Module B: Facilitator Guide

Storytime Strategies for Children's Specialists in Public Library Settings

What to Expect in this Module

In this module, we will develop an understanding of how to support children’s healthy intellectual and emotional development by valuing children’s relationships, planning developmentally responsive activities, and ensuring that they have welcoming and engaging environments in which to learn and play.

Particularly in Storytime, participants have an opportunity to engage both families and children on the path of lifelong learning. Intentionally using engagement strategies in Storytime can increase families’ awareness of and engagement in their child’s early literacy development.

Course Curriculum

  Storytime Strategies for Children's Specialists in a Public Library Setting
Available in days
days after you enroll


Frequently Asked Questions

When does the course start and finish?
Your learning is self-directed and the lectures may be accessed and completed at any time. For individuals who are using the content to facilitate an in-person training, we recommend allotting 7 hours per module to complete training, including introductory videos, slideshow presentation and hands-on activities.
How long do I have access to the course?
After enrolling, you have unlimited access to this course for as long as you like - across any and all devices you own.
Am I able to download the content for future training?
All our printable content is licensed under CC BY-NC and will be available to download at the end of every module. This will include the Facilitator Guide, Module powerpoint, and supporting handouts. Videos will NOT be available to download but will be have public access with internet connection from our YouTube channel.

Your Instructor

NYPL Early Literacy Department
NYPL Early Literacy Department

Course content has been developed by the Early Literacy Team at the New York Public Library in collaboration with the New York City Early Childhood Professional Development Institute (PDI) of the City University of New York and with grant support from the Institute of Museum and Library Services, RE-40-16-0158-16.