Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy

Abstract

Abstract Understanding how to successfully train storytime providers is crucial to the goal of offering high-quality early literacy programs in public library settings. As part of a larger study, nine early-career public library storytime providers were interviewed to learn what contextual factors are important to improve their knowledge, practice, and self-efficacy. Two major themes and several subthemes emerged from this analysis. The first theme centered on how participants learned and developed self-efficacy about early literacy practices. Four subthemes emerged: (a) impact of formal education and training, (b) influence of mentors and role-models, (c) developing practice through experimentation and mastery experiences, and (d) importance of feedback. The second theme centered around how the unique nature of public library storytime programs impacts the practice and self-efficacy of providers. Five subthemes emerged: (a) voluntary nature of storytime programming, (b) balance between education and entertainment, (c) whether the primary audience is children or caregivers, (d) concerns about how caregivers perceive communication, and (e) how the informal, mixed-age audience influences programming. Findings can be used to inform the content of future professional development interventions.

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