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ARTICLE 

Diversity, Equity & Inclusion Statements on Academic 
Library Websites 
An Analysis of Content, Communication, and Messaging 
Eric Ely 

 

INFORMATION TECHNOLOGY AND LIBRARIES | DECEMBER 2021  
https://doi.org/10.6017/ital.v40i4.13353 

Eric	Ely	(eely@wisc.edu)	is	a	PhD	candidate	in	the	Information	School,	University	of	
Wisconsin-Madison.	©	2021.	

ABSTRACT	

Post-secondary	education	in	the	21st	century	United	States	is	rapidly	diversifying,	and	institutions’	
online	offerings	and	presence	are	increasingly	significant.	Academic	libraries	have	an	established	
history	of	offering	virtual	services	and	providing	online	resources	for	students,	faculty,	staff,	and	the	
general	public.	In	addition	to	these	services	and	resources,	information	on	academic	library	websites	
can	contribute	to	an	institution’s	demonstration	of	value	placed	on	diversity,	equity,	and	inclusion	
(DEI).	This	article	analyzes	the	DEI	statements	of	a	library	consortium’s	member	websites	to	explore	
how	these	statements	contribute	to	institutional	construction	of,	and	commitment	to,	diversity,	
equity,	and	inclusion.	Descriptive	analysis	revealed	12	of	16	member	libraries	had	explicitly	labeled	
DEI	statements	in	November	2020,	with	an	additional	member	updating	their	website	to	include	such	
a	statement	in	early	2021.	Content	analysis	examined	how	the	existing	statements	contributed	to	
institutional	value	of	and	commitment	to	DEI,	and	multi-modal	theory	explored	the	communicative	
aspects	of	DEI	statement	content.	Analysis	revealed	vague	conceptualizations	of	diversity	and	
library-centered	language	in	DEI	statements,	while	a	subset	of	statements	employed	anti-racist	and	
social	justice	language	to	position	the	library	as	an	active	agent	for	social	change.	Implications	and	
avenues	for	future	research	are	discussed.	

INTRODUCTION	

According	to	the	National	Center	for	Education	Statistics,	44%	of	US	resident	students	attending	
US	degree-granting	postsecondary	institutions	were	non-white	during	the	Fall	2017	term.1	
Academic	libraries	can	utilize	their	online	presence	to	engage	diverse	students.	These	sites	
provide	users	with	various	services,	resources,	and	information.	The	convenience	of	remote	
access	may	encourage	physical	library	use	and	encourage	lasting	library	utilization.	Clearly	
demonstrating	institutional	values	of	diversity,	equity,	inclusion	(DEI)	sends	a	message	to	users.	
Given	the	amount	and	variety	of	content	on	academic	library	websites,	creating	a	shared	vision	
regarding	the	purpose	of	academic	library	websites	is	challenging.2	As	instances	of	racial	
discrimination	and	marginalization	continually	occur	within	society,	academic	libraries	can	
position	themselves	as	agents	for	social	justice	via	the	presence	and	content	of	DEI	statements.	In	
addition	to	social	justice	and	student	demographics,	professional	values,	outlined	in	the	American	
Library	Association’s	Bill	of	Rights,	demonstrate	the	need	for	academic	libraries	to	adequately	
serve	non-white	students.3	This	article	examines	the	DEI	statements	on	academic	library	websites	
and	examines	the	presence,	or	lack	thereof,	and	content	of	these	statements	to	address	the	
following	research	question:	How	do	DEI	statements	on	academic	library	websites	contribute	to	
the	construction	of	institutional	value	of	diversity,	equity	and	inclusion?	



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LITERATURE	REVIEW	

Literature	regarding	DEI	in	academic	libraries	is	plentiful.4	In	addition	to	abundant	scholarly	
research,	the	Association	of	College	and	Research	Libraries	(ACRL)	addressed	diversity	via	the	
“Diversity	Standards:	Cultural	Competency	for	Academic	Libraries,”	while	equity,	diversity	and	
inclusion	are	part	of	ACRL’s	timeless	core	ideology.5	The	Association	of	Research	Libraries	(ARL)	
has	similarly	addressed	diversity	via	the	SPEC	Kit	356:	Diversity	and	Inclusion,	which	compiled	
information	regarding	recruitment	and	retention	of	minority	librarians,	strategies	for	fostering	
inclusive	workplaces,	and	diversity	programs	and	assessment.6	Additionally,	the	American	Library	
Association	(ALA)	announced	the	formation	of	a	joint	task	force	to	create	a	framework	for	cultural	
proficiencies	in	racial	equity.7	Despite	ample	research	and	professional	attention	to	DEI,	
surprisingly,	no	studies	have	explicitly	examined	academic	library	DEI	statements	and	few	studies	
have	examined	diversity	content	on	library	websites.	

Academic	Libraries	and	DEI	Statements	
Examining	website	diversity	content,	Mestre	reviewed	107	ARL	member	websites	for	the	
presence	and	visibility	of	diversity	content.8	Employing	content	analysis,	Mestre	found	that	
diversity	language	which	focused	on	ethnic	and	racial	diversity,	particularly	for	Black,	Latinx,	
Native	Americans,	and	Asian	Americans,	was	most	included	in	a	strategic	plan	(37%,	n=39)	and	in	
a	values	statement	(27%,	n=29).	Member	sites	that	included	diversity	in	a	mission	(16%,	n=17),	
vision	(14%,	n=15)	or	diversity	(13%,	n=14)	statement	were	less	frequent.	Generally,	across	types	
of	diversity-related	links	and	information,	diversity	content	was	limited	on	the	ARL	sites	and,	
when	present,	was	often	difficult	to	find,	situated	deeply	within	a	website	behind	multiple	layers,	
or	requiring	a	site	search	to	locate.	

Academic	Library	Mission	Statements	
Expanding	the	scope	to	include	mission	statements	yields	literature	that	examines	communicating	
purpose.	Salisbury	and	Griffis	examined	the	presence	and	placement	of	mission	statements	on	113	
ARL	websites.9	Operating	under	the	principle	that	considers	website	content	as	hierarchical	(e.g.,	
the	most	important	information	is	most	visible),	the	authors	documented	the	number	of	steps	
necessary	to	reach	the	library’s	mission	statement.	Eighty-four	percent	(n=95)	of	library	websites	
contained	a	mission	statement	and	3.5%	(n=4)	of	libraries	contained	a	direct	link	from	the	
homepage.	The	authors	identified	a	visibility	issue,	as	mission	statements	on	14%	(n=16)	of	
websites	required	one	click	to	access,	but	only	four	were	clearly	labeled	as	mission	statements.	
Despite	this	issue,	Salisbury	and	Griffis	found	that	mission	statements	were	available	in	two	steps	
or	fewer	in	over	60%	(n=72)	of	libraries.	The	authors’	findings	indicate	that	academic	libraries	
acknowledge	the	need	to	make	their	mission	statements	more	visible	to	various	stakeholders.	

Academic	libraries	are	responsible	to	the	institutions	within	which	they	are	situated,	making	their	
institutions	a	primary	stakeholder.	Wadas	employed	discourse	analysis	and	compared	library	and	
institutional	mission	statements	from	44	colleges	and	universities	and	found	14	(31.8%)	
institutions,	“showed	a	discernable	degree	of	agreement	between	the	college	or	university	and	
library	mission	statements,”	while	the	remaining	30	showed	none.10	Like	Salisbury	and	Griffis’	
finding	regarding	the	lack	of	explicit	labeling,	Wadas	also	identified	a	labeling	inconsistency	
regarding	the	information	in,	and	purpose	of,	each	statement	type.	Wadas’	analysis	also	identified	
a	prevailing	sense	of	vagueness	across	college/university	and	academic	library	mission	
statements,	further	contributing	to	confusion	regarding	statements’	purpose	and	intended	
messages.11	



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Mission	Statements,	Strategic	Plans	and	Diversity:	Content	Analyses	
Wilson,	Meyer,	and	McNeal	examined	institutional	mission	statements	and	other	diversity-related	
content	on	80	websites	of	institutions	of	higher	education	in	the	United	States.12	Fifty-nine	(75%)	
referenced	diversity	in	their	mission	statements	and	52	(65%)	had	a	separate	diversity	statement.	
Of	these	statements,	Wilson	et	al.	found	most	diversity	references	fell	into	two	areas:	population	
demographics	(student	body	racial	or	ethnic	composition)	and	cultural	vitality	(incorporating	
various	cultures	within	the	campus	community).	Of	the	59	institutions	that	referenced	diversity	in	
the	mission	statement,	63%	were	related	to	changing	student	demographics,	while	55%	
referenced	cultural	diversity.	Furthermore,	less	than	10%	of	the	statements	included	language	
that	fell	into	both	categories,	indicating	institutions	conceptualized	diversity	in	one	area	or	the	
other.	In	addition	to	formal	mission	statements,	Wilson	et	al.	found	that	52	(65%)	of	the	
institutions	contained	other	diversity	content.	Given	these	findings,	the	authors	state	their	
disappointment	in	the	25%–35%	of	institutions	that	did	not	include	diversity	content	in	official,	
primary	statements.		

Recognizing	the	rapid	developments	affecting	the	LIS	field,	Saunders	employed	content	analysis	
and	examined	the	publicly	available	strategic	plans	of	63	ACRL	institutions.13	Saunders’	analysis	
indicated	that	while	40	(63.5%)	libraries	alluded	to	institutional	mission,	goals,	or	strategic	plan	
to	some	degree,	only	17	(27%)	made	explicit	connections,	results	similar	to	Wadas’	findings.14	
Regarding	specific	content,	Saunders	categorized	themes	into	three	tiers:	major	emphasis	(>75%	
of	strategic	plans),	second	tier,	and	other	areas	of	emphasis.	Saunders’	analysis	revealed	that	
strategic	plan	diversity	content	was	a	second-tier	issue	related	to	library	staff.	Saunders	found	the	
term	diversity	was	used	in	two	ways:	to	refer	to	expertise,	skills,	and	abilities;	and	to	delimitate	
demographic	characteristics,	including	ethnicity,	nationality,	or	language.15	Like	Wilson	et	al.,	
Saunders’	findings	demonstrate	academic	libraries’	recognition	of	the	importance	of	diversity	in	
higher	education.16	

METHODOLOGY	

This	study	employed	content	analysis	and	examined	UBorrow	consortium	members’	library	
websites	(see	appendix	A	for	a	list)	for	the	presence	and	content	of	DEI	statements.	UBorrow	is	an	
interlibrary	loan	service	comprised	of	Big	Ten	Academic	Alliance	members,	plus	the	University	of	
Chicago	and	the	Center	for	Research	Libraries,	in	which	“users	at	member	institutions	are	granted	
access	to	the	collective	wealth	of	information	of	the	entire	consortium.”17	UBorrow	members	
leverage	individual	campus	resources	to	collaboratively	assist	the	academic	pursuits	of	students	
and	faculty	of	each	institution	via	the	expedited	sharing	of	resources.	These	libraries	were	chosen	
as	a	representation	of	a	model	consortium	and	are	a	reasonable	focus	for	examination.		

Content	analysis	is	a	research	technique	for	making	replicable	and	valid	inferences	from	texts	or	
other	forms	of	contextually	based	data.	It	allows	for	data	analysis	“in	view	of	the	meanings,	
symbolic	qualities,	and	expressive	contents	they	have	and	of	the	communicative	roles	they	play	in	
the	lives	of	the	data’s	sources”.18	Content	analysis	provides	a	foundation	for	understanding	how	
messages	and	meanings	are	constructed.	As	such,	content	analysis	is	appropriate	to	analyze	the	
content	and	meanings	of	DEI	statements	on	UBorrow	websites.	

Additionally,	this	study	utilized	multimodal	theory,	particularly	Lemke’s	hypermodality	and	three	
communicative	acts:	organizational,	presentational,	and	orientational.19	Examining	DEI	
statements	as	multimodal	texts	allows	for	the	analysis	of	meaning	making	and	construction	across	



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each	type	of	act.	Just	as	users	make	meanings	across	sentences,	paragraphs,	and	pages,	users	
likewise	make	meanings	from	the	ways	in	which	they	interact	with	digital	information.20	The	
organizational	aspect	provides	a	way	to	examine	the	spatial	arrangement	of	library	websites,	for	
example,	libraries	that	dedicate	entire	webpages	to	DEI	statements	or	those	in	which	these	
statements	share	pages	with	other	content.	Content	analysis	provides	a	way	of	examining	the	
presentational	aspect	of	information,	the	ideational	content	of	texts,	in	this	case	how	DEI	
statements	are	presented	on	UBorrow	websites.	Content	analysis	also	provides	a	way	to	examine	
the	orientational	aspect,	which	indicates	the	nature	of	the	communicative	relationship,	via	
exploring	how	libraries	establish	relations	with	whom	they	are	communicating,	for	example,	how	
the	presence	of	DEI	statements	positions	libraries	as	conscientious	entities	engaged	in	the	
promotion	of	diverse	and	inclusive	environments.	

I	examined	each	UBorrow	member	website	for	an	explicit	DEI	statement.	Informed	by	previous	
literature,	I	created	an	Excel	spreadsheet	and	entered	data	from	each	institution	including:	
institution	name,	library	website	URL,	DEI	statement	(Yes/No),	homepage	link	(Yes/No),	DEI	
statement	URL,	and	notes	following	a	standardized	process.	First,	I	recorded	the	library’s	
homepage.	Next,	I	searched	the	homepage	for	a	DEI	statement	link.	If	found,	I	indicated	the	
presence	in	the	Yes/No	columns	and	recorded	the	URL.	Only	direct	links	to	library	DEI	statements	
were	marked	as	yes	in	the	homepage	link	column.	If	no	homepage	link	existed,	I	searched	the	
library	websites	using	the	following	terms:	diversity,	equity,	and	inclusion.	When	it	was	difficult	to	
locate	DEI	statements,	I	utilized	the	chat	feature	or	e-mailed	library	administrators	to	ensure	I	was	
not	overlooking	relevant	information.	I	conducted	an	initial	search	in	July	2020	and	a	subsequent	
search	in	November	2020.	No	changes	to	explicit	DEI	statements	occurred.	I	conducted	a	follow-
up	search	in	April	2021.	In	the	intervening	months,	one	major	change	occurred	on	the	University	
of	Minnesota	Libraries	website.	Implications	of	this	change	are	discussed	below.		

Once	DEI	statements	were	identified,	I	examined	the	pages	on	which	they	were	located.	First,	I	
examined	page	organization.	In	this	step,	I	noted	if	the	DEI	statement	was	the	sole	content	on	a	
page.	If	not,	I	noted	the	accompanying	content.	This	analysis	focused	on	Lemke’s	traversals,	or	the	
varied	paths	available	to	users	in	their	search	and	navigation	of	websites.21	Second,	I	analyzed	DEI	
statement	content	and	identified	the	ways	libraries	presented	their	statements.	This	step	included	
an	examination	of	the	language	used	in	the	DEI	statement.	Third,	I	expanded	upon	the	
presentational	analysis	and	considered	the	ways	DEI	statement	content	oriented	the	library	
toward	users	by	exploring	how	statement	language	contributed	to	portraying	the	library	in	a	
certain	way.	This	analysis	focused	on	two	areas:	library-centered	language	common	across	
statements	and	social	justice	language,	which	a	subset	of	libraries’	DEI	statements	employed.	

Limitations	
UBorrow	is	a	single	16-member	library	consortium.	Further	research	of	similar	consortia	or	
library	associations	would	contribute	to	the	study’s	limited	size.	This	study	focused	on	explicit	DEI	
statements,	thereby	excluding	other	forms	of	DEI	content	(e.g.,	announcements,	marketing	
material,	events).	Further	research	employing	a	broader	view	of	DEI	content	on	academic	library	
sites	would	also	contribute	to	this	study’s	findings.	Finally,	this	study	represents	library	websites	
during	a	snapshot	in	time.	

FINDINGS	AND	ANALYSIS	

Twelve	(75%)	UBorrow	member	websites	had	an	explicitly	titled	DEI	statement	in	November	
2020	and	13	had	an	explicitly	titled	and	labeled	DEI	statement	as	of	April	2021	(see	table	1).	In	



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November	2020,	the	University	of	Minnesota	had	a	clearly	defined	statement;	however,	this	
statement	was	untitled,	and	its	location	was	unique	among	websites	during	the	initial	search.	
Initially,	this	statement	was	not	considered	an	explicit	statement	due	to	the	lacking	title,	the	
implications	of	which	are	discussed	in	detail	below.	However,	between	November	2020	and	April	
2021,	the	University	of	Minnesota	Libraries	updated	their	homepage	to	include	a	link	to	a	clearly	
defined	and	labeled	DEI	statement,	which	University	Librarian	and	Dean	of	Libraries	Lisa	German	
approved	on	February	1,	2021.	For	this	reason,	the	University	of	Minnesota	Libraries	website	
receives	unique	discussion	in	the	analysis	that	follows.	Three	additional	consortium	members	did	
not	have	an	explicit	DEI	statement.	

Table	1.	UBorrow	member	libraries	and	the	presence	of	DEI	statements	

Institution	 Explicit	DEI	statement	(Y/N)	
University	of	Chicago	 Yes	
Center	for	Research	Libraries	 No	
University	of	Illinois	at	Urbana-Champaign	 Yes	
Indiana	University	 Yes	
University	of	Iowa	 Yes	
University	of	Maryland	 Yes	
University	of	Michigan	 Yes	
University	of	Minnesota	 No	(Fall	2020)	

Yes	(Spring	2021)	
Michigan	State	University	 Yes	
University	of	Nebraska	 Yes	
Northwestern	University	 No	
Ohio	State	University	 Yes	
Penn	State	University	 Yes	
Purdue	University	 No	
Rutgers	University	 Yes	
University	of	Wisconsin	-	Madison	 Yes	
	

While	12/13	of	the	16	UBorrow	members	contained	an	explicitly	labeled	DEI	statement,	all	
member	institutions	addressed	DEI	in	some	form,	which	included	LibGuides,	links	to	library	
resources,	library	events,	and	statements	responding	to	specific	societal	events.	However,	the	
degree	to	which	additional	DEI	content	prominent	varied,	with	some	content	buried	deep	within	
library	sites,	as	Mestre’s	work	indicated.22	

DEI	Statement	Analysis:	Organization,	Presentation,	and	Orientation	
The	following	section	presents	the	descriptive	analysis	of	the	findings	utilizing	content	analysis	
and	Lemke’s	organizational,	presentational,	and	orientational	communicative	aspects.23	Analysis	
focused	on	questions	about	how	the	organization	and	presentation	of	DEI	statements	contributed	
to	the	construction	of	meaning,	the	content	of	DEI	statements,	and	how	content	is	oriented	toward	
users	in	ways	that	position	academic	libraries	as	conscientious	entities	via	their	DEI	statements.		

Organizational	Aspect	of	DEI	Statements	
The	organizational	aspect	of	communication	is	instrumental	and	organizes	and	composes	content	
in	such	a	way	that	it	is	coherent	and	cohesive.24	Organizational	meanings	have	practical	
consequences,	as	the	example	of	the	University	of	Minnesota’s	library	website	demonstrates.		



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Unique	among	UBorrow	sites	as	of	November	2020,	the	University	of	Minnesota	Libraries’	website	
contained	a	clearly	focused,	although	untitled,	DEI	statement.	This	statement	is	accessed	via	the	
About	option	on	the	homepage’s	menu	(see	figure	1),	which	includes	dropdown	links	to	library	
policies,	library	overview,	and	the	untitled	DEI	statement.	

	

Figure	1.	The	University	of	Minnesota	Libraries’	homepage	(November	2020).	

The	statement’s	placement	is	problematic	for	several	reasons.	First,	the	statement	is	easy	to	
overlook.	The	researcher	and	a	library	staff	member	who	responded	to	the	researcher’s	query	via	
library	chat	both	overlooked	the	statement.	Only	when	a	third	staff	member	was	consulted	did	the	
identification	of	this	statement	occur.	Secondly,	Lemke	discusses	the	affordances	of	hypertext	and	
the	many	ways	users	can	navigate	websites,	calling	possible	paths	traversals.25	Among	the	most	
basic	is	the	visual-organizational	traversal,	which	considers	how	webpage	composition	guides	
users’	eyes	across	the	page.	In	this	instance,	the	links	are	a	call	to	action	and	signify	to	users	that	
clicking	on	a	link	will	transport	them	to	a	page	with	more	information.	Static	text	on	a	webpage	
does	not	offer	the	same	affordance.	As	a	block	of	text	located	next	to	two	panes	of	links,	the	
statement	is	static,	passive,	and	non-interactive,	contributing	to	the	ease	with	which	users	can	
overlook	the	statement.	Finally,	this	statement	did	not	appear	in	the	results	of	a	library	site	search	
for	the	terms	diversity,	equity,	or	inclusion.	Given	the	various	ways	users	can	transverse	a	website,	
including	actively	searching	for	information,	the	lacking	title	makes	this	statement	difficult	to	
locate	via	scanning	and	searching.	In	users’	traversals	of	websites,	two	common	approaches,	
identifying	links	or	actively	searching	for	desired	information,	are	not	applicable	in	locating	the	
University	of	Minnesota	Libraries’	DEI	statement.	

In	the	intervening	months,	between	November	2020	and	April	2021,	the	University	of	Minnesota	
Libraries	website	was	updated	to	include	an	explicitly	titled	and	labeled	DEI	statement,	available	
via	a	link	from	the	homepage,	prominently	located	in	the	upper	right	quadrant	between	the	menu	
bar	and	hours	and	locations	information	(see	figure	2).		



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Figure	2.	The	UMN	Libraries’	homepage	(April	2021).	

This	statement,	written	by	the	University	Libraries’	Diversity,	Equity,	and	Inclusion	Leadership	
Committee,	was	approved	on	February	1,	2021.	Presented	on	a	standalone	page,	this	statement	is	
similar	to	those	of	eight	other	UBorrow	consortium	members,	which	are	discussed	in	the	next	
section.	

Organization:	Stand-alone	DEI	Statements	
Of	the	websites	that	contained	explicitly	labeled	DEI	statements,	eight	libraries	dedicated	an	entire	
page	to	the	DEI	statement	(nine	including	the	UMN	Libraries	update).	Examination	of	these	
webpages	revealed	similar	page	titles,	with	variance	according	to	the	terms	included.	Some	page	
titles	only	included	diversity,	while	others	included	diversity,	equity,	and	inclusion.	The	University	
of	Michigan	was	unique	as	it	also	included	accessibility.	The	relative	consistency	across	these	titles	
contributes	to	less	frustrating	and	confusing	user	experience.	Clear	and	descriptive	titles	provide	a	
positive	experience	for	users	accessing	pages	with	an	assistive	screen	reader.	Logistically,	clear	
titles	amplify	page	presence	on	searches	conducted	via	Google	or	other	search	engines.	In	addition	
to	webpage	titles,	examination	of	the	eight/nine	pages	revealed	a	relatively	similar	page	
organization	and	structure.	Each	page	contained	headings	that	included	some	or	all	the	terms	
diversity,	equity,	or	inclusion.	The	pages	were	text	heavy,	with	the	University	of	Nebraska	and	
Penn	State	University	the	only	two	whose	pages	included	visual	representations	of	diversity	(i.e.,	
images	containing	multi-racial	groups).	Furthermore,	the	detail	level	of	libraries’	DEI	statements	
were	relatively	consistent	across	the	eight/nine	webpages.	

While	the	page	titles,	organization,	and	detail	of	DEI	statements	were	similar,	differences	existed	
in	the	amount	of	additional	DEI	content.	For	example,	along	with	their	DEI	statement,	the	
University	of	Maryland	Libraries’	diversity	page	defined	diversity,	an	equitable	environment,	and	
inclusion.	The	University	of	Michigan	Library	followed	their	explicit	DEI	statement	with	
information	relating	the	statement	to	the	library’s	collections,	services,	spaces,	and	people.	Other	
library	webpages	did	not	contain	as	much	other	on-page	information.	For	example,	Rutgers	
University	Libraries	links	to	various	DEI	resources,	which	was	another	common	trait	(see	figure	
3).	Although	clicking	links	requires	additional	steps	to	reach	DEI	content,	the	presence	of	links	is	
significant	in	consideration	of	Lemke’s	traversals.	



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Figure	3.	Rutgers	Libraries’	diversity	homepage	with	DEI	links.	

Of	the	many	types,	a	common	organizational	traversal	is	what	Lemke	terms	cohesive,	in	which	
“each	element	is	an	instance	of	some	general	category,	and	therefore	with	some	thematic	and/or	
visual	similarities	to	the	others,	and	as	we	catenate	them	we	are	cumulating	toward	an	exhaustive	
exploration	of	the	category”.26	The	links	on	the	Rutgers	University	Libraries’	diversity	page	allow	
users	to	traverse	the	library’s	DEI	content,	along	with	institutional	DEI	content,	as	several	links	
direct	users	to	diversity	pages	external	to	the	library.	These	links	serve	as	calls	to	action	and	
require	users	to	click	for	more	information.	Associated	to	DEI	content	via	the	categorical	
connection,	these	links	allow	users	to	fully	explore	and	expand	upon	the	information	found	on	the	
library’s	DEI	statement	page,	allowing	users	to	create	their	own	meaning	of	library	commitment	to	
DEI.	User	creation	of	meaning	is	in	opposition	to	the	library	making	this	decision	for	the	user,	as	
when	DEI	statements	are	placed	on	pages	with	other	content,	as	is	the	case	in	four	UBorrow	
member	websites.	

Organization:	Shared	DEI	Statements	
Unlike	the	libraries	that	dedicated	a	page	to	DEI	statements,	variety	exists	in	the	page	titles	of	the	
four	libraries	on	which	DEI	statements	share	pages	with	other	content.	DEI	statements	are	
available	via	the	About	section	of	the	library’s	website,	while	of	these,	two	are	further	couched	on	
Administration	pages.	The	pages	on	which	DEI	statements	shared	space	exemplify	Mestre’s	finding	
that	DEI	content	situated	deeply	within	a	website	are	difficult	to	locate.27	Furthermore,	the	
location	of	DEI	content	is	not	entirely	intuitive,	making	a	user’s	traversal	to	locate	desired	
information	less	cohesive.	Michigan	State	University’s	(MSU)	DEI	statement	is	found	on	the	



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library’s	strategic	plan	page.	Rather	than	in	a	single	statement,	DEI	content	is	spread	across	the	
library’s	strategic	plan,	including	an	inclusivity	statement;	a	vision	statement;	and	diversity,	
equity,	and	inclusion	strategic	direction	(see	figure	4).	Also,	unlike	the	pages	singularly	devoted	to	
a	DEI	statement,	MSU’s	strategic	plan	page	was	comparatively	static	with	no	links	to	other	library	
or	institutional	DEI	content.	The	lack	of	links	does	not	allow	users	to	traverse	MSU’s	site	for	DEI	
content	as	easily	due	to	the	page’s	static	nature,	making	it	difficult	for	users	to,	“construct	a	
traversal	which	is	more	than	the	sum	of	its	parts.”28	In	this	way,	MSU	constructs	the	meaning	of	
their	commitment	to	DEI	via	the	limitations	and	restrictions	on	users’	interaction	opportunities	
with	the	page	on	which	their	DEI	content	is	situated.		

	

Figure	4.	Michigan	State	University	Libraries’	diversity	content	as	part	of	strategic	plan.	

Organization:	Homepage	Links	
Homepage	links	to	DEI	statements	were	present	on	seven	(58%)	library	homepages.	When	
present,	homepage	links	were	located	at	two	locations:	in	the	menu	or	page	footers.	Additionally,	
two	levels	of	clarity	existed	regarding	homepage	links,	as	some	sites	contained	an	explicitly	
labeled	link,	while	others	required	a	two-step	process	to	access	the	DEI	link.	For	example,	the	



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University	of	Iowa	and	Penn	State	University	Libraries	each	had	a	clearly	labeled	link	to	their	DEI	
statement	available	via	a	single	click	on	their	library	homepages.	Contrastingly,	Michigan,	
Maryland,	Nebraska,	Ohio	State,	and	Rutgers	all	required	users	to	first	navigate	a	menu	bar	to	find	
a	link	to	the	library’s	DEI	statement.	This	two-step	process	requires	more	time	and	effort,	whereas	
direct	links	require	one	less	step.	However,	the	direct	link’s	location	on	the	University	of	Iowa’s	
library	homepage	is	located	in	the	footer	(see	figure	5)	and	Penn	State	University’s	direct	DEI	link	
is	located	near	the	bottom	of	the	page,	requiring	users	to	scroll	through	entire	pages.	Although	
requiring	an	extra	step,	libraries	with	a	menu	link	at	the	top	of	the	homepage,	such	as	the	Ohio	
State	University	(see	figure	6)	do	not	require	scrolling.	A	tradeoff	exists	between	page	location	and	
number	of	steps	to	locate	a	link	to	the	library’s	DEI	statement	when	a	homepage	link	is	present.	
Regardless	of	the	homepage	location,	the	presence	of	links	to	DEI	statements	provides	relatively	
easy	access,	making	a	user’s	traversal	to	these	statements	relatively	effortless	and	
straightforward.	

	

Figure	5.	University	of	Iowa	Libraries’	homepage	DEI	statement	footer	link.	

	

Figure	6.	The	Ohio	State	University	Libraries’	homepage	DEI	statement	menu	link.	

Presentational	Aspect	of	DEI	Statements	
Lemke	defines	presentational	meanings	as	those	that	present	some	state	of	affairs,	which	are	
construed	from	connections	among	processes,	relations,	events,	participants,	and	circumstances	
and	is	significant	for	institutional	purposes.29	Users	see	the	product	of	these	actions	that	result	in	
public	DEI	statements.	The	discussions,	meetings,	efforts,	and	decisions	that	contribute	to	DEI	
statements	on	library	websites	are	concealed.	The	presence	of	DEI	statements	represents	the	
hidden	work	necessary	for	their	creation,	making	DEI	statement	content	the	library’s	presentation	
of	commitment	to	diversity,	equity,	and	inclusion.	



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Presentation:	Vague	language	and	diversity	conceptualizations	
Examining	the	content	of	the	12/13	libraries	with	an	explicit	DEI	statement	revealed	these	
statements	are	frequently	vague.	Many	statements	do	not	include	specific	language	identifying	
what	diverse	means	or	who	is	in-/excluded.	For	example,	Rutgers	University	Libraries’	DEI	
statement	states,	“the	libraries	advance	and	promote	diversity	in	all	its	forms”	without	describing,	
defining,	or	providing	diversity	examples.30	Additionally,	Rutgers	Libraries	endeavors	“to	create	a	
welcoming	workplace	that	reflects	and	supports	the	many	populations	and	programs	of	the	
university	with	which	we	engage	[emphasis	original].”31	Again,	no	definition	indicates	who	the	
many	populations	includes.	Similarly,	vague	language	produced	an	inconsistency	regarding	to	
whom	DEI	statements	were	directed,	with	many,	but	not	all,	statements	including	faculty	and	staff.	
Indiana	University’s	statement	represents	the	later,	stating,	“IU	Libraries	esteems	DIVERSITY	of	
all	kinds	[…]	to	support	students	from	diverse	socio-economic	backgrounds	and	foster	a	global,	
diverse	inclusive	community…	In	addition,	the	Libraries	commits	to	diversifying	its	own	staff	to	
reflect	a	diversity	of	perspectives	and	backgrounds	[emphasis	original].”32	Including	library	
faculty	and	staff	acknowledges	the	potential	significance	of	having	a	diverse	and	representative	
workforce,	but	still	vaguely	addresses	the	issue.	

Unlike	many	DEI	statements	which	vaguely	conceptualize	diversity,	the	University	of	Maryland	
Libraries	includes	in	its	definition	of	diversity	“race,	ethnicity,	nationality,	religion,	socioeconomic	
status,	education,	marital	status,	language,	age,	gender,	sexual	orientation,	cognitive	or	physical	
disability;	and	learning	styles”	while	noting	diversity	is	not	limited	to	these	categories.33	Similarly,	
the	University	of	Iowa	Libraries	“welcomes	and	serves	all,	including	people	of	color	from	all	
nations,	immigrants,	people	with	disabilities,	LGBTQ,	and	the	most	vulnerable	in	our	
community.”34	While	still	broad,	and	with	language	to	cover	additional	conceptions	of	diversity,	
these	statements’	explicit	mention	of	various	groups	is	unique	among	UBorrow	members’	DEI	
statements.	

Presentation:	Library-focused	Language	
Continuing	the	broad	conceptualizations	of	diversity,	the	University	of	Chicago	Libraries’	
statement	includes	an	inward	focus,	which	asks	library	users	to	consider	their	own	positions	and	
backgrounds:	“We	encourage	open	and	honest	discussion,	reflect	on	our	assumptions,	and	actively	
seek	viewpoints	beyond	our	own	…	and	respect	the	uniqueness	that	we	each	bring	to	our	shared	
endeavors.”35	This	statement	asks	library	users	to	actively	challenge	their	own	assumptions,	
values,	beliefs,	and	views.	However,	the	statement	does	not	include	active	language	regarding	the	
necessity	to	prepare	for	challenging	and	difficult	conversations	and	interactions.	Furthermore,	the	
general	conceptualization	of	these	interactions	with	diversity	makes	it	difficult	for	individuals	to	
prepare	for	concrete	situations	in	which	one	may	encounter	challenging,	uncomfortable,	or	
difficult	conditions.	

Utilizing	Lemke’s	presentational	aspect	of	communication,	which	considers	processes,	relations,	
events,	participants,	and	circumstances	to	create	and	present	a	state	of	affairs,	demonstrates	that	
UBorrow	member	libraries	are	vague	in	their	DEI	statements,	which	the	University	of	Illinois	at	
Urbana-Champaign	(UIUC)	exemplifies	in	their	recognition	of	“diversity	as	a	constantly	changing	
concept.	It	[diversity]	is	purposefully	defined	broadly	as	encompassing,	but	not	limited	to,	
individuals’	social,	cultural,	mental	and	physical	differences.”36	DEI	statements,	as	representative	
of	academic	libraries,	present	these	institutions	as	attuned	to	larger	social	issues	and	the	
difficulties	of	making	sweeping,	definitive	statements	regarding	diversity,	when	the	term	itself	is,	
as	the	UIUC	statement	indicates,	evolving	and	contested.	The	challenges	this	creates	for	library	



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administrators,	and	the	hidden	work	that	contributes	to	the	creation	and	presentation	of	DEI	
statements,	is	invisible	in	the	end	product,	yet	informs	the	content	of	these	public	statements.	

Orientational	Aspect	of	DEI	Statements	
Orientational	meanings	establish	relations	between	those	who	are	communicating.	These	
meanings	communicate	point	of	view,	attitudes,	and	values.37	DEI	statements	demonstrate	
libraries’	willingness	to	engage	with	and	address	DEI	issues,	as	well	as,	in	some	cases,	combating	
racism	and	discrimination.	Analyzing	the	content	of	these	statements	produces	insights	into	how	
statements	orient	libraries	to	their	audiences.	

The	vague	and	general	language	of	many	library	DEI	statements	creates	a	sense	of	detachment	
between	libraries	and	users.	Conceptualizing	diversity	using	vague	language	in	an	exchange	
between	library	users	and	a	library	DEI	statement	orients	the	library	in	an	abstract,	immaterial	
way.	Using	vague,	broad,	and	ill-defined	language	makes	no	concrete	demands	of	users.	
Additionally,	many	DEI	statements	are	written	in	library-centered	language,	which	positions	the	
libraries	at	the	center	and	users	as	peripheral.	For	example,	the	University	of	Nebraska’s	
statement	begins,	“The	University	Libraries	creates	and	fosters	inclusive	environments	for	
teaching,	learning,	scholarship,	creative	expression	and	civic	engagement.”38	In	this	instance,	the	
onus	is	on	the	libraries	and	what	they	can	do	to	address	issues	of	diversity,	equity,	and	inclusion.	
The	statement	continues,	“Libraries	staff	members	are	empowered	to	provide	an	array	of	library	
services,	collections,	and	spaces	to	meet	the	diverse	needs	of	students,	faculty,	and	researchers.”39	
Again,	the	library	self-promulgates	their	efforts	to	address	DEI	issues	and	ignores	users’	
contributions	to	positive,	inclusive,	and	equitable	environments.	The	University	of	Nebraska	
Libraries’	statement	is	not	unique	in	the	use	of	library-centered	language,	as	such	language	is	
common	across	UBorrow	members’	DEI	statements.	Less	vague	and	user-centered	language	
would	make	library	DEI	statements	more	humanizing,	valuable,	and	contribute	to	the	inclusive	
environments	these	statements	espouse.	

Orientation:	Anti-racism	and	Social	Justice	Language	
Some	libraries’	DEI	statements	make	explicit	mention	of	larger	social	issues	and	actively	position	
themselves	as	social	justice	advocates,	particularly	anti-racism.	The	University	of	Wisconsin	–	
Madison	Libraries	are	“dedicated	to	the	principles	and	practices	of	social	justice,	diversity	and	
equality	and	…	commit	ourselves	to	doing	our	part	to	end	the	many	forms	of	discrimination	that	
plague	our	society.”40	The	Penn	State	University	Libraries’	statement	includes	a	commitment	to	
“disrupting	racism,	hate	and	bias	whenever	and	wherever	we	encounter	it.”41	The	University	of	
Michigan	Library	“actively	work[s]	to	ensure	that	tenets	of	diversity	and	antiracism	influence	all	
aspects	of	our	work.”42	These	statements	present	the	libraries	as	cognizant,	responsible,	and	
socially	aware	entities.		

In	these	statements,	the	libraries’	employment	of	social	justice	discourse	demonstrates	non-
neutrality.	The	University	of	Wisconsin	–	Madison	Libraries’	statement	recognizes	its	place	within	
society	and	the	continual	legacy	of	discrimination	which	tangibly	affects	current	students.	
Identifying	social	discrimination	as	a	“plague”	implies	a	solution	via	targeted,	collective	efforts	to	
“further	and	enable	the	opportunities	for	education,	benefit	the	good	of	the	public	and	inform	
citizens.”43	Similarly,	the	Ohio	State	University	Libraries	are	guided	by	priorities	“which	facilitate,	
celebrate	and	honor	diversity,	inclusion,	access	and	social	justice.”44	Embracing	an	active	stance	
against	social	discrimination	and	positing	the	libraries	as	proponents	of	social	justice	utilizes	the	
libraries’	DEI	statement	as	a	tool	to	combat	these	injustices.	Semantically,	DEI	statement	text	



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offers	information	to	users.	Statement	content	demonstrates	libraries’	willingness	to	address	DEI	
issues	institutionally	and	within	society.	The	text	demonstrates	the	libraries’	desire	to	combat	
injustice	and	the	importance	they	place	in	doing	so.	Additionally,	in	linking	DEI	statements	to	
social	justice	issues,	libraries	make	demands	of	users.	While	still	employing	library-centered	
language,	these	statements	provide	a	call	to	action	via	their	direct	acknowledgement	that	the	
libraries’	actions	are	a	part	of	larger,	collective	efforts	in	the	continual	struggle	against	social	
injustices.		

Lack	of	Explicit	DEI	Statements	
As	the	analysis	shows,	the	ways	in	which	academic	libraries	organize,	present,	and	orient	
themselves	via	their	DEI	statements	contributes	to	the	construction	of	institutional	value	of,	and	
commitment	to,	diversity,	equity,	inclusion.	But	what	about	libraries	who	do	not	have	an	explicit	
DEI	statement?	In	the	United	States	context,	given	the	attention	to	diversity,	through	Black	Lives	
Matter	and	other	social	movements	advocating	for	social	justice,	it	is	surprising	that	four	UBorrow	
members	do	not	have	explicitly	labeled	DEI	statements	on	their	websites.	Orientationally,	the	
absence	of	an	explicit	DEI	statement	suggests	a	lack	of	concern	and	consideration	on	behalf	of	
libraries,	as	well	as	seemingly	being	out	of	touch	with	broader	social	contexts	in	which	racial	
disparities	persist.	A	clear	DEI	statement,	however,	is	a	single	piece	of	a	library’s	online	presence.	
Academic	libraries	can	organize	and	present	DEI	content	on	their	websites	in	other	ways,	as	all	
UBorrow	members	did,	even	if	an	explicit	statement	was	lacking.		

For	example,	the	Purdue	University	Libraries	have	a	Diversity,	Inclusion,	Racism	and	Anti-racism	
Resources	library	guide,	which	acts	as	a	one-stop	shop	for	DEI-related	material.	Additionally,	this	
guide	contains	a	statement	from	the	Dean	of	Libraries,	dated	June	2,	2020,	condemning	and	
making	a	collective	call	to	action	to	address	systemic	racism.	Given	this	statement,	while	
acknowledging	the	bureaucratic	mechanisms	in	place	that	may	slow	the	creation	of	an	explicit	DEI	
statement,	the	question	remains:	if	“enough	is	enough”	as	the	statement	claims,	why	have	the	
Purdue	Libraries	not	taken	swift	action	to	expedite	the	bureaucratic	process?	Purdue	University	
Libraries	are	working	behind	the	scenes	and	have	created	a	Council	on	Equity,	Inclusion	and	
Belonging,	as	well	as	creating	a	new	strategic	plan	in	which	“EDI	[equity,	diversity	and	inclusion]	
is	much	more	prominent	in	the	current	draft	of	that	plan	than	in	previous	ones.”45	

Similarly,	Northwestern	University	does	not,	as	of	this	writing,	have	an	explicit	DEI	statement.	
However,	minimal	diversity	language	is	present	in	a	public-facing	welcome	message	on	the	
library’s	About	page	stating,	“Your	library	serves	the	diversity	of	the	Northwestern	community.”46	
Furthermore,	minimal	diversity	language	appears	in	the	internal	Strategic	Plan,	2019–2021,	which	
includes	a	commitment	to	“responding	to	the	vibrant	diversity	of	our	campus	community.”47	
Additionally,	recent	conversations	regarding	racism,	diversity,	and	social	justice	among	library	
leadership	have	spurred	the	creation	of	a	formal	EDI	program	at	the	institutional	level.48	
Examining	the	situation	at	Northwestern	University	revealed	a	look	into	the	hidden	work	required	
to	create	and	present	DEI	content	and	an	explicit	DEI	statement,	demonstrating	the	institutional	
significance	of	the	presentational	aspect	of	communication.	

DISCUSSION	AND	IMPLICATIONS	

The	descriptive	analysis	presented	in	this	study	provides	a	foundation	for	closer	analysis	and	
future	research,	with	potential	avenues	suggested	below.	This	analysis	also	illustrates	issues	with	
the	way	in	which	DEI	statements	are	presented	on	academic	library	websites,	which,	given	the	
pervasive	whiteness	of	academic	librarianship,	affects	academic	librarians,	staff,	and	the	students	



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they	serve.	Following	Lemke’s	treatment	of	organizational	meanings	as	primarily	instrumental,	
the	following	section	discusses	presentational	and	orientational	implications	of	DEI	statement	
content.49	

Academic	libraries	are	an	integral	component	of	the	institutions	within	which	they	are	situated.	
Their	physical	and	digital	spaces,	services,	and	resources	are	critical	to	students’	academic	success	
and	faculty	research.	Academic	libraries	also	contribute	to	larger	institutional	DEI	initiatives.	
While	an	examination	of	institutional	DEI	statements	is	beyond	the	scope	of	this	study,	
institutional	mission	and	vision	statements	also	address	diversity,	equity,	and	inclusion.	Although	
many	institutions	have	implemented	specific	diversity	statements,	Wilson,	Meyer,	and	McNeal	
identified	diversity	content	on	institutional	websites	as	being	limited.50	Given	the	changing	
demographics	of	higher	education	in	the	United	States,	the	significance	of	DEI	to	academic	
institutions	and	libraries	will	continually	increase.	If	the	purpose	of	mission	and	diversity	
statements	is	to	reflect	institutional	priorities,	as	Wilson	and	colleagues	argue,	the	presence,	or	
lack	thereof,	and	content	of	these	statements	indicates	the	extent	to	which	institutions	value	
diversity,	equity,	and	inclusion.51		

Presentational	Implications	of	DEI	Statements	
In	the	context	of	the	present	study,	that	all	UBorrow	member	libraries’	websites	engaged	in	some	
ways	with	DEI	content	demonstrates	the	value	they	place	on	diversity,	equity	and	inclusion.	
However,	that	only	12/13	of	the	16	sites	contained	explicitly	titled	DEI	statements	demonstrates	
more	concerted	effort	is	required	if	these	libraries	are	to	truly	demonstrate	their	commitment.	
Despite	other	DEI	language,	Northwestern	University,	a	member	of	the	2020	ACRL	Diversity	
Alliance,	does	not	have	an	explicit,	public-facing	DEI	statement,	which	demonstrates	the	many	
ways	academic	libraries	are	involved	with	diversity	initiatives.	While	academic	libraries	may	have	
internal	policies	that	guide	practice,	that	these	policies,	if	they	exist,	are	not	public	does	not	
contribute	to	the	construction	and	dissemination	of	the	libraries’	message	indicating	their	
commitment	to	diversity,	equity,	and	inclusion.	The	lack	of	a	publicly	facing	statement,	whether	
intentional	or	not,	contributes	to	the	message	that	the	library	is	not	fully	committed	to	diversity,	
equity,	and	inclusion.		

In	this	vein,	further	exploration	of	diversity	content	and	statements,	at	the	institutional	and	library	
levels,	is	necessary	to	expand	upon	the	findings	of	the	present	study	regarding	the	messages	DEI	
statements	send.	Qualitative	studies	could	investigate	the	working	cultures	of	academic	libraries	
and	explore	internal	mechanisms	that	contribute	to	the	creation	of	public	facing	statements	and	
how	these	mechanisms	operate.	Lemke	argues	that	presentational	meanings	are	typically	
uncritical	due	to	the	presupposition	of	institutional	hierarchies	and	roles,	which	minimize	threats	
to	the	status	quo,	making	this	avenue	especially	fruitful	from	a	critical	or	decolonizing	
framework.52	Other	opportunities	for	further	research	include	quantitative	content	analysis	of	
diversity	statements,	which	could	reveal	specific	words,	terms,	and	phrases	that	institutions	and	
academic	libraries	use	to	shed	light	on	how	these	entities	conceptualize	DEI.	Research	examining	
users’	perspectives	of	academic	library	DEI	content	is	necessary	to	explore	the	ways	in	which	
libraries’	messages	are	received.	

Orientational	Implications	of	DEI	Statements	
Examining	UBorrow	members’	DEI	statements	revealed	the	frequent	employment	of	library-
centered	language.	Framing	the	statements	in	this	way	places	responsibility	to	create	inclusive,	
equitable	and	welcoming	environments	on	academic	libraries,	librarians,	and	staff.	If	the	onus	is	



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on	academic	libraries,	as	this	DEI	statement	language	suggests,	those	who	staff	libraries	are	
required	to	appropriately	serve	diverse	students.	As	such,	practical	considerations	of	staff	training	
regarding	cultural	competence	is	of	paramount	importance,	which	the	University	of	Michigan	
recognizes	as	they	“encourage	all	library	staff	to	participate	in	diversity-focused	professional	
development	and	training	activities.”53	While	training	and	professional	development	
opportunities	are	of	limited	utility,	as	cultural	competence,	cultural	humility,	and	a	diversity	
mindset	cannot	be	acquired	in	one-off	sessions,	setting	a	pervasive	atmosphere	establishes	
institutional	library	value	of	diversity,	equity,	and	inclusion.	Furthermore,	hiring	and	retaining	
staff	representative	of	student	demographics	is	critical	as	doing	so	is	one	way	academic	libraries	
can	demonstrate	evidence	of	their	values	placed	on	diversity.	

That	librarianship	has	traditionally	been	a	white	profession,	as	86.7%	of	ALA	members	self-
identified	as	white	as	of	2017	and	86.1%	of	higher	education	credentialed	librarians	were	white	as	
of	2009–2010,	exacerbates	the	need	for	representative	library	staff.54	However,	recruiting	and	
hiring	diverse	staff	is	challenging	as	the	number	of	visible	minorities	in	academic	librarianship	has	
remained	stagnant.55	Retaining	academic	librarians	and	staff	of	color	is	a	separate	challenge,	as	
institutional	and	library	environments,	expectations	and	research	output	are	all	explicit	barriers,	
while	internal	pressure	and	time	management	constraints	are	implicit	barriers.56	Academic	
librarians	and	staff	of	color	are	subject	to	racial	microaggressions	perpetrated	by	unaware	non-
minority	colleagues,	an	issue	that	permeates	higher	education,	particularly	at	historically	white	
institutions	(HWIs).57	These	environments	contribute	to	individual	stress	and	fatigue	for	faculty	of	
color.58	A	history	of	what	Mehra	and	Gray	label	White-IST	trends	in	LIS,	an	amalgamation	of	
practices	that	symbolize,	“racist	connotations	and	racism	in	LIS	that	is	part	of	its	historical	
evolution	and	development	in	the	United	States”	affects	librarians	and	staff	of	color.59	

At	the	societal	level,	hate	crimes	are	a	continual	issue	in	the	United	States.60		Academic	library	DEI	
statements	were	not	created	to	directly	address	grand	social	issues.	However,	some	DEI	
statements	included	a	social	justice	call	to	action.	While	not	all	DEI	statements	contained	such	
language,	those	that	did	not	still	made	a	commitment	to	supporting	diversity.	Academic	libraries’	
DEI	statements	identify	the	scope	of	available	services	and	demonstrate	libraries’	collective	
attempt	to	provide	equitable	spaces	for	all	campus	community	members.	While	these	statements	
occasionally	align	with	institutional	diversity	statements,	institutional	responses	to	bias	and	
discrimination	provide	insight	into	other	ways	institutions	craft	an	identity.61	Especially	at	HWIs,	
these	responses	typically	include	demonstrating	a	professed	commitment	to	DEI,	acknowledging	
actions	to	prevent	future	instances,	establishing	a	protocol	in	the	event	an	incident	occurs;	and	
addressing	the	issue	and	removing	the	institution	from	the	perpetrators’	actions.62	Academic	
library	DEI	statements	that	simply	state	a	commitment	to	diversity	and	inclusion	without	actively	
promoting	change,	which	is	lacking	in	the	vague,	library-centric	language	common	to	these	
statements,	is	a	typical,	though	not	emphatic,	stance.	This	passive	stance	demonstrates	the	need	
for	critical	analysis	of	orientational	meanings.	Such	critical	analysis	allows	for	the	examination	of	
scrutinization	of	the	actors	and	processes	involved	in	DEI	statement	creation,	presentation,	and	
messaging.	Such	an	examination	offers	an	avenue	to	hold	institutions	accountable	for	their	words	
and	DEI	statements.	Future	research	that	examines	academic	libraries’	responses	to	specific	
incidents	of	bias	and	discrimination	could	provide	further	insight	into	internal	processes	that	lead	
to	the	public	display	of	academic	libraries	as	change	agents.	Additional	research	could	examine	
individual	academic	librarians	and	staff	to	interrogate	the	congruences	or	dissimilarities	of	
individual	and	institutional	practices	regarding	engagement	with	DEI	initiatives.	



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CONCLUSION	

Examination	of	UBorrow	members’	websites	revealed	that	12/13	of	16	sites	contained	explicitly	
labeled	DEI	statements.	Although	not	all	members’	sites	contained	an	explicit	statement,	every	
library	engaged	with	DEI	content	in	some	way.	Among	the	12/13	sites	that	contained	an	explicit	
DEI	statement,	distinctions	existed	regarding	statement	organization.	Eight/nine	libraries	
dedicated	an	entire	page	to	their	DEI	statement,	while	four	members’	statements	shared	a	page	
with	other	content.	Organizationally,	the	pages	containing	DEI	statements	were	similar	with	text-
heavy	pages	common	across	the	websites.	Presentationally,	DEI	statements	serve	as	publicly	
facing	representations	of	university	libraries.	The	most	telling	insight	into	the	presentational	
aspect	of	communication	was	revealed	in	an	analysis	of	the	sites	that	did	not	contain	explicit	DEI	
statements,	as	this	analysis	examined	the	hidden	work	that	is	necessary	in	DEI	statement	creation.	
Orientationally,	vague	and	library-centric	language	distances	academic	libraries	and	positions	
them	as	abstract	entities.	Those	libraries	whose	DEI	statements	employed	social	justice	language	
made	more	concrete	demands	of	users.	

While	explicit	DEI	statements	comprise	only	a	portion	of	academic	library	DEI	content,	an	analysis	
of	these	statements	revealed	the	ways	in	which	they	contribute	to	academic	libraries’	construction	
of	value	of,	and	commitment	to,	diversity,	equity,	and	inclusion.	This	analysis	demonstrated	how	
the	presence,	or	lack	thereof,	of	DEI	statements	positions	libraries	as	conscious	entities	operating	
within	institutional	and	social	contexts	that	both	restrain	and	encourage	promotion	of	diversity,	
equity,	and	inclusion.	That	the	University	of	Minnesota	Libraries	updated	their	homepage	to	
include	a	link	to	a	newly	constructed	DEI	statement	during	the	months	between	the	first	and	
second	examination	of	UBorrow	consortium	members’	websites	in	this	study	indicates	the	
significance	and	value	institutions	place	on	DEI	initiatives.	Academic	libraries,	as	entities	that	
operate	within	institutions	in	the	social	context	of	historical	racism,	discrimination,	and	
marginalization	in	the	United	States,	are	not	immune	to	the	consequences	of	these	enduring	
legacies.	Despite	current	and	ongoing	efforts,	this	analysis	revealed	that	much	work	and	
dedication	is	yet	required	in	the	continual	engagement	with	DEI	initiatives.		

	 	



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APPENDIX	A:	UBORROW	MEMBER	INSTITUTIONS	

University	of	Chicago	

University	of	Illinois	at	Urbana-Champaign	

Indiana	University	

University	of	Iowa	

University	of	Maryland	

University	of	Michigan	

Michigan	State	University	

University	of	Minnesota	

University	of	Nebraska	–	Lincoln	

Northwestern	University	

Ohio	State	University	

Penn	State	University	

Purdue	University	

Rutgers	University	

University	of	Wisconsin	–	Madison	

Center	for	Research	Libraries	 	



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APPENDIX	B:	URLS	FOR	DEI	PAGES	FROM	UBORROW	CONSORTIUM	WEBSITES	

University	of	Chicago:	https://www.lib.uchicago.edu/about/thelibrary/	

University	of	Illinois	at	Urbana-Champaign:	
https://www.library.illinois.edu/about/administration-overview/	

Indiana	University:	https://libraries.indiana.edu/administration#panel-about	

University	of	Iowa:	https://www.lib.uiowa.edu/about/diversity-equity-inclusion/	

University	of	Maryland:	https://www.lib.umd.edu/about/deans-office/diversity	

University	of	Michigan:	https://www.lib.umich.edu/about-us/about-library/diversity-equity-
inclusion-and-accessibility	

Michigan	State	University:	https://lib.msu.edu/strategic-plan/	

University	of	Minnesota:	https://www.lib.umn.edu/about/inclusion	

University	of	Nebraska	–	Lincoln:	https://libraries.unl.edu/diversity	

Ohio	State	University:	https://library.osu.edu/equity-diversity-inclusion	

Penn	State	University:	https://libraries.psu.edu/about/diversity	

Rutgers	University:	https://www.libraries.rutgers.edu/diversity	

University	of	Wisconsin	–	Madison:	https://www.library.wisc.edu/diversity/	

	 	



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ENDNOTES	
 

1	“Table	306.30	Fall	Enrollment	of	U.S.	Residents	in	Degree-Granting	Postsecondary	Institutions,	
by	Race/Ethnicity:	Selected	Years,	1976–2028,”	National	Center	for	Education	Statistics,	last	
modified	March	2019,	https://nces.ed.gov/programs/digest/d18/tables/dt18_306.30.asp.	

2	Courtney	McDonald	and	Heidi	Burkhardt,	“Library-authored	Web	Content	and	the	Need	for	
Content	Strategy,”	Information	Technology	and	Libraries	38,	no.	3	(2019):	8–21,	
https://doi.org/10.6017/ital.v38i3.11015;	Courtney	McDonald	and	Heidi	Burkhardt,	“Web	
Content	Strategy	in	Practice	Within	Academic	Libraries,”	Information	Technology	and	Libraries	
40,	no.	1	(2021):	52–98,	https://doi.org/10.6017/ital.v40i1.12453.	

3	Library	Bill	of	Rights,	American	Library	Association,	amended	January	29,	2019,	
https://www.ala.org/advocacy/intfreedom/librarybill.	

4	Alice	M.	Cruz,	“Intentional	Integration	of	Diversity	Ideals	in	Academic	Libraries:	A	Literature	
Review,”	The	Journal	of	Academic	Librarianship	45,	no.	3	(2019):	220–27,	
https://doi.org/10.1016/j.acalib.2019.02.011;	Jenny	Lynne	Semenza,	Regina	Koury,	and	
Sandra	Shropshire,	“Diversity	at	Work	in	Academic	Libraries	2010–2015:	An	Annotated	
Bibliography,”	Collection	Building	36,	no.	3	(2017):	89–95,	https://doi.org/10.1108/CB-12-
2016-0038.	

5	ACRL	Racial	and	Ethnic	Diversity	Committee,	“Diversity	Standards:	Cultural	Competency	for	
Academic	Librarians,”	College	and	Research	Libraries	News	73,	no.	9	(2012):	551–61,	
https://doi.org/10.5860/crln.73.9.8835;	“ACRL	Plan	for	Excellence,”	American	Library	
Association,	revised	November	2019,	
http://www.ala.org/acrl/aboutacrl/strategicplan/stratplan	

6	Toni	Anaya	and	Charlene	Maxey-Harris,	Diversity	and	Inclusion,	SPEC	Kit	356	(Washington,	DC:	
Association	of	Research	Libraries,	September	2017)	https://doi.org/10.29242/spec.356.	

7	American	Library	Association,	“ACRL,	ARL,	ODLOS,	and	PLA	Announce	Joint	Cultural	
Competencies	Task	Force,”	news	release,	May	18,	2020,	https://www.ala.org/news/member-
news/2020/05/acrl-arl-odlos-and-pla-announce-joint-cultural-competencies-task-force.	

8	Lori	S.	Mestre,	“Visibility	of	Diversity	Within	Association	of	Research	Libraries	Websites,”	The	
Journal	of	Academic	Librarianship	37,	no.	2	(2011):	101–8,	
https://doi.org/10.1016/j.acalib.2011.02.001.	

9	Preston	Salisbury	and	Matthew	R.	Griffis,	“Academic	Library	Mission	Statements,	Web	Sites,	and	
Communicating	Purpose,”	The	Journal	of	Academic	Librarianship	40,	no.	6	(2014):	592–96,	
https://doi.org/10.1016/j.acalib.2014.07.012.	

10	Linda	R.	Wadas,	“Mission	Statements	in	Academic	Libraries:	A	Discourse	Analysis,”	Library	
Management	38,	no.	2/3	(2017):	108–16,	https://doi.org/10.1108/LM-07-2016-0054.	

11	Salisbury	and	Griffis,	“Academic	Library	Mission	Statements”;	Wadas,	“Mission	Statements	in	
Academic	Libraries.”	

	



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12	Jeffery	L.	Wilson,	Katrina	A.	Meyer,	and	Larry	McNeal,	“Mission	and	Diversity	Statements:	What	
They	Do	and	Do	Not	Say,”	Innovative	Higher	Education	37	(2012):	125–39,	
https://doi.org/10.1007/s10755-011-9194-8.	

13	Laura	Saunders,	“Academic	Libraries’	Strategic	Plans:	Top	Trends	and	Under-recognized	Areas,”	
The	Journal	of	Academic	Librarianship	41,	no.	3	(2015):	285–91,	
https://doi.org/10.1016/j.acalib.2015.03.011.	

14	Saunders,	“Academic	Libraries’	Strategic	Plans”;	Wadas,	“Mission	Statements	in	Academic	
Libraries.”	

15	Saunders,	“Academic	Libraries’	Strategic	Plans.”	

16	Wilson,	Meyer,	and	McNeal,	“Mission	and	Diversity	Statements”;	Saunders,	“Academic	Libraries’	
Strategic	Plans.”	

17	“Library	Borrowing,”	Big	Ten	Academic	Alliance,	accessed	November	5,	2020,	
https://www.btaa.org/library/reciprocal-borrowing.	

18	Klaus	Krippendorf,	Content	Analysis:	An	Introduction	to	Its	Methodology,	3rd	ed.	(Los	Angeles,	CA:	
SAGE,	2013),	49.	

19	Jay	L.	Lemke,	“Travels	in	Hypermodality,”	Visual	Communication	1,	no.	3	(2002):	299–325,	
https://doi.org/10.1177%2F147035720200100303.	

20	Lemke,	“Travels	in	Hypermodality.”	

21	Lemke,	“Travels	in	Hypermodality.”	

22	Mestre,	“Visibility	of	Diversity.”	

23	Krippendorf,	Content	Analysis;	Lemke,	“Travels	in	Hypermodality,”	304–5.	

24	Lemke,	“Travels	in	Hypermodality,”	304.	

25	Lemke,	“Travels	in	Hypermodality,”	300–1.	

26	Lemke,	“Travels	in	Hypermodality,”	318.	

27	Mestre,	“Visibility	of	Diversity.”	

28	Lemke,	“Travels	in	Hypermodality,”	318.	

29	Lemke,	“Travels	in	Hypermodality,”	304.	

30	“Diversity,	Equity,	and	Inclusion,”	Rutgers	University	Libraries,	accessed	April	2,	2021,	
https://www.libraries.rutgers.edu/about-rutgers-university-libraries/diversity-equity-and-
inclusion.	

31	“Diversity,	Equity,	and	Inclusion,”	Rutgers	University	Libraries.	
	



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32	“Indiana	University	Libraries	Diversity	Strategic	Plan,”	Indiana	University	Libraries,	accessed	
April	2,	2021,	https://libraries.indiana.edu/strategicplan.	

33	“Diversity,	Equity,	Inclusion,”	University	of	Maryland	Libraries,	accessed	April	2,	2021,	
https://www.lib.umd.edu/about/deans-office/diversity.	

34	“The	University	of	Iowa	Libraries’	Commitment	to	Diversity,	Equity,	and	Inclusion,”	Iowa	
University	Libraries,	accessed	April	2,	2021,	https://www.lib.uiowa.edu/about/diversity-
equity-inclusion/.	

35	“Diversity,	Equity,	and	Inclusion	Statement,”	University	of	Chicago	Library,	accessed	April	2,	
2021,	https://www.lib.uchicago.edu/about/thelibrary/.	

36	“Library	Diversity	Statement,”	University	of	Illinois	Library	Diversity	Committee,	accessed	April	
2,	2021,	https://www.library.illinois.edu/about/administration-overview/.	

37	Lemke,	“Travels	in	Hypermodality,”	304.	

38	“Diversity	Mission	Statement,”	University	of	Nebraska-Lincoln	Libraries,	accessed	April	2,	2021,	
https://libraries.unl.edu/diversity.	

39	“Diversity	Mission	Statement,”	University	of	Nebraska-Lincoln	Libraries.	

40	“Our	Commitment	to	Diversity	and	Inclusion,”	University	of	Wisconsin–Madison	Libraries,	
accessed	April	2,	2021,	https://www.library.wisc.edu/about/administration/commitment-to-
diversity-and-inclusion/.	

41	“Libraries	Diversity,	Equity,	Inclusion,	and	Accessibility	(DEIA)	Commitment	Statement,”	Penn	
State	University	Libraries,	accessed	April	2,	2021,	https://libraries.psu.edu/about/diversity.	

42	“Diversity,	Equity,	Inclusion,	and	Accessibility,”	University	of	Michigan	Library,	accessed	April	2,	
2021,	https://www.lib.umich.edu/about-us/about-library/diversity-equity-inclusion-and-
accessibility.	

43	“Our	Commitment	to	Diversity	and	Inclusion,”	University	of	Wisconsin–Madison	Libraries.	

44	“Diversity,	Equity,	Inclusion	and	Accessibility	(DEIA),”	The	Ohio	State	University,	University	
Libraries,	accessed	April	2,	2021,	https://library.osu.edu/equity-diversity-inclusion.	

45	Mark	A.	Puente,	Associate	Dean	for	Organizational	Development,	Inclusion	and	Diversity,	
personal	communication	with	the	author,	November	11,	2020.	

46	“About,”	Northwestern	University	Libraries,	accessed	April	2,	2021,	
https://www.library.northwestern.edu/about/index.html.	

47	“Strategic	Plan,”	Northwestern	University	Libraries,	accessed	July	21,	2020,	
https://www.library.northwestern.edu/documents/about/2019-21-plan.pdf.	

48	Claire	Roccaforte,	Director	of	Library	Marketing	&	Communication,	personal	communication	
with	the	author,	October	26,	2020.	

	



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49	Lemke,	“Travels	in	Hypermodality,”	304.	

50	Wilson,	Meyer,	and	McNeal,	“Mission	and	Diversity	Statements.”	

51	Wilson,	Meyer,	and	McNeal,	“Mission	and	Diversity	Statements.”	

52	Lemke,	“Travels	in	Hypermodality.”	

53	“Diversity,	Equity,	Inclusion,	and	Accessibility,”	University	of	Michigan	Library.	

54	Kathy	Rosa	and	Kelsey	Henke,	2017	ALA	Demographic	Study	(Chicago:	ALA	Office	for	Research	
and	Statistics,	2017):	1–3,	
https://www.ala.org/tools/sites/ala.org.tools/files/content/Draft%20of%20Member%20De
mographics%20Survey%2001-11-2017.pdf;	Diversity	Counts	2012	Tables,	(data	from	
Diversity	Counts	study,	Chicago:	American	Library	Association),	
https://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/diversity/diversitycounts
/diversitycountstables2012.pdf.	

55	Janice	Y.	Kung,	K-Lee	Fraser,	and	Dee	Winn,	“Diversity	Initiatives	to	Recruit	and	Retain	
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