From katie.anderson at state.or.us Wed Mar 16 11:33:40 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 16 Mar 2011 18:33:40 +0000 Subject: [Reading-For-Healthy-Families] New report on media use and young children In-Reply-To: <640435851FD7CB4AB3C4BE0D1963BA241B145EDE@OSLEXCHANGE.osl.state.or.us.local> References: <640435851FD7CB4AB3C4BE0D1963BA241B145EDE@OSLEXCHANGE.osl.state.or.us.local> Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241B145F3B@OSLEXCHANGE.osl.state.or.us.local> We know that the American Academy of Pediatrics recommends children under two years old should not be exposed to screen media and children two years and older should be limited to 2 hours per day, but is this a realistic expectation for most children and families? A new report from The Joan Ganz Cooney Center at Sesame Workshop that examines how young children are using media provides some updated and some new information for this debate. You can read the report, Always Connected: The New Digital Media Habits of Young Children, online at: http://joanganzcooneycenter.org/upload_kits/jgcc_alwaysconnected.pdf Here are several quotes from the report that got me thinking about this issue in the context of the early literacy information and training we provide for parents and childcare providers. * As adults who work with young children? it is imperative that we understand the realities of children?s live with media. (pg 6) * Media platforms by themselves are neutral; what matters most are the choices made by parents? we need higher-quality educational offerings to promote critical thinking for children and adults in their selection and use of media. (pg 3) What does the research say about media use and children under age 11? * Today, children ages 8-10 spend about 5.5 hours each day using media, but they?re actually exposed to almost 8 hours of media, because they use multiple media simultaneously. Most of that time, more than 3.5 hours per day, is spent with television. (pg 16) * Television usage among preschoolers is at an eight-year high, coinciding with the ability to watch TV in new ways? [DVR, on demand, mobile phones, and other handheld devices] (pg 19) * In almost half of homes (48%), TV is on most of the time even when no one is watching it? Background television can disrupt the quantity and quality of parent-child interaction, negatively affecting developmental outcomes that come from parent engagement and social interaction. (pg 20) * ?with newer delivery platforms entering homes, media producers are taking a closer look at the idea of transmedia storytelling, or the concept of developing a story across multiple forms of media. (pg 22) * Black, Hispanic, and low-income families [that have access to media] typically consume more media across all platforms. And yet, because [these] children are less likely to have adult guidance when accessing the Internet, these children spend more time on lower-quality Web sites or activities that won?t help them develop school-based skills. (pg 22) * Every medium, with the exception of print, follows this pattern: Children from families with higher incomes (above $100,000) spend less time with media. (pg 26) What about print media? * About 1/3 of parents say their children?s media habits have changed since the economy began to sour in 2008, most notably among lower-income families, who report an uptick in reading printed books or magazines and less mobile-phone texting. (pg 7) * It?s important to mention that even in an era of widespread electronic-screen exposure, print remains a constant in children?s media diets, although it varies dramatically by age. About 90% of kids 5 to 9 years old read books most days of the week, and they spend about an hour per day doing so, either reading by themselves or being read to by an adults. (pg 17) * Access to children?s books does vary somewhat by household income. For example, low-income households own an average of 40 children?s books, compared with about 50 in the highest income homes. Newspapers and magazines are also more prevalent in high-income homes. (pg 23) What does this report recommend? * Guiding parents on providing a balanced media diet. (pg 36) * [Encourage] coviewing... The implication is that actively engaging with an adult, who comments on and questions the content, increases a child?s learning from a show. (pg 37) Hopefully this report will give you some new information to think about as you develop your opinion on the issue of media use and young children, and helps you when working with your families. 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 Mar 17 09:36:54 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 17 Mar 2011 16:36:54 +0000 Subject: [Reading-For-Healthy-Families] Library logs due Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241B14626E@OSLEXCHANGE.osl.state.or.us.local> Attention Library Staff: It is time to submit your monthly Reading for Healthy Families recording log used to keep track of the families you are presenting the Reading for Healthy Families (Every Child Ready to Read @ your library) curriculum to. A blank log is attached, or you can download and save the "Recording Log" to your computer from: http://www.oregon.gov/OSL/LD/youthsvcs/rfhf.recording.log.shtml#Recording_Log. Please email your completed log to me at katie.anderson at state.or.us. You can also print your completed log and fax it to 503-378-6439 or mail it to me at 250 Winter St. NE, Salem OR 97301. Tips for filling out your log: * Many people are uncomfortable signing in or providing their name, therefore "Family Name" is not required. Please just identify them as 'Family 1', 'Family 2', etc. and list them individually on your log. See the attached 'sample.log' for an example. * The "Six Skills Overview" workshop is not on the drop-down menu under "Main Education Session Emphasized". If you presented this session, please select "Print Motivation" instead. * "Session Time" is in 15 minute increments only. Please round your session time up or down to the closest 15 minute increment. Remember, you may not count childcare providers, preschool teachers, or other early childhood professionals because NPC Research and our funders are evaluating parent education only. However, we hope you won't exclude them from your early literacy education sessions. If you present sessions to early childhood professionals, please include these numbers in the body of your email when you send your completed recording log-it will be excellent addition data to support the program and demonstrate libraries commitment to early literacy. You no longer need to submit logs after you have provided early literacy education to15 families. Thanks to all of you who have already submitted your recording logs or have met your commitment of serving 15 families! Take care, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: library_log.xls Type: application/vnd.ms-excel Size: 30720 bytes Desc: library_log.xls URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: sample_log.xls Type: application/vnd.ms-excel Size: 37376 bytes Desc: sample_log.xls URL: From katie.anderson at state.or.us Thu Mar 17 13:39:32 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 17 Mar 2011 20:39:32 +0000 Subject: [RFHF] Advocacy handout: time to update your county data Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241B1464A3@OSLEXCHANGE.osl.state.or.us.local> Hello! The 2010 Oregon County Data Book has been released and is now available online. If you are using the attached template to create an advocacy handout, now is the time to update your county specific data. All the things that need to be updated are highlighted in yellow for your convenience. It's okay if you are not using the attached template and don't updated it, however I still encourage you to take a look at the 'Status of Oregon's Children' to learn more about the big picture of children's issues in your county. Go to: http://www.cffo.org/site/download/data_books_map/ and click on your county to access the data you need. Background: This template was discussed and provided on CD to supervisors and staff attending the second half of the last day of RFHF training that was for supervisors. This template is designed to give you a starting place for your agency's advocacy efforts. You can use this handout to help demonstrate to key stake holders the need for the early literacy resources and programs provided by your agency. Those of you who have little time and resources can just update your county data once a year and it's ready to go. Those of you who are inclined, please feel free to customize and edit this however will work best for your community. Please let me know if you have any questions. Thank you, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: advocacy-handout-template.doc Type: application/msword Size: 39936 bytes Desc: advocacy-handout-template.doc URL: From katie.anderson at state.or.us Wed Mar 30 14:35:18 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 30 Mar 2011 21:35:18 +0000 Subject: [RFHF] Working with teen parents Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241B15C30D@OSLEXCHANGE.osl.state.or.us.local> Hi! Many of you have shared RFHF success stories around working with teen parents. This is wonderful because the evaluation of the Every Child Ready to Read curriculum showed that it is most effective when presented to the youngest parents with the youngest children. In essence, this should mean that your ECRR sessions have the greatest impact on teen parents and their babies. This got me wondering a few things... I would greatly appreciate it if you took a few minutes to provide short answer the following four questions: 1. Are you using RFHF materials to teach teen parents about the importance of early literacy/how to do activities with their babies to develop early literacy skills? Yes or No 2. Do you feel your current work with teen parents is successful, moderately successful, or not successful? 3. Are you working with teen parents for the first time because of your participation in RFHF? Yes or No 4. Are you partnering with other agencies or organizations to connect with teen parents, if so who are your partners? If you have the time and would like to share more about your experience teaching teen parents about early literacy, please feel free to write more. There is a lot of discussion across organizations and agencies about how to engage teens, especially teen parents. Learning more about what you are doing may help other family support workers, librarians, and other professionals who work with teen parents and their babies. Thank you, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: