Studying the everyday information behavior of tweens: Notes from the field

Researching how children engage with everyday information poses methodological challenges that differ significantly from those associated with adult populations. These challenges are exacerbated by the lack of domain-specific methodological research in library and information science (LIS) that addresses the developmental needs and attributes of young people. This article introduces a novel approach to the study of “tweens” (preteens ages 9–13) and their everyday information seeking. A description of the specific features of the study design includes discussion of how the methods used target the developmental attributes and needs of early adolescents (physical, social, and cognitive). The study design was tested with diverse populations in three distinct locations. The article outlines key features of a holistic youth information perspective, directions for future studies using the Tween Day methodology, and implications for youth information behavior studies in general.