CBCA 2020 Online conference illuminates, educates and inspires
CBCA Conference Online Conference 2020 Information text in a digital age
Tracking people who use the Library's book list blog posts
Someone asked me recently, "Can tell if people who look at the book list blog posts actually click on the books and borrow them?" A good question, and as I looked into it I thought it might be interesting to share some insights. Spoilers: the answer is yes... and no!
Training Modules Children and Youth Module 13 Protective Behaviours
Training Modules Children and Youth Module 13
Protective Behaviours
A child is 0-16 years of age.
Under no circumstances is it appropriate for a staff member to be alone in a room or space with an unattended child/ren. In such a situation always ensure there is another staff member nearby who can see you and the child. Keep doors open so members of the public can see in the room.
Working with Children Check number
All staff who do children's work must have a current Working with Children Check number.
This is part of the essential qualifications for the role.
Contact
Librarians should not be making physical contact with the children. If a child wants to give you a hug, please check with their parents if it is o.k. There are times when you might touch a child-when giving a stamp, during storytime as part of a game or other incidental moments. Make sure their parent/carer is always in view.
If a child does try to hold your hand or hug you, don't react, or say 'No' as you might scare the child and they may think something is wrong, just make eye contact with the parents/carer and give a quick hug and move on. If the parent is not nearby try to move calmly away from the child and suggest a 'high five', fist bump or elbow tap.
Unattended children in the library
The library has a policy for children in the library. It is included in the circulation procedures manual. Please make yourself familiar with this
Three points that we must be aware of:
- Children under the age of 10 years should be in the care of a parent, guardian or carer.
- The carer can be an older sibling over the age of 14 years but must have a contact number for the parent in case of an emergency.
- A child is unattended when out of sight of a parent, guardian or carer.
If you have a child who is unattended in the library you do need to speak to the parent. Please be firm and fair about the rules of the library while being respectful and using empathy driven enforcement. The below image is from the Homelessness training and is from one of the later segments "Unattended Children"
Observing inappropriate behaviour-what do you do?
What is the definition of an unattended child in the library?
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How old can a child be if coming to the library unattended?
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How old must a carer be of a child under 10 within the library?
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What must they have with them?
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If you see inappropriate behaviours or actions toward children who do you speak to about it?
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Training Modules Children and Youth Module 16 Evaluation of Training Package
Training Modules Children and Youth Module 16 Evaluation of Training Package and Certificate of Completion
These answers will go to the Children and Youth team so they can update and improve on the training package.
1. Did the modules cover relevant topics?
Y N
If N is your answer, what other topics would you like covered in this training?
2. Did each module cover enough information related to the topic?
Y N
If N is your answer, what questions related to the topics would you like answered or elaborated on?
3. Was there enough variety in resources within each module?
Y N
If N is your answer, what other methods of online information can you recommend for inclusion in this package?
4. Do you have any suggestions for future training in Children and Youth programming?
If you would like a question answered directly please add your name otherwise you may remain anonymous.
Cheers
Certificate of Completion
When you have finished your evaluation, email the Kids team using the group email Library Children and Youth and we will send you a Certificate of Completion. (Please allow 3 working days for this. Thank you.)
Each June and December The Kids team notify Learning and Development and your training will be recorded in Aurion.
There's loads more training information available through Microsoft teams and Objective. Get in touch with the kids team and they can point you in the right direction.
Training Modules Children and Youth Module 2 Early Literacy Domains and The Five Practices
Training Modules Children and Youth Module 2 Early Literacy Domains and The Five Practices
So what are these Early Literacy Domains?
Early Literacy Domains (also known as Early Literacy Skills) are what we need to know about reading and writing before we can actually read or write – they involve language-both verbal and non-verbal, conversation, stories, oral and written, books and print. (For example children know how to turn pages of a book before they can read, they know the meaning of words before they can read them) Storytimes are one of the ways we can help children develop these skills in a fun and enjoyable way. It is also a way of sharing information with parents and caregivers so they can continue to support their children’s early literacy skills at home.
For more information go to Early Language and Literacy Framework in NSW Public Libraries: Framework for developing and evaluating early literacy sessions.
https://www.sl.nsw.gov.au/public-library-services/services/early-language-and-literacy-nsw-public-libraries
Resources can also be found at
“We strengthen our storytimes when we are able to understand connections between the activities we are doing and helping children later learn to read, developing their early literacy skills. We are also able to share these connections with parents and caregivers in our storytimes and in the community. Reaching parents and caregivers with early literacy information is one of our storytime goals.” p77 Ghoting, Saroj Storytime Manual for East Albemarle (NC) Regional Library System. 2020.
By sharing the importance of these activities with parents and caregivers we help them to continue these activities with their children at home.
(1) Phonological awareness
(2) Alphabet & letter knowledge
(3) Concepts of print
(4) Oral language and vocabulary
(5) Background knowledge
(6) Print motivation.
Phonological awareness-the ability to distinguish different sound patterns and break speech into sound units of different sizes.
Alphabet and Letter Knowledge -knowing the names of the letters of the alphabet and their sounds.
Concepts of print -understanding how books and print function and their conventions and the ability to distinguish print from images and that they both construct meaning.
Oral language and vocabulary -knowledge of words and ability to use them and other features of oral language to communicate effectively in different situations.
Background knowledge -knowledge of the physical, biological and social world and human experience in it.
Print motivation -the willingness to engage in literacy practices that involve print such as reading and writing.
The Five practices
Research shows us that babies and young children learn through talking, through songs and rhymes, through stories and through dramatic play. Reading, singing, playing, talking and writing; these are called the five practices and we do these in our programs.
|
Practice |
Actions |
Literacy Domains |
|
Sing |
Slows down language, hear smaller sound in words, syllables are more defined, include unfamiliar and interesting words. |
Supports phonological awareness Oral language and vocabulary |
|
Read |
Positive experiences with books, different words than daily conversation, includes new information and concepts, recognise and point to words, use terms such as ‘cover’, ‘page’, talk about title, author and illustrator, point out letters in words |
Supports print motivation, Oral language and vocabulary, Background knowledge Concepts of print Letter awareness Print motivation |
|
Write |
Children scribble/draw and say what it means-connects markings to meaning |
Supports concepts of print Letter knowledge Print motivation |
|
Talk |
Children learn language through hearing people talk. Building vocabulary through adding new words and information to conversations. Listen allowing child to think, copy and babble. Talk about signs and logos, books, their name. |
Supports oral language and vocabulary Background knowledge Letter knowledge |
|
Play |
Dramatic play retelling and action stories. Using puppets and feltboards or props to tell stories |
Supports background knowledge Print motivation |
You can learn more about this in Storytimes for Everyone! Developing Young Children’s Language and Literacy by Saroj Ghoting and Pamela Martin-Diaz ALA 2013
Available in our collection b/c 32232013017562
This will take you to Module 3
Click on Do this to access the answerable questions
Do this
Pick one of the Early Literacy Domains.
Write down some ways in which we support this in our programs For example:
Background knowledge: Talking about the content of a book before reading it. Setting a theme for storytime. Asking questions about a book after reading it, relating it to their lives. Giving definitions to words in context (Also supports vocabulary development)
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