Race, identity, and everyday life information-seeking: a study of African American teens in Chicago

Introduction. This paper reports a study investigating the everyday life and academic information-seeking behaviour of African American teens. While youth information behaviour research has examined technology, literacy, and everyday life needs, little attention has been paid to the role of racial identity and sociocultural context in shaping information practices. Method. A sequential mixed-methods design was employed. Data collection included non-participant observations of 236 teens in public library YOUmedia spaces, surveys and focus groups with 35 African American teens, and interviews with 12 library staff members. Analysis. Grounded theory, thematic coding, and comparative analysis with existing information behaviour models (everyday life information seeking, radical change, and small world theory) were applied to the qualitative and quantitative data. Results. Findings show that African American teens rely heavily on personal and trusted networks, while also making complex use of digital platforms such as YouTube, TikTok, and Google. Their information needs paralleled those of peers, but racial identity and systemic inequities uniquely mediated trust, evaluation, and access. Teens also described barriers in cultural representation and reported collaborative, community-oriented practices. Conclusion. The study demonstrates that racial identity is a critical factor in youth information behaviour. Implications include culturally responsive literacy initiatives and more inclusive youth library services.