Understanding how to successfully train storytime providers is crucial to the goal of offering high-quality early literacy programs in public library settings. As part of a larger study, nine early-career public library storytime providers were interviewed to learn what contextual factors are important to improve their knowledge, practice, and self-efficacy. Two major themes and several subthemes emerged from this analysis. The first theme centered on how participants learned and developed self-efficacy about early literacy practices. Four subthemes emerged: (a) impact of formal education and training, (b) influence of mentors and role-models, (c) developing practice through experimentation and mastery experiences, and (d) importance of feedback. The second theme centered around how the unique nature of public library storytime programs impacts the practice and self-efficacy of providers. Five subthemes emerged: (a) voluntary nature of storytime programming, (b) balance between education and entertainment, (c) whether the primary audience is children or caregivers, (d) concerns about how caregivers perceive communication, and (e) how the informal, mixed-age audience influences programming. Findings can be used to inform the content of future professional development interventions.

了解如何成功培训故事时间提供者对于在公共图书馆环境中提供高质量早期识字计划的目标至关重要。作为一项更大规模研究的一部分，我们采访了九位职业生涯早期的公共图书馆故事时间提供者，以了解哪些背景因素对于提高他们的知识、实践和自我效能很重要。这一分析得出了两个主要主题和几个次主题。第一个主题集中于参与者如何学习和发展早期识字实践的自我效能。出现了四个分主题：（a）正规教育和培训的影响，（b）导师和榜样的影响，（c）通过实验和掌握经验发展实践，以及（d）反馈的重要性。第二个主题围绕公共图书馆故事时间项目的独特性质如何影响提供者的实践和自我效能。出现了五个副主题：(a) 故事时间节目的自愿性质，(b) 教育与娱乐之间的平衡，(c) 主要受众是儿童还是看护者，(d) 对看护者如何看待沟通的关注，以及 (e)非正式的、混合年龄的观众影响着节目安排。研究结果可用于为未来职业发展干预措施的内容提供信息。