Public Library Virtual Storytimes: The Whys, Why Nots, and Measures of Success

Maria Cahill · Averi Cole · Soohyung Joo · Luke LeFebvre · Antonio R. Garcia

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Library Science and Administration Library Science and Information Literacy Web and Library Services

Abstract

At the onset of the COVID-19 pandemic, many public libraries offered virtual storytimes (VSTs). Who proposed, authorized, and developed these programs? What impact did they have in the short term and long term? To find out, we created a survey on the decision and evaluation processes behind VST. We received 415 responses from children’s librarians throughout the United States. Our findings indicate that children’s librarians exercised keen administrative and management skills in launching VSTs and the programs prioritized children’s socioemotional development and learning. However, assessment of the programs is somewhat lacking as libraries tended to focus on outputs like the number of views rather than more meaningful indicators of program value for the community.

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References

2009Qualitative Research: A Guide to Design and Implementation 2020Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines 2012Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact 2006Observations of Babies and Toddlers in Library Settings 2016Early Literacy in Library Storytimes: A Study of Measures of Effectiveness 2015Rising to the Challenge: Re-Envisioning Public Libraries 2020Information in Crisis: Analysing the Future Roles of Public Libraries during and post-COVID-19 2012Preschool Early Literacy Programs in Ontario Public Libraries

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2024Understanding Motivations, Goals, Supports, and Challenges for Implementing Virtual Storytime Programs: Insights from Library Directors 2025Supporting Parents in Early Literacy Through Libraries (SPELL): A Mixed Methods Study 2025The Identities Valued and Celebrated in Public Library Virtual Storytimes: Reflections of Diversity in the Books Shared

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