Lenart, Bartlomiej A.Lewis, Carla J.2019-06-062019-06-062019-06Lenart, 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/10.11645/13.1.2513http://hdl.handle.net/1880/110474https://doi.org/10.11575/PRISM/43934While 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.engUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.information literacylibrary programmingphilosophy for childrenpublic librariesschool librariesstory-timejournal articlehttp://dx.doi.org/10.11645/13.1.2513