Mid-Atlantic HBCU Libraries and Media/Information Literacy: Practices and Strategies for 21st Century Diverse Learners

Introduction

In the current information age, knowledge and data are considered central to engagement with technology and other digital tools necessary for daily life today. In higher education environments, this imperative is amplified by the need to research, gather information and produce scholarship. Libraries have long held the distinction as the source of information and research and the demand for reliable services is paramount today. The demand for media and information literacy has also increased with the proliferation of information, misinformation and social networking platforms. These concerns, which are universal to all college and university libraries, are likely heightened for those at historically Black colleges and universities or HBCUs. Students who attend HBCUs are likely to arrive at their respective campuses with greater needs for developing research skills, and campus libraries may have various challenges of their own such as limited resources, staff shortages, insufficient or inadequate facilities along with low engagement or contact from students and faculty alike. Accordingly, a directed, highly visible and accessible approach to media and information literacy and research skills building are considered vital  21^st century skills for today’s higher education students (Badke, 2022, Berkman, 2023, Heaney & Stahl, 2021, McDougall 2022). The theoretical frame of this work, geographical systems analysis (Thorne-Wallington, 2013) introduces the concept of the manner in which geography and economic constraints intersect to allow for disparities in educational access, knowledge attainment and information seeking practices. In her work, Thorne-Wallington (2013) cites the foundational literature of Jargowsky (1997), Soja (1989) and Gordon (2008) among others with a focus on libraries and the creation of space, ‘digital natives’ and their quest to bridge the ever-present digital divide. Citing Soja (1989) directly, she stresses the importance of libraries and their central place in “critical human geography” in order to advance a “theory of justice on multiple levels,” (p. 56)

The Importance of Libraries and MIL

The work of Kiviluoto (2015, p. 311) along with ACRL 2016 suggest greater involvement with libraries in the development of MIL skills in what they term “the Google Generation”. Berkman (2015) suggests that after years of neglect on MIL these topics are now rightfully center to the discussion at many institutions and libraries today, (p. 36). In their review of Hobbs et al.’s 2019 work, The Library Screen Scene: Film and Media Literacy in Schools Colleges and Communities, Heaney and Stahl (2021) summarize the work’s focus on the role of librarians in fostering enhanced media and information skills for media users today. Of the work, they state, “the belief underpinning the book is that media literacy has the capacity to work as a significant mode of communication to bring people together, for which the authors note ‘the emotional power of moving image media appeals to people of all ages, nationalities, and cultures, (p. 105).

Of Hobbs et al.’s work they write, “the authors emphasize the importance of ongoing media literacy learning for librarians, even as they work to integrate ongoing learning throughout their programming.” Continuing, they discuss the notion of a “new librarian” as a “figure of curation, creation, and cultivation where they offer smart and scalable practices for successful integration of film and media in both schools and communities.” (p. 724).

The work of Ude et al. (2022) establish the central role of libraries within educational settings. Citing the work of the International Federated Library Associations and Institutions (IFLA, 2018) have traditionally served as a reliable source for information gathering and discovery. Whether for research, data gathering, scholarship, the information contained within served as the backdrop for students and educators alike. The information and services provided by libraries, specifically those in higher education, are vital to the processes of research, teaching, learning and scholarship, specifically those in higher education. These processes also render it necessary that librarians and other staff members also dedicate themselves to increasing their media literacy and information literacy skills in order to better serve their patrons and foster greater critical thinking skills for all in society (ALA, 2020; IFLA, 2018).

Study Scope and Significance

This study, a content analysis of 14 library websites located at historically Black colleges and universities located in Mid-Atlantic States sought to discover what media literacy and information literacy is being offered and discussed on library websites. The purpose of this study and its subsequent exploration of each website, is to determine what information is available, if such information is offered to establish its connection and “adherence” to the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education. Those standards establish a set of best practices for libraries at colleges and universities in the practice of fostering enhanced engagement with media and information literacy along with the development of research skills for information queries and scholarship (ACRL, 2016) In addition, in uncovering deficits or the lack of specific information about MIL on a library website, the study seeks to foster greater awareness of the need for such material and subsequent guidance on these topics for both students and faculty along with other library and website patrons. Accordingly, this study sought to answer the following questions about Mid-Atlantic HBCU libraries and their current MIL offerings: RQ1: What information is available for students at HBCU libraries? RQ2: Compared to ACRL standards, which information is lacking or in need of enhancement regarding MIL at HBCU libraries? RQ3: How can best practices related to MIL be offered at HBCUs and be expanded and offered broadly to students and faculty?

The 14 (N =14) HBCU library websites located in the Mid-Atlantic region of the United States surveyed for this study are located in four Mid-Atlantic States, Delaware, with one institution, Delaware State University, Maryland, which has four universities, Bowie State University, Coppin State University, Morgan State University and University of Maryland Eastern Shore, Pennsylvania with two institutions, Cheyney University of Pennsylvania and Lincoln University of Pennsylvania, Virginia which holds the highest number of institutions among states surveyed with a total of six colleges and universities, though only the top three schools with highest enrollment were surveyed including Hampton University, Norfolk State University and Virginia State University and finally, West Virginia with two universities Bluefield State University and West Virginia State University. Two institutions are also located within the geographical boundaries of the Mid-Atlantic Region in Washington, DC and are also included in the study, Howard University and the University of the District of Columbia.

Other Key Terms and Definitions

Before proceeding, a rendering of terms and related concepts for a study of this nature is required. The following terms are used throughout the work and are adopted from a series of commonly defined terms related to information literacy and media literacy in the United States. Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

For the purpose of this study, information literacy is related to skills acquisition related to conducting research (Hamilton, 2018), while media literacy is defined as the ability to access, analyze, evaluate, create, and act” with or by the use of all forms of media (American Library Association, 2020; Chen et al., 2011; Hobbs, 2006; NAMLE, 2023). Udo et al. (2022) citing the work of Schmidt (2013) who stated that media literacy is also known as media education and media awareness. Also, the American Library Association (2020) uses similar definitions as noted above and adds that media literacy skills “empowers people to be critical thinkers”.

Other scholars such as Kellner and Share (2007) and Share (20150, add a critical component to the definition which also incorporates the analysis of power structures and economic forces and urges societal discourse on hegemonic and imperialist imperatives along with deeper exploration of the impact and the imperishable nature of online content. Similarly, media and information literacy or MIL combines the two definitions and merges the concept of research to coincide with exploration and research in concert with media consumption and usage.

Further and citing the work of Grizzle et al, 2013, p. 197, Ortega-Martinez et al., (2022) define media information literacy as essential given that it provides a ‘basis for enhancing access to information and knowledge, freedom of expression, and quality education.” They further assert that MIL describes necessary “knowledge, skills, and attitudes” required to “value the functions of media and other information providers” both online and in society in general who produce media content (p. 182). In his work McDougall (2022) poses the vital question or area of focus against the seeming tidal wave of information and technology, recommending a continued and sustained focus on new technology and critical thinking.

As with all institutions, historically Black colleges and universities and their respective libraries are also grappling with these 21^st century challenges and opportunities for academic engagement. Such colleges and universities also have an important classification in the United States as institutions established for the education and training of newly emancipated men and women largely during Reconstruction beginning in 1865 (HBCUConnect.com, 2023, Stevenson & Abraham, 2023). Today, there are over 100 HBCUs in the United States and the Caribbean and they continue to serve vast numbers of scholars whose ancestors were the first to attend such institutions more than 150 years ago. In addition to educating African Americans, many HBCUs serve diverse student populations including vast numbers of international students and members of racial and ethnic groups in the United States (Stevenson & Abraham, 2023).

The Mid-Atlantic Region of the United States consists of the following states in the Eastern part of the country Delaware, Maryland, New Jersey, New York, Pennsylvania, Virginia and West Virginia (O’Connor, 2022). Within the region, there are no historically Black institutions in New York or New Jersey.

Related Literature

To address this ongoing challenge faced specifically by HBCU libraries, a program known as the HBCU Library Alliance (HBCULA), a consortium of libraries pools resources, operating strategies while also providing training opportunities through its Leadership Program (LP), for future library deans. The LP was established in order to ensure a solid staffing pipeline and to enhance offerings within each affiliate institution. This program is facilitated in collaboration with larger and greater endowed alliances such as the Southeastern Library Network (SOLINET) and the Council of Libraries and Information Resources (CLIR) and was funded by a $75,000 grant from the Andrew W. Mellon Foundation. As the collaborative initiative was being developed several key challenges at HBCU libraries were revealed such as “…fiscal constraints, rapidly changing technology, an aging workforce, ineffective assessment tools, and lack of training,” (Hart et al., 2007, p. 16). In addition to the efforts noted, several of the LP participants from HBCU libraries such as Fayetteville State University (NC), Fisk University (TN), North Carolina A&T (NC) and Florida Agriculture and Mining University (FAMU) (FL), also partnered with staff from colleges and universities in the Association of Southeastern Research Libraries (ASERL) in order to help trainees gain key strengths and desired skill sets of librarians from host institutions such as the College of William and Mary, University of Kentucky, University of Tennessee among others, (p. 17).

The importance of collaboration for libraries striving to reach 21^st century imperatives and to best serve constituents in “adverse situations” is also stressed in the work of Ortega-Martinez et al. (2022), who state that collaboration—even internationally is a vital step in bridging existing gaps in offered services, technology and access to resources (p. 184). Such collaborations they continue, can be brokered via social networking and other entertainment platforms along with learning management or e-learning systems. For the purposes of online learning during the recent global health pandemic, the author also recommends the use of crowdsourcing, which they define citing the work of Hedges and Dunn, (2018, p. 1) as “the process of leveraging public participation in or contributions to projects and activities,” to foster greater levels of media and information literacy among students and other users of their facilities, (p. 183).

At other institutions, such as Fort Valley State University in Georgia, and North Carolina A&T University, Walker and Sims (2012) explore each institution’s process of implementing a research database called Summon, which streamlined users’ information seeking and research endeavors while providing easier access to information literacy. In particular, the authors noted the challenges with implementing the program such as interfacing with existing databases, staffing and maintenance of the platform, developing user or library guides which are also known as LibGuides. Summon was also designed to increase student engagement and student buy-in after months of marketing and testing of the platform. The benefits of the program included easier and greater access to journal articles, streamlined electronic resources and better search engine results (p. 324).

In similar fashion Gutherie and McCoy (2012) detail the challenges of implementing discovery tool search engines into existing library databases and the subsequent impact on development of research, information literacy and critical thinking skills among undergraduate students, (p. 299). The authors assert that while such tools are necessary and provide greater access to information, discovery tool and similar platforms spoon feed or “baby” researchers in their imitation of other online search engines such as Google and consumer platforms such as Amazon with preconfigured search prompts, which do not allow for complex operations such as “concept mapping” (p. 299). Further, this study of 105 HBCU libraries noted that most of the librarians and other staff responded positively about the students’ perception of the effectiveness of “discovery tool applications” stating that 80 percent of program users considered the tools to be useful. On the other hand, the librarians echoed the sentiments of Fagan (2011), who noted that discovery tools diminished the development of information literacy skills while at the same time noting that the use of such software “…weakens standards one and two of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2011)”, (p. 305). Gutherie and McCoy (2012) go on to state that these challenges, while they may be amplified at HBCUs are not unique to such institutions and library staff nationwide pervasively complain about the introduction of such discovery tools for research (pp. 304-305).

On the other hand, as HBCU libraries forge ahead technologically further into the 21^st century, there are key historical factors to consider when examining the various challenges of each institution individually and for the collective of all 105 schools in the United States and Caribbean beyond their various limitations. The first point is the consideration of the historical role HBCUs and their respective libraries play in preserving the histories of the institution itself as well as the history of the constituents served by the college and university. In an overview of historical preservation campaigns at HBCUs Brooks-Tatum (2012) details the HBCU Library Alliance’s (HBCULA) “Preserving Our History Project” which spanned 20 U.S. states, the U.S. Virgin Islands. The project provides insights into some of the collaborative efforts for each library, which enhanced academic experiences, research materials and improved interactions with library staff. While the program was launched in 2012, several of the campaigns endeavored to improve customer service (Southern University, LA, Savannah State University, GA) while others sought to preserve their institution’s historical legacy and promote hidden/or lesser known history (Virginia State University, VA, Fayetteville State University, NC) and two of the listed institutions Claflin University (SC), and Delaware State University (DE) trained their focus on information literacy and research gathering (p. 35).

The historical component of HBCUs and their respective libraries is so central to the mission and narrative of each institution, that each library included in this study along with countless others bear the name of key historical figures such as Bowie State University’s (MD)-Thurgood Marshall Library, University of Maryland Eastern Shore named for famed abolitionist and native son Frederick Douglass along with Lincoln University of Pennsylvania’s Langston Hughes Memorial Library named for the Harlem Renaissance writer, poet and playwright who attended the institution in the 1920s.

In order to examine the media and information literacy offerings at Mid-Atlantic HBCUs, the libraries of 14 HBCUs in the Mid-Atlantic Region of the United States were queried. Their respective library websites were analyzed for library guides and other links to media and information literacy. This content analysis searched each of the libraries according to the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2016). Also, information on media literacy standards as outlined in the work of Berkman (2023), who recommends a revised look at MIL approaches.

The small scope of this study, which analyzes the library sites of 14 of the 107 institutions allows for a deeper analysis of each institution’s website and also provides the opportunity to determine how each library incorporates the tenets of ACRL’s Information Literacy Standards for Higher Education (ACRL, 2016).

Methodology

As noted, each Mid-Atlantic HBCU library was surveyed and searched for specific information on media and information literacy. Library sites were accessed as a general user with no ability to view items which are password protected or require authorized or institutional access. Further, given the straightforward nature of the ACRL standards, the analysis of each site was based upon readily accessible information related to each of six frames and suggestions for faculty engagement standards. Below, a listing of the frames are outlined in Table 1.

Table 1: ACRL Information Literacy Competency Standards for Higher Education (2016)

More specifically, each of the frames are detailed on the ACRL site (ACRL, 2016) accordingly:

1. Authority is construction and contextual: Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information needed and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information needed may help to determine the level of authority required.

2. Information creation as a process: Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.

3. Information has value: Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socio economic interests influence information production and dissemination.

4. Research as inquiry: Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

5. Scholarship as conversation: Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.

6. Searching as strategic exploration: Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

Further, and as this study analyzed the manner in which Mid-Atlantic HBCU libraries incorporated media and information literacy into their existing offerings, it also sought to understand how faculty were encouraged to collaborate with their respective libraries and assist in the information and knowledge building process and enhance research skills for their students and provide specific subject guides or course related materials based upon their area of expertise. Such practices are notably linked to the ACRL recommendations for faculty use of the framework, which suggests the following practices for faculty: 1. Investigate the threshold concepts in your discipline and how they relate to the information skills that students should know. 2. Partner with your Reference Librarians to develop new kinds of multimedia assignments for courses. 3. Help students view themselves as information producers — individually and collaboratively. 4. Consider the knowledge practices and dispositions in each information literacy frame for possible integration into your own courses and academic programs.

In accordance with ACRL recommendations to foster greater knowledge of MIL and enhanced student and faculty engagement with library services related to these subjects, the following components, by which each library website was evaluated are: 1. Available and easy to access information on information literacy, media literacy and a combination of media and information literacy (MIL), Library or subject guides on any or a combination of these topics, 2. Faculty or instructor designed library or course guides available to all website users and readily searchable with information, 3. Invitation or information on future trainings or library consultations with students, faculty or in-class or library sessions on any of the listed topics.

Upon review of each Mid-Atlantic HBCU library website in this study, the survey uncovered the following information about the offerings of media and information literacy:

Bluefield State University, Bluefield, WV, William B. Robertson Library

The MIL information on this library website is minimal with some information literacy offered. Under the “Library Resources” tab, library patrons, both faculty and students, are offered the opportunity to schedule training sessions on digital information literacy upon request which includes “digital information class instruction, subject specific digital information research workshops, one on one Web 2.0 mentoring and instruction.”

Bowie State, Bowie, MD, Thurgood Marshall Library

 Bowie State University’s Thurgood Marshall Library, named for the famed Supreme Court Justice, could be noted as providing the most comprehensive and basic standards per the ACRL for its students and faculty. Its library website offers an extensive offering of faculty course subject guides based on faculty expertise. In addition, there is a library subject guide, or LibGuide on Media Literacy titled “Fact Checking and Media Literacy”. Within this section, there are several articles on media literacy and information which include articles/pages titled “What is Fake News?”, “Media Bias”, “How to Spot Fake News”, “The Power of Prevarication (Pizzagate)”, Is it CRAAP? (Currency, Relevance, Authority, Accuracy, Purpose)”, “Fact-Checking Resources A List of Sources: FactCheck.org. Snopes.com, PolitiFact, MediaBias/Fact Check, Fact Checker”. Finally, there is a section which invites users to evaluate a website on their own titled “Your Turn: Evaluate a Website”. The Marshall Library site also contains extensive information on conducting academic research and the requisite guides on conducting scholarship and navigating the library databases.

Cheyney State University, Cheyney, PA, Leslie Pinckney Hill Library

The library website of the Leslie Pinckney Hill Library exhibits no information on media information literacy, digital literacy or other research and academic research exploration. The Pinckney Hill Library website, which is largely closed to non-university patrons, simply lists information about search engines and library databases from dropdown menus; Library, Archive Documents, Electronic Resources, Keystone Library Network and Virtual Library. The site also lists the library location and hours of operation.

Coppin State University, Baltimore, MD, Partlett L. Moore Library

The Partlett L. Moore Library offers no information on its site about media information literacy MIL, or media literacy.

Delaware State, Dover, DE, William C. Jason Library

This institution’s library website of the William C. Jason Library is at the forefront of all institutions surveyed for this study, making a sweeping announcement on its opening page regarding information literacy and the institution’s revised policy titled “Change of Information Literacy Policy”. The policy, which is listed under library guides and defines information literacy: “Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” and also states, the intention of implementing this process and the manner in which faculty can be involved in the process:

“Intent Information literate undergraduate and graduate students of Delaware State:

University will be able to: -Recognize when information is needed, -Determine the extent of information needed, -Access the information effectively and efficiently, -Evaluate the information and its source critically, -Incorporate selected information into one’s knowledge base, -Use the information effectively to accomplish your specific goal, -Access and use the information ethically and legally, -Understand the economic, legal and social issues in the use of information. It is the basis for lifelong learning. (Emphasis added), (desu.edu, 2023).

In the next section of the site, titled “Faculty Roles and Responsibilities” the centrality of faculty in the discussion of media and information literacy in the context of classroom instruction is emphasized accordingly: “In collaboration with the librarians, the faculty provides leadership in the planning for information literacy instruction to all students at Delaware State University. Faculty is subsequently invited to submit a form for training or instruction.”

Hampton University, Hampton, VA, William R. and Norma B. Harvey Library

Hampton University’s Harvey Library offers no discernable information on media literacy or information literacy. What is does provide on its website is a research guide titled “Journalism and Mass Communication” with two categories named “Black Lives Matter”, which details the recent movement and organization established in the wake of deaths of unarmed African Americans and “The Black Experience” a series of pages with books and lists of organizations predicated on Black empowerment.

Howard University, Washington, DC, Founder’s Library/Undergraduate Library

Founder’s Undergraduate Library far outpaces other libraries in this survey. The library not only provides extensive information on media and information literacy, media literacy videos and database navigation, the library also features individual librarians for each subject including media and communications, under which these topics fall. A full spectrum of videos, site links and library guides on information literacy and related topics exist for library patrons.

Lincoln University of PA, Lincoln University, PA, Langston Hughes Memorial Library

The Langston Hughes Memorial Library provides basic and straightforward information to patrons on developing research topics, conducting database searches along with media and information literacy. It also hosts a number of faculty designed subject guides and course pages on a wide range of subject matters and in particular those related to mass communication, and media and information literacy. Descriptions and definitions of ACRL’s (2016) Information Literacy for Higher Education is featured prominently on the library’s site. On information literacy its site reads: “The set of skills needed to find, retrieve, analyze, and use information. Information literacy is more closely tied to course-integrated instruction but it extends far beyond coordination between the reference librarian and the individual. Also, noted are the tips on acquiring basic information literacy along with information on the importance of developing critical thinking skills. 

The site notes: “Critical Thinking and Reading Defined: Critical thinking is the habit of exploring a phenomenon (e.g., an event, artifact, story, or issue) and applying certain criteria to determine its value and legitimacy. It involves analyzing and synthesizing often contradictory pieces of information and logically connecting ideas to make sound, well-reasoned judgments… Critical thinkers tolerate ambiguity, recognize underlying assumptions, welcome counterarguments, and routinely revise their own beliefs in response to the world around them. Critical reading occurs when readers actively engage with a written, visual, or auditory text, going beyond its surface-level characteristics to identify and evaluate its deeper structural elements, such as purpose, tone, organization, and meaning. Those who read critically assume an objective point of view, and interact with a text by making annotations, posing questions, and forming their own opinions about what they’ve read.”

Morgan State University, Baltimore, MD, Earl S. Richardson Library

The Earl S. Richardson Library offers information literacy descriptions and guidance on its website with the following passages, “Why Include InfoLit in Your Curriculum”: Which provides a definition of the term: “Information Literacy is an important topic for any student to master in order to be successful both academically as well as after graduation. The ability to locate, analyze, and evaluate information is of critical importance. By requesting an instruction session from our librarians, you can help your students be better prepared for the world that awaits them.” The site also provides recommendations to faculty for hosting and establishing information literacy workshops for their classes and suggests that such workshops can be a “critical part of the degree seeking process.” The site also provides several articles related to the topic and for further exploration for implementation and best practices and also provides examples of existing information literacy standards per AASL American Association of School Librarians (AASL). 

Norfolk State, Norfolk, VA, Lyman Beecher Brooks Library

As with Howard University, though not as extensive with library staff dedicated for each subject, the Lyman Beecher Brooks Library offers vast amounts of information related to media and information literacy on its website. Starting with…”why seek information from other libraries?”, Using Credible Resources, Other sections include: ‘start finding the truth, search, write find’, ‘fact checking databases’, ‘bias in media’, ‘Evaluating Media Sources’, : Advanced Evaluation Techniques. The site also offers information on the SIFT (stop, investigate the source, find trusted coverage, trace claims, quotes and media back to the original source). There are several links for enhanced information and media literacy to explore and a link to Constitution Society for historical and current information on Congressional proceedings for those seeking to be civically engaged.

University of the District of Columbia, Washington, DC, Learning Resources Division

The library website of the University of the District of Columbia contains no direct information on media and information literacy. The site does however, offer a library guide (libguide) on Digital Media and Communications News: https://udc.libguides.com/digital_media, which lists key websites for use and a broader perspective on media and communications. Those sites include On the Media, Online Journalism Review. Also listed is information on Newspapers and Newswires along with the links to research databases that contain national and international news publications and websites such as Access World News, Canadian Newsstream, US NewsSteam and Regional Business News, Global Breaking News Wires and the Associated Press AP Stylebook.

University of Maryland Eastern Shore, Queen Anne County, MD, Frederick Douglass Library

Analysis of this university’s library website, uncovered a basic interface with library usage for students and faculty, and some subject guides with minimal information on media and information literacy. This library site does offer a PDF titled “Evaluating Websites” (Yale University Library, 2020). The second portion of the document details the “Five Criteria for Evaluating Websites” and related questions with portions written here as: “Authority: ‘Be sure you can identify the author and their expertise. Look at the domain extension and the About Us page. If there is no person listed, be sure you can identify who (or what organization) published the page. Currency: Is there a copyright date – or any date at all? When was the site last updated? Accuracy: The accuracy of information is key to the overall quality of the site. You should be able to verify the information contained on the site with other sources. Be sure the site is well-maintained. Objectivity: Does the language or tone have a bias? Is the purpose of the site to persuade? Scope of Coverage: Does the site present an in-depth look at the topic (several pages deep) or is it just a single page?” (Yale University Library, 2020).

Virginia State University, Virginia State University, VA, Johnston Memorial Library        

For media literacy and information literacy, the library website provides a list of “Recommended Links” for patrons which include: America’s News (Access World News), database “Communication & Mass Media Complete”, Factiva, a news aggregator website which offers information on financial, historical and product information for publicly traded companies, stock prices along with full-text news stories and journal articles. The site also provides a link for the New York Times and Project Muse, which provides “social sciences” and humanities articles from the Johns Hopkins University Press.

West Virginia State University, Institute, WV, Drain-Jordan Library

This library’s approach is straightforward and directed at both students and faculty along with other library patrons. Its mission statement on information literacy specifies its commitment to serve faculty, students and staff while supporting the mission of the institution. It also stresses the desired goal and mission to “…to teach students to think critically and use information for their academic, professional, and personal lives — helping them define information needs, then locate, evaluate, and use all available information resources effectively and responsibly. We are committed to anticipating and embracing changes in the information and instructional environment, and collaborating with the academic community to foster a shared sense of enjoyment and empowerment in the pursuit of lifelong, self-directed learning.” (WVUlibrary, 2023). Further, at the top of the page on information literacy, the library invites discussion and critical exploration of the topic: It’s all the rage in academia – writing that “Information literacy is conceivably the foundation for learning in our contemporary environment of continuous technological change.”¹

But what is it — define information literate?

“To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

How does one acquire this information literacy? According to Scott Bennett and William Dittoe (consultants for the 2010 library evaluation and recommendation), “any effective program of information literacy:

• It must be institutional based. That is, the program must not depend solely on the initiative of individual faculty but must be rooted in institution-wide curricular planning. Information literacy must be a feature of the learning outcomes set by the university and assessed as part of any measure of instructional success.
• It requires deeply rooted collaboration among classroom faculty, reference and instructional librarians, instructional and information technologists, and tutoring staff. Absent such collaboration, students will confront fragmented, confused, and ineffective instruction.”

Findings, Outliers and Substantial MIL Offerings 

In answer to the posed research questions at the beginning of this work, the analysis of 14 Mid-Atlantic HBCU libraries found the following: RQ1: What information is available for students at HBCU libraries? Like many libraries in higher education, Mid-Atlantic HBCU libraries are largely focused on research and database access for students and faculty. As a matter of function and necessity, libraries are generally used by patrons when research for a course assignment must be conducted. Accordingly, the primary goal of most libraries is to ensure a seamless and effective experience and to assist users with building research topics and successful completion of assignments. Secondary to that process and an intuitive charge for libraries in higher education including HBCUs, is assistance with helping patrons decipher and critically engage with the mounds of information available through the Internet and other digital points of contact.

RQ2: Compared to ACRL standards, which information is lacking or in need of enhancement regarding MIL at HBCU libraries? A majority of the libraries surveyed for this study provide at least some level of baseline data sources and weblinks on information literacy along with media literacy. Offerings are largely aligned with ACRL’s Guidelines for Information Literacy in Higher Education (ACRL, 2016). In addition, a few universities such as Bowie State, Bowie, MD, Thurgood Marshall Library, Delaware State, Dover, DE, William C. Jason Library and Lincoln University of PA, Langston Hughes Memorial Library provide enough information for their patrons to get started on their information literacy journey. While the information found on each site is more detailed and broader reaching than other sites which were analyzed, these sites provide coverage across multiple related subjects such as information literacy, media literacy, mass communication and media along with research instruction and database access and searches. These institutions also provide important connections with faculty and encourage engagement via the use and display of subject and course guides. These are important first steps in enhancing broader MIL skills across a college and university.

The two outliers for this study are Howard University, Founder’s Library/Undergraduate Library and Norfolk State, Lyman Beecher Brooks Library. As noted previously, both institutions provide expansive amounts of data, access to a multitude of knowledgeable librarians with expertise on MIL (Howard, in particular) and other related topics. Each site contains numerous links to sites for additional information on these topics along with basic information on researching and database access. Howard University specifically and though not the only site surveyed to do so, offers a number of online videos and other tutorials on fact-checking and data analysis as well as the development of critical thinking skills. Overarchingly both universities take a more concerted approach at providing information along with library support to ensure greater levels of media and information literacy at their respective institutions.

For RQ3: How can best practices related to MIL be offered at HBCUs and be expanded and offered broadly to students and faculty? This study observes the following opportunities for growth and expansion at HBCU libraries writ large.

Tips for enhanced MIL offerings for HBCU Libraries:

• Establish joint collaborations with other libraries such as a consortium (Ortega-Martinez et al., 2022)
• Form an Alliance such as the UK-Based Media and Information Literacy Alliance (Badke, 2022), which was established in the wake of ongoing onslaught campaigns of mis and disinformation. The group also, with 190,000 members, seeks to bridge the gap between media literacy and information literacy. The group highly recommends making media and information literacy “a dominant part of educational curricula in secondary and post-secondary education”
• Involve luminaries and other known members to get involved, as outlined by Padgett (2021) where a Nationals first-baseman established a book club for his local community, the Josh Bell Book Club, where he read books and led discussions on media related topics (p. 6). Or as Rush (2018) explored, host a news panel with local journalists from print, online and broadcast outlets, surrounding coverage patterns of a recent event.
• Read and implement to the best of your institution’s abilities, the standards of the ACRL and the Media Consortium’s 2017 Horizon Report, other groups and implement them along with related materials on your library website, if not currently offered.

Conclusion/Discussion/Study Limitations 

As previously established, the involvement of faculty, particularly at the undergraduate level, is paramount to the widespread development of critical thinking skills for engagement with digital information and online content. Faculty can also serve an important role in addressing initial concerns of students as they interface content in courses and formulate research studies of their own or simply complete course assignments. Lack of discussion with faculty for this survey is a limitation as they are often on the front line of engagement with students and have the opportunity to fuse these topics into their course syllabus when feasible. Another limitation of this study is also feedback from library deans, librarians and other staff for this study. While response surveys were sent out to most libraries in this study, only two responded, making the results not statistically valid for inclusion in this analysis, at this time. Future studies may include direct contact with deans, librarians and other staff along with a brief phone or video conference interview, rather than an online survey. Also, as this study was conducted via the use of analysis of library websites and data and information sets listed within, such a process does not provide a dynamic full view of each library, its institution and students, faculty and staff associated with the library. Despite best efforts of deans, administrators and other staff, a website can only serve as a point of entry to insights into the offerings, facilities and the people served by a library.

Further limitations of this study include the number of universities polled, which is low, rendering this study exploratory in nature as there are over 100 HBCUs. While the institutions polled are in the Mid-Atlantic Region of the United States, a vast majority of HBCUs in the United States are located in the South. These issues notwithstanding, this study is apt to be expanded and it established a solid foundation to launch additional inquiry into the practices and offerings surrounding MIL and critical digital technology skills for the 21^st century. For institutions surveyed and those not included in this study an important opportunity has been afforded for each library to assess its current offerings of information and media literacy along with new approaches to this ever-expanding topic.

In conclusion, innovative approaches to MIL are required for today’s higher education learners and for libraries which serve them. As noted in the work of several researchers (Badke, 2022, Berkman, 2023, Hearney & Stahl, 2021, McDougall 2022), new approaches are necessary and libraries must continually evolve as information, data, platforms and processes are ever changing. The emphasis on critical thinking and verification of sources and sites cannot be stressed enough and such efforts require the committed involvement of libraries, faculty and students themselves.

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