Children's Public Library Use and Kindergarten Literacy Readiness in the State of Maryland

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dc.contributor.advisorJaeger, Paul T.en_US
dc.contributor.authorSlaby, Marie H.en_US
dc.contributor.departmentLibrary & Information Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2014-06-26T05:40:03Z
dc.date.available2014-06-26T05:40:03Z
dc.date.issued2014en_US
dc.description.abstractIn the last fifteen years dramatic changes have occurred in early childhood education, particularly in early literacy. Responding to the research, public libraries have transformed their services to young children and caregivers. In 2004, the Public Library Association launched <italic>Every Child Ready to Read</italic>. Maryland librarians were on the forefront of this effort, which developed in tandem with their <italic>It's Never Too Early</italic> campaign. At the same time, libraries have been trying to develop outcome measures to assess their impact on users. The current study uses data from a kindergarten readiness assessment in literacy and finds a positive correlation with children's library use as shown by circulation and attendance at children's programs in Maryland. This paper examines the implications of such research on policies and practices and makes recommendations for future study.en_US
dc.identifier.urihttp://hdl.handle.net/1903/15473
dc.language.isoenen_US
dc.subject.pqcontrolledLibrary scienceen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledStatisticsen_US
dc.subject.pquncontrolledcorrelationen_US
dc.subject.pquncontrolledemergent literacyen_US
dc.subject.pquncontrolledkindergarten readinessen_US
dc.subject.pquncontrolledMarylanden_US
dc.subject.pquncontrolledMaryland Model for School Readinessen_US
dc.subject.pquncontrolledpublic librariesen_US
dc.titleChildren's Public Library Use and Kindergarten Literacy Readiness in the State of Marylanden_US
dc.typeThesisen_US

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