The Sixteenth International Conference on Books, Publishing & Libraries

Abstract

Amongst the many roles of the public library is that of the literacy educator, as evidenced by the many public libraries that offer literacy-focused programs for children under the age of five. Those who work in this realm often have varied and complex educational and professional backgrounds, which influence their work as early literacy educators. Using preliminary research findings from my doctoral research project, this themed paper explores the various perspectives that library-educators have on their work, asking: How do library-educators describe the ways in which their previous work and educational experiences inform their literacy programming practices? Specifically, my research focuses on a Western Canadian public library which employs a group of library assistants (LAs) to design and implement original literacy programs for children under the age of five. These LAs are not required to have any particular educational background beyond a Bachelor’s degree in any subject or a library-related diploma. My paper discusses how differences in educational and professional background are associated with shifting understandings of literacy, library-educator training, and work in the library. In particular, the notion, purpose, and consequences of gate-keeping in the library profession are examined, highlighting competing roles within the world of public libraries and the intricate ways in which approaches to literacy education change over time.