This talk draws on three studies conducted to explore how children develop as readers and how public libraries enable that development: an investigation of what happens at baby storytimes with a special focus on the babies themselves; an observation study of preschool girls during and immediately after one of their regular trips to a public library with their mothers; and, a study of boys and reading through interviews with the children crafted around an examination of their personal collections of reading materials. One of the findings brought me great joy: here was good empirical evidence to support the notion that public libraries do indeed help children grow as readers.
But all is not well. Research indicates that some interventions that libraries have introduced and continue, such as reading aloud with children, have been quite effective. But others, I argue, interfere with the work of supporting children in their reading. Kelly Gallagher (2009) refers to this as Read-i-cide, “the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools” (and, by extension, libraries). This talk examines three practices common in public libraries which get in the way of children and their reading: an overemphasis on particular skills, the promotion of dialogic reading, and the implementation of leveled reading.
Most stories for children have a happy ending. And this story could too. We will close by looking at simple, research-grounded strategies for addressing Read-i-cide and healing the harm associated with it.
Zoom information will be posted here the day of the event.
Lynne McKechnie is a Professor Emerita in the Library & Information Science Program at the University of Western Ontario where she teaches in materials and public library services for children. Professor McKechnie practiced as a children’s librarian for almost twenty years before becoming and academic. She is the co-author of Reading Matters: What the Research says About Reading, Libraries and Community (2006) and its sequel Reading Still Matters (2018).
