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Project VIEWS2
and You
• Dr. Eliza T. Dresang, Principal Investigator
• Dr. Cheryl Metoyer, Principal Investigator
• Dr. Allyson Carlyle, Co-Investigator
• Katie Campana, Research Assistant
• Ivette Bayo Urban, Research Assistant
• J. Elizabeth Mills, Research Assistant
• Dr. Janet Capps, Consultant
• Dr. Kathy Burnett, Consultant
• Dr. Erika Feldman, Consultant
• Dr. Bowie Kotrla, Statistician
Eliza T. Dresang –
In Memoriam
http://eliza.ischool.uw.edu/
Objectives for Today’s Session
• Main goal: Present the planning and evaluation tools
we have developed.
• Provide us with your ideas around using our tool in
storytimes.

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Question:
• How can we know whether the early literacy focus
of storytimes makes a difference for children’s
learning to read successfully?
VIEWS2 Goals
• Conduct innovative research in library literacy
programs for young children that provides valid and
reliable evidence for practice.
• EL-Capstone
• BCPAF
• PET
• ELSA
• Provide evidence-based methods for planning and
evaluating the outcomes of library early literacy
programs that better prepare children to learn to read.
Field/Practice
Design research
Advisory
panel
MLIS course 1
Data
collection
Advisory
panel
Librarian
training
Advisory
panel
MLIS course 2
Data
collection
State Library
Advisory Meeting
(SLAM)
Inform
practice
The
Process

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Tools: BCPAF* and PET
*Developed by Dr. Erika Feldman, Ph.D.
36 months to 60 months
Reading Goal 67: Children demonstrate awareness of the
alphabetic principle
Librarian Children
Points out shapes with specific letters Associates the names of letters with
their shapes
Prompts children to match letters and
sounds
Correctly identifies ten or more letters
of alphabet
Prompts children to think about how
letters and numbers are different
Design of Study
• Training was focused on research-based on early
learning principles
• Alphabetic knowledge
• Phonological awareness
• Interactivity
Year 1 Study Results
• Storytimes ARE making a difference!
• BCPAF and PET CAN BE used to observe
storytime programs and the response the children
had to the program.

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Year 2 Study Results
• When comparing the observations from Year 1 and Year
2 for the control group we found NO statistically
significant changes in the librarians’ programs (PET) or
the children’s behaviors (BCPAF).
AND
• When comparing the observations from Year 1 and Year
2 for the experimental group we found there WERE
several statistically significant changes in both the
librarians’ programs (PET) and the children’s behaviors
(BCPAF).
Bottom Line
Purposeful focus on early literacy
principles makes a difference in
programs and in children’s early
literacy behaviors.
BCPAF/PET and ECRR 1&2
Where do these tools fit with ECRR 1 and ECRR 2?

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Planning
Birth to 18 months
Children Librarian
Shows beginning sound
awareness by reacting
differentially to different sounds
Exposes children to and
exaggerates different
phonological sounds
Imitates vocalizations and
sounds
Plays with different early
sounds the children start with
(e.g., ma, pa, ba)
18 – 36 months
Children Librarian
Recites phrases from familiar
rhyme
Provides children with age-
appropriate rhymes
Completes a familiar rhyme by
providing the last word
Uses reading style (e.g., pauses
before the end of familiar
rhymes or games where
children can say the
last word of the rhyme
36 – 60 months
Children Librarian
Participates in and creates songs, rhymes, and
games that play with sounds of language
Provides activities such as sing-alongs, rhyming,
or other word-play games
Identifies initial sound of words, with
assistance, (e.g., book begins with the “b”
sound)
Reinforces recognition of word beginning
sounds
Evaluation

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Wrap Up and Questions
Evans, A., Dresang, E., Campana, K., & Feldman, E.
(Summer, 2013). Research in Action: Taking Classroom
Learning to the Field, Journal of Education for Library and
Information Science.
Thank you!
Contact Info
To stay connected with Project VIEWS you can:
• Twitter: #VIEWS2, @UW_VIEWS2
• Facebook: www.facebook.com/VIEWS2
• Website: digitalyouth.ischool.uw.edu