Child Development Knowledge among New Children’s Librarians in US Public Libraries

Jennifer Rice Sullivan
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Abstract

The role of the children’s librarian has evolved to include providing many services to children and their caregivers, requiring the children’s librarian to have a knowledge not only of children’s literature but also of children themselves. However, how well competencies related to child development are supported or are being met has not been well investigated. This quantitative descriptive study addresses this gap by investigating child development knowledge among new children’s librarians, including potential sources of such knowledge and the relevance to specific aspects of children’s librarianship. A survey relying on a convenience sampling of new children’s librarians in public libraries was distributed through two online social media groups, and a content analysis of MLIS program websites was also performed. The results indicate that child development knowledge is relevant to many aspects of children’s librarianship, and that while new children’s librarians do have some knowledge based primarily on practical experience, many lack a strong academic foundation, which may lead to knowledge gaps. These findings indicate a need for more support in this area, which could be provided by a more intentional inclusion of child development content in LIS curricula and continuing education opportunities post-employment.
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美国公共图书馆新任儿童馆员的儿童发展知识
儿童图书管理员的角色已经发展到包括为儿童及其照顾者提供许多服务,要求儿童图书管理员不仅要了解儿童文学,还要了解儿童本身。然而,与儿童发展相关的能力在多大程度上得到支持或得到满足,还没有得到很好的调查。这项定量描述性研究通过调查新儿童图书馆员的儿童发展知识来解决这一差距,包括这些知识的潜在来源以及与儿童图书馆工作特定方面的相关性。通过两个在线社交媒体小组,对公共图书馆的新儿童图书馆员进行了便利抽样调查,并对MLIS项目网站进行了内容分析。结果表明,儿童发展知识与儿童图书馆工作的许多方面有关,尽管新的儿童图书馆员确实有一些主要基于实践经验的知识,但许多人缺乏强大的学术基础,这可能导致知识差距。这些发现表明,需要在这一领域提供更多的支持,可以通过更有意地将儿童发展内容纳入LIS课程和就业后的继续教育机会来提供支持。
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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