This article presents an empirically-grounded framework for mediating the everyday-life information worlds of youth aged 9-13. "Tweens" are a sandwiched population with behaviors, circumstances, and needs distinct from children and young adults. Little research has addressed their information-seeking, especially regarding nonschool contexts. Thus, empirically-based conceptual tools are needed to help professionals in mediating the complex information worlds of tweens. Guided by multiple frameworks (Dervin's sense-making, Fisher's information grounds, and Chatman's normative behavior), data were collected using the "Tween Day" technique, involving scenario-based focus groups and interviews with thirty-four youth in three distinct settings. The study aimed at understanding the situations for which tweens seek everyday information; which sources they use, and why; what social settings foster information-sharing, and how; and what factors (especially affective) promote or hinder information-seeking. Using these findings, the proposed professional service framework contains five descriptive principles for mediating everyday-life information-seeking and information use by tweens.