From katie.anderson at state.or.us Thu Dec 1 11:33:39 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 1 Dec 2011 19:33:39 +0000 Subject: [RFHF] Print Awareness and the iPad In-Reply-To: <0420E281B583654FAE6DAE3229867F5608629005@JEFFERSON.dpls.lib.or.us> References: <640435851FD7CB4AB3C4BE0D1963BA241BF9F095@OSLEXCHANGE.osl.state.or.us.local> <0420E281B583654FAE6DAE3229867F5608629005@JEFFERSON.dpls.lib.or.us> Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BFA2F4D@OSLEXCHANGE.osl.state.or.us.local> Hi! In a side conversation about this, Nathan Jones from St. Helens summed it up very well: ?Content and how devices are used with children are far more important factors than the print vs. electronic debate.? No matter what new device or format is introduced, it?s always going to come down to the fact that children are social learners and the relationships that develop during this process are key. I think Heather?s story is testament to this! A television was brought into a village that had never before seen one. For a week everyone was mesmerized, watching whatever was on, laughing at new images, listening to whatever was said. The second week the people would occasionally glance at the TV, watch for a bit, then wander away to listen to a story from their storyteller. By the third week the television interested only a few, and by the end of the month it sat, unnoticed, collecting dust. However, the storyteller had a crowd, and everyone was singing, laughing, participating, with the story being told. The one who had introduced the television asked a person in the village, ?Why aren?t you watching the television anymore? It knows many more stories than your storyteller will ever know.? ?Yes,? agreed the person, ?but the television does not know me.? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: heather mcneil [mailto:heatherm at dpls.lib.or.us] Sent: Wednesday, November 30, 2011 3:59 PM To: Katie Anderson; ' (reading-for-healthy-families at listsmart.osl.state.or.us)' Subject: RE: Print Awareness and the iPad I?ve really appreciated the thoughts from several of you about this video. You helped me keep an open mind, since my initial reaction was, ?Yuck!? But that?s because I?m a traditionalist, who believes passionately in the importance of establishing a love of print right from the beginning. And touching the screen of an iPad only provides what I call ?flash and crash? entertainment, making things appear and disappear. Does it teach creativity? Language development that leads to social skills? An understanding of how print works so that you can eventually handle a book and read from beginning to end? What I see today is a generation of students who have absolutely no patience or comprehension about research. If the answer to their question does not immediately pop out at them, literally, POP out at them on the screen, they just keep on clicking, here, there, anywhere, in hopes of randomly stumbling on what they need. The concepts of continuity and contemplation are disappearing. Yes, I agree that libraries need to make available whatever technology we can afford, and whatever information we have available, whether or not we support it. We inform without judgment, and, like Rick said, make sure they receive the info about what the experts say as well, rather than making a decision just based on, ?Oh, boy. It?s new. It?s slick. I want it for my baby.? Shades of Baby Genius videos?. All of this brought back to my mind a story I heard many years ago, passed along from one storyteller to another. Here?s what I basically remember. A television was brought into a village that had never before seen one. For a week everyone was mesmerized, watching whatever was on, laughing at new images, listening to whatever was said. The second week the people would occasionally glance at the TV, watch for a bit, then wander away to listen to a story from their storyteller. By the third week the television interested only a few, and by the end of the month it sat, unnoticed, collecting dust. However, the storyteller had a crowd, and everyone was singing, laughing, participating, with the story being told. The one who had introduced the television asked a person in the village, ?Why aren?t you watching the television anymore? It knows many more stories than your storyteller will ever know.? ?Yes,? agreed the person, ?but the television does not know me.? I believe it is the interaction between parent/care provider and child that is much more essential than knowing how to use an iPad. And I can?t see any purpose as to why a baby needs to play with one. At Toddlin? Tales Storytime the other day a father brought in his two-year-old. I?m always happy to see a father at storytime, and looked forward to seeing him have fun with his daughter. Instead, he spent the entire 25 minutes tapping his iPhone. Never spoke to the child, sang a song, looked at the book, nothing. It was so very sad. Thanks for all that each of you are doing to make a difference, and remind the adults how important interaction, play, conversation, reading aloud and role modeling are to the healthy development of a child. Heather From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us [mailto:reading-for-healthy-families-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Thursday, November 17, 2011 11:56 AM To: (reading-for-healthy-families at listsmart.osl.state.or.us) Subject: [RFHF] Print Awareness and the iPad Here is a video of a 1-year-old growing up around iPad who is then given a magazine. Notice how she tries to turn the magazine pages by sliding and pressing her fingers. ow.ly/1yzKXW Food for thought: ? What might the implications be for her learning to read? ? Is this something to be concerned about or are the times changing? ? If you think this is a concern, when and how should we family support workers and librarian talk with parents about this issue? ? If you think the times are changing, how should we family support workers and librarian change to support children and families like the one portrayed in the video? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ricks at wccls.org Thu Dec 1 11:35:19 2011 From: ricks at wccls.org (Rick Samuelson) Date: Thu, 1 Dec 2011 19:35:19 +0000 Subject: [RFHF] Print Awareness and the iPad In-Reply-To: <0420E281B583654FAE6DAE3229867F5608629005@JEFFERSON.dpls.lib.or.us> References: <640435851FD7CB4AB3C4BE0D1963BA241BF9F095@OSLEXCHANGE.osl.state.or.us.local> <0420E281B583654FAE6DAE3229867F5608629005@JEFFERSON.dpls.lib.or.us> Message-ID: The father on the iphone rings so very true. During a baby storytime a couple of weeks back I heard a father jokingly complain about how his 15 month old daughter has learned how to turn off his xbox while he is playing. Draw your own conclusions about why she might want to do that. :/ On a personal note, my nephew was playing with my brother's ipad the other week, dropped it and cracked the screen. Oops! But, that's kind of what kids do, right? They drop things. Could you imagine a parent/caregiver punishing a child because they dropped a book? I'm sure scores of toddlers who drop iphones and tablets are going to see angry moms and dads, though. That makes me very sad. Did y'all see this article (it was featured in the last American Libraries Direct): http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html?_r=1 It is so interesting how the child referred to in the final paragraph wants to play Angry Birds during reading time... I encourage you to read this article to see a little bit of how these addictive games work with our brains and why a child might prefer to play Angry Birds over sharing a book with a loved one: http://www.psychologytoday.com/blog/world-wide-mind/201101/how-i-kicked-my-addiction-the-iphone-game-angry-birds Take care, Rick Samuelson, Youth Services Librarian Washington County Cooperative Library Services (503) 648-9785 x5# ________________________________ From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us [mailto:reading-for-healthy-families-bounces at listsmart.osl.state.or.us] On Behalf Of heather mcneil Sent: Wednesday, November 30, 2011 3:59 PM To: 'Katie Anderson'; '(reading-for-healthy-families at listsmart.osl.state.or.us)' Subject: Re: [RFHF] Print Awareness and the iPad I've really appreciated the thoughts from several of you about this video. You helped me keep an open mind, since my initial reaction was, "Yuck!" But that's because I'm a traditionalist, who believes passionately in the importance of establishing a love of print right from the beginning. And touching the screen of an iPad only provides what I call "flash and crash" entertainment, making things appear and disappear. Does it teach creativity? Language development that leads to social skills? An understanding of how print works so that you can eventually handle a book and read from beginning to end? What I see today is a generation of students who have absolutely no patience or comprehension about research. If the answer to their question does not immediately pop out at them, literally, POP out at them on the screen, they just keep on clicking, here, there, anywhere, in hopes of randomly stumbling on what they need. The concepts of continuity and contemplation are disappearing. Yes, I agree that libraries need to make available whatever technology we can afford, and whatever information we have available, whether or not we support it. We inform without judgment, and, like Rick said, make sure they receive the info about what the experts say as well, rather than making a decision just based on, "Oh, boy. It's new. It's slick. I want it for my baby." Shades of Baby Genius videos.... All of this brought back to my mind a story I heard many years ago, passed along from one storyteller to another. Here's what I basically remember. A television was brought into a village that had never before seen one. For a week everyone was mesmerized, watching whatever was on, laughing at new images, listening to whatever was said. The second week the people would occasionally glance at the TV, watch for a bit, then wander away to listen to a story from their storyteller. By the third week the television interested only a few, and by the end of the month it sat, unnoticed, collecting dust. However, the storyteller had a crowd, and everyone was singing, laughing, participating, with the story being told. The one who had introduced the television asked a person in the village, "Why aren't you watching the television anymore? It knows many more stories than your storyteller will ever know." "Yes," agreed the person, "but the television does not know me." I believe it is the interaction between parent/care provider and child that is much more essential than knowing how to use an iPad. And I can't see any purpose as to why a baby needs to play with one. At Toddlin' Tales Storytime the other day a father brought in his two-year-old. I'm always happy to see a father at storytime, and looked forward to seeing him have fun with his daughter. Instead, he spent the entire 25 minutes tapping his iPhone. Never spoke to the child, sang a song, looked at the book, nothing. It was so very sad. Thanks for all that each of you are doing to make a difference, and remind the adults how important interaction, play, conversation, reading aloud and role modeling are to the healthy development of a child. Heather From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us [mailto:reading-for-healthy-families-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Thursday, November 17, 2011 11:56 AM To: (reading-for-healthy-families at listsmart.osl.state.or.us) Subject: [RFHF] Print Awareness and the iPad Here is a video of a 1-year-old growing up around iPad who is then given a magazine. Notice how she tries to turn the magazine pages by sliding and pressing her fingers. ow.ly/1yzKXW Food for thought: ??? What might the implications be for her learning to read? ??? Is this something to be concerned about or are the times changing? ??? If you think this is a concern, when and how should we family support workers and librarian talk with parents about this issue? ??? If you think the times are changing, how should we family support workers and librarian change to support children and families like the one portrayed in the video? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Fri Dec 2 08:28:59 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 2 Dec 2011 16:28:59 +0000 Subject: [RFHF] In the News: It's okay for babies and parents not to be in sync all the time! Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BFA3386@OSLEXCHANGE.osl.state.or.us.local> Hi! I don't have a lot of time this morning, but I thought this blog post about the Tronick experiment (mom looks at baby, but doesn't respond when baby tries to engage with mom and baby starts to cry) is very interesting and pointed out two things that are new to me. I thought they may particularly interesting for Healthy Start staff. 1) Does this study mean we have to be constantly 'in sync' with children, responding to their every move? [No] In fact, Tronick has found that moving in and out of sync with others -- repairing a mismatch with a match -- is not only normal, it can be a positive learning experience for both parent and child. 2) You can also try the same experiment with adults. Ask one person to share something important and the other adult NOT to respond. You will find the results are the same. When the connection between us and another person is broken, we wonder if there's something wrong with us, we try to engage the other person, and then, if there is no response, we pull back -- if not physically like the infant, at least emotionally. The first point may be really good to share with overburdened and stressed out parents who have anxiety about not being able to be in sync with their child all the time. It's important that they know this is not only okay, but that getting back into sync when they've been out of sync is an important learning experience for their child. This may also a great opportunity to bring up discipline, behavior management, and/or conflict resolution strategies as tools parents can use to create positive experiences around getting back in sync. The second point makes me think about the high-risk parents we all work with. How can we use the knowledge that adults react similarly to better engage families? Many of the adults we work with grew up in situations where they rarely were in sync with a parent, caregiver, or any other positive adult role model/mentor. How has that impacted how they communicate with and respond to us as we try to establish a connection with them? Here is the URL to the blog if the hyperlink doesn't work, try copying and pasting this into your browser: http://www.huffingtonpost.com/ellen-galinsky/trusting-relationships-ar_b_1123524.html Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mkcoxon at co.douglas.or.us Sat Dec 3 15:23:28 2011 From: mkcoxon at co.douglas.or.us (Marilyn K. Coxon) Date: Sat, 3 Dec 2011 15:23:28 -0800 Subject: [RFHF] Print Awareness and the iPad References: <640435851FD7CB4AB3C4BE0D1963BA241BF9F095@OSLEXCHANGE.osl.state.or.us.local> <0420E281B583654FAE6DAE3229867F5608629005@JEFFERSON.dpls.lib.or.us> Message-ID: I agree with Heather. Books are better. The Nov./Dec. issue of Hornbook has a great article by Mo Willems in which he talks about digital books vs. real books: "With all their bells and whistles and word jumbles and assorted narrative killers, after we turn them on, they don't need us. Turn it on and leave the room, and the book will read itself. But a real book is helpless. It needs us desperately. We have to pull it off the shelf. We have to open it up. We have to turn the pages one by one. We even have to use our imagination to make it work... We have to do all of that, we have to do the work with our little minds and our flapping flights of fancy. So suddenly, that book is not just a book; it's our book. We're the ones making it work. We're the ones making it sing. Right there in our chairs as we gently flip the pages, we are, at our own pace, creating a living story just by reading." Marilyn Coxon Douglas County Library System ________________________________ From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us on behalf of heather mcneil Sent: Wed 11/30/2011 3:59 PM To: 'Katie Anderson'; '(reading-for-healthy-families at listsmart.osl.state.or.us)' Subject: Re: [RFHF] Print Awareness and the iPad I've really appreciated the thoughts from several of you about this video. You helped me keep an open mind, since my initial reaction was, "Yuck!" But that's because I'm a traditionalist, who believes passionately in the importance of establishing a love of print right from the beginning. And touching the screen of an iPad only provides what I call "flash and crash" entertainment, making things appear and disappear. Does it teach creativity? Language development that leads to social skills? An understanding of how print works so that you can eventually handle a book and read from beginning to end? What I see today is a generation of students who have absolutely no patience or comprehension about research. If the answer to their question does not immediately pop out at them, literally, POP out at them on the screen, they just keep on clicking, here, there, anywhere, in hopes of randomly stumbling on what they need. The concepts of continuity and contemplation are disappearing. Yes, I agree that libraries need to make available whatever technology we can afford, and whatever information we have available, whether or not we support it. We inform without judgment, and, like Rick said, make sure they receive the info about what the experts say as well, rather than making a decision just based on, "Oh, boy. It's new. It's slick. I want it for my baby." Shades of Baby Genius videos.... All of this brought back to my mind a story I heard many years ago, passed along from one storyteller to another. Here's what I basically remember. A television was brought into a village that had never before seen one. For a week everyone was mesmerized, watching whatever was on, laughing at new images, listening to whatever was said. The second week the people would occasionally glance at the TV, watch for a bit, then wander away to listen to a story from their storyteller. By the third week the television interested only a few, and by the end of the month it sat, unnoticed, collecting dust. However, the storyteller had a crowd, and everyone was singing, laughing, participating, with the story being told. The one who had introduced the television asked a person in the village, "Why aren't you watching the television anymore? It knows many more stories than your storyteller will ever know." "Yes," agreed the person, "but the television does not know me." I believe it is the interaction between parent/care provider and child that is much more essential than knowing how to use an iPad. And I can't see any purpose as to why a baby needs to play with one. At Toddlin' Tales Storytime the other day a father brought in his two-year-old. I'm always happy to see a father at storytime, and looked forward to seeing him have fun with his daughter. Instead, he spent the entire 25 minutes tapping his iPhone. Never spoke to the child, sang a song, looked at the book, nothing. It was so very sad. Thanks for all that each of you are doing to make a difference, and remind the adults how important interaction, play, conversation, reading aloud and role modeling are to the healthy development of a child. Heather From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us [mailto:reading-for-healthy-families-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Thursday, November 17, 2011 11:56 AM To: (reading-for-healthy-families at listsmart.osl.state.or.us) Subject: [RFHF] Print Awareness and the iPad Here is a video of a 1-year-old growing up around iPad who is then given a magazine. Notice how she tries to turn the magazine pages by sliding and pressing her fingers. ow.ly/1yzKXW Food for thought: ? What might the implications be for her learning to read? ? Is this something to be concerned about or are the times changing? ? If you think this is a concern, when and how should we family support workers and librarian talk with parents about this issue? ? If you think the times are changing, how should we family support workers and librarian change to support children and families like the one portrayed in the video? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Mon Dec 5 08:46:05 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 5 Dec 2011 16:46:05 +0000 Subject: [RFHF] Print Awareness and the iPad In-Reply-To: References: <640435851FD7CB4AB3C4BE0D1963BA241BF9F095@OSLEXCHANGE.osl.state.or.us.local> <0420E281B583654FAE6DAE3229867F5608629005@JEFFERSON.dpls.lib.or.us>, Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BFA3B14@OSLEXCHANGE.osl.state.or.us.local> Excellent point! Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 ________________________________ From: Marilyn K. Coxon [mkcoxon at co.douglas.or.us] Sent: Saturday, December 03, 2011 3:23 PM To: heather mcneil; Katie Anderson; reading-for-healthy-families at listsmart.osl.state.or.us Subject: RE: [RFHF] Print Awareness and the iPad I agree with Heather. Books are better. The Nov./Dec. issue of Hornbook has a great article by Mo Willems in which he talks about digital books vs. real books: "With all their bells and whistles and word jumbles and assorted narrative killers, after we turn them on, they don't need us. Turn it on and leave the room, and the book will read itself. But a real book is helpless. It needs us desperately. We have to pull it off the shelf. We have to open it up. We have to turn the pages one by one. We even have to use our imagination to make it work... We have to do all of that, we have to do the work with our little minds and our flapping flights of fancy. So suddenly, that book is not just a book; it's our book. We're the ones making it work. We're the ones making it sing. Right there in our chairs as we gently flip the pages, we are, at our own pace, creating a living story just by reading." Marilyn Coxon Douglas County Library System ________________________________ From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us on behalf of heather mcneil Sent: Wed 11/30/2011 3:59 PM To: 'Katie Anderson'; '(reading-for-healthy-families at listsmart.osl.state.or.us)' Subject: Re: [RFHF] Print Awareness and the iPad I?ve really appreciated the thoughts from several of you about this video. You helped me keep an open mind, since my initial reaction was, ?Yuck!? But that?s because I?m a traditionalist, who believes passionately in the importance of establishing a love of print right from the beginning. And touching the screen of an iPad only provides what I call ?flash and crash? entertainment, making things appear and disappear. Does it teach creativity? Language development that leads to social skills? An understanding of how print works so that you can eventually handle a book and read from beginning to end? What I see today is a generation of students who have absolutely no patience or comprehension about research. If the answer to their question does not immediately pop out at them, literally, POP out at them on the screen, they just keep on clicking, here, there, anywhere, in hopes of randomly stumbling on what they need. The concepts of continuity and contemplation are disappearing. Yes, I agree that libraries need to make available whatever technology we can afford, and whatever information we have available, whether or not we support it. We inform without judgment, and, like Rick said, make sure they receive the info about what the experts say as well, rather than making a decision just based on, ?Oh, boy. It?s new. It?s slick. I want it for my baby.? Shades of Baby Genius videos?. All of this brought back to my mind a story I heard many years ago, passed along from one storyteller to another. Here?s what I basically remember. A television was brought into a village that had never before seen one. For a week everyone was mesmerized, watching whatever was on, laughing at new images, listening to whatever was said. The second week the people would occasionally glance at the TV, watch for a bit, then wander away to listen to a story from their storyteller. By the third week the television interested only a few, and by the end of the month it sat, unnoticed, collecting dust. However, the storyteller had a crowd, and everyone was singing, laughing, participating, with the story being told. The one who had introduced the television asked a person in the village, ?Why aren?t you watching the television anymore? It knows many more stories than your storyteller will ever know.? ?Yes,? agreed the person, ?but the television does not know me.? I believe it is the interaction between parent/care provider and child that is much more essential than knowing how to use an iPad. And I can?t see any purpose as to why a baby needs to play with one. At Toddlin? Tales Storytime the other day a father brought in his two-year-old. I?m always happy to see a father at storytime, and looked forward to seeing him have fun with his daughter. Instead, he spent the entire 25 minutes tapping his iPhone. Never spoke to the child, sang a song, looked at the book, nothing. It was so very sad. Thanks for all that each of you are doing to make a difference, and remind the adults how important interaction, play, conversation, reading aloud and role modeling are to the healthy development of a child. Heather From: reading-for-healthy-families-bounces at listsmart.osl.state.or.us [mailto:reading-for-healthy-families-bounces at listsmart.osl.state.or.us] On Behalf Of Katie Anderson Sent: Thursday, November 17, 2011 11:56 AM To: (reading-for-healthy-families at listsmart.osl.state.or.us) Subject: [RFHF] Print Awareness and the iPad Here is a video of a 1-year-old growing up around iPad who is then given a magazine. Notice how she tries to turn the magazine pages by sliding and pressing her fingers. ow.ly/1yzKXW Food for thought: ? What might the implications be for her learning to read? ? Is this something to be concerned about or are the times changing? ? If you think this is a concern, when and how should we family support workers and librarian talk with parents about this issue? ? If you think the times are changing, how should we family support workers and librarian change to support children and families like the one portrayed in the video? Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Dec 8 16:28:20 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 9 Dec 2011 00:28:20 +0000 Subject: [RFHF] Research added to the website Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BFA58EF@OSLEXCHANGE.osl.state.or.us.local> Hi! I just spent the afternoon adding early literacy and related research to the RFHF website. Some of the research may be new to you, some may be old. Whatever the case may be, hopefully this will become your portal to early literacy research! If you have something you think should be added, please let me know. I plan to update and add things quarterly at the minimum. Here is what you'll find online at: http://www.oregon.gov/OSL/LD/youthsvcs/rfhf.special.topics.shtml America's Early Childhood Literacy Gap This article, commissioned by Jumpstart in September 2009, is an excellent source for research quotes and statistics to share with key stakeholders when advocating for early literacy resources and services. This is where you will find direct quotes about the use of reading test scores as one factor used to plan new prisons. Early Dual Language Learning This article, from ZERO TO THREE by Fred Genesee at McGill University, is an excellent resource to share with parents asking questions about raising bilingual children. This is where you will find direct quotes like: "The advantages of being bi- or multi-lingual go beyond the family. Research has shown that children who are fluent in two language enjoy certain cognitive advantages in comparison to those who speak only one language(Bialystok & Martin, 2004; Genesee & Gandara, 1999)." Early Literacy Research Three pages, neatly organized into two columns. One column is a research quote and the second column cites the source of the quote. This is the research noted in the Every Child Ready to Read @ your library (1st Ed.)(r) curriculum. Rethinking the Brain One page image of synaptic density at birth, 6 years old, and 14 years old. Lists old and new thinking about brain development. Right from Birth One page graph illustrating that mothers who talk with their children more times per hour have children with larger vocabularies than mothers who talk less with their children. Milestone Moments: Learn the Signs. Act Early. This booklet by the Centers for Disease Control and Prevention provides parents with a checklist of key cognitive and physical milestones, suggests activities to help children learn and grow, and provides information about what parents can do if they are concerned about developmental delays. While the focus of this booklet is over-all child development, it provides a lot of information around language development which is the foundation of early literacy. In addition, many of the suggested activities support early literacy development. Young Children: Stages and Books This seven page chart by Saroj Ghoting neatly outlines the ages and stages of early literacy activities 0-5 year old are capable of, what types of books are appropriate for those stages, and how to share books with children at each age. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Dec 15 15:40:04 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 15 Dec 2011 23:40:04 +0000 Subject: [RFHF] Early Learning - Position Announcement Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241C31DA21@OSLEXCHANGE.osl.state.or.us.local> Below is the job announcement for the Early Learning System Director who would head the new Early Learning Council/Department. Please share this with your networks as well. Thanks, Katie Here is the URL if the hyperlink in the email below doesn't work: http://agency.governmentjobs.com/oregon/default.cfm?action=viewJob&jobID=394258&hit_count=yes&headerFooter=1&promo=0&transfer=0&WDDXJobSearchParams=%3CwddxPacket%20version%3D%271.0%27%3E%3Cheader%2F%3E%3Cdata%3E%3Cstruct%3E%3Cvar%20name%3D%27FIND_KEYWORD%27%3E%3Cstring%3E%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27CATEGORYID%27%3E%3Cstring%3E-1%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27TRANSFER%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3Cvar%20name%3D%27PROMOTIONALJOBS%27%3E%3Cstring%3E0%3C%2Fstring%3E%3C%2Fvar%3E%3C%2Fstruct%3E%3C%2Fdata%3E%3C%2FwddxPacket%3E Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 ________________________________ From: SUTTON Amanda * GOV [amanda.sutton at state.or.us] Sent: Thursday, December 15, 2011 2:39 PM Subject: Early Learning - Position Announcement Hello, Oregon is seeking an Early Learning System Director. Please share with your networks and interested parties. Click here to view the announcement: Early Learning System Director - Position Posting . Thanks, Amanda Amanda B. Sutton Executive Assistant to Mike Bonetto, Duke Shepard and Sean Kolmer Office of the Governor 900 Court Street N.E. Salem, OR 97301 Phone: (503) 373-1558 Fax: (503) 378-6827 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Dec 20 08:34:16 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 20 Dec 2011 16:34:16 +0000 Subject: [RFHF] $25 Online Course addressing Every Child Ready to Read 2nd Edition Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241C31F34C@OSLEXCHANGE.osl.state.or.us.local> Hello! I just learned about the following training opportunity, unfortunately very few details seem to be available so if you have questions please ask: Enid Costley at enid.costley at lva.virginia.gov. It is an online training expanding on dimensions of language and literacy development addressed in the Every Child Ready to Read 2nd Edition early literacy curriculum. It includes more research and covers the developmental progression of oral language and early literacy skills. This is a new course, I have not taken it so have no more information than you about the content, schedule, or rigor of study required. However, I have attended face-to-face trainings by Saroj Ghoting and she is amazing! For those of you not familiar with her, she is sort-of an early literacy guru in the library community. To Register go to: http://www.vpl.lib.va.us/ Most questions about the course format may be found at http://www.vpl.lib.va.us/ce-training/moodle.html Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 ________________________________ From: Costley, Enid (LVA) [enid.costley at lva.virginia.gov] Sent: Tuesday, December 20, 2011 5:05 AM To: yscon at lists.ncmail.net; pubyac at lists.lis.illinois.edu Subject: [YSCON] Online Course - Early Literacy and Book -taught by Saroj Ghoting Saroj Ghoting will be presenting a four week online course beginning January 23, 2012 titled Early Literacy and Books: Making the Connection. This four week online course Expands on the critical dimensions of language and literacy addressed in the second edition of Every Child Ready to Read to include more research as well as the developmental progression in oral language and the five early literacy components: vocabulary, phonological awareness, background knowledge, print awareness, and letter knowledge. In this class you will be learning to recognize what these early literacy components look like for each age-level of child, infants, toddlers, two and three year olds, and four and five year olds, and ways to support the components as you share books. A separate class, Early Literacy Enhanced Storytimes, will address incorporating early literacy information for parents in the storytime setting as well as the five practices also addressed in the second edition of ECRR, singing, talking, reading, writing, and playing. Early Literacy and Books is a prerequisite for that class As a prerequisite is the Introduction to Moodle. An free online course. Introduction to Moodle will be offered beginning January 9 and must be completed by January 27. When you sign up for this course you will automatically be signed up for the Introduction to Moodle. Required reading "Ages and Stages" by Karen Miller will be provided. Participants will also be required to read "Bunny Fun" by Sarah Week Course is space is limited and you are not signed up until payment has been received. Cost is $25.00 payable to Library of Virginia Please note that the course will be repeated in February To Register go to http://www.vpl.lib.va.us/ on the left side of the page click on "calendar of events" CHANGE THE YEAR TO 2012 by clicking on "next year" at the top of the page CHANGE THE MONTH TO January by clicking on the month at the top of the page Enter information. Most questions about the course format may be found at http://www.vpl.lib.va.us/ce-training/moodle.html Enid Costley Children's and Youth Services Consultant Library of Virginia 800 East Broad Street Richmond, VA 23219 enid.costley at lva.virginia.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: From ricks at wccls.org Tue Dec 27 08:26:33 2011 From: ricks at wccls.org (Rick Samuelson) Date: Tue, 27 Dec 2011 16:26:33 +0000 Subject: [RFHF] Early Literacy Article on NELP In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA241BB8CE93@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA241BB8CE93@OSLEXCHANGE.osl.state.or.us.local> Message-ID: Hi gang, I just read this article in the latest issue of Young Children: http://www.readinghalloffame.org/sites/default/files/yc-nelp_article.pdf It's worth taking a peek at. The article references some more reading and resources over at the National Center for Family Literacy site: http://www.famlit.org/free-resources/what-works/ They have some cool posters for download (Read with Your Child and Talk with Your Child). Take care!! Rick Samuelson, Youth Services Librarian Washington County Cooperative Library Services (503) 648-9785 x5# -------------- next part -------------- An HTML attachment was scrubbed... URL: