Early Literacy-Enhanced Storytimes: Intentionality Is the Key
Instructor: Saroj Ghoting
Dates: March 5th through 30th, 2018
Credits: 1.5 CEUs
Prerequisite: Foundations of Early Literacy
Using your knowledge of early literacy skills and practices, based on Every Child Ready to Read®, boost the value of your storytimes through interactivity with children and their parents/caregivers, and intentionality, being more purposeful in connecting storytime books and experiences to support early literacy behaviors. Hands-on practice on developing and delivering early literacy tips to the adults in storytimes. Through self-assessment and an increased awareness, you will have the opportunity to energize your storytimes while becoming an advocate for early literacy in your library and the community.
PLEASE NOTE: This class does not cover how to plan and present storytimes. It is focused on incorporating early literacy information/asides into your storytimes.
Required Text: Storytimes for Everyone. You may purchase a personal copy from the ALA Store, or use a copy your library owns as long as you have access to it for the full four week class.
Learning Objectives: Participants will
- Be able to relate books and activities in their storytimes to early literacy skills
- Learn how to transform their own traditional storytime into early literacy enhanced storytime
- Be able to convey early literacy information to parents/caregivers in the storytime setting
- Become familiar with assessment tools including self-reflection, peer coaching
- Be able to articulate the importance library services in terms of early literacy programs
This class consists of four weeks of content. There WILL be homework during the fourth week which will be due by the end of the fifth week. Although there are individual differences, you may expect each week to take 3 - 4 hours of work which includes the readings, watching the presentations and homework assignments.
This course is part of our Certificate in Early Childhood Literacy, but can be taken as a stand-alone course as well.
What’s the difference between Early Literacy-Enhanced Storytimes and Supercharging Your Storytimes?
- Both courses look at supporting early literacy skills using the five practices noted in Every Child Ready to Read® (talking, singing, reading, writing, and playing), how to boost interactivity, how to intentionally incorporate early literacy in your storytimes, and how to share this information with parents/caregivers through the use of early literacy tips.
- Early Literacy-Enhanced Storytimes: best for storytime providers who want support in applying research-based early literacy practices and skills to their storytime planning and delivery. Uses early literacy skills from Every Child Ready to Read®.
- Supercharging Your Storytimes: best for storytime providers, youth services managers, and administrators who want to understand how to use research-tested tools to incorporate early literacy practices and skills into storytimes. In addition, the course explores assessment at the storytime level through self-assessment and mentoring, and at the “big picture” level. Uses early literacy domains in the VIEWS2 Planning Tool, based on Washington State Benchmarks.
Saroj Ghoting is an Early Childhood Literacy Consultant and national trainer on early literacy. She presents early literacy workshops at conferences and library systems for staff and their partners. She has been a consultant for the Public Library Association and the Association for Library Service to Children of the American Library Association on the Every Child Ready to Read @ your library® early literacy initiative. She is the co-author of six books, the most recent being Supercharged Storytimes: An Early Literacy Planning and Assessment Guide, co-authored with the researchers from the VIEWS2 project at the University of Washington. Saroj has been a children’s librarian for over 40 years and a consultant since 2003. She received her MLS from Catholic University in Washington, DC. She enjoys learning new ideas while presenting trainings on early literacy.
This is an online class that is taught asynchronously, meaning that participants do the work on their own time as their schedules allow. The class does not meet together at any particular times, although the instructor may set up optional sychronous chat sessions. Instruction includes readings and assignments in one-week segments. Class participation is in an online forum environment.
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