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Still Digitally Divided? An Assessment of Historically Black College and University Library Web Sites
Still Digitally Divided? An Assessment of Historically Black College and University Library Web Sites by Renee Franklin Hill Available online 15 December 2011
Historically Black Colleges and Universities (HBCUs) are post-secondary institutions which, at one time, were considered to be particularly affected by the digital divide. Research study results have suggested the need for HBCUs to continuously increase campus technology. Guided by four research questions, this study examines the current state of electronic access at HBCUs by analyzing 20 library Web sites. Study findings discuss the extent to which the sites provide patrons with access to library materials and services. Non-HBCU library Web sites are also analyzed to add an element of comparison and contrast. Findings indicate that HBCUs still face some challenges in technological service provision but their library Web sites show evidence of progress being made to bridge the digital divide.
INTRODUCTION Historically Black Colleges and Universities (HBCUs) are postsecondary institutions defined by the Higher Education Act of 1965 as “any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans.”1 HBCUs comprise a network of 105 public and private institutions. Each year these schools educate over 300,000 students from various racial, ethnic, and socioeconomic backgrounds, though the majority are African American.2 A report prepared for the U.S. Department of Commerce in 2000 painted a grim picture of the state of technology access at HBCUs.3 At the time that the report was published, its authors stated that it was imperative that these schools take measures to close the digital divide— the gap between people (and in this case, institutions) with access to technology and those without—by implementing strategies to improve technology. The authors suggested that if this did not occur, HBCUs might face difficulty in “taking advantage of funding, innovations, and increased competitiveness in the field of higher education.”4 Six years after the Department of Commerce report, an article was published suggesting that HBCUs had made many improvements in advancing their technological infrastructures, but that each institution still needed to implement methods to appropriately assess their technical needs and find ways to support and continuously increase campus technology.5 This study considers the state of the digital divide at HBCUs by using the academic library as the lens through which the topic is viewed. HBCU library Web sites served as units of analysis to examine the current level to which the sites provide users with digital access to library materials and services.
STUDY PURPOSE AND RESEARCH QUESTIONS
Renee Franklin Hill, Syracuse University, 312 Hinds Hall, Syracuse, NY 13244, USA.
6
HBCUs and the libraries that house materials to support their curricular missions have been in existence for hundreds of years but library and information science literature is virtually silent about them. For example, a subject search in WilsonWeb for “historically black college,” “historically black college librar*,” and “college and university libraries (black)” produced only 22 results, most of which represented conference proceedings, brief editorials, and news articles. The most recent scholarly article on the subject of HBCU libraries—Beatrice Agingu's study of the usefulness of HBCU library Web sites—was published eleven years ago.6 This paucity of scholarly inquiry into an environment with the potential to generate an abundance of research questions and areas for exploration is what led to the current study. This study analyzes selected HBCU library Web sites with the purpose of reporting the current state of their digital environments. The study is intended to make a contribution to the
The Journal of Academic Librarianship Volume 38, Number 1, pages 6–12
general topic of academic librarianship and provide a needed update and addition to the scholarly record concerning HBCU libraries. The study also intends to bring scholarly attention to HBCU libraries and encourage research about their Web sites and the resources they provide to and for students. The study is guided by four research questions: RQ 1—Do HBCU library Web sites provide users with electronic access to library materials and services? RQ 2—Do HBCU library Web sites provide users with ways to get reference assistance electronically? RQ 3—Do HBCU library Web sites provide users with information about the physical library? RQ 4—Do HBCU library Web sites expose users to Web 2.0 technology?
LITERATURE REVIEW HBCUS in Perspective On February 26, 2010, President Barack Obama signed an executive order (Promoting Excellence, Innovation, and Sustainability at Historically Black Colleges and Universities) that affirmed the significance of HBCUs in providing educational opportunities for students. This executive order renewed the White House Initiative on HBCUs and extended the work of former Presidents Carter (in 1980), Reagan (in 1981), George H.W. Bush (in 1989), Clinton (in 1993), and George W. Bush (in 2002). HBCUs collectively employ what is described as a “legacy of intentionality” a deliberate method of providing vital academic and social support to students that might not be available to them at other institutions.7 President Obama's initiative put forth a set of core tasks intended to “increase the capacity of HBCUs to provide the highestquality education to a greater number of students.”8
“[Historically Black Colleges and Universities] collectively employ what is described as a “legacy of intentionality” a deliberate method of providing vital academic and social support to students that might not be available to them at other institutions.”
In recent writings, the idea has been posited that HBCUs currently lag behind “traditional” (predominately White) colleges and universities and do not have many of the resources necessary to adequately prepare students for successful entry into graduate degree programs or careers.9,10 However, for the large part, HBCUs have been praised for creating spaces where students of color could be educated when they would otherwise not have been welcomed during times of segregation.11,12 Research has suggested that HBCUs are places where enrolled students, most of whom are African American, can expect to receive educational support from an environment committed to “offering challenges, providing comfort, holding up culture, and delivering opportunity.”13 Today, these institutions have expanded their reach to include students from a variety of racial backgrounds.
Academic Library Web Sites An academic library exists to support the curricular mission of the college or university at which it is located.14 It can be surmised that academic libraries strive to uphold an institution's educational goals and that the intent of academic library Web sites is to provide access to the materials students need as well as support faculty.15 In a foreshadowing of how pervasive and essential Web sites would become, early articles on the topic urged academic library administrators to embrace technology advancements and become actively
involved in delivering information to patrons electronically.16,17 In 1999, Medeiros18 noted that library Web sites had “come a long way”19 in their ability to move from being simple “splash” pages with minimum content to more sophisticated information gateways that could serve as content-rich, standalone sites. While no definitive list of criteria exists for determining the usefulness of academic library Web sites, a number of studies have been conducted to uncover the elements that help a college library Web site to be of optimal benefit for its visitors. For example, Xiao et al. described how library home pages at Texas A&M University were used as effective methods for virtually reaching patrons.20 Triveni Kuchi examined 111 academic library Web sites for the presence or absence of mission statements. According to the researcher, these statements are necessary for a library to be able to communicate to its stakeholders its vision and share its responses to change.21 Detlor and Lewis analyzed academic library Web sites for the presence of 33 elements they deemed essential for identifying what they termed “robust library Web sites” that provide users with access to a variety of content and resources.22 Only one researcher has examined HBCU library Web sites. In an article published in January 2000, Beatrice O. Agingu examined the issue of the level of usefulness of library Web sites at public HBCUs in states in the Southeastern portion of the U.S. In comparing the library Web sites of HBCUs with those from non-HBCUs, the researcher concluded that HBCU sites were “still lagging behind in terms of the resources and services they provide via their Web sites.”23
METHODS HBCU Selection In order to generate a list of HBCU library Web sites to analyze, the 2011 ranking of HBCUs issued by U.S. News & World Report (USNWR) was used to identify HBCUs that were ranked as the top 25. USNWR has published college rankings since 1983 and is considered one of the most popular sources for providing a basis for comparing post-secondary institutions. The rankings have come to be seen as a measure of prestige; many schools, colleges, and universities (including some of the HBCUs in this study) proudly post their USNWR rating on their Web sites and recruitment materials.24 Institutions that appear in USNWR lists achieve their ranking based upon the Report's weighting formula that includes (1) peer assessment (weighted 25 percent) defined as opinions from the “top academics [who are] in a position to judge a school's undergraduate academic excellence”25; (2) retention (weighted 25 percent) which the Report measures by noting the proportion of students who graduate from the institution in six years or less and the freshman retention rate; (3) faculty resources (weighted 20 percent); (4) student selectivity (weighted 15 percent) which is determined by factoring such things as SAT/ACT scores and acceptance rates; (5) financial resources (weighted 10 percent); and (6) alumni giving rate (weighted 5 percent). Once the top 25 HBCUs were listed, an institutional profile was created for each that displayed basic demographic data and each school's current Carnegie classification (Fig. 1).26
Non-HBCU Selection To establish a basis for comparison and contrast, non-HBCU library Web sites were also evaluated and were selected via a purposive sampling method that allowed for choosing non-HBCUs with similar Carnegie classifications (see Fig. 2 for an explanation of each classification category). School size is a particularly important attribute to consider because enrollment size likely impacts the institution's culture, finances, and structure.27 A school's degree awarding activities (which the Carnegie Foundation terms “Basic Classification28”) give an example of the types of students who earn degrees there and thus an indication of the types of resources that may be needed at the institution.
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Figure 1 Demographic information for Top 25 HBCUs as ranked by U.S. News & World Report. **Denotes institutions with tied rankings. Rank
HBCU Name
Location
Type
Student Population
Carnegie Basic Classification (Size/Setting & Degree)
1
Spelman College
Atlanta, GA
Private
2,229
S4/HR, Bac/A&S
2 3
Howard University Morehouse College
Washington, DC Atlanta, GA
Private Private
10,573 2,689
4
Hampton University
Hampton, VA
Private
5,402
5
Tuskegee University
Tuskegee, AL
Private
2,931
6
Xavier University of Louisiana
New Orleans, LA
Private
3,338
7
Fisk University
Nashville, TN
Private
650
8
Claflin University
Orangeburg, SC
Private
1,860
9
Dillard University
New Orleans, LA
Private
1,011
10
Tougaloo College
Tougaloo, MS
Private
939
11
North Carolina Central University
Durham, NC
Public
8,587
12 12 14 15 15
**Florida A&M University **North Carolina A&T University South Carolina State University **Jackson State University **Johnson C. Smith University
Tallahassee, FL Greensboro, NC Orangeburg, SC Jackson, MS Charlotte, MS
Public Public Public Public Private
12,274 10,614 4,538 8,783 1,466
17
**Delaware State University
Dover, DE
Public
3,609
17
**Elizabeth City State University
Elizabeth City, NC
Public
3,264
19
Winston-Salem State University
Winston-Salem, NC
Public
6,427
20 20 22 23
**Morgan State University **Tennessee State University Clark Atlanta University **Alcorn State University
Baltimore, MD Nashville, TN Atlanta, GA Alcorn State, MS
Public Public Private Public
7,226 8,824 3,873 3,334
23
**Bennett College
Greensboro, NC
Private
766
25
**Fort Valley State University
Fort Valley, GA
Public
3,553
25
**Virginia State University
Petersburg, VA
Public
5,366
M4/HR, RU/H S4/HR, Bac/A&S M4/HR, Master’s M S4/HR, Bac/Diverse M4/R, Bac/A&S VS4/HR, Bac/A&S S4/HR, Bac/A&S VS4/R, Bac/A&S VS4/HR, Bac/A&S M4/R, Master’s L L4/HR, DRU M4/R, DRU M4/HR, DRU M4/R, RU/H S4/HR, Bac/A&S M4/HR, Master’s M S4/HR Bac/Diverse M4/R, Master’s M M4/R, DRU M4/R, DRU M4/R, DRU S4/HR, Master’s M VS4/HR, Bac/A&S M4/HR, Bac/Diverse M4/HR, Master’s S
One non-HBCU per classification category was selected at random using the Carnegie Foundation Web site's institution lookup function (Fig. 3 contains data about each non-HBCU selected). Each non-HBCU's library Web site was then analyzed for the presence or absence of each element by which the HBCU library Web sites were evaluated.
that were deemed highly indicative of a Web site that provided digital access to information (Fig. 4). That is, each site was examined for evidence that users could (1) access resources and services electronically, (2) communicate electronically with library personnel, (3) obtain information about the physical library space, and (4) connect to Web 2.0 technology (such as social networking sites, blogs, and wikis).
Web Site Evaluation A coding spreadsheet was created that consisted of elements relevant for evaluating the robustness of each library's Web site. Web site assessment criteria included in the codebook were determined based upon criteria found in Agingu's29 and Detlor and Lewis's study30
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FINDINGS From the original listing of 26 HBCUs, a total of 20 HBCU library Web sites were analyzed. This number represents the fact that three institutions—Spelman College, Morehouse College, and Clark Atlanta
Figure 2 Carnegie size and degree awarding classifications. (http://classifications.carnegiefoundation.org/ descriptions/size_setting.php; http://classifications.carnegiefoundation.org/descriptions/basic.php). Size Classification
Degree Awarding Classification
VS4/R= Very small four-year, primarily residential VS4/HR= Very small four-year, highly residential S4/HR= Small four-year, highly residential
DRU=Doctoral/Research Universities
M4/R= Medium four-year, primarily residential M4/HR= Medium four-year, highly residential L4/HR= Large four-year, highly residential
University—share a library, thus the site was evaluated only once. Four HBCU library Web sites (at Dillard, Tuskegee, and Xavier Universities and Bennett College) were either partially or completely inaccessible and could not be included in the study.
Electronic Access to Materials and Services All analyzed library Web sites had online catalogs. The online catalogs at all 11 non-HBCU sites provided access to e-journals and ebooks. In comparison, almost all of the HBCU online catalogs provided access to e-journals (n = 19 or 95%) and e-books (n = 18 or 90%). The sites at ten (91%) non-HBCU sites gave patrons the ability to search for course reserve materials through their online catalogs. Seventeen (85%) HBCU sites included course reserves as part of their online catalogs, allowing students to search for materials such as books, book chapters, journal articles, and other resources that their instructors have designated as required reading without having to physically go to the library to check the course reserve desk. As regards services that may be accessed using the library Web sites, several HBCU library sites provided users with the ability to request materials through interlibrary loan (n = 17 or 85%); all of the non-HBCU sites had this ability. HBCU library Web site access declined a bit further where the other elements of service were concerned. For example, just 12 (60%) HBCU sites offered users the ability to renew
RU/H=Research Universities (high research activity) Master's L=Master's Colleges and Universities (larger programs) Master's M= Master's Colleges and Universities (medium programs) Master's S= Master's Colleges and Universities (smaller programs) Bac A&S= Baccalaureate Colleges—Arts & Sciences Bac Diverse= Baccalaureate Colleges— Diverse Fields
items online in comparison with 100% of non-HBCU sites. Only 11 (55%) HBCU library sites offered online tutorials that incorporate audio and video to help users better understand topics essential for productive library use and research. In contrast, 90% of the non-HBCU sites included online tutorials.
Electronic Access to Library Personnel All HBCU and non-HBCU library Web sites provided a way for users to contact the reference librarian via email. Results were evenly divided among HBCU sites that provided live reference assistance (including two that also included a link to a state or consortium run virtual reference service) and those that did not offer live reference assistance. Ten (91%) of 11 non-HBCU sites offered live reference assistance.
Information About Physical Library Space Eight (40%) of the HBCU library Web sites evaluated listed their operating days and times on their home pages. For the 12 sites with home pages that did not list hours of operation, this information was accessible with one mouse click. Only three (27%) non-HBCU sites listed their hours of operation on the home page. As was the case with HBCU library sites, the remaining non-HBCU sites provided library operating hours with one mouse click.
Figure 3 Non-HBCU comparison sites.
1 2 3 4 5 6 7 8 9 10 11
College/University Name
Location
Type
Student Population
American University High Point University Ashland University Longwood University Christopher Newport University University of Maine Arkansas Tech University Bluffton University Eckerd College New Mexico Institute of Mining and Technology Agnes Scott College
Washington, DC High Point, NC Ashland, OH Farmville, VA Newport News, VA Orono, ME Russellville, AR Bluffton, OH Saint Petersburg, FL Socorro, NM
Private Private Private Public Public Public Public Private Private Public
12,241 3,603 6,300 4,832 4,952 11,894 8,814 1,127 2,520 1,761
Carnegie Basic Classification (Size/Setting & Degree) L4/HR, DRU M4/HR, Bac/Diverse M4/HR, DRU M4/HR, Master’s M M4/HR, Master’s S M4/R, RU/H M4/R, Master’s L S4/HR, Bac/Diverse S4/HR, Bac/A&S S4/HR, Master’s M
Decatur, GA
Private
868
VS4/HR, Bac/A&S
January 2012 9
Figure 4 Assessment criteria for academic library Web sites. 1 2 3 4 5 6 7 8 9 10 11
Assessment Criteria Is the catalog available online? Does the online catalog provide access to e-journals? Does the online catalog provide access to e-books? Are course reserves part of the online catalog? Can users request ILL materials through the library’s Web site? Can users renew items online? Do online tutorials exist? Are library operation hours listed on the home page? Is live reference assistance available through the library's Web site? Is email reference assistance available? Does the site contain or have links to Web 2.0 technology?
Web 2.0 Evidence Exactly half of the HBCU sites evaluated provided access to Web 2.0 technology (this does not include online tutorials and chat functions) most commonly in the form of RSS feeds, social networking and social bookmarking sites; many gave patrons access to multiple sites. Most commonly, the sites provided links for users to click to access the highly popular social network Facebook (n = 8) and social bookmark site Twitter (n = 7). Two sites included links to the video sharing site YouTube, two linked to My Space, and two library Web sites gave links to Flickr and Delicious. One site gave users 24 links on which to click for access to social network and bookmark communities. All but one nonHBCU library site gave users access to the same Web 2.0 tools as the HBCU sites.
DISCUSSION Analyzing a small sample of HBCU and non-HBCU library Web sites does not allow for broad generalizations about library services at all of these institutions but such analysis does give some insight into the types of electronic access library patrons at HBCUs currently have. For example, it is an encouraging finding that all of the HBCU Web sites had online catalogs (as did the non-HBCU sites). This differs from Agingu's earlier study which found that only 54% of the analyzed HBCU library sites had this feature and suggests that HBCUs have made significant strides in improving their digital environments. When viewed relative to non-HBCU library Web sites, the sites at HBCUs offered comparable access to electronic materials such as ejournals and e-books with a large majority (95% and 90% respectively) of the HBCU sites providing this access in comparison with 100% of the non-HBCU sites. Additionally, a heartening (and serendipitous) finding was that seven of these sites also included separate listings for e-reserves which provided the added benefit of allowing students to access their course reserve documents virtually and that shows an additional and useful digital feature that HBCU library Web sites offer. Where all or almost all non-HBCU library Web sites included electronic access to library services, HBCU library Web sites showed a high rate (90%) of interlibrary loan provision but lower rates of ability for patrons to renew materials (60%) or view instruction about how to use library resources and effectively conduct research (55%). HBCU and non-HBCU library sites were comparable with respect to providing patrons with access to reference librarians via an email link, message box, or both options. However, where 91% of the non-HBCU sites offered a way for users to get live reference help, only 50% of the HBCU sites examined made it possible for site visitors to chat or exchange instant messages with a librarian. While live reference help
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was not provided at the same level as it was on non-HBCU library sites, a positive finding was that four HBCU sites offered a mobile phone number that users could use to ask a question and receive an answer via text message giving patrons one more method of access to rapid assistance. A minority of the library Web sites at both HBCUs and non-HBCUs listed library operation hours on the home page; to their credit, the sites that did not present operating hours on the home page did connect users with this information by placing a link on the home page that took users to the information with one click. Even though library users increasingly turn to their computers to access library resources and services, many patrons still use the actual library building to access physical documents or objects for their information and educational or research needs. Because of this, it is helpful for academic libraries to include information about hours of operation on the home page.31 The term “Web 2.0” is a reference to the myriad improvements to the World Wide Web since its inception. Environments that use Web 2.0 technologies make it possible for high levels of educational and social interaction; library Web sites that utilize Web 2.0 technology can engage site visitors in new ways of knowledge seeking and management.32 Half of the HBCU sites had links to RSS feeds, social networking and bookmarking sites which indicates that they are aware of the large role these outlets have in their users' lives. To provide an even more robust presence, additional Web 2.0 applications could be considered for use such as blogs, wikis, and tagging.
CONSIDERATIONS
FOR
ACTION
AND
RESEARCH
Though this study is not generalizable to all HBCU library Web sites, comparing HBCU library Web sites with those of their similar “traditional” counterparts helps to present important information about electronic access to library materials and services at HBCU libraries. The data collected through this research point toward possibilities for future action and additional research.
Considerations for HBCU Libraries • Virtual reference puts distance users in real time contact with personnel “at a time when they need the assistance of a skilled librarian to help navigate the maze of Web-based library resources… [and] find the answers to their questions.”33 Because of this HBCUs might consider working toward incorporating this service on their library Web sites. • In July 2010, the Department of Justice proposed revisions to Title III of the Americans with Disabilities Act (ADA). The revisions mandate that the Web sites of all places of “public accommodation” which includes all departments within public and private post-secondary institutions provide accessibility to individuals with disabilities by March 2012.34,35 None of the library Web sites examined showed evidence of having begun or reached ADA compliance (additionally, only one site included a statement about how students with disabilities could obtain assistance in the physical library). HBCU library Web site administrators should begin to update their sites so that barriers to access are removed and all library site users will be able to satisfy their information needs. For example, sites should be redesigned to allow use by people using assistive technology such as screen readers. • A number of sites—generally those most lacking in the elements being evaluated—were, frankly, visually unappealing and difficult to navigate intuitively (for example, hyperlinks used ambiguous wording that might confuse a user unfamiliar with the specific library or with general library terminology). HBCU library administrators can maintain contact with the individual(s)
responsible for Web site maintenance to ensure that useful content appears on the library's site. • Online tutorials show users how to “manage the deluge of electronic options [and] evaluate the flood of information retrieved” so that students can address their information wants and needs.36 An essential service is provided to students through these instructional videos. Including tutorials on HBCU library Web sites would likely be well-received by patrons.
Future Research Possibilities • A study of all HBCU library Web sites should be conducted so that comprehensive data are presented that would give HBCU library administrators suggestions for improving the quality and usefulness of their library sites. • A comparative study could be conducted that notes similarities and differences between public and private HBCU library sites. • This study briefly discussed the types of Web 2.0 technology that HBCU Web sites expose users to. Research is needed that examines how students at HBCUs use Web 2.0 tools for meeting their information needs and how HBCU libraries use these technologies to communicate with patrons. • Research could be conducted to explore how HBCU library administrators and staff assess their patrons' technology needs in order to make decisions about library Web site design. • Data could be collected about how HBCU library personnel receive and implement technology training so that they stay abreast of emerging trends. • A study could be conducted that examines the financial structure of HBCUs in general and their libraries specifically. Doing so might give insight into financial factors that might impact the availability of certain electronic library resources.
CONCLUSION HBCUs have long, proud histories of educating African American students who pursue varied academic and career opportunities. As an example of this, Michelle Nealy37 reported that Bennett College and Spelman College “produce over half of the nation's Black women who go on to earn doctorates in all science fields.”38 As the Library and Information Studies field continues to strive toward understanding how the STEM (science, technology, engineering, and mathematics) pipeline is populated, it is important to note the unique and important role that HBCUs play in higher education. Even though some individuals have criticized them as inferior institutions, the fact is that HBCUs graduate approximately 23 percent of African American students annually even though they make up just three percent of the total population of the nation's post-secondary institutions. 39 To be competitive with graduates from non-HBCUs, students at these schools must have the same educational opportunities including libraries with up-to-date materials and Web sites with the most current technological applications. While non-HBCU library sites exhibited the elements that were being considered at a higher percentage than those of HBCUs, data collected showed that in nine of 11 categories, the majority of HBCU libraries had Web sites that incorporated the elements being evaluated which indicate that HBCUs have invested time and resources toward improving technology on their campuses. Analyzing each category revealed areas that HBCU library administrators can consider addressing that would give library site visitors increased access to library materials and services and more opportunities for information access. Findings indicate that HBCUs may still face some challenges in technological service provision but the schools and their libraries are aware of the need to stay current with the information needs of 21st century academic library patrons and are actively striving to bridge the digital divide.
“While non-HBCU library sites exhibited the elements that were being considered at a higher percentage than those of HBCUs, data collected showed that in nine of 11 categories, the majority of HBCU libraries had Web sites that incorporated the elements being evaluated which indicates that HBCUs have invested time and resources toward improving technology on their campuses.”
Acknowledgments: The author wishes to thank Thomas Hill, Dr. Paul T. Jaeger, and Dr. LeKita Scott Dawkins for their expertise, proofreading, and thoughtful critique.
NOTES
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REFERENCES
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14. Megan Oakleaf, “The Value of Academic Libraries: A Comprehensive Research Review and Report,” (Chicago: Association of College and Research Libraries, 2010), Available: http://www.ala.org/ala/mgrps/ divs/acrl/issues/value/val_report.pdf (accessed May 7, 2011). 15. Debra A. Riley-Huff, “Web services as public services: are we supporting our busiest service point?” Journal of Academic Librarianship, 35 no. 1 (January, 2009), 65–74. 16. D.L. Bosseau, “Responsibility and opportunity: moving the library to the forefront,” The Journal of Academic Librarianship, 23, (July, 1997), 313–314. 17. Elaine Jayne & Patricia Vander Meer, “The library's role in academic instructional use of the World Wide Web,” Research Strategies, 15, no. 3 (1997), 123–150. 18. Norm Medeiros, “Academic library Web Sites: from public relations to information gateway,” College & Research Library Libraries News, 60 no. 7 (July/August 1999), 527–529. 19. Medeiros, 1999, 527. 20. Daniel Xiao, Anne M. Pixey, & Alan Cornish, “Library services through the World Wide Web,” Public-ccess Computer Systems Review, 8 no. 4 (1997), 15–25. Available: http://epress.lib.uh.edu/ pr/v8/n4/xiao8n4.html (accessed May 7, 2011). 21. Triveni Kuchi, “Communicating mission: an analysis of academic library Web sites,” The Journal of Academic Librarianship, 32, no. 2 (2006), 148–154. 22. Brian Detlor & Vivian Lewis, “Academic library Web sites: current practice and future directions,” The Journal of Academic Librarianship, 32, no. 3 (May, 2006), 251–258. 23. Agingu, “Library Web sites at Historically Black Colleges and Universities,” 33. 24. Kyle Sweitzer & Fredericks Volkwein, “Prestige among graduate and professional schools: comparing the U.S. news' graduate school reputation ratings between disciplines,” Research in Higher Education, 50, no. 8 (December, 2009), 812–836. 25. U.S. News & World Report, “Best Colleges 2011: Historically Black Colleges and Universities Ranking,” (2011), Available: http:// colleges.usnews.rankingsandreviews.com/best-colleges/hbcurankings/(accessed May 7, 2011). 26. The Carnegie classification system is widely recognized as being a credible source for describing the student and academic diversity of U.S. colleges and universities.
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27. The Carnegie Foundation for the Advancement of Teaching. “Classification Description,” Available: http://classifications. carnegiefoundation.org/descriptions/size_setting.php(accessed May 7, 2011). 28. In this study, the institutions fell into the categories of (1) doctorate-granting universities which awarded at least 20 research doctoral degrees in the year they were examined; (2) master's colleges and universities which awarded at least 50 master's degrees and fewer than 20 doctoral degrees; and (3) baccalaureate colleges where bachelor's degrees represent at least ten per cent of all undergraduate degrees and where fewer than 50 master's degrees and fewer than 20 doctoral degrees were awarded. 29. Agingu, “Library Web sites at Historically Black Colleges and Universities.” 30. Detlor and Lewis, “Academic library Web sites,” 2006. 31. Virginia C. Feher, “Library home page design: the artist-librarian perspective,” Georgia Library Quarterly, 47 no. 2 (2010), 12–14. 32. Yong-Mi Kim & June Abbas, “Adoption of library 2.0 functionalities by academic libraries and users: a knowledge management perspective,” Journal of Academic Librarianship, 36 no. 3 (May, 2010), 211–218. 33. Vince Mariner & Lucy Harrison, “Florida's “Ask a Librarian” service—a collaborative success,” Florida Libraries, 47 no, 1 (Spring, 2004), 8–9. 34. Department of Justice, “Nondiscrimination on the Basis of Disability; Accessibility of Web Information and Services of State and Local Government Entities and Public Accommodations,” (July 2010). Available: http://www.ada.gov/anprm2010/web%20anprm_2010. htm(accessed May 7, 2011). 35. Department of Justice, “Revised ADA Regulations Implementing Title II and Title III,” (November 2010), Available: http://www.ada. gov/regs2010/ADAregs2010.htm(accessed May 7, 2011). 36. Mary Ann Tricarico, Susan von Daum Tholl, & O'Malley Elena, “Interactive online instruction for library research: the small academic library experience,” The Journal of Academic Librarianship, 27 no. 3 (May 2001), 220–223. 37. Michelle J. Nealy, “Pride and peril: Historically Black Colleges and Universities,” Diverse Issues in Higher Education, 26 no. 14 (2009), 18–19. 38. Nealy, “Pride and peril”, 19. 39. Ibid.
Historically Black Colleges and Universities (HBCUs) are post-secondary institutions which, at one time, were considered to be particularly affected by the digital divide. Research study results have suggested the need for HBCUs to continuously increase campus technology. Guided by four research questions, this study examines the current state of electronic access at HBCUs by analyzing 20 library Web sites. Study findings discuss the extent to which the sites provide patrons with access to library materials and services. Non-HBCU library Web sites are also analyzed to add an element of comparison and contrast. Findings indicate that HBCUs still face some challenges in technological service provision but their library Web sites show evidence of progress being made to bridge the digital divide.
INTRODUCTION Historically Black Colleges and Universities (HBCUs) are postsecondary institutions defined by the Higher Education Act of 1965 as “any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans.”1 HBCUs comprise a network of 105 public and private institutions. Each year these schools educate over 300,000 students from various racial, ethnic, and socioeconomic backgrounds, though the majority are African American.2 A report prepared for the U.S. Department of Commerce in 2000 painted a grim picture of the state of technology access at HBCUs.3 At the time that the report was published, its authors stated that it was imperative that these schools take measures to close the digital divide— the gap between people (and in this case, institutions) with access to technology and those without—by implementing strategies to improve technology. The authors suggested that if this did not occur, HBCUs might face difficulty in “taking advantage of funding, innovations, and increased competitiveness in the field of higher education.”4 Six years after the Department of Commerce report, an article was published suggesting that HBCUs had made many improvements in advancing their technological infrastructures, but that each institution still needed to implement methods to appropriately assess their technical needs and find ways to support and continuously increase campus technology.5 This study considers the state of the digital divide at HBCUs by using the academic library as the lens through which the topic is viewed. HBCU library Web sites served as units of analysis to examine the current level to which the sites provide users with digital access to library materials and services.
STUDY PURPOSE AND RESEARCH QUESTIONS
Renee Franklin Hill, Syracuse University, 312 Hinds Hall, Syracuse, NY 13244, USA
6
HBCUs and the libraries that house materials to support their curricular missions have been in existence for hundreds of years but library and information science literature is virtually silent about them. For example, a subject search in WilsonWeb for “historically black college,” “historically black college librar*,” and “college and university libraries (black)” produced only 22 results, most of which represented conference proceedings, brief editorials, and news articles. The most recent scholarly article on the subject of HBCU libraries—Beatrice Agingu's study of the usefulness of HBCU library Web sites—was published eleven years ago.6 This paucity of scholarly inquiry into an environment with the potential to generate an abundance of research questions and areas for exploration is what led to the current study. This study analyzes selected HBCU library Web sites with the purpose of reporting the current state of their digital environments. The study is intended to make a contribution to the
The Journal of Academic Librarianship Volume 38, Number 1, pages 6–12
general topic of academic librarianship and provide a needed update and addition to the scholarly record concerning HBCU libraries. The study also intends to bring scholarly attention to HBCU libraries and encourage research about their Web sites and the resources they provide to and for students. The study is guided by four research questions: RQ 1—Do HBCU library Web sites provide users with electronic access to library materials and services? RQ 2—Do HBCU library Web sites provide users with ways to get reference assistance electronically? RQ 3—Do HBCU library Web sites provide users with information about the physical library? RQ 4—Do HBCU library Web sites expose users to Web 2.0 technology?
LITERATURE REVIEW HBCUS in Perspective On February 26, 2010, President Barack Obama signed an executive order (Promoting Excellence, Innovation, and Sustainability at Historically Black Colleges and Universities) that affirmed the significance of HBCUs in providing educational opportunities for students. This executive order renewed the White House Initiative on HBCUs and extended the work of former Presidents Carter (in 1980), Reagan (in 1981), George H.W. Bush (in 1989), Clinton (in 1993), and George W. Bush (in 2002). HBCUs collectively employ what is described as a “legacy of intentionality” a deliberate method of providing vital academic and social support to students that might not be available to them at other institutions.7 President Obama's initiative put forth a set of core tasks intended to “increase the capacity of HBCUs to provide the highestquality education to a greater number of students.”8
“[Historically Black Colleges and Universities] collectively employ what is described as a “legacy of intentionality” a deliberate method of providing vital academic and social support to students that might not be available to them at other institutions.”
In recent writings, the idea has been posited that HBCUs currently lag behind “traditional” (predominately White) colleges and universities and do not have many of the resources necessary to adequately prepare students for successful entry into graduate degree programs or careers.9,10 However, for the large part, HBCUs have been praised for creating spaces where students of color could be educated when they would otherwise not have been welcomed during times of segregation.11,12 Research has suggested that HBCUs are places where enrolled students, most of whom are African American, can expect to receive educational support from an environment committed to “offering challenges, providing comfort, holding up culture, and delivering opportunity.”13 Today, these institutions have expanded their reach to include students from a variety of racial backgrounds.
Academic Library Web Sites An academic library exists to support the curricular mission of the college or university at which it is located.14 It can be surmised that academic libraries strive to uphold an institution's educational goals and that the intent of academic library Web sites is to provide access to the materials students need as well as support faculty.15 In a foreshadowing of how pervasive and essential Web sites would become, early articles on the topic urged academic library administrators to embrace technology advancements and become actively
involved in delivering information to patrons electronically.16,17 In 1999, Medeiros18 noted that library Web sites had “come a long way”19 in their ability to move from being simple “splash” pages with minimum content to more sophisticated information gateways that could serve as content-rich, standalone sites. While no definitive list of criteria exists for determining the usefulness of academic library Web sites, a number of studies have been conducted to uncover the elements that help a college library Web site to be of optimal benefit for its visitors. For example, Xiao et al. described how library home pages at Texas A&M University were used as effective methods for virtually reaching patrons.20 Triveni Kuchi examined 111 academic library Web sites for the presence or absence of mission statements. According to the researcher, these statements are necessary for a library to be able to communicate to its stakeholders its vision and share its responses to change.21 Detlor and Lewis analyzed academic library Web sites for the presence of 33 elements they deemed essential for identifying what they termed “robust library Web sites” that provide users with access to a variety of content and resources.22 Only one researcher has examined HBCU library Web sites. In an article published in January 2000, Beatrice O. Agingu examined the issue of the level of usefulness of library Web sites at public HBCUs in states in the Southeastern portion of the U.S. In comparing the library Web sites of HBCUs with those from non-HBCUs, the researcher concluded that HBCU sites were “still lagging behind in terms of the resources and services they provide via their Web sites.”23
METHODS HBCU Selection In order to generate a list of HBCU library Web sites to analyze, the 2011 ranking of HBCUs issued by U.S. News & World Report (USNWR) was used to identify HBCUs that were ranked as the top 25. USNWR has published college rankings since 1983 and is considered one of the most popular sources for providing a basis for comparing post-secondary institutions. The rankings have come to be seen as a measure of prestige; many schools, colleges, and universities (including some of the HBCUs in this study) proudly post their USNWR rating on their Web sites and recruitment materials.24 Institutions that appear in USNWR lists achieve their ranking based upon the Report's weighting formula that includes (1) peer assessment (weighted 25 percent) defined as opinions from the “top academics [who are] in a position to judge a school's undergraduate academic excellence”25; (2) retention (weighted 25 percent) which the Report measures by noting the proportion of students who graduate from the institution in six years or less and the freshman retention rate; (3) faculty resources (weighted 20 percent); (4) student selectivity (weighted 15 percent) which is determined by factoring such things as SAT/ACT scores and acceptance rates; (5) financial resources (weighted 10 percent); and (6) alumni giving rate (weighted 5 percent). Once the top 25 HBCUs were listed, an institutional profile was created for each that displayed basic demographic data and each school's current Carnegie classification (Fig. 1).26
Non-HBCU Selection To establish a basis for comparison and contrast, non-HBCU library Web sites were also evaluated and were selected via a purposive sampling method that allowed for choosing non-HBCUs with similar Carnegie classifications (see Fig. 2 for an explanation of each classification category). School size is a particularly important attribute to consider because enrollment size likely impacts the institution's culture, finances, and structure.27 A school's degree awarding activities (which the Carnegie Foundation terms “Basic Classification28”) give an example of the types of students who earn degrees there and thus an indication of the types of resources that may be needed at the institution.
January 2012 7
Figure 1 Demographic information for Top 25 HBCUs as ranked by U.S. News & World Report. **Denotes institutions with tied rankings. Rank
HBCU Name
Location
Type
Student Population
Carnegie Basic Classification (Size/Setting & Degree)
1
Spelman College
Atlanta, GA
Private
2,229
S4/HR, Bac/A&S
2 3
Howard University Morehouse College
Washington, DC Atlanta, GA
Private Private
10,573 2,689
4
Hampton University
Hampton, VA
Private
5,402
5
Tuskegee University
Tuskegee, AL
Private
2,931
6
Xavier University of Louisiana
New Orleans, LA
Private
3,338
7
Fisk University
Nashville, TN
Private
650
8
Claflin University
Orangeburg, SC
Private
1,860
9
Dillard University
New Orleans, LA
Private
1,011
10
Tougaloo College
Tougaloo, MS
Private
939
11
North Carolina Central University
Durham, NC
Public
8,587
12 12 14 15 15
**Florida A&M University **North Carolina A&T University South Carolina State University **Jackson State University **Johnson C. Smith University
Tallahassee, FL Greensboro, NC Orangeburg, SC Jackson, MS Charlotte, MS
Public Public Public Public Private
12,274 10,614 4,538 8,783 1,466
17
**Delaware State University
Dover, DE
Public
3,609
17
**Elizabeth City State University
Elizabeth City, NC
Public
3,264
19
Winston-Salem State University
Winston-Salem, NC
Public
6,427
20 20 22 23
**Morgan State University **Tennessee State University Clark Atlanta University **Alcorn State University
Baltimore, MD Nashville, TN Atlanta, GA Alcorn State, MS
Public Public Private Public
7,226 8,824 3,873 3,334
23
**Bennett College
Greensboro, NC
Private
766
25
**Fort Valley State University
Fort Valley, GA
Public
3,553
25
**Virginia State University
Petersburg, VA
Public
5,366
M4/HR, RU/H S4/HR, Bac/A&S M4/HR, Master’s M S4/HR, Bac/Diverse M4/R, Bac/A&S VS4/HR, Bac/A&S S4/HR, Bac/A&S VS4/R, Bac/A&S VS4/HR, Bac/A&S M4/R, Master’s L L4/HR, DRU M4/R, DRU M4/HR, DRU M4/R, RU/H S4/HR, Bac/A&S M4/HR, Master’s M S4/HR Bac/Diverse M4/R, Master’s M M4/R, DRU M4/R, DRU M4/R, DRU S4/HR, Master’s M VS4/HR, Bac/A&S M4/HR, Bac/Diverse M4/HR, Master’s S
One non-HBCU per classification category was selected at random using the Carnegie Foundation Web site's institution lookup function (Fig. 3 contains data about each non-HBCU selected). Each non-HBCU's library Web site was then analyzed for the presence or absence of each element by which the HBCU library Web sites were evaluated.
that were deemed highly indicative of a Web site that provided digital access to information (Fig. 4). That is, each site was examined for evidence that users could (1) access resources and services electronically, (2) communicate electronically with library personnel, (3) obtain information about the physical library space, and (4) connect to Web 2.0 technology (such as social networking sites, blogs, and wikis).
Web Site Evaluation A coding spreadsheet was created that consisted of elements relevant for evaluating the robustness of each library's Web site. Web site assessment criteria included in the codebook were determined based upon criteria found in Agingu's29 and Detlor and Lewis's study30
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FINDINGS From the original listing of 26 HBCUs, a total of 20 HBCU library Web sites were analyzed. This number represents the fact that three institutions—Spelman College, Morehouse College, and Clark Atlanta
Figure 2 Carnegie size and degree awarding classifications. (http://classifications.carnegiefoundation.org/ descriptions/size_setting.php; http://classifications.carnegiefoundation.org/descriptions/basic.php). Size Classification
Degree Awarding Classification
VS4/R= Very small four-year, primarily residential VS4/HR= Very small four-year, highly residential S4/HR= Small four-year, highly residential
DRU=Doctoral/Research Universities
M4/R= Medium four-year, primarily residential M4/HR= Medium four-year, highly residential L4/HR= Large four-year, highly residential
University—share a library, thus the site was evaluated only once. Four HBCU library Web sites (at Dillard, Tuskegee, and Xavier Universities and Bennett College) were either partially or completely inaccessible and could not be included in the study.
Electronic Access to Materials and Services All analyzed library Web sites had online catalogs. The online catalogs at all 11 non-HBCU sites provided access to e-journals and ebooks. In comparison, almost all of the HBCU online catalogs provided access to e-journals (n = 19 or 95%) and e-books (n = 18 or 90%). The sites at ten (91%) non-HBCU sites gave patrons the ability to search for course reserve materials through their online catalogs. Seventeen (85%) HBCU sites included course reserves as part of their online catalogs, allowing students to search for materials such as books, book chapters, journal articles, and other resources that their instructors have designated as required reading without having to physically go to the library to check the course reserve desk. As regards services that may be accessed using the library Web sites, several HBCU library sites provided users with the ability to request materials through interlibrary loan (n = 17 or 85%); all of the non-HBCU sites had this ability. HBCU library Web site access declined a bit further where the other elements of service were concerned. For example, just 12 (60%) HBCU sites offered users the ability to renew
RU/H=Research Universities (high research activity) Master's L=Master's Colleges and Universities (larger programs) Master's M= Master's Colleges and Universities (medium programs) Master's S= Master's Colleges and Universities (smaller programs) Bac A&S= Baccalaureate Colleges—Arts & Sciences Bac Diverse= Baccalaureate Colleges— Diverse Fields
items online in comparison with 100% of non-HBCU sites. Only 11 (55%) HBCU library sites offered online tutorials that incorporate audio and video to help users better understand topics essential for productive library use and research. In contrast, 90% of the non-HBCU sites included online tutorials.
Electronic Access to Library Personnel All HBCU and non-HBCU library Web sites provided a way for users to contact the reference librarian via email. Results were evenly divided among HBCU sites that provided live reference assistance (including two that also included a link to a state or consortium run virtual reference service) and those that did not offer live reference assistance. Ten (91%) of 11 non-HBCU sites offered live reference assistance.
Information About Physical Library Space Eight (40%) of the HBCU library Web sites evaluated listed their operating days and times on their home pages. For the 12 sites with home pages that did not list hours of operation, this information was accessible with one mouse click. Only three (27%) non-HBCU sites listed their hours of operation on the home page. As was the case with HBCU library sites, the remaining non-HBCU sites provided library operating hours with one mouse click.
Figure 3 Non-HBCU comparison sites.
1 2 3 4 5 6 7 8 9 10 11
College/University Name
Location
Type
Student Population
American University High Point University Ashland University Longwood University Christopher Newport University University of Maine Arkansas Tech University Bluffton University Eckerd College New Mexico Institute of Mining and Technology Agnes Scott College
Washington, DC High Point, NC Ashland, OH Farmville, VA Newport News, VA Orono, ME Russellville, AR Bluffton, OH Saint Petersburg, FL Socorro, NM
Private Private Private Public Public Public Public Private Private Public
12,241 3,603 6,300 4,832 4,952 11,894 8,814 1,127 2,520 1,761
Carnegie Basic Classification (Size/Setting & Degree) L4/HR, DRU M4/HR, Bac/Diverse M4/HR, DRU M4/HR, Master’s M M4/HR, Master’s S M4/R, RU/H M4/R, Master’s L S4/HR, Bac/Diverse S4/HR, Bac/A&S S4/HR, Master’s M
Decatur, GA
Private
868
VS4/HR, Bac/A&S
January 2012 9
Figure 4 Assessment criteria for academic library Web sites. 1 2 3 4 5 6 7 8 9 10 11
Assessment Criteria Is the catalog available online? Does the online catalog provide access to e-journals? Does the online catalog provide access to e-books? Are course reserves part of the online catalog? Can users request ILL materials through the library’s Web site? Can users renew items online? Do online tutorials exist? Are library operation hours listed on the home page? Is live reference assistance available through the library's Web site? Is email reference assistance available? Does the site contain or have links to Web 2.0 technology?
Web 2.0 Evidence Exactly half of the HBCU sites evaluated provided access to Web 2.0 technology (this does not include online tutorials and chat functions) most commonly in the form of RSS feeds, social networking and social bookmarking sites; many gave patrons access to multiple sites. Most commonly, the sites provided links for users to click to access the highly popular social network Facebook (n = 8) and social bookmark site Twitter (n = 7). Two sites included links to the video sharing site YouTube, two linked to My Space, and two library Web sites gave links to Flickr and Delicious. One site gave users 24 links on which to click for access to social network and bookmark communities. All but one nonHBCU library site gave users access to the same Web 2.0 tools as the HBCU sites.
DISCUSSION Analyzing a small sample of HBCU and non-HBCU library Web sites does not allow for broad generalizations about library services at all of these institutions but such analysis does give some insight into the types of electronic access library patrons at HBCUs currently have. For example, it is an encouraging finding that all of the HBCU Web sites had online catalogs (as did the non-HBCU sites). This differs from Agingu's earlier study which found that only 54% of the analyzed HBCU library sites had this feature and suggests that HBCUs have made significant strides in improving their digital environments. When viewed relative to non-HBCU library Web sites, the sites at HBCUs offered comparable access to electronic materials such as ejournals and e-books with a large majority (95% and 90% respectively) of the HBCU sites providing this access in comparison with 100% of the non-HBCU sites. Additionally, a heartening (and serendipitous) finding was that seven of these sites also included separate listings for e-reserves which provided the added benefit of allowing students to access their course reserve documents virtually and that shows an additional and useful digital feature that HBCU library Web sites offer. Where all or almost all non-HBCU library Web sites included electronic access to library services, HBCU library Web sites showed a high rate (90%) of interlibrary loan provision but lower rates of ability for patrons to renew materials (60%) or view instruction about how to use library resources and effectively conduct research (55%). HBCU and non-HBCU library sites were comparable with respect to providing patrons with access to reference librarians via an email link, message box, or both options. However, where 91% of the non-HBCU sites offered a way for users to get live reference help, only 50% of the HBCU sites examined made it possible for site visitors to chat or exchange instant messages with a librarian. While live reference help
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was not provided at the same level as it was on non-HBCU library sites, a positive finding was that four HBCU sites offered a mobile phone number that users could use to ask a question and receive an answer via text message giving patrons one more method of access to rapid assistance. A minority of the library Web sites at both HBCUs and non-HBCUs listed library operation hours on the home page; to their credit, the sites that did not present operating hours on the home page did connect users with this information by placing a link on the home page that took users to the information with one click. Even though library users increasingly turn to their computers to access library resources and services, many patrons still use the actual library building to access physical documents or objects for their information and educational or research needs. Because of this, it is helpful for academic libraries to include information about hours of operation on the home page.31 The term “Web 2.0” is a reference to the myriad improvements to the World Wide Web since its inception. Environments that use Web 2.0 technologies make it possible for high levels of educational and social interaction; library Web sites that utilize Web 2.0 technology can engage site visitors in new ways of knowledge seeking and management.32 Half of the HBCU sites had links to RSS feeds, social networking and bookmarking sites which indicates that they are aware of the large role these outlets have in their users' lives. To provide an even more robust presence, additional Web 2.0 applications could be considered for use such as blogs, wikis, and tagging.
CONSIDERATIONS
FOR
ACTION
AND
RESEARCH
Though this study is not generalizable to all HBCU library Web sites, comparing HBCU library Web sites with those of their similar “traditional” counterparts helps to present important information about electronic access to library materials and services at HBCU libraries. The data collected through this research point toward possibilities for future action and additional research.
Considerations for HBCU Libraries • Virtual reference puts distance users in real time contact with personnel “at a time when they need the assistance of a skilled librarian to help navigate the maze of Web-based library resources… [and] find the answers to their questions.”33 Because of this HBCUs might consider working toward incorporating this service on their library Web sites. • In July 2010, the Department of Justice proposed revisions to Title III of the Americans with Disabilities Act (ADA). The revisions mandate that the Web sites of all places of “public accommodation” which includes all departments within public and private post-secondary institutions provide accessibility to individuals with disabilities by March 2012.34,35 None of the library Web sites examined showed evidence of having begun or reached ADA compliance (additionally, only one site included a statement about how students with disabilities could obtain assistance in the physical library). HBCU library Web site administrators should begin to update their sites so that barriers to access are removed and all library site users will be able to satisfy their information needs. For example, sites should be redesigned to allow use by people using assistive technology such as screen readers. • A number of sites—generally those most lacking in the elements being evaluated—were, frankly, visually unappealing and difficult to navigate intuitively (for example, hyperlinks used ambiguous wording that might confuse a user unfamiliar with the specific library or with general library terminology). HBCU library administrators can maintain contact with the individual(s)
responsible for Web site maintenance to ensure that useful content appears on the library's site. • Online tutorials show users how to “manage the deluge of electronic options [and] evaluate the flood of information retrieved” so that students can address their information wants and needs.36 An essential service is provided to students through these instructional videos. Including tutorials on HBCU library Web sites would likely be well-received by patrons.
Future Research Possibilities • A study of all HBCU library Web sites should be conducted so that comprehensive data are presented that would give HBCU library administrators suggestions for improving the quality and usefulness of their library sites. • A comparative study could be conducted that notes similarities and differences between public and private HBCU library sites. • This study briefly discussed the types of Web 2.0 technology that HBCU Web sites expose users to. Research is needed that examines how students at HBCUs use Web 2.0 tools for meeting their information needs and how HBCU libraries use these technologies to communicate with patrons. • Research could be conducted to explore how HBCU library administrators and staff assess their patrons' technology needs in order to make decisions about library Web site design. • Data could be collected about how HBCU library personnel receive and implement technology training so that they stay abreast of emerging trends. • A study could be conducted that examines the financial structure of HBCUs in general and their libraries specifically. Doing so might give insight into financial factors that might impact the availability of certain electronic library resources.
CONCLUSION HBCUs have long, proud histories of educating African American students who pursue varied academic and career opportunities. As an example of this, Michelle Nealy37 reported that Bennett College and Spelman College “produce over half of the nation's Black women who go on to earn doctorates in all science fields.”38 As the Library and Information Studies field continues to strive toward understanding how the STEM (science, technology, engineering, and mathematics) pipeline is populated, it is important to note the unique and important role that HBCUs play in higher education. Even though some individuals have criticized them as inferior institutions, the fact is that HBCUs graduate approximately 23 percent of African American students annually even though they make up just three percent of the total population of the nation's post-secondary institutions. 39 To be competitive with graduates from non-HBCUs, students at these schools must have the same educational opportunities including libraries with up-to-date materials and Web sites with the most current technological applications. While non-HBCU library sites exhibited the elements that were being considered at a higher percentage than those of HBCUs, data collected showed that in nine of 11 categories, the majority of HBCU libraries had Web sites that incorporated the elements being evaluated which indicate that HBCUs have invested time and resources toward improving technology on their campuses. Analyzing each category revealed areas that HBCU library administrators can consider addressing that would give library site visitors increased access to library materials and services and more opportunities for information access. Findings indicate that HBCUs may still face some challenges in technological service provision but the schools and their libraries are aware of the need to stay current with the information needs of 21st century academic library patrons and are actively striving to bridge the digital divide.
“While non-HBCU library sites exhibited the elements that were being considered at a higher percentage than those of HBCUs, data collected showed that in nine of 11 categories, the majority of HBCU libraries had Web sites that incorporated the elements being evaluated which indicates that HBCUs have invested time and resources toward improving technology on their campuses.”
Acknowledgments: The author wishes to thank Thomas Hill, Dr. Paul T. Jaeger, and Dr. LeKita Scott Dawkins for their expertise, proofreading, and thoughtful critique.
NOTES
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REFERENCES
1. U.S. Department of Education, “White House Initiative on Historically Black Colleges and Universities,” Available: http://www2.ed.gov/ about/inits/list/whhbcu/edlite-index.html (accessed May 7, 2011). 2. Marybeth Gasman, Valerie Lundy-Wagner, Tafaya Ransom, & I.I.I. Nelson Bowman, “Unearthing promise and potential: our nation's Historically Black Colleges and Universities,” ASHE Higher Education Report 35, no. 5 (2010), 1–134. 3. National Association for Equal Opportunity in Higher Education, Historically Black Colleges and Universities: An Assessment of Networking and Connectivity (October 2000). Available: http:// search.ntia.doc.gov/nafeo.pdf. 4. National Association for Equal Opportunity in Higher Education, 2000, 42. 5. Vincent T. Snipes, Walter Ellis, & Joy Thomas, “Are HBCUs up to speed technologically?: one case study,” Journal of Black Studies, 36 (January, 2006), 382–395. 6. Beatrice O. Agingu, “Library Web sites at Historically Black Colleges and Universities,” College & Research Libraries, 61, no. 1 (January, 2000), 30–37. 7. B. Denise Hawkins, “A new agenda for Black land-grants,” Diverse Issues in Higher Education, 27, no. 10 (June, 2010), 10. 8. The White House, “Promoting Excellence, Innovation, and Sustainability at Historically Black Colleges and Universities,” (2010) Available: http://www.whitehouse.gov/the-press-office/ promoting-excellence-innovation-and-sustainability-historicallyblack-colleges-and- (accessed May 7, 2011). 9. Jason L. Riley, “Black colleges need a new mission,” Wall Street Journal, (September, 2010), A.21. Available: http://online.wsj.com/ article/SB10001424052748704654004575517822124077834.html (accessed May 7, 2011). 10. Roland G. Fryer & Michael Greenstone, “The causes and consequences of attending Historically Black Colleges and Universities,” MIT Department of Economics Working Paper No. 07-12, (April 9, 2007), Available: http://ssrn.com/abstract=979336, (accessed May 7, 2011). 11. Diane M. Burnette, “Negotiating tradition: the politics of continuing higher education program planning in public Historically Black Colleges and Universities,” Journal of Continuing Higher Education, 58 no 1 (January/April 2010), 3–11. 12. Kim D. Sydnor, Anita S. Hawkins, & Lorece V. Edwards, “Expanding research opportunities: making the argument for the fit between HBCUs and community-based participatory research,” The Journal of Negro Education, 79, no. 1 (Winter 2010), 79–86. 13. Sandra Nyberg & Lynda Idleman, “The State of Libraries at Historically Black Colleges and Universities: A Comparative Analysis using Data Collected through the Academic Libraries Survey,” (2005), Available: http://www.hbculibraries.org/docs/Stats-report. pdf (accessed May 7, 2011).
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14. Megan Oakleaf, “The Value of Academic Libraries: A Comprehensive Research Review and Report,” (Chicago: Association of College and Research Libraries, 2010), Available: http://www.ala.org/ala/mgrps/ divs/acrl/issues/value/val_report.pdf (accessed May 7, 2011). 15. Debra A. Riley-Huff, “Web services as public services: are we supporting our busiest service point?” Journal of Academic Librarianship, 35 no. 1 (January, 2009), 65–74. 16. D.L. Bosseau, “Responsibility and opportunity: moving the library to the forefront,” The Journal of Academic Librarianship, 23, (July, 1997), 313–314. 17. Elaine Jayne & Patricia Vander Meer, “The library's role in academic instructional use of the World Wide Web,” Research Strategies, 15, no. 3 (1997), 123–150. 18. Norm Medeiros, “Academic library Web Sites: from public relations to information gateway,” College & Research Library Libraries News, 60 no. 7 (July/August 1999), 527–529. 19. Medeiros, 1999, 527. 20. Daniel Xiao, Anne M. Pixey, & Alan Cornish, “Library services through the World Wide Web,” Public-ccess Computer Systems Review, 8 no. 4 (1997), 15–25. Available: http://epress.lib.uh.edu/ pr/v8/n4/xiao8n4.html (accessed May 7, 2011). 21. Triveni Kuchi, “Communicating mission: an analysis of academic library Web sites,” The Journal of Academic Librarianship, 32, no. 2 (2006), 148–154. 22. Brian Detlor & Vivian Lewis, “Academic library Web sites: current practice and future directions,” The Journal of Academic Librarianship, 32, no. 3 (May, 2006), 251–258. 23. Agingu, “Library Web sites at Historically Black Colleges and Universities,” 33. 24. Kyle Sweitzer & Fredericks Volkwein, “Prestige among graduate and professional schools: comparing the U.S. news' graduate school reputation ratings between disciplines,” Research in Higher Education, 50, no. 8 (December, 2009), 812–836. 25. U.S. News & World Report, “Best Colleges 2011: Historically Black Colleges and Universities Ranking,” (2011), Available: http:// colleges.usnews.rankingsandreviews.com/best-colleges/hbcurankings/(accessed May 7, 2011). 26. The Carnegie classification system is widely recognized as being a credible source for describing the student and academic diversity of U.S. colleges and universities.
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27. The Carnegie Foundation for the Advancement of Teaching. “Classification Description,” Available: http://classifications. carnegiefoundation.org/descriptions/size_setting.php(accessed May 7, 2011). 28. In this study, the institutions fell into the categories of (1) doctorate-granting universities which awarded at least 20 research doctoral degrees in the year they were examined; (2) master's colleges and universities which awarded at least 50 master's degrees and fewer than 20 doctoral degrees; and (3) baccalaureate colleges where bachelor's degrees represent at least ten per cent of all undergraduate degrees and where fewer than 50 master's degrees and fewer than 20 doctoral degrees were awarded. 29. Agingu, “Library Web sites at Historically Black Colleges and Universities.” 30. Detlor and Lewis, “Academic library Web sites,” 2006. 31. Virginia C. Feher, “Library home page design: the artist-librarian perspective,” Georgia Library Quarterly, 47 no. 2 (2010), 12–14. 32. Yong-Mi Kim & June Abbas, “Adoption of library 2.0 functionalities by academic libraries and users: a knowledge management perspective,” Journal of Academic Librarianship, 36 no. 3 (May, 2010), 211–218. 33. Vince Mariner & Lucy Harrison, “Florida's “Ask a Librarian” service—a collaborative success,” Florida Libraries, 47 no, 1 (Spring, 2004), 8–9. 34. Department of Justice, “Nondiscrimination on the Basis of Disability; Accessibility of Web Information and Services of State and Local Government Entities and Public Accommodations,” (July 2010). Available: http://www.ada.gov/anprm2010/web%20anprm_2010. htm(accessed May 7, 2011). 35. Department of Justice, “Revised ADA Regulations Implementing Title II and Title III,” (November 2010), Available: http://www.ada. gov/regs2010/ADAregs2010.htm(accessed May 7, 2011). 36. Mary Ann Tricarico, Susan von Daum Tholl, & O'Malley Elena, “Interactive online instruction for library research: the small academic library experience,” The Journal of Academic Librarianship, 27 no. 3 (May 2001), 220–223. 37. Michelle J. Nealy, “Pride and peril: Historically Black Colleges and Universities,” Diverse Issues in Higher Education, 26 no. 14 (2009), 18–19. 38. Nealy, “Pride and peril”, 19. 39. Ibid.