The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

Soohyung Joo; Maria Cahill; Erin Ingram; Hayley Hoffman; Amy Olson; Kun Lu

doi:10.1177/14687984211046652

The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

Soohyung Joo, Maria Cahill, Erin Ingram, Hayley Hoffman, Amy Olson, Kun Lu

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

Original language	English
Pages (from-to)	141-164
Number of pages	24
Journal	Journal of Early Childhood Literacy
Volume	24
Issue number	1
DOIs	https://doi.org/10.1177/14687984211046652
State	Published - Mar 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2021.

Funding

We express sincere gratitude to Janet Ingraham Dwyer, State Library of Ohio; Krista King-Oaks, Boone County (KY) Public Library; and Beth Yates and Suzanne Walker, Indiana State Library for support of this project. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Museum and Library Services (Federal Award Identification Number: LG-96-17-0199-17). The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Museum and Library Services (Federal Award Identification Number: LG-96-17-0199-17).

Funders	Funder number
Boone County
Janet Ingraham Dwyer
Krista King-Oaks
Institute of Museum and Library Services	LG-96-17-0199-17
Institute of Museum and Library Services
State Library of Ohio

Keywords

Language development
music
public libraries
singing
storytime programs

ASJC Scopus subject areas

Education

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10.1177/14687984211046652

Cite this

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abstract = "Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.",

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AU - Olson, Amy

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The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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