Options for researching the library’s impact on early literacy skill development

Research designs for investigating cause and effect relationships:

• Experimental research (create groups by random assignment)

• Quasi-experimental research (use groups that already exist)

Another option for tracking children’s early literacy skills: Informal data collection

• Anecdotal notes about children’s participation in programs

• Pictures and/or video clips of children’s engagement

How will you measure success of your training programs?

• Outcome-based evaluation• Anecdotal examples and observations• Verbal and written reports • Attendance• Pre- and post- surveys• Written evaluations and “quick-writes”

How will you measure success of your training programs?

• Will you collect and use testimonials and success stories to market your early literacy trainings in the future and for administration to use with public officials?

• Do you have a method for reflecting and learning from the process?

How did the research study affect Carroll County Public Library?

• Increased the early childhood community’s perception of the library as a school readiness resource– Resulting in more leadership opportunities

• Invited to participate in more community collaborations– Resulting in grant funding via Maryland Department of

Education, Governor’s Office for Children, United Way

• Increased financial support from sponsors– Resulting in the creation of school readiness kit collections and

play and learn areas in library branches

Expanded role at state level» Resulting in additional leadership » roles and grant funding

Think-Pair-ShareWhat do you want to know about your programs and services?

• What’s working?• What isn’t working?• What needs to be changed

or modified?

What do you think your stakeholders and funders need to know or want to know?

Are parents and/or providers seeing growth in their children's early literacy skills after applying our training?

Are we seeing more active engagement of children in early literacy behaviors during our storytimes and programs, as a result of our training? Does pausing in storytime to model a strategy for parents motivate them to try something new at home? For example, asking a prediction question during a read-aloud with their child? Do early literacy tips in storytimes affect parents’ attitudes and behaviors?

What data would help me justify my request for an additional outreach or children’s librarian?

Does a ready-to-use kit of early literacy materials make a difference in parents applying what they learned in a workshop?

Questions