Virtual storytime programs: Connecting with families through a socially distant approach

Abstract

Storytimes have a unique place within public libraries' programming lineup, and they are valued for supporting school readiness and larger community needs. Since the onset of the pandemic, public libraries, large and small and in communities of all sizes have experimented with virtual storytime programming. While these virtual programs are likely beneficial, researchers in the past have demonstrated a need to rely on research evidence drawn from "under our own umbrella," that is conducted specifically to investigate library programs within their actual contexts (Stooke & McKenzie, 2011). This poster reports preliminary findings from a nationwide study in the United States investigating public library virtual storytime programs. Findings are drawn from observations of virtual programs, interviews with virtual storytime providers, and surveys of caregivers whose young children did and did not participate in virtual storytime programs. We organize our findings around three themes: what does a "typical" virtual storytime program entail, what are librarians' primary reasons for providing virtual programs, and what do caregivers value about virtual storytimes.