Creating Outstanding Online Storytimes (May 2020)

1. CreatingOutstanding
OnlineStorytimes
Presented by Kathy MacMillan, NIC, M.L.S.

2. KathyMacMillan (she/her) isawriter,
AmericanSignLanguageinterpreter,
librarian, signingstoryteller,and
avowedHufflepuff. ShepresentsASL
storytimeprogramsforallages,as
wellasworkshopsonprogramming,
servingtheDeafcommunity,and
writingforchildrenandadults.Kathy
servesastheco-RegionalAdvisorfor
theMaryland/Delaware/WestVirginia
RegionoftheSocietyforChildren’s
BookWritersandIllustrators.Shelives
inBaltimore,MD.
KathyMacMillan.com ~ StoriesByHand.com

3. How this
webinar came
to be

4. Learning
Objectives
At the end of this webinar, participants will be able to:
 Describe the fundamental differences in approach to online and
in-person storytimes
 List at least 3 ways to keep online storytimes interactive
 Implement strategies for dealing with external and internal
demands

5. Housekeeping
 There will plenty of time for questions at the end. Use the chat box
to type your questions as you think of them.
 Also use the chat box to share your great ideas with fellow
attendees!

6. In-person versus
OnlineStorytimes
Understanding the fundamental differences

7. Activity
 What do you think of as essential
to storytime? (i.e. without this
thing, can you even call it
storytime?)
 Use the chat box to answer.

8. What makes
up a
storytime?
 Free and open to anyone
 Books
 Music
 Dancing
 Crafts
 Flannelboard stories
 Scarves
 Beanbags
 Fingerplays
 Action stories
 Participation
 Togetherness
 Learning from peers
 Practicing social skills
 Practicing impulse control
 Practicing sitting still
 Learning how to listen to
instructions
 Learning through play
 Early literacy skills
 School readiness
 Learning to take turns
 Age appropriate materials
 Welcoming environment
 Learning
 Resources for caregivers
 Positive interactions with adults
 Making positive connections with
the library

9. What are the
overall goals?
 Developing early literacy skills
 Connecting children and caregivers with the library
 Developing school readiness
 Using a variety of materials to engage children in age-appropriate
ways
Suggested resource: “Offline Professional
Development: Storytime Mission Statement”
by Melissa Depper:
http://melissa.depperfamily.net/blog/offline-
professional-development-storytime-mission-
statement

10. Features of
In-person
storytime
 You can see and hear your audience in real time.
 You can make adjustments as you go.
 You control the environment in which storytime is delivered.

11. Moving
storytime
online
The mission doesn’t change.
The way we deliver on it
does.

12. Online
Storytime
 You can’t see your “audience”.
 can’t give immediate feedback
 can’t adjust as you go
 creates feeling of disconnection in storyteller
 Your audience may not be viewing the
storytime in real time.
 We lose control over the environment in
which storytime is received.
 also can’t provide props and other materials
 Connecting with caregivers becomes more
challenging.
 This format provides unique opportunities to
make real connections with children’s home
life.

13. Connection
Over
Content

14. It’s not just about offering storytimes.
It’s about offering kids (and
parents) a continued connection
to their libraries, and by
extension, their communities.
ConnectionOver
Content

15. It doesn’t have
to be a
storytime!
Other things
you can do:
 Record a message letting kids know you miss seeing them in the library
 Share a favorite rhyme or poem
 Introduce your pet
 A behind-the-scenes tour of the library (Bookdrop, anyone?)
 Share a favorite hobby
 Tell your favorite library anecdote
 Booktalk favorite books
 Share a craft
 Demonstrate a simple science experiment
 Show how to make a snack
 Share a word or phrase in a foreign language
 Online gaming tournaments
 A backyard tour to meet chickens, goats, or even your local wildlife
 Interview teachers and other local “celebrities”

16. Whatever you
decide…
Ask yourself:
“How will this foster a sense of security and connection?”

17. PlanningOnline
Storytimes

18. ChoosingYour
Materials
 Choose materials that will work visually.
 Choose materials that encourage interaction.
 Choose materials that you feel excited about.
 Theme is less important than connection.
 Make sure you are sharing and recommending diverse materials.
 Homemade props are okay and inspiring for little ones stuck at home!
 Incorporate your pets whenever possible!
 Use favorite materials to foster a sense of continuity and security.
 Think about how materials support the needs of kids stuck at home:
 Expressing feelings
 Practicing impulse control (freeze dance, listening games)
 Making connections to their environment
 Highlight library resources

19. Book or No
Books?
 CopyrightConcerns
 Book Formats: print books, ebooks
 The value of storytelling without books

20. PlanningYour
Presentation
 10-20 minutes seems to be the sweet spot.
 Don’t just select materials – really think about how you will use
them
 How you will make instructions explicit?
 What interactive elements, if any, you will use?
 How you will show the materials on camera?
 How will you promote and make connections to library resources?
 At the very least, put your library’s logo up in the background!
 Promote library website
 Mention and/or show specific resources where appropriate

21. TechnicalStuff

22. Live
or
Recorded?
Live Storytime
 can interact in real time
 may need a buddy to help run
things
 some publishers require this
and must be deleted after
 heightens sense of event,
community
 can run at the same time as
your scheduled programs to
create a sense of security and
continuity
 may also be recorded and
viewed later if you choose
 lessens sense of perfectionism
Recorded Storytime
 can edit out mistakes
 easier to provide captions
 may limit materials you can
use
 makes your programming
more widely available
 need to determine how long
will recordings be available
 may increase pressure to be
“perfect”
 can post at the time of your
scheduled events
 removes sense of spontaneity

23. Open to all
or
Registration
required?
Open to all
 widens your audience
 once on the internet, always
on the internet
Registration required
 allows you to control access
 allows for better planning to
meet group needs
 may be necessary due to
materials used
 allows you to count
attendees more accurately
 requires a registration
mechanism

24. Technical
Setup
 Laptop or phone with good camera
 separate webcam may be needed
 landscape, not portrait
 Microphone/headset if at all possible
 improves sound quality
 improves automatic captioning
 Background
 Not too busy
 Library logo
 Lighting
 Avoid backlighting
 Even light from above or the side is preferred

25. MoreSetup
Tips
 Don’t sit too far back from the camera!
 Clothing
 Wear something that contrasts with your skin color
 Avoid busy patterns
 Be careful of low necklines, dragging sleeves, or other wardrobe
malfunctions waiting to happen.
 Set up your materials
 Keep them in easy reach
 Set them up in the order you need them
 May need 2 copies of book or text printed out
 Use screen share as needed, especially for sharing library
resources
 Make sure to mute everyone’s audio but the speaker’s, if
applicable

26. Accessibility
 What is your library’s policy for accommodations for in-person
programs?
 Remember that online programs are already not accessible to
everyone.
 Providing interpreters for storytime
 Hearing aid plugins
 Captioning for live storytimes
 Full captioning options
 Automatically generated captions
 Content in comments
 Captioning for recorded storytimes
 Automatically generated captions
 Uploading your own captions

27. OnlineStorytime
PresentationTips

28. SLOW
DOWN!
Even if it feels like you are already speaking slowly, slow it down.
Most kids can’t listen as fast as we grownups like to talk!

29. EyeContact
Make eye contact with the camera.
Yes, this feels weird.
Use a stuffed animal or picture by the camera if necessary!

30. Sharing Books
onScreen
 Get pictures as close to camera as possible
 Avoid glare
 Avoid tilt
 Strategies for reading (with examples)
 Second book
 Text typed up
 Ebooks and screen sharing
 Splicing pictures

31. Allow time
for
responses.
No, more time than that.
More.
Give the kids time to answer, participate, copy the movement.
Allowing time:
 encourages a response
 models the back and forth nature of communication
 allows kids of all different learning styles to take the information in
 shows that you care what kids have to say

32. Repeat
Repeat
Repeat
 Repetition reinforces content.
 Repetition creates more space for understanding.
 Repetition directs auditory and visual focus.

33. Give explicit
instructions
 Some kids will already know what to do (or think they do).
 Many will not without peer modeling.
 Grownups need instructions too!

34. Make explicit
connections to
everyday life
 Give grownups clear suggestions.
 Many parents are now their children’s exclusive language and
literacy models. Let’s help them be a little less overwhelmed!

35. Interact as
much as
possible
 For live programs: use names if you can see them
 For all programs: use general ways to identify children, such as “all
my friends who are wearing something blue, raise your hands!”

36. Learn from
the pros
 Mr. Rogers’ Neighborhood: https://www.misterrogers.org/watch/
 Danny Joe’sTreehouse: http://dannyjoestreehouse.com/

37. Use your voice
instead of
recorded
music.
 Helps avoid copyright issues.
 Helps you control the pace.
 Avoids audio issues.
 Creates a greater sense of connection.

38. Use
American
Sign
Language!
 Automatically visual and kinesthetic
 Invites participation
 Stays within the camera frame
 Examples

39. Worries

40. It doesn’t look
high tech and
professional!
 Times are not normal right now!
 Does it foster connection?
 Lean in to what makes this kind of storytime different and special.

41. How will I
remember
everything?
 Sticky notes on the side of your monitor with reminders work
really well!
 Picture or stuffed animal by camera.
 Buddy in household or via chat.
 What do you do in live storytime when you forget?
 Handling mistakes with grace is setting an example for kids.
 Humor and calm are the best things we can model for children
right now and way more important than any content!

42. What if I get
camera fright?
 Think about whether live or recorded storytimes would be a better
fit.
 Incorporate relaxation and breathing exercises into your program.
 Sing a song to change your breathing.
 Admit it! Use your own feelings as a teachable moment.
 Consider using a puppet sidekick.
 Choose activities that take the focus off you, such as interviewing
a guest (real or fictional).

43. What if I don’t
like to sing?
 Use fingerplays instead
 Change songs to rhythmic rhymes instead of singing

44. How can I
make sure my
internet
connection
stays stable?
 Use an ethernet connection if possible (to phone or computer).
 If using wi-fi, move as close to the router as possible.
 Limit bandwidth-sucking activities.
 Don’t let anyone use the microwave while you are filming!
 Test ahead of time.
 If all else fails, turn it off then on again.

45. What about
outside
presenters?
 Many authors and illustrators already have experience with this
type of programming.
 Others are willing to adapt.
 change in content
 multiple short programs instead of one longer one
 Be ready to discuss:
 Platform
 Open to all or registered
 Live or recorded (often limited access to recording)
 Panels lend themselves well to online formats.

46. Resources
All of the following resources may be found at
https://storiesbyhand.com/onlinestorytimeresources/

47. General
Resources for
Online
Storytimes
 Jbrary: Storytime Online Resources: https://jbrary.com/storytime-
online
 “Keeping Online Storytimes Engaging” by Kathy MacMillan:
https://storiesbyhand.com/2020/03/20/keeping-online-storytimes-
engaging/
 Remote and Online Services to Children (UW-Madison iSchool
Panel recording): https://ischool.wisc.edu/continuing-
education/free-
webinars/?fbclid=IwAR3ds2QJUndxehgHunGcgrhLFz7mprvdf-
QZQHrRJjwmWeHM5PpF1tFv2kw
 Storytime Underground (Facebook Group):
https://www.facebook.com/groups/storytimeunderground
 “TenTips for Recording BetterVideo withYour Smartphone” by
MaggieTillman and Elyse Betters https://www.pocket-
lint.com/phones/news/131351-10-tips-for-recording-better-video-
with-your-smartphone

48. Online
Programming
fromAuthors
and More
 SCBWI Connects: https://www.scbwi.org/digital-directory-for-
remote-learning-resources/
 TwinkleTeaches Resource List:
https://twinkleteaches.blogspot.com/p/at-
home.html?fbclid=IwAR2wTWl5eTfnsHYsTyCR8l4HGpfXbXYOoi_
h1ETVGZrAlBH6WtOb-Jc3RRo
 Finkelstein Memorial Library’s Kids &Teens Stuck Inside Guide:
https://docs.google.com/document/d/1Cs1zwez0a-
NxlsdFkd9kQpvIpal8WVHKTjSc4iiPCak

49. Copyright
Concerns
 “CopyrightTerm and the Public Domain in the United States”
(Cornell University Library):
https://copyright.cornell.edu/sites/default/files/2020-
01/Copyright%20Term%20and%20the%20Public%20Domain%20i
n%20the%20United%20States%20January%2024%202020.pdf
 “Online StoryTime & Coronavirus: It’s Fair Use, Folks” by Sarah
Ostman: https://programminglibrarian.org/articles/online-story-
time-coronavirus-it%E2%80%99s-fair-use-folks
 School Library Journal COVID-19 Publisher Information Directory
(guidelines from individual publishers):
https://docs.google.com/document/d/113E-
0ffElTRoI7zsvk6gjxrAgepeD-JGAD55-ftSfrc/edit?usp=sharing

50. Professional
Development
forChildren’s
Programmers
 American Library AssociationWebinars for Programmers:
https://www.alastore.ala.org/search/store/product-type/elearning/subject/programs-and-
services
 Association for Library Service to Children Open Resources: http://www.ala.org/alsc/alsc-open-
resources?fbclid=IwAR0Az92lWTvkaM5-
XCKqhi51Wzch2z8oNY90yqZuf8Nnxx1dIRyzY4nZuOc
 Free Archived Webinars: http://www.teenlibrariantoolbox.com/2020/03/friday-finds-special-
edition/
 Growing ReadersTogetherWebinars: https://create.coloradovirtuallibrary.org/early-
literacy/growing-readers-together-
webinars/?fbclid=IwAR3O1an1tRSxEbs4on2owhjegNHZjkZGvlG_sOHFmGbZDtgU0lgarUSjJzc
 Kathy MacMillan’s eCourses,Webinars, and Programs:
https://storiesbyhand.com/category/ecourses-and-webinars/
 “Mel’s Offline Non-Webinar Professional Storytime Development” by Melissa Depper (Mel’s
Desk Blog): http://melissa.depperfamily.net/blog/mels-offline-non-webinar-professional-
storytime-development/
 Saroj Ghoting’s OnlineTrainings: http://www.earlylit.net/all-trainings
 Stay-at-Home Professional Development: https://bookcartqueens.com/2020/03/15/stay-at-
home-professional-development/
 UW-Madison iSchool Webinars: https://ischool.wisc.edu/continuing-education/free-
webinars/?fbclid=IwAR3ds2QJUndxehgHunGcgrhLFz7mprvdf-
QZQHrRJjwmWeHM5PpF1tFv2kw

51. Acknowledgement
 All books used in today’s presentation were published by Familius
Press and used in this webinar with the permission of the
publisher. (.pdf files were provided by the publisher specifically for
this webinar.)
 Familius Press has granted librarians and teachers permission to
use its titles in online storytimes during COVID-19 related
closures.When using Familius Press titles in this way, please
acknowledge Familius Press as the publisher. For questions
regarding use of Familius Press titles, please contact Kate Farrell,
Familius Press Director of Marketing and PR at
kfarrell@familius.com.
 Find more information about Familius Press at
https://www.familius.com/

52. Q&A

53. Upcoming
Webinars and
eCourses
90 minute webinar
Wed, June 10, 2020
2:30 PM Eastern
6 week eCourse
Next session begins
November 2, 2020
6 week eCourse
Next session begins
Sept 14, 2020

54. Thank you!
 Find clickable links to the resources mentioned in this webinar at
https://storiesbyhand.com/onlinestorytimeresources/
 Find more information about Kathy’s books, programs, webinars,
and online storytelling programs at https://kathymacmillan.com/
 Find more resources for signing with children at
https://storiesbyhand.com/

55. Wise
Words
from
Mr. Rogers
“There is no scientific or technological advance that is either good or
bad in itself. It is only as we human beings give meaning to science
or technology that they will have a positive or negative thrust.The
main question is not so much how the new technology can help
children learn. Rather, it’s what will they do with what they learn?
Only real human beings can help them know the difference.”
“It’s through relationships that we grow best - and learn best.”