and times. Inaccuracy- stereotypes and misinformation- can have lasting effects. I know writers, illustrators, designers, and developers can create high quality experiences that entertain, challenge, represent, and teach.

Interestingly, the Annoyed Librarian posted about scientific accuracy in children’s picture books on the Library Journal blog (November, 2016). While there are several comments to consider on the blog site, check out the additional conversation over on the Storytime Underground Facebook page. Whether or not Eric Carle’s caterpillar makes a chrysalis or a cocoon may not seem connected to the current discussions about fake news, but it might be. Kids and their families take away information from all reading experiences.

As media mentors, it is important for librarians to help families think about what the book, app, video, and website is telling us and whether or not the content is factual (and accurate), fantastical, or a hybrid. Media literacy is not new to librarians and this aspect of our work continues to be fundamental across formats. Intentionally including critical thinking skills in programs for even the youngest patron and conversations with families will have a long term impact. These skills will be invaluable as young children become adult readers and expand their media consumption. I and several others talked to Linda Jacobson about this for her article, “The Smell Test: Educators can counter fake news with information literacy. Here’s how,” in the January issue of School Library Journal.

The examples:

Problem: Walrus in the Antarctic?
A walrus appears late in the story clearly about Antarctica and told by a penguin. There is no explanation why and how the walrus appears in a marine world filled with otherwise authentic Antarctic animals. Was this a mistake or did I not get a joke in the otherwise humorous story?

penguin problems

Penguin Problems by Jory John and Lane Smith

 

Problem: Walruses and Penguins?
Again a walrus appears in this book about penguins, but in this case the walrus is a subtle addition to a book not as clearly about Antarctica, except for the presence of penguins. The generic types of animals, other than penguins and walruses, can be found in both regions. Maybe the penguins have immigrated? Maybe the walrus did?

little penguins.jpg Material Life

Little Penguins by Cynthia Rylant and Christian Robinson

 

I read both books with preschoolers on different occasions and asked kids to help me decide. I asked the two different storytime groups to help me find the issues. One or two kids were able to recognize that walruses (native to Alaska and the Arctic) and penguins (native to the Antarctic and Southern Hemisphere) do not coexist. That was ok- we all learn something everyday. They liked the books for the most part, but were a bit puzzled why the walruses were there given that all of the other animals were appropriately connected. Even the adults had the “huh!” expression on their faces.

With information literacy on my mind, I then used the books as starting points for media literacy conversations. We briefly discussed whether the book was  a pretend story or a real story (pretend- penguins don’t talk or live in igloos, they were sure) and tried to figure out if the authors and illustrators added the walruses as a joke (not sure). We also used nonfiction titles and images on my iPad to help us take stock of where the other animals in the books live in real life (all in Antarctica except for the walrus, they were sure) and to decipher if the illustrations looked like northern Alaska and the Arctic or Antarctica (not sure- both regions can be snowy, icy, and have water).

Problem: Penguins in the Arctic?

lumikids snow

LumiKids Snow, Early Learning Play for Kids by Lumos Labs

 

App Description (iTunes, 3/10/17): “Explore an arctic adventure in LumiKids Snow! In this frozen playground, meet new LumiKids friends while you toss snowballs and sled around then warm up with some cozy s’mores!”

The app I reviewed for inclusion on my library’s mounted iPad, but I will not be adding it until the description is updated. (I contacted the developer in early January).