From katie.anderson at state.or.us Fri Aug 14 10:56:56 2015 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 14 Aug 2015 17:56:56 +0000 Subject: [RFHF] Statistics: State Baby Facts: How do babies and toddlers fare in Oregon compared with the rest of the nation? Message-ID: <640435851FD7CB4AB3C4BE0D1963BA245CF8911B@OSLEXCHANGE.osl.state.or.us.local> ZERO TO THREE(r) published 2015 State Baby Facts which includes Oregon-specific data, National Baby Facts report, and a great toolkit with instructions on how you can use Baby Facts. The toolkits includes talking points laid out as a problem statement, explanation of why it matters, and a proposed solution. The toolkit also includes sample Tweets, facebook posts, and articles/emails s to help you share this information with your community. Why is this important for Oregon libraries? * Public libraries provide families with babies and toddlers access to early childhood development and education resources and programs. We are part of the solution, especially for economically disadvantaged families that don't qualify for Head Start or other free/subsidized programs yet can't afford to enroll their baby or toddler in high-quality childcare and education programs. * Children's librarians are experts in early literacy, one of the four things the Oregon Department of Education assesses to determine kindergarten readiness-the other three are math, social-emotional development, and self-regulation all of which children's library programs can help with too! * Public libraries are working with their regional Early Learning Hubs or other community organizations to address the issues brought to light via the 2015 Baby Facts. Some of the issues are: o 55% of Oregon parents read to their 0-5 year old child daily. o 59% of Oregon parents tell stories and sing to their 0-5 year old child daily. o 51% of babies and toddlers in Oregon are poor or near poor. o In Oregon, child care costs an average of 52% of a single mother's income. o 27% of babies and toddlers in Oregon are maltreated-remember, Oregon library staff are mandatory reporters now. * Libraries need to educate our communities that early learning unfolds in libraries. The report says "...learning unfolds in many settings, including the home, child care centers, Early Head Start (EHS), family child care homes, and family, friend, and neighbor care." It doesn't mention libraries! Use the Baby Facts toolkit to get the message out that realy learning unfolds in your library. Thanks, Katie [Slogan Text][Cooper_laughing] Summer Reading 2015 at Oregon libraries! Find a summer food site. Katie Anderson, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 From: ZERO TO THREE [mailto:online at zerotothree.org] Sent: Wednesday, August 05, 2015 11:59 AM To: Katie Anderson Subject: How Do Babies Fare in Your State? ZERO TO THREE: National Center for Infants, Toddlers, and Families Visit our website | Forward this message to a friend [header border image] [ZERO TO THREE | Early Experiences Matter][Find Us on Facebook!][Join Us on Twitter!][Find Us on LinkedIn!][Watch Us on YouTube!][Donate to ZERO TO THREE and help us make a difference!] [The State of America's Babies] [spacer] ZERO TO THREE is pleased to announce the release of our updated State Baby Facts, which tell the story about very young children in each state and the District of Columbia. State Baby Facts present infant and toddler data in the framework of good health, strong families, and positive early learning experiences-the ingredients babies need to grow and thrive. By providing a snapshot of how babies are faring in each state, we can make the case for increased investment in programs that help improve the lives of infants, toddlers, and their families. State Baby Facts are available to download for FREE. Download your state's fact sheet today! * Download our toolkit for ideas and resources on how to use State Baby Facts. * Make sure your Members of Congress know the Baby Facts! Send them your state's fact sheet and let them know how their littlest constituents are faring. Would you like to receive more information about ZERO TO THREE policy and advocacy? Sign up for the ZERO TO THREE Policy Network! [spacer] [footer border] ZERO TO THREE: National Center for Infants, Toddlers, and Families 1255 23rd Street, NW, Suite 350, Washington, DC 20037 Phone: (202) 638-1144 | Fax: (202) 638-0851 Unable to view this mesage? View in browser. | [powered by Blackbaud] nonprofit software -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3265 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2236 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Fri Aug 21 09:10:52 2015 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 21 Aug 2015 16:10:52 +0000 Subject: [RFHF] Research: Bedtime Stories for Young Brains Message-ID: <640435851FD7CB4AB3C4BE0D1963BA245EF3EBEE@OSLEXCHANGE.osl.state.or.us.local> Two new studies were recently been published, one in the journal Pediatrics and one in Psychological Science, that provide more evidence that listening to books read aloud is important for early brain development. Bedtime Stories for Young Brains by Perri Klass, MD (Article about the two new studies) August 17, 2015 http://well.blogs.nytimes.com/2015/08/17/bedtime-stories-for-young-brains/?emc=eta1&_r=0 * Children whose parents reported more reading at home and more books in the home showed significantly greater activation of brain areas in a region of the left hemisphere called the parietal-temporal-occipital association cortex. This brain area is "a watershed region, all about multisensory integration, integrating sound and then visual stimulation," * children who were exposed to more books and home reading showed significantly more activity in the areas of the brain that process visual association, even though the child was in the scanner just listening to a story and could not see any pictures. * The different levels of brain activation, he said, suggest that children who have more practice in developing those visual images, as they look at picture books and listen to stories, may develop skills that will help them make images and stories out of words later on. * "It helps them understand what things look like, and may help them transition to books without pictures," he said. "It will help them later be better readers because they've developed that part of the brain that helps them see what is going on in the story." * But it turns out that reading to - and with - young children may amplify the language they hear more than just talking. * In comparing the language in books to the language used by parents talking to their children, the researchers found that the picture books contained more "unique word types." * children who are being read to by caregivers are hearing vocabulary words that kids who are not being read to are probably not hearing. * So reading picture books with young children may mean that they hear more words, while at the same time, their brains practice creating the images associated with those words - and with the more complex sentences and rhymes that make up even simple stories. [Slogan Text][Cooper_laughing] Summer Reading 2015 at Oregon libraries! Find a summer food site. Katie Anderson, Youth Services Consultant Library Support and Development Services 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: image002.jpg Type: image/jpeg Size: 3265 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2236 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Fri Aug 21 10:30:22 2015 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 21 Aug 2015 17:30:22 +0000 Subject: [RFHF] Diverse Books: The Case of Skippyjon Jones Message-ID: <640435851FD7CB4AB3C4BE0D1963BA245EF3EFC0@OSLEXCHANGE.osl.state.or.us.local> I admit it, I really liked Skippyjon Jones when the first book came out. I liked it so much I didn't review it through a diversity lens and included it as a giveaway in the first year of Reading for Healthy Families. Sometimes we like what we like even when we know better. That might be okay in our personal lives, but in our work we need to act professional and think of the broader impact on children, families, and our community. Here are two great articles about the negative stereotype and incorrect use of language in the Skippyjon Jones books. * Skippyjon Jones and the Failed Read-Aloud * Skippyjon Jones: Transforming a Racist Stereotype into an Industry Skippyjon Jones is a popular series that most, if not all of you will keep in your collections to meet patron requests. Upholding the principles of intellectual freedom in providing our patrons the materials they want is part of our professional Code of Ethics. However our Code of Ethics also indicates that we have a responsibility to provide services, including storytimes and other programs, that are accurate, unbiased, and courteous. This is a reminder that not everything on our shelves is appropriate for storytimes and other programs. Therefore we need to review all the books we use in programs, even popular ones with good reviews, before using them in our programs and we need to remember to apply a diversity lens when doing so. In the past several years I've learned more about how to apply a diversity lens when reviewing books and other media. I've learned more about stereotypes, micro-aggressions, and other topics related to diversity and diverse books. Now I cringe when I read Skippyjon Jones and am embarrassed that I ever liked it. If you used to like a book you now know presents negative stereotypes or inaccurate representations of diverse people, please share and get it off your chest! You might just help the rest of us who may not have applied the diversity lens to that book yet. We all make mistakes, but we learn from them and get better at our jobs as a result. Thanks, Katie [Slogan Text][Cooper_laughing] Summer Reading 2015 at Oregon libraries! Find a summer food site. Katie Anderson, Youth Services Consultant Library Support and Development Services 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: image002.jpg Type: image/jpeg Size: 3265 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2236 bytes Desc: image004.jpg URL: