Purpose The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand. Design/methodology/approach Telephone interviews with librarians and an online survey of parent/caregivers were undertaken. Findings The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions. Research limitations/implications Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias. Practical implications The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities. Originality/value This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.

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The introduction of national standards for reading, writing and mathematics for children aged 5 to 12 years in New Zealand schools raises the question of whether this will lead to narrower interpretation of the school curriculum. Although Ministry of Education guidelines for teachers interpret literacy as social and cultural practice, national standards indicate a more skills-driven, teacher-centred approach. This research explored how primary teachers of children aged 5 to 7 years can reconcile this apparent difference by asking them about their views on incorporating children's funds of knowledge of popular culture into the school literacy curriculum. The findings from a survey and teacher case studies are reported here. Although a small number of teachers viewed popular culture negatively, most positioned it within the official curriculum and drew on it particularly for use with writing activities. In this paper, we aim to illustrate how teachers can avoid a narrow interpretation of literacy curriculum by drawing on children's expertise in popular culture.

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