Characterizing an information environment for supporting learning

Abstract

Purpose This study aims to offer insights into the presence and nature of an information environment provided for young children to support their learning and explore how an information environment for young children can be characterized. Design/methodology/approach Observations of video-recorded public library storytimes were used to investigate the presence and nature of an information environment for young children’s learning. Findings The observations revealed that storytimes provide a rich, multimodal information environment where information is shared with young children and they are encouraged to interact with it in a variety of ways. The storytime participants take on several different roles that help to foster and sustain the information environment. Originality/value This study tests the applicability of Eisenberg and Small’s (1993) information-based education framework for exploring an information environment and recommends revisions to improve the framework’s effectiveness for characterizing information environments for young children.

Playing, tinkering, and problem solving: Understanding early computational thinking in libraries and museums

“…Overall, it is important that informal learning environments offer these CT opportunities alongside schools, as informal learning environments focus on interest-driven, open-ended experiences that allow children to follow their own interests and direct their own learning process (Falk and Dierking, 2002). In addition, since caregivers often accompany their young children to libraries and museums (Campana, 2021; Wolf and Wood, 2012), the use of accessible materials and approachable CT activities can help families understand how they can incorporate CT into their home environments. Finally, these opportunities help to increase access to CT experiences for young children, particularly for those ages 0–5 years, given that a large percentage of them are not in a formal school environment (Annie E. Casey Foundation, 2020).…”

Playful stories: Exploring the use of dramatic play in storytimes

“…Emerging literature and practitioner-focused writings have indicated that public libraries have been focusing on creating library spaces (Hassinger-Das et al, 2020), providing "loose parts" toys (Swadley, 2021), and offering programs (Ruscio, 2019) to better incorporate and facilitate children's unstructured play. For public library storytimes, the use of play has ranged from offering time and space before and after the program for unstructured and less adult-guided play (Diamant-Cohen et al, 2012), to more actively adult-led short, playful elements during the program (Campana, 2021). Understanding more about how educator-led play, and specifically dramatic play, may be effectively sustained and fostered throughout the entirety of the library storytime program holds potential to benefit children's development and move the incorporation of play in storytimes more toward a model of playful learning.…”

“…As one of the most common, and arguably well-known, children's programs in public libraries, storytimes have long been recognized for their role in family engagement and learning for young children and caregivers. Library storytime programs often incorporate a wide variety of elements including songs, rhymes, and chants, books, props, and manipulatives, puppets, music, and movement-based activities to encourage multimodal engagement opportunities (Campana, 2021). Previous research on public library storytimes has found that these programs can support a variety of early learning and school readiness skills including literacy, mathematics, and others for young children (Campana, 2021).…”

“…And while play is an important mechanism for supporting children's development, some child development scholars have moved beyond play to "playful learning," where educators or other adults intentionally support learning through play, as a more effective way to support learning and development (Hassinger-Das et al, 2017). Given that many libraries highlight early literacy and early learning as goals for their storytimes (Campana, 2021;Campana et al, 2016), it is likely that there are some elements of playful learning present in library storytimes; however, research and professional development is needed to help libraries be more effective with playful learning in their storytimes. Despite storytime's documented benefits, popularity, and multimodal methods for family engagement; research focused on storytimes in public libraries continues to be sparse, with calls from scholars for more work in the area of storytime research (Cahill et al, 2020;Mills et al, 2018;Prendergast and Sharkey, 2021).…”

“…Library storytime programs often incorporate a wide variety of elements including songs, rhymes, and chants, books, props, and manipulatives, puppets, music, and movement-based activities to encourage multimodal engagement opportunities (Campana, 2021). Previous research on public library storytimes has found that these programs can support a variety of early learning and school readiness skills including literacy, mathematics, and others for young children (Campana, 2021). As child enjoyment is frequently a key motivator for family attendance at storytime (Cahill et al, 2020), it is perhaps not surprising that the field has also emphasized the importance of play in public library storytimes, especially as a method for engaging families and supporting children’s development (Diamant-Cohen et al, 2012; Nespeca, 2012).…”