Caitlan Trick

1.Definition of your user group

Teenagers in the public library are the focus and chosen user group of this report. This is an
increasingly diverse group with rapidly changing information needs, between the age of 13 and 19. These
are incredibly formative years that involve physical and inner growth, cultural and family influence, and
an overall wide range of information needs. Additionally, teens have many responsibilities and frequent
new encounters, making their time valuable and thin. They have been engulfed in technology most of
their lives and do not receive information in one concrete way. Due to this constant relationship with
technology, teens are mostly interested in acquiring information through online sources, as well as
focusing their attention on technology in general (Rainie, 2013).

2. The real-life contexts of the users

The majority of the studies analyze teenagers and their attitudes toward information institutes and
their information seeking behaviors. Their attitudes toward information institutes often focuses on what
teenagers wish to see in their public library. The Iken (2010) study was concerned with creating an
appropriate teen space within their library, which they resolved by asking the teens and compiling the
results for five years. They conducted the questioning at an annual youth conference and the findings
were consistently similar, with suggestions of bean bag chairs, gaming consoles, listening posts for music,
and simply a location to hangout and study. The findings were analyzed and the result became an
extremely popular teen space within the branch. The Shay (2011) research also found teenagers desiring a
specific space within the library where they could express themselves. Another common context found
that teenagers do not feel that librarians and libraries understand how to interact with them and serve their
information needs (Agosto & Hughes-Hassell, 2005). This study found that teens were reluctant to use
libraries and approach librarians, and that they seek information through more social channels. The
Joseph (2010) text shared in these findings, recognizing that teenagers had difficulties connecting to staff
members and feeling welcome at the library. Additionally, the Howard (2011) study found that teenagers
felt satisfaction with their public libraries, but that many do not attend simply because it’s easier to
receive their information from other sources. The Rainie (2013) research compiled surveys that studied
teenagers in an information setting. These studies determined that teenagers live and learn in a different
information ecosystem than other demographics, that they have similar or exceeding reading levels to
adults, they use but do not necessarily love the library, and that libraries need to adjust their services
accordingly. This indicates a focus of teens on technology, which is shared in the Hannan (2011) study.
This text indicated that teenagers respond better to library services when they are formatted electronically,
such as electronic databases, blogs, and the website the library utilizes. The Agosto, Magee, Dickard, and
Forte (2016) article recognized that teenagers seek information in the most casual way available.
Teenagers want to feel comfortable while seeking information and thus stick to informal methods, such as
using social media or each other to gather information. Another context worried that resources available
to teens in the library may be in jeopardy and that teens need librarians to act as advocates for their rights
within the library and societies (Braun, Hartman, Hughes-Hassell, Kumasi, & Yoke, 2014). These
teenagers did not feel that enough services were provided to them at the library compared to others. The
Alessio and Buron (2006) research also found that teenagers would use the libraries more frequently if
more attention was directed toward their demographic.

3. Related theories, models, and approaches applied in related research about this user group
 All of the research articles used for this synthesis were focused on user-centered services for
teenagers at the public library. The constructionist model is widely used by all of the researchers, which is
defined as recognizing information as something involving cognitive processes and not viewing the user
as a passive receiver (Morris, 1994). The Rainie (2013) study discussed that teenagers live in different
information and learning ecosystems and have different priorities within the library as other patrons. An
information ecosystem refers to a system of people, their practices, their values and their interactions with
technologies in their local environment (Nardi & O’day, 1999a). This theory recognizes the complete,
diverse ecosystem, and that teenagers within the library interact with the information institute differently
due to preconceived notions and their idea of what the library can provide . Additionally, multiple articles
discuss how technology changes the information seeking behaviors of teenagers and how they process
information (Braun et al., 2014). This study recognizes that teenagers have a better ability to multitask
and are prone to electronic sources due to the constant presence of technology. Teens often view
technology as a social and informal form of information, which is recognized in the research in regards to
the public library (Agosto et al., 2016). As in the last synthesis, rational choice theory is a lens used in the
research. Rational choice theory contends that if a user has all possible choices in front of them, then they
will decide which choice is best (Prabha, 2007). Focusing on a user-centered approach, the studies are
attempting to decipher how to best assist and approach teenagers in the library. To do this, they use
method such as surveys or interviews to discover what teens want to see and use. A large aspect of the
public library consists of providing choices to patrons for the information seeking behaviors and
remaining relevant in each community. The prevalent theory is that information involves cognitive
processes.

4. Methodologies and techniques used in research for determining users’ information needs and behaviors

The methodologies used in the research are largely surveys, interviews, focus groups, and
literature reviews. Surveys were used in all of the studies except for the Joseph (2010) reading. This
research focused on discussing staff training techniques to better equip staff to serve teenagers. The other
articles used surveys in a variety of ways, either completed by teenagers, librarians, or both. Surveys
allow for a personal account and are easily distributed. The Iken (2010) reading used an interview
approach directed towards a group of teenagers to compile their research. The Braun et al. (2014) used
large data sets about race, social issues, and problems that teenagers face to shed light on the service
public libraries need to provide.The Rainie (2013) text also utilized large amounts of information, in the
form of an online surveys, to understand the unique information and service needs of teenagers. The
larger the amount of information gathered, the better equipped the researchers were to address issues or
areas of needed change, however smaller surveys might have yielded a more personal result. The Alessio
and Buron (2006) survey only received 225 respondents, but they felt confident in the results they
determined. A small data set was also utilized in the Agosto and Hughes-Hassell (2005) text and the
Agosto et. al (2016) text, as well as conducting a literature review. Literature reviews help to determine
successful and unsuccessful techniques of other researches. This same method, as well as a focus group,
was conducted by the Howard (2011) research, which encompassed both qualitative and quantitative
techniques in order to truly understand their user group. The Shay (2011) study conducted an interview as
well as a tour of the library, which helped to gauge truthful and realistic answers. The Hannan (2011)
research mainly analyzed statistics concerning popular programs and services to determine findings. The
main technique that each researcher used was to focus on service specifically to teenagers, to use the
information they had already gained through experience, and to focus on areas of improvement.

5. The information sources and services provided to and used by this user group

One main service that teenagers wanted to see and then used in their perspectives branches was a
teen space of some kind. This was seen in the Iken (2010) text, the Shay (2011) article, and the Braun et
al. (2014) research. This research determines that teenagers indicate importance in a sense of belonging,
want a place to express themselves within the library, and sometimes need a space to unwind and a person
to act as an advocate for their potential problems and needs. The Iken (2010) research found that creating
a space for teenagers dramatically increased their teen participants in programs as well as simply their
presence within the library. Additionally, the Shay (2011) research found the same results, as well as
groups of teens continuously attending programs and developing relationships with one another and the
library staff. The rest of the articles found that teenagers most utilized services that were technology
based. The Agosto and Hughes-Hassell (2005) research found that when teenagers did decide to use the
public library, they used electronic, social resources and electronic databases. The Howard (2011) study
found that teenagers often didn’t use the library due to a lack of technology in the particular branch.
When surveyed, the teenagers discussed using the library more frequently if the website and online
resources were improved. The Hannan (2011) study found that teenagers frequently used their library's
blog, as well as attended programs and events that were marketed to them through Facebook. They also
attended events when the events more heavily focused on their demographic. Additionally the Rainie
(2013) research, the Agosto et al. (2016), and the Braun et al. (2014) all recognized that technology
increasingly influenced teen’s information seeking behavior and was their dominating method of
gathering information. These readings discuss that teenagers are part of a different information
ecosystem, and that they view technology as a less formal method of gathering information and deemed
electronic databases as easier and more convenient to use. It is seen as extremely important to be digitally
literate in today’s world.

6. Related issues and considerations to better serve the users

Empowerment entails giving a person power or confidence. In regards to the public library,
librarians should strive to give empowerment to individuals by giving them access to information and
resources that can then be used to improve knowledge (Tennant, 2014). In the Joseph (2010) article, this
concept is discussed by entailing the importance of training staff to best interact with teens. This research
finds that the ability to best assist teens, starts with the staff, and is not just limited to teen librarians. This
is similar to the Alessio and Buron (2006) research, which specifically calls for more librarians and hours
dedicated to teen services. The study determined that teen services would improve if only resources were
more readily available to them. This determines that empowerment requires equal attention to be placed
on the teenage demographic. Additionally, the Braun et al. (2014) text calls for teen librarians to become
advocates for teens and provide more than just “traditional” library service. Being an advocate for teens
will help the demographic recognize their potential and know they they have a place of belonging within
their public library. Personalization, which entails product customization and specific, customer-targeted
technology, is also discussed. This concept is illustrated in the Shay (2011) reading regarding the branch
creating a specific teen blog and library website, which are both frequently used. This specifically
considers teens and their information seeking behavior, as it revolves around technology. It is also another
way to empower teens.

7. Your major takeaways from the studies, along with practical applications and implications in providing
suitable sources and services to users within an information ecology context

Within an information ecology context, teenagers need to be provided service equal to other
demographics, be given an exclusive space within the information ecology, and be provided services
appropriate to their unique information seeking behaviors. Teenagers prefer seeking information in an
informal and social way (Agosto & Hughes-Hassell, 2005). This can be accounted for their lack of
attending physical libraries, based on preconceived notions that a public library provides only formal, text
services. Libraries must interact with teens through social channels, using social media, websites, and
blogs (Hannan, 2011). Additionally, a space must be provided for teens within the library (Iken, 2010).
Within this space, programming and services should be conducted that are appropriate to the
technological and social needs of teenagers (Shay, 2011). This can be a challenge for small libraries, who
may not have the space to create a teen room or an extensive teen collection. If this is the case, even
moving bookcases to create an illusion of privacy, or creating interesting displays can attract a teenager’s
attention. With the inclusion of a teen space and a focus on technology, a large factor toward providing
suitable sources is the presence of a teen librarian. In some cases, programming and services provided to
teens is lacking because not enough hours and resources are given to teen librarians (Alessio & Buron,
2006). Additionally, increased staff training may be necessary to effectively serve teenagers (Joseph,
2010). Succeeding in staff training and implementing more resources directed toward teens can result in
becoming advocates for teenagers, which enhances a library’s involvement and commitment to a
community (Braun et al., 2014).

8. Contribute your own recommendations

Libraries should focus much of their attention on providing as many services as possible that can
be used without attending a physical location. Teenagers are often reliant on others regarding
transportation, meaning the library may be difficult to access. If more attention was turned toward virtual
reference, website development, and outreach to public and private schools, then this could alleviate some
of the issues concerning teens not understanding what libraries offer. Additionally, with the rise of
electronic databases, information sources may be exclusively accessed online. The library could
potentially participate in lending roaming hotspots, which could be used to give a patron constant WIFI
regardless of their location. This could be extremely beneficial toward teenagers who may not have an
internet connection at home, but who need access to information outside of a library's hours. Teen
advisory boards should also be utilized more frequently, which allows a teen an active part in socially
sharing and creating within the library (Hall & Paterson, 2010). This is another form of empowering
teenagers within their libraries and within their lives. This is also a powerful example of the user-centered
paradigm.
 References

Agosto, D. E., Magee, R. M., Dickard, M., & Forte, A. (2016). Teens, technology, and libraries: An
uncertain relationship. Library Quarterly, 86(3), 248-269. Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=116282692&site=ehost-live

Agosto, D. E., & Hughes-Hassell, S. (2005). People, places, and questions: An investigation of the
everyday life information-seeking behaviors of urban young adults. Library & Information
Science Research, 27(2), 141-163. Retrieved from
externalfile:oedeeodfidgoollimchfdnbmhcpnklnd:~%2FDownloads%2FAssignment 2 Zip File
(1)%2Ezip:21343b2f67072e7b96e7ec9a1a382e1b3b86df76/main.pdf

Alessio, A., & Buron, N. (2006). Measuring the impact of dedicated teen service in the public library:
Frances Henne/YALSA/VOYA Award research grant results. Young Adult Library Services, 4(3),
47-51. Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=l
lf&AN=502982328&site=ehost-live

Braun, L. W., Hartman, M. L., Hughes-Hassell, S., Kumasi, K., & Yoke, B. (2014). The future of
library services for and with teens: A call to action [PDF document]. Retrieved from
http://www.ala.org/yaforum/sites/ala.org.yaforum/files/content/YALSA_nationalforum_Final_we
b_0.pdf

Hannan, A. (2011). Communication 101: We have made contact with teens. Aplis,
24(1), 32-38. Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=59513124&site=ehost-live

Howard, V. (2011). What do young teens think about the public library?. Library Quarterly,
81(3), 321-344. Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=59513124&site=ehost-live

Ikin, S. (2010). Our library their space: The Dunedin City Library teen space. Aplis, 23(2), 61-66.
Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=51828433&site=ehost-live

Joseph, M. (2010). An exquisite paradox: Making teens and young adults welcome in public
libraries. Aplis, 23(3), 107-110. Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=53550772&site=ehost-live

Rainie, L. (2013). Teens and libraries [PDF document]. Retrieved October 05, 2016, from
http://www.pewinternet.org/2013/01/23/teens-and-libraries/

Shay, C. (2011). The twilight zone: Bringing youth into libraries. Aplis, 24(1), 42-46. Retrieved from
https://proxy.library.kent.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
a9h&AN=53550772&site=ehost-live