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In this article, "School Library Journal's" ("SLJ") advisors talk about book apps for kids. They discuss what they like, what one should look for in discerning the best for kids and teens, and where this all might be headed.

This article features YOUmedia, an innovative learning space that's housed on the ground floor of the Chicago Public Library's Harold Washington Library Center. A student states that YOUmedia is a great example of what learning can look like in an out-of-school environment. The Windy City's one-of-a-kind program, which attracts young men and women in equal numbers from all over town, has become a national model for libraries of the future. And it's got support from on high. Barack Obama has not specifically mentioned YOUmedia himself. But a White House statement describing the President's "Educate to Innovate" campaign (a CEO-led effort to improve dramatically education in science, technology, engineering, and math) prominently mentions the $4 million partnership between the Catherine T. MacArthur Foundation and the Institute of Museum and Library Sciences (IMLS) to fund the creation of as many as 30 YOUmedia centers nationwide over the next three years. The idea is that the new centers--based on the Chicago model--will become places for kids to gather and meet Obama's stated goal of empowering them to become "makers and creators of things, rather than just consumers." Creative learning--using digital media and other technology--is the key.

Based on the findings of a recent three-year study by Dominican University's Graduate School of Library and Information Studies, the authors can confirm what many librarians have long suspected: students who take part in their local library's summer reading program significantly improve their reading skills. This article describes the results of the research conducted by the authors from 2006 to 2009 to test the theory that summer reading programs boost student achievement. They targeted students who were completing third grade because between the end of third grade and the beginning of fourth, students are especially susceptible to summer learning loss. Plus, at the end of third grade, many students are required to take state-administered standardized tests. While other studies have explored summer reading programs from the perspective of schools or have focused on the efforts of individual library systems, theirs is the first national study to tackle the topic from the perspective of public libraries. Their findings showed that third-grade students who participated in summer reading programs scored higher on reading tests at the beginning of fourth grade and did not experience summer learning loss. They also scored higher on the post-tests than students who did not participate. Although students who did not participate in summer reading programs made gains, they did not reach the level of students who did participate. Looking more closely at the test results, students who participated in summer reading programs increased their scores by 4 Lexile points on the Scholastic Reading Inventory, while students who did not participate increased their scores by 15 points. However, even at the end of the summer, students who participated in summer reading programs were still 52 Lexile points ahead of their peers who did not take part. Examining the student reading outcome results, the authors found that those who participated in their local public library summer reading program left school reading at a significantly higher level in spring 2008. When students returned to school in the fall, those who participated in the library program were still reading at a higher level but the difference was no longer statistically significant when compared to students who did not participate. The authors urge library staff, administrators, educators, and others to use these findings to transform attitudes about public library summer reading programs.

It's not always easy to get teens talking. But when the author became a young adult specialist at the Wilbraham (Massachusetts) Public Library four years ago, that's exactly what she had to do. Her main mission was to bring in as many high schoolers as possible. She needed to find out exactly what they wanted from the library. when she asked them about music, a few suggestions for new CDs soon turned into a flood of recommendations. Before long, they were sharing music with one another on a regular basis, mostly through the power of streaming music Web sites. Teens are increasingly turning to Web sites like Pandora.com, Grooveshark.com, or Lala.com as an alternative to buying CDs or downloading songs from iTunes. The first streaming music site she used with her teens was Finetune.com. She suggested that the first step in promoting and using streaming music sites is to identify the ones most suitable to one's library. Once one decided on the Web site that works best for her/him, it's time to start involving kids in creating playlists and sharing music. Playlists that revolve around certain themes or holidays are always a big hit, whether they appear on the Web site or end up as background music during a program. She believes that it's not too early to promote one's summer reading program--one can just post a play-list with summer-themed songs on one's blog, Web site, or Facebook page. In this article, the author outlines various streaming music Web sites that librarians should keep on their radar.

The medical community understands surprisingly little about autism, referred to as autism spectrum disorders (ASD), because its symptoms can range from severe to a high-functioning autism, known as Asperger's syndrome. There's general agreement that a genetic predisposition coupled with unknown environmental triggers may explain what's behind it, "but there's no single factor that's been identified as the cause," explains Stanley Greenspan, a child psychiatrist who developed the Floortime treatment for autism, which involves a special kind of play that follows the child's leads and interests. It's a fact that autism rates are rising and not just because of earlier detection and a broadening of its definition over the years. As this fast-growing disability continues to make front-page news--with the United Nations declaring a World Autism Awareness Day and celebrities like Jenny McCarthy, Toni Braxton, and Ed Asner continuing to champion awareness on behalf of their children with autism--why have libraries been slow to catch on? "Largely, we haven't done a good job in teaching people about autism," says Brenda Smith Myles, chief of programs for the grassroots organization Autism Society of America. "When librarians go to school, they don't have courses that talk about children with special needs and how to modify programs for them." With such an obvious need for more information and no national campaign for librarians, a growing number of public libraries across the country are taking steps to alert their staff about how to address the needs of these children and their families. Although there's no one-size-fits-all approach to supporting children with autism, there are some strategies that can go a long way when it comes to giving these kids a positive library experience--and, one hopes, keep them coming back.

When Barry Lyga finished writing his second young adult (YA) novel, he knew there'd be trouble. After all, "Boy Toy" was about a 12-year-old who has sex with a beautiful teacher twice his age, and Lyga expected it to spark letters to local papers, trigger complaints to the school board, and incite some parents to yank it off library shelves. But none of those things ever happened. At first, that didn't make much sense. "Boy Toy" (2007) was getting rave reviews from professional journals, and the "New York Times," the "Los Angeles Times," and "USA Today" loved it. So did the kid-lit bloggers who gave "Boy Toy" the Cybil Award for best YA fiction. Yet its sales figures were lower than Lyga's first novel, "The Astonishing Adventures of Fanboy and Goth Girl" (2006, both Houghton). Soon Lyga started hearing stories about librarians who loved the book but refused to recommend or buy it, just in case someone complained. There was even an email from a high school media specialist in Maryland who was so nuts about "Boy Toy" that she read it three times--but ultimately decided not to include it in her collection. In this article, the author discusses self-censorship. It's a dirty secret that no one in the profession wants to talk about or admit practicing. Yet everyone knows some librarians bypass good books--those with literary merit or that fill a need in their collections. The reasons range from a book's sexual content and gay themes to its language and violence--and it happens in more public and K-12 libraries.

"School Library Journal's" ("SLJ's") Job Satisfaction Survey, conducted online in spring 2008, asked school and public librarians about their salaries, pay raises, and opportunities for advancement; level of job satisfaction; major causes of dissatisfaction; on-the-job challenges; and how well they were prepared for their positions, among other issues. This article reports that despite some real problems (workload, salaries), librarians are passionate about their work and nearly all say they're glad they chose their present careers.

Storytimes, lap-sit programs, and other services for young children are a major part of most public libraries' missions. According to children's librarians, these services play a significant role in preparing children for success as readers. This article discusses the positive relationship between children's services and early reading success by looking at new state data from across the country.

Homeschooling families are everywhere these days. They're on television, giving interviews after winning national spelling bees. They're in the paper, profiled after making Olympic trials. They're on the radio, talking about the growing popularity of homeschooling as an educational choice. And they're definitely in libraries. According to a 2003 study by the National Center for Education Statistics (NCES), when homeschoolers were asked about their primary source of books and/or curriculum, 78 percent named their public library. Approximately 1.1 million kids are homeschooled, according to the NCES's 2003 statistics, up from 850,000 in 1999. And even those numbers don't represent the true popularity of homeschooling as an educational option. One thing is certain: research shows that the homeschooling trend will only swell in the coming decades. In this article, the author presents some ideas to help one's library become a hub for homeschoolers.

Each weekday when school let out, the Queens Library at Far Rockaway--a branch of the Queens Library in New York City--would fill with nearly 100 teens. Drawn by the public-use computers, many others, who had dropped out of school, would also crowd in. To invoke a cliche, the situation was both an opportunity and a challenge. The popularity of the Queens Library as a community destination for children and adults presented difficulties for staff and other library users. There was not enough room for all the young people and their energetic attitude disrupted the tranquil environment expected by other users. The people behind the Queens Library decided to create the Queens Library for Teens to cater specially to young people. This article presents the positive outcomes of the teen library. A brief description of Bookmarks, an outlet of the Dallas (Texas) Public Library, is also presented. Bookmarks, which caters specially for young kids, is a library located inside the Dallas' NorthPark shopping center.

Minneapolis is a book lover's paradise. There are dozens of neighborhood bookstores, a sleek new $125 million Minneapolis Central Library, and Open Book, the nation's first facility devoted to the literary arts. No wonder it was dubbed America's most literate city last year. But one of the best-kept secrets is that Minneapolis and nearby Mankato have evolved over the past 75 years into major publishing hubs for the school and public library market. Of the estimated 40 publishers that serve the school and library market in this country, eight are in Minneapolis and four are in Mankato, including three of the nation's largest independently-owned children's book publishers. ABDO Publishing Group, Capstone Publishing Group, and Lerner Publishing Group--all of which are family owned and operated--supplied more than 1,600 of the approximately 2,350 titles released last year by Minnesota publishers for the school and library market.

This paper presents the Fort Washakie School/Community Library and Technology Center, cowinner of this year's SLJ/Thomson Gale Giant Step Award. Nearly four years old, this combination school-and-public library is located in the town of Fort Washakie, on the Wind River Indian Reservation, a vast 2.8-million-acre tract about a three-hour drive southeast of Yellowstone National Park. In this article, the author discusses how Robin Levin, the library's director, and her crew have touched the lives of an entire community by creating a library that respects its patrons.

One lousy starred review. That was all, initially, that Susan Patron had to show for the 10 years she spent writing "The Higher Power of Lucky," her funny, tender story of a little girl struggling to gain control over her life. One star, from "Kirkus Reviews," for the heart and soul Patron poured into her second novel. Positive notices had appeared in "School Library Journal" and "Booklist." "Lucky" also garnered favorable attention from the New York Public Library and "Parents Choice." The book was barely a blip on most librarians' blogs and mock Newbery lists. There was no buzz, certainly. In this article, the author profiles Newbery Medal winner Susan Patron, who spent 34 years at the Los Angeles Public Library (LAPL) as a children's librarian.

This article presents and discusses a 3-D online environment known as Teen Second Life. TSL is a virtual environment geared just for youth, ages 13-17. Its social appeal is huge, especially for teens who are developmentally inclined to seek out the company of their peers. In TSL one can meet friends or make new ones, hang out, listen to music and even shop, using a special currency. Furthermore, the Public Library of Charlotte and Mecklenburg County (PLCMC) in Charlotte, North Carolina, which is dedicated to teen outreach, and the Alliance Library System (ALS) in East Peoria, Illinois, announced a formal partnership to create Eye4You Alliance, an island within the teen grid. By setting up shop in the virtual sphere, they hoped to establish a dedicated space for youth that was both informative and interactive and could function as a bridge to other youth organizations. (Contains a list of 4 online resources and 1 resource.)

This article features ImaginOn: The Joe and Joan Martin Center," a learning facility wherein students are provided with an original approach to education, learning, and the arts. ImaginOn is a joint venture of the Public Library of Charlotte & Mecklenburg County (PLMC) and the Children's Theater of Charlotte. ImaginOn's mission is to "bring stories to life through extraordinary experiences that challenge, inspire, and excite young minds." At this facility, students are encouraged to expand their imaginations by creating stories through the use of technology.

What is the appeal of anime? For one thing, the graphic storytelling is uniquely compelling and spans multiple genres. It tends to be targeted to different audiences: young children and families, males or females aged 10-18, or strictly adults for the mature genre called hentai. In America, almost all animation is produced for and watched by children. In Japan, everyone watches anime, and as the ratings for anime on the Cartoon Network and video and DVD sales show, the audience in America is growing and enthusiastic. This article describes 3 sources of anime that selectors should be aware of when building an anime collection, and lists typical content themes.

A collaboration between schools in Benton Harbor, Michigan and the city's public library undertook a successful effort to teach tolerance through art by bringing children together from two racially polarized areas. The children were eventually paired with a partner for the main activity-painting portraits of each other. (AEF)

Defines graphic novels as meatier and longer comic books and discusses their appeal for teens. Lists online and print sources of reviews; explains how to build a collection; and includes an annotated bibliography of 30 titles suitable for a middle school or high school library's core collection or for a public library's teen collection. (LRW)

Describes Earphone English, a student club sponsored through a partnership between Berkeley High School and the Berkeley Public Library that offers students whose primary language is not English to practice their spoken and aural English skills. Discusses the audiobooks used in the program and the importance of multicultural content and age appropriateness. (LRW)

Describes a statewide language-development program developed among Maryland's city, county, and regional library systems to help parents prepare their preschoolers for success in school. Discusses child development, the role of libraries, storytelling training, and preschool literacy efforts by the Public Library Association; and lists Web resources. (LRW)

Discussion of how school and public librarians can make children's lives better focuses on a list of 40 developmental assets that children need to become responsible, successful, caring adults. Considers both internal and external assets, the importance of relationships with patrons, and the importance of involving youth. (LRW)

Discusses results of a survey questionnaire of public and school libraries that investigated the use of Internet filtering software. Considers filter alternatives; reasons for filtering or not filtering; brand names; satisfaction with site blocking; satisfaction with the decision to install filter software; and guidelines for considering filters. (LRW)

Discusses the librarian's role as copyright adviser and offers five guidelines that are applicable to school or public librarians, including ensuring access to information; digital technology, the need for copyright exceptions, and the importance of staying informed; user rights; promoting fair use; and considering the source of copyright information. (LRW)

Defines dyslexia, the most common reading disability. Discusses the multisensory approach to working with learning-disabled children. Discusses how public libraries can develop services and collections to address the needs of learning-disabled populations. Includes a list of learning-disability information sources, organizations, and books on tape. (AEF)

Describes the School Corps program in Portland, Oregon that was formed to promote a stronger partnership between public and school libraries. Topics include effects of school budget cuts on library services; encouraging students to get public library cards; and in-service training for teachers on computer use, including the Internet. (LRW)

Describes the Tall Tree Initiative for Library Services, sponsored by the Reader's Digest Foundation and administered by the public and school library systems of Westchester County, New York. The initiative focuses on improving services offered children in the 21st century, and demands a new level of school-public library cooperation. (AEF)

Profiles eight youth services librarians from public and school libraries, who participated in a recent American Library Association seminar. Describes reasons for career choice, learning experiences, salary, public image, duties performed and programs developed, highlights of the job, librarian teacher cooperation, technology, library education, and future plans. (AEF)

Examines Web sites on the Internet that were created especially for teenagers by various public libraries. Highlights include young adult areas and services in actual library buildings; a list of outstanding teen Web sites; and a list of factors to consider when creating a young adult Web page. (LRW)

Presents six ideas to improve public libraries' summer reading programs. Highlights include creating Web sites; marketing directly to parents rather than to schools through direct mail and collaborative promotion; statewide cooperative programs; the use of teen volunteers; scratch-off game cards; and off-site programs. (LRW)

Describes a renovation project in the children's section of the Kalamazoo Public Library that utilized the same space but made it more visually appealing through the use of art. Grants and other funding sources are described that helped provide for the creation of murals, soft sculpture, and stained glass windows. (LRW)