Idaho Commission for Libraries

Emergent literacy (Teale & Sulzby, 1986) refers to the continuous development of skills that emerge beginning in infancy until a child becomes a proficient reader and writer, usually after several years of formal schooling. Oral language (Glazer, 1989) is the fertile ground from which literacy blooms. Extensive research highlights two key concepts important in emergent literacy theory and helps expand the traditional notion of literacy. First, reading and writing are seen to develop together and support one another, and second, children are believed to be actively involved in exploring and making sense of the written word from birth onward.

The library has a distinct and vital role to play in supporting emergent literacy. The library is the place to go for books and information in a multitude of formats. It is the primary community institution available to individuals and families no matter their age or economic status. Libraries have a strong tradition of providing a variety of reading programs which develop and reinforce the joy of reading -- from summer reading programs for children, to book discussion programs for adults, to literacy programs for immigrants who want to learn English. In rural areas, the library may also be the only educational institution for those not enrolled in kindergarten through high school.

The library is the community center for lifelong learning, and exciting new research (more information below) shows just how early this learning actually begins. It is now known that babies are born with undeveloped brains that are "wired" in the first few months and years of life for cognitive and emotional development. Reading and books can nurture this development in important ways, and libraries have much to offer:

• Libraries have children's materials and offer programs such as lapsits, story hours and read to me programs. Children learn by being exposed to spoken language and using visual cues found on the printed page.
• Librarians have expertise in selecting children's materials. This expertise can be shared with parents and caregivers.
• Librarians have expertise in reading aloud to children. This expertise can be modeled for parents and caregivers so they can then practice at home.
• Libraries can help babies and young children:
  • develop cognitive skills through sensory stimulation which helps to foster intellectual development-hearing words and music, seeing pictures and text, touching objects and turning the pages of books helps connect brain synapses
  • understand the function of words and pictures in books
  • develop language skills
  • develop the idea of sequence by experiencing the beginning, middle and end of stories
  • learn to socialize
  • develop positive habits
  • stimulate their imaginations
  • gain access to materials they might not otherwise have in their homes
• Libraries can help parents:
  • share activities which enhance their child's emotional development
  • understand they are their child's first and most important teacher
  • read aloud to their child
  • learn how to select appropriate books for their child's interests and development
  • practice their own reading skills while reading for pleasure
  • gain access information on parenting
  • gain access to children's reading materials that they might not otherwise have in their homes
  • learn about other organizations in the community that provide services for parents and children

For More Information

Library's Role in Emergent Literacy

Monsour, Margaret & Carole Talan. Library-Based Family Literacy Projects. American Library Association, 1993.

Nickse, Ruth. Family and Intergenerational Literacy Programs: An Update of "The Noises of Literacy." Nickse Associates, 1990.

Quezada, Shelley. And Ruth S. Nickse. Community Collaborations for Family Literacy Handbook. The Massachusetts Board of Library Commissioners, 1992.

Talon, Carole. "Family Literacy: Libraries doing what libraries do best." Wilson Library Bulletin, 65 (3), 3-32, 158. 1990.

Glazer, S. M. "Oral Language and Literacy Development." In D.S. Strickland and L. M. Morrow (eds.) Emerging Literacy: Young Children Learn to Read and Write. International Reading Association, 1989.

Sulzby, E. "The development of the young child and the emergence of literacy." In J. Flood, J. M. Jensen, D. Lapp, & J.R. Squire (eds.) Handbook of research on teaching the English language arts. (pp. 273-285). Macmillan, 1991.

Teale, W. H. & Sulzby, E. "Emergent literacy as a perspective for examining how young children becomes writers and readers." In W. H. Teale & Sulzby, E. (eds.), Emergent Literacy: Writing and Reading (pp. vii-xxv). Ablex, 1986.

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