Video content is ubiquitous in students' lives, and a recent report highlights its effects on adolescents. The report emphasizes the importance of teaching students to be savvy consumers of digital media, noting that while video can be educational, it can also spread misinformation.
APA recommendations for healthy teen video viewing. (2024). American Psychological Association . https://www.apa.org/topics/social-media-internet/apa-adolescent-video-consumption-recommendations.pdf
A study by the American Institutes for Research reveals that gender stereotypes in STEM form as early as age 6, with children perceiving boys as better at computer science and engineering. This belief becomes more entrenched among girls over time, potentially deterring them from pursuing STEM careers.
Miller, D., & Tanenbaum, C. (2024). Analyzing the research on gender stereotypes in STEM. American Institutes for Research. https://www.air.org/project/analyzing-research-gender-stereotypes-stem
The Pew Research report reveals that YouTube, TikTok and Instagram are the most popular platforms among teens, with YouTube being used regularly by 90% of surveyed teens. Instagram and WhatsApp are seeing increased usage, while Facebook and X, the original giants of social media, have experienced significant declines in popularity among this demographic.
Faverio, M., & Sidoti, O. (2024). Teens, social media and technology. Pew Research Center.
https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and-technology-2024/
A recent study examined self-censorship of controversial topics in collection development. Articles can be accessed for free at www.ala.org/aasl/slr.
In the recently published “To Add or Not to Add: An Examination of Self‐Censoring Behaviors among School Librarians,” Jennifer Moore and Alissa Tudor present a study examining collection development and self-censorship amongst school librarians. The researchers collected data via surveys, and examined which controversial or frequently challenged topics school librarians chose not to collect. This research found that amongst controversial topics, there were high amounts of self-censorship around books that dealt with sexual content, abortion, and self-harm. Respondents who had never experienced book challenges in their school libraries expressed reluctance to include books that involved sexual content and LGBTQ themes or content
Moore, J., & Tudor, A. (2024). To Add or not to add: An examination of self‐censoring behaviors among school librarians. School Library Research.
A recent study of public libraries support the idea that libraries function as a health space in multiple ways including providing important health and social programming and services to patrons. They help meet patron’s health information needs by leveraging the expertise of community partners and incorporating valuable input from patrons in programming decisions. However, the capacity of libraries to carry out these health initiatives varies, in particular due to limited staff expertise in health-related topics and structural issues (e.g., funding).
Fleary, S. et al. (2024). A Study on How Libraries Operate as Health Spaces in the United States. Journal of Community Health. DOI: 10.1007/s10900-024-01403-z
A new report reveals that 94% of teens believe media literacy should be a mandatory part of school curricula, yet only 39% have received such instruction. The report highlights the prevalence of conspiracy theories on social media, with 80% of teens encountering them and 81% inclined to believe at least one.
News literacy in America: A survey of teen information attitudes, habits and skills. (2024). News Literacy Project.
https://newslit.org/news-literacy-in-america/
"In the United States, social-emotional well-being has become a priority because of concerning mental health and well-being outcomes for adolescent youth. High schools and school districts have responded by expanding mental health and social-emotional supports. However, there is little research to understand the ways in which educational leaders—including superintendents, school district coordinators, and principals—organize practices and policies to support social-emotional well-being for high school students.
In this report, the authors seek to close this research gap by presenting findings from a multi-method, multiyear national study on social-emotional well-being supports, focusing on high school students. The authors’ takeaways include insights about high school staffing, high school–specific practices that support social-emotional well-being, equity-oriented social-emotional well-being supports for minoritized students, district-level supports, and challenges to implementing or maintaining social-emotional well-being initiatives at the high school level. The authors also provide recommendations aimed at school district leaders, high school leaders, and educational policymakers."
Kennedy, K., & Wells, J. (2024). Social-emotional well-being for high school students: Guidance for school and system policy and practice. RAND.
