Conceptualizing a Professional Learning Program for Public Library Staff to Support Diverse Young Children and Their Families in Math: A Flexible, Strengths-Based Approach

Abstract

We describe the structure and design of a 3-year, applied research project to co-create and evaluate a virtual professional learning program, “Libraries Count,” focused on building capacity of public library staff to support early math for young children and their families from diverse backgrounds. The project is grounded in a strengths-based approach and foregrounds equity, diversity, inclusion, and access (EDIA) in the ways we work with and value children, families, communities, and with one another as interdisciplinary collaborators from 10 states in the USA. This article explores key highlights in the conceptualization and implications of the mixed-methods research project.

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