Advice Column
Interview with my Supervisor!
Here are some notes that I found helpful from an informational interview with the youth services librarian at my library!
How do you choose books for storytime? What factors do you consider (e.g., age group, theme, length, engagement level)?
I prioritize length and engagement level over theme, especially for toddlers, since they can be easily distracted and it’s hard to bring them back once their attention drifts. I look for short, fun, and interactive books—things with rhymes or repetition work well. I also turn to blogs because other librarians have already tried and reviewed books, so I can learn from their experiences.
What strategies do you use to keep children engaged during storytime?
I try to include lots of movement and ask questions based on the book. I also plan engaging activities that relate to the story. Smooth transitions are key—things like “1, 2, 3, eyes on me” help bring the group back together, though transitions can still be one of the hardest.
How do you incorporate music, movement, or interactive elements into your sessions?
I include movement or music between each story to give kids a break and reset their attention. Even small things like clapping or stretching help keep the energy up. I try to make it interactive however I can—whether it’s dancing, thinking, or singing along.
How do you adjust storytime for different age groups, such as babies, toddlers, and preschoolers?
Preschool storytime tends to be more structured, while toddler time involves a lot more movement and flexibility. I still ensure both groups get early learning activities, but I adapt the delivery based on attention span and developmental stage. I also see more new families during toddler sessions.
What role do parents and caregivers play in your storytime sessions? How do you encourage their participation?
At the beginning of each session, I remind caregivers to sing along and participate. Their role is to engage with their child while also helping manage behavior. I encourage them to be present and model participation, even if they feel shy about it.
How do you handle situations where caregivers are uncomfortable?
If a caregiver seems uncomfortable—maybe with how their child is acting or with participating—I try to show that I’m not upset and that I understand. I reinforce boundaries in a kind, supportive way. If they’re shy about singing or joining in, I try to normalize making mistakes and just having fun.
How do you handle disruptions or children who lose interest during storytime?
One of my go-to methods is clapping or using another simple cue to bring them back in. Consistency in how I run storytime helps too. The goal is always to reconnect without shaming or singling anyone out.
What resources or tools (e.g., puppets, props, digital media) do you use to enhance storytime?
I use a mix of resources:
Flannel boards
A "magic envelope" for surprises
Instruments like a ukulele or shaker eggs
Puppets
Workshops and professional development resources
How do you assess whether a storytime session was successful?
I don’t base success on numbers. If even one family has a good time, that’s a win. I look at how engaged the kids are and how families are responding. I ask myself: Did I do everything possible to make it fun and meaningful?
Career & Professional Insights
How do you continue to learn and improve your storytime skills?
I read blogs
Attend webinars and workshops
Talk to other librarians and share experiences
Learning from others is one of the most valuable things.
What skills do you think are most important for leading an effective storytime?
Being flexible and able to adapt on the spot
Not taking things personally
Letting go of embarrassment
