Shaking up story time: A case for shaping the nature of information literacy instruction in public and school libraries through philosophy
Date
2019-06
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Abstract
While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming.
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Keywords
information literacy, library programming, philosophy for children, public libraries, school libraries, story-time
Citation
Lenart, B. A., & Lewis, C. J. (2019). Shaking up story time: A case for shaping the nature of information literacy instruction in public and school libraries through philosophy. "Journal of Information Literacy" 13(1), pp. 3-20. http://dx.doi.org/10.11645/13.1.2513