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    BRINGING EARLY LITERACY RESEARCH TO THE PUBLIC LIBRARY: A CASE STUDY OF AN URBAN LIBRARY USING THE EVERY CHILD READY TO READ MODEL

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    McCormack_temple_0225E_13501.pdf
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    Genre
    Thesis/Dissertation
    Date
    2018
    Author
    McCormack, Leigh Ann
    Advisor
    Hindman, Annemarie H.
    Committee member
    Najera, Kristina
    Brooks, Wanda M., 1969-
    McGinley, Christopher W.
    Department
    Literacy & Learners
    Subject
    Education
    Education, Early Childhood
    Every Child Ready to Read
    Libraries
    Library
    Parent Education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1872
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1854
    Abstract
    Public libraries are a free community resource available to families in communities across the United States. The Every Child Ready to Read Program (ECRR) is currently the only known research-based early literacy parent initiative available for public libraries to use. This current study presents the findings of a case study that included both librarian and parent interviews to explore how one suburban library utilized the ECRR program. Building upon current ECRR research, the study explores how librarians and parents utilized library storytimes. The key findings of the study include the discovery that the two librarians differed substantially in their implementation of the ECRR program, with one librarian being more willing to offer instruction to parents while the other librarian not directly wanting this as her role. One possible reason for this difference involves the different educational background and specific job duties of each librarian. In regards to parents, the study found that parents utilized library storytimes largely for social reasons for both themselves and their child. Furthermore, new mothers and Spanish-speaking mothers showed a special appreciation for storytimes, in that both attended storytimes for personal guidance. In light of parent-school trust literature, the library in the current study appeared as a place to establish and maintain trusting partnerships with parents. Implications of ECRR are discussed, as well as recommendations for further research
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