Parent Discussion Groups
Libraries are places for learning, recreational viewing, reading and engagement for all. But to truly uphold their mission of equity and access, they also need to be welcoming and relevant to families in their communities -- especially those who lack resources at home and may lack other opportunities for mentorship. Today's families are diverse with varying needs. Needs are influenced by their language and culture of origin, their employment status, the stability of their housing, the hectic nature of daily life, the expectations for children's education, and so much more. Understanding the needs of the families in your community starts with getting to know them by bringing them to the table, asking them what they need and want, and valuing their feedback.
To ensure that librarians did not make assumptions about parents' needs, the peer mentoring project began with three 30-45 minute discussion sessions with parents of young children in Harford County. These sessions were designed as informal "focus groups," in which researchers arrived with specific questions but also allowed conversation to flow naturally from parents' responses.
How can one find parents who will take the time to engage in these discussions? In this case, we contacted leaders at three sites: An Early Head Start center, an elementary school with a pre-K center that enrolls children in low-income families, and a public library hosting an afternoon storytime session. The leaders at these sites helped to "break the ice" and introduce researchers to parents. At the Early Head Start center, the discussion group was timed to piggyback on an already-scheduled parent education session. At the elementary school, the session happened in a more ad-hoc fashion in the foyer of the school. And in the storytime session, parents were asked if, at the end of storytime, they could join a discussion group taking place in a room nearby.
Snack bags and drinks were provided for kids and parents in each session.
Questions asked
LIBRARY USE
- Have you been to your local public library since your daughter/son was born? If so, what brought you there?
- Do you think it is easy or hard to use the library? What makes it easy or hard?
- What do you wish your library or librarian would do that he/she is not doing now?
TECH & MEDIA USE
- Do you use videos, apps, or e-books with your children? Tell me about a time that you used one of these with your children.
- How do you approach or set parameters around your child’s use of technology?
- Where do you go for support or advice when you have questions about using technology with your child?
MEDIA, TECH, AND LIBRARIES
- Have you ever talked to a children’s librarian about videos, apps, or e-books? What can you tell us about that interaction?
- What should librarians avoid doing or saying when it comes to talking about digital media and young kids? What would turn you off or upset you?
- When it comes to digital media and technology, what do you wish that your library would do that it is not doing now?
Template for Questions for Focus Group #1 on Oct 26, 2017.docxSample script for discussion sessions
Here's an example of how we introduced ourselves and set up the "focus group" discussion sessions. Note that we:
1) Explained how the information would be used.
2) Gathered names, the ages of children, and contact information to be able to stay in touch with parents about the outcomes of the research. (See sign-in sheet below.)
3) Pledged not to use names in published reports, to ensure more openness in discussion.
4) Disclosed that we were recording the session electronically.
Sample Sign in sheet for Focus Group.docxSign-in Sheet
Here is a template to use for parents to add their names, their children's ages, and contact information. In addition to email addresses, we suggest collecting cell phone numbers as well.
Ensuring You Are Not Wasting Parents' Time
This Feedback Loop graphic from the The New Teacher Project is an example of the kind of positive cycle you can develop with the families in your community if you take time to listen to them and also show them how their input matters. Not only can you take concrete actions directly related to the information shared by parents but you can also "share back" by showing parents how the discussion session influenced your media mentorship training and how you have used their input.
Email and text updates are often appreciated by parents if they are specific to the parents' advice and guidance. Another way to do this is to host a "thank you" lunch or reception after the conclusion of your training sessions for families who participated in the discussion groups and use that reception to describe how things are changing at the library. This is also an opportunity to build stronger relationships with parents for future projects.
Dos-and-Donts-Communication-with-Families-Around-Academics1.pdfDo's and Don'ts, from the Flamboyan Foundation
In schools and other formal education settings, new guidelines are emerging to help teachers communicate and engage with families in meaningful and authentic ways. This "do's and don'ts" resource from the Flamboyan Foundation provides tips to schools about academic information, but there are pieces of advice that can be adapted for use by libraries. For example, just as schools can improve relationships with parents by recognizing strengths and starting conversations on positive note, so can librarians work to recognize the strengths and positive role played by parents who have taken the time to seek out information and resources for their children, no matter what medium is used for delivering that resource.