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This study aims to offer insights into the presence and nature of an information environment provided for young children to support their learning and explore how an information environment for young children can be characterized.

Observations of video-recorded public library storytimes were used to investigate the presence and nature of an information environment for young children’s learning.

The observations revealed that storytimes provide a rich, multimodal information environment where information is shared with young children and they are encouraged to interact with it in a variety of ways. The storytime participants take on several different roles that help to foster and sustain the information environment.

This study tests the applicability of Eisenberg and Small’s (1993) information-based education framework for exploring an information environment and recommends revisions to improve the framework’s effectiveness for characterizing information environments for young children.

The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand.

Telephone interviews with librarians and an online survey of parent/caregivers were undertaken.

The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions.

Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias.

The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities.

This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.

This study investigated multiple factors associated with librarians’ intentions to engage in virtual storytimes in public libraries. Based on the theory of planned behavior, the study examined the aspects of attitudes, social norms, behavioral controls and organizational support about librarians’ intentions to engage in virtual storytime practices.

A survey was conducted to investigate the perceptions of public librarians who work in children’s services across the USA. The study collected 365 valid responses to assess the impact of the selected factors on librarians’ intentions. Structural equation modeling was employed for statistical analysis.

The results revealed that attitudes, subjective norms and behavioral controls were significant factors associated with librarians’ intention to engage in virtual storytimes. Among these, attitudinal factors were the most influential; however, organizational support was not a significant factor.

Minimal research has been conducted to explore factors associated with online storytime practices, which served as a primary delivery mode during the COVID-19 pandemic. This study is among the first attempts to investigate various factors related to virtual storytimes in public libraries from the perspectives of librarians.

Family involvement is traditionally conceptualized as the role parents assume in formal early childhood education (ECE) settings, such as preschool. However, family involvement in early learning is not limited to formal, school-like experiences. For many children, much of their early learning occurs with parents, family members, and other informal caregivers within the home and during outings into their local communities. Therefore, finding innovative ways for communities to engage families in their young children’s early learning process is very important. Public libraries are well-established community resources that are recognized by families as reliable institutions with trustworthy information. This chapter suggests that public libraries hold great potential to provide early education experiences that naturally encourage family involvement in early learning. First, we review how public libraries are well positioned to support family involvement in children’s early learning. We also highlight recent library-based efforts to reach families with research-informed learning experiences that support children’s school readiness. A case study of one public library’s partnership with university researchers to deliver library-based interactive parent-child programming is presented. Finally, we address national efforts to include public libraries within statewide early childhood comprehensive systems and important considerations for building upon the potential of public libraries to support families with young children.

The purpose of this paper is to examine the impact of technological change, the data deluge, social change and policy change on the materials in their collection, the services they offer and how service is provided.

The author examines over four decades of personal experience as a library user and library worker to discover the progression of library resources, reference practices and the storage of information from analogue to digital.

Since the 1970s, there has been a gradual shift away from analogue technologies towards digital ones. One exception is that of the low-tech analogue book which, while it is not as central as it once was, remains important for most library collections. The change was and is driven by internal and external pressures and can be impeded by factors such as financial and skill limitations or decision makers who do not support changes.

While the Data Deluge Column has many instalments that examine problems created by the growing mass of data and information and the progression to technological change, this instalment puts all of that into a human or lived perspective.

The purpose of this paper is twofold: to explore what kinds of social media content public libraries create to communicate with users online, and to examine the relationships between social media content types and corresponding levels of user engagement.

The sample comprises 4,637 Facebook posts collected from 151 public libraries across the USA. The authors identified ten types of Facebook posts based on the open coding, and calculated the degrees of user engagement for each type of Facebook post, represented by the numbers of likes, shares and comments. Also, The authors examined the effects of the inclusions of images or video clips on user engagement.

The authors observed that the most frequent type of post was related to announcing upcoming events held in libraries. This study also found that posts about community news or emotionally inspiring messages elicited much engagement from users. Posts having an image or images tend to receive more user engagement.

Based on the findings of this study, the authors discussed practical strategies for public libraries to effectively use social media to better facilitate user engagement.

This study is one of a few attempts that examine the relationships between the types of social media content and the degrees of user engagement in public library environments. Also, the authors have proposed a coding scheme useful to analyze social media content in the context of public libraries.

Once synonymous with books, libraries now provide a growing number of community services. Simultaneously, autism rates have increased worldwide. Improved diagnostic criteria have given us a clearer view of autism’s ­prevalence. Once thought to primarily affect nonverbal Caucasian males, we now know that autism crosses racial and gender lines. As the diagnosis rate of autism grows, so too does the importance of ­libraries. Libraries are a vital community space – a place to safely interact with ­others and observe social norms. Libraries also house books and stories, which are critical to language and social development. As autistic adults age out of school-based programs, libraries provide access to technology and a sense of structure. Sensory-friendly libraries, with elements of Universal Design, are also benefiting the greater community – making libraries better spaces for all patrons. As the number of autistic adults grows, so too does the number of autistic librarians. Generations of adults who grew up in the library are understandably being drawn to the profession. They are comfortable in the workplace and ­especially skilled for the job. Their input in the field should be encouraged. This chapter aims to provide an overview of the importance of libraries to the autistic community and identifies libraries as a significant place that can help communities to better serve the autistic individuals in their area. Strategies and ideas for libraries will be shared. Libraries can also serve as a potential workplace for autistic adults, and more outreach should be undertaken to encourage autistic librarians.

Libraries are staples of the community. Yet, libraries are threatened everyday with the possibility of losing even more funding for staffing, services, and programs, or closing indefinitely due to budget cuts and decision-makers not understanding the value of libraries and librarians and library staff. While there may be fewer libraries in the future, libraries are here to stay. However, the role of librarians and libraries are changing. Whereas before, the library was a quiet place to study, a place to check out books, and a place to participate in storytime, libraries of the twenty-first century are becoming the place for all things related to people and customer service. Twenty-first-century librarianship is a business about serving the people. For the library to sustain itself, it must be the center of the community. Librarians must understand this notion. Library leaders must work collaboratively with community partners and citizens to transform their thinking and exceed expectations of the community. This chapter will discuss the role of librarians and libraries as change agents. This chapter will also share real examples of effective programs and services, why these programs and services are important, and ways one may implement these program models at their library.

Public libraries providing family literacy programming make a sound investment in the future, by developing the future of the family, the community, the library and the nation. Family literacy programs help the adult parent or caregiver to successfully fulfill his role as the first and foremost teacher of his children. Public libraries are a natural as a family literacy provider. Many public libraries deliver many of the basic components of a sound family literacy program. And, family literacy programs bring more resources into the library than they use. This article explains why this is so and provides a thumbnail sketch of the first state‐wide, state‐funded, public library‐based, family literacy initiative, California’s Families For Literacy Program.