1. Introduction In order to prepare students to become informed decision makers, the high school librarian must advocate for the user’s right to all types of information. Our research shows that many high school librarians believe that advocating for the user’s right to information is necessary in order to equip each student with the tools that they need to succeed. The key goals of this study are to: 1.Determine what the user’s rights are 2. Determine how high school librarians can protect those rights. Background Some professional goals defined by the American of School Librarians (AASL) pertain to user’s rights, such as: Participate as active partners in the teaching/learning process Connect learners with ideas and information Prepare students for life-long-learning, informed decision-making... and the use of information technologies. How high school librarians advocate for user’s rights: 1.Web filtering- how to provide sufficient access to material based on controversial topics or non- academic websites. 2.Debating the amount and extent of access to library content and resources. 3. Developing privacy guidelines for students using library resources. 4.Promoting First Amendment rights of students when threatened by outside institutions. Results and Analysis The rights of high school students fall under two categories: 1.The right to privacy 2. The right to equal and continuous access of library materials and technology. In order to defend these rights, high school librarians must do the following: Make sure that all students have equal and consistent access to books and computers and the material contained within them. Create a private environment or area within the library to promote quiet conversations between themselves and the students. Educate the student about their privacy rights when they borrow and use library resources, including expectations from them, as well as how the library will protect their freedoms. Write a school-board approved privacy policy that explains how students’ information is protected online as well as when and to whom records can be disclosed. Defend against any challenges that might arise regarding access to resources – parent request to ban a book or navigating restrictive filters placed on web browsers. Andrea Pritt, Courtney Siska, Alexander Wood, and Whitney Wright. Methodology Searched for education-based titles in the Pitt Information Science databases Used the University’s Library system to peruse specific eJournals, such as School Library Monthly, and Library Journal. Searched the ”Intellectual Freedom “ areas of the Library Journal and ALA.org websites. Keywords: User’s rights Privacy Intellectual Freedom First Amendment Rights Web filtering Stat taken from draft of Rallying Americans to Defend Their Rights in a Digital Age A Position Paper on Information Privacy. Graph taken from the AASL 2012 National Longitudinal Survey of School Library Programs, entitled School Libraries Count! “computer-901857” by KlimKin, downloaded from pixabay.com