Questions and formulates task: Child takes an interest in the world around them, begins to notice relationships, understands that print has meaning and purpose. Parents and caregivers talk to the child, beginning a foundation for language literacy.

Examples: Parents learn (or use) nursery rhymes with their baby. Parent begins reading to the child from an early age.

Activities librarians can do: Infant storytimes, Every Child Ready to Read programs for parents.

Constructs information seeking strategies: Child begins to question things in the world around them, wants to know “why”.

Examples: Toddlers and preschoolers are always asking "why"?

Activities librarians can do: Mother Goose Asks Why, nonfiction books at low reading levels, colorful posters/murals in the children's area.

Locates and accesses information: Recognizes pictures of familiar objects, points out objects of interest. Handles books in developmentally appropriate ways. Parent or caregiver reads to the child frequently. Books are visible and available to the child at their eye level. Child bigins to develop basic reading skills.

Examples: Baby chews on the edge of a board book, toddler knows how to turn the pages correctly. Preschoolers mimicking reading behavior. Kindergarten age children begin to read.

Activities librarians can do: Attractive displays at child's eye level, provide board books (waive fines if returned with teeth marks), storytimes, tips for parents on the importance of reading, offer storytime at different times of day to accomodate working parents. Provide materials to support stages of developing reading skill.

Evaluates and manages information relative to need: Shows interest in pictures in books by laughing, looking at, or pointing to them.

Examples: Child points out the mouse on each page of "Goodnight Moon".

Activities librarians can do: Use oversize picture books or "big books" at storytime.

Synthesizes information: Shows an understanding of what was read by imitating the action in the book or modeling the behavior of the person who read the book.

Examples: child pretends they are the "librarian" by having "storytime" for their stuffed animals, toddler "reads" the story in their own words.

Activities librarians can do: Model good reading technique, make storytimes interactive and fun, recommend good read-alouds to parents.

Applies information responsibly: Child begins to learn to write. Scribbling, letters, pictures explain their thoughts. Parent or caregiver provides materials and support for this skill.

Examples: Fat crayons and paper/easy coloring books or pages are readily available at home.

Activities librarians can do: Provide simple crafts at storytime with washable crayons or other age-appropriate writing materials.

Evaluates process: Child begins to notice written words in places other than books. Parent or caregiver reinforces print awareness by pointing out familiar objects or words. Repetitive exploration verifies/disproves information validity.

Examples: Child notices a billboard or a stop sign while riding in the car.

Activities librarians can do: Label things in the children's department like "desk" "shelves" and "door" to create a print-rich environment.