In recent years, a confluence of social, economic and political factors has led to the emergence of increasing numbers of unattended or latchkey children who are not provided with the necessary educational assistance during the after-school hours. These factors include: the disintegration of traditional households characterized by single parents or two working parents; the rise in the number of immigrant households where English is the second language; as well as the loss of funding for school libraries and after-school programs (Bailey, 1999). In the absence of sufficient after-school educational support, homework centers in public libraries, which are run by youth librarians, have become an increasingly popular solution (Bailey, 1999; Mediavilla, 2001, 2003; Wigg, 1995).
The significance of the role played by homework centers in the public libraries and the functions they performed is highlighted by the reports published by various institutions. According to the 1992 report published by the Carnegie Council on Adolescent Development, young people are most likely to succumb to peer pressure and engage in delinquent activities during the three hours after school. One of the recommendations proposed by the Council was to have young people participate in after-school programs, with the guidance of adult community leaders including librarians. More than just a deterrent against negative peer pressure, after-school programs were also found to be beneficial by the U.S. Justice and Education departments. In their 2000 federal study, entitled Working for Children: Safe and Smart After-School Programs, students who were involved in after-school programs were found to be not only academically successful, but also comparatively more self-confident than their counterparts who were left by themselves after school. This report pointed out that after-school programs allow positive relationships to be forged between young people and adult...