State of the Art Survey of Reference Sources for Children and Young Adults

In surveying the state of the art of reference materials for children and young adults in both school and public libraries, it is necessary to reaffirm certain “givens” about such a broad field. As in any other library, selection depends so much upon the clientele. A K — 3 grade school would have simple encyclopedias (of which there are few), e.g. Childcraft (Field), the Golden Encyclopedias, picture dictionaries and similar materials. The K — 6 or the K — 8 would include these and increasingly sophisticated types of reference, depending upon budget and the reading or research interests of the children. For example, some elementary school age children seriously want to know “all there is” about solar energy, computers, transistors, comic books and beasts of the tar pits. Others want only “facts” about sports heroes, stamps, or other collectibles. High school students are interested in the same pursuits, many of them at a highly sophisticated level. Young patrons of public libraries, quite often, are either the most proficient in reading and research skills, or the most lacking in any kind of conceptual application. Therefore, reference collections for this widely spaced age group are diverse in definition, scope, and numbers of volumes. Indeed, some books at an elementary age level are designated reference for three major reasons: 1) to direct children to a book which they might want but cannot find unless it is limited in the place or time allowed for use (e.g. some books on codes); 2) books that are comprehensive and include a quick fact presentation (these are often found in the 500's, 600's, etc., as a general categorical statement, but such a location is not always understood by the very small child who wants information; or 3) the dictionaries, encyclopedias and other books of encyclopedia information as understood by adults but written on a very beginning level. Too often, a college or general public librarian does not understand the microscopic pieces of information that are reference in nature to the growing child. Ideally, this type of reference should be available in kindergarten or even in pre‐school with instruction in its use (which is “fun” oriented, for learning is fun to the small child) at the same school or pre‐school levels.