Reading for pleasure is one of the building blocks for young people to grow into healthy, productive adults.
13-18 (high school)
Circulation of young adult materials is strong, despite the fact that libraries only spend an average of 5.2 percent of their materials budget on young adult materials. In the fiscal year 2006, an average of 4.7 items per young adult circulated, with a materials cost of $2.97 per young adult.
Public libraries are the top source of curriculum or books for homeschooled students. In 2003, approximately 1.1 million students, or 2.2% of the K–12 student population, were being homeschooled, with 78% of homeschooled students (ages 5–17, with grade equivalent of K–12) and their parents reporting they used the public library as a source of curriculum or books.
Households with children under 18 are regular and prominent users of the public library. In 2001, 65.6% of households with children under 18 used public libraries. Nationwide, more households with children under 18 used a library in the past month for a school assignment (22%) than to participate in programs for children under 13 (10%) or for teenagers, ages 13 to 18 (3%). Among households with children under 18, a larger percentage of Black and Asian households (25% and 26% respectively) used a public library in the last month for a school assignment than did white or Hispanic households (22% and 20% respectively). Forty-one percent of households with children under 18 used a public library or bookmobile in the past month to borrow materials. This is compared to 28% of households with any members ages 18 to 64, and 19% of households with any members aged 65 or older.
Programming and outreach for children and young adults is an important part of public library services. In 2006, there were over 102,000 library programs geared towards young adults with a total attendance of 2.1 million students. Under school outreach efforts, 70% of libraries reported that classes visited the library and 73% reported that the library visited classes. Libraries also reported strong partnerships with other organizations to serve youth: 66% with youth organizations, 54% with recreational organizations, 52% with cultural organizations, and 38% with health or mental health organizations. In 2006, 77% of libraries reported they had a children’s or young adult page on their website.
One of the benefits of partnering cited by the teachers was that each teacher could bring his or her own strengths to the partnership. Similarly, teachers assisted each other in building skills in areas where they themselves may be less knowledgeable. The teacher-librarian was considered a key teacher who was knowledgeable in many fields, could see the big picture and was capable of tapping into many resources inside and outside the school.
The data of this study show that the school library considerably helps students know how to use the different information sources, and the different purposes of these sources in the research process. The students, both in terms of managing projects to completion, and accessing quality information, value this instructional intervention.
Librarians and library programs appear to positively influence the development of students reading interests.
School librarians in New Jersey clearly do engage in a range of information literacy instruction initiatives. This instruction primarily centers on knowing about the school library, knowing about difference sources and formats, with sound levels related to understanding the different strategies in doing effective research, learning how to use the resources, evaluating information for quality, and learning to use information ethically.
Libraries are an obvious destination for language development, due to their wealth of books and language-based programs for all ages