Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Informal Learning Environments Research SIG Poster Session

Abstract

Public libraries have embarked on efforts to develop more robust early literacy-based storytime programming. Understanding how to successfully train and support storytime providers is crucial to the goal of offering high-quality early literacy programs in libraries. This study demonstrated a proposed intervention developed during this research has the potential to positively impact knowledge, practice, and self-efficacy in early career storytime providers. Further, this study demonstrated that the intervention was deemed feasible and acceptable by the participants. It also explored emergent themes related to the unique context of public library storytimes, providing insight for future professional development interventions.

Authors

• Roseanne Perkins, Kutztown University of Pennsylvania

• Brook Sawyer, Lehigh University