National Institute 2026

Many libraries across the United States and Canada have implemented programs where certified therapy dogs visit libraries to listen to children read. The idea of incorporating therapy dogs into public library reading initiatives stems from research showing how animal companionship positively impacts mental health, emotional well-being, and learning outcomes in children. 

These programs may trace their roots to the R.E.A.D. (Reading Education Assistance Dogs) program, founded in 1999 by New York Therapy Animals in partnership with Intermountain Therapy Animals, the New York City Department of Education, and local libraries. Since then, libraries nationwide have adopted similar models to encourage reluctant or struggling readers and to create safe, welcoming literacy environments. 

Research supports these efforts. A 2010 study from the University of California, Davis confirmed that children who read to dogs increased their reading fluency by 12% over a 10-week period, while peers who did not read to dogs showed no improvement. Therapy dog programs attract diverse participants - reluctant readers, children with anxiety, special needs, or learning differences - and foster an inclusive, nonjudgmental space for literacy growth. 

This panel presentation will highlight how public libraries in Western New York have implemented therapy dog reading programs and will showcase program outcomes, best practices, and strategies for establishing similar initiatives in other communities. 

This program will introduce methods, strategies, and artifacts for teaching information literacy through the lens of children's literature. In the last ten years, critical thinking skills have become increasingly important, and the age at which mis/disinformation exposure begins moves up with every technological innovation. Therefore, librarians and educators who work with children have a greater responsibility to impart information literacy skills alongside other early learning competencies. The speaker, an academic librarian with experience in emerging and interconnected literacies instruction, will present early drafts of an open access book designed to explain core information literacy concepts using fairytales and other children's stories. This project is funded by an OER grant through Western Kentucky University Libraries and will take inspiration partly from children's library programming. The speaker will share ways in which information literacy materials can be incorporated in libraries for children of all ages to instill both a love of reading and a love for investigation, based on conversations and collaboration with workers in the children's department of a local public library branch. Participants will walk away with sample materials, passive and active program ideas, and tangible stratgies for tackling critical thinking in a children's library setting. 

Life happens in all of the spaces we create. Early literacy spaces are the foundation of a strong library, strong community, and strong economy. We have the ability to shape the future direction of our world; are we on the right track? Join us as we dive into the social and cultural impacts of illiteracy, understand the themes post-pandemic, create action steps to move forward, and integrate simply steps to create lasting, positive impact on our future generations. 

Most library school programs prepare youth services and school librarians to engage and excite readers about books, but not always to understand the science of how children learn to read or the specific needs of those with reading and learning disabilities. This session bridges that gap, inviting librarians to consider what they do not know about literacy instruction, decoding, and reading disabilities. Participants will gain a clear understanding of what decodable books are, how they differ from leveled readers, and why they matter for readers with dyslexia and other specific learning disabilities. Through examples, discussion, and exploration, attendees will learn practical ways to create "Literacy Hubs" within their libraries. Attendees will leave with a deeper understanding of inclusive literacy support, ready-to-implement programming ideas, cataloging tips for decodables and resources like the Library of Congress's Talking Books and Reading Disabilities services to share with their communities. 

Santa Clara County Library District embarked on a multi-year initiative to reimagine children's spaces by centering play and engaging staff. A two-year design process spanning seven locations integrated staff input, local community influences, and research in child development and early literacy to create inclusive play spaces that support children of all abilities and their caregivers.

To ensure successful implementation, the district developed a staff training playbook designed to encourage reflection on play styles, build confidence, and provide practical strategies for facilitating play-based early literacy experiences. This session highlights the value of play-based library spaces, staff engagement, and how it contributes positively to early literacy growth for children and their families. 

Children often say, "I like books with photos because then I know it's real," but most informational picture books feature illustrated artwork. In this fast-paced, interactive session, award-winning nonfiction author Melissa Stewart

1. Demonstrates how to enrich read alouds and storytimes by sharing photos and
2. Describes ways photos, videos, and webcams can engage young researchers and energize young writers, inspiring them to craft more interesting and precise informational writing. 

Yes, you heard right - math, it's for babies! Early math is one of the strongest predictors of later school achievement and research has demonstrated that we can start supporting children's math development from day one. Babies and toddlers need repeated exposure to early math precursors (attribute, comparison, change, and patterns) in order to support their later mastery of early math competencies at the preschool level, making early math something that you can do in your baby and toddler storytimes to better support your community's school readiness efforts. 

In this session, we will explore findings from a recent study on early math exposure at public library storytimes for babies and toddlers and help you identify a variety of ways you can easily incorporate different early math precursors into your library programs for very young children. We'll also explore interactive, playful strategies to engage babies, toddlers, and their caregivers with these early math precursors while also fostering a growth mindset. You'll walk away with tools for advocating for early math in infancy and better understand how early math precursors are approachable for everyone through interactive discussions and moments of self-reflection.