Meyers, E., Fisher, K. E., & Marcoux, E. (2007). Studying the everyday information behavior of tweens: Notes from the field. Library & Information Science Research, 29.3, 310-331. [download pdf]

The Everyday Life Information Behavior of Tweens

During the "tween" years (roughly age 9-13) adolescents undergo significant physical, emotional, and cognitive development. As tweens transition from childhood dependence to adult independence, their social interactions demonstrate a switch in emphasis: parents become less important than peers in decision-making processes, identity formation, and in validation of behaviors. These years also mark two important transitions which affect tweens' motivation, behavior and self-perception: the move from the elementary grades to middle school, and then to high school. While sociologists, educators, and marketers focused extensively on aspects of tweens' life, little is known about how life changes influence their information behaviors, particularly those that occur outside the school context. In general, non-LIS studies report that adolescents struggle to carve out a sense of "place"-physical, social, or virtual-to cope with the stresses of their changing lives, and that they seek new information and information sources as they try to make sense of their evolving identities in an increasingly post-modern and uncertain society.