New Zealand's Public Libraries and Early Literacy

Abstract

This paper presents selected results of a study exploring storytimes in New Zealand public libraries and their contribution to the development of pre-school children’s early literacy skills. An analysis of observations of storytimes and interviews with the librarians leading the sessions suggests that they have a role to play in communitybased literacy development through their focus on the six key early literacy skills emphasised by Ghoting and Martin-Diaz (2006), namely: print motivation, vocabulary development, print awareness, letter knowledge, narrative skills, phonological awareness. It was found that the sessions concentrated on developing some of the skills more than others. Thus, while the development of print motivation appeared to be one of the key drivers behind the sessions, expanding children’s letter knowledge did not feature as strongly. This was considered an appropriate and legitimate focus by the librarians interviewed who felt that the role of the library was to inspire children to read for pleasure and to introduce them to the delights of books, reading and the library, rather than to teach them the mechanics of reading. The paper concludes with a consideration of the relationship of public library reading initiatives for young children with the early childhood curriculum, Te Wh āriki

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