Apps on laps: digital storytimes in public libraries in Aotearoa New Zealand

Abstract

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.

The relational space of educational technology: Early childhood students’ views

“…Fine motor skills, social skills like sharing, turn-taking, collaboration, relationships building, cognitive skills like problem solving and creativity, personal skills like engagement, motivation, self-esteem and confidence emerged, portraying a holistic approach of the affordances of technology. These results confirm the growing understanding that technology has the potential to enhance early childhood practices (Burnett and Daniels, 2015; Goulding et al, 2018).…”

“…Educational technology and effective integration of technology in early childhood education is an emerging, complex field of necessary interest. There is still space for exploration in developing ways of transforming the ‘digitally fluent’ child into a digital ‘literate’ one, through best possible ways (Goulding et al, 2018; Palaiologou, 2016a). Children today can develop their digital fluency and literacy when they are given opportunities to interact with educational technology and acquire competences and skills through guidance and active support until they become independent users of technology.…”

“…The debate whether children should be interacting with and using digital technologies is now considered to be outdated. The question today evolves around how children will be enabled to use digital technology in a way that best benefits them (Goulding et al, 2018) and what are the best possible pedagogical practices, addressing the role of the practitioner and the role of the curriculum (Yelland, 2010). Arnott (2016) argues that a full answer to this question has not been given yet.…”

“…Similarly, Knauf (2016) observes that the number of studies concerning young children below 8 years has only recently been rising, as the majority of the studies before 2010 focused on older children’s use of digital technology. An increasing interest on technology both in early years settings and in the home depicts the growing acceptance and understanding that technology has the potential to enhance early childhood experiences (Burnett and Daniels, 2015) as part of their holistic development (Goulding et al, 2018) and play (Edwards and Bird, 2017).…”

The economic value of library services for children: The case of the Czech public libraries

“…• The library as a place for children and young people (Chandrasekar & Sivathaasan, 2016) and the use of library services by disabled readers, including the adaptation of the library and its services to meet their specific needs (Bushman, 2018); • The relevance of libraries in the field of education and their involvement in the preparation of high-quality educational programmes for children and young people (Overbey, Dotson & LaBadie, 2018 illustrates two successful Ohio urban STEM programs, produced as collaborations between public libraries and higher education institutions); • Support to increase children's reading motivation with the help of new technologies or media such as the reality story library (Goulding, Shuker, & Dickie, 2017;ChanLin, 2018), new apps to find books using smartwatches (Wang, Chen, & Wu, 2017), mobile libraries (Bamkin, Maynard, & Goulding, 2016), mobile technologies (Bowler, Julien, & Haddon, 2018) and augmented reality tools (Meredith, 2015); • The perception of libraries and services by children and young people (Kanazawa, 2018 illustrates the importance of libraries and their services for children and young people in Japan); • The changes in the structure of library services that have expanded children's digital literacy (Tang, Wu, & Pan, 2016). For example, Robertson and McMenemy (2018) discussed changes in UK library services for children in 2010 and 2016, finding that the hollowing out of public services for children had occurred.…”