Reminder - Upcoming YSS Webinar on Early Math Skills/Literacy

                                         

 

                            Connecting 1, 2, 3 to A, B, C: 

exploring early math and its implications 

for emergent literacy in young child programming 

January 11 3-4pm 

REGISTER

Did you know that early math skills were among the strongest predictors of later school achievement? Or that success with early math is tied to better reading outcomes for children? If not, consider joining us as we unpack how your own programming efforts can help support young children’s development of early math skills. Through this webinar you will learn a variety of different early math competencies you can incorporate into your library programs for young children, explore interactive strategies to engage children and caregivers with these skills while fostering a growth mindset, and better understand how early math skills can support emergent literacy practices.

Speaker Bios

Jacqueline “Jacquie” Kociubuk, MLIS/MEd, is a PhD student in the Information School at University of Wisconsin-Madison. Her research focuses on understanding the role of the public library as an informal learning and community space and place for children and families. She has also been involved in Dr. Kathleen Campana’s Project VOICE, an IMLS grant project centered around exploring how public libraries are using outreach programs and services to support children and families from underserved communities, as well as Read Baby Read, funded by the William Penn Foundation. Her work has been published in the Journal of Research in Childhood Education, Journal of Librarianship and Information Science, and the Library Quarterly, among others. She has previously worked as a children’s librarian and PreK-12th grade educator.

Kathleen Campana, PhD, is an Associate Professor at Kent State University. She focuses her research on understanding the learning that occurs for children, youth, and families in informal and digital learning environments and how those environments support and impact the learning process. She teaches in the area of children’s and youth services and museum studies. She is the Principal Investigator for Project VOICE and Project SHIELD, both funded by IMLS, as well as Read Baby Read, funded by the William Penn Foundation. Her work has been published in Library Quarterly, Journal of Librarianship and Information Science, Information and Learning Sciences, and Journal of Education for Library and Information Science, among others. She received her doctorate from University of Washington’s Information School. While working on her doctorate, she served as a lead researcher on two IMLS grants: Project LOCAL—which explored how libraries are using outreach programs to support children and families in underserved communities—and Project VIEWS2—which worked to establish the early literacy impact of public library storytimes.