Spotlight on our literacy leaders: the Library Specialists!

“The most important asset of any library goes home at night – the library staff.”
–Timothy Healy

Without our dedicated Library Specialists, our work would be incomplete. They work each week with our teachers and families to make the library come to life for the children. We often share our favorite parts of the job with each other, but we especially want to share them with you, our supporters! So what is it really like working in a Books for Kids library? Let’s hear what our Library Specialists have to say about our work…

Hannah: Las Vegas, NV
“I’ve been with books for kids since September 2015. I believe our most important job is helping to instill a love of reading in young children. Through listening to and interacting with stories we read, these students can explore feelings, relationships, and the world. When we send books home, both checked out books and gift books, we give families extra opportunities to enjoy literacy together and foster a bond over a love of reading.”

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Kids in Las Vegas gather for StoryTime with Ms. Hannah.


Vanessa: Boston, MA
The group photo is a favorite! It is lending time. The books to borrow have been selected and everyone is getting an early start on reading and waiting to check out.”

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Lending-ready books mean kids get to borrow their favorites again and again.

Jackie: New York, NY
“The big smiles and hugs that I get when the children enter the bright, colorful space brighten my every day. What I love about coming here is how much the families and children relish getting a book to take home every week and are so conscientious about returning it so their children can get a new one. It makes me so appreciative of the work Books for Kids does in enriching these children’s lives.”

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Kids in Ms. Jackie’s StoryTimes know they get to bond over books each week with their dedicated Library Specialist.

Ashley: New York, NY
“I love blending early literacy education with performing arts to get the children excited about reading more in and out of school. I enjoy bringing the characters to life and teaching the children a dance or movement to go with the story so they can have something to take away and get excited about for the next time they open a book. We work with a lot of bilingual children and songs have been a useful tool in learning and understanding the books we are reading (Vocabulary, Pronunciations, Rhythms, etc.). I love to see my kids light up when they see me pulling out the book for StoryTime. I create a little suspense and magic each time I reveal the next story. It’s a joy watching the children at my schools grow and their love for books increasing throughout the school year!”

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StoryTime with Ms. Ashley is anything but dull, especially when Peppa Pig is involved.


Tanya: New York, NY
“This student was very quiet in StoryTime and was often looking at the rug or had her hands over her ears. She connected with the book I was reading a few times but then went back to looking at the rug. BUT….when I brought out Peppa, her head flew up, eyes bright, and she began cheering and dancing around the room! She totally came alive in that moment. So it just goes to show the power of picking the right book for each individual child and what that can do! Needless to say, I will be bringing in more Peppa to this class in future!”

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During our final Build-a-Home Library giveaway this year, kids went CRAZY over the Peppa book they got to take home to keep forever.

Amanda: New York, NY
“I first met this mother when she stopped by the library to look at books with her son. Now they stop by the library together every Tuesday. This student loves books about animals and listens intently during every StoryTime. He likes stories about bunnies most of all. His mother says, ‘I have been reading to him since he was one day old.’ (And it shows) I have been truly touched by their bond. They are both always smiling and laughing together. They demonstrate the powerful impact that reading to your child can have on essential development and on the parent/child bond. This mother said that for her son’s first birthday she gave him a Dr. Seuss themed party and everyone that came got a goody bag with a Dr. Seuss book, which they brought to the library to show me. It is a bound book she made for him full of poems, quotes, and photographs from his Dr. Seuss party. In the photos from the party, there is indeed Dr. Seuss everywhere, from the cake to the tablecloths. What I noticed, however, was a photo of the student’s mom and dad wearing t-shirts that said, ‘Thing One’ and ‘Thing Two.’”

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Our libraries provide joyful spaces for children and their families to share special moments.

Sam: New York, NY
“There are few things as exciting as hearing children exclaim, ‘It’s library day!’ when they see me in the halls. I wish I could be at my schools every day to continue my not-so-quiet StoryTimes and spread the love of reading.”

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Ms. Sam is at it again, proving that the library is a space for learning AND laughs, with her not-so-quiet StoryTimes.

Where’s All The Noise Coming From?: A Spotlight on StoryTime

Where’s All The Noise Coming From?

The library!

But, I thought libraries were quiet?

love storytime, and that is definitely not a secret. But I also love StoryTime. What’s the difference you might ask? Storytime is the actual reading of a book to at least one person. The StoryTime Program at Books For Kids includes much more than just reading stories to children. It is composed of library storytime, book lending, book distributions, and family, teacher, and community literacy-based events.

So what is StoryTime like with Ms. Sam? LOUD! The louder, the better, in my opinion. When we read books that are interactive and fun, students should be able to participate. Reading is a social activity. When an adult reads a book they love, they share it with their friends. The same is true at the BFK libraries. During book lending, students proudly show their book selections to their friends. This is one of the reasons we have waiting lists for certain books (I’m talking about you, Peppa Pig).

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Over the past two years, I have formed strong bonds with the children in the libraries I visit, and Wednesday afternoons and Thursday mornings are my favorite days of the week. When the children see me in the halls, their eyes get big and they say something along the lines of, “I forgot my book!” or “MISS SAM! It’s Thursday.” I hypothesize that our StoryTime program assists the teaching of calendar skills, as each student surely knows which day they visit the library with their respective Library Specialist.

IMG_4666.JPGOn library day, I arrive at the school at least thirty minutes early. This is when I run into children as I am collecting their returned books and checking in with teachers. Once this is finished, I select the books to read.

I use StoryTime to introduce new books and also revisit familiar, favorite books. Some of the favorites in our libraries are: Don’t Push the Button by Bill Cotter, Open Very Carefully: A Book With Bite by Nick Bromley and Nicola O’Byrne, and The Polar Bear’s Underwear by Tupera Tupera. The more we re-read these books, the louder the library becomes because the students are reading along with me. Aside from the major benefits of re-reading, reading loved books is exciting. The students also know my major weakness: book requests. If a child walks into the library and asks me to read a specific title, I simply cannot resist! How does one say no to a three-year-old who asks, “Can we read Pete the Cat Buttons today?” meaning Pete the Cat and His Four Groovy Buttons.

After the stories are through, it’s time for lending! I absolutely love this process because the students have complete freedom over which book they choose. Usually, at the beginning of the year, students will simply choose the books that are on display, but after a couple of months, they know where their favorites are and ask for books read previously during Storytime.

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As I was greeting the rest of the class at the door, someone decided to be “Miss Sam” and read Pete the Cat: The Wheels on the Bus to the class!

I have been a Library Specialist with Books for Kids since September 2015, and I have read over 1,400 books during StoryTime. Almost 1,400 of those readings have been a boisterous event, but as Maya Angelou said, “Any book that helps a child to form a habit of reading, to make one of his deep and continuing needs, is good for him.” If I don’t follow Maya Angelou’s lead, then what am I doing in a library?

 

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Reading the Build-A-Home-Library book, Maria Had a Little Llama/Maria Tiene Una Llamita in English and Spanish with Mr. Chris

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By Samantha Murray Doktor, Books for Kids Program Officer.
Follow Sam her on her literacy Instagram account @gabandgrow for more book recommendations and tips.

Songs in the Library

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Hannah Kowalczyk-Harper, our Las Vegas Library Specialist, gets one of our readers to show off his best air guitar skills while singing a song in the library.

Pop Quiz: Which letter comes before “Q” in the alphabet?

I bet you didn’t think we could make you sing that easily, did you?

Chances are, you didn’t first learn the alphabet as a spoken sequence of letters, but as a song. Songs are extremely valuable in fostering early childhood literacy skills. Songs get stuck in your head, and what are songs made up of? Words. The support of our donors enables us to provide each of our libraries with a dedicated Library Specialist to not only lend books and read aloud to children but to engage them with songs, which helps them learn more words. Recently, we interviewed our seven Library Specialists to hear how and why they use songs in our libraries across the country from Alabama, to California, and New York.