During various interactions I have had with teenagers at the library, I have heard almost word for word the same response that I am sure many have already heard. When I ask teens in a program what they liked about a book they had to read for school or, in reader consultative interviews, when I ask them what they liked about the last book they chose themselves, I often hear the exact same response. : “he had a good story.” There can be a number of underlying meanings behind "he had a good story" and often I have to work out what exactly it means to the person saying it. The “good story” can be tightly structured or action-oriented; it could be that the story was “good” because themes or characters spoke to the reader; the story could be “good” because it was unpredictable or “good” because the reader could easily follow what was happening; it could be “good” because the book offered the reader something that, at the time of reading, was exactly what they needed or wanted. There could be thousands of reasons why someone would describe their enjoyment of a book as based on its “good story.” But what about a story that seems to captivate so many of us? Every month, I host a “reading for teenagers” club. We do not read a particular book together, and while we have a core of dedicated members, participants are constantly changing and represent a diversity of ages and reading abilities. I bring several books I've read recently for discussion throughout the club, to entice people to join us, to break the ice a little, and to bring us back whenever we stray horribly off track. Although I encourage our members to talk about traditional reading (like books or magazines), I also try to help the middle of paper ......t, by allowing us to experiment with different identities; and can be an integral part of our identity formation and self-understanding. Phew! The stories are awesome! Works CitedBeard, David and Kate Vo Thi-Beard. “Rethinking the Book: New Theories for Readers.” » Quarterly Reference and User Services. 47. 4(2008): 331-335.Lesesne, Teri S. Naked Reading: Discovering What Preteens Need to Become Lifelong Readers. Portland, ME: Stenhouse Publishers, 2006. Sullivan, Michael. Serving Boys with Reader Advice. Chicago: American Library Association, 2010. Willingham, Daniel T. Why Don't Students Like School? : A cognitive scientist answers questions about how the mind works and what that means for the classroom. San Francisco: Jossey-Bass, 2009. Zunshine, Lisa. Why we read fiction: theory of mind and the novel. Columbus: Ohio State University Press, 2006.