There were numerous literacy campaigns I came across, but for the sake of this assignment I will showcase four. One of the campaigns provides the foundation of early literacy practices, and is discussed in a previous blog post, and will not be examined extensively. The other three campaigns is composed of two example from Canada, and one from the United States.
Every Child Ready to Read
www.everychildreadytoread.org
This initiative forms the foundation of the majority of early literacy programs offered by public libraries and similar organizations. Since early literacy components have been showcased in a previous post, I will not go into great detail.
This campaign is a parent education initiative and was started when The Public Library Association (PLA) and Association for Library Service to Children (ALSC) concluded that public libraries could have a greater impact on early literacy through an approached that focused on educating parents and caregivers (Every Child Ready to Read, n.d). If parents are able to learn more about early literacy and nurture pre reading skills in the home the efforts undertaken by libraries would increase significantly. The first editions were introduced in 2004 and the campaign has undergone a second edition where the message is the same, but the curriculum has had some changes.
The second edition of the campaign uses five early literacy practices as the foundation. Those practices are talking, singing, reading, writing and playing and are daily practices parents and caregivers can use to help their children start school ready to learn and read.
2000 Words to Grow
http://www.2000wordstogrow.ca/
This literacy campaign is from London, Ontario and was created and launch by the Child and Youth Network in London. The Child and Youth Network is a collaborative network of over 150 local organizations (including the London Public Library) and individuals from education, health, recreation, and social services sectors of the city. Their vision is for “Happy, healthy children and youth today. Caring, creative, responsible adults tomorrow” (Child & Youth Network, 2015) one of their four main priorities is making literacy a way of life.
The goal of the campaign is simple, 2000 words an hour spoken to and/or with your child. The 2000 words campaign uses The Thirty Million Word Gap study as its foundation. This 1995 study, conducted by Betty Hart and Todd Risley observed families from different socio-economic backgrounds to determine the average number of positive words spoken per hour through parent child interaction. The study was to help determine the effects of language and vocabulary in the home on a child’s later success in life. The study observed 42 families over the span of 4 years with children who were 7 months old and followed them until the age of 3. The difference of parent child interaction were noticeable and one of the main observations of the study was children of high income families were exposed thirty million more words by the age of 4, than children living in poverty/welfare (Child & Youth Network, 2015) and (Hart, B. & Risley, T., 2003). The study also concluded that positive words of praise and a rich vocabulary go a long way to improving language development.
2000 words an hour may seem daunting, but the 2000 words to grow campaign demonstrates how easy it can really be! There are tips about how to reach the 2000 word mark, like describing your surroundings. Another tip is to read a book with your child. If most picture books have about 500 words and most children want you to read that book twice, then BOOM, you have half the words needed in one hour. And think about how many more words are spoken while reading a book, including questions asked by children and answered by parents and vice versa.
Through the website thisisliteracy.ca resources are available are available for parents, children, teens and professionals in order to make literacy a way of life for all Londoners.
Read to Me
http://www.readtome.ca/wp/
This is an initiative is a non-profit, early reading promotion program. Based in Nova Scotia, free books and reading resources are provided to encourage parents and caregivers to read to babies from the start of their life.
Read to Me evolved from a collaboration between the Nova Scotia Department of Labour and Advanced Education, the Halifax Youth Foundation, the IWK Health Centre, and other health authorities and organization across the provinces, including public libraries.
The campaign is run by staff members, volunteers and hospital staff who visit families at their hospital bedsides and guidance is provided about how to use books and resources to nurture and develop early literacy skills through reading, talking and singing to their baby.
The bags that are handed out to parents and caregivers included a high quality baby book, a CD with rhymes and songs, a library card, and a reading guide.
Their website provides quality supplement information for parents, including links to articles and research about why babies need books. Tips are also given on their websites about to actually read to your baby. Broken down by age category, suggestions are given in simple language, so all parents can understand. One tips for a 0-3 month old is “Hold your baby close, look into their eyes and talk – your baby wants to connect to you!”(Read to Me, n.d.)
Since the program was launched in 2002, over 96,000 bags have been distributed to parents and caregivers of babies born in Nova Scotia.
Reach Out and Read
www.reachoutandread.org
This is a United States campaign founded in Boston, with its first program at the Boston City Hospital in 1989. Reach out and Read is a non-profit organization that incorporates books into pediatric care and encourages families to read aloud together. Approximately 4.5 million children and served annually by Reach out and Read model provides the foundation of other similar programs in all 50 states, with 5500 sites providing 6.5 million books for year. (Reach Out and Read, 2014).
Reach out and Read has also done a number of special initiatives targeted at communities where Reach out and Read intervention has found to be especially beneficial. Special initiatives include Military Initiative and American Indian/Alaska Native Initiative.
Other helpful literacy tips are also provided on choosing books, reading tips, and milestones of early literacy development.
Storytime Plans
All the activities done in storytimes incorporate the early literacy practices and skills previously discussed. It is important though that staff talk about these skills and practices with parents in order to help them take what they have learned and apply in their home setting. This means storytime facilitators must have the appropriate level of knowledge, but also be comfortable talking about early literacy skills and practices. This was something I often struggled with, but with knowledge, determination, and perseverance, I am determined to help parents expand their knowledge of early literacy and childhood development.
The storytime plans below feature songs, rhymes, and books geared towards a specific age range (babies and preschoolers). I did not feature the lyrics in the storytime plan, as plans are usually one page in length and is referred to quickly by the facilitator. Lyrics should be learned and memorized ahead of time, so everything flows smoothly. The “plugs” or early literacy skills and components talked about in the storytimes are primarily from literature by Saroj Nadkarni Ghoting. In both programs songs and rhymes will be repeated twice, if not three times in order to give parents and preschoolers a opprotunity to memorize. Each program would run for 30 minutes. The preschooler storytime will feature the theme of getting up and moving around through songs and books. The baby storytime does not have a specific theme, as the program is more for the parents to learn. Three literacy tips will be provided for each storytime. Also, not all of the new rhymes and songs that I learned will be featured in the storytime plans, with the majority of songs will be ones I already know.
Preschool Storytime
Opening Song: The More we get Together (featuring sign language)
Fingerplay: 5 Plump Peas
Standing song: Zoom, Zoom, Zoom
Book: Hilda Must Dance by Karma Wilson
Literacy Tip: Have fun making the story your own. Parents do not have to follow the exact storyline of the book, ask your child open ended questions to get them thinking and talking.
Fingerplay: Behive
Rhyme: Alphabet Beat
Book: Can You Make a Scary Face by Jan Thomas
Rhyme: Fruit Salad
Literacy Tip: This song and the corresponding versus include rare words that are not often heard in everyday life. Exposing children to rare words will develop and expand their vocabulary.
Standing Song: Head and Shoulders
Book: Don’t Push the Button by Bill Cotter
Literacy Tip: When reading a book with your child make sure they are looking at the book together, so that they can follow along with the dialogue and match the corresponding words on the page.
Fingerplay: 5 Little Black Birds
Oral story: I found a little box outside my door
Book: Is Everyone Ready for Fun? By Jan Thomas
Goodbye Song: Teddy bear, Teddy bear
Baby Storytime
Opening Song: Clap Everybody and Say Hello
Early Literacy Tip: It is ok if you are not the greatest singer, but your baby loves to hear the sound of your voice and is learning language by hearing you sing, so I encourage to sing and participate during this storytime
Bounce: Smooth Road
Face song: Eyes, Nose, Cheeky Cheeky, Chin
Book: Clip Clop (Board Book) by Nicole Smee
Fingerplay: Behive
Bounce: Acka-backa
Early Literacy Tip: This song features the vocabulary early literacy component. By lifting your baby up when see say the word up in the song provides exposure to hearing a word, acting out the word, and understanding what the word means.
Circle Song: Shoe-Fly
Oral Story: Going on a Lion Hunt
Rhyme: Peek-a-boo
Early Literacy Tip: When playing peak-a-book cover your face, not your child’s face. At this young age babies do not understand object permanence, the understanding that things still exist, even though they can’t see them.
Standing Song: Momma’s Little Baby
Rhyme: Fruit Salad
Book: Huggy Kissy (Board Book) by Leslie Patricelli
Fingerplay: Ten Little Finger
Closing Rhyme: The Goodbye Train
Works Cited
“About.” (n.d.) Every Child Ready to Read. Retrieved from http://www.everychildreadytoread.org/about
“About reach out and read: Giving young children a foundation for success.” (2014). Reach out and read. Retrieved from http://www.reachoutandread.org/about-us/
Ghoting, S. & Martin-Diaz, P. (2006). Early literacy storytimes @ your library. Chicago: ALA Editions
Ghoting, S. & Klatt, K. (2014). STEP into storytime. Chicago: ALA Editions
Ghoting, S. & Martin-Diaz, P. (2013). Storytimes for everyone! Developing young children’s language and literacy. Chicago: American Library Association, 2013.
Hart, B. & Risley, T. (2003). “The early catastrophe: The 30 million word gap by age 3.” American Educator. Retrieved from http://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf
“Read aloud to your baby.” (n.d.). Read to me. Retrieved from http://www.readtome.ca/wp/how-to-read-to-your-baby/at-0-3-months/
“The thirty million word gap.” (2015). Child & Youth Network. Retrieved from http://www.thisisliteracy.ca/resources/thirty-million-word-gap
“What is literacy?” (2015). Child & Youth Network. Retrieved from http://www.thisisliteracy.ca/about/about-child-youth-network
for children’s spaces depending on the types of books. For picturebooks, options for shelving include: face-outward shelving, slanting shelving, baskets, books bins, book trucks, hooks, and hangers. The ability to browse may often influence the type of shelving that is selected. Also, for paperbacks, there is the option to have paperback spinners to shelve materials. There are other factors to consider when choosing shelving. Low shelving is universal in any children’s space, as it facilitates reachability by children, but it also takes up more space for less materials. Children grow at varying rates, so close attention must be paid to heights of shelving. A good way to determine suitable heights by adults is to walk around on your knees to get a good sense of how children will experience the space (Lushington, 2002, p.132). Display and exhibit space is another consideration when choosing shelving. Some resources offer standards and guidelines that one should adhere to when selecting shelving. The chart below (Murphy, 2007, p.127) are recommendations for furniture sizes for children based on ages.
or close together? Is there room for multiple users at once? Do you isolate computer terminals from print materials? These are many considerations that are taken into account when designing children spaces. Having computer stations that allow room for two people to collaborate are ideal for children’s areas (Lushington, 2008, p.107). It is important that children have full access to the internet, i.e. computer station without internet filtering, as it allows them to search for information unrestricted. This is in keeping of the Canadian Library Association stance on Intellectual Freedom that all persons in Canada have the fundamental right “to have access to the full range of knowledge, imagination, ideas, and options” (Canadian Library Association, 2015). Allowing children access also upholds UN Convention of the Rights of the Child that declares that all children have a set of right, including the right to get information from computers and other sources and to good quality education (UNICEF, n.d.).
using the space. This may result is a wide range of furniture in order to accommodate all ages and users. Furniture should be scaled to children, and have no sharp corners (Lushington, 2008, p.87), but furniture that allows adults and children to sit together, like oversized chairs are ideal. Informal seating and carpeting are usually the way to go when avoiding tripping injuries. Also, furniture that is mobile and flexible. From working in public libraries I have found that décor options that are easily washable and stain resistance are the best options for children areas as the furniture stands the test of time and continuous use!
Designated children’s spaces was not a common practice when libraries were first established in North America. In fact, the establishment of children’s rooms was a phenomena that took place during the 1890s (Jenkins, 2000, p.125). The picture shown to the right is the Toronto Public Library’s Boys and Girls House. The location opened in 1922 and was a dedicated children’s library. Most classic children’s spaces were often regulated and located in basements of the library, a clear physical separation, when viewed historically, has mixed reviews. Some historians and other observers view the separation as evidence of second class status, while others view the separation as positive, allowing children’s librarians more control over their space while disturbing little as possible (Jenkins, 2000, p.125). An example of separation is shown in the picture below, the first floor layout of the Sarnia Public Library (McKechnie, 1999, p.138).
Children’s library spaces could often be identified by the low tables and chairs in order to accommodate younger patrons. With being regulated to the basement, spaces were often to dark and damp. Not only were they damp and dark, but they were also extremely crowded (McDowell, 2014, p.524). Spaces were rigidly structured, almost as it was a reflection for activities that were expected to take place in the designated area. The picture on the right (Toronto Public Library, 1920s) is University Settlement House, opened in 1921, as a way to provide extra service to inner city kids. Classic spaces for children in general mirrored the design of libraries in general, walls of books surrounding chairs and tables, and a librarian’s desk near the entrance (Lushington, 2008, p.11).
Space are more open concept, and brightly lit, providing a cozy atmosphere. Indirect and diffuse lighting is often used to avoid glare, and adjustable spot lighting for materials provides visual enhancement. A combination of openness and stimulus shelters are often seen in modern children’s spaces. It allows children to be monitored, but also allows for privacy. Another interesting reason why both are used in libraries are that studies have shown that spatial density tends to increase aggression amongst preschoolers, and open areas tend to result in running and talking across the room, but activity areas with “partitions tends to increase cooperative behaviour” (Lushington, 2002, p.132-133). There have been a number of different options for partitions, including lower dividers between activity areas and higher dividers for older children who wish to have more privacy. Children might often seek relief from open active area and features like small reading nooks are example of what had been done in modern children spaces. An example of a reading is showcased above at the Madison Central Library.
The combination of game mechanics in Viticulture is something that I have not seen in any other analog game. For example, the season progression reminded me a little of the game phases in Belfort and Eminent Domain. With all that is going on though, it is easy to get distracted and having to be constantly reminded that it is your turn. This happened to me numerous times, but luckily, my fellow players were good enough to prod me into taking my turn! It important though that you pay attention, as you can properly plot where to place your workers for upcoming actions.
Viticulture is a great game to play when you have an extended period of time to play and if you want something thought provoking and challenging. Definitely not a filler or party game, but a slow paced game that one would enjoy with a glass a wine.
The game has two components: cards and money. There are three different cards illuminati cards, group cards, and special event cards. Each secret society has its own special objective, with the exception of the UFO secret society. The objective of the game is simple: take control of the world. In order to win the game a play must complete the objective on their secret society card. I receive the UFO card, so I got to look at the objectives on my other group member’s secret society cards and decided which of their objective I wanted to achieve. I decided to take the objective of The Gnomes of Zurich where their conditions of winning was to collect 150 mega bucks. How hard is it to collect money? Hard. I found that I was constantly spending my money to gain power in order to collect more special interests groups in the attempt to gain more income overall.
The game was relatively easy to play, as the rule book was passed around we all took a turn reading the instructions. There were only a few parts to the game that had to be divided up and placed into separate piles and in specific spots along the board. The art on the cards is amazing and the train pieces are detailed was one of the things I noticed. You also had to remember to move your player piece along the edge of the board as you collect points to keep track.
There were four players, including me. The others players were experienced Catan players, but I was eager to play. The rules were relatively straight forward, but they were explained to me in simple term by the other experienced players. The board was set up and ready to go by the time I arrived. The first thing I noticed how intricate the board was and how all the cardboard pieces fit together. The game was purchased not that long ago by the person who was hoisting this session, but the pieces were slightly warped/bent, so it did not fit perfectly, but we made it work. I believe the host contacted the publishers of the game and they sent her new pieces.
There are nine “Voyages of Discovery” in the Seafarers rule book. The first scenario, “Heading for New Shores,” was the first one to be played as the rule book recommended playing the scenarios in order from the least to the most difficult.
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