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WHAT CAN LIBRARIANS LEARN FROM ELMO, SID, AND DORA? APPLYING THE PRINCIPLES OF EDUCATIONAL TELEVISION TO STORYTIME
Maria Cahill [email protected]
Jennifer Bigheart [email protected]
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“Lalalala, Elmo’s world. Lalalala, and many educational television naturally occur during children’s Elmo’s world...” Like numerous shows such as PAW Patrol on Nick Jr. play. For example, if two children children, you probably learned this provide great examples of problem want the same manipulative during song, along with a whole host of solving. Problems for children a creative-interpretation activity, a other interesting things, from Sesame range in difficulty according to school librarian could take time Street. Since its first airing in 1969, the situation and task. Problems to discuss the situation with the the overarching goal of the show has can be as simple as trying to reach children involved, as well as with been to prepare young children for a plate of cookies on the counter, those on the sidelines, and together formal schooling, and numerous moderately more difficult such as develop possible solutions. research studies (Fisch and Truglio attempting to safely cross a busy 2001) confirm that the producers of street, or as complex as trying to General Foundational Concepts the show accomplish that goal. With understand laws of physics. When General foundational concepts the great success of Sesame Street, other children see others successfully are those basic understandings producers and television networks tackle problems, they are able to that children need to perform have also developed programs learn from those situations. Many everyday tasks and to be ready for intended to boost the cognitive and educational television programs formal schooling. Colors, numbers, social development of children. encourage children to solve hypo- shapes, time, and quantities are Learning and school readiness are thetical problems, and sharing in all examples of foundational at the heart of educational television. these problem-solving experiences concepts. Many educational Yet many, if not all, of the best- helps children select appropri- television shows, including Peg + Cat known educational television shows ate tools and develop confidence on PBS, incorporate a variety of produced for children are not just germane to real-world situations. foundational concepts. Similarly, educational; they’re also humorous, Skills developed through virtual school librarians can select books engaging, and interactive. exploration can be applied to that incorporate these concepts. resolve actual problems encoun- Additionally, librarians should Parents and caregivers can maximize tered in everyday life. intentionally weave foundational children’s engagement with educa- concepts into general storytime tional television programming by Problem-solving tasks can and routines and communications. For co-viewing and discussing concepts should be incorporated into example, ordinal terms can be used and issues during and following everyday interactions with young to describe storytime procedures, episodes, and parents and caregivers children. Encouraging young e.g., first, we will…, second, etc. can poach ideas and processes from children to predict upcoming Finally, foundational concepts are these programs and apply them to events during book reading or as easily incorporated into planned their own interactions with children. an event unfolds in real time is a library program activities and School librarians might also consider proven method for supporting the storytime crafts. taking a few pages from the edu- development of problem-solving cational television playbook and and critical-thinking skills. One applying them to storytime. Though fun and engaging method for World Knowledge in this article we focus primarily scaffolding the development of Children need some background on younger students, shared prediction, problem-solving, knowledge on a whole host of topics reading-aloud sessions with older and critical-thinking skills is to and events to support later learning students—who can themselves be pre- incorporate in shared reading a and reading comprehension. As senters—can effectively incorporate multiple-choice format, like those Susan Neuman has so eloquently many of these same strategies. found in shows such as Ruff-Ruff, stated, “Children are natural Tweet and Dave, and Dora the Explorer. knowledge seekers. Whether it’s orca whales, dinosaurs, or the latest General Benefits of For example, “If the dog buries the bone in the garden, will he: a) technological doodad, children’s Educational Television Pro- make birds angry, b) turn purple, activities are often guided by their gramming to Integrate into or c) damage the flowers?” need to know. They want to become Storytime Programming expert in a domain. And it’s this To help children develop strategies goal that drives their ambition” Problem Solving for thinking through and solving (2010, 301). When children have Children meet challenges every day problems, adults can also harness a basic understanding of science in a variety of different contexts, those teachable moments that and social studies concepts, they
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have the requisite foundation for more-detailed learning and for pursuing unique individualized interests. These foundational After reading, the librarian can understandings of social studies and science concepts, such as land discuss the story, being sure forms, scientific classification systems, cultural traditions, weather systems, history, and so much more, to incorporate the vocabulary facilitate later academic endeavors and reading comprehension. words into the discussion. Even
Educational television programs for children have been incorporating more beneficial, the librarian can naturally interesting topics into episodes for years. Take, for structure the discussion so that example, the content and characters of PBS’s Cyberchase, Sid the Science Kid, and Wild Kratts, as well as newer the children themselves will be programs like Nick Jr.’s Blaze and the Monster Machines, Disney Junior’s Miles speaking the word as part of the from Tomorrow Land, and Fishtronaut, which is available on Netflix. Rather than sticking to traditional early- discussion. This technique is childhood themes such as teddy bears, apples, and pets, school effective with learners of all ages! librarians can broaden storytime program themes to those that are more eccentric and naturally interesting, and, thereby, expand the knowledge base of young children. Topics such as jungles, amphibians, natural disasters, and other less-mainstream subjects will expand children’s interests and repertoire of stories and information. Incorporation of cultural themes, customs, and an intentional focus on diversity like that found in Sprout’s Super Wings or Disney Junior’s Handy Manny will help prepare children for success in the twenty-first century.
Literacy-Specific Benefits of Educational Television Applicable to Storytime Educational television programming supports both foundational and less-constrained reading skills (Parris 2005). To be school-ready, children need finite skills such as letter-name and letter-
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sound knowledge, as well as broad exposure to language, ideas, and experiences that support vocabulary development and comprehension of complex storylines, arguments, and information.
Letter-Name, Letter-Sound, and Phonological Awareness The alphabetic principle, recognition that print letters represent sounds that are combined to form words, is a key understanding for early reading One simple way for school librarians to success. Many educational television shows concentrate on supporting promote children’s understanding of children’s letter-name and letter- expository text is through incorporation sound skills. Programs such as Sesame Street and Between the Lions of informational books into storytime. are well respected for focusing on letter concepts, and newer Additionally, while reading informational programs such as Wallykazam! also draw viewers’ attention to letters books in storytime, librarians can point and their corresponding sounds. out text features: table of contents, Through intentional selection of books, songs, and rhymes, school headings, captions, etc. Within storytime librarians can integrate a focus on letter names and letter sounds into itself and in activities following storytime. Even more effective are activities that are personalized based storytime, librarians can also incorporate on children’s interests. For example, expository activities that require librarians can use the names of the children as the entry points description, sequencing, comparing and for letter awareness. In addition, librarians should encourage contrasting, identifying cause and effect, caregivers to personalize letter- name and letter-sound activities for and matching problems and solutions. the children in their care.
Many educational television programs also help advance young children’s phonological awareness. Studies (e.g., Goswami 2001) suggest that the more language children hear, the better able they are to differentiate individual sounds in words. Children’s phonological awareness can be further enhanced when their attention is explicitly directed to identifying, segmenting, and/ or blending the phonemes within
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Additionally, television (Walt Disney Television Animation title sequence, the word, “spelling” programs commonly pair those 2006) are peppered throughout synchronously forms above her head. target words with actions or images most programs aimed at young Librarians can also take simple and contextual definitions. For children. The more children are measures to further advance chil- example, in one episode of the attuned to recognize the different dren’s print understandings. For classic Blue’s Clues (the episode titled and unique sounds of words, the example, many school librarians “Blue’s Wishes”), Blue illustrates the more phonemically aware and point to the printed words while clue: “glide.” In the segment, Blue’s capable—and, in turn, the better reading. Librarians can also draw paw moves back and forth. The equipped for beginning reading and children’s attention to text features character Joey states, “Our third writing—they become. such as speech bubbles, headings, clue is sliding back and forth”— and picture captions—especially easy pairing a contextual definition with School librarians can integrate to do when projecting an e-book. the action. He then states the word, wordplay into storytime routines. Finally, talking about parts of “gliding.” As the show continues, Songs, fingerplays, chants, and hardcopy books (e.g., cover, spine, the words “gliding,” “glide,” and action rhymes are natural entrees title page, etc.) will help children “glides” are paired with movement into phonological awareness. develop this context-specific vocabu- or action nine more times within Inclusion of simple language lary. two minutes. play and games that promote segmentation, blending, and Oral Language Development In storytime it is also fairly easy to identification of phonemes are more Well-developed oral language skills pair interesting vocabulary with intentional ways to further enhance in early childhood promote later action and images to pair words children’s attention to phonemes literacy proficiency and heightened with simple, contextual definitions, within and across different words general cognitive development and to repeat their use. Before (Reutzel 2015). Librarians might during the schooling years (Cun- reading a story that contains consider songs like Willoughby, Wallaby, ningham and Stanovich 1997). The some words new to the listeners, a Woo or the Banana Nana Bo Bana (the more language interactions children school librarian can discuss one Name Game) chant as personalized have, the better developed their or two of those words, pairing methods to promote phonemic language skills. Oral language is them with images (in the book or awareness. particularly important because projected from other sources) and/ children need guided practice or action. When encountering Print Concepts expressing and fine-tuning language. the word during the reading, the The term “concepts of print” librarian can provide a little refers to children’s knowledge of Research (Hart and Risley 1995, refresher definition or invite the print conventions: written words 2003) suggests that by age three children to apply the meaning symbolize spoken words; English children from families on welfare in the context of the story. After words are read from left to right; hear about thirty million fewer reading, the librarian can discuss books in English are read from words than children from families the story, being sure to incorporate front to back; books have titles, with parents employed in pro- the vocabulary words into the authors, and illustrators, etc. Many fessional positions. Hence, the discussion. Even more beneficial, educational television shows such contributions to oral language the librarian can structure the as WordWorld on PBS promote provided through out-of-home expe- discussion so that the children concepts of print through the riences are particularly important themselves will be speaking the pairing of written text with spoken for at-risk children. Vocabulary, one word as part of the discussion. This words. Other programs integrate component of oral language, can be technique is effective with learners word formation, word reading, and easily enhanced through storytime. of all ages! sentence building to convey the
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Text Structure expository books to young children expended, the more the viewer Though at first glance book reading (Duke 2000), children become will comprehend (Anderson and and television viewing seem more familiar with narrative Kirkorian 2006). Consequently, diametrically opposed, educational language structures than expository. good educational television television can promote children’s However, familiarity with expository shows incorporate strategies to understanding of text structure, text structures is particularly capture attention and to facilitate both narrative and expository. important because most in-school comprehension. These same Whether informational or fictional, reading in later grades and reading strategies can be modified for the structure or organization of in adulthood (e.g., newspapers, storytime. material within a text is either e-mails, text messages, work memos, narrative or expository. Those healthcare information, etc.) Spark Curiosity consist of expository text. One books and television programs Children are naturally curious simple way for school librarians to told in story format have narrative and want to learn about the world promote children’s understanding structures, while those that relay around them. Educational television of expository text is through information through description, programs for children typically incorporation of informational sequence, compare/contrast, cause/ open with scenes that grab viewers’ books into storytime. Additionally, effect, procedure, or problem/ attention to draw them into the while reading informational books solution like Sesame Street segments storyline or whet their appetite for in storytime, librarians can point of Elmo’s World, have expository learning. School librarians can also out text features: table of contents, structures. use educational hooks to interest headings, captions, etc. Within young children. Consider how an storytime itself and in activities Children’s understanding of image or a prop might be used to following storytime, librarians the narrative structure enables garner attention about a topic. For can also incorporate expository them to devote greater attention example, a librarian might use activities that require description, to comprehension, vocabulary actual (or silk) chrysanthemums, sequencing, comparing and learning, and their understanding roses, and lilies to attract the contrasting, identifying cause and of concepts and world knowledge attention of young children. The effect, and matching problems and during storybook readings. Within librarian might prompt the children solutions. and in conjunction with storytime, to consider how the objects are school librarians can further similar and different, whether support children’s understandings Insights about the Learning the props are living or nonliving, of narrative structure. First, it’s Environment Drawn from how or why people might use important to engage in dialogic Educational Television them, etc. Consider how this hook reading with discussion of each might provide a perfect segue book throughout and following the Motivation and Comprehension into a reading of Kevin Henkes’ reading. Narrative understanding Children’s fascination with Chrysanthemum in conjunction with a can be advanced through explicit and active participation during “names” themed storytime. discussion of the beginning, middle, educational television programming and ending components of the story. give testament to the motivational Instructional Previews and Concluding Interactive retellings with flannel features associated with it. One Wrap-Up boards, students’ reenactments, lesson readily drawn from Children, like adults, enjoy and other creative play also foster educational television and applied achievement and mastery; therefore, understanding of narrative to storytime is the importance the likelihood of their engagement structure. of keeping a focus on fun and in an activity increases with their enjoyment! Young children also need success in or understanding of that activity. Adults can and should set exposure to and an understanding Studies of educational television children up to succeed through of expository text structures. suggest that attention and structural components that build on Because of the human affinity for comprehension are strongly related: the children’s existing knowledge storytelling coupled with the fact the more content children are and strengths. Consider how that parents, teachers, and other able to comprehend, the greater educational programming for adults such as librarians tend to attention they are willing to expend, young children subtly activates read many more narrative than and the greater the attention
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prior knowledge while also preparing viewers for what is to Children are naturally curious come. Programs like Dora the Explorer and Thomas and Friends structure and want to learn about the these previews through maps, The Mickey Mouse Clubhouse previews the “Mouseketools” or objects that will world around them. Educational be used to complete an adventure or solve problems, and a librarian can television programs for children use this strategy as well by creating a visually enhanced storytime progression chart or agenda and typically open with scenes then revisiting it at each transition: first, we investigated snails, and that grab viewers’ attention to then we had fun with our opening song; next, we’ll read _____, etc. Viewers of the long-running Barney draw them into the storyline or and Friends will recall that Barney concluded each programming with whet their appetite for learning. “Barney Says” in which he narrated, with accompanying visual clues, each major action or event of the School librarians can also use episode. Librarians can incorporate this concluding routine in storytime educational hooks to interest or encourage parents to do so individually with their children. young children. Repetition Another technique for boosting success, which, in turn, enhances enjoyment and furthers learning, is repetition. Television programming for children employs multiple forms of repetition, and storytime programs for children can also. Many television programs use recurring characters and replicate components across episodes to form a structure. For example, in every episode of the classic Mr. Rogers’ Neighborhood, Mr. Rogers changes out of his jacket and dress shoes into a sweater and blue sneakers, and a trolley ushers viewers into the Neighborhood of Make-Believe. Similarly, Daniel Tiger’s Neighborhood, a spinoff of Mr. Rogers’ Neighborhood, has two different but related stories in each episode. A song that is introduced in the first story of each episode is then repeated in the second story of the same episode. School librarians also employ
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recurring elements across storytime programs. For example, many librarians use the same structure each week for storytime, often beginning with an opening routine or song, varying regular elements The cornerstone of good such as book reading and action rhymes, and a standard closing. educational programming and the Repetition is also used within single first and most important idea to episodes and single stories within episodes of children’s television programs, primarily as a method integrate into storytime is the fact for teaching and reinforcing moderately complex concepts that children are more receptive and vocabulary. For example, in the “Caillou the Builder” episode to learning when they are having of the program Caillou, the main character and his mother discuss fun and are actively engaged. the meaning of “detour” when they encounter a fallen tree in their route to preschool. Later in that same episode, the preschool boy explains the meaning of detour to his friends as he constructs a detour around a tree in the sandbox. Advanced concepts and vocabulary can be repeated throughout and across storytimes through book selection, planned activities, and discussions. School librarians can also encourage parents to build on the ideas and repeat the terms in interactions and discussion with their children beyond the library.
Interaction and Sufficient Think Time Nickelodeon’s groundbreaking and award-winning Blue’s Clues first introduced the “learning by doing” concept into the television viewing context, and many programs produced for children have since copied the technique. Characters in many children’s productions address questions or issue invitations to viewers and then provide time for response. For example, the central character in Special Agent Oso regularly faces directly toward the viewer, asks for assistance in making a choice, waits several seconds, and then continues
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action. School librarians are expert dialogic readers and understand the Maria Cahill is an value of interacting with children Works Cited: assistant professor at the during book sharing. Interaction Anderson, Daniel R., and Heather can be also integrated into other University of Kentucky L. Kirkorian. 2006. “Attention components of storytime. For in Lexington. She is a and Television.” In The Psychology example, children can participate of Entertainment, edited by Jennings member of AASL and is Bryant and Peter Vorderer, in story retellings by placing and 35–54. Mahwah, NJ: Erlbaum. serving on the School Library Research moving flannel-board pieces. When Cunningham, Ann E., and Keith E. engaging in dialogic reading, Editorial Board. She coauthored (with Jennifer Stanovich. 1997. “Early Reading inviting children to volunteer, Acquisition and Its Relation to Richey) “What Sound Does an Odyssey Reading Experience and Ability and leading question/response Make? Content Analysis of Award-Winning 10 Years Later.” Developmental exchanges, librarians should be Psycholog y 33 (6): 934–45. sure to provide a three- to five- Audiobooks” in the October 2015 issue of Duke, Nell K. 2000. “3.6 second think-time pause to allow Library Quarterly and “What’s a School Minutes per Day: The Scarcity of Informational Texts in First all children sufficient time to Librarian’s Favorite Preposition? Evidence in, Grade.” Reading Research Quarterly consider the issue and respond. At a of, and for Practice” in the January/February 35 (2): 202–24. Family Night event school librarians Fisch, Shalom M., and Rosemarie can increase the number of active 2015 issue of Knowledge Quest. T. Truglio. 2001. G Is for Growing: participants by inviting each child Thirty Years of Research on Children and Sesame Street. Mahwah, NJ: to respond to the accompanying Erlbaum. adult rather than directly to the Goswami, Usha. 2001. “Early librarian. Phonological Development and Jennifer Bigheart the Acquisition of Literacy.” In is the public relations Handbook of Early Literacy Research, First Steps for Incorporating edited by Susan B. Neuman and supervisor for Westbank David K. Dickinson, 111–25. New Literacy and Learning Community Libraries York: Guilford. Concepts into Storytime Hart, Betty, and Todd R. Risley. Structures in Austin, Texas. She is 1995. Meaningful Differences in the also the PR director for the Texas Teen Book Everyday Experiences of Young American The cornerstone of good Children. Baltimore: Brookes. educational programming and the Festival and cofounder of Literary Lonestars, a ———. 2003. “The Early Catastrophe: first and most important idea to group dedicated to spreading the word about all The 30 Million Word Gap by Age 3.” American Educator (Spring). integrate into storytime is the fact literary events for kids of all ages in Texas. Her
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