Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Abstract

This perspective essay explores Gasman & Arroyo’s (2014) HBCU-inspired framework for Black student success as a prism for re-envisioning LIS education. In response to calls for anti-hegemonic LIS education, the authors discuss a potential tool for Black student success and suggest its benefits to LIS education. The framework can introduce non-white, anti-racist educational practices to the work of educating the US library workforce; it is relevant in light of ongoing racial and political strife in US society.