Abstract
The purpose of this study was to explore patronage and usage of the children’s section of a public library. Patrons of the children’s section of a public library in a small Northern Arizona city were observed for a total of 24 h over 12 sessions. Analytic induction was used to formulate categories based on field notes made during these observations. An observation of a story time session was also conducted. Data from an interview with a librarian was triangulated with observational data. In terms of patronage, the clear majority of parents/adult caregivers accompanying a child or children to the children’s section were observed to be female and speaking English. In terms of usage, the following three categories of early learning were identified from the data: early literacy learning; learning how to use a library; and other developmentally appropriate learning. Study results offer insight into both the role of females in the intergenerational transmission of literacy and the rich learning young children experience at the library. At a time of library cutbacks and closures across the United States, this study speaks to the continued relevance of the children’s section of the public library in providing free early learning experiences during the pivotal birth to five age range.
Similar content being viewed by others
References
Allen, N. (2010). Making a difference: The western Australian better beginnings family literacy program. APLIS, 23(1), 33–37.
Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relations to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239–269.
Billings, E. S. (2009). Prescriptions to read: Early literacy promotion outside the classroom. Literacy Teaching and Learning, 13, 81–101.
Blumenstein, L. & Oder, N. (2008). San Diego, New York, Phoenix face cuts; Trenton branches stay open; ALA warns of a very tough year. Library Journal. http://www.libraryjournal.com/article/CA6618854.html Accessed 16 October 2011.
Bond, M. A., & Wasik, B. A. (2009). Conversation stations: Promoting language development in young children. Early Childhood Education Journal, 36(6), 467–473.
Bus, A. G., & van IJzendoorn, M. H. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.
Clark, C. (2005). Father involvement in children’s literacy outcomes. Literacy Today, 42, 14–15.
Esterberg, K. G. (2002). Qualitative methods in social research. Boston: McGraw Hill.
First Things First. (2010). 2010 annual report: Arizona early childhood development and health board. http://www.azftf.gov/whoweare/board/pages/reportsandpubs.aspx Accessed 4 May 2011.
Gerbig, K. M. (2009). The public library: What can we do for your students? Educators’ Spotlight Digest, 3(2), 1–4.
Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
Heckman, J. J. (2010). Invest in early childhood development: Reduce deficits, strengthen the economy. http://www.heckmanequation.org/ Accessed 16 October 2011.
Honig, A. S. (2006). What infants, toddlers, and preschoolers learn from play: 12 ideas. Montessori Life, 18(1), 16–21.
Lance, K. C., & Marks, R. B. (2008). The link between public libraries and early reading success. School Library Journal, 54(9), 44–47.
Library News. (2011). All 73 city libraries to re-open Mondays starting July 18, 2011. Los Angeles Public Library. http://www.lapl.org/newsroom/ Accessed 16 October 2011.
Lee, C. D., & Smagorinsky, P. (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.
Martinez, G. (2008). Public libraries–community organizations making outreach efforts to help young children succeed in school. School Community Journal, 18(1), 93–104.
McDaniel, G. L., Isaac, M. Y., Brooks, H. M., & Hatch, A. (2005). Confronting K-3 challenges in an era of accountability. Young Children, 60(2), 20–26.
Miller, M. C. (2009). The importance of recess. Harvard Mental Health Letter, 26(2), 8.
Miller, E., Almon, J., Allen, L., Astuto, J., Drucker, J., Franklin, M., et al. (2009). The transformation of kindergarten. Encounter, 22(2), 6–11.
National Center for Fathering. (2009). Survey of fathers’ involvement in children’s learning: Summary of study findings. www.fathers.com/content/index.php?option=com_content&task=view&id=75&Itemid=109/ Accessed 18 May 2011.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. www.nationalreadingpanel.org/Publications/summary.htm. Accessed 5 May 2011.
Nelson, R. F. (2005). Impact of ready environments on achievement in kindergarten. Journal of Research in Childhood Education, 19(3), 215–221.
Neuman, S. B., Koh, S., & Dwyer, J. (2008). CHELLO: The child/home environmental language and literacy observation. Early Childhood Research Quarterly, 23(2), 159–172.
Robinson, W. S. (1951). The logical structure of analytic induction. American Sociological Review, 16(6), 812–818.
Saracho, O. N. (2008). Fathers’ and young children’s literacy experiences. Early Child Development and Care, 178, 837–852.
Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508–511.
Smith, S. (2008). The library has legs: An early childhood literacy outreach program in Victoria. APLIS, 21(4), 154–156.
Strickland, D., Morrow, L. M., Taylor, D., & Walls, L. (1990). Educating parents about their children’s early literacy development. The Reading Teacher, 44, 72–74.
U.S. Census Bureau. (2009). State and county quickfacts. http://quickfacts.census.gov/qfd/states/04/0423620.html. Accessed 18 May 2011.
U.S. Department of Education. Institute of Education Sciences. (2006). What works clearinghouse: Dialogic reading. ies.ed.gov/ncee/wwc/pdf/WWC_Dialogic_Reading_020807.pdf. Accessed 16 April 2010.
Vygotsky, L. (1978). Mind in society. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Cambridge, MA: Harvard University Press.
Wasik, B. H., & Herrmann, S. (2004). Family literacy: History, concepts, services. In B. H. Wasik (Ed.), Handbook of family literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Wolk, S. (2008). Joy in school. Educational Leadership, 66(1), 8–15.
Wößmann, L. (2003). Schooling resources, educational institutions and student performance: The international evidence. Oxford Bulletin of Economics and Statistics, 65(2), 117–170.
Author information
Authors and Affiliations
Corresponding author
Appendix: Librarian Interview Questions
Appendix: Librarian Interview Questions
-
1.
Can you tell me about what it’s like to work as a children’s librarian?
-
2.
Can you tell me a little about the children’s section of the library?
-
3.
Can you describe who visits the children’s section of the library?
-
4.
Is there a particular age range of child you observe visiting most often? If yes, which age range would you say?
-
5.
Do you note any particular caregiver/child relationship most often? (For example, an older sibling and a younger sibling, or a babysitter and a child, or a parent and a child?)
-
6.
How common is it to see entire families here together?
-
7.
Do patrons visit often enough that you get to know them personally?
-
8.
Can you describe what patrons do in the children’s area?
-
9.
When parents or caregivers are with their children in the children’s area, can you describe what kinds of activities you see them doing together?
-
10.
Which types of activities do you observe most frequently?
-
11.
When you observe children interacting together, can you describe what kinds of activities you see them doing together?
-
12.
Who do you observe choosing which materials to be read or borrowed?
-
13.
Can you explain how the computers in the children’s area are used?
-
14.
Which materials are borrowed most often? Least often?
-
15.
Can you describe any other different ways you have observed patrons using the children’s section?
Rights and permissions
About this article
Cite this article
Becker, K. 24 Hours in the Children’s Section: An Observational Study at the Public Library. Early Childhood Educ J 40, 107–114 (2012). https://doi.org/10.1007/s10643-011-0499-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-011-0499-0