Search

This study aimed to investigate the implementation methods, process and perceived learning outcomes of children’s library instruction programs. This study adopted a qualitative approach with the Parent-child Doctors’ Mailbox program in National Library of Public Information. Observation (including thinking aloud), interviews and documents were used for data collection in order to elicit perspectives of 31 children, 26 parents and 3 librarians. Main findings derived from this study can be summarized as follows: (1) Parent-child Doctors’ Mailbox integrated play (e.g., prize quizzes and reading guides) into the program design, which was based upon the development of different age groups. Children needed to go to the circulation desk in person in order to get designated books and answer sheets. Children earned points to redeem for prizes by answering questions correctly. (2) Motivations for children’s participation in the program were categorized as external (e.g., prizes, recommendations from friends and serendipity) and internal (e.g., cultivating habits of reading and writing, and siblings’ company). (3) Children’s perceived learning outcomes of participation in the program included improving children’s attention span, the positive influence of messages delivered by books on children, and the positive progress of children’s reading, writing, logical thinking and interpersonal skills. (4) Parents’ roles in children’s participation in the program included accompanying children and providing reactive assistance. Roles of librarians involved administrative work, encouragement and befriending children. (Article content in Chinese with English extended abstract)