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Abstract: Sharing the Story of Public Library Programming for Young Children with Disabilities or Developmental Delays
Public libraries have a long and successful track record of programming for young children through story times and outreach. However, research has shown that not all parents and not all children feel welcome in public library programming. Parents of children with disabilities have noted discrimination against their children by other story time attendees. Library staff report feeling ill prepared to provide equitable service to children with disabilities. LIS educators know they cannot reach all the people who provide programming for children. No one wants to be in this less-than-ideal situation.
Our team looked at existing successful practices in children’s programming and how those practices developed. Our advisory board and local contacts helped us identify ten libraries that were successful in providing services to young children with disabilities. At those libraries, we observed children’s programs in the library and outside the library. In several cases, we did in-depth think-aloud debriefing to discuss how children’s services staff modify programs on the fly. We conducted interviews with library directors, youth services managers, children’s librarians, and paraprofessional children’s staff. We also interviewed early intervention specialists, school personnel, and outreach site directors, as well as parents and children. We ultimately analyzed 223 pieces of data, including interview transcripts, recordings of story time programs, program evaluation information, and programming space diagrams.
In addition to developing guidelines and suggestions for children’s services staff, our findings revealed some commonalities in terms of how libraries and librarians develop inclusive programs and accepting atmospheres for all children and their caregivers. For example, several library staff had familiarity with inclusive educational practices and child development principles from prior employment, not from their LIS education. Professional development opportunities helped library employees develop greater skills, but many wanted additional support. Networks of support outside the library helped children’s librarians personalize their services and contextualize their roles in the larger community. External partnerships and community collaborations were viewed by our respondents as critical for developing expertise and sharing resources. However, paraprofessional children’s staff may not be prepared or supported for outreach and community engagement, and professional children’s staff do not always have time or staff to sustain those connections.
This study contributes to the field of public and children’s librarianship by documenting successful practices and policies for creating more inclusive services for young children with disabilities and/or developmental delays and their caregivers.
Our team looked at existing successful practices in children’s programming and how those practices developed. Our advisory board and local contacts helped us identify ten libraries that were successful in providing services to young children with disabilities. At those libraries, we observed children’s programs in the library and outside the library. In several cases, we did in-depth think-aloud debriefing to discuss how children’s services staff modify programs on the fly. We conducted interviews with library directors, youth services managers, children’s librarians, and paraprofessional children’s staff. We also interviewed early intervention specialists, school personnel, and outreach site directors, as well as parents and children. We ultimately analyzed 223 pieces of data, including interview transcripts, recordings of story time programs, program evaluation information, and programming space diagrams.
In addition to developing guidelines and suggestions for children’s services staff, our findings revealed some commonalities in terms of how libraries and librarians develop inclusive programs and accepting atmospheres for all children and their caregivers. For example, several library staff had familiarity with inclusive educational practices and child development principles from prior employment, not from their LIS education. Professional development opportunities helped library employees develop greater skills, but many wanted additional support. Networks of support outside the library helped children’s librarians personalize their services and contextualize their roles in the larger community. External partnerships and community collaborations were viewed by our respondents as critical for developing expertise and sharing resources. However, paraprofessional children’s staff may not be prepared or supported for outreach and community engagement, and professional children’s staff do not always have time or staff to sustain those connections.
This study contributes to the field of public and children’s librarianship by documenting successful practices and policies for creating more inclusive services for young children with disabilities and/or developmental delays and their caregivers.