This collection of scholarly essays attempts to answer the question, “How should LIS imagine today’s young adults?” (xvi). Bernier posits that those who work in and study libraries have been remiss in letting others define our audience for us. This leads to a distinct disconnect between libraries and teens.

Some of our fundamental ideas about who teens are and what services they need can be traced to the past century with dismayingly little change to date. If obsolete theories and concepts are used, teens are defined solely as students (in educational theory), patients (in psychological theories), “less than” adults, at-risk, “other”—in short, they are marginalized. This volume argues successfully that these definitions must be overhauled.

Of course, many definitions of young adults are possible, and this collection offers several ideas for instituting change. In nine chapters, respected scholars examine many concerns and propose jumping-off points for debate. Section one explores age-based definitions of teens and suggests turning these traditional, adult-centered perspectives into teen-centered approaches to services and programs. Section two examines stereotypes of young adult library users as at-risk youth, reluctant readers, and “those to be molded,” and attempts to loosen our grip on these outdated concepts. The third section considers moving library service to young adults toward a new vision for the future under a newly applied “critical youth studies” model.

For those looking for a “big-picture” theoretical look at library service to teens, this book might work. There are many ideas presented here, applying different theories to various young adult library concepts. Yet some of the ideas conflict with others, and some of the essays are written in academic language that renders them almost inaccessible. If readers are looking for a practical resource guide, or “how-to” instructions, they had best look elsewhere. As Bernier states, “While it is the chief intention of this collection to provoke debate, readers may not find it entirely satisfying or definitive” (21). This reader is not entirely satisfied to be left with so many more questions than answers. The debate must continue until these questions can be answered and libraries can move on from debate to actual transformation.