Researchers interested in children and youth's engagement with information have developed participatory, multi-method approaches of collecting and analyzing data directly with children and youth. However, examples of this approach in studies specifically focused on young children in library and information science are scarce. This article describes the methodological approach used in a study of 5- to 7-year-old children's information practices and experiences related to their individual interests. Drawing on conceptual frameworks from both library and information science and childhood studies, this study used multiple methods of data collection in understanding young children's own perspectives of their information activities. Namely, data was collected through parent surveys, book discussions, poster activities, participant-generated photography using the mobile app PixStori, and photo-elicitation conversations. Participants also contributed to a child-driven content analysis of their photographs. Recommendations for researchers working with young children are provided.

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Published in Library & Information Science Research, v. 43, issue 3.

© 2021 Elsevier Inc.

© 2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/.

The document available for download is the author's post-peer-review final draft of the article. The supplementary data is available at the end of the document.

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This study was supported by a dissertation support grant from the Department of Library & Information Science at Rutgers, The State University of New Jersey.

Available for download on Thursday, July 14, 2022