Descriptive Title: Diversifying the Archives of Childhood
Submission Title: University of Florida
Opportunity ID: 20200818-HC
Opportunity Title: NEH/AHRC New Directions for Digital Scholarship in Cultural Institutions
Agency Name: National Endowment for the Humanities Table of Contents
Application For Federal Domestic Assistance - Short Organizational V1.1 ...... 3 Research & Related Project/Performance Site Location(s) V2.0...... 6 Supplementary Cover Sheet for NEH Grant Programs V3.0 ...... 7 Research & Related Budget 10 YR V1.4 ...... 8 Grants.gov Lobbying Form V1.1 ...... 19 Attachments V1.2...... 20 OMB Number: 4040-0003 Expiration Date: 2/28/2022 APPLICATION FOR FEDERAL DOMESTIC ASSISTANCE – Short Organizational 1. NAME OF FEDERAL AGENCY: National Endowment for the Humanities 2. CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER: 45.169 CFDA TITLE: Promotion of the Humanities Office of Digital Humanities
3. DATE RECEIVED: SYSTEM USE ONLY 4. FUNDING OPPORTUNITY NUMBER: 20200818-HC TITLE: NEH/AHRC New Directions for Digital Scholarship in Cultural Institutions
5. APPLICANT INFORMATION a. Legal Name: University of Florida b. Address: Street 1: Street 2: Grinter Hall PO Box 115500
City: County/Parish: Gainesville FL State: Province: FL: Florida Country: Zip/Postal Code: USA: UNITED STATES 32611-5500 c. Web Address: d. Type of Applicant: Select Applicant Type Code(s): e. Employer/Taxpayer Identification Number (EIN/TIN): H: Public/State Controlled Institution of Higher Education 59-6002052 Type of Applicant: f. Organizational DUNS: 969663814 Type of Applicant: g. Congressional District of Applicant: FL-003 Other (specify)
6. PROJECT INFORMATION a. Project Title: Diversifying the Archives of Childhood b. Project Description: The partnership created in 2018 by the University of Cambridge and the University of Florida seeks to enhance diversity representation in UF’s Baldwin Library of Historical Children’s Literature, Gainesville, Florida, which holds over 120,000 items and one of the largest digital collection of children’s literature in the world. The partnership will mirror these techniques in a nationally-significant collection at Homerton College, Cambridge, UK (holdings of over 10,000 children’s books and magazines). The project key aims will be: 1) to enhance access to and knowledge of diversity within these collections through digitization and extended metadata; and 2) to enhance curator knowledge of digital widening-participation strategies.
c. Proposed Project: Start Date: 01/01/2021 End Date: 06/30/2023 APPLICATION FOR FEDERAL DOMESTIC ASSISTANCE – Short Organizational 7. PROJECT DIRECTOR Prefix First Name: Middle Name: Suzan Last Name: Suffix: Alteri Title: Email: Curator [email protected] Telephone Number: Fax Number: 352-273-2870 Street 1: Street 2: George A. Smathers Libraries
City: County/Parish: Gainesville State: Province: FL: Florida Country: Zip/Postal Code: USA: UNITED STATES 32611 8. PRIMARY CONTACT/GRANTS ADMINISTRATOR
[ ] Same as Project Director (skip to item 9)
Prefix First Name: Middle Name: Stephanie Last Name: Suffix: Gray Title: Email: Assistant Vice President for Research [email protected] Telephone Number: Fax Number: 352-392-9267 Street 1: Street 2: 207 Grinter Hall PO Box 115500
City: County/Parish: Gainesville State: Province: FL: Florida Country: Zip/Postal Code: USA: UNITED STATES 32611-5500 APPLICATION FOR FEDERAL DOMESTIC ASSISTANCE – Short Organizational 9. By signing this application, I certify (1) to the statements contained in the list of certifications** and (2) that the statements herein are true, complete and accurate to the best of my knowledge. I also provide the required assurances** and agree to comply with any resulting terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties (U.S. Code, Title 218, Section 1001) ** I Agree [X] ** The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency specific instructions. AUTHORIZED REPRESENTATIVE Prefix: First Name: Middle Name: Stephanie Last Name: Suffix: Gray Title: Email: Assistant VP and Director [email protected] Telephone Number: Fax Number: 3523923516 Signature of Authorized Representative: Date Signed Completed by Grants.gov upon submission Completed by Grants.gov upon submission. Standard Form 424 Organization Short (04-2005) Prescribed by OMB Circular A-102 OMB Number: 4040-0010 Expiration Date: 12/31/2022 Project/Performance Site Location(s)
Project/Performance Site Primary Location [ ] I am submitting an application as an individual, and not on behalf of a company, state, local or tribal government, academia, or other type of organization. Organization Name: University of Florida DUNS Number: 969663814 Street 1: 207 Grinter Hall Street 2: PO Box 115500 City: Gainesville County: Alachua State: FL: Florida Province: Country: USA: UNITED STATES ZIP / Postal Code: 32611-5500 Project/Performance Site Congressional District: FL-003
Additional Location(s): OMB Number: 3136-0134 Expiration Date: 6/30/2021
Supplementary Cover Sheet for NEH Grant Programs
1. Project Director Major Field of Study Literature: American Literature
2. Institution Information Type 1330: University
3. Project Funding
Outright Funds $139,881.00
Federal Match
Total from NEH $139,881.00
Cost Sharing
Total Project Costs $139,881.00
4. Application Information
Will this proposal be submitted to another NEH [ ] Yes If yes, please explain where and when: division, government agency, or private entity for [X] No funding?
Type of Application [X] New If supplement, list current grant number(s). [ ] Supplement
Primary project discipline Literature: American Literature
Secondary project discipline (optional) Literature: British Literature
Tertiary project discipline (optional) RESEARCH & RELATED BUDGET – Budget Period 1 OMB Number: 4040-0001 Expiration Date: 12/31/2022
ORGANIZATIONAL DUNS: 969663814 Enter name of Organization: University of Florida Budget Type: Project Budget Period: 1 Start Date: 01/01/202 End Date: 12/31/2021 1
A.Senior/Key Person Prefix First Name Middle Name Last Name Suffix Project Role Base Salary Cal. Acad. Sum. Requested Fringe Funds ($) Months Months Months Salary ($) Benefits ($) Requested ($) 1. Suzan Alteri PI $65,575.54 1.2 $0.00 $0.00 $0.00 2. Laurie Taylor Co-PI $119,027.00 0.6 $0.00 $0.00 $0.00 3. Twanna Hodge Co-PI $65,498.00 0.6 $0.00 $0.00 $0.00 4. Xiaoli Ma Co-PI $58,883.52 0.6 $0.00 $0.00 $0.00 5. $0.00 6. $0.00 7. $0.00 8. $0.00 9. Total Funds requested for all Senior Key Persons in the attached file Total Senior/Key Person $0.00 Additional Senior Key Persons:
B. Other Personnel Number of Project Role Cal. Acad. Sum. Requested Fringe Funds Personnel Months Months Months Salary ($) Benefits ($) Requested ($) Post Doctoral Associates $0.00 Graduate Students $0.00 Undergraduate Students $0.00 Secretarial/Clerical $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0 Total Number Other Personnel Total Other Personnel $0.00 Total Salary, Wages and Fringe Benefits (A+B) $0.00 RESEARCH & RELATED BUDGET – SECTION C, D, E, BUDGET PERIOD 1
ORGANIZATIONAL DUNS 969663814 Budget Type: Project Enter name of Organization: University of Florida Start Date: 01/01/2021 End Date: 12/31/2021 Budget Period: 1
C. Equipment Description List items and dollar amount for each item exceeding $5,000 Equipment item Funds Requested ($) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Total funds requested for all equipment listed in the attached file Total Equipment $0.00 Additional Equipment:
D. Travel Funds Requested ($) 1. Domestic Travel Costs (Incl. Canada, Mexico and U.S. Possessions) $9,000.00 2. Foreign Travel Costs Total Travel Cost $9,000.00
E. Participant/Trainee Support Costs Funds Requested ($) 1. Tuition/Fees/Health Insurance 2. Stipends 3. Travel 4. Subsistence 5. Other Number of Participants/Trainees Total Participant/Trainee Support Costs $0.00 RESEARCH & RELATED BUDGET – SECTION F-L, BUDGET PERIOD 1
ORGANIZATIONAL DUNS 969663814 Budget Type: Project Enter name of Organization: University of Florida Start Date: 01/01/2021 End Date: 12/31/2021 Budget Period: 1
F. Other Direct Costs Funds Requested ($) 1. Materials and Supplies $0.00 2. Publication Costs $0.00 3. Consultant Services $7,500.00 4. ADP/Computer Services $0.00 5. Subawards/Consortium/Contractual Costs $0.00 6. Equipment or Facility Rental/User Fees $0.00 7. Alterations and Renovations $0.00 8. Other Expenses - Fellows Honoraria (3) year 1 and Facility $23,500.00 rental Gainesville 9. 10. Total Other Direct Costs $31,000.00
G. Direct Costs Funds Requested ($) Total Direct Costs (A thru F) $40,000.00
H. Indirect Costs Indirect Cost Type Indirect Cost Indirect Cost Funds Requested ($) Rate (%) Base ($) 1. MTDC 32.6 $40,000.00 $13,040.00 2. 3. 4. Total Indirect Costs $13,040.00 Cognizant Federal Agency DHHS, Lucy Siow, (301) 492-4855 (Agency Name, POC Name, and POC Phone Number)
I. Total Direct and Indirect Costs Funds Requested ($) Total Direct and Indirect Institutional Costs (G+H) $53,040.00
J. Fee Funds Requested ($)
K. Total Cost and Fee Funds Requested ($) Total Costs and Fee (I+J) $53,040.00 L. Budget Justification Budget Justification Budget Justification University of Florida (UF), University of Cambridge (UC), Post Doctorial Research Associate (PDRA)
February 1, 2021 – July 1, 2023.
UF Personnel and Fringe Benefits: The project team is requesting NEH funds for one temporary position: one part-time OPS Digital Programmer to be hired for 1,000 hours in year two at $20.00/hr. which is $20,000 (salary) + $380 (fringe) benefits, totaling $20,380.
The UF project personnel to work on the project (salary not requested). These include: Suzan Alteri, Principal Investigator and Curator of the Baldwin Library of Historical Children’s Literature (.10 FTE for two and a half years), will lead the US project team, contribute scholarship towards the project deliverables, coordinate with the University of Cambridge to manage international collaboration, and coordinate digitization and metadata activities; Laurie Taylor, Director of Digital Scholarship (.05 FTE for two years and a half years), will coordinate digital humanities scholarship activities; Twanna Hodge (.05 FTE for two and a half years), will develop and deliver training program on antiracism for the project team and proposed Diversity Fellows; and, Xiaoli Ma, Metadata Librarian (.05 FTE for two and a half years), will coordinate and review metadata activities.
UF Honoraria: NEH funding is requested for $22,500 in year-one and $22,500 in year two (totaling $45,000) to provide honoraria to six Diversity Fellows at $7,500 each for two months. The Diversity Fellows will participate in project team meetings and antiracism training, select historical diverse children’s literature and propose additional metadata content for children’s literature digital collections.
UF Honoraria: NEH funding is requested for $12,000 in year three for three keynote speakers ($4,000 per speaker) to attend and speak at UF impact event. Keynote speakers, representing the fields of literature, librarianship, and education, will speak on antiracism and decolonization of children’s literature, and description and metadata activities for discovery of diverse books.
UC PDRA Consultant: NEH funding is requested for $7,500 in year-one to provide the University of Cambridge PDRA with two months during which work will be performed at UF. The PDRA will participate in all project team meetings, facilitate selection of books for project inclusion, and contribute to digital humanities scholarship initiatives, including co-editing the proposed digital edition.
UF Fellowship Meeting: NEH funding is requested for $1,000 to host a fellowship meeting in year one at UF for offsite facility rental.
UC Fellowship Meeting: NEH funding is requested for $1,000 to host a fellowship meeting in year two at the University of Cambridge for offsite facility rental.
UC Travel: NEH funding is requested for $9,000 for travel from Cambridge, UK to Gainesville, FL in year one for three members of UC Project Team (three days each at $3,000/person).
UF Travel: NEH funding is requested for $9,000 for travel from Gainesville, FL to Cambridge, UK in year two for three members of UF Project Team (three days each at $3,000/person).
UF Indirect Costs (IDC): NEH funding is requested for $34,191 (IDC rates of 32.6% for UF).
RESEARCH & RELATED BUDGET – Budget Period 2
ORGANIZATIONAL DUNS: 969663814 Enter name of Organization: University of Florida Budget Type: Project Budget Period: 2 Start Date: 01/01/202 End Date: 12/31/2022 2
A.Senior/Key Person Prefix First Name Middle Name Last Name Suffix Project Role Base Salary Cal. Acad. Sum. Requested Fringe Funds ($) Months Months Months Salary ($) Benefits ($) Requested ($) 1. Suzan Alteri PI $67,542.81 1.2 $0.00 $0.00 $0.00 2. Laurie Taylor Co-PI $122,597.81 0.6 $0.00 $0.00 $0.00 3. Twanna Hodge Co-PI $67,462.94 0.6 $0.00 $0.00 $0.00 4. Xiaoli Ma Co-PI $60,650.03 0.6 $0.00 $0.00 $0.00 5. $0.00 6. $0.00 7. $0.00 8. $0.00 9. Total Funds requested for all Senior Key Persons in the attached file Total Senior/Key Person $0.00 Additional Senior Key Persons:
B. Other Personnel Number of Project Role Cal. Acad. Sum. Requested Fringe Funds Personnel Months Months Months Salary ($) Benefits ($) Requested ($) Post Doctoral Associates $0.00 Graduate Students $0.00 1 Undergraduate Students 12 12 $20,600.00 $391.00 $20,991.00 Secretarial/Clerical $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 1 Total Number Other Personnel Total Other Personnel $20,991.00 Total Salary, Wages and Fringe Benefits (A+B) $20,991.00 RESEARCH & RELATED BUDGET – SECTION C, D, E, BUDGET PERIOD 2
ORGANIZATIONAL DUNS 969663814 Budget Type: Project Enter name of Organization: University of Florida Start Date: 01/01/2022 End Date: 12/31/2022 Budget Period: 2
C. Equipment Description List items and dollar amount for each item exceeding $5,000 Equipment item Funds Requested ($) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Total funds requested for all equipment listed in the attached file Total Equipment $0.00 Additional Equipment:
D. Travel Funds Requested ($) 1. Domestic Travel Costs (Incl. Canada, Mexico and U.S. Possessions) 2. Foreign Travel Costs $9,000.00 Total Travel Cost $9,000.00
E. Participant/Trainee Support Costs Funds Requested ($) 1. Tuition/Fees/Health Insurance 2. Stipends 3. Travel 4. Subsistence 5. Other Number of Participants/Trainees Total Participant/Trainee Support Costs $0.00 RESEARCH & RELATED BUDGET – SECTION F-L, BUDGET PERIOD 2
ORGANIZATIONAL DUNS 969663814 Budget Type: Project Enter name of Organization: University of Florida Start Date: 01/01/2022 End Date: 12/31/2022 Budget Period: 2
F. Other Direct Costs Funds Requested ($) 1. Materials and Supplies $0.00 2. Publication Costs $0.00 3. Consultant Services $0.00 4. ADP/Computer Services $0.00 5. Subawards/Consortium/Contractual Costs $0.00 6. Equipment or Facility Rental/User Fees $0.00 7. Alterations and Renovations $0.00 8. Other Expenses - Fellows Honoraria (3) year 2 and Facility $23,500.00 rental Cambridge 9. 10. Total Other Direct Costs $23,500.00
G. Direct Costs Funds Requested ($) Total Direct Costs (A thru F) $53,491.00
H. Indirect Costs Indirect Cost Type Indirect Cost Indirect Cost Funds Requested ($) Rate (%) Base ($) 1. MTDC 32.6 $53,491.00 $17,438.00 2. 3. 4. Total Indirect Costs $17,438.00 Cognizant Federal Agency DHHS, Lucy Siow, (301) 492-4855 (Agency Name, POC Name, and POC Phone Number)
I. Total Direct and Indirect Costs Funds Requested ($) Total Direct and Indirect Institutional Costs (G+H) $70,929.00
J. Fee Funds Requested ($)
K. Total Costs and Fee Funds Requested ($) Total Costs and Fee (I+J) $70,929.00 L. Budget Justification Budget Justification RESEARCH & RELATED BUDGET – Budget Period 3
ORGANIZATIONAL DUNS: 969663814 Enter name of Organization: University of Florida Budget Type: Project Budget Period: 3 Start Date: 01/01/202 End Date: 06/30/2023 3
A.Senior/Key Person Prefix First Name Middle Name Last Name Suffix Project Role Base Salary Cal. Acad. Sum. Requested Fringe Funds ($) Months Months Months Salary ($) Benefits ($) Requested ($) 1. Suzan Alteri PI $34,784.55 1.2 $0.00 $0.00 $0.00 2. Laurie Taylor Co-PI $63,137.87 0.6 $0.00 $0.00 $0.00 3. Twanna Hodge Co-PI $34,743.41 0.6 $0.00 $0.00 $0.00 4. Xiaoli Ma Co-PI $31,234.76 0.6 $0.00 $0.00 $0.00 5. $0.00 6. $0.00 7. $0.00 8. $0.00 9. Total Funds requested for all Senior Key Persons in the attached file Total Senior/Key Person $0.00 Additional Senior Key Persons:
B. Other Personnel Number of Project Role Cal. Acad. Sum. Requested Fringe Funds Personnel Months Months Months Salary ($) Benefits ($) Requested ($) Post Doctoral Associates $0.00 Graduate Students $0.00 Undergraduate Students $0.00 Secretarial/Clerical $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0 Total Number Other Personnel Total Other Personnel $0.00 Total Salary, Wages and Fringe Benefits (A+B) $0.00 RESEARCH & RELATED BUDGET – SECTION C, D, E, BUDGET PERIOD 3
ORGANIZATIONAL DUNS 969663814 Budget Type: Project Enter name of Organization: University of Florida Start Date: 01/01/2023 End Date: 06/30/2023 Budget Period: 3
C. Equipment Description List items and dollar amount for each item exceeding $5,000 Equipment item Funds Requested ($) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Total funds requested for all equipment listed in the attached file Total Equipment Additional Equipment:
D. Travel Funds Requested ($) 1. Domestic Travel Costs (Incl. Canada, Mexico and U.S. Possessions) 2. Foreign Travel Costs Total Travel Cost
E. Participant/Trainee Support Costs Funds Requested ($) 1. Tuition/Fees/Health Insurance 2. Stipends 3. Travel 4. Subsistence 5. Other Number of Participants/Trainees Total Participant/Trainee Support Costs RESEARCH & RELATED BUDGET – SECTION F-L, BUDGET PERIOD 3
ORGANIZATIONAL DUNS 969663814 Budget Type: Project Enter name of Organization: University of Florida Start Date: 01/01/2023 End Date: 06/30/2023 Budget Period: 3
F. Other Direct Costs Funds Requested ($) 1. Materials and Supplies $0.00 2. Publication Costs $0.00 3. Consultant Services $0.00 4. ADP/Computer Services $0.00 5. Subawards/Consortium/Contractual Costs $0.00 6. Equipment or Facility Rental/User Fees $0.00 7. Alterations and Renovations $0.00 8. Other Expenses - Keynote speakers honorarium (3) $12,000.00 9. 10. Total Other Direct Costs $12,000.00
G. Direct Costs Funds Requested ($) Total Direct Costs (A thru F) $12,000.00
H. Indirect Costs Indirect Cost Type Indirect Cost Indirect Cost Funds Requested ($) Rate (%) Base ($) 1. MTDC 32.6 $12,000.00 $3,912.00 2. 3. 4. Total Indirect Costs $3,912.00 Cognizant Federal Agency DHHS, Lucy Siow, (301) 492-4855 (Agency Name, POC Name, and POC Phone Number)
I. Total Direct and Indirect Costs Funds Requested ($) Total Direct and Indirect Institutional Costs (G+H) $15,912.00
J. Fee Funds Requested ($)
K. Total Costs and Fee Funds Requested ($) Total Costs and Fee (I+J) $15,912.00 L. Budget Justification Budget Justification RESEARCH & RELATED BUDGET – Cumulative Budget
Total ($) Section A, Senior/Key Person $0.00 Section B, Other Personnel $20,991.00 Total Number Other Personnel 1 Total Salary, Wages and Fringe Benefits (A+B) $20,991.00 Section C, Equipment $0.00 Section D, Travel $18,000.00 1. Domestic $9,000.00 2. Foreign $9,000.00 Section E, Participant/Trainee Support Costs $0.00 1. Tuition/Fees/Health Insurance $0.00 2. Stipends $0.00 3. Travel $0.00 4. Subsistence $0.00 5. Other $0.00 6. Number Of Participants/Trainees Section F, Other Direct Costs $66,500.00 1. Materials and Supplies $0.00 2. Publication Costs $0.00 3. Consultant Services $7,500.00 4. ADP/Computer Services $0.00 5. Subawards/Consortium/Contractual Costs $0.00 6. Equipment or Facility Rental/User Fees $0.00 7. Alterations and Renovations $0.00 8. Other 1 $59,000.00 9. Other 2 $0.00 10. Other 3 $0.00 Section G, Direct Costs (A thru F) $105,491.00 Section H, Indirect Costs $34,390.00 Section I, Total Direct and Indirect Costs (G + H) $139,881.00 Section J, Fee $0.00 Section K, Total Costs and Fee (I+J) $139,881.00 CERTIFICATE REGARDING LOBBYING
Certification for Contracts, Grants, Loans, and Cooperative Agreements
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions.
(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,00 0 and not more than $100,000 for each such failure.
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If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
* APPLICANT’S ORGANIZATION University of Florida * PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Prefix: * First Name: Stephanie Middle Name: * Last Name: Gray Suffix: * Title: Assistant VP and Director * SIGNATURE: Completed upon submission *DATE: Completed upon submission ATTACHMENTS FORM
Instructions: On this form, you will attach the various files that make up your grant application. Please consult with the appropriate Agency Guidelines for more information about each needed file. Please remember that any files you attach must be in the document format and named as specified in the Guidelines.
Important: Please attach your files in the proper sequence. See the appropriate Agency Guidelines for details
1) personnel.pdf
2) narrative.pdf
3) cvs.pdf
4) AHRCbudget.pdf
5) workplan.pdf
6) dmp.pdf
7) letters.pdf
8) agreement.pdf
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15) LIST OF KEY PERSONNEL – DIVERSIFYING THE ARCHIVES OF CHILDHOOD
Jen Aggleton (participant) is a 2019 PhD graduate in Education and has recently been appointed to a permanent lectureship at the Open University. She has held an archival fellowship on comic books with the British Library, for which she produced the report Collecting and Preserving Digital Comics (2017). She specializes in children’s visual media and the wider uses of archives. Suzan Alteri (US PI) is Rare Books Librarian and Curator of the Baldwin Library of Historical Children’s Literature and serves on the American Library Association’s Equity, Diversity, and Inclusion Assembly. Her research focuses on the materiality of the book and special collections. Rosemary Austin (participant) is Deputy Librarian at Homerton College, Cambridge and is a participant in Cambridge’s “Decolonising through Critical Librarianship” network. Julie Blake (PDRA) is a 2019 PhD recipient in Education (Cambridge). A former teacher, she is Methods Fellow in Cambridge Digital Humanities and Director of Poetry by Heart, a competition that engages 15,000 students annually. She specializes in digital archives and outreach. Rebekah Fitzsimmons (participant) is Assistant Teaching Professor at Carnegie Mellon University. She is co-author of “Boom! Goes the Hyper-Canon: On the Importance of the Overlooked and Understudied in Young Adult Literature,” and co-editor of Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Literature. Eugene Giddens (UK CoI) is Professor at Anglia Ruskin University. He is co-general editor of The Cambridge History of Children’s Literature in English (CUP, forthcoming 2022) and author of Christmas Books for Children (CUP, 2019). He has been PI or Co-I on 20 externally funded projects. Twanna Hodge (participant) is the Diversity, Equity, and Inclusion Librarian at the University of Florida. Her research interests are DEI and accessibility issues and efforts in the LIS curriculum and workplace, library residencies and fellowships, cultural humility in librarianship, and the retention of minority library staff in librarianship. Zoe Jaques (UK PI) is Reader in Children’s Literature at the University of Cambridge. She is co-general editor of The Cambridge History of Children’s Literature in English (forthcoming, 2022) and author of Children’s Literature and the Posthuman (2014). She is an archival scholar holding past fellowships to the Houghton Library, Harvard; Baldwin Library, UF; Marantz Picturebook Collection, Kent State; and Harry Ransom Center, Texas. Vanessa Joosen (participant) is Associate Professor of English literature at the University of Antwerp. She is the author of Critical and Creative Perspectives on Fairy Tales (2011). She leads an ERC Starter Grant for the project Constructing Age for Young Readers, where she and her research team use methods from genetic criticism, digital humanities, and reader-response theory. Kenneth Kidd (US CoI) University of Florida, is past President of the Children’s Literature Association of America. He has published books on gender, sexuality, ecocriticism, and psychoanalysis and children’s literature. He specialises in archival studies, as in ‘The Child, the Scholar, and the Children's Literature Archive’ (2011) and co-authored ‘Serendipity and Children's Literature Research in the Library’ (2016). Xiaoli Ma (participant) is the Metadata Librarian at the University of Florida. Her current focus is to improve large-scale digital collection metadata quality by establishing local metadata standards that facilitate content sharing with other platforms. Liz Osman is Fellow Librarian at Homerton College, Cambridge, with charge for the care of the Lealan Collection of annuals and children’s books (c7500 items). Laurie N. Taylor (participant) is Chair of the Digital Partnerships and Strategies Department, University of Florida. She has been PI and Co-I on digital humanities grants totalling over $3million, and is the co-author of Outreach and Assessment for Locally Curated Digital Collections (2014). Rae X. Yan (participant) has a PhD from UNC (2018) and is Assistant Professor of British Literature, University of Florida. She teaches digital-humanities techniques via Baldwin collections. CASE FOR SUPPORT – DIVERSIFYING THE ARCHIVES OF CHILDHOOD
Diversifying the Archives of Childhood enhances representation in digital collections of children's literature through a series of remediating research strands across nationally significant archives: the Baldwin Library of Historical Children's Literature, University of Florida, USA and Homerton College Library, Cambridge, UK. This project enriches public access to and knowledge of diversity and racism in children's literature and develops digital widening participation strategies for curators, librarians, teachers, publishers, and scholars, with impacts that make digital collections of children's literature less harmful in the context of a canonical literary heritage that is shaped by, and continues, a history of oppression.
I. Significance for the humanities Colonisation and racism require urgent redress in the humanities and indeed wider culture. Restorative practices are especially pressing when the intended audience is young people. The Walt Disney Studio has begun to address the problematic legacies of its racist film The Song of the South, for instance, by excising it from the Disney+ streaming platform and iconic “Splash Mountain” theme-park ride. The diversification of children’s reading has been greatly, if still incompletely, facilitated by contemporary efforts to promote people of color (PoC) authors, illustrators, and publishers. Yet that commitment does not address racist and colonialist legacies held within special collections, shaped as they are by children’s literature’s historical complicity with white-centrism. Scholarship and public attention have increasingly focused on reevaluating that history. The prestigious Laura Ingalls Wilder Award was renamed the Children’s Literature Legacy Award in 2018, in recognition of the Little House author’s stereotypical depictions of Native Americans. In fact, such racist and insensitive representations occur throughout the canon of children’s literature, such as L. Frank Baum’s white supremacy in his Bandit Jim Crow books and the overt blackface of Dr Seuss. “Histories” for the young tend to endorse rather than challenge colonialism and white supremacy.1 Because racism can appear casually – as in Charles Kingsley’s comments about Irish and Black people in The Water-Babies – it can harm readers without warning. Such content becomes even more problematic when historical children’s books (both canonical and not) are accessed through digital archives, where long-hidden racist imagery becomes discoverable, often accidentally. Decolonisation efforts in museums, libraries, and archives have therefore focused on reframing and contextualization, as Henry Louis Gates Jr puts it: “first, to understand why and how they came into being and were used to demean and delimit our people as human beings and as citizens, and second, so that we can keep this sort of thing from being used against our people and any other subjugated people ever again…”.2 Diversifying the Archives of Childhood develops contextualising and protective measures, such as content warnings, for children’s literature collections to ensure that damaging views from the past are subject to scrutiny. Children and gatekeepers should not be injured by content held in our cultural repositories. The risk of such harm has recently been demonstrated in a physical exhibition of children’s literature. In February 2019 the University of Minnesota Library launched “The ABC of It: Why Children’s Books Matter”, an exhibition widely critiqued for its racial insensitivity. The library responded by including references to relevant scholarship, so that viewers were informed about harmful content. Our project aims to apply that necessary framing to digital collections, examining how race, nationality, indigeneity, sexuality, and disability are approached. In focusing on digitisation and public-facing metadata along with scholarship that contextualizes historical texts, this work will influence a variety of disciplines and cultural institutions, in the humanities and
1 C. Bradford, “The Case of Children’s Literature: Colonial or Anti-colonial”, Global Studies in Childhood 1 (2011). 2 H. L. Gates Jr, “Should Blacks Collect Racist Memorabilia?”, The African Americans (PBS television, 2013),
1 beyond. Our project includes participants from education, literature, digital humanities, and library services in two US research organisations (University of Florida [UF] and Carnegie Mellon University); three UK research organisations (University of Cambridge, Open University, and Anglia Ruskin University [ARU]); one European university (University of Antwerp); one US cultural institution (Baldwin Library); and one UK cultural institution (Homerton College Library). The project’s target audience includes professionals and scholars from cultural institutions, such as archivists and librarians, scholars in the field of children's literature, and teacher-training academics, with the wider public and especially school-age children as beneficiaries. Children's literature as a subject is based in English, education, and information science departments globally, making it an interdisciplinary field, but one that is relatively new, with the Children's Literature Association founded in the US in 1966. It has grown rapidly, so that the association’s most recent convention saw over 300 papers. There are 50 PhD students researching children's books in the city of Cambridge alone, including creative writing and illustration studies at ARU and critical doctorates conducted at both universities. As children’s literature is just now embracing an archival turn,3 this research will be of high professional relevance to a growing body of junior and senior scholars.
II. Project goals and intended audience Diversifying the Archives of Childhood aims to enhance diversity representation in the University of Florida’s Baldwin Library of Historical Children’s Literature, which holds over 120,000 physical items and one of the largest digital collections of children’s literature in the world (over 1m pages)
3 See, by project CoIs, K. Kidd, “The Child, the Scholar, and the Children’s Literature Archive”, The Lion and the Unicorn 35 (2011); E. Giddens, “Children’s Literature and Distant Reading”, The Edinburgh Companion to Children’s Literature, ed. M. Nikolajeva and C. Beauvais (Edinburgh: Edinburgh UP, 2017).
2 Our intention is not erasure but reform – making safe and informed digital environments that are in keeping with current discourses about decolonisation and its challenges. In addition to the humanities scholars and archivists benefiting from our work under section I, our target audience also includes child readers and their reading gatekeepers (public librarians, parents, guardians, teachers, and publishers). As one public librarian noted during a recent US workshop on decolonisation: “I feel like we need to reread our entire collection with this lens. I feel like there might be unpleasant surprises.” The deliverables outlined in this proposal will allow librarians, teachers, and parents to decolonise their reading lists with more empowering “classics”. Homerton College and the Faculty of Education have long been the centres for teacher-training in Cambridge. They have substantive national outreach in teacher CPD through their alumni base, and several participants in the project specialise in widening access to traditionally excluded groups. The project’s research will also benefit publishers seeking to reissue older texts, which can be tricky, as Barnes and Noble found when it was accused of “fake diversity” and forced to pull its extensive new series of children’s classics in 2020. ARU has close ties to publishing studies. Its Cambridge Publishing Society, launched in March 2010, serves 150 industry and academic members.
III. History of the project and rationale The proposed project partnership builds upon the work of our AHRC research network and subsequent proof- of-concept pilot. This research included participatory workshops across scholarly and archival communities and the identification and testing of antiracism practices for digital collections of children’s literature. Our current proof-of-concept pilot is in its sixth month, and much of this first phase has been concerned with the challenges of discovering and promoting lost or underrepresented voices, especially in the context of renewed Black Lives Matter protests following the recent murder of George Floyd. As Covid19 lockdown has prevented access to physical archives, we have thus far focused on digital research and metadata enhancement. Existing digital archives have facilitated the recovery of forgotten voices, particularly the Baldwin Library digital collection, Internet Archive, Project Gutenberg, Hathi Trust, and GoogleBooks. We have built up a list of over 50 neglected BIPoC authors and illustrators for children by mining those resources in conjunction with historic reading lists created by librarians and teachers for Black and Latinx children in the 1930s-1960s. With these anchor points in place, we have begun to trace the networks of particular authors, publishers, and illustrators to find additional titles, and we expect our pilot project to build a list of 100 texts for digitisation. (We should note here that our rejection rate is very high, as often seemingly positive texts also contain severe racism.) Our Twitter stream (@LitDigi) has been highlighting positive creators. It currently has 750 followers and typically generates 10-20,000 tweet impressions per month. Thus our principal goal of promoting forgotten, diverse historical texts for children has gained traction and would clearly benefit from the expansion of a proper digitisation programme once archives re-open. (The Baldwin is due to reopen in August and Homerton in September.) The pilot research to-date has also explored the limitations of catalogue metadata in permitting research on diverse materials for children. Library of Congress subject headings may be absent or thinly applied, commonly using only the generic “juvenilia”. These headings also lack appropriate classifications for racist materials. In terms of metadata, the team has considered what can be learned about recovered authors, illustrators, publishers, and texts and begun to create a taxonomy of useful sub-classifications. The pilot’s sample curated collection will be built in the second phase, enabling fuller exploration of potential metadata, including MARC records, headnotes, commentary, and sample video introductions. We are also building a database of racist language in children’s texts, benefitting from conversations with staff at the Oxford English Dictionary, who have shared derogatory historical terms. These pilot project deliverables will be used to develop a sample of texts for testing corpus-wide content warnings. Our pilot research has revealed a significant body of recoverable and antiracist material within the archives. A good example is Langston Hughes’s A First book of the West Indies - a literary geography
3 specifically designed to counter the prevalent racism found in early children’s books about other countries and cultures. Curation of such material can bring together historical works not initially aimed for children, but which enhance a historical understanding of oppression or under-represented lives, as in Sara Schwebel’s “The Lone Woman and Last Indians Digital Archive”, a project conducted with undergraduates (http://calliope.cse.sc.edu/lonewoman/home.) In lockdown new digitisation has not been possible, but we have curated high-quality material from existing digital collections, especially the Baldwin Library. In terms of pilot work on wider training, our Postdoctoral Research Associate (PDRA) is leading a Cambridge Digital Humanities training course on “Doing Digital Literary History” that focuses on digital recovery and ethical perspectives in archival research, 16 Sept.-7 Oct. 2020, and webinars are planned on recovering lost voices in the archives in the new term. We have scheduled a September meeting with the Centre for Literacy in Primary Education (CLPE) about the potential uses of data mining and metadata in anti-racism education for children aged 5-11. The rationale for our work is situated within the wider ecosystem of cultural professionals dealing with children’s books who see decolonisation as an urgent priority.4 For instance, the UK’s Chartered Institute of Library and Information Professionals instituted a Diversity Review in June 2017, following criticism of narrowness in its Kate Greenaway and Carnegie Medal awards. #WeNeedDiverseBooks, a US charity formed in 2014 to encourage representation in children’s literature, has 74,000 Twitter followers and an “Our Story” app that permits “kids, teens, parents, and educators – to discover diverse books.” These much- needed efforts have so far focused on recent literature, encouraging publishers and awards committees to promote new voices. Although there is much scope for further change,5 incremental improvements have been made, with Elizabeth Acevedo winning the 2019 Carnegie Medal and the US Newbery Medal going to Meg Medina in 2019 and Jerry Craft in 2020. Contemporary scholars meanwhile are challenging the racism in children’s literature and its study, among them Jonda McNair, Sarah Park Dahlen, Debbie Reese, Ebony Elizabeth Thomas, Cris Rhodes, and Angel Daniel Matos. We complement this work by applying their analyses to considerably older children's books, which have thus far been neglected as sources of remediation.
IV. Methodology The proposed project has five strands aimed at diversity practices and the discovery of suppressed voices for children. Each of these strands has its own methods of ensuring digitally-enabled participation and unlocking new data, addressed in subsections below. i) Discovering and disseminating new voices in the archives. The first research method is focused on archival and digitisation practice. We will uncover and digitise at least 300 Baldwin Library and Homerton College Library texts offering diverse perspectives or produced by diverse authors and illustrators. This research will require the PDRA and investigators to work closely with the Baldwin and Homerton Library catalogues and the physical texts. Because of the contrasting sizes of the holdings, much of this work will concentrate on Baldwin Library resources (250 titles). Digitisation will be conducted in-house at no cost with institutional overhead scanners/copystands and published in the Baldwin Library’s digital collection with full- text OCR. The texts from Homerton College Library will be digitised by librarians and placed in the college- inclusive Cambridge Digital Library. The Baldwin Library’s digital collection currently comprises approximately
4 See Vargas Betancourt, M., J. L. English, M. Jerome, & A. Soto, “Contesting Colonial Library Practices of Accessibility and Representation,” in Archives and Special Collections as Sites of Contestation, ed. M. Kandiuk (Sacramento CA: Library Juice, 2020) and P. Moore, “Cartography: A Black Woman’s Response to Museums in the Time of Racial Uprising”, The Incluseum, 10 June 2020. 5 See David Huyck and Sarah Park Dahlen’s infographic “Diversity in Children’s Books 2018”, which shows that animals receive more representation than ethnic minorities in the US
4 5% of the physical holdings. A main purpose of this project is to ensure that the next round of items to be digitised will focus 100% on diverse voices. This focus also ensures that the first of Homerton College Library’s children’s collection to be digitised will be texts by BIPoC authors and illustrators. Drawing on these digitised texts, we will also produce a collection of essays focussing on diversity in historical children’s literature/collections, with contributions sought from Diversity Fellows, project members, and the wider scholarly community in an open call for papers. ii) Identification and contextualisation of derogatory content using data-sets. Derogatory content comes in many different forms: visual, linguistic, and paratextual. Close reading of many individual texts as part of our pilot research has confirmed that historic children’s books are routinely and pervasively derogatory, in overt and covert ways. Historical books written with anti-racist intentions often include derogatory content (i.e. the “noble savage” trope), as do books by PoC authors. An initial taxonomy of racist tropes and terms in children’s literature has emerged from pilot research, as has a clearer understanding of the genres in which racism especially aggregates. The suitability of the Baldwin Library digital collection for corpus linguistic analysis has been tested by the pilot project’s PDRA, who has experimented with the full-text database. A team at the Oxford English Dictionary (OED) has proved adept at identifying – and explaining – obsolete and obscure derogatory terms used in children’s books and is also working with us to identify offensive terms. Using a data-set of words in the OED that are marked as offensive, derogatory, diminutive, and abusive, word frequency statistics will be developed as a foundation for understanding the pattern of derogatory content. Then these words will be flagged, as will potentially offensive content in the existing digital catalogues, and content warnings will be placed at the beginning of each text in the digital collections, similar to BBFC content warnings on films. The project will also discuss with the wider community the value of markers like (user-defeatable) pop-ups and excisions. Content warnings will be applied to the entire Baldwin Library digital collection of over 6,000 texts and one million pages of material, including works the team will newly digitise. 40 of the more famous harmful texts (e.g. Little House on the Prairie) will receive introductory headnotes about their engagements with race, indigeneity, and white-centricism. iii) Developing platforms for own-voices and inclusive metadata. The project includes funding for 10 Diversity Fellows from a wide range of disciplines concerned with childhood and anti-racism/diversity, including graduate students, trainee archivists, and early career researchers. The Fellows will work in the Baldwin and Homerton Library collections on data collection and contextualisation to model metadata diversification efforts for cultural institutions. Each will contribute to workshops and project meetings, serve as part of our Advisory Board, and collaborate with the project team. We will conduct metadata consultations with our Diversity Fellows to review MARC catalogue opportunities and limitations. We will expand juvenile tags in the Baldwin and Homerton Library collections, building upon work in our pilot study, to highlight racist and anti-racist texts in the catalogue. We also understand that engagement with diverse communities requires further efforts.6 We will produce 20 video discussions by BIPoC authors, illustrators, and scholars (including 10 by Diversity Fellows) about significant childhood reading. We will also instigate and engage in Twitter discussions about metadata, as we have found Twitter to be one of the best platforms for listening to marginalised voices who can otherwise be silenced. The Diversity Fellows will also be invited to contribute to the project’s collection of essays. iv) Curating collections to engage directly with racism in the archives. The project team will produce an edited digital anthology of 40 newly spotlighted children’s works (from the 300 under i above), each with an introductory headnote and critical commentary. These texts will showcase a variety of voices and genres, from shorter poetry to drama to chapter books. The digital edition will use first editions as copytexts when possible, be encoded in TEI Lite, and follow the Modern Language Association’s Guidelines for Editors of
6 See Tim Sherratt, “Hacking Heritage: Understanding the Limits of Online Access” in Hannah Lewi et al (eds), The Routledge International Handbook of New Digital Practices in Galleries, Libraries, Archives, Museums and Heritage Sites (London: Routledge, 2019).
5 Scholarly Editions. The proposed anthology will be modeled on the excellent Bates College diversebookfinder.org, but unlike that resource (a catalogue of recent picturebooks), we will include full texts and historical materials. Therefore it will be a public-facing diversity anthology, in the style of an Oxford World’s Classics edition, with the aim of highlighting voices from the past for the classroom, avid child reader, and others looking for positive historical representation. v) Developing skills and tools through a training programme. The last strand of our project includes a variety of routes to skills development, including four webinars for librarians, archivists, and PhD students in the first two years to discuss good practice in diversification. In the final six months of the project, which we shape as our impact and dissemination half-year, we will host two impact workshops, one in the US and one in the UK, for teachers, librarians, authors, illustrators, and publishers to discuss the canon and diversification of reissues, reading lists, and library holdings. To strengthen the longevity of this content, we will prepare an Open Educational Resource (OER) aimed at secondary-school/high-school teachers and librarians on diversifying their “classics” and curriculum through digital resources. Our Diversity Fellows receive 1:1 archival mentoring from the relevant Librarian. Our PDRA will develop her own training programme under the supervision of the PI and Cambridge Digital Humanities, where she is Methods Fellow. Finally, we will contribute to digital and diversity skills development across the team, which includes ECRs, and invite PhD students to relevant parts of our project meetings.
V. Project team and project management i) Project team. The Baldwin and Homerton Libraries are leading centres of children’s literature in the US and UK. Our participants wed the complementary expertise of digital humanists, librarians, and children’s literature academics to consider diversity and antiracist work in digital archives. We benefit from the understanding of historical trauma developed from extensive research with racist materials found in the colonial archives of the Digital Library of the Caribbean, hosted in partnership with the University of Florida with project team member Dr Laurie Taylor as a contributor. Liz Osman and Rosemary Austin co-presented at the Cambridge Libraries Conference 2020 on “Digital collections in children’s literature: a collaborative future” and participate in Cambridge’s “Decolonising through Critical Librarianship” network. US PI Suzan Alteri assembled the 2018 Florida exhibition on “Racism, Resistance and Representation in Children’s Literature 1800-2015,” and serves on the American Library Association’s Equity, Diversity, and Inclusion Assembly. Twanna Hodge is the Diversity, Equity, & Inclusion Librarian at UF who has experience leading diversity residency programs, and Xiaoli Ma is the Metadata Librarian at UF. They offer crucial expertise at facilitating change in the UF library system. Other project participants bring expertise in digital-reading and archives – US CoI Dr Kenneth Kidd, UK CoI Dr Eugene Giddens, Dr Julie Blake, and Dr Rebekah Fitzsimmons being leading proponents – while Dr Jen Aggleton focuses on visual narratives and has worked extensively with the British Library on their comics collection, and Dr Vanessa Joosen directs a major EU project on children’s texts and data-mining. We also benefit from the world-leading standing of the University of Florida’s Digital Support Services department, keen participants in our work and experts in digitisation techniques. UK PI Dr Zoe Jaques has published extensively on children’s literature and migration, including a major EU report; Giddens has written about Kwanzaa and Latinx children’s picturebooks; Kidd is a leading scholar of children’s literature and sexuality and past president of the Children’s Literature Association. Kidd, Alteri, Dr Rae Yan, and Fitzsimmons deploy archival crowd-knowledge techniques in their teaching. Digital editing and curation are specialisms of Jaques and Giddens, who have produced major scholarly editions for Oxford UP and Cambridge UP. Thus we have assembled a team with demonstrable relevant experience and expertise. ii) Project management. Management will be led by the four Principal and Co investigators, who have collaborated on major grant projects, including an AHRC network and pilot research. All investigators share responsibility for monitoring progress while also ensuring that day-to-day activities are performed, e.g.
6 assistance with travel arrangements, running Twitter, preparation of virtual-exhibition materials, and consulting with project participants. The UK PI will lead PDRA management and training and UK metadata creation and co-edit the collection of essays; the UK CoI will facilitate social media impact, data management, and scholarly editing and co-edit the collection of essays. The US investigators will lead US workshops, the OER, and networking. The US PI will be in charge of US digitisation, US metadata creation, US fellowships, and co-edit the OER. US CoI will lead the UF impact workshop, ECR/student engagement in training events, and co-edit the OER. Other named participants constitute our Advisory Board, offering scrutiny and guidance. Diversity Fellows will join the Advisory Board and also receive 1:1 support on archival skills-building from the relevant Librarian. The PDRA will deploy one day per month for relevant training and skills development, while being a full member of our project team. Monthly 1:1 progress and development reviews will be held with the UK PI. Our PDRA, Blake, is a Cambridge Digital Humanities Methods Fellow, where she also receives mentorship and training. iii) Communication. All participants will be members of the project’s email listserv, which will continue from the pilot as our main means of day-to-day communication. All participants join monthly Zoom meetings to monitor progress and budget. We will also host a project discussion board on Freedcamp, which archives discussions and resources in convenient threads. Covid19 lockdown has encouraged us to develop meetings at a distance in our pilot, but the short-and-sharp nature of such meetings makes it difficult to hold sustained discussions. Therefore three face-to-face team meetings will monitor progress, with meeting one focusing on research methods and data-management, meeting two on metadata development, and meeting three on impact. Meetings will be recorded and minuted and the final 30 minutes will focus on agreed outcomes. iv) US-UK Collaboration. The trans-Atlantic nature of this project is important, as the UK and US tend to operate in children’s literature silos, and this is especially true for archival collections and discussions of diversity. The UK has been slow to establish national collections of children’s books, with the copyright libraries, after years of declining to accept them, relying on donations, like the Opie collection at the Bodleian. These long-standing conditions have meant that American children’s literature, which is globally significant on racial and sexual diversity, is difficult to study in the UK. The US has a more sustained approach, but the substantive materials held in major institutions like the Widener Collection at Harvard or Cotsen Collection at Princeton focus on the collectible, canonical literature in rare editions, often of UK-published books. The Baldwin Library is unique in holding vast numbers of non-canonical works published in the US and abroad and, more importantly, in hosting the world’s largest digital collection at over one million pages. Homerton College has a growing historical children’s literature collection and has a major recent bequest in its Lealan Collection. Archival holdings of children’s literature are dispersed across US and UK institutions, many in smaller collections. Many major US archives, such as the Harry Ransom Center and the Huntington, do not actively acquire it. Similarly, the UK copyright libraries have piecemeal collections, much of it uncatalogued, as in the case of Cambridge University Library. A UK-US development of archival strategies will therefore benefit smaller libraries that lack the resources to test their own metadata-creation and data-mining techniques. Finally, discourses of diversity and childhood are becoming increasingly international, as disclosed by the UK-US campaigns to diversify publishing and prize-giving practice. Our trans-Atlantic efforts will benefit from considerations of the differences and similarities in, for instance, UK BAME and US BIPoC experiences, alongside transnational considerations of sexual equality and disability rights. The US and UK have different national/legal cultures of historical discrimination and may require different if overlapping strategies for decolonisation and harm reduction.
VI. Work plan The project is conducted over two years of research and a further six months of training and dissemination. Year one focuses on core archival and digital research. It will see the appointment of half of our Diversity
7 Fellows and the placement of the PDRA in the Homerton and Baldwin Libraries with the task of discovering further undigitised materials from diverse authors, editors, and illustrators. Our database of harmful terminology will be applied from our pilot project, and we will use social media to discuss harm-mitigation strategies through metadata in the first phase of this proposed project. Our beta content warnings will be released by month nine. Year two continues archival research (partially as a risk-mitigation strategy against potential Covid19 spikes) and focuses on implementation of metadata revisions. It will see the appointment of the remaining Diversity Fellows and the full release of content warnings. The digital edition will be completed by month 18. The OER, all new digitisation, and all metadata enhancement will be completed in month 24. The third year includes an impact and dissemination strand over six months, including two international training workshops and the full promotion of our OER. The collection of essays will be submitted to publishers by month 30.
VII. Final outputs, dissemination, and impact As result of this project: 1) both digital libraries will feature more diversity titles (250 Baldwin; 50 Homerton) and better metadata. Both libraries will document processes of the project on their websites and through papers at professional meetings. 2) Homerton will deposit its first titles to the Cambridge Digital Library, to include materials from its new Lealan Collection. 3) content warnings will be fully implemented in the Baldwin Library digital collection. 4) A joint digital exhibition on Diversity in Children’s Literature will be curated and hosted by both libraries, as will 5) a Digital scholarly edition of 40 diversity texts, including 6) Video commentary from own-voices readers and scholars. 7) Leadership and skills development will be embedded in PDRA training, Diversity Fellowships, project meetings, and our 8) Impact Workshops. The project’s 9) Twitter feed and 10) collection of essays on diversity in historical children’s literature collections will disseminate findings. Our dissemination strategies therefore include major datasets, a critical edition, peer- reviewed essays, and more public-facing outlets, materials, and training events. The free availability of these digital archives, with the Baldwin Library set to grow by 250 diversity titles over the course of this project, means that scholars, parents, teachers, and children have access to them, especially given our developed platforms of the edition and other metadata. We aim to promote a digital culture whereby children and other users do not need to do what Elizabeth Acevedo has called “reading en guarde” – in constant fear of hurtful content, or more generally expecting to find no sense of self reflected in dominant narratives. In promoting diverse historical content, directly critiquing racist terms and authors who held harmful views, and implementing automatic content warnings, this project will encourage a safer digital environment for young people who wish to acquire critical literacy, cultural capital, and historical knowledge. This project has broad impacts on the fields of children’s literature, education, library and information science, and history. The greatest impact, however, will be felt by children’s literature collections and other cultural institutions such as museums. They face particular problems when it comes to cataloguing and describing historically racist and colonial materials (how does one address racist history for very young audiences?). These concerns have urgent applicability for both wider children’s collections (e.g. the museums of toys or childhood) and adult collections interested in attracting diverse children and young people. Children's literature offers opportunities to connect with networks of cultural institutions, as it represents diverse genres and periods while bringing together text, illustration, sound, and movables. Those with a wider interest in the history of popular art and culture, text technologies, children's rights, and material childhoods will benefit from our decolonisation and diversification work. This research also fits with recent efforts to decolonise Oxbridge colleges, and project members’ participation in Cambridge’s “Decolonising through Critical Librarianship” network helps disseminate the potential benefits of our methods in wider university museum and archive contexts.
8 Key Personnel-University of Florida
SUZAN ALTERI – CV Curator, Baldwin Library of Historical Children’s Literature George A. Smathers Libraries, University of Florida 352.273.2870 | [email protected]
Current Position: Curator, Baldwin Library of Historical Children’s Literature (Tenured, Associate University Librarian), University of Florida Head, Rare Print unit, Special and Area Studies Collections, University of Florida
Summary: The Curator of the Baldwin Library is responsible for providing leadership in rare books and for managing, and promoting all collections within the Baldwin Library of Historical Children’s Literature (120,000+ books). This entails working closely with academic departments and library colleagues to create and sustain collaborations with historical children’s literature and rare books. The curator also regularly teaches instruction sessions to the Department of English, the College of Education, and other academic units. In addition, leads the Baldwin Library Scholars Council; manages 1 million in endowment funds; promotes the collection through digital humanities projects, websites, exhibits, and presentations; supports visiting international and national researchers; manages two travel grant programs and the Baldwin Library’s digital collection (6,000+ items); and co-teaches courses, such as, LIT 6856 when offered. The curator is also the head of the department’s Rare Print unit, supervising 2 faculty and 2.5 staff.
Prior Positions: 2007 – 2012 Social Sciences Librarian, Wayne State University 2005 – 2007 Archivist, Wayne State University
Selected Grants and Fellowships: • Decolonising Digital Childhoods (Partner Investigator, 2020) • Willison Foundation Charitable Trust Fellowship (2019) • Digital Collections in Children’s Literature: Distance Reading, Scholarship, Community (Partner Investigator, 2019) • Women Authored Science Books for Children 1790-1890 (PI, 2015) • Expanding Undergraduate Research in the Baldwin (PI, UF, 2015) • Digital Humanities Collaboration Bootcamp (Investigator, UF, 2015)
Selected Invited and Peer-Reviewed Presentations: • Great Books for Girls: ALA’s Amelia Bloomer Project and Feminism, 2019 • Female Agency in Book Collecting: Case Studies of Women Book Collections, Society for the History of Authorship, Reading and Publishing, 2018
• Writing the Scientific Mother: The Geography of London, Children’s Literature Association, 2017 • Digital Humanities is What You Do with It, Rare Books and Manuscripts Section, 2016
Selected Honors: Visiting Program Officer for Special Collections, Association for Southeastern Research Libraries, 2017-2018 Emerging Leader, American Libraries Association, 2010
Selected Publications: Refereed Journal Articles Huet, H. (lead), Alteri, S. and Taylor, L. (August 2019). “Balancing Identities as Librarians, Scholars, and Digital Practitioners: A Life on the Hyphen.” Digital Humanities Quarterly, Issue 13.2. http://www.digitalhumanities.org/dhq/vol/13/2/000418/000418.html
Alteri, S. and Fitzsimmons, R. (2019). “Possibly Impossible; Or, Teaching Undergraduates to Confront Digital and Archival Research Methodologies, Social Media Networking, and Potential Failure.” Journal of Interactive Technology and Pedagogy, 14, February 2019.
Alteri, S. (2013). “The Classroom as Salon: A Collaborative Project on Daniel Defoe’s Robinson Crusoe.” Digital Defoe, 5 (1), 79-94 http://english.illinoisstate.edu/digitaldefoe/archive/fall13/index_fall13.shtml
Alteri, S.A. (2009). “From laboratory to library: The history of Wayne State University's Education Library.” Education Libraries, 32 (1), 12-16.
Refereed Books Chapters Taylor, L. (lead), Alteri S., Huet, H. (2020). “Dividing the World for Library Collection Development” in Josephs, K. and Risam, R. (Eds.) Debates in the Digital Black Atlantic. University of Minnesota: Minneapolis.
Alteri, S. A. (2011). “Curriculum Materials Laboratories: Blast from the Past or Institutionally Relevant?” in Kohrman, R. (Ed). Curriculum Materials Collections and Centers: Legacies from the Past, Visions of the Future. Association of College and Research Libraries: Chicago.
Alteri, S. & Golodner, D. (2008). I Can See the Light: Using Web-based Exhibits to Enhance Interactive Archival Scholarship Opportunities. In Marta J. Deyrup (Ed), Digital Scholarship. Routledge: New York.
Bibliographies Alteri, S. (2017). Guiding Science: Publications from the Romantic and Victorian Ages. George A. Smathers Libraries, Gainesville, FL. http://cms.uflib.ufl.edu/guidingscience.
Key Personnel-University of Florida
Kenneth B. Kidd – CV
Department of English 3300 NW 27th Street P.O. Box 117310 Gainesville, FL 32605 University of Florida (352) 281-7573 Gainesville, FL 32611-7310 (352) 294-2801 fax: (352) 392-0860 https://english.ufl.edu/kenneth-kidd/ http://www.kbkidd.org
Education
1994 Ph.D. in English, University of Texas-Austin 1990 M.A. in English, University of Texas-Austin 1988 B.A. in Plan II Honors Program, University of Texas-Austin
Academic Positions
2013- Professor of English; Affiliate Professor, Center for Women's Studies and Gender Research, University of Florida (CLAS Term Professor, 2017-2020) 2004-2013 Associate Professor of English, University of Florida 1998-2004 Assistant Professor of English, University of Florida 1994-1998 Assistant Professor of English, Eastern Michigan University
Administrative Positions
2019- Associate Chair and Undergraduate Coordinator, Department of English 2011-2015 Chair, Department of English 2005-2009 Coordinator of Graduate Studies, Department of English 2000- Associate Director, Center for Children's Literature and Culture
Editorial Experience
2017- Series Coeditor, with Elizabeth Marshall, Children’s Literature and Culture, Routledge. 2017- Volume Coeditor, with Katharine Capshaw Smith, The Cambridge History of Children’s Literature in English, Volume 3: 1914-Present (under contract). 2016- Editorial Board, Papers: Explorations into Children's Literature. 2015- Editorial Board, First Opinions, Second Reactions (Purdue University). 2014-2017 Publications Advisory Committee, Children's Literature Association (advises University Press of Mississippi). 2012- Editorial Board, Children's Literature, Culture, and Cognition book series, John Benjamins Publishing. 2004-2014 Associate Editor, Children's Literature Association Quarterly (under two Editors).
Also on editorial boards for Boyhood Studies, The Lion and the Unicorn, and The Journal of Narrative Theory. Kidd -- 2
Select Teaching
15 different graduate seminars (American literature, children’s literature, psychoanalysis, gender and sexuality studies) 19 different undergraduate courses (American literature, children’s literature, film studies, writing studies, queer literature studies) 12 PhD students directed to completion, with excellent placement Visiting faculty member at Simmons University and Newcastle University (UK)
Select Invited Talks
2019 “Children’s Literature as Critical Thought.” “Children’s Literature and Children’s Lives: A Symposium.” Villa La Pietra, NYU Florence, November. 2019 “A Tale of Two Canons: Children’s Literature and Fanfiction.” Invited lecture as Scholar in Residence, Hollins University, July. 2017 "Philosophy for Children." Invited seminar participant, "Forever Young? Rejuvenation in Transnational and Transcolonial Perpective, 1900-2000," German Historical Institute, Washington DC, May. 2016 "Children's Literature as Queer Theory for Children." Invited keynote, Australasian Children's Literature Association for Research Biennial Conference, Charles Sturt University, Wagga Wagga, New South Wales (Australia), July. 2016 "The Children's Literary Classic." Invited seminar, University of Canberra (Australia), July. 2015 "Children's Literature, or Queer Theory for Children." Invited keynote, The 21st Annual Francelia Butler Conference, Hollins University, July. 2015 Invited panelist, M.I.T. Communications Forum: "Coming of Age in Dystopia: The Darkness of Young Adult Fiction," Massachusetts Institute of Technology, March. https://commforum.mit.edu/coming-of-age-in-dystopia-the-darkness-of-young-adult- fiction-a4e5e8253be3. 2014 "What is the Children's Classic?" Invited keynote, "Sequels" program, University of Texas-Austin, April. 2014 "Queer Theory as Children's Literature, Children's Literature as Queer Theory." Joseph Keene Chadwick Memorial Lecture, University of Hawai'i, Mānoa, March. 2013 "The Age of Beginners." Invited talk for General Forum, Pacific Ancient and Modern Language Association, San Diego, November. 2013 "P4C and the Child Philosophers." Invited talk for "Worlds of Wonder: The Queerness of Childhood," an interdisciplinary workshop at Williams College, Williamston, MA, May. 2013 "The Philosophy of Childhood." Invited talk for San Diego State University (written but not delivered due to illness), San Diego, April. 2012 "Missionary Work and/as Children's Book Authorship in Elizabeth Foreman Lewis' Young Fu of the Upper Yangstze (1932)." Invited talk for "The Image of the Child in Chinese and American Children's Literature," a special symposium. Ocean University of China, Qingdao, China, June. 2011 “Picturebooks for Beginners, Dummies, and Other Adults.” Invited keynote for USF's Children’s Literature Symposium. USF-Sarasota, Sarasota, FL, February. 2011 "Philosophy for Children." Invited keynote for "The Body Electric," Children's Literature Summer Institute, Simmons College, July.
Kidd -- 3
Kenneth B. Kidd, Publications
Sole-Authored Books
Theory for Beginners, or Children’s Literature Otherwise. Under contract with Fordham University Press, expected Fall 2020. Freud in Oz: At the Intersections of Psychoanalysis and Children’s Literature. University of Minnesota Press, 2011 Making American Boys: Boyology and the Feral Tale. University of Minnesota Press, 2004.
Coedited Books
B is for Baldwin: An Alphabet Tour of the Baldwin Library. Under lead editorship of Suzan Alteri and produced byThe Baldwin Editorial Collective. Gainesville, FL: LibraryPress@UF. Under contract. Queer as Camp: Essays on Summer, Style, and Sexuality. Coedited with Derritt Mason. Fordham Univerity Press, 2019. Prizing Children's Literature: The Cultural Politics of Children's Book Awards. Coedited with Joseph T. Thomas, Jr. Routledge, 2017. Over the Rainbow: Queer Children’s and Young Adult Literature. Coedited with Michelle Ann Abate. University of Michigan Press, 2011. Wild Things: Children's Culture and Ecocriticism. Coedited with Sidney I. Dobrin. Wayne State University Press, 2004
Select Chapters and Articles
“Sounding the Broken Note: Eric P. Kelly’s The Trumpeter of Krakow. Neglected Newberys, eds. Sara Schwebel and Jocelyn Van Tuyl. Routledge. Forthcoming. "P4C and the Wonder Kids." The Queerness of Childhood: Essays from the Other Side of the Looking Glass, eds. Anna Fishzon and Emma Lieber. Palgrave Macmillan. Expected 2020. "Prizing in the Children's Literature Association." Prizing Children's Literature: The Cultural Politics of Children's Book Awards, eds. Kenneth B. Kidd and Joseph T. Thomas, Jr. Routledge Press, 2017. 193-208. "Serendipity and Children's Literature Research in the Library." Coauthored with Lucy Pearson and Sarah Pyke. International Research in Children's Literature 9.2 (December 2016): 162- 178. "Interpreting Elizabeth Foreman Lewis's Young Fu of the Upper Yangtze." Representing Children in Chinese and American Children's Literature, eds. Claudia Nelson and Rebecca Morris. Ashgate Press, 2014. 87-96. Published simultaneously in Chinese. “The Child, the Scholar, and the Children’s Literature Archive.” The Lion and the Unicorn 35.1 (April 2011): 1-23. “Queer Theory’s Child and Children’s Literature Studies.” PMLA 126.1 (January 2011): 182-188. “Wild Things and Wolf Dreams: Maurice Sendak, Picture-Book Psychologist.” The Oxford Handbook of Children’s Literature, eds. Julia Mickenberg and Lynne Valone. Oxford University Press. 211-230. “”Not Censorship but Selection’: Censorship and/as Prizing.” Children’s Literature in Education 40.3 (2009): 197-216. “Prizing Children’s Literature: The Case of Newbery Gold.” Children’s Literature 35: 166-190. Reprinted as “Prizes! Prizes! Newbery Gold,” in Children’s Literature: Approaches and Territories, eds. Janet Maybin and Nicola J. Watson (Palgrave Macmillan, 2009): 156-168.
Key Personnel-University of Florida
RAE X YAN Department of English (352) 294-2831 University of Florida [email protected] 4008 Turlington Hall, P.O. Box 117310 @raexiaoyan Gainesville, FL 32611-7310 raexyan.com
ACADEMIC APPOINTMENTS
Assistant Professor of British Literature, 1830-1900, Department of English University of Florida, 2018-present
EDUCATION
PhD, English, The University of North Carolina at Chapel Hill. 2018. Royster Fellow. Certificate in Digital Humanities 2016.
Dissertation: “‘This Seemingly So Solid Body’: Philosophical Anatomy and Victorian Fiction.” Committee: John McGowan (co-director), Beverly Taylor (co-director), Laurie Langbauer, Jeanne Moskal, and Kimberly Stern.
BA, English (Honors) & Chinese Literature and Language, Wellesley College. 2011. Durant Scholar, magna cum laude, Phi Beta Kappa.
SCHOLARLY PUBLICATIONS
“Robert Louis Stevenson as Philosophical Anatomist: The Body Snatcher.” English Literature in Transition, 1880-1920 62.4 (2019), 458-481.
“Dickens’s Wild Child: Nurture and Discipline after Peter the Wild Boy.” Dickens Studies Annual 48 (2017): 45-58.
AWARDS, FELLOWSHIPS, and PRIZES
2020 Humanities Scholarship Enhancement Award, University of Florida.
2019-20 Southeast Conference Visiting Faculty Travel Grant, University of Florida.
2019 Anderson Scholar Faculty Honoree, University of Florida.
2019 Rothman Faculty Summer Fellowship, University of Florida.
2017 Fred and Joan Thomson Award for Outstanding Dissertation Work, The University of North Carolina at Chapel Hill.
2012-17 Royster Fellowship, The University of North Carolina at Chapel Hill.
1
2016 Future Faculty Fellowship, The University of North Carolina at Chapel Hill.
2015-16 PhD Lab in Digital Knowledge Graduate Fellowship, Duke University.
2015 Carolina Digital Humanities Initiative Graduate Student Fellowship, The University of North Carolina at Chapel Hill.
2014 Thomas F. Ferdinand Digital Humanities Summer Research Fellowship, The University of North Carolina at Chapel Hill.
SELECTED CONFERENCES
Conferences convened
2017 Steering Committee Member, British Women Writers Conference, The University of North Carolina at Chapel Hill
Papers presented
2020 “Framing the Human through Victorian Anatomies” Modern Language Association. Seattle, WA.
2019 “Carmilla and Rhetorics of Nineteenth-Century Homeopathy” (Panel Organizer) North American Victorian Studies Association. Columbus, OH.
2019 “Workshop on the Academic Job Market” (Co-organizer) British Women Writers Conference. Auburn, AL.
2018 “The Science Behind the Supernatural in Joseph Sheridan Le Fanu’s In a Glass Darkly” North American Victorian Studies Association. St. Petersburg, FL.
2017 “Robert Louis Stevenson’s Preservation of Dr. Robert Knox” North American Victorian Studies Association. Banff, Alberta, CA.
2016 “Modern Chinese Literature and the Borders of Humanities Discourse” American Comparative Literature Association. Cambridge, MA.
TEACHING EXPERIENCE
The University of Florida, Department of English
Graduate “Worldly Victorians” (1 section, Spring 2020)
Undergraduate “Narrative Games” (1 section, Fall 2019)
2 “The English Novel: 19th Century” (1 section each semester, Spring 2019, Spring 2020) “19th Century Literature and Scientific Imagination” (1 section, Spring 2019) “Victorian Bodies” (1 section each semester, Fall 2018, Fall 2019) “Golden Age Children’s Literature” (1 section, Fall 2018)
The University of North Carolina at Chapel Hill, Department of English
Undergraduate “Reading Children’s Literature,” Teaching Assistant (2 sections, Spring 2018) “Writing in the Natural Sciences,” Instructor (1 section, Fall 2017) “Networked and Multimodal Composition,” Instructor (1 section, Spring 2016) “Introduction to Asian Studies,” Teaching Assistant (3 sections, Fall 2015) “Composition & Rhetoric” Instructor (1 section each semester, 2013-2015)
PUBLIC WRITING
“Down the Rabbit Hole: Researching the Golden Age of Children’s Literature in the Baldwin.” SOURCE Magazine 1.2 Special Issue (2019), 8-11.
TECHNICAL SKILLS
Audio recording and editing software (Audacity, GarageBand) Content Management Systems (Drupal) HTML/CSS including HTML5 Installation, modification, and use of web-publishing platforms (Wordpress, Omeka, Scalar) Image and video editing software (Adobe Photoshop, Adobe Illustrator, Adobe Premiere Pro, iMovie, Camtasia) XML and TEI
MEMBERSHIPS
Association for Asian Studies. British Women Writers Association. Interdisciplinary Nineteenth Century Studies. Modern Language Association. North American Victorian Studies Association. Victorian Popular Fiction Association.
3 Key Personnel- University of Florida
LAURIE N. TAYLOR, PhD Chair of the Digital Partnerships & Strategies Department George A. Smathers Libraries, University of Florida
352.273.2902 | [email protected] | www.laurientaylor.org | @laurien
CURRENT POSITION Senior Director for Library Technology & Digital Strategies; Chair of the Digital Partnerships & Strategies Department (Tenured, University Librarian) Editor-in-Chief, LibraryPress@UF Graduate Faculty, Art and Art History, Museum Studies Affiliate Faculty, Center for Latin American Studies Affiliate University Librarian, Center for Gender, Sexualities, and Women’s Studies
SUMMARY The Digital Partnerships and Strategies (DP&S) Department Chair is responsible for providing leadership for digital partnerships between the Smathers Libraries and partners across the university, regionally, nationally, and internationally. Works closely with library colleagues to create and sustain supports for collaborations for building collections, community, and capacity. Leads program development and manages program operations for Scholarly Communications, the LibraryPress@UF, and the Institutional Repository (IR@UF), ensuring alignment with the Smathers Libraries Strategic Directions and support for the Libraries’ collaborative partnerships, initiatives, and programs. Leads digital scholarship initiatives, including projects associated with the UF Digital Collections (UFDC), Digital Library of the Caribbean (dLOC, www.dLOC.com), the IR@UF and other digital collections and scholarship efforts hosted at UF, including support for digital scholarly publishing.
PRIOR POSITIONS 2013 – 2018 Digital Scholarship Librarian, UF 2011 – 2013 Digital Humanities Librarian, UF 2008 – 2011 Interim Director, Digital Library Center, UF 2007 – 2008 Digital Projects Librarian, Digital Library Center, UF
Selected Grants PI, Co-PI, and Investigator for internal and external grants totaling over $3 million; focused on creating and leveraging digital collections for digital and public humanities. • Migration, Mobility, and Sustainability: Caribbean Studies Digital Humanities Institute (NEH, 2018) • Caribbean Studies Data Curation, Host Institution (CLIR, 2017) • Collaborating Across the Divide: Digital Humanities & the Caribbean (UF, 2017) • Books about Florida & the Caribbean: from The Florida Press (Mellon, 2015) • Digital Humanities Collaboration Bootcamp (UF, 2015)
Selected Honor 2018 Caribbean Information Professional of the Year, awarded by the Association of Caribbean University, Research, and Institutional Libraries (ACURIL)
LAURIE N. TAYLOR, PhD
SELECTED PUBLICATIONS
Monographs 1. Laurie N. Taylor, Meredith Morris Babb, Chelsea Dinsmore, and Brian W. Keith. Libraries, Presses, and Publishing: ARL SPEC Kit 357. Washington, DC: Association of Research Libraries (ARL), 2017. http://publications.arl.org/Libraries-Presses-Publishing-SPEC-Kit-357/ 2. Marilyn Ochoa, Laurie N. Taylor, and Mark V. Sullivan. Outreach and Assessment for Locally Curated Digital Collections: ARL SPEC Kit. Washington, DC: Association of Research Libraries (ARL), 2014. http://publications.arl.org/Digital-Collections-Assessment-Outreach-SPEC-Kit- 341/ and http://ufdc.ufl.edu/AA00031719/00001.
SELECTED: Books, Edited 1. Zach Whalen and Laurie N. Taylor, editors. Playing the Past: Video Games, History, and Memory. Nashville, TN: Vanderbilt UP: 2008. http://ufdc.ufl.edu/AA00040386/00001.
SELECTED: Refereed Journal Articles 1. Brian W. Keith, Laurie N. Taylor, and Lourdes Santamaria-Wheeler. "Broadening Impact for Library Exhibitions and Speakers," Journal of Library Administration (2017: 1-17): http://dx.doi.org/10.1080/01930826.2017.1288977 and http://ufdc.ufl.edu/AA00054861/00001. 2. Brian W. Keith, Bonnie J. Smith, and Laurie N. Taylor. “Building a Collaborative Digital Archive and a Community of Practice.” portal: Libraries and the Academy 17.2 (2017: 419-434): https://muse.jhu.edu/article/653214. 3. Laurie N. Taylor, Margarita Vargas-Betancourt, and Brooke Wooldridge. “The Digital Library of the Caribbean (dLOC): Creating a Shared Research Foundation,” Scholarly and Research Communication 4.3 (Dec. 2013: 7 pp.): http://src-online.ca/src/index.php/src/article/view/114/246 and http://www.dloc.com/AA00019156/00001/pdf. 4. Brooke Wooldridge, Laurie Taylor, and Mark Sullivan. "Managing an Open Access, Multi-Institutional, International Digital Library," Resource Sharing & Information Networks (2009: 35-44): http://ufdc.ufl.edu/AA00004150/00001 and http://www.informaworld.com/10.1080/07377790903014534.
SELECTED: Refereed Books Chapters 1. Laurie N. Taylor, Poushali Bhadury, Elizabeth Dale, Randi Gill-Sadler, Brian W. Keith, Prea Persaud, and Leah R. Rosenberg. "Engaging the Digital Humanities with Graduate Internships in Libraries for Transformative Collaboration." Digital Humanities, Libraries and Partnerships. Eds. Kate Joranson and Robin Kear. Chandos Publishing, 2018. Abstract: http://ufdc.ufl.edu/AA00048267/00001 2. Laurie N. Taylor, Suzan Alteri, Val (Davis) Minson, Ben Walker, Haven Hawley, Chelsea Dinsmore, and Rebecca Jefferson. “Library Collaborative Networks Forging Scholarly Cyberinfrastructure and Radical Collaboration.” Handbook of Research on Academic Library Partnerships and Collaborations. Ed. Brian Doherty. Hershey, PA: IGI Global, 2016: 1-30. Abstract: http://ufdc.ufl.edu/AA00030795/00001
Key Personnel- University of Florida
TWANNA HODGE – CV Diversity, Equity, & Inclusion Librarian George A. Smathers Libraries, University of Florida 352.273.2595 | [email protected]
Current Position: Diversity, Equity, & Inclusion Librarian (Tenure Track, Assistant University Librarian), University of Florida
Summary:
Develop a comprehensive and strategic DEI program; help the Libraries’ team members recognize, understand, value and embrace our differences as crucial to our communal work; develop and implement a DEI program for the Libraries, the DEI Librarian will serve as the Libraries’ Campus Diversity Liaison (CDL); participates in national dialogues within the United States and globally that promote the establishment of professional practices in libraries and programs to enhance the opportunities of minority and underrepresented groups in the library profession; pursue professional development opportunities, including research, publication and professional service activities in order to advance their field and meet library-wide criteria for tenure and promotion.
Prior Positions: 2018 - 2020 Academic/Research Librarian, SUNY Upstate Medical University, Health Sciences Library 2016 – 2017 Information Literacy and Collection Development Librarian, University of the Virgin Islands
Selected Invited Presentations: • Integrating Cultural Humility into Practice, LIBS 6853: Services for Diverse Populations at the East Carolina University, 2020 • Racism, Bias, Microaggressions and Librarianship, Reference and Information Literacy Services Class at Syracuse University 2020
Selected Honors: Emerging Leader, American Libraries Association, 2018
Selected Publications:
Hodge, T. (2019). From Diversity Resident Librarian to Diversity Fellowship Coordinator. WOC+ Lib. https://www.wocandlib.org/features/2019/10/24/from-diversity- resident-librarian-to-diversity-fellowship-coordinator Hodge, T. (2019). Integrating Cultural Humility into Public Services Librarianship. International Information & Library Review, 1–7. https://doi.org/10.1080/10572317.2019.1629070 Key Personnel- University of Florida
CV Ma 1
Xiaoli Ma – CV Assistant University Librarian, University of Florida
CONTACT INFO
Digital Production Services George A. Smathers Libraries University of Florida PO Box 117003 Gainesville, FL 32601-7003 (352) 273-2542 [email protected]
SPECIALIZATION
Data Migration, Platform Metadata Analysis, Taxonomy, Machine-aided Subject Indexing
CURRENT POSITION
2018 - Present Metadata Librarian, Digital Support Services, George A. Smathers Libraries, University of Florida
Major Responsibilities: Research and implement the tools and workflows that improve large- scale digital collection metadata quality.
PRIOR POSITIONS
2015 - 2018 Metadata Specialist-Technical Lead, Ithaka, Artstor, New York, New York
2012 - 2015 Visual Resources Associate, Library, SUNY Purchase College, New York, Purchase
2010 - 2012 Archivist, Cai Studio, New York, New York
SELECTED GRANTS
“Enhancing the Legacy Digital Collections of the SPOHP for Improved User Access” (cash: $4,954; cost share: $5,635). Awarded Strategic Opportunity Grant, this project restructured SPOHP UFDC content of 59 multi-level aggregations to 20 two-level aggregations, affecting 2721 items; made 3931 changes to update 41 subjects and standardized the use of metadata fields across SPOHP. A guideline and a libguide were produced. As well, the auto-transcription tool: Descript (https://www.descript.com/), was
CV Ma 2 assessed. (Project team: X. Ma (PI), S.Birch (Co-PI), L. Perry, P.Stanley, C. Futch, I. Mattson) (start date: 1/1/19; end date 12/30/19). https://ufdc.ufl.edu/IR00010689/00001
SELECTED PRESENTATIONS/WEBINARS
Dinsmore, C. (presenter),D. Van Kleeck (presenter), L.Perry (presenter), X.Ma(presenter), “May I MAI?: Implementing Machine-Aided Indexing in a Large Digital Library System,” DLF Forum. Tampa, FL, October 15, 2019. https://ufdc.ufl.edu/IR00011002/00001
Birch, S. (presenter), X. Ma, “Fixer-Uppers: Restructuring an Inefficient Digital Collection,” DLF Forum. Tampa, FL, October 15, 2019. https://ufdc.ufl.edu/IR00011003/00001
SELECTED TEACHING AND INSTRUCTIONAL ACCOMPLISHMENTS
Metadata @ UF Libraries, organized by Cynthia Digby, Training Program Manager and developed by Chelsea Dinsmore, Chair of Digital Support Services, Dave Van Kleeck, Chair of Cataloging and Discovery Services Department and Xiaoli Ma, Metadata Librarian, includes eight sessions of workshops and panel discussions surrounding the use of metadata at the Libraries.
Dinsmore, C. (presenter), D. Van Kleeck (presenter), X. Ma (presenter), “Metadata @ UF Libraries - Overview”, UF Libraries Training Series. Gainesville, FL. August 20, 2019.
Ma, X. (presenter), “Metadata @ UF Libraries - Schema and Crosswalking”, UF Libraries Training Series. Gainesville, FL. October 23, 2019.
Ma, X. (presenter), “Metadata @ UF Libraries - Machine Aided Indexing”, UF Libraries Training Series. Gainesville, FL. December,11, 2019.
Dinsmore, C. (presenter), D. Van Kleeck (presenter), X. Ma (presenter), “Metadata @ UF Libraries -Fixing UFDC Facets: Subjects, Genre, Type, etc.”, UF Libraries Training Series. Gainesville, FL. April xx, 2020.
ACTIVITIES AT PROFESSIONAL ORGANIZATIONS
Co-chair,Cataloging and Metadata Standards Committee, Visual Resources Association, 2018-present
Organize quarterly online committee discussions and annual in-person meetings and events, initiate and manage projects.
Member, Digital Library Federation Metadata Assessment Working Group Meeting, 2018-present
Participated in literature review to update Environmental Scan Recommendation on Scholarship about Metadata Quality Assessment (https://dlfmetadataassessment.github.io/EnvironmentalScan)
Key Personnel-Homerton College
Rosemary Jane Austin - CV
Education and qualifications 2010-2013 Postgraduate Diploma in Educational Studies, University of Cambridge 2008-2009 MA Information and Library Management, Loughborough University 2004-2007 BA (Hons.) History, Swansea University 2:1 Class
Employment Homerton College, Cambridge June 2014- Present Deputy Librarian
• Creating marketing materials (monthly bulletin, posters, handouts, slide shows) and documentation for the Library, advertising services and increasing current awareness amongst users • Managing the Library’s social media (currently Wordpress blog and Twitter), to create timely and relevant content on a regular basis and facilitate posts from other staff members • Responsibility for the specialist Children’s Literature Collection - assessing material, identifying new books to buy, monitoring book awards, identifying gaps in the collection to be filled, encouraging use of the collection through liaison with relevant teaching staff and other libraries • Managing the current journal subscriptions, including checking in new issues, monitoring supply and liaising with suppliers • Supporting the training and recruitment of library staff and casual student helpers • General library duties including issuing/returning items, cataloguing and processing new acquisitions using ALMA LMS • Assisting with inducting new users into the Library and designing tailored research skills sessions for visiting secondary school students and undergraduates
Homerton College, Cambridge June 2018- March 2019 I provided maternity cover for the Librarian at Homerton College, University of Cambridge, leading a team of five Librarians to provide a library service for both undergraduate and postgraduate students and teaching staff. My position involved: • Responsibility for all library budgets and financial decision making • Implemented new RFID security system and self issue service December 2018. • Liaising with senior teaching staff about library acquisitions and collection policy • Fulfilling the role of Disability Support Librarian by liaising with publishers to acquire alternative formats for use by visually impaired students. • Collaborating with staff as part of the Library Committee, IT Committee, Health and Safety Committee and Educational Policy Committee
Hertfordshire and Essex High School, Bishops Stortford August 2010- June 2014 I worked as the Librarian in an OFSTED rated Outstanding all girls comprehensive school; providing a library service for staff and 1,300 students aged 11-18. • Negotiating for funding, managing budgets and presenting budget proposals for Senior Management • Training and managing a Library Assistant • Establishing co-operative links with other libraries and information services • Maintaining effective partnerships with staff to identify curriculum requirements • Assisting pupils to locate, retrieve, evaluate and present information through the teaching and assessment of information skills • Promoting reading for pleasure by leading the 60 members of the Carnegie Shadowing group and planning events and author visits.
Welsh Assembly Government, Aberystwyth September 2009- July 2010 I worked as a Support Librarian providing both an internal information service for civil servants and an external enquiry service for members of the public. My position involved: • Providing literature searches and an inter-library loan service for internal staff. • Cataloguing Welsh Assembly Government publications and library stock using SoutronGlobal complying with LC classification • Independently handling email and face to face enquiries from members of the public • Delivering tailored information literacy classes on electronic resources to staff • Participating in marketing events and leading induction tours as part of the Communications team. • Liaising with teams to undertake cataloguing projects and independently auditing divisional library collections.
Oadby Public Library, Leicestershire September 2008- September 2009 In addition to my studies, I worked part time as a library assistant at Oadby public library in Leicestershire • Enabling library customers to search and select appropriate information and resources • Supervising and coordinating events such as ‘wriggly readers’ to promote and encourage library services and local events. • Demonstrating and providing training for readers in the use of ICT services.
Gladstone's Library, Hawarden August 2007- August 2008 I completed my graduate trainee year at Gladstone's Library in Hawarden, North Wales. This is a residential library founded by Sir William Gladstone with a specialised 19th century annotated collection. As Assistant Librarian in a small team, I had a range of responsibilities including: • Independently answering research enquiries and requests from students and academics both in person, on the telephone or via email. • Cataloguing acquisitions using both card cataloguing and the Heritage library system. • Maintaining the library shelf lists and managing item records by classifying or re-classifying books and completing bibliographical work. • Providing stock control management of academic journals and ephemeral publications • Providing reader supervision for our pre-1800 rare books and special collections • Managing and training volunteers to catalogue new acquisitions and create item records using the Heritage library management system • Independently co-ordinating the St Deiniol’s External Readers scheme.
Flintshire Library Services, Mold, Wales June 2008 My position at St Deiniol’s Library also included working within a variety of services provided by Flintshire County Council: • Assisting with time management and supervision of events including the North Wales Schools Book Quiz which involved 40 children aged 12 from local schools alongside the School Library Service • Providing information literacy training and support for customers using Flintshire libraries online resources with the Reference service.
National Library of Wales, Aberystwyth December 2007
As part of my graduate traineeship, I spent four weeks at the National Library of Wales based within collection services. This involved: • Inputting and importing MARC 21 catalogue records and checking bibliographic data. • Working within a bilingual organisation handling and completing customer enquiries in Welsh and English.
Awards and Achievements • Awarded the SLA Europe Dissertation Prize 2010 for my Masters dissertation entitled ‘British Theological Libraries: an evaluation of marketing strategy’. I was invited to present my findings as keynote speaker at the ABTAPL Spring Conference 2010. • Involvement in AHRC-funded project ‘Digital Collections in Children’s Literature: Distance Reading, Scholarship, Community’ working alongside academic colleagues and the Baldwin Library, University of Florida. • Co-presented at the Cambridge Libraries Conference 2020 ‘Digital collections in children’s literature: a collaborative future’ summarising findings from AHRC-funded collaborative network.
Key Personnel- Homerton College
33 Rectory Close Mobile 07957 593066 Great Paxton Email St Neots [email protected] Cambridgeshire [email protected] PE19 6RZ
Liz Osman – CV
A pragmatic and experienced library manager with the expertise and knowledge to deliver a high- class student-focused library service. Knowledgeable in study skills and children’s rare books. An enthusiastic professional, and a good communicator, confident and capable of delivering results.
Professional Experience
College Librarian – Homerton College Library, Cambridge ▪ September 2010 – Present . Completed full Library refurbishment including installation of RFID system, Summer 2012. . Manager of six full and part time staff members, and a group of student helpers. . Budgetary responsibilities, primarily aimed to ensure provision of texts for Part 1 Undergraduates. . Involved in acquisition and planning for the Lealan donation of annuals and children’s books (c7500 items), Summer 2013 – present. . Development of children’s rare books collection (more than ten-fold increase in items), creation of exhibitions and exploring further integration in the MPhil children’s literature curriculum. . Delivering academic skills sessions within College. . Chair of the cross-library Library Management System Steering Committee, involved in the specification, tendering and implementing of a new University-wide Library Management System, 2013. . Senior User for Cambridge University Library Management System project, through to successful implementation. Seconded one day per week to advise and support, representing the interests of the wider library community (Faculties and Colleges). Chair of Senior User Group 2014-18. . Involvement in AHRC-funded project ‘Digital Collections in Children’s Literature: Distance Reading, Scholarship, Community’ working alongside academic colleagues and the Baldwin Library, University of Florida.
Copy Editor (Voluntary) – BrightYoungFolk.com, Sevenoaks, Kent ▪ 2009 - 2018 . Copy editing of all reviews posted to site. . Occasional album reviewer and interviewer of folk artists.
Librarian – Henley Business School, University of Reading (formerly Henley Management College), Henley-on-Thames, Oxon ▪ June 2007 – September 2010 . Line management and recruitment experience, including leading staff through an intense period of change. . Budgetary responsibility of £250,000. . Liaison with and research for Faculty members. . User education and information literacy, including tailored training. . Experience of supporting distance learners and executive/corporate groups.
Assistant Librarian – Henley Management College, Henley-on-Thames, Oxon ▪ July 2006 – June 2007
Graduate Trainee – Trinity College, Cambridge ▪ 2004 - 2005
Additional Professional Activities . “Digital collections in children’s literature: a collaborative future” lightning talk with Rosemary Austin delivered to Cambridge Libraries Conference January 2020. . Attended I2C2 Conference, Scarborough 2017. . Attended ‘Children’s Books, 1450-2000’, a week-long course at the London Rare Books School, July 2014 . Session leader at LibCampEast, September 2013. . Regular attendee Libraries@Cambridge Conferences, including delivering presentations and posters. . Regular attendee Oxford and Cambridge College Libraries Conferences, including delivering presentations. . Organiser of Cambridge Librarian TeachMeet, March 2011.
Professional Memberships . Associate Member of CILIP, undertaking Chartership.
Education
MA Librarianship – Sheffield University ▪ 2006 Dissertation exploring disability access in Cambridge College Libraries. MA English Language and Literature – Trinity College, Oxford University ▪ 2004 Particular focus on Victorian literature, marginalised women, and the place of the Governess. 4 A-Levels – Newcastle-Under-Lyme School ▪ 2001 English Literature, French, Religious Studies and General Studies. AS-Level in Classical Civilisation.
Other Skills . Conversant in French and German. Some basic Italian. . Knowledge of XHTML.
Key Personnel- Anglia Ruskin University
EUGENE GIDDENS – CV
EMPLOYMENT:
Anglia Ruskin University Skinner-Young Professor Sept. 2008-present Reader April 2005-Sept. 2008 Senior Lecturer Sept. 2003-April 2005 Faculty of English, Cambridge University Research Associate/Senior Research Associate (AHRB/C) June 1999-Sept. 2003 The Cambridge Edition of the Works of Ben Jonson
EDUCATION:
PhD in English University of Birmingham Sept. 1995-Apr. 1998 BA in English (Summa Cum Laude) Clemson University (USA) Aug. 1992-May 1995
EXTERNAL GRANTS AND FELLOWSHIPS:
AHRC UK-US Partnership Development Grant, ‘Enhancing the diversity of digital children's literature collections in the UK and US’, 2020-2021, £100,791: Anglia Ruskin share, £21,097 – Co-investigator. Princeton University Library Research Grant, ‘Complete Works of James Shirley’, 2019- 2020 ($3080) [unable to take up]. AHRC Research Network, ‘Digital Collections in Children’s Literature: Distance Reading, Scholarship, Community’, 2019-20, £59,114: Anglia Ruskin share, £13,007 – Co- investigator. George A. Smathers Libraries, ‘Children’s’ Christmas Books’, University of Florida, Travel to Collections Grant, 2018-19, $2200. American Philosophical Society, ‘Children’s Book Illustration, 1850-1910’, Franklin Research Grant, 2017-18, $5000. EU Horizon 2020, Marie Curie Research Fellowship for Justyna Deszcz-Tryhubczak of Wroclaw University for ‘ChildAct: Shaping a Preferable Future: Children Reading, Thinking and Talking about Alternative Communities and Times’, 2017-18, €97,727.40 – Principal Investigator. Harvard University, Katherine F. Pantzer Bibliographical Fellowship, 2016-17, ‘Children’s Book Illustration, 1850-1910’, awarded for three months, one taken, $3600. Children’s Literature Association of America, Faculty Research Grant, ‘Visualising Childhood, 1850-1910’, 2016, $1480. British Academy Small Research Grant, ‘Revels Edition of James Shirley’s Hyde Park’, 2014, £1420.05. HEA Discipline Workshop, ‘Postgraduate Teachers of English: Support, Recognition, and Integration’, 2012-13, £748. The Great Britain Sasakawa Foundation, research on Alice in Japan, 31 March-14 April 2012 – Co-investigator, £1000. AHRC Block Grant Partnerships: Capacity Building Route, 1 October 2011-30 September 2016, approximately £200,000 in studentships – Principal Investigator. Harry Ransom Center, University of Texas, Austin, Pforzheimer Fellowship 2010-2011, $3000. British Academy Smaller Research Grant, The Shakespearean Play Text, 1 July 2009-1 October 2009, £1427.14. The Daiwa Anglo-Japanese Foundation, research on The Complete Works of James Shirley, 11 July 2009-25 July 2009, £1500. U. S. National Endowment for the Humanities, Summer Stipend 2008, $6000. English Subject Centre, support for Anglia Literary Society, 2007-8, £250. 1
AHRC Research Grant, The Complete Works of James Shirley, 1 April 2008-31 March 2014, £832,000 plus PhD studentships: Anglia Ruskin share, £344,000 – Co-Investigator. AHRC, Interdisciplinary Research Training Network, 2006-2008, £350 for Anglia Ruskin. UCLA and the Huntington Library, Clark-Huntington Joint Bibliography Fellowship, 2007- 2008, for editorial work on James Shirley, $4,000. British Academy Larger Research Grant, The Complete Works of James Shirley – Preparatory Research, March 2005-Sept. 2005, £14,042.
UNIVERSITY PRIZES AND GRANTS: Learning and Teaching Project Award, Anglia Ruskin University, ‘Authentic and Industry- Focussed Delivery and Assessment in a Blended Learning Environment’, £3500 (2018). Learning and Teaching Project Award, Anglia Ruskin University, ‘Virtual Learning Flipped’, £3500 (2017). Anglia Ruskin Vice-Chancellor’s Award for Research (2015). Anglia Ruskin Vice-Chancellor’s Award for Excellence in Doctoral Supervision (2013). Anglia Ruskin University Teaching Fellow (2012).
RECENT OUTREACH, PUBLIC, POLICY AND MEDIA WORK: Radio: BBC Radio Essex, ‘Children’s Christmas Books’, Dave Monk Show, 24 Dec. 2019. Talk on Alice in Wonderland for Stephen Perse Senior School, Cambridge, about the representation of girlhood, 1 October 2019. Theatre Programme: ‘City Comedy’, Bartholomew Fair, Wanamaker Theatre, 29 Aug.- 12 Oct. 2019. Chairing ‘Guest Talk with Peadar Ó’Guilín, author of The Call’, Intergenerational Solidarity in Children’s Literature, University of Cambridge, Faculty of Education, 28 April 2018. ‘Making Shakespeare’, Milstein Room, Cambridge University Library, organised by Ian Burrows, 30 October 2017. Cambridge Festival of Ideas, 90-minute workshop exploring the editorial history of Shakespeare. ‘Shakespeare and Migration’, a performance and story-telling collaboration between New Routes, Old Roots, New International Encounter, and Professor Eugene Giddens, for Years 4 and 6 at the Spinney School. 6 October 2016, Cambridge. Teacher Training Workshop: Alice in the Classroom. Faculty of Education, University of Cambridge, 19 September 2015. 90-minute workshop session for 45 primary teachers and teacher trainees. Electronic popular edition: ‘Alice’s Evidence: Book 12 of Alice’s Adventures in Wonderland’, Medium https://medium.com/alice-s-adventures-in-wonderland. Blog: Discussion of how Carroll has been used in marketing for adults in ‘Alice’s Adventures in Brewing Land’, 23 July 2015. https://blog.ashgate.com/2015/07/23/alices-adventures-in-brewing-land-a-guest-post- from-zoe-jaques-and-eugene-giddens/ Theatre programme: ‘King John in performance’, King John, The Globe Theatre, June- July 2015. Public Lecture: ‘Amicability in Jonson and Shakespeare’, Shakespeare Club, Stratford- upon-Avon, 10 Feb. 2015. Radio: BBC Cambridgeshire, Songs from my Life, Sunday Supplement, 29 June 2014. Radio: BBC Cambridgeshire, The Importance of Shakespeare, 23 April 2014. Newspaper: Cambridge News, ‘On 450th anniversary of William Shakespeare's birth, Cambridge experts discuss his enduring popularity’, 23 April 2014.
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EUGENE GIDDENS – SELECT PUBLICATIONS
Books and Critical Editions The Cambridge History of Children’s Literature in English, general editor with Zoe Jaques, 3 volumes. Contracted by Cambridge University Press for 2022. ‘Gatherings in Publishing and Book Culture: Children’s Books’, Lead Editor of 10-book series. Contracted by Cambridge University Press for 2018-23. Christmas Books for Children. Cambridge: Cambridge University Press, 2019. The Oxford Complete Works of James Shirley, gen. eds. Eugene Giddens, Teresa Grant, and Barbara Ravelhofer, 15 vols. (Oxford: Oxford UP, forthcoming 2020-2025); electronic edition http://shirley.dighum.kcl.ac.uk (2017). Collections XVII (The Malone Society), gen. ed. Eugene Giddens and Siobhan Keanan (Manchester: Manchester University Press, 2016). William Shakespeare, Timon of Athens, ed. Eugene Giddens, in The Norton Shakespeare, ed. Stephen Greenblatt et al (New York and London: Norton, 2015). Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking-Glass: A Publishing History, co-authored 100,000-word book (New York and London: Routledge, 2013). A Handbook of Jonson Studies, ed. Eugene Giddens (Oxford: Oxford UP, online 2013-2018). Two Lamentable Tragedies (The Malone Society), ed. Chiaki Hanabusa, gen. ed. Eugene Giddens, (Manchester: Manchester UP, 2013). The Cambridge Edition of the Works of Ben Jonson, gen. eds. David Bevington, Martin Butler, Ian Donaldson, assoc. eds. Eugene Giddens and Karen Britland, 7 print volumes and electronic edition (Cambridge: Cambridge UP, 2012). How to Read a Shakespearean Play Text (Cambridge: Cambridge UP, 2011). Collections XVI (The Malone Society), gen. ed. Eugene Giddens (Manchester: Manchester University Press, 2011). William Shakespeare, Pericles, New Penguin Shakespeare, ed. Eugene Giddens (London: Penguin, 2008). William Shakespeare, King John, New Penguin Shakespeare, ed. Robert Smallwood, revised with a new introduction by Eugene Giddens (London: Penguin, 2005). The Roaring Girl and other City Comedies, ed. with an introduction by James Knowles and notes and glossary by Eugene Giddens, Oxford World’s Classics (Oxford: Oxford University Press, 2001).
Articles and chapters ‘Children’s Literature and Distant Reading’, in The Edinburgh Companion to Children’s Literature, ed. Maria Nikolajeva and Clementine Beauvais (Edinburgh: Edinburgh UP, 2017), pp. 305-13. ‘Shakespeare’s Texts and Editions’, The Shakespearean World, ed. Robert Ormsby and Jill Levenson (London: Routledge, 2017), pp. 465-80. ‘Recent Studies in Ben Jonson’, Shakespeare 12 (2016), 473-85. ‘Digital Editions and Digital Delays: Electronic Editions of Renaissance Literature’, Book 2.0 (2011), 21-30. ‘Masculinity and Barbarism in Titus Andronicus’, Early Modern Literary Studies 14.1 (2011).
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Key Personnel-University of Cambridge
ZOE JAQUES - CV
QUALIFICATIONS:
2009 PhD in English Literature ‘Fantastical Creatures in Children’s Literature’ Anglia Ruskin University. 2006 MA in English Studies, distinction. Anglia Ruskin University. 2004 BA (Hons.) in English, first-class. Anglia Ruskin University.
PROFESSIONAL HISTORY:
2020- Reader in Children’s Literature Faculty of Education, University of Cambridge. 2014- University Lecturer/Senior Lecturer in Children’s Literature Faculty of Education, University of Cambridge. 2014- Fellow in Children’s Literature Homerton College, University of Cambridge. 2013-2014 Bye-Fellow in Children’s Literature Homerton College, University of Cambridge. 2010-2014 Postdoctoral Research Fellow Childhood and Youth Research Institute, Faculty of Education, Anglia Ruskin University, Chelmsford and Cultures of the Digital Economy Research Institute, Faculty of Arts, Law and Social Sciences, Anglia Ruskin University, Cambridge. 2010-2011 Associate Lecturer in Children’s Literature Department of English and Humanities, Birkbeck College, University of London.
OTHER APPOINTMENTS AND AFFILIATIONS
VISITING FELLOWSHIPS:
2017 Louise Betchel Visiting Professorship University of Florida, FL 2015 Jacqueline M. Albers Guest Scholar in Children’s Literature Kent State University, OH 2013 Katharine F. Pantzer Jr. Fellowship in Descriptive Bibliography Harvard University, MA 2011 Limited Editions Club Endowment Fellowship University of Texas at Austin, TX
MEMBERSHIPS OF PROFESSIONAL BODIES AND LEARNED SOCIETIES:
2017- Member of the Children’s Books History Society 2012- Member of the Lewis Carroll Society 2011- Member of the International Association for the Fantastic in the Arts 2011- Member of the International Research Society for Children’s Literature 2011- Member of the Children’s Literature Association 2011- Fellow of the Higher Education Academy 2010- Member of the Modern Language Association
GRANTS:
2020 AHRC UK-US Partnership Development Grant ‘Decolonising Digital Childhoods’ – PI: £100,791 2019 AHRC Research Network ‘Digital Collections in Children’s Literature: Distance Reading, Scholarship, Community’ – PI: £59,593 2018 EU Horizon 2020 Research and Innovation Award ‘Dialogue and Argumentation for Cultural Literacy Learning in Schools (DIALLS)’ – co-investigator: £23,809 for my work-package 2016 British Academy Small Research Grant ‘A Bug’s Life: Entomology and the Child Reader’ – £7237 2016 AHRC Cultural Engagement Fund ‘Discover Children’s Story Centre: Exploring Immersive Book Play’ – PI: £12,140
CONSULTANCY
2019 Invited participant AHRC workshop on UK-US Collaboration for Digital Scholarship in Cultural Institutions, Washington DC.
2019 Consultant Editor American Antiquarian Society & Adam Matthew Digital, Children’s Literature & Culture Digitisation project
2018 Panellist Cross-disciplinary mental health UK research council network call: NatureMind - A Network of Approaches for Transforming the Understanding of the Role of Engagement with Nature in Children's Mental Health and Well-Being
PRIZES AND AWARDS
2019 Postgraduate Supervisor of the Year, 2019 Cambridge University Student Union 2012 Excellence in Research Award (Early Career). Anglia Ruskin University. Competitive award to the best early career researcher in the university, awarded by the Vice Chancellor. £2000. 2007 PhD Studentship Award. Anglia Ruskin University. £37,800 plus fees. 2005 Research Preparation Master’s Award. AHRC. £8,600 plus fees. 2004 Ian Gordon Prize for the Best Undergraduate Dissertation in English. Anglia Ruskin University.
ZOE JAQUES – SELECT PUBLICATIONS
Jaques, Z. (ed) (forthcoming 2021). A Critical Edition of Lewis Carroll’s Through the Looking-Glass. Oxford: Oxford UP. (240 pages). Jaques, Z. (co-ed) (forthcoming 2022-3). The Cambridge History of Children’s Literature in English. Cambridge: Cambridge UP. (900,000 words; 3 vols). Duckels, G. & Z. Jaques. (2020). ‘Visualizing the Voiceless and Seeing the Unspeakable: Understanding International Wordless Picturebooks about Refugees.’ Jeunesse 11.2: 124-50. (27 pages) Jaques, Z. & D. Whitley. (2019). ‘“Adieu, adieu, remember me!’: whatever happened to poetry memorisation is schools?’ English in Education. 53.2. DOI: 10.1080/04250494.2019.1646099. (14 pages) Duckels, G., Z. Jaques, et al. (2018). ‘Bibliography of Cultural Texts.’ DIALLS: Dialogue and Argumentation for Cultural Literacy Learning in Schools. EU Horizon 2020 Research and Innovation Programme. December 2018. https://dialls2020.eu/wp-content/uploads/2019/09/Bibliography-of-Cultural- Texts.pdf. (67 pages). Jaques, Z. (2017). ‘Animal Studies’. In: Beauvais, C. & Nikolajeva, M. (eds) The Edinburgh Companion to Children’s Literature. Edinburgh: Edinburgh University Press, 42-53. (11 pages). Jaques, Z. (2017). ‘Pullman, Pets and Posthuman Animals: The Dæmon-child of His Dark Materials.’ In: A. Feuerstein A. & Nolte-Odhiambo, C. (eds.) Childhood and Pethood: Representation, Subjectivity, and the Cultural Politics of Power. New York: Routledge, 109-123. (15 pages). Jaques, Z. (2017). ‘Controlling the Wild Things: Child Governance and Animal Sufferance.’ In: Kelen C. & Sundmark, B. (eds.) Child Governance and Autonomy in Children’s Literature. New York: Routledge, 150-172. (22 pages). Jaques, Z. (2015). Children’s Literature and the Posthuman: Animal, Environment, Cyborg. London: Routledge. (271 pages, ISBN: 978-0415818438). Jaques, Z. (ed.) (2015). ‘Machines, Monsters and Animals: Posthuman Children’s Literature.’ Bookbird: A Journal of International Children’s Literature 53 (1). (112 pages). Jaques, Z. (2015). ‘“Tiny dots of cold green”: Pastoral Nostalgia and the State of Nature in Tove Jansson’s The Moomins and the Great Flood’. The Lion and the Unicorn 38 (2): 200-216. (16 pages). Jaques, Z. (2014). ‘“This Huntress who Delights in Arrows”: The Female Archer in Children’s Fiction’. In: Campbell, L. (ed.) A Quest of her Own: The Female Hero in Modern Fantasy. Jefferson: McFarland, 150-171. (21 pages). Jaques, Z. & E. Giddens. (2013). Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking-Glass: A Publishing History. Aldershot: Ashgate. (248 pages, ISBN: 978-1409419037). Second edition in hardback by Routledge in 2015 and paperback in 2016 (Routledge, 978-1138246799). Jaques, Z. (2013). ‘There and Back Again: The Gendered Journey of Tolkien’s Hobbits.’ In: Hunt, P. (ed) J. R. R. Tolkien. London: Palgrave, 88-105. (17 pages). Jaques, Z. (2013). ‘Arboreal Myths: Dryadic Transformations, Children’s Literature, and Fantastic Trees.’ In: Gildenhard, I. & Zissos A. (eds) A History of Metamorphosis from Homer to Hollywood. Modern Humanities Research Association Publication. Oxford: Legenda, 163-182. (19 pages) Jaques, Z. (2012). ‘States of Nature in His Dark Materials and Harry Potter.’ Topic 57: 1-16. (16 pages). Jaques, Z. (2008). ‘Alice’s Moral Wonderland: Lewis Carroll and Animal Ethics.’ Working Papers in Victorian Studies 10: 74-87. (13 pages).
Key Personnel-Homerton College
Dr Julie Blake – CV
EDUCATION 2013-2019 Doctor of Philosophy candidate (part time), Faculty of Education and Homerton College, University of Cambridge 1997-2000 MA, Applied Linguistics & TESOL, University of Leicester (distinction) 1993-1994 PGCE, Post Compulsory Education (English), University of Greenwich 1985-1988 BA(Hons), English Language and Literature, The University of Hull
EMPLOYMENT Mar 2020-present Decolonising Children’s Literature, Postdoctoral Research Associate. Lead role in AHRC-funded research on digital children’s literature and diversity. Oct 2018-Sep 2020 Cambridge Digital Humanities, Methods Fellow. Co-developing and teaching a programme to introduce researchers to methods for exploring historical children's texts in digital archives. Nov 2011-present Poetry By Heart, Director. Innovated a national schools poetry recitation competition with Sir Andrew Motion, former UK Poet Laureate, that has engaged c15,000 students annually. Generated over £2 million of funding. Jul 2006-present The Full English, Co-Director. Artisan makers of richly engaging digital learning resources that develop 'sticky' new audiences for cultural content. Recent projects: Poetry By Heart timeline, Children’s Poetry showcase. May 2016-Jul 2018 250th Anniversary Project Manager, Homerton College. Development of 15-month programme to celebrate the College’s 250th Anniversary, including the largest public engagement festival by a Cambridge College. Oct 2009-May 2016 Education Director, The Poetry Archive. Digital content creation and engagement with education audiences to increase use of the web resource. Sep 2006-Aug 2013 Associate Tutor, Universities of Bristol, Bath Spa and Plymouth. Taught English subject content and methods p/t on secondary PGCE programmes. Apr 2005-Jul 2006 English Projects Manager, Villiers Park Educational Trust. Taught English and Creative Writing; seconded to Sheffield University School of English to develop capacity to run Widening Participation events. Aug 1995-Jun 2005 English Teacher then Principal Teacher, Park College. Taught English to A Level; led faculty-wide teaching and learning development. Aug 1994-Jul 1995 English Teacher, Worthing Sixth Form College. Taught GCSE English.
HONOURS & AWARDS July 2018 Cambridge Digital Humanities Research Poster Competition, winner. Using “uncreative writing” to interpret semantic topic modelling outputs. Jan 2018 Cambridge University Library Rose Book Collecting Prize, finalist. Exhibition and public talk about school poetry anthologies January 2019. 2014 British Council ELTons, Digital Innovation finalist, English English app. 2012 Nominet Internet Award, finalist for All Talk digital resource. 2009 British Council ELTons, finalist, Teachitworld, online resource sharing site. 2006 Terry Furlong Research Prize, for a live-blogging pedagogical experiment.
MAJOR CONSULTANCY PROJECTS 2010-2012 BT Learning & Skills, All Talk, concept, design and production of digital and print resources for teaching spoken language and digital interaction. 2010-2011 British Library Learning, Evolving English, conceptual design and content scoping for successful exhibition about the history of the English Language. 2008-2010 British Library Learning, Discover Literature, pathfinding project for major digital resource to support teaching and learning about English Literature. 2006-2008 Teachit, Teachit Language, design and commissioning of web-based print, audio and video materials to support A Level English Language teaching. 2006-2007 British Library Learning, British Newspapers Archive, two feasibility projects to explore potential pedagogical uses of BNA.
VISITING ACADEMIC POSITIONS 2013-2016 Visiting Research Associate, School of Modern Languages, Bristol University. Research and public engagement, Bristol Linguistic Diversity. 2009-2012 Visiting Research Associate, Kings College London, in recognition of ‘outstanding contribution’ to English teaching in schools. July 2004 Schoolteacher Studentship, Merton College, Oxford.
RECENT CONFERENCE PRESENTATIONS AND INVITED TALKS Oct 2020 Antwerp University, Belgium (online): Digital Archives: challenges and opportunities for exploring Children's Literature at scale and over time. Invited keynote. Feb 2020 Ghent University, Belgium: The meaning and making of the “digital anthology”. Invited speaker. Feb 2020 Antwerp University, Belgium: Building a ‘difference engine’ for digital literary history. Invited speaker. Nov 2019 Utrecht University and Foundation for Dutch Literature, The Netherlands: Symposium ‘Uitgesproken Poëzie, Over poëzievoordracht in de klas Lifting poetry off the page – research and praxis. Invited keynote lecture. Jun 2019 Queen Mary’s University, London: Canon? Practice? Commodity? The Past, Present and Future of the Literary Anthology conference. 30 years of canon formation in GCSE English Literature. And The Future of the Anthology panel. Sep 2018 British Education Research Association annual conference, Newcastle, UK: A history of poetry in the GCSE curriculum in 100 anthologies May 2018 Cambridge Digital Humanities Searching Questions Symposium, Cambridge, UK: Using topic modelling as a way of exploring the poetry determined for GCSE English Literature assessment 1988-2018 Jan 2018 Modern Languages Association annual convention, New York, USA: Poetry Books, School Anthologies and Cultural Transmission (Poems in Multiple Versions panel) Sep 2017 Poetry Books in Multiple Versions: Editorial, Critical, and Pedagogical Issues, Observatoire du recueil poétique, Paris-Sorbonne Université, France: Multiple Versions of American Poems in the UK: school poetry anthologies, ‘digital natives’ and the multimodal shift (invited speaker) Jan 2017 Homerton College Research Seminar, Cambridge, UK: ‘What dis me see!’ Finding and interpreting early Jamaican Creole speech in the British Library’s digital archive of historic regional newspapers Jan 2017 Centre for Research in Children’s Literature at Cambridge Research talk, Microscopes, telescopes or kaleidoscopes? Using digital quantitative methods to explore patterns and textures in a literary corpus PUBLICATIONS
Thesis Blake, J. V. (2020). What did the national curriculum do for poetry? Pattern, prescription and contestation in the poetry selected for GCSE English Literature 1988-2018. (Doctoral thesis). https://doi.org/10.17863/CAM.47726
Books 1. Blake, J., Dixon, M., Motion, A. & Sprackland, J. (2014), Poetry By Heart: Poems for Learning and Reciting, London: Penguin Books (initial run of 5,000 hardback and 5,000 paperback) 2. Blake, J. & Shortis, T. with Powell, A. & Dialogics Ltd (2011), All Talk, London: BT Learning and Skills (Book, DVD) and website (initial print run 5,000 copies) 3. Blake, J. & Shortis, T. with Ross, A. (2009), Mathilda Speaking, London: English and Media Centre (book and DVD) 4. Blake, J. (2006), The Full English: an A-Z handbook of English teaching activities, Sheffield: NATE (>8,000 copies sold, revised 2nd edition due 2020)
Websites 1. Blake, J., Dixon, M., Shortis, T. & Poetry By Heart team, with Motion, A., Sprackland, J., & Styles, M. (2013), Poetry By Heart at www.poetrybyheart.org.uk >5 million page-views 2. Blake, J., Shortis, T. & Dialogics Ltd with BT Learning & Skills, All Talk, at www.by.com/alltalk until 2018 withdrawal > BT’s biggest impact education resource
Journal Articles, Book Chapters and Reviews 1. Blake, J. (forthcoming in Multiple Versions of Poetry special edition, 2020), Multiple Versions of Sylvia Plath’s poems: how poems get selected and represented for pedagogic purposes in school poetry anthologies, Transatlantica 2. Blake, J. & Alonso, N. (forthcoming in Poetry Beyond Borders special edition, 2020), Poetry, nation state curricula and diaspora, Caribbean Journal of Education 3. Ruzich, C. & Blake, J. (2015), Ain’t Nothing Like the Real Thing: dialect, race and identity in Stockett’s novel The Help, Journal of Popular Culture, 48:3, 534-547 4. Blake, J. (2014) Poetry, Listening and Learning, chapter in Dymoke, S., Barrs, M., Lambirth, A., & Wilson, A. (2014). Making Poetry Happen: Transforming the poetry classroom. London; New York: Bloomsbury Academic. 5. Blake, J. & Shortis, T. (2014), First World War Poetry Afresh: notes from the development of a digital curriculum resource, Use of English, 66:1, 3-9 6. Blake, J. (2013), Review of Heart Beats: Everyday Life and the Memorized Poem by Catherine Robson, in English in Education 47:2, 186-189 7. Blake, J. (2013), Poetry as a Matter of Spokenness, chapter in Dymoke, S., Lambirth, A., & Wilson, A. (2013), Making Poetry Matter: International research on poetry pedagogy. London; New York: Bloomsbury Academic. 8. Blake, J., Ruzich, C., Shortis, T., Perkins, M. & Potts, M. (2012), Unfinished Business: the development of on-line resources for the study of English by British Library Learning, English Quarterly Canada, 43:1/2, 89-100 9. Blake, J. (2011), Review of Posh Talk: Language and Identity in Higher Education by Sian Preece, in English in Education, 45:3, 268-270 10. Blake, J. & Shortis, T. (2010), The Readiness is All: The degree level qualifications and preparedness of initial teacher trainees in English, English in Education, 44:2, 89-109 11. Shortis, T. and Blake, J. (2009), Corpus in the Classroom: text-crunching, a beginner’s guide, English, Drama, Media, Issue 15, October 2009 12. Blake, J. & Sprackland, J. (2009), Poetry Online: teaching poetry with The Poetry Archive, English, Drama, Media, Issue 13, Feb 2009 Key Personnel-Open University
JEN AGGLETON - CV
Jen Aggleton is a lecturer in Education Studies at the Open University. Her research interests centre around children’s cultures, including engagement with and responses to culture, literature and literacies, multimodal texts including illustrated novels and comics, children’s rights and participation, and children’s engagement with library services. She is a qualified teacher and librarian and has spent several years working with children.
Education
2019 PhD in Education, University of Cambridge, fully funded by ESRC Thesis title: Reading illustrated novels: an exploration of the medium through participatory case study
2016 MA in Information and Library Studies, University of Aberystwyth
2014 MEd in Critical Approaches to Children’s Literature, University of Cambridge
2012 PGCE in Primary Education, University of Cambridge
2007 MA History (Research), University of Nottingham
2004 BA (Hons) History, University of Nottingham
Funding awards
2019 Project participant on ‘Digital Collections in Children’s Literature: Distance Reading, Scholarship, Community’, Arts and Humanities Research Council, PI: Dr Zoe Jaques, University of Cambridge
2017 Funding for research project ‘Collecting and Preserving Digital Comics’, maintenance, travel, and gold open-access fees from Economic and Social Research Council
2015 - 2019 Doctoral studentship from the Economic and Social Research Council
2015 Bursary to attend Newcastle University/Seven Stories Master Classes in Children’s Literature, from Newcastle University
Teaching, Lecturing, and relevant employment history
2019 - Lecturer in Education Studies (Primary), Open University
2018 - Visiting Lecturer, City, University of London, MSc/MA Library Science Writing and delivering module “Child and Adolescent Literature, Literacies, and Library Services”; supervising master’s dissertations
2016 - Co-Teacher, University of Cambridge, MPhil Critical Approaches to Children’s Literature “Research Support”, “Designing an empirical research project”, and “Writing your thesis”
2016 - Supervisor, University of Cambridge, Undergraduate degrees in Education and Psychology “Language, Communication and Literacy”, “Dissertation”, and “Children and Literature”
2018 Guest Lecturer, City, University of London, MSc/MA Library Science “Children’s involvement in the development of collections of children’s literature” and “Collecting and preserving digital comics”
2017 Guest Lecturer, Western Norway University of Applied Sciences, MA Children’s and Young Adult Literature “Participatory research in children’s literature” and “Reading illustrated novels”
2017 PhD Placement, British Library “Collecting and preserving digital comics” Assessment of the landscape of digital comics in Britain, establishment of a new online special collection of British webcomics, and creation of a report detailing the collection and preservation requirements for digital comics which has been disseminated to all UK legal deposit libraries and the Library of Congress, USA, in order to inform professional practice. Travel, maintenance, and open-access fees funded by the ESRC
2017 Workshop leader, Lucy Cavendish College, University of Cambridge “Developing children’s collections”, workshop for visiting students and staff from the University of Washington MLIS Library Science programme. This workshop led to three students establishing children’s councils in their own libraries.
Membership of Professional Bodies
2016 - International Research Society for Children’s Literature (IRSCL) 2016 - United Kingdom Literacy Association (UKLA) 2016 - Chartered Institute of Library and Information Professionals (CILIP)
Jen Aggleton - Publications
Aggleton, J. (2018). Defining digital comics: A British Library perspective. Journal of Graphic Novels and Comics. DOI: 10.1080/21504857.2018.1503189
Aggleton, J. (2018) Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development. New Review of Children’s Literature and Librarianship, 24(1), pp.1-17.
Aggleton, J. (2017), [Report]. Collecting and preserving digital comics. London: The British Library.
Aggleton, J. (2017). “What is the use of a book without pictures?” An exploration of the impact of illustrations on reading experience in ‘A Monster Calls’. Children’s Literature in Education, 48(3), pp.230-24.
Key Personnel- University of Florida
Dr. Rebekah Fitzsimmons – CV
Heinz College of Information Systems and Public Policy Email: [email protected] Carnegie Mellon University Website: rebekahfitzsimmons.wordpress.com 5000 Forbes Avenue – Hamburg Hall Phone: (352) 222-4402 Pittsburgh, PA 15213 Twitter: @DrFitzPhd
EDUCATION Doctor of Philosophy in English, University of Florida, Gainesville, FL. 2015 Dissertation: The Chronicles of Professionalization: the Expert, the Child, and the Making of American Children’s Literature. Director: Dr. Kenneth Kidd, University of Florida Master of Arts in English, University of Florida, Gainesville, FL. 2010 Thesis: Children's Literature and the Tastemakers: Canonicity, Cultural Distinction and the 'Harry Potter Effect' in Bestseller Lists. Bachelor of Arts in Creative Writing/English, High Honors, Emory University, Atlanta, GA. 2006
ACADEMIC POSITIONS Assistant Teaching Professor of Professional Communication, Heinz College of Information Systems and Public Policy, Carnegie Mellon University, Pittsburgh, PA. 2019-Present Assistant Director, Writing and Communication Program, School of Literature, Media, and Communication, Georgia Institute of Technology. 2018-2019 Marion L. Brittain Postdoctoral Fellow, Writing and Communication Program, School of Literature, Media, and Communication, Georgia Institute of Technology. 2016-Present Full Time Lecturer, Writing and Communication Program, School of Literature, Media, and Communication, Georgia Institute of Technology. 2015-2016 Graduate Assistant, English Department and University Writing Program, University of Florida. 2008-2015
DIGITAL HUMANITIES PROJECTS Data Set Hewins “Books for the Young” Corpora: Corpora currently undergoing analysis; collection of texts includes readable text and metadata for 1005 texts from the first list of books recommended for children, written by Caroline Hewins in 1882.
Selected Presentations • “Digital Resources to Promote Access for Students with Disabilities.” Diversity/Membership Panel: Intersectionality, Social Justice, and Pedagogies 1: Classroom Strategies. Activism and Empathy. Indianapolis, Indiana. June 13-15, 2019. • “‘Books for the Young’: Digital Humanities Approaches to Decoding the Canon.” Children’s Literature Association 46th Annual Conference. Activism and Empathy. Indianapolis, Indiana. June 13-15, 2019. • “‘The Possibly Impossible Research Project’: Using Digital Research and Social Media to Teach Archival Research Methods” Code4Lib Southeast 2018 Conference. Atlanta, GA. July 27, 2018. Fitzsimmons 2
• “Quantifying Bias: Tracing Children’s Literature’s Canonization Through Data Mining of Historical Book Lists.” Proposed Panel: Digital Futures of Analog Histories: Data Mining, Digitization, and Digital Pedagogy in the Baldwin Library of Historical Children's Literature. Children’s Literature Association 44th Annual Conference: “Imagined Futures.” Tampa, FL. June 22-24, 2017. • Invited Talk: “A Golden Opportunity: The Making and Marketing of the Little Golden Books.” Gallery Talk: Children's Literature, Illustration, and Collecting Books: Golden Legacy: Original Art from 75 Years of Golden Books. Robert C. Williams Museum of Papermaking. Atlanta, GA. July 11, 2018.
CURRICULUM DEVELOPMENT Curriculum Designer, Strategic Plan Advisory Group (SPAG) Effective Team Dynamics Initiative, Georgia Institute of Technology, 2017-2019. https://pwp.gatech.edu/ietdc/
GRANTS AND AWARDS • 2019 Award for Excellence in Pedagogy. Writing and Communication Program, School of Literature, Media and Communication, Georgia Institute of Technology. April 25, 2019. • 2019 Award for Student Excellence for teaching ENGL 1102 Student Isabella Bowland, who received the 2019 Award for Excellence in WOVEN Communication. Writing and Communication Program, School of Literature, Media and Communication, Georgia Institute of Technology. April 25, 2019. • Arts and Humanities Research Council Grant: Digital Collections in Children's Literature: Distance Reading, Scholarship, Community (Contributing Expert in Digital Humanities). 2018-2019. • Digital Integrative Liberal Arts Center (DILAC) Professional Development Support. June 2018 • Serve-Learn-Sustain Course Development Mini-Grant. Spring 2018, Fall 2018. • Embedded Scientist Course Development Grant. Spring 2018. • Thank a Teacher Award: Center for the Enhancement of Teaching and Learning. May 2016.
ACADEMIC SERVICE Scholars Council for the Baldwin Library Chair 2015-Present • Assists curator with planning and execution of special programs • Maintain communication between curator and council on a quarterly basis Council Member 2014-Present • Advised Baldwin curator on potential programs to increase scholarly use of special collections • Consulted on grant application for Baldwin digital programs
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Rebekah Fitzimmons, Georgia Institute of Technology
Refereed Articles “Possibly Impossible; Or, Teaching Undergraduates to Confront Digital and Archival Research Methodologies, Social Media Networking, and Potential Failure. Co-authored with Suzan Alteri. Journal of Interactive Technology and Pedagogy: “YA Twitter versus Handbook for Mortals: A Case Study in Bestseller List Manipulation, Controversy, and the Effects on Library Acquisition.” Co-authored with Karen Viars and Liz Holdsworth. Forthcoming: Lion and the Unicorn; Spring 2019. “Testing the Tastemakers: Children’s Literature, Bestseller Lists, and the ‘Harry Potter Effect.’” Children's Literature 40.1 (2012): 78-107. “Dialectical ‘Complexifications’: The Centrality of Mary Malone, Dust, and the Mulefa in Philip Pullman’s His Dark Materials.” Journal of the Fantastic in the Arts 22.2 (2012): 212-33. Coedited Collection Forthcoming - Under Contract: Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Literature. Co-edited with Casey Wilson. University Press of Mississippi. Fall 2019.
Book Chapters “Exploring the Genre Conventions of the YA Dystopian Trilogy as 21st Century Utopian Dreaming.” Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Literature. Ed. Rebekah Fitzsimmons and Casey Wilson. University Press of Mississippi. Fall 2019. “Boom! Goes the Hyper-Canon: On the Importance of the Overlooked and Understudied in Young Adult Literature.” Co-written with Casey Wilson. Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Literature. Ed. Rebekah Fitzsimmons and Casey Wilson. University Press of Mississippi. Fall 2019. “Prizing Popularity: How the Blockbuster Book has Shaped Children’s Literature.” Prizing Children’s Literature: The Cultural Politics of Children’s Book Awards. Ed. Kenneth Kidd and Joseph Thomas. Routledge, 2017. “Creating and Marketing Early Reader Picture Books.” The Early Reader in Children’s Literature and Culture: Theorizing Books for Beginning Readers. Ed. Jennifer M. Miskec and Annette Wannamaker. Routledge, 2016. Book Reviews “A Literature of Questions: Nonfiction for the Critical Child by Joe Sutliff Sanders. (review). The Lion and the Unicorn. “Human Rights in Children’s Literature: Imagination and the Narrative of Law by Jonathan Todres and Sarah Higinbotham (review)." The Lion and the Unicorn 40.3 (2016) 353-357. “The Nineteenth-Century Child and Consumer Culture (review).” The Lion and the Unicorn 35.2: (2011) 185-189. “Theodor SEUSS Geisel by Donald E. Pease (review).” ImageText 6:1: (2011) np. Key Personnel- University of Antwerp
Curriculum vitae Vanessa Joosen
Family name, First name: Joosen, Vanessa Date of birth: 27 December 1977 Nationality: Belgian Contact: Vanessa Joosen University of Antwerp Department of literature Prinsstraat 13 D116 2018 Antwerpen Belgium [email protected]
URL for web site: https://www.uantwerpen.be/en/staff/vanessa-joosen/
EDUCATION 2008 PhD in Literature and Linguistics (2008), supervised by Geert Lernout and Benjamin Biebuyck. Faculty of Arts, University of Antwerp / Faculty of Arts, University of Ghent 2003 MA in English Literature / Children’s Literature (2003), Roehampton University, UK 2001 MA in Germanic Literature and Linguistics (2001), University of Antwerp 2001 Academic Teaching Degree, School of Education, University of Antwerp
EMPLOYMENT IN ACADEMIC POSITIONS 2017 – Associate professor of English Literature and Children’s Literature (full-time), Dept. Literature, University of Antwerp, Belgium 2014-2017 Assistant professor of English literature (0,55FTE), Dept. Literature, University of Antwerp 2012-2016 NWO-funded postdoctoral researcher (VENI grant, fixed term) School of Humanities / Cultural Studies, Tilburg University, the Netherlands 2011-2016 Visiting professor of Children’s Literature for MA in Children’s literature, School of Humanities / Cultural Studies, Tilburg University 2008-2012 FWO-funded postdoctoral researcher (fixed term), Dept. Literature, University of Antwerp and University of Ghent 2003-2008 FWO-funded doctoral researcher (fixed term) Faculty of Arts / Literature, University of Antwerp and University of Ghent 2002-2003 Assistant lecturer of English proficiency, literature and translation theory Assistant researcher in applied linguistics and developing translation technology Faculty of Arts, Department of Applied Linguistics, Erasmushogeschool Brussels
INSTITUTIONAL RESPONSIBILITIES 2016 – Vice-chair of the Department of Literature, University of Antwerp 2016 – Member of the Staff Evaluation Committee, Faculty of Arts, University of Antwerp 2008 – Member of the Board of Education for Literature & Linguistics, University of Antwerp 2017-2018 Chair of the International Committee of the Children’s Literature Association (member since 2014) 2008-2017 Vice-chair of Iedereen Leest (government-funded Reading Promotion organisation)
COMMISSIONS OF TRUST 2014 – Member of doctoral jury for Alexandra Jeikner (2014, University of Newcastle, UK); Hadassah Stichnote (2016, Eberhard Karls Universität Tübingen, Germany); Margot Blankier (2016, Trinity College Dublin, Ireland); Maria Chatzianastasi (2018, University of Newcastle, UK), Anna Malewski (Roehampton, UK), Stijn Praet (Ghent University, Belgium), Sylvie Geert (Ghent University), Veronica Bala (University of Antwerp) 2016 – Editorial board member for the academic publications by the German Society
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for Children’s Literature Research (GKJF) 2012 – Editorial board member for the series “Children's Literature, Culture, and Cognition" (John Benjamins) 2012 – Review board for The Journal of the Short Story in English 2010 – Review board for Studies in Children’s Literature Series (journal of the Irish Society for the Study of Children’s Literature 2008 – Associate editor for Children’s Literature in Education 2011-2013 Review board for The Journal of Children’s Literature Studies (ceased to exist) 2007-2010 Reviews editor for International Research in Children’s Literature (Edinburg UP) 2006-2013 Editor for Literatuur zonder leeftijd
INVITED LECTURES 2019 Keynote “Silence and Silencing in Children’s Literature: Theoretical Perspectives, State of the Art and Future Goals,” IRSCL Biennial Congress, Stockholm, Sweden Keynote, “Constructing Age in Children's and Young Adult Literature: A Digital Approach,” Wilhelm Goethe Universität Frankfurt, Germany Invited lecture, “Constructing Age in Children's and Young Adult Literature: A Digital Approach,” Palm Beach Atlantic University, West Palm Beach FL, USA Invited lecture, “Writing Irresistible Grant Proposals,” University of Florida, Gainesville, USA Invited lecture, “Ted van Lieshout’s Daring Approach to Fairytale Illustrations and Texts,” Europa illustriert die Grimms, Internationale Jugendbibliothek, Munich, Germany 2018 Keynote, “Building Bridges: Intergenerational Solidarity in the Works of Aidan Chambers,” Intergenerational solidarity in children’s literature, Cambridge University, UK Invited lecture, “The Pleasure of Plenititude: Becoming a Reader through Literary Lists,” Lists in Literature, Antwerp, Belgium 2017 Keynote “Connecting childhood and old age through fairy tales and fantasy,” Children’s and Young Adult Fantasy Literature: Past, Present, Future, Fo-Guang University, Taiwan Keynote “Re-Orienting the Fairy Tale, Revising Age,” Re-Orienting the Fairy Tale, Kanagawa University, Yokohama, Japan Invited lecture “Children’s Literature and Age Studies,” NYU, Shangai Campus, China Keynote “Not your (ordinary) grandma. Old age in children’s literature,” An Schnittstellen. Aktuelle Positionen und Perspektiven der Kinder- und Jugendmedienforschung, Königswinter, Germany Keynote “Exploring Age in Fairy Tales,” IBBY UK Conference, London Invited lectures (2) on children’s literature and age studies, Trinity College Dublin, Ireland
AWARDS AND FELLOWSHIPS 2018 ERC Starting Grant for “Constructing Age for Young Readers” 2018 BOF Doc-Pro PhD grant for “Constructing Adolescent Minds in Experimental Fiction for Young Readers: A Genetic Approach to Aidan Chambers’ Dance series” (supervisor, co-supervised by Dirk Van Hulle) 2017 BOF Doc-Pro PhD grant for “The effect of multimedia hyperlinks in fiction on reading motivation and immersion in adolescent readers: An empirical study” (co- supervisor, with Mathea Simons) 2016 Children’s Literature Association Honor Award for Edited Volume (for Grimm’s Tales Around the Globe, co-edited with Gillian Lathey) 2015 BOF Doc-Pro PhD grant for “Growing Scientists” (co-supervisor, with Kevin Absillis) 2012 Choice Award for Outstanding Academic Publication (for Critical and Creative Perspectives on Fairy Tales) 2012 NWO-funded VENI postdoctoral fellowship (4 years at 0,75FTE) 2010 Award of the Research Council of the University of Antwerp, Award Herman Deleeck 2008 FWO-funded postdoctoral fellowship (4 years, including maternity leave) 2004 Fellowship at the International Youth Library Munich (Research Stay) 2003 FWO-funded doctoral fellowship (5 years, including maternity leave)
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PUBLICATIONS For the full list, see: https://www.uantwerpen.be/en/staff/vanessa-joosen/
Books • Joosen, Vanessa, ed. Connecting Childhood and Old Age in Popular Media. Jackson, MS: Mississippi University Press, 2018. • Joosen, Vanessa. Adulthood in Children’s Literature. London: Bloomsbury, 2018. • Ghesquiere, Rita, Vanessa Joosen and Helma van Lierop, eds. Een land van waan en wijs: Geschiedenis van de Nederlandse jeugdliteratuur. Amsterdam: Atlas/Contact, 2014. • Joosen, Vanessa and Gillian Lathey, eds. Grimms' Tales around the Globe: The Dynamics of Their International Reception. Detroit: Wayne State University Press, 2014. (peer reviewed, CHLA Honor Award for Edited Book 2014) • Joosen, Vanessa. Wit als sneeuw, zwart als inkt: De sprookjes van Grimm in de Nederlandstalige literatuur. Leuven: LannooCampus, 2012. (GPRC label for peer reviewed content) • Joosen, Vanessa. Critical and Creative Perspectives on Fairy Tales: An Intertextual Dialogue between Fairy-Tale Scholarship and Postmodern Retellings. Detroit: Wayne State University Press, 2011. (peer reviewed, ALA Choice Award for Outstanding Academic Publication) • Joosen, Vanessa, and Katrien Vloeberghs. Uitgelezen jeugdliteratuur. Leuven: Lannoo Campus, 2008. (An introduction to critical and theoretical perspectives on children’s literature; used as course book at a.o. BA Cultuurwetenschappen Tilburg University, Lerarenopleiding Artevelde Hogeschool Gent) • Eysteinsson, Astradur, and Vivian Liska, eds. Modernism. Assistant eds. Anke Brouwers, Vanessa Joosen, Dirk Van Hulle, Katrien Vloeberghs and Björn Thor Vilhjálmsson. 2 vols. Amsterdam: John Benjamins, 2007. (2008 MSA Book Prize). • Joosen, Vanessa, and Katrien Vloeberghs, eds. Changing Concepts of Childhood and Children’s Literature. Newcastle: Cambridge Scholars Press, 2006.
Articles in international academic journals (selection) • Joosen, Vanessa. “Children's literature in translation: Towards a participatory approach.” Humanities 8.1(2019): 48. • Joosen, Vanessa. “Renegotiating cultural heritage and personal belonging: the Anne Frank Museum in Aidan Chambers's Postcards from No Man's Land and John Green's The Fault in Our Stars.” Journal of the history of childhood and youth 11.1(2018): 87-94. • Joosen, Vanessa. “Images of Childhood, Adulthood, and Old Age in Children's Literature.” Oxford Bibliographies in Childhood Studies. Ed. Heather Montgomery. New York: Oxford University Press, 2017. • Joosen, Vanessa. “Snow White and her Dedicated Dutch Mothers: Translating in the Footsteps of the Brothers Grimm.” Marvels and Tales 28.1 (2014): 88–103. • Joosen, Vanessa. “The adult as foe or friend? Childism in Guus Kuijer’s criticism and fiction.” International Research in Children’s Literature 6.2 (2013): 205–217. • Joosen, Vanessa. “’As if she were a little girl’: Young and Old Children in the Works of Lucy M. Boston, Eleanor Farjeon, and Philippa Pearce.” Interjuli: Internationale Kinder- und Jugendliteraturforschung 1 (2013): 21-34. • Joosen, Vanessa. “Bart Moeyaert: Sensual Appeal and Difficult Issues.” Bookbird: A Journal of International Children’s Literature 50.4 (2012): 83-89. • Joosen. Vanessa. “True Love or Just Friends? Flemish Picture Books in English Translation.” Children’s Literature in Education (2010): 105-117. • Joosen. Vanessa. “Back to Ölenberg: An intertextual dialogue between fairy-tale retellings and the socio-historical study of the Grimm tales.” Marvels and Tales 24.1 (2010): 99-115. • Joosen, Vanessa. “To be or not to be tamed? Bruno Bettelheim, Jacqueline Rose and Gillian Cross on the wolf and the unconscious in ‘Little Red Riding Hood.’” Phrasis (2007): 7-27. • Joosen, Vanessa. “Scene 9, Take 45: Collage and the Postmodern Fairy Tale.” The Journal of Children’s Literature Studies 4.2. (2007): 54-76. • Joosen, Vanessa. “Fairy-tale Retellings between Art and Pedagogy.” Children’s Literature in Education (2005) 36.2: 129-39. 3 Summary of Resources Required for Project
Financial resources Summary of staff effort requested Summary Full economic AHRC % AHRC Months Fund heading fund heading Cost contribution contribution Investigator 8 Directly Researcher 12 Staff 45498.00 36398.40 80 Incurred Technician 0 Travel & Other 0 29959.00 23967.20 80 Visiting Researcher 0 Subsistence Student 0 Other Costs 3000.00 2400.00 80 Total 20 Sub-total 78457.00 62765.60
Directly Investigators 62667.82 50134.26 80 Allocated Estates Costs 17088.00 13670.40 80 Other Directly 0.00 0.00 80 Allocated Sub-total 79755.82 63804.66
Indirect Costs Indirect Costs 91669.00 73335.20 80
Exceptions Other Costs 0.00 0.00 100 Sub-total 0.00 0.00
Total 249881.82 199905.46
Page 6 of 10 Date Saved: 07/08/2020 16:22:26 Date Printed: 07/08/2020 16:24:05 Proposal original proforma document Other Support
Details of support sought or received from any other source for this or other research in the same field. Amount Awarding Decision Award Awarding Sought / Organisation’s Title of project Made Made Start Date End Date Organisation Awarded Reference (Y/N) (Y/N) (£) Decolonising Digital AHRC AH/T012994/1 Y Y 14/02/2020 13/02/2021 80633 Childhoods Digital Collections in AHRC AH/S012400/1 Y Y 01/02/2019 31/01/2020 47674 Children's Literature
Page 7 of 10 Date Saved: 07/08/2020 16:22:26 Date Printed: 07/08/2020 16:24:05 Proposal original proforma document Staff
Directly Incurred Posts EFFORT ON PROJECT Period Basic London Super- on % of Full Increment Total cost on Role Name /Post Identifier Start Date Scale Starting Allowan annuation Project Time Date grant (£) Salary ce (£) and NI (£) (months) Researcher Dr J Blake 12/02/2021 12 100 7-42 12/02/2022 33797 0 11821 45498 Total 45498
Applicants Post will Average number of Contracted Total number of hours to be Rate of outlast hours per week Role Name working week as a charged to the grant over Salary Cost estimate project charged to the % of full time work the duration of the grant pool/banding (Y/N) grant
Principal Dr Zoe Jaques Y 100 536 4.9 83162 27015 Investigator Co- Professor Eugene Giddens Y 100 536 4.9 109752 35653 Investigator Total 62668
Page 8 of 10 Date Saved: 07/08/2020 16:22:26 Date Printed: 07/08/2020 16:24:05 Proposal original proforma document Travel and Subsistence Destination and purpose Total £ Within UK PDRA conference/research travel (Cam) 1520 Within UK Diversity Fellowships (Cam) 14400 Within UK UK Impact Workshop (Cam) 14039 Total £ 29959
Other Directly Incurred Costs Description Total £ Video production of diversity videos (20*£150) (Cam) 3000 Total £ 3000
Estates Costs Amount (mandatory) £17,088
Indirect Costs Amount (mandatory) £91,669
Project Partners: details of partners in the project and their contributions to the research. These contributions are in addition to resources identified above. 1 Name of partner organisation Division or Department Name of contact University of Florida Baldwin Library Ms Suzan Alteri Direct contribution to project Indirect contribution to project Description Value £ Description Value £ use of cash facilities/ equipment equipment/ staff time materials secondme other nt of staff other Travel and events 17500 Sub-Total 0 Sub-Total 17500 Total Contribution 17500
Total Contribution from all Project partners £17500
Page 9 of 10 Date Saved: 07/08/2020 16:22:26 Date Printed: 07/08/2020 16:24:05 Proposal original proforma document JUSTIFICATION OF RESOURCES – DIVERSIFYING THE ARCHIVES OF CHILDHOOD
Directly incurred – Travel and subsistence = £29,959
Postdoctoral Research Associate (PDRA) - conference/research travel = £1,520 Delivery of conference papers based upon project research in the UK and internationally (£800 for registration, travel, subsistence, and accommodation for 2 UK conferences). Scoping and dissemination visits to relevant UK archives/centres (OED, Roehampton, Newcastle) (£720 for 6 days of UK travel, subsistence, and accommodation at £120 per day).
Diversity Fellowships = £14,400 4 one-month fellowships of £3,600 for scholars to conduct children’s literature and diversity research in Cambridge collections. Fellowships cover travel, subsistence, and accommodation costs at £120 per day for 30 days each.
Cambridge, UK Impact Workshop – £14,039 Travel and subsistence for US and UK colleagues: - Alteri participant travel – Gainesville-Cambridge + 4 nights (£1170+680) = £1,850 - Kidd participant travel – Gainesville-Cambridge + 4 nights (£1170+680) = £1,850 - Taylor participant travel – Gainesville-Cambridge + 4 nights (£1170+680) = £1,850 - Yan participant travel – Gainesville-Cambridge + 4 nights (£1170+680) = £1,850 - Fitzsimmons participant travel – Philadelphia-Cambridge + 4 nights (£1080+680) = £1,760 - Joosen participant travel – Antwerp-Cambridge + 4 nights (£199+680) = £879 - Guest speaker travel (diversity workshop keynote speakers) – budget £4,000
Travel and subsistence explanatory notes The bulk of non-staff expenditure on this grant will comprise travel and subsistence for participants, so that full collaboration between UK and US members can be achieved. We have sought to save money by hosting workshops/research trips in the respective “homes” of each archive. We have budgeted subsistence costs only for named participants and will seek institutional funding to support coffee for local postgraduate students who are also invited to attend. Concentrating work in a single day for each academic workshop saves on travel expenses and permits local PhD students to participate without sacrificing too much time that might clash with other commitments. Note that participants will spend 4 days in each workshop location, not only to attend the workshops themselves, but also to work with the physical and digital collections in advance of the formal meetings, to conduct archival research (in the case of the PI, Co-I, and PDRA), and to help record images and videos for our Twitter account and website. Flights: Heathrow – Jacksonville = £1,170 return. For Gainesville travel the journey includes transfers: £175 – Gainesville is not near a major international airport. Savings will be sought through ride-sharing, but transfer flights to a local airport are costly in the US. Additional costs for Vanessa Joosen – travel to Cambridge from Antwerp via Schiphol and Stansted is £199 return by train. Lower UK travel costs for Rebekah Fitzsimmons – Philadelphia to Heathrow = £1,080, and no US transfer required. Per diems: £170 per night (incl. accommodation), based on standard rates for Gainesville from gov.uk, including subsistence. The cost of Cambridge accommodation and subsistence is £170 per day. Both Cambridge and Gainesville are exposed to a great deal of price volatility as small university cities, which can see costs skyrocket for sporting events, matriculation, and graduation – we have sought to avoid these intense periods in our scheduling. For the Impact Workshop we will invite two high-profile speakers from the UK (the aim is for one author or illustrator and one academic) to discuss historical representation and how it informs their practice and the wider field. As the travel costs are estimated from Gainesville, FL (on the East Coast) at £1,850, we have added £150 to cover additional costs of travelling from further afield, or a modest fee element, but we will offer a flat-fee arrangement (with expenses not included) to ensure that we do not go over-budget. NB Research and Meeting Facilities The Baldwin Library and Homerton College Library have agreed to supply space for workshops and meetings without charge.
Directly Incurred – other costs = £3,000 Payments for production of brief diversity videos have been costed at £3,000. User-created, one- take and one-camera videos (3 minutes each) featuring discussions of important historical children's texts - reflecting on BIPoC experience. These are costed at £100 participant fee (preparation, rehearsal and takes) + £50 for video & sound editing x 20 videos. (Ethics approval, participant consent, and unlimited sound and video rights wavers are included in this contractual arrangement.) To save costs, we will continue to deploy the sound recording and video-capture devices from our AHRC UK-US pilot funding, as these are still in good condition and will enhance the sound and videos for local creators.
Directly Incurred – Staff – £45,498 A PDRA, Dr Julie Blake, has been costed to conduct research in the Baldwin Library and Homerton College Library (alongside other Cambridge collections) on children’s books that showcase diversity (in terms of authorship, primarily, but also including wider issues of representation) and to assist in digitising these texts. A 1.0fte contract over one year will enable four days of digital archival research and half-day of metadata creation and coding and half-day of training and admin per week in the first part of the project, although that weighting will shift towards editing, encoding, and document preparation over the second phase of the first year. The PDRA will also organise the acquisition, encoding, and uploading of user-created metadata, search existing digitised materials for trigger words and provide a warning system, and organise own-voices video reviews of key texts in year 1. This initial research will permit the investigators to have the fullest possible overview of diversity in the undigitised collections, and therefore in year two we will be in the position to refine the digitisation list and prepare critical materials and metadata. We recognise that this is an ambitious workload, and the PI and Co-I will fill gaps in targeted areas, and will take over responsibility for all PDRA tasks at the end of her contract.
The US budget covers PDRA travel for two months to work in the Baldwin collections. The PDRA will have one day per month for relevant training and skills development, including travel to conferences to deliver papers based upon her research on this project.
Directly allocated – Staff Applicants (Jaques+Giddens) = £27,015+£35,653 = £62,668 Both investigators’ institutions expect investigator research time to be covered at 15% over years one and two, the principal years of research, and 5% over year 3 (for six months). Jaques will, as PI, work an average of 5.5 hours per week on the project in years 1 and 2 and lead on research activities and monitoring, including line management of the PDRA; Giddens will work 5.5 hours per week in years 1 and 2, with primary responsibility for textual encoding and data management. In year 3, when the primary research has concluded, PI and CoI will work an average of 1.85 hours per week on the project over six months to lead impact and dissemination activities, including editing the collection of essays and participating in workshops. Given the travel and full-day live networking events, alongside physical and digital research and virtual networking, this time allocation reflects the minimum required to make the research and communications effective, and reflects, pro-rata, concentrated days spent conducting research and activities. WORKPLAN – DIVERSIFYING THE ARCHIVES OF CHILDHOOD
Tasks and milestones, with relation to pilot [and key person(s) responsible]: A. 300 newly digitised diversity-focused texts (250 Baldwin; 50 Homerton), building upon 50 from pilot. The PDRA will first develop our database of potential titles, and then spend two months in the Baldwin (NEH funding stream) researching physical copies. [PDRA; Library digitisation teams] B. 40 diversity texts from both archives in a curated edition of historical content building upon 10 from pilot. [PDRA, UK PI & CoI] C. 40 lengthy Twitter streams about the chosen texts alongside a developed project website. [PDRA, UK CoI] D. 40 headnotes, or brief critical introductions, for harmful canonical content, such as the works of L. Frank Baum and Laura Ingalls Wilder building upon 10 from pilot. [UK PI] E. 4 open webinars on finding diverse materials in the archives. [US and UK CoIs] F. 1 OER (Open Education Resource) on diversity in children’s literature collections aimed at high school teachers, librarians, and other education professionals. [US PI] G. 10 Diversity Fellowships (on-site or at a distance via digital collections). [PIs, US CoIs] H. Metadata consultations and training program with Diversity Fellows. [UK CoI] I. Implementation of recommendations on metadata categories to expand juvenile classifications in the Baldwin collection, building upon work in the pilot. [US CoIs] J. 20 video discussions by diverse authors, illustrators, and scholars (including 10 from our diversity fellows) about significant childhood reading, which will also link to the proposed exhibition, extending work interrupted by Covid19 for pilot. [UK CoI] K. Full implementation of content warnings across Baldwin and Homerton corpus; beta list released for public discussion by month 9 implementing pilot taxonomy of harmful terms. [PDRA, US PI] L. 1 collection of essays focussing on diversity in historical children’s literature/collections, including contributions welcome from Diversity Fellows, project members, and others in an open call. [PIs, UK-US CoIs] M. 2 impact workshops - one in the US and one in the UK to discuss our recommendations with teachers, parents, librarians, authors, illustrators and publishers. Selection of participants: Keynotes will be invited from the BIPoC librarians, archivists, and children’s literature scholarly communities. Workshops will be available online as well as through physical attendance – open to all. Agenda: i) discovering lost voices using digital techniques; ii) mitigating harm; iii) race and visual culture; iv) repurposing/republishing the “classics”; v) the diverse curriculum. Extends pilot training events. [PIs, UK-US CoIs] N. Training programme for project postdoctoral researcher extending pilot training. [PI] O. Project management including regular Zoom and review meetings including 3 face-to- face participant meetings (with named participants, Diversity Fellows, and with sessions open to PhD students). [Travel funding requested in NEH budget.] [UK and US PIs]
Risk mitigation strategy:
Key risks relate to archival-access and travel restrictions continuing to be occasioned by Covid19. We will start the grant with a risk review, as require by Cambridge University ethics policies, and especially consider a contingency plan to ascertain whether physical access is likely to be impeded. If so, we will rely on existing digital resources and focus on metadata and the production of our edition and other research. We have also deliberately spread the window for physical archival research across years 1 and 2 of the project, in case of Covid19 spikes, even though we envisage achieving most archival work with the PDRA in year 1. The digitisation schedule might need to shift to other points in the project, but much of the research can be conducted via existing catalogues if required – although that might lead to the reduced discovery of new BIPoC authors and illustrators. Our diversity fellowships can be conducted remotely using existing catalogues and digital resources from Cambridge Digital Library and the Baldwin Digital Library – although, again, less-rich discoveries might be made in the case of remote working.
Monthly project meetings via Zoom will monitor progress against milestones and ensure that the project is kept to budget and schedule, which will be fixed agenda items. Our risk register will be reviewed quarterly.
Important tasks and milestones:
Research conducted = Publication =
DATA MANAGEMENT PLAN – DIVERSIFYING THE ARCHIVES OF CHILDHOOD
Data-management Data management and quality will be the responsibility of the Co-PI, based at Anglia Ruskin University. He will work closely with the archivists and technical teams of both libraries. Anglia Ruskin University’s policy on Research Data Management can be found here
File types The project overall is principally a data-creation, data-enhancement, and data-distribution one, with the following data types, all designed to be accessible and long-lived: 1. Digitised books as page images, produced by an overhead scanner (at Florida) or digital copystand (at Homerton) at 300dpi to permit efficient storage and internet-based delivery. Florida page images are static JPEGs, displayed on the SobekCM engine at 72dpi, with dpi relative to screen size, but it is also possible to see scalable pages as JPG2000 zoomable image files. Books on the University of Florida’s Digital Collections Platform are also available to be downloaded in full as PDFs. The Cambridge Digital Library has a similar specification with OpenSeadragon being deployed for zoomable images. Homerton College will work closely with the Cambridge Digital Library team to deliver appropriate page images. (Cambridge Digital Library has plans to offer entire PDFs of books for download, but is unable to do so at this time. Individual pages may be downloaded as PDFs.) 2. OCR text for the Baldwin Library are delivered in TEI XML. Although OCR is not 100% accurate, it permits large works to be searchable to a high degree of accuracy. This project does not have the resources to check the OCR character-by-character against the image files. At this time Cambridge Digital Library texts, while offering scope for considerably extended metadata, do not offer OCR or keyed text to correspond with individual pages. We will be in discussion with Cambridge Digital Humanities and the Cambridge Digital Library about the inclusion of text as metadata, which might steer corpus selection under 1 above towards shorter works (short-stories, poems, and the like). 3. Textual metadata for this project will be encoded in TEI Lite P5 as well as being included in MARC catalogue records for each digitised item: both Baldwin and Cambridge Digital Library platforms support the interoperability of MARC and XML. Clearly XML offers richer potential for metadata than the standards (deployed by both the Baldwin and Homerton collections) found in the Library of Congress’ Metadata Object Description Schema (MODS), which is particularly limited for the category of ‘juvenile literature’. We will continue to experiment to determine the best formats for including new and diverse metadata in XML that is also compatible with the fields available in MARC. The University of Florida is implementing ReclaimHosting/Domain of One’s Own, which means the Baldwin Library can develop more options for supporting sites for collaborative projects over the course of 2021-3. This collaborative space will deploy WordPress (and other tools), but the support will be standard for the libraries, and delivered by the Digital Partnerships & Strategies Department. The initial design of this newly developing space is found here: http://librarypress.domains.uflib.ufl.edu/. This new space will permit experimentation with the deployment of trigger warnings, for instance, potentially embedded as pop-ups across over one million pages of historical children’s literature in the Baldwin Digital Collection. Our digital edition, in TEI XML, will accord with MLA standards for scholarly editing. 4. The digital exhibit of Baldwin Library and Homerton College Library diversity titles, with page images, and TEI-encoded XML text, with headnotes and commentary focusing on diversity, will be created as a separate website mirror hosted by both institutions, with Florida hosting on both the Baldwin Library website and exhibit site (https://baldwinlibrary.domains.uflib.ufl.edu/) and Homerton hosting on the Homerton College website. Florida has been experimenting with different implementations for access and commentary on their Digital Library of the Caribbean, including the implementation of subject guides by scholars. This access-improving initiative has been funded by the National Endowment for the Humanities and has our project participant Taylor as a senior member (see https://dloc.com/AA00069304/00001 for details). We will benefit from cross-fertilisation from this more established project to experiment with University of Florida digital library spaces. Furthermore, the system that powers the Baldwin Library Digital Collection has recently been upgraded to the newest software version. With the foundation for the system updated, the next phase (for 2020-21) will focus on redoing the visual interface. This means the project has found an ideal time to talk about things like the technical structure for trigger warnings. 5. Single-camera, VLOG-style video scholarly commentary on diversity titles from Baldwin Library and Homerton College will be recorded on the project camera in 4k 24fps HEVC in Pal (3840x2160p with bitrate range of 13,000-34,000 Kbps) and offered in full resolution on the Baldwin and Cambridge Digital Collections. HEVC files, with a slightly greater compression than H.264, can be played efficiently on standard computers and on mobile Android and iOS devices. Video files will also be uploaded at full resolution to YouTube. Videos will be 3 minutes long, making files a reasonable 1GB.
Copyright This project is concerned with historical material and can therefore accord with US and UK copyright law, easily permitting the inclusion of significant older texts, like W. E. B. Du Bois’ The Brownie Book of 1920-21. One challenge for US content is that own-voices material appears more frequently in the period beyond 1923, and copyright law is complex for 1923-1978 material. A task of Baldwin Library colleagues, therefore, working with the PDRA, will be to locate own-voices materials published between 1923 and 1978 (the date the Copyright Act of 1976 took effect) for which copyright was not sought, effectively rendering it out-of-copyright today. This can be challenging, but searches of this nature have already begun by Baldwin Library staff, and several potential texts have been selected for further research on their copyright status. Furthermore, members of the team in the UK and US are in talks with rights holders of copyrighted material to see if they might be willing to permit digitisation as a route to making out-of-print but significant diversity material more accessible.
Data-creation principles XML encoding will be conducted according to TEI Lite P5. Giddens led the encoding in TEI of the AHRC-funded Complete Works of James Shirley, hosted by King’s College London. He is also associate editor of the electronic edition of The Cambridge Works of Ben Jonson. With the PDRA and partner librarians, he will create a brief set of editorial guidelines to ensure that the metadata is encoded appropriately for upload onto the relevant digital libraries and websites for the diversity collection. Coding and content will be checked by the Co-I and PI before upload, and files will be parsed according to the relevant DTD(s) in oXygen or similar as required by the respective archives.
Data storage and backup Research data will be kept on the project laptop and a backup external hard-drive (repurposed from the pilot), and uploaded weekly to ARU’s internal server, which is multi-site backed up daily. Data will be also shared and backed up over Freedcamp. Data will also be produced on Twitter – responses to our Tweets, and Twitter archives will be downloaded monthly.
Long-term data storage Research data will be made accessible through the Baldwin Digital Library and Homerton College, Cambridge’s space on the Cambridge Digital Library. It will also be uploaded to the project channel on YouTube. All data, including metadata published in those spaces and additional project materials, will be kept on ARU, Cambridge, and Florida internal servers for a minimum of five years from the project end. All textual data and video material (under the 5GB cap) will be uploaded to Figshare and ARRO – Anglia Ruskin’s Research Repository. Resulting research outputs will be uploaded to Researchfish, the UK’s globally-accessible national repository.
Data sharing The sharing of data is the point of this project, so by design we aim to make our work freely available across multiple platforms. Ongoing project data is shared via Google Drive and Freedcamp. As each component is ready for public release, it will be shared through the Baldwin Digital Collection and Cambridge Digital Library, Twitter, YouTube, ARRO, and Figshare, ensuring widespread and sustainable public access. Data will be released according to the project timetable and not withheld for any period during or after the project.
Data updates Both the Baldwin Library and Homerton College Library agree to update resulting digital resources in line with their overall digital-library and platform-upgrade practices. As it is included in the main platforms, in other words, it will not be siloed or potentially forgotten over time.
Data release and review Data release will be in month 24 of the project. Our Data Management will be subjected to 6-month review (by 13 August 2021) by the UK and US investigators and following the end of the project (by 13 August 2023) and then annual review for 3 years thereafter (August 2024, 2025, and 2026) to ensure compliance with any changes in technology/IP/institutional data management policy/or copyright to ensure legal compliance.
Letter of Commitment
Liz Osman MA(Oxon), MA Fellow Librarian
Prof Eugene Giddens Anglia Ruskin University East Road Cambridge CB1 1PT
6th August 2020
Dear Dr. Giddens,
Re: NEH-AHRC New Directions for Digital Scholarship in Cultural Institutions
Please accept this letter of commitment from Homerton College Library at Homerton College, Cambridge. The College Library will provide two staff as project participants in the proposed project “Diversifying the Archives of Childhood” for the jointly funded collaborative grant from the Arts and Humanities Research Council and the National Endowment for the Humanities. This commitment builds on a partnership developed with the University of Florida on two previously awarded grants from the Arts and Humanities Research Council.
Homerton College Library has a growing collection of historical children’s literature (10,000+ titles) for use by the students, faculty and other affiliates of all Cambridge colleges. In particular, we plan to digitise books from the important Lealan Collection. In addition to staff time and digitisation, we plan to be active participants in the overall project by consulting and creating new metadata to make our materials more discoverable to those interested in researching diversity in historical children’s literature.
Best regards,
Liz Osman Letter of Commitment
George A. Smathers Libraries 535 Library West Office of the Senior Associate Dean, Scholarly Resources & Services PO Box 117000 Gainesville, FL 32611-7000 352-273-2505 352-392-7251 Fax www.uflib.ufl.edu
August 6, 2020
Zoe Jaques, PhD Faculty of Education University of Cambridge 184 Hills Road, Cambridge CB2 8PQ, UK
Dear Dr. Jaques,
I am writing to confirm the George A. Smathers Libraries commitment to a collaborative grant funded by the Arts and Humanities Research Council (AHRC) and the National Endowment for the Humanities (NEH) through their “New Directions in Digital Scholarship for Cultural Institutions.” The proposed project “Diversifying the Archives of Childhood,” builds on our partnership with the University of Cambridge from two previously awarded research grants from the AHRC. The Baldwin Library is the largest Anglophone collection of children’s literature in the world with just over 120,000 texts and other materials from 1667 through the present day. Its digital collection is the largest openly available full-text collection of children’s literature available worldwide. In addition, the University of Florida is an international leader in digital collections and international collaboration.
The University of Florida is committed to supporting this proposed project through the allocation of faculty time ($75,079) to attend meetings, digitize 250 books, review and create new metadata for diverse titles in our digital collection, implement content warnings for harmful diverse titles, and oversee aspects of the project, such as scholarship outcomes, in which the University of Florida participates in.
Additionally, we are committed to a contributing $23,000 in endowment funding to cover travel costs for some members of the project team at the University of Cambridge and the University of Florida, as well as hosting an impact event to be held at the University of Florida in the final year of the project.
Sincerely,
Patrick J. Reakes, Senior Associate Dean George A. Smathers Libraries University of Florida
The Foundation for The Gator Nation An Equal Opportunity Institution Letter of Commitment
College of Liberal Arts & Sciences 4008 Turlington Hall Department of English PO Box 117310 Gainesville, FL 32611 352-392-6650 352-392-0860 Fax
August 5, 2020
Head of Department Statement for Kenneth Kidd
Dear colleagues,
A faculty member in my program, Dr. Kenneth Kidd, is applying as Co-P.I. for a collaborative grant between the Arts and the Humanities Research Council (UK) and the National Endowment for the Humanities (US) entitled “Diversifying the Archives of Childhood” (category: “New Directions for Digital Scholarship in Cultural Intitutions”). Kidd and Suzan Alteri, Curator of the Baldwin Library of Historical Children’s Literature, are the Co-P.I.s for the NEH application.
Professor Kidd is an internationally-recognized scholar of children’s literature and childhood studies, who has published two sole-authored books with another one due soon, as well as four coedited essay collections in the field. Dr. Kidd has published on children’s literature archives and has a particular interest in digital archives. He also regularly supervises doctoral students and mentors junior scholars in children’s literature. He and Alteri have already collaborated with the UK team and seek to expand their program. They will work collaboratively to supervise selected Diversity Fellows both locally and internationally and help them produce deliverables such as video and expository contextualizations, public webinars on diversity and harm reduction in children’s literature studies, and other public-facing scholarly efforts.
The UF Libraries are providing cost-sharing and additional funding for Curator Alteri, but Dr. Kidd is not participating in any cost-sharing and UF is not providing any material or financial resources on his behalf. Dr. Kidd is on regular tenured appointment as a faculty member and as Associate Chair, and his contract will remain in place for the duration of the project.
I support their application enthusiastically. Their project would help further diversify archives at UF and Cambridge and also help others better understand the challenges of library and archive work in our contemporary climate.
Should you need more information, do not hesitate to contact me.
Sincerely,
Sidney I. Dobrin Professor and Chair, English