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in Children and Technology Interest Group (ALSC)
Hi all! Thanks for another great week here in the book club! This week's chapter is #6, What Is Educational About "Educational" TV? We are skipping about a bit but we think this chapter builds nicely on our discussion from last week.
After reviewing research about shows like Sesame Street, Blues Clues, and Barney, Lisa writes, "By now it's probably clear that to be educational, a preschool program should be tested with real children and tweaked accordingly, designed to get viewers to participate as social partners, and build to point children towards specific goals, like the ability to recognize letters, match sounds with instruments, or simply recognize the importance of physical exercise. It should be vetted by childhood experts to ensure it is developmentally appropriate for 2-, 3-, or 4-year-olds....Its stories should be linear and easy to follow. It should refrain from excessive cuts between scenes. The pace should be slow and steady. And if the money and will is there, research should be undertaken after a show goes on the air to find out if children are really learning from it." [p131 in the paperback]
So, my thoughts turned immediately to storytime. (Are you surprised?) Did anyone change or tweak their storytimes after reading this research about learning? A lot we already do. But can we do more? Should we? Does this have any impact on our "educational programming?" Should we increase our attempts to have children participate with us as partners in the storytime? Should we increase our focus on specific learning goals? (Of course ECRR comes to mind here.) Have we asked a local child development expert to observe a storytime and give advice? How could we do research on the impact of storytime to kindergarten and elementary school success? What do you think?
Another question--given these specific criteria for successful educational media, does anyone work at a library with separate collection development criteria for digital media v. print media? Separate collection development policies for children's materials v adult materials?
PS: Also, what are YOU thinking after you read this chapter? Don't feel you have to stick with my questions! What's on your mind?
in Children and Technology Interest Group (ALSC)
Great discussion last week! Thanks to everyone who viewed and commented. This is really fun and also professionally beneficial!
I hadn't read the book before last fall when Melissa had the idea to host this book club. My initial thoughts were that the research is fascinating and that having this type of information makes me a better librarian and parent. I'm glad to be discussing it with you all now! Below, I posted a few thoughts and questions for discussion but please respond to whatever you feel like from the book. Don't feel like you have to answer my questions. These are just some thoughts to get us started.
1. In Chapter 2, Lisa sums up the research by saying that the “zombie effect” just doesn’t exist for children older than 2 (p. 36), meaning that kids can be cognitively engaged while watching video whether or not they look like it. The “zombie effect” in children 2 and older is more likely “attention inertia”. But for babies, much more research needs to be done before we could conclusively say that babies are cognitively engaged while watching television. The Teletubbies study is particularly troubling, in my opinion, but I would agree with Lisa’s assessment that more research needs to be done. What did you think about this section? Does it have any bearing on our practice as librarians in selection or programming or another area?
2. In Chapter 3, Lisa discusses the question “Could my toddler learn from baby videos?” And her answer in my opinion, is “um maybe but there are lots of richer experiences they could be having”. All the research she dicusses is fascinating but the study I found most interesting was the one that showed toddlers learning faster via the in-person demonstration, rather than a video. What did you all think of this chapter?
3. These are the chapters with research on "what these videos are doing" --how does this relate or not relate to whether we worry or not about other media "is doing" that goes home with families? We all struggle with the 3rd grader who wants to read inappropriate YA, but do we worry what poorly written Dora books are doing to our children? Or what body image issues children are gleaning from the Barbie easy readers? Is it even our job to wonder what media “is doing” to children when it leaves the library? What about out of date nonfiction? How are these conversations similar or not similar to other conversations in our professional history about comic books, series fiction, or even fiction in general?
in ACRL WGSS Executive Committee (Women and Gender Studies Section)
in ALCTS CaMMS Executive Committee (Cataloging and Metadata Management Section)