Jane Butler

LIS 60030 Assignment #3

Theories, Models, and Approaches

When researching information sources and services for young adults, researchers depend on a number of
theories, models, and approaches. A study by Machado, Wallace, and Honig-Bear looked at models and
real-life practices that worked in other libraries with similar demographics in order to determine best
practices for their specific library (2000). Another study points to Kuhlthau’s Information Search Process
model, saying that students’ feelings and confidence during the research process impact the outcome. This
study also points out that school librarians need to recognize and acknowledge theories such as the
alienation theory, knowledge gap theory, gratification theory, social cognitive theory, and resilience
theory in order to develop user-centered approaches in their libraries (Loertscher & Woolls, 2002, p. 33).

Real-life Contexts

If the goal of a library is to truly reach young adults and students, then it is important to look at young
adult/adolescent services in the context of both public libraries and school libraries. Information behavior
is obvious in the context of schools, but not as obvious in the context of public libraries. Studies have
found that when schools offer initiatives such as sustained silent reading (SSR), students respond and take
advantage of this time to actually read (Loertscher & Woolls, 2002, p. 32). This can be supported in the
context of public libraries through outreach programs such as book talks, school visits, and various
workshops and seminars based in the context of what students are doing in school (Winston & Paone,
2001, p. 48).

User-centered Information Service Principles and Applications

Adolescent and young adult information behavior revolves around intellectual, personal, social, and
vocational needs (Spielberger, Horton & Michels, 2004, p. 1). For example, they typically need
homework and research help, information on personal matters and careers, and entertainment (Winston &
Paone, 2001, p. 45). In order to be user-centered, library principles and applications should be focused on
these needs. Bishop and Bauer lay out seven principles that tell us what adolescents need in order to be
truly supported. These seven principles include access to a wide variety of materials that match their
interests, instruction that builds reading skills, assessment to show strengths and weaknesses with
guidance from teachers, teachers who serve as models and provide explicit instruction, adults who assist
struggling readers, individuals who understand complexities of adolescents and respect their differences,
and, finally, homes and communities that provide support that is necessary for them to succeed. The
article suggests that if public and school librarians work together, they can better develop programs that
match and achieve these principles (2002, p. 37).

Overall, adolescents and young adults need a place that is comfortable, quiet, and respectful of their needs
(Bishop & Bauer, 2002, p. 43). According to Loertscher and Woolls, they have expressed the need for
access to technology, training with technology, help with research projects, spaces they feel welcome,
hours and rules that are less restrictive, and more chances to help make things better in their community
(2002, p. 32). Libraries are lacking staffing, collections, sections, and formal services specifically for this
user group. Many times, the responsibilities of young adult and adolescent services fall under the broad
range of responsibilities of circulation, young children librarians or a branch’s main librarian duties
(Winston & Paone, 2001, p. 46-47). Until these needs are met, it cannot be said that a library has user-
centered principles and applications in place for young adults and adolescents.

Methods and Techniques

In the studies examined, there were a variety of methods and techniques used to gather information and
data. The most widely used methods are interviews, surveys, and questionnaires. In most cases, surveys
were mailed to libraries with the expectation of being mailed back to the researcher. One example of this
was a direct mailing of a questionnaire to all public libraries in New Jersey (Winston & Paone, 2001, p.
46). In person surveys may also be used (Loertscher & Woolls, 2002, p. 31). Interviews typically took
place in person. In the Chicago University Study, the evaluation data was based on interview and surveys
of young adults, library staff, and members of the community (2004, p. 3). Bishop and Bauer also
surveyed and interviewed public librarians and young adults. These participants were asked to evaluate
strategies used to bring young adults to libraries, and how effective they thought programs and services
for young adults were (2002, p. 38).

Another method used is observation. This can include observation of programs themselves (Spielberger,
Horton & Michels, 2004, p. 3) or informal observation in a school setting (Loertscher & Woolls, 2002, p.
31). Observations allow researcher to gather data in real-time, while often times using video recording of
actions to view again later.

Practical Applications and Implications of Suitable Sources and Services

The research and readings offer practical applications and implications of suitable sources and services
for young adults and adolescents. Services that this user group take advantage of include internet access,
library instruction and orientation, homework help, tutoring programs, book clubs, book talks, workshops,
and seminars (Winston & Paone, 2001, p. 48). Services that aren’t often in place or need improvement are
teen councils, sufficient number of computers, comfortable chairs, enough books geared toward the
interests of this user group, space set aside specifically for their needs, and volunteer opportunities
(Bishop & Bauer, 2002, p. 40-42).

Young adult programs need to be a part of a library’s mission (Spielberger, Horton & Michels, 2004, p.
15). In instances where this is the case, young adults and adolescents can have their needs met through
successful services such as formal tutoring, drop in tutoring, ongoing programs, and after school activities
where they invite their friends for a social aspect (Machado, Wallace & Honig-Bear, 2000). Bishop and
Bauer mention the implication that word of mouth from library users in this group is a reliable
determining factor in the success of young adult/adolescent programming and services. If these users are
finding good things to highlight and feel as if they are valued, they are more likely to bring their friends
(2002, p. 42).

Personal Recommendations
Upon finishing my research on adolescent/young adult information behavior, needs, and seeking, there
are several recommendations I can make to better improve understanding of this user group. The first
would be to have at least one staff member who is dedicated solely to young adult and adolescent
services. Most of the research found that few libraries had a person with this as their only job. A lot of the
time, this responsibility fell under a different job title. By doing this, it will be assured that this user
group’s needs will be taken into consideration and are less likely to be overlooked. This person should be
someone who has an understanding and appreciation of this age group, will genuinely listen to their wants
and needs, and be a true advocate for what is best for them.

It is also important for public libraries to reach out and collaborate with schools, and having a staff
member dedicated to this group will ensure this happens. Both contexts are important to the education of
young adults and adolescents as a whole. In doing so, students will be able to learn literacy skills in both
contexts that support each other while providing opportunities for connections to the community.

Finally, I would recommend that no matter if it is a public library or a school library, young adults and
adolescents need a place that is all their own, where they can relax with their friends and be comfortable.
This might look like a place with comfortable chairs, computers, games, and decorations that convey their
interests. It would be a place all their own, where adults and younger children are not allowed to hang out,
because many times libraries are set up with only adults and young children’s needs in minds. In this
space, there should also be a collection of books that are of interest to this age group. To figure out what
these books would be, the easiest way is to ask and listen to what they suggest. In doing all of these
things, libraries can create goals and a mission statement that is truly user-centered around young adults
and adolescents.

References

Bishop, K., & Bauer, P. (2002). Attracting Young Adults to Public Libraries: Frances
Henne/YALSA/VOYA Research Grant Results. Journal Of Youth Services In Libraries, 15(2), 36-44.

Loertscher, D. V., & Woolls, B. (2002). Teenage Users of Libraries: A Brief Overview of the Research.
Knowledge Quest,30(5), 31-36.

Machado, J., Lentz, B., Wallace, R., & Honig-Bear, S. (2000). A Survey of Best Practices in Youth
Services around the Country: A View from One Library. Journal Of Youth Services In Libraries, 13(2),
30-35.

Spielberger, J., Horton, C., Michels, L., & Chicago Univ., I. C. (2004). New on the Shelf: Teens in the
Library--Summary of Key Findings from the Evaluation of Public Libraries as Partners in Youth
Development, A Wallace Foundation Initiative. Chapin Hall Discussion Paper. Chapin Hall Center For
Children.

Winston, M., & Paone, K. L. (2001). Reference and Information Services for Young Adults. Reference &
User Services Quarterly, 41(1), 45.