Abstract

Following on from their ground-breaking first book, Delivering the Best Start, Rankin and Brock return to the subject of pre-school and early years library provision with contributions and case studies from innovators and experts around the world.
There is a growing awareness of the significance of the first five years of life for intellectual, social and emotional development and early intervention is of political interest. This book provides knowledge and understanding about early language and literacy development and how young children become successful through enjoyable and meaningful experiences.
Coverage includes:

• an examination of the key role of library practitioners who work with young children 
• the importance of effective interdisciplinary teamwork for professionals working with the early years
• a focus on involving parents and carers and valuing their culture, language, heritage and community
• practical guidance given on setting up and running pre-school library services
• contributions and case studies from experts around the world.  

This book will be useful reading for early years professionals and librarians, those responsible for commissioning and delivering pre-school library services, students of library and information studies or childhood studies and practitioners undertaking practical early years qualifications.
Avril Brock has written several books in partnership with Carolynn Rankin on language, literacy and library services. She has recently published The Early Years Reflective Practice Handbook for early childhood educators. Avril has also written books and journal articles on play, professionalism, bilingualism and early language development. She has worked in higher education since 1989 at Bradford College and Leeds Metropolitan University, after beinghaving been a deputy head, primary and early years teacher in West Yorkshire, often working with linguistically diverse children. Avril’s PhD longitudinal research elicited early years educators’ thinking about their professionalism and this resulted in a typology of professionalism which has been developed across the early years interdisciplinary team. She has been involved in interdisciplinary partnerships with colleagues in West Yorkshire, Europe and the USA.
Carolynn Rankin is currently a Visiting Fellow in the Faculty of Arts, Environment, and Technology at Leeds Metropolitan University. Carolynn worked as an information management specialist for 20 years before moving into professional education in 2000. Carolynn has interdisciplinary research interests, exploring the connections between civil society, social justice, and access to literacy and learning via libraries. Her current research projects include a longitudinal evaluation of the development of the Sister Libraries programme for the International Federation of Library Associations (IFLA). Carolynn’s professional activities include the role of External Examiner for the Chartered Institute of Library and Information Professionals (CILIP) Professional Registration Board, and Assessor for CILIP Accreditation for Learning Providers. She is a member of the IFLA Standing Committee Library Theory and Research Section.
Language and literacy development are the primary focus of this textbook edited by Rankin (visiting Fellow, Leeds Beckett Univ.; Library Services for Children and Young People) and Brock (education, Leeds Metropolitan Univ.). Case studies of programs aimed at newborn through five-year-old children are supplemented by the theory and research that back the foundations of the library programs....Other authors contributed to this book, providing other professional views of the importance of teamwork among librarians, educators, parents, and caregivers. Giving value to local culture, language, and heritage is stressed... recommended for educators and students in an academic setting.
Library Journal