I don’t program quite as much as I used to (and particularly not as much as I did during work-from-home pandemic times!). Stepping into management has meant stepping back from day-to-day programming. Most of my programming is filling in when my team are off.
I still enjoy programming, but since presenting programs is now adjacent to my job rather than its primary function, when I do program, I find myself repeating or reimagining programs I’ve done before. One of my favorite programs from both my current and last library has been a Pint-Sized Paint Party.
Pint-Sized Paint Party Logistics
Program Length: 45 minutes – 1 hour
Ages: 6 months – 5 years
Structure: station-based drop-in
5-8 stations spread out in a large programming room
Tarps on the floor under potentially messy areas
Mixture of clean and messy stations, though everything is non-toxic and washable
Prep: Decent amount of pre-program prep but almost all tasks can be done by volunteers (freezing paint cubes, opening paint bottles, stuffing bags, securing tarps to floor)
Pint-Sized Paint Party Stations
Paint-in-a-Bag Activities (Clean)
Participants could choose from a selection of 3 contained paint activities:
Bubble Wrap Pack (5 x 7 clear bubble wrap envelope with cardstock inside)
LOVE Canvas Bag (9 x 12 canvas with the letters LOVE taped in painter’s tape, all in a large freezer gallon-sized ziploc bag) Inspired by Eat Teach Laugh Craft.
Shaker (circular food container with piece of white cardstock and ping-pong ball inside)
Participants brought their selection to staff or teen volunteers who added drips of up to 3 colors of paint before taping the item shut with packing tape.
Families took their creations home with them to dry – though the LOVE canvases most resembled a long-term keepsake.
Ice Cube Painting (Messy)
Kids selected a frozen paint cube to color on cardstock as the paint melted.
I’ve read blog posts about folks successfully doing this with water and food coloring, but I’ve never got this to work well (the water melts, but it remains clear on paper).
Instead, I froze Crayola Washable Paint in ice cube trays with half-popsicle-sticks inside each cube. (And plenty of written and verbal warnings to caregivers that those cubes are all paint.)
The timing can be mildly tricky – the cubes should come out of the ice cube trays within a few minutes of coming out of the freezer. They can sit in a different container until they are used, but if you leave the melting cubes in the ice cube trays, they will start to stick to the tray and collapse.
Of course, you don’t want to take them out of the freezer too early, or they will melt before a kid can use them.
If you take them out too close to painting, they won’t have melted enough and kids will grow frustrated that nothing is happening.
While that sounds complicated – it really isn’t too bad in practice. Kids liked touching and manipulating the paint with their hands, and the frozen-style kept the mess pretty contained.
Kids pushed, poked, and explored freezer Ziploc bags with paint inside. They experimented with mixing colors.
Bags were securely taped to a wall or large moveable dry-erase board.
Dot Markers (Clean-ish)
Not quite paint, but close! Kids used dot markers to color pre-printed coloring pages or to make their own creations.
Art Crawl (Messy)
I only ran this station at one library – the station is fun, but the setup takes a lot of time. I used a freestanding baby-gate setup to create an enclosed area layered with tarps on the ground and butcher paper on top. I added piles of paint and various toddler paint toys, and then…I let the babies have fun!
This was supremely messy and required lots of cleaning supplies for caregivers. Not too many caregivers dared to put their babies in the paint pit – but those who did had a blast.
Other Toys
To help keep the youngest ones engaged, I also put out a variety of on-hand brightly colored baby-friendly toys, such as:
The highlight of 2020 (and 2021) No Contact Library Programming: Take and Make Kits! I’ve written about this before in other kit-based programs, but my library didn’t initially have the option for curbside-based pickup kits, like many other libraries have adopted. First we mailed kits to patrons, but more recently we have offered drive-thru (and now in-library) kit pickup. All of our take and make kits have required registration through our event calendar. This limits who we are reaching, as patrons have to know to check our event calendar to sign up for a program. One of our new service offerings that has allowed us to actively reach new people are our Little Free Library Kits!
These kits contain materials to make just one craft, though they also have to be physically small. Bags can’t hold anything larger than a half sheet of paper. Each month, we create 200 new bags that are distributed at 14 Little Free Libraries around our community. Even while our building may be closed, our amazing outreach team has been restocking these boxes with books (and now kits) that are always available to our community.
For May’s kits, I created a clothespin dragonfly craft and a nature scavenger hunt. I promise, not all dragonflies looked this depressed, but the last set of eye stickers I had for my sample were fairly sad looking.
Each kit included the following materials:
1 clothespin
1 pack of crayons
2 pipe cleaners
1 set of eye stickers
Nature Scavenger Hunt
Instructions encouraged kids to make their own dragonfly to take on an exploration of their neighborhood as they complete the nature scavenger hunt.
Download the instructions here and the nature scavenger hunt here, or send me an email for the editable file (bookcartqueens@gmail.com).
Are you taking books and make-and-take kits to unique places in your community? Share in the comments!
After over a year of planning, I finally launched my library’s 1000 Books Before Kindergarten program! These blog posts often focus more on day-to-day or week-to-week library activities, like reading, programs, and storytimes, but on any random day, I’m also working on a lot of large behind-the-scenes projects too. I’m thrilled to finally be able to share one of those projects with you.
Part 1 focused on the logistics of the program as well as our physical workbook. In this post, I’ll focus on our online component run through ReadSquared.
What is 1000 Books?
1000 Books Before Kindergarten is a nationwide initiative, adapted by many libraries and educational institutions, to promote reading and encourage child/caregiver bonding through reading.
The goal is simple and pretty self explanatory: read 1000 books together before your child starts kindergarten.
Why run a 1000 Books Before Kindergarten program?
A child is more successful in school when an adult actively read, spoke, and engaged with them during the 0-5 years. The more words children hear at young ages, the larger their vocabulary, and the more prepared they will be to learn to read. Setting a high goal with a concrete reward system—like reading 1000 books before starting kindergarten—encourages adults to actively and continuously engage with their children. Children who start out ahead typically end up ahead. Studies show that these early language needs are even higher in lower socioeconomic households.
Other benefits to a 1000 Books program:
Brings a sense of ownership and pride to reading. After completing this program, kids know they accomplished something big.
Builds caregiver knowledge and interest about their role in school readiness.
From a library statistics perspective, 1000 Books programs boost circulation numbers.
1000 Books Before Kindergarten: ReadSquared Program
ReadSquared is one of a handful of online reading program management tools your library can purchase. Using a system like ReadSquared for your online reading program management takes away some of the freedom you would have by creating your own in-house summer reading management website, but, in exchange for unlimited customizability, you get a website that is hosted offsite with a great tech team that is always available to help you fix glitches and change the design of your page.
There are a lot of pros and cons to various online reading program management tools. This isn’t a post about that, but my quick feelings about ReadSquared are that (on the positive side) you do have a lot of customization options compared to its top competitor, Beanstack, and (on the negative side) the core layout of the website isn’t really negotiable, it looks a bit dated overall, and the back side is a bit of an organizational mess. Make sure someone on your team is familiar with basic HTML and has the time and patience to dig through many menus to find the exact editing tool you are looking for.
My library uses ReadSquared for our set-your-own-goal summer reading program and our BINGO-style winter reading program. 1000 Books is our first attempt at a year-round program, and I’m really happy with where we ended up. All the programs are supposed to be able to run smoothly at the same time, though we haven’t tested that out in full quite yet.
Every 1000 Books reader needs a ReadSquared account. They don’t have to use it for recording, but they do need an account so that library staff can keep track of their prizes.
If a family already has an account from a previous summer or winter reading program, they can log in with that account to sign up for this program. Kids can all be linked to the same account, making for easy book logging for the caregiver.
I’m not going to screenshot every element of this process, but to make an online account, we require that participants provide their first and last name, their email address, and a username and password.
Once they login or register, they will be taken to the home page:
Home Page
Families can immediately record their reading on the home page or they can use the various navigation menus to access other features. The home page also includes:
Progress Bar
Sponsor Information
Most Popular Books (books recorded by other participants recently)
FAQs
One important note for libraries considering ReadSquared for a 1000 Books program: at the moment, ReadSquared does not allow for public users to log more than one book at a time. So if a family read 20 books in one day, they do need to add 20 individual books. However, library staff, using the admin side of ReadSquared, can add any number of books at once with one click. So, if a caregiver does not want to type in 100 book titles, they can just stop by or call the library and ask library staff to record the reading for them.
Logging a Book
Families can log a book from the Home Page or the Logging page. When they select “Log Reading” they will be asked to add some information about the book (title, author, review). All of this information is optional–they could just push “Submit” and the system will log one book read.
Logging History
The Logging History page lets families see how many books they have logged (and which titles, if they provided that information).
Badges
That is all the technical content, what about the fun stuff? For our program, readers earn virtual badges whenever they receive an equivalent in-person prize (one for getting started (when they get their workbook) and another badge for every 100 books read). These match the sticker images that they will earn for their workbooks.
Missions
Our physical workbook contains a bunch of early literacy tips for different age ranges, and we wanted to convert that information to our online format (while also promoting other library services and programs). These turned into Missions. Missions don’t earn participants physical prizes, but they do earn a virtual badge.
Our missions and activities include:
Read Together: From birth, your baby can start to learn about reading, like how to sound out words and what direction to hold a book.
Ages 0-2 – Read together…even if just a few pages: Choose a time when your baby is relaxed and happy. Read for as long as your baby is interested. Just a page or two is fine! Try one of these.
Ages 0-2 – Join us for baby storytime: For a schedule of live storytimes, visit the library’s events calendar. Or watch on demand whenever is convenient for you with pre-recorded storytimes on our YouTube channel.
Ages 0-3 – Read a board book: Show your baby a board book. (A board book is made of thick cardboard pages.) Let them explore on their own, even if that means books get chewed on or thrown.
Ages 0-3 – Show babies other babies: Babies love to see other babies! Check out books featuring large, bright photographs of other babies from this list.
Ages 0-5 – Take a picture walk: You don’t have to read the words on the page! Talk or sing about the pictures instead. Identify the animals or colors or make up your own story–time spent with a book helps your child learn how books work.
Ages 0-5 – Sign up for free books: Fill your home library with books! Mailed to your child monthly until their 5th birthday, each book is a free gift for your child to keep. This service is made possible by the Ohio Governor’s Imagination Library. Learn more.
Ages 0-5 – Watch a storytime video: Explore book retelling videos by your favorite librarians. Watch one of these videos.
Ages 0-5 – Take a book; leave a book: A wooden box filled with books, a Little Free Library is a mini collection you can browse any time of day. Take home whatever catches your fancy and if you want, bring back one of your own to share with others. No library card required. No fines. No need to return what you borrow. Learn more.
Ages 0-5 – Read a nonfiction book: Read a nonfiction book together. Nonfiction books help babies and toddlers attach words to everyday objects and help preschoolers realize that words represent other things. Try one of these.
Ages 0-5 – Point out the words: Run your fingers under the words on the page as you read them. Little ones will begin to understand that those shapes on the page mean something.
Ages 0-5 – Make books part of your daily routine: Make books part of everyday experiences. Place a bag of books in the car or near the table for meals, or read a book each day for a week before naptime, bedtime, or bath time.
Ages 2-3 – Join us for toddler storytime: For a schedule of live storytimes, visit the library’s events calendar. Or watch on demand whenever is convenient for you with pre-recorded storytimes on our YouTube channel.
Ages 2-5 – Read…and repeat!: Read the same books over and over again. Pause before a predictable word and ask your toddler or preschooler to guess the next word. Or ask what happens next in their favorite story.
Ages 3-5 – Read…upside down!: When reading, hold a book upside down until your preschooler notices. Show them how to hold a book. Talk about the book’s parts, like the cover, pages, title, and author.
Ages 3-5 – Join us for preschool storytime: For a schedule of live storytimes, visit the library’s events calendar. Or watch on demand whenever is convenient for you with pre-recorded storytimes on our YouTube channel.
Sing Together: When you sing, you slow down words. This helps your child hear the smaller sounds, learn syllables, and develop vocabulary. Singing also helps develop listening and memory skills. Singing together is a fun bonding experience – whether you’re a good singer or not!
Ages 0-5 – Dance together: Dance to music that you and your little one enjoy. Try these dance party favorites, free to stream or download with your Westerville Library card.
Ages 0-5 – Listen to your favorite (grown-up) music: Listen to your favorite music – your baby may recognize your grown-up tunes.
Ages 0-5 – Sing together: Sing a tune or nursery rhyme together. For a new song every day, visit daybydayoh.org.
Ages 0-5 – Read a singing book!: Some books have a natural rhythm or rhyme that are great for singing. Read one of these.
Ages 0-5 – Watch a video: Bounce to the rhythm or try out one of these favorite storytimes songs. Watch one of these videos.
Ages 0-5 – Make up a song together: Create songs about everyday activities, such as changing a diaper or putting on clothes.
Ages 0-5 – Adapt a tune: Adapt the tune “Here We Go Round the Mulberry Bush” to “This Is the Way We…” (put on our pants, wash our hands, etc.).
Ages 0-5 – Clap your name: Clap or tap your child’s name. Focus on each syllable. Encourage your toddler or preschooler to try this too–you’ll be surprised how quickly they can find the syllables themselves.
Ages 1-5 – Shake!: Shake to the beat of a familiar rhyme or tune. Grab an item that your baby can grasp, or make a shaker out of an empty water bottle filled with baby-safe items.
Ages 1-5 – Clap to the beat: Clap the syllables of words as you sing. Breaking down words into smaller parts is a useful skill when your child starts reading.
Ages 2-5 – Sing fast and slow: Sing the same song at different speeds to help your little one get used to rhythm and tempo. Try singing familiar tunes faster and faster, then slower and slower.
Ages 2-5 – Freeze dance: Freeze songs are a great way for your child to practice self-control, focus, and listening skills. Turn a favorite song into a freeze dance by starting and stopping the music at random.
Ages 2-5 – Pause: “The Itsy Bitsy Spider went up the water….spout!” Pause while singing to allow toddlers and preschoolers to fill in the missing words.
Ages 3-5 – Create silly songs: Create silly songs by making up your own words for familiar tunes. Let your child choose unique animals for “Old McDonald Had a Farm” and unique actions for “If You’re Happy and You Know It.”
Ages 3-5 – Print the lyrics: Help your little one recognize that songs are made up of words. Print out the lyrics to your favorite song, then run your fingers under the words on the page as you sing them together.
Play Together: Playing encourages your child to put their thoughts into words, tell stories, problem-solve and imagine. All of these skills will help them become better readers and writers when they start school.
Ages 0-2 – Play peek-a-boo: Play peek-a-boo! Peek-a-boo helps babies understand that just because they can’t see something, that object still exists.
Ages 0-5 – Visit the story trail: Enjoy the fresh air, a stroll…and a story. This literacy adventure builds reading skills and creates memories, from start to finish. For all ages. Visit again and again; you may find a different story waiting for you. Learn more.
Ages 0-5 – Play with mirrors: Play in front of a mirror and point to your little one’s body parts.
Ages 0-5 – Borrow a learning kit: Play, sing, write, read, talk and have fun with your favorite little ones while using tip cards to practice early literary skills. Learn more.
Ages 0-5 – Read a playing book!: Some books include games or other interactive elements that are great for encouraging play. Read one of these.
Ages 0-5 – Visit the imagination station: Located in the kids department at the library, this interactive display is regularly transformed into a themed exhibit intended to actively engage, entertain and educate young visitors of all ages.
Ages 0-5 – Play and learn around the house: Running out of ideas? Try these easy activities you can do together with common household objects. Watch now.
Ages 0-5 – Play…and repeat!: Repeat the same game or activity over and over again. You might feel bored, but your little one feels reassurance and builds important connections through repetition.
Ages 0-5 – Play with music: Dance to an action song like “The Hokey Pokey.” Songs that name body parts build physical awareness.
Ages 0-5 – Play with words: When playing, use big words and small words. Use as many words as you can! The more words your child hears, the easier it will be to identify those words when they start reading.
Ages 0-5 – Moo, honk, beep!: Make noises for different toys, like trucks, baby dolls, or animals. Hearing different sounds and experiencing pitches, tones, and volumes helps your little one develop the basics of language.
Ages 2-5 – Play on the go: Play wherever you are! Play “I Spy” on a long car ride or in the grocery store. Introduce new vocabulary each time you play.
Ages 3-5 – Make open-ended art: Explore open-ended activities. Encourage imagination and problem-solving with art supplies for the sake of play, not to make a specific craft.
Ages 3-5 – Go on a letter hunt: Pick a letter and find five items around the house that start with that letter. Try a new letter each day!
Talk Together: When you talk to your child about different events and ideas, it helps them learn new vocabulary and to use words they know.
Ages 0-3 – Say my name: Babies focus on the word spoken immediately after their name. Instead of saying, “Julia, would you like to read a book?” Try saying: “Julia, book! Would you like to read a book?”
Ages 0-3 – Talk with sign language: Babies understand more than they can say. Using gestures, including American Sign Language, is a great way to communicate with your child. Practice words like more, stop, and no. Learn more with these books.
Ages 0-5 – Narrate your day: Talk to your baby all the time, even if they can’t respond quite yet. The more words your baby hears, the larger their vocabulary will grow.
Ages 0-5 – Read a talking book!: Some books encourage talking. Read one of these.
Ages 0-5 – Watch a video: Try some of these games and activities to encourage asking questions. Watch one of these videos.
Ages 0-5 – Pause for 10 seconds.: Pause. Toddlers and preschoolers need 7-10 seconds to process what you asked and create a response. Give them plenty of time to think before moving on to another question.
Ages 0-5 – Ask open-ended questions: When playing, ask your child open-ended questions, such as:
What do you think will happen if…
Can you think of another way to…
What else can you build… Give them plenty of time to respond. Some responses might not be verbal.
Ages 0-5 – Notice excitement: Your child will let you know what interests them by using actions, facial expressions, and speech. When they point out a window or give you a questioning look, put their action into words: “Yes! That’s a squirrel. Look at him running along the fence.”
Ages 0-5 – Talk with your eyes: When talking to your little one, actively make eye contact. Babies and toddlers learn to recognize emotions from facial expressions.
Ages 2-5 – Dial a story: Hear a story read aloud by your Westerville librarians. A great way to entertain kids at bedtime, in waiting rooms, or on rainy days. Available via phone 24/7. Call 614-665-9696. Learn more.
Ages 2-5 – Oops!: Make mistakes on purpose when singing familiar songs or completing familiar activities. Let your toddler or preschooler correct you. Make sure your little one is very familiar with your activity before trying this – you don’t want to confuse them.
Ages 3-5 – Talk about books: Look at a book together. What direction do you hold a book? Identify the parts of a book like the cover, title, author, and illustrator.
Ages 3-5 – Tell a story: Work together to tell a story. Put a series of events in order, tell a familiar story from the pictures, or make up a story using just your imagination.
Ages 3-5 – Talk about new words: Preschoolers learn new words best in context. When you discover some new vocabulary, discuss it at that moment. Try relating the word to a word they already know.
Ages 3-5 – Follow directions: Encourage listening with games that include clear directions, like Simon Says.
Write Together: Giving children opportunities to write, even if it is just scribbles, helps children understand that print can represent spoken words. It can also help children develop eye-hand coordination and the fine motor control they need to hold a pencil.
Ages 0-3 – Pick up sticks: Practice activities that build finger muscles, such as picking up Cheerios and grasping toys.
Ages 0-5 – Read a book about shapes: Learning shapes helps children more easily recognize letters when the time comes. Read a book about shapes.
Ages 0-5 – Watch a video: Practice a fingerplay to build the muscles needed to hold a pencil. Watch one of these videos.
Ages 0-5 – Read a writing book!: Some books encourage writing. Read one of these.
Ages 1-3 – Crumple paper: Practice activities that build finger muscles, such as crumpling paper and grasping small objects like shakers, straws, spoons, and more.
Ages 1-5 – Explore shapes: Explore shapes. Letters are made of shapes, so identifying shapes is a first step towards recognizing letters. Go on a shape scavenger hunt, finding three squares, three circles, and three triangles around your house.
Ages 1-5 – Color and scribble: Encourage your little one to color and scribble. You don’t need a coloring page–coloring outside the lines is just as beneficial as coloring inside them. Grasping a crayon helps build the muscles needed to hold a pencil in school.
Ages 1-5 – Play with letters: Build finger muscles and learn to recognize letters by playing with them! Make letters out of playdough or explore letter magnets.
Ages 2-5 – Write while playing: Incorporate writing into play activities. Write a pretend grocery list. Help your child pretend to take your order at a restaurant. Sign pretend receipts when you play store.
Ages 2-5 – Play with tweezers: Make pick-up games more challenging with a pair of toddler or preschool sized tweezers (plastic child-safe kitchen tongs might work too). Use the tweezers to sort pom poms, cereal, dice, or other small items.
Ages 3-5 – Write about your art: Ask your preschooler to write about their drawing. Even if they aren’t writing letters, this helps them recognize that written words stand for spoken words.
Ages 3-5 – Use scissors: Build writing muscles by practicing an important kindergarten skill: using scissors. Consider one of these activities or make up your own:
Cut lines in the top of a paper towel tube to create silly hair (don’t forget to draw a face too).
Cut along the lines separating paint chips.
Cut through rolled strips of playdough.
Ages 3-5 – Make dots with glue: Create a sheet of paper filled with evenly spaced tiny dots, about the size of the tip of a pencil. Give your child a bottle of liquid glue with a squeeze-top, and challenge them to limit the amount of glue they use–just enough to cover a single dot.
Ages 3-5 – Write together: Keep a journal for you and your child. Encourage them to draw a picture of something they did that day or something they are excited about. Ask them to tell you about their drawing, and write down what they say underneath. Read their words back to them, drawing your finger underneath the words as you say them.
Reading Lists
Our last bonus feature on our ReadSquared page is our 1000 Books Reading Lists. Approximately 40 Reading Lists are filled with book suggestions to help families keep reading. Topics include:
Animals & Pets
Baby Faces
Baby Favorites
Bedtime & Bathtime
Beginning to Read
Being Kind
Change the World
Dinosaurs
Early Literacy: Play Together
Early Literacy: Read Together
Early Literacy: Sing Together
Early Literacy: Talk Togeter
Early Literacy: Write Together
Explore Outdoors
Family Love
Family Read Alouds
Favorite Characters
Getting Dressed
Growing Up
Holidays & Celebrations
Kids Like Me
Laugh Out Loud
Learn Colors
Learn Shapes
Learn the ABCs
Learn to Count
Lift-the-Flap & Pop-Up
Nonfiction Fun
Potty Training
Preschool Favorites
Real Stories: Biographies
Seasons
Siblings
Starting School
Talk About Race
Things That Go
Time to Eat
Toddler Favorites
Unicorns, Fairies, and Everything Magic
Access those lists and more here (without logging in).
…and that is it! All of the different parts of our ReadSquared 1000 Books website. What kind of recording do you use for your library’s 1000 Books program? Share in the comments!
After over a year of planning, I finally launched my library’s 1000 Books Before Kindergarten program last week. These blog posts often focus more on day-to-day or week-to-week library activities, like reading, programs, and storytimes, but on any random day, I’m also working on a lot of large behind-the-scenes projects too. I’m thrilled to finally be able to share one of those projects with you.
And before this gets buried in all the upcoming text, a big shout out to my library’s marketing department who designed the physical book and put up with all of my edit requests.
What is 1000 Books?
1000 Books Before Kindergarten is a nationwide initiative, adapted by many libraries and educational institutions, to promote reading and encourage child/caregiver bonding through reading.
The goal is simple and pretty self explanatory: read 1000 books together before your child starts kindergarten.
Why run a 1000 Books Before Kindergarten program?
A child is more successful in school when an adult actively read, spoke, and engaged with them during the 0-5 years. The more words children hear at young ages, the larger their vocabulary, and the more prepared they will be to learn to read. Setting a high goal with a concrete reward system—like reading 1000 books before starting kindergarten—encourages adults to actively and continuously engage with their children. Children who start out ahead typically end up ahead. Studies show that these early language needs are even higher in lower socioeconomic households.
Other benefits to a 1000 Books program:
Brings a sense of ownership and pride to reading. After completing this program, kids know they accomplished something big.
Builds parent knowledge and interest about their role in school readiness.
From a library statistics perspective, 1000 Books programs boost circulation numbers.
How long will this take?
Parents may be daunted by the large number, but, by just reading one book a day, a child should finish the program in less than three years. Some possible program lengths:
1 book a day = 1,000 books in 3 years
2 books a day = 1,000 books in 1.5 years
3 books a day = 1,000 books in 1 year
5 books a day = 1,000 books in 6 months
1000 Books Before Kindergarten Program Specifics
Before starting your program, there are some specifics you need to figure out. These include:
How will participants log their reading?
What are the incentives?
How will you fund the program?
Answers to Participant FAQs
How will participants log their reading?
We give participants two options: a physical, spiral-bound workbook (more info below) and an online system managed through ReadSquared (more on that in a future post).
What are the incentives?
Our incentives include:
Sign up = workbook & pencil
100 books read = 1 sticker for every 100 books read (10 total)
I’ll share pictures of some of these below, but the timeline for purchasing some of these items depends on reaching certain program milestones (such as registering our first 50 kids). So, while I know what I would like to order, specific prize books have not been officially selected yet. For each prize book earned, families will have a choice between three prize book options.
How will you fund the program?
Our program is sponsored by our library’s Foundation. (Those incentives aren’t cheap!) I wanted to make this a program that would really engage our community and keep them participating over the years it will take them to finish, so we chose incentives that will hopefully encourage people to keep participating.
Answers to Participant FAQs
Your library’s answers to these questions might differ, but some of our FAQ include:
What if someone else reads to my child? Count all reading! Books read by caregivers, siblings, grandparents, friends, teachers, librarians, and more all count. Watch a storytime and count those books, too.
What if we read the same book more than once? Every time you read a book, count it in your reading log! Repetition is wonderful for reading development. Your child will notice new details during each reread. If you read Pete the Cat ten times in one day, that counts as ten books read!
We finished! Can we keep reading? Of course! While you can only receive prizes once, we encourage you to keep going. Stop by the library anytime for book recommendations.
1000 Books Before Kindergarten Workbook
At sign-up, each reader gets their own physical workbook and a pencil to log their reading. I love our 64-page workbook filled with many pages to log your reading, early literacy tips and book recommendations, advertisements for various library services, and more.
Our workbook begins with a page to label your workbook in case it is lost and to track how long the program took you to complete.
The next spread focuses on how the program works and those frequently asked questions we highlighted above.
Moving on to a spread with a reminder to log online if you would like (more on that in Part 2) and the first of two All About Me pages. This page should be filled out at the beginning of the program, with the second, similar page being filled out after you’ve read 1000 Books.
Next come the early literacy spreads! I love how these turned out. Four age ranges are featured: 0-1, 1-2, 2-3, and 3-5. Each spread has an early literacy tip for read, sing, talk, play and write, as well as 12 book recommendations.
Listing books in a printing of this volume (we purchased 1000 of these logbooks at once!) was quite an endeavor. While we still ended up publishing pages filled with many of my favorite books, some of these were round two or round three suggestions. I worked with our collection development team to find books that we could bulk up on copies of now and that we would hopefully still be able to purchase (or would still own) in 3-5 years, since these log books will be sticking around a while.
Next we have lots and lots of book logging pages. Each page contains 25 images. Each image represents one book. Families can color or check off each image for each book read.
Pages marking 100-book intervals have a special spot for a sticker that participants can pick up at the library. Our marketing department designed and printed our stickers in house on label paper:
But what if a family really wants to write down the names of the books they read? There are a few pages to record up to 30 favorite titles in the workbook, and the online system encourages writing out each title.
Wrapping up the workbook, we have our second All About Me page and advertisements for some of our other library programs and services.
Long before the covid pandemic, books have been a core part of library services. Getting those books into the hands of kids and families while the physical building has been closed has been a challenge. My library decided to try a service that many libraries already offer in some capacity: subscription bundles.
Subscription bundles are similar to the concept of a subscription box (except free and no box). Readers fill out an online form and library staff pull 5-8 books for them, based on age and interests, each month for three months (with the option to renew).
The concept is simple, and the reader’s advisory work can be a lot of fun too. You are limited by what is on the shelves at the time, but you aren’t rushed by a grown-up who only has a few minutes in the library. You can promote different kinds of materials a family may not always consider (or find)–graphic novels, nonfiction, and more. And there is a small benefit of sometimes being able to squeeze into a bundle an on-topic book that is a hard sell in person–but a kid might give it a try when they are looking at it on their own.
Subscription Bundle Form
Families sign-up for the subscription bundle service by filling out a Google form found on our website. The public-facing description of this service, crafted by our marketing department, is:
Spend more time reading, and less time choosing! Let your favorite Westerville librarians bundle together 5-8 books for you each month, based on your interests. For ages 0-18.
You’ll receive an email when your bundle is ready to pick up at the drive-thru. (After 3 months, you’ll have the option to continue your subscription.)
Recipient’s Age (changed from an initial grade range)
Tell us about 3 things the recipient is interested in. (Examples: trains, dinosaurs, fairy tales, comics, mysteries, favorite authors, series, etc.)
Is there anything else you’d like us to know? (Optional: book you enjoyed recently (or didn’t), reading level, etc.)
The form has stayed the same for the last few months with a few small updates including an increased time frame of expecting your bundle to be ready in 5 days (started at 3 days) and a change to the age question. Initially, this question had been a drop down based on grade (Baby/Toddler, PreS, K-3, 4-6, Middle School, Teen). This worked for most age ranges, but the K-3 age range could be particularly tricky, since the books a Kindergartener may want to read or have read to them can be very different than the books a 3rd grader is looking for. So, we changed this to a fill-in-the-blank general age question.
Subscription Bundle Organization
This is where things can get tricky, particularly at the incredibly high volume we are operating at.
The Google form populates a spreadsheet of responses. The spreadsheet looks a bit like this. (Columns with any patron identifying information are hidden. Filter is only on to highlight bundles I’ve personally filled.)
The left part of the spreadsheet contains the rest of the columns that match the form–date the form was submitted, email address, recipient’s name, library card, etc.
We fill in the columns starting with “Bundle 1 Staff Member.” Each round of bundles has its own set of columns, including:
Bundle 3: Staff Name (the staff member who took the bundle)
Bundle 3: Date (the date the bundle is supposed to be filled)
Bundle 3: Books (books pulled for that bundle)
Done: Initials of staff member who processed the bundle and took its contents to the drive thru
Bundle 3: Email Sent? (labeled when an email is sent the next morning to the people whose bundles were filled)
You may have noticed that, unless you cancel or don’t pick up two bundles, families are automatically set to receive three bundles, and then they can renew for an additional three months (and so on). This makes for a very long spreadsheet.
Since part of the perk of a bundle is to make sure a child doesn’t receive the same books twice, we don’t want to delete old columns or start a new spreadsheet for renewals (since that means more places to check for titles that were shared before). And we can’t hide columns that aren’t as necessary later (such as the name of the staff member who filled the first bundle when you are filling bundle four, because, at the very bottom of the spreadsheet, new forms are being filled out–meaning some people on the spreadsheet haven’t received any bundles yet.
I do wonder if there is a way to streamline this a bit more–maybe with a tab based system? Maybe bundles could be moved to a new tab when they move on to bundle 2 or bundle 3–that might allow for some columns to be hidden for bundles farther down the renewal process, while still allowing first bundles to be added to the original tab. That would involve checking more places, but they would all still be in one spreadsheet–and we still have to scroll a ton to check each column when we are receiving a mix of bundle 1, 2, 3, and 4’s to fill each day. (Sorry if that didn’t make sense–figuring out a way to make this process flow a little smoother still flummoxes me).
Keeping Track of Bundles
There is another step here as well. The spreadsheet doesn’t auto-populate bundle 2 and bundle 3 dates, and we had quite a rush of bundle form submissions over the course of just one week in early January. Those renewals have since been spread out using our Google Calendar.
Whenever we fill a first bundle, we also create an appointment on our department’s Google Calendar. This lets us see (and print out) a list of all of the bundles to be filled on a particular day. This looks a little like the image below (much of it is blurred because of kids names).
During pandemic hours, we are closed on Sundays, and we moved bundles off of Saturdays due to how many other responsibilities we have on those days.
Our manager works on assigning bundles to various days to spread out the workload.
For many of us, our first step for the day is adding the dates for bundles to be filled that day to the spreadsheet for easier searching. This isn’t a permanent part of the routine, but for myself and many of my coworkers, we’ve found it really useful to see those dates in the spreadsheet too instead of having to look back and forth between the calendar and the spreadsheet multiple times a day.
Cancellations, Renewals, and No Shows…Oh my.
There are many more components to this service too including:
keeping track of patrons who have chosen to cancel their subscription
keeping track of patrons who failed to pick up their bundle repeatedly
asking if patrons want to renew their bundle after their first three months are up
My manager has been keeping track of all of these moving parts in separate spreadsheets.
Subscription Bundle Creation
A few hundred words later, and I haven’t actually talked about making a bundle yet! Each bundle takes time–I’d estimate about 20-30 minutes each from start to finish. Sometimes more, sometimes less–more if someone has particularly nuanced requests, and you can’t select books used in the last 2-3 bundles; less if someone more generally wants “series for third graders.”
Filling a Bundle:
Look at the calendar and spreadsheet for bundles assigned to that day. Type your name in the appropriate “Staff Name” column for any bundles you are claiming.
Look at the reported age and interests, as well as previously selected books if this is a bundle that has been filled previously. Either use the catalog or walk the shelves to find 5-8 books that fit those interests that haven’t been given to this person before. *To save time, I’ve been intentionally picking bundles that are for a similar age range and interests, if possible. For example, if there are 30 bundles that day, and 6 kids say they want Dog Man readalikes, I start by claiming all of those bundles. This lets me sweep the shelves for anything that applies, divide them up by kid, and then look for more specific titles to flesh out remaining gaps. This has also helped me from “competing” with my fellow coworkers for titles–if we are all looking for the one “available” copy of the newest InvestiGATORS book, only one of us will find it, and the rest will need to find a new book to fill our bundle.
Once I’ve found all of my books (and sorted them by kid), I type the titles of the books into the Google Spreadsheet column for that bundle’s books. I double check that anything I pulled wasn’t used before.
At this point, if this is the first bundle, I add appointments to the Google Calendar for the next two bundles.
At a service point with access to our ILS, I put the books on hold for the appropriate library card. There may be some rearranging if a book I pulled off the shelf is on hold for another patron.
After putting the books on hold, I check them in, processing hold slips for each book.
Books are bundled together using a H-band. Shortest in the front for easiest check out at the drive thru window.
If this is a first bundle, the bundle gets a manila envelope with some goodies–a bookmark, a sticker, a library flyer, and more.
Whether this is a first bundle or a later bundle, a card is added to the front of the pile with the recipient’s name.
H-Bands:
Our bundles are secured with H bands. These four-way rubber bands work well for holding big stacks of books together.
These Amazon ones are more brightly colored, but they can be a bit floppy depending the size of the stack you are filling. (See the lack of fit over the smaller, thinner first chapter books.)
These DEMCO H bands fit better to essentially any size stack of materials, but they do have a different texture that I’m not personally a fan of.
Giant rubber bands have also worked in a pinch when we run out of h bands. We don’t ask patrons to return the h bands, though they sometimes do.
Subscription Cards:
Each bundle comes with a subscription card taped to the top book. These have room for us to write the recipient’s name:
These were designed, printed, and cut by our amazing marketing department.
Bundle Contents:
What kind of books might make it into a bundle? There are some pictures above, but I’ve also pulled some title lists of bundles that I’ve created over the last few months. I aim for the same selection principles I use for my book talks — a variety of types of materials, some easier and some harder, and lots of diversity, but I’m also trying to meet each child’s needs and interests with what we have on the shelf at that moment. This can make some bundles frustrating to pull when all of my favorite books are checked out!
18 months. Board books, lift the flap, really any topic.
Ah, the hardest part of this to write, buried at the bottom of an already lengthy post.
First, the pros:
Subscription bundles are very popular at my library. We have had over 500 bundles to fill in one month.
During a time when people cannot or may not want to come into the library, this is a great way to get books into kids’ hands.
Circulation numbers are high!
Great books that aren’t always picked up can be sent home in bundles and given a chance at circulating.
I see the caregiver appeal, even outside of the pandemic. This is a great service for grown-ups-on-the-go with busy schedules, and for caregivers who simply can’t make it to the library regularly, especially bringing one or more kids in tow. There is a convenience to this service that can’t be beat.
The patron feedback is overwhelmingly positive. There is more positive feedback for bundles than many other services we offer.
Then, the cons:
Subscription bundles are very popular at my library. We have had over 500 bundles to fill in one month.
During this intermediary time, when the public is allowed back in the library but we are doing our best to stay away from them, pulling bundles is tough, since patrons get first use of the shelves.
Pulling bundles is time consuming. Selecting books for a child and all of the necessary processing can take 20-30 minutes per kid. Sometimes more (and sometimes less). In an effort to move through 30-40 bundles in a day, I sometimes find myself having to sacrifice finding the “perfect” book for a kid in place of finding something that is sort of related to their interests, simply because I don’t have enough time in a day to fill this many bundles and cover the rest of my responsibilities.
Long term, I wonder how this will affect weeding. We weed based on circulation numbers (and other criteria, but circulation is a big part). There are some books that I see get selected for bundles that are a bit dated and grungy looking, and that I know haven’t circulated on their own in a year or more. Will weeding stats still reflect kids’ interests if we are “forcing” (not the right word) them to check out books they wouldn’t have checked out otherwise? How will this reflect in physical space on our shelves in a few years?
Due to the popularity and patron feedback, subscription bundles can become what feels like the “most-important service” instead of one of many that serve different needs.
Before starting a subscription bundle service, here are some questions to ask:
Do you have the staffing to select, pull, and process bundles? If so, how many bundles can your staff reasonably do in a day while not detracting from other duties? If your staff doesn’t have the time to do each step of that process, is there a way to remove one or more steps to make the process easier? Do you need to set a cap on this service?
How does this fit in with what else you currently offer or don’t offer? There are some similarities in this service to teacher collections. Is there a way to merge the two?
Do you want this to be a subscription service? Do you have the long-term staffing to handle that? Do you have the current staffing to handle the additional organizational components of a subscription service–processing renewals, recording cancellations, scheduling future bundles?
What will your response be to families who want this service to be more frequent than your interval of choice? For example, each family gets a new bundle each month, but we have had many requests for us to pull new bundles for a family on a weekly or biweekly basis.
Where will people pick up their bundles? Do you have the physical space to put these bundles on holds shelves? What is the capacity of your physical space?
Who will handle cancellations? If your circulation staff normally processes cancelled holds, can they handle the increase in cancelled items created by this service?
Is there a way to make this service more accessible? For example, our service requires you to fill out a form online. You could call us, and we could fill out the form for you, but do people know that? For us, people have to pick up books at our physical location (for now anyway–schools might be an option long term). Can these bundles be picked up at other service points? Related–how easy is it for people in your community to get the library card required for sign-up?
Now, I’m going to be blunt. But, I also think you *really* have to be committed to this service to have read this far down the post, so if you have put the time in, you deserve to hear the good, the bad, and the ugly.
Subscription bundles are great. Families love them. In small does, I love them. I love reader’s advisory, and I love picking out the perfect books for a child. More books check out than ever before. Our service are more convenient than ever before.
At the same time, my biggest pro and con for this service is what my particular library experienced: we got a little bit of social media promotion from some happy families, and we have been filling over 500 bundles a month. That means, in a month like February, we pulled at least 3000 books for patrons (estimating 6 books out of 5-8, though most bundles include 8 books). If each bundle takes 25 minutes (average) to work through all of the steps of selection and processing, we spent, as a staff, at least 200 hours pulling and processing bundles (in perspective, with four 40 hour weeks in a month, one person works about 160 hours a month).
We are lucky to have a very large staff, but with many hours work from home to accommodate social distancing, reopening to the public, desk and customer service hours, full programming schedules, and more–this has been tough. It makes work days even more exhausting, during a period of peak stress as we all adjusted to the library building being available to the public again, many personal questions about vaccines, and the reintroduction of services (or even just conversations around reintroduction of services), all on top of everything we have added to our plates since the pandemic began.
Bundles are great when everyone has time to handle the workload. Before starting something like this, really think about what you and your staff have time (and mental capacity) for. Maybe you need to set a cap–only 100 bundles at a time, with a waiting list of additional participants. Maybe you need to evaluate how to make each step of the process take less time by not getting quite this elaborate. Plan a way to back out if needed. Subscription bundles are a fantastic service–but make sure to be wary of the time and logistics before committing.
Pigeon Storytime! Featuring the one and only bird from the Mo Willems books. I have my own personal secret: I hate this bird. The books and Pigeon’s general personality annoy me to no end. But…this ended up being one of my favorite storytimes.
The highlight, of course, was Pigeon’s attempted storytime coup:
Catch a glimpse of the whole experience in the video below.
This was another very popular program: over 600 virtual attendees!
Just like past virtual storytimes, I curated a PDF packet that we shared with event participants. Many of these materials are from Mo Willems’ Pigeon website, full of great resources. Download the activity packet here.
Watch the short preview video below. This isn’t like many of my other preview videos…instead Pigeon keeps popping up all over the library!
And watch the full storytime here:
The general storytime layout–in order of what I presented–is below, with videos where applicable.
Pigeon Storytime Outline
Intro Song: Shake Your Sillies Out by Rainbow Songs
Pigeon Book: Don’t Let the Pigeon Drive the Bus
Music: Wheels on the Bus by Jay Laga’aia
Action Song: If You’re a Pigeon and You Know It
If you’re a pigeon and you know it, flap your wings! If you’re a pigeon and you know it, flap your wings! If you’re a pigeon and you know it, And you really want to show it! If you’re a pigeon and you know it, flap your wings!
Shake your tail (shake, shake) Eat your cookies (nom, nom) Drive the bus (zoom, zoom)
Pigeon Takeover After If You’re a Pigeon and You Know It, I realized–oops!–I forgot our second book! I needed to step out to get it, and while I did just that, I put on some music and needed everyone watching to keep an eye on storytime. Sure enough, Pigeon attempted a takeover!
I didn’t actually leave the room–instead I had a table on wheels to the side of the screen. When I stepped off screen, I opened and closed the door to the room before wheeling the table on screen. I tested the height ahead of time to make sure Pigeon was visible but the table wasn’t.
I had the signs piled and ready on a table off screen. The sticks were attached from the top because it is much easier to drop something from above onto the screen then for me to try to lay below the camera and get up again. If I did this again, I might try to have this situated somehow so the signs were resting on the table, and I removed one at a time. My hand was shaking quite a bit during this portion (so the signs were too).
I ran through the timing of the song and the signs beforehand and made sure I had just enough signs to last the length of the song. I came back at the end of the song with another opening and closing of the door and a loud “PIGEON!” before returning on camera to “rescue” storytime.
Pigeon Book: The Duckling Gets A Cookie?!
Magnet: Pigeon Playing Hide and Seek
Pigeon, Pigeon playing hide and seek Are you behind the yummy cookie? Let’s take a peek!
Closing Song: I Know a PIGEON (Chicken) by Laurie Berkner We very loudly shouted PIGEON in place of Chicken throughout the song.
Extra, Extra! I filmed a few extra Pigeon videos that were on YouTube but didn’t make it into storytime:
Two Little Pigeons:
Two little pigeons sittin’ on a hill One named Jack and one named Jill. Run away Jack, run away Jill. Come back Jack, come back Jill.
Two little pigeons sittin’ on a cloud. One named soft and one named loud. Run away soft, run away loud. Come back soft, come back loud.
Two little pigeons sittin’ on down below. One named fast and one named slow. Run away fast, run away slow. Come back fast, come back slow.
Five Little Pigeons Sitting in a Tree:
Five little pigeons sitting in a tree One flew away! How many do you see?
One, two, three four!
And finally, I attempted to write a rhyme to the tune of the Itsy Bitsy Spider, but I didn’t get it quite right. Feel free to edit and make it your own!
The happy little pigeon Snuck onto the bus route. Along came the driver Who chased the pigeon out. Along came the kids who Jumped onto the bus. And the happy little pigeon Rode along with us.
Molly of Denali Storytime! I’ve been planning this for a while, but I’ve also been quite nervous about it–I want to do Molly justice. Our community is pretty white, our library staff is mostly white, and I am (you guessed it) white.
In case you aren’t familiar with Molly: Molly Mabray is a 10-year-old Alaskan Native (Gwich’in/Koyukon/Dena’ina Athabascan) vlogger from the fictional village of Qyah, Alaska (near the mountain of Denali). The PBS show is the first show to feature an Alaskan Native main character. Much of the cast and crew, including the voice of Molly – Sovereign Bill of Auburn – are of Alaskan Native or First Nations heritage. The show authentically portrays the life of an Alaskan Native girl (while also having a particular focus on examining and evaluating sources of information).
Molly of Denali is a wonderful show, and I encourage you to watch it yourself, explore the website (and app and podcast), and find ways to promote it at your library. I tried to keep Molly’s energy during this storytime while focusing on some of the places Molly frequently visits in Qyah as well as some of the popular storylines from the show.
There were some adjustments for me. I’m used to music being a big part of my storytimes, but the music featured in Molly of Denali is wrapped up in her culture. Dancing (often nonsensically) to the Daniel Tiger or Pete the Cat theme song felt fine–wiggling, swaying, and shaking along to Molly’s theme song felt like it might be closer to cultural appropriation. Instead, I played the Molly of Denali theme song before I came on screen, and I promoted official Molly of Denali content on YouTube with this playlist.
Looking back, I’m afraid I focused a bit too much on animals and too little on Molly’s culture. My reasoning for this during planning is that my main audience for these storytimes are ages 2-3. While some of the concepts were still there for older kids to explore, I knew I needed to keep the attention of those bouncy toddlers. In hindsight, this program would have been better suited as a separate event aimed for ages 6-8.
Just like past virtual storytimes, I curated a PDF packet that we shared with event participants. Many of these materials are from PBS. Download it here.
Watch the short preview video below. I tried to not dance through this the way I often do, instead highlighting storytime activities:
The general storytime layout–in order of what I presented–is below, with videos where applicable.
Molly of Denali Storytime Outline
Intro Song: Molly of Denali Theme Song (played before I came on screen)
Daniel Tiger Story: Crane Song
Exploring Qyah: I really like when these storytimes have some kind of unifying theme. For Molly of Denali storytime, we were simply exploring Qyah along with Molly.
Denali Trading Post: 5 Shiny Agate Stones
We started out at Molly’s parents’ store: the Denali Trading Post. Molly and her friends were trying to buy a new tubing raft, so they were selling agate stones again. We talked a bit about agate stones before jumping in with the rhyme shown below.
Down around the corner at the trading post, There were five shiny agate stones at the most. Along came a neighbor with a dollar to pay. She picked out an agate and took it away.
Dog Kennel & Vegetable Garden: Anka Playing Hide and Seek Tooey didn’t show up to help with the agate stones, so we went to find him at the Dog Kennel to make sure everything was okay. His dog, Anka, is missing again–but Tooey doesn’t think she is lost this time, just playing hide and seek…in Trini’s vegetable garden! Did you know that vegetables grow ENORMOUSLY large in Alaska? I learned that from Molly.
Anka, Anka playing hide and seek! Are you behind the _? Let’s take a peak!
Fish Camp: Five Little Salmon Off to find some fish for hungry Anka at the Fish Camp! Catch your pretend salmon by tossing out a line and reeling it in or snatching a salmon from the air like a bear.
Alaskan Animal Adventure Now that Anka was taken care of, it was finally time to explore Alaska by looking for something Molly loves and Alaska is well-known for–its amazing wildlife! I gave some hints for each animal before revealing the puppet and after the reveal, I encouraged viewers to do a quick motion.
There’s something by the river, Now what can it be? There’s something by the river, That I can’t really see.
Wrapping Things Up And that was it! For the reasons mentioned above, I didn’t have a closing song either (which was unusual for me). I once again directed people to the official Molly of Denali PBS playlist.
The first themed Saturday storytime special of 2021! We started the new year with the one and only Daniel Tiger Storytime! This set a highly unrealistic attendance expectation for 2021, but I am very happy with the final product. If nothing else in 2021 works out whatsoever, maybe my storytime game will be on point?
Daniel Tiger is close to my heart because of Mr. Rogers, though I did learn in this process that I am not the biggest fan of the Daniel Tiger tv show. But, there is most definitely an audience for Daniel, and, if we ever return to in-person programs in the next five years, this is something I would like to recreate as a party-style event. The heart of the story is excellent, and in person I could use some Mr. Rogers tunes–something Facebook strictly does not allow (it WILL shut down your stream, mid-stream or immediately after–be warned). Daniel Tiger songs are fine.
I talked about Daniel Tiger during the well-attended Noon Year’s Eve Storytime, and I could tell the Facebook event had a lot of interest (over 1000 people responded to the event), so I did not make a trailer for this one. (Also, Noon Year’s Eve was barely a week prior, and I’m tired.)
The trailer was not needed because, following the Noon Year’s Eve Storytime fun, we once again broke attendance records. This is the most-well attended program I have ever done…ever. (Except for the in-person Wizards & Wands Festival, but that is a whole other thing.) Final attendance was 770 people, most of which were from central Ohio based on anecdotal info (where we are located), and even knowing that Facebook’s one-minute view count isn’t the most accurate, we had 400 people just from families self-reporting how many people were watching in the comments (so they stuck with us long enough to hear my announcements).
Moral of the story: Daniel Tiger > Dog Man.
Just like past virtual storytimes, I curated a PDF packet that we shared with event participants. Download it here.
Watch the full storytime here (starts about 5 minutes in):
The general storytime layout–in order of what I presented–is below, with videos where applicable.
Daniel Tiger Storytime Outline
Backdrop Setup: Daniel Tiger pennant banners, book covers, and images. I’m happy to share these printable files if anyone is interested–just let me know in those comments or send us an email.
Intro Song: It’s a Beautiful Day in the Neighborhood
Daniel Tiger Story: Meet the Neighbors!
Neighbor Day Help: The premise for storytime was that it was time for the annual Neighbor Day Festival, and we needed to help all of our friends in the Neighborhood of Make Believe get ready.
Each time we were ready to find a new friend we took a seat and pretended to “drive” trolley.
Driving Round in My Little Red Trolley Driving round in my little red trolley, Driving round in my little red trolley, Driving round in my little red trolley, Ding, ding, ding, ding, ding!
When we got to a location, we would receive three clues to figure out where we ended up.
And then we figure out where we ended up (the bakery!) and see which friend is waiting for us there (Miss Elaina!):
Before starting that location’s activity:
Bakery with Miss Elaina to Mix a Cake
Mix the batter, stir the batter Shake some flour in Mix the batter, stir the batter Pour it in a tin
Sprinkle in some chocolate chips Put it in to bake Then open wide the oven door And out comes the cake!
Faster, Faster!
Music Shop with Katerina Kittycat for Head Shoulders Knees and Toes
Head, shoulders, knees, and toes, knees and toes! Head, shoulders, knees, and toes, knees and toes! And eyes and ears and mouth and nose! Head, shoulders, knees, and toes, knees and toes!
Playground with Prince Wednesday for Animal Guessing Game
Grocery Store with O the Owl to Count the Balloons
Red Balloons, red balloons, how many do we see? Red balloons, red balloons, count them now with me!
Post Office with Daniel Tiger for Letter Matching
Oh, have you seen the letter W The letter W, the letter W Oh, have you seen the letter W? It makes the sound wuh-wuh-wuh
Wrapping Things Up After helping Daniel find all of the letters for his friends, we found one more lost letter that needed a home! But this one was addressed to…us!
When we opened it, we discovered that since we were so kind to all of our new friends, we would become honorary residents of the Neighborhood of Make Believe! First, we just had to sing our song one more time:
Noon Year’s Eve Storytime! I’m still recovering from this one.
I learned something with this program that I pose as a challenge to myself and all of you: Not everyone is “zoomed out” or “over virtual programs.” Keep trying. Figure out what works for your audience, put in all of your energy, and try and try again when nothing seems to be sticking.
I was not that excited for Noon Year’s Eve Storytime & Dance Party. Honestly, the content is not my favorite. While I loved my dance party lineup, I didn’t like the book I was reading and some of the other activities felt like they drug on too long. I didn’t expect an audience because my library doesn’t regularly have a consistent Noon Year’s Eve program (so no built-in viewers), and we typically slow down our storytimes in December because our audience shrinks (which was reflected in our virtual storytimes throughout the month too).
Our Noon Year’s Eve Storytime received a little more press than regular programs. We weren’t able to advertise it at weekly storytimes the week before, since we didn’t have any the week prior, but a local newspaper and tv station briefly mentioned the program in their lists of ways to celebrate the New Year. I made a “commercial” advertising the event too but that is a regular practice for me.
In Ohio, per our state library, we count live program stats for programs that air live, like Facebook Like Storytimes, by adding the number of 1-minute viewers and the number of additional people mentioned in the comments. We ask families to let us know how many people are watching behind the screen in the comments, to get a more accurate count.
Our regular storytimes have been averaging around 30-50 people, with some peaks up to the 60s-80s, maybe 100 at a particular popular Saturday storytime.
VirtualNoon Year’s Eve Storytime Attendance: 439 people.
I was blown away. When I started the stream, five minutes early to give people time to join, I saw the “live view” count immediately jump to 25. That felt unusual so early, but fit within our normal numbers. By the time I started, five minutes later, the “live view” count was 65. I haven’t been really, genuinely, nervous presenting a virtual storytime since April–but those numbers genuinely terrified me, and you can sort of see it during the first few minutes based on how out of breath I am.
Anyhow, after that long-winded introduction, Noon Year’s Eve Storytime & Dance Party content awaits below.
Check out my preview video! I had a lot of fun with this one, reflecting on 2020 and including some fun bloopers:
Watch the full storytime here, including the dance party (storytime starts about 5 minutes in):
The general storytime layout–in order of what I presented–is below, with videos where applicable.
Noon Year’s Eve Storytime Outline
Backdrop & Logistics: New Year’s Eve pennant banner and decor.
Since everyone’s clock is going to be a little bit different, plus there is a delay on Facebook, I used two iPads to keep track of the time until our (approximately) noon countdown. They were synced, with one displayed beside me and another behind the camera, so it was in my line of vision, and I didn’t need to keep looking away from the camera throughout the whole program to check the time.
I also attempted a balloon drop, filled with balloons and confetti. This didn’t work quite as planned, with maybe 3 out of 20 balloons falling, but that might have been better than what I expected, which was everything, tablecloths included, to fall on my head 5 minutes into the program.
Intro Song: Shake Your Sillies Out by Rainbow Songs (my go-to opening storytime song)
Book: The Night Before New Year’s by Amy Wummer I struggled with this book. I wanted a more diverse representation of New Year’s Eve, but the only diverse options I had access to before the program were Our Favorite Day of the Year, which feels like a back-to-school book, and Shante Keys and the New Year’s Peas (and I can’t get past some of the rhyming choices in Shante Peas). I did like that this book showed one family celebrating at home by themselves (no extended family or community parties). I tried to find a middle ground by spending some time before and during the book talking about how everyone’s New Year traditions are different and how not everyone celebrates New Year’s on Dec. 31. (This issue, right here, is why I struggle with theming storytimes–decisions are made for the sake of the theme instead of the quality of the materials, their diversity, and their developmentally appropriate content.)
Song: Dance Freeze Melt by Mr. Eric and Mr. Michael
Hilda the Dragon, Playing Hide and Seek I wanted to include some of the familiar characters we saw at virtual storytime specials during 2020, so I decided to have us discover some characters while hunting for our library dragon, Hilda (see a photo of 30-foot, smoke-breathing Hilda here.)
Zoom Zoom Zoom, A New Year’s Coming Soon As always, thank you jbrary.
Fabulous Fireworks
If You’re Ready for the New Year (If you’re happy and you know it)
We finished If You’re Ready for the New Year with just about a minute until our countdown, which I still almost missed because I talk too much.
And it was finally time for our 20-minute dance party! I used these songs:
And that was 2020 Virtual Noon Year’s Eve Storytime and Dance Party! I didn’t receive much specific feedback from this program, other than those attendance numbers, which makes me a little sad (I really rely on that feedback to keep my energy up), but I think it went well enough. I just hope some of those people listened to my always-rambling announcements and return for our weekly live storytimes next week and Daniel Tiger Storytime on Saturday.
The highlight of 2020 No Contact Library Programming: Take and Make Kits! I’ve written about this before in other kit-based programs, but my library didn’t initially have the option for curbside-based pickup kits, like many other libraries have adopted. We have mailed kits to patrons, and we have started to offer materials for pickup at our drive thru window, but all of our programs have required registration through our event calendar. This limits who we are reaching, as (especially now), patrons have to know to check our event calendar to sign up for a program. One of our new service offerings that has allowed us to actively reach new people are our Little Free Library Kits!
These kits look a lot like make and take kits at other libraries, containing materials to make just one craft, though Little Free Library Kits have to be physically small. Bags can’t hold anything larger than a half sheet of paper. Each month, we create 200 new bags that are distributed across over 14 Little Free Libraries around our community. Even while our building may be closed, our amazing outreach team has been restocking these boxes with books (and now kits) that are always available to our community.
Pictures from Westerville Library’s Instagram.
For December’s kits, I created simple DIY picture frame sets. Each kit contained a half sheet with instructions, a business card advertising our Dial-A-Story program, and the following materials:
4 Jumbo Popsicle Sticks
8 colorful foam stickers (with peel off sticky backs)
8 Glue Dots
1 Small Magnet Strips (with peel off sticky back)
Instructions encouraged kids to make a picture frame to give as a gift or keep for themselves. The magnet let them turn the frame into something they could hang on the fridge.
