Author Archives: Georgette Keane

Who Wins With Book Awards? An exploration of the gender, ethnic, and racial origins of prize winners and the characters they create, with a focus on children’s literature

Group Members

Kelly Hammond, Developer/Researcher: Kelly’s responsibilities for this project include automating data collection where possible with Python, researching Newbery award winners, cleaning data for analysis, and creating interactive visualizations of the data in Tableau.

Georgette Keane, Project Manager: Georgette serves as the Project Manager, which includes managing the project and creating a detailed project schedule to ensure completion by the established deadline. She is also responsible for providing support to the other team members, including assisting with data collection and establishing connections with children’s literature professionals and librarians.

Emily Maanum, Designer/User Experience: Emily serves as the Designer/User Experience lead. In conjunction with the Outreach Coordinator, as well as the rest of the team, Emily developed and now maintains the project’s website so it may continue to be useful and informative for the project’s audience. Her other tasks include assisting with data collection and contributing to the project’s outreach.

Meg Williams, Outreach Coordinator: Meg’s main role in the project is outreach. She is responsible for the curation of the blog, the majority of its writing, and the project’s social media strategy. On a conceptual level, she is particularly interested in the importance of minority representation, concepts of whiteness, and the economy of prizes.

Project Narrative

Overview

Diversity and authentic representation matter, especially in children’s literature. As literary scholar Rudine Sims Bishop noted 30 years ago, “When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part.” W.E.B. Du Bois intimated a similar idea in a 1919 edition of the Crisis magazine where he laid out his plan to publish The Brownies Book—a magazine created expressly for children of color—two years before the Newberys were established. Similarly, a study on gender in 20th-century children’s literature points out that “cultural representation, including that in children’s literature, is a key source in reproducing and legitimating gender systems and gender inequality.”

It probably is not surprising that recent studies have shown an overall lack of diversity in children’s books. According to the Cooperative Children’s Book Center (CCBC), of the three thousand books published in 2018, fifty percent of books featured a white protagonist, twenty-seven percent of books featured an animal protagonist, and African/African American, Asian Pacific Islander/Asian Pacific American, Latinx, and American Indians/First Nations protagonists completed the remaining twenty-seven percent. While there have been initiatives created by the American Library Association (ALA) and children’s book publishers to address this issue, no full study has been made into the efficacy of these initiatives. To remedy this, we must consider the books children are exposed to and examine the ways in which these books get into their hands.

School and public libraries offer children and their caregivers access to more books than they could purchase for themselves. Libraries also feature carefully curated sub-collections that allow children to locate stories that they relate to and that can help them understand and deal with sensitive topics. More people are going to public libraries each year. According to the 2016 Public Libraries Survey Report by the Institute for Museum and Library Services, more than 171 million registered users visited public libraries over 1.35 billion times in 2016. Even with this increase in patrons, librarians often deal with limited budgets and shelf space, so books must be carefully chosen. Librarians often rely on book lists and reviews for guidance on purchasing, and Newbery and Caldecott Medal and Honor books top these lists. Educators and parents are similarly influenced as they cultivate smaller collections for their classrooms and homes, so even absent a library visit, children are still influenced by these prizes.

First awarded in 1922 to encourage original creative work in the field of books for children, the Newbery Medal is awarded to the author of the “most distinguished contribution to American literature for children” (ALSC). The author must be a citizen or resident of the United States, and the book must be published by an American publisher in the United States in English during the preceding year. First awarded in 1938, the Caldecott Medal was created to honor the artist of the “most distinguished American Picture Book for Children” (ALSC). The artist must be a citizen or resident of the United States, the illustrations must be original works of the artist, and the artist can also be the author of the book. The Newbery and Caldecott Medals are the most distinguished awards presented to children’s books, and studies have shown that after the winners are announced, book sales can increase up to 1,000% (Cockcroft). Book sellers have a vested interest in the significance of the awards and often prominently display these books in shops. The award on the cover drives sales, and the sales reinforce the significance of the award.

Not only is the general public purchasing these books, but so are public and school libraries as well as classroom teachers. Honorees are highlighted on ALA websites and accompanying book lists, and librarians often feature honorees in their display areas and programming. Children become exposed to these works that may or may not help them to understand and handle situations that deal with diversity in religion, race, gender, etc. These books, for better or worse, usually stay on library shelves much longer than other books due to their status as honorees. As one head of children’s services states, “I don’t weed Newbery and Caldecott winners…I feel like if you win the Newbery or Caldecott, you kind of have immortality as a book. I just won’t do it” (Yario).

Since the Newbery and Caldecott Medal and Honor Books hold such sway over the public and librarians, we decided to analyze the 763 Newbery and Caldecott ‘Honorees’ (both Medal winners and Honor books) to discover if these books provided an array of diverse backgrounds and whether any diversity was a recent development. We collected the gender and racial/ethnic data of the Honoree authors, illustrators, and protagonists and used Tableau to create visualizations for our audience to explore. We are sharing our findings and recommendations through our website, blog posts, and Twitter.

Our objective with this project is to educate the public on the nature of these prestigious awards. Librarians and educators can use the visualizations to argue for more funding to purchase a wider array of books which fully encompass the experience of their patrons, since our findings reveal that award-winners lack diversity of representation for authors, illustrators, and protagonists. Parents can start to question the primacy of these awards, looking at awardees in more depth and investigating our recommendations for other organizations that promote more inclusive narratives.

Environmental Scan

Who Wins with Book Awards? (WWWBA) is a unique project in the field of children’s literature. Other projects focus on analyzing diversity in the most recent children’s books or create book lists that focus on a particular group or theme. The Cooperative Children’s Book Center releases annual statistics examining diverse authors and protagonists in overall books published the previous year. There are journals—both online and in-print—that investigate diversity, such as the Research on Diversity in Youth Literature (RYDL), a peer-reviewed online journal hosted by St. Catherine University’s Master of Library and Information Science Program and University Library. Librarians, aware of the lack of diversity in literature, will often create public programming to highlight books on diversity or create LibGuides, like Michigan State University Libraries.

The publishing community has recognized the general lack of diversity and has started new initiatives to tackle the issue. Scholastic created the catalog The Power of Story that offers recommendations for books representing diversity of race, sexual orientation, gender identity, and physical and mental abilities. By creating the catalog, Scholastic hopes that young people will have the opportunity to “see themselves and their communities reflected, to read widely, and to understand and expand their world.” Book publisher Lee & Low created The Open Book Blog, a blog on race and diversity in children’s books. Guest contributors discuss current issues and will promote books published by Lee & Low.

In regards to digital projects focusing on diversity in children’s books, the Diverse Book Finder collects information on picture books that feature black and indigenous people and people of color (BIPOC) from 2002 to the present. The themes given on the site are Genre, Categories, Settings, Tribal Affiliation/Homelands, Immigration, Gender, and Race/Culture. An issue with the site is that it only tracks fiction and narrative nonfiction picture books from 2002 and only books with suggested reading levels kindergarten through grade three.

The only digital project found that features diversity and the Newbery and Caldecott Award Books is Lisa Bartle’s Database of Award-Winning Children’s Literature. The database has over 14,000 records from 158 awards worldwide. Bartle, a reference librarian, researches award winners and regularly adds them to the database. Visitors can search by keyword for books or by certain fields like award won or author’s gender.

Although these projects bring awareness to the issue of diversity in children’s literature, WWWBA offers an interactive analysis of all Newbery and Caldecott Honorees. Users can explore the history of the awards and find books that offer diverse content. They can also start to ask questions about the role those awards play in shaping their own (and our country’s) book choices. It is the longitudinal nature of our data that makes our study unique, as we visualize the trends for the last nearly 100 years. For example, we saw that periods such as the Civil Rights Era of the 1960s boasted an uptick in diversity but these periods were often followed by a return to white winners and honorees. We hope to bring other patterns like this to light.

Audience

Our primary audience for this project contains parents, educators, and librarians, as we hope to influence the purchasing decisions that radically shape what books children have access to. We were eager to uncover trends in what are regarded as the most prestigious awards—the Newberys and Caldecotts—hoping to comment on the appropriateness of their hegemony. Our project’s primary purpose is to help purchasers, those gateways to literature, understand the degree to which relying on these awards may limit children’s ability to see themselves in books or to see an array of diverse people or experiences. 

By visiting our website and investigating our visualizations, parents, educators, and librarians can re-evaluate the role that the awardees play both in what gets purchased and how long a book stays in circulation, be it on a family’s bookshelf, in the classroom, or at the library. They can also take advantage of two tools we offer for diversifying their collections: tooltips that point them to books whose authors or protagonists have particular identities, as well as a list of other children’s book awards that celebrate more diverse writers and characters. Further, by reading our blog posts, our child-facing audience can deepen their understanding of issues of identity, history, and narrative. 

Project Activities:

Project Timeline: 

Feb 19th-March 19th:

  • Research the ramifications of racial and ethnic categories for authors and protagonists. 
  • Build Python program to scrape Newbery Honors winners.
  • Research author and protagonist gender and race/ethnicity for the Newberys.
  • Begin playing with early data in Tableau.
  • Draft outline of website: each page (Home, About, Methods, Data, Social Media, Suggested Reading, Infographic), using WordPress through Commons.
  • Set up social media and email accounts. RT news on diverse books.

March 20th-April 19th:

  • Create Python program to scrape Caldecott Medal and Honor winners.
  • Research author and protagonist gender and race/ethnicity for the Caldecotts.  
  • Combine data sets and create new, interactive visualizations..
  • Finalize website design and add to pages; Start blogging.
  • Continue RT content on diverse books/child literacy. 

April 20th-May 5th:

  • Mine the visualizations for content. Continue posting blogs.
  • Share revised visualizations and site to test group for feedback.
  • Make adjustments to visualizations after initial feedback.
  • Reach out to collaborators and audience on social media to announce the published project.

Goals and Adjustments

Our original proposal was to examine diversity in the 415 Newbery Medal and Honor Books. Our work plan consisted of three stages: gathering the data, organizing the data into the pre-approved format, and analyzing the data using the visualization software Tableau. We collected the data using a program we built in Python that scraped the Honorees information from selected websites and generated it into a .csv file. We then cleaned and exported the data to a Google Spreadsheet that the entire team could work in. The data was organized into the following categories: Organization, Award, Year, Title, Author, Author’s Gender, Author’s Race/Ethnicity, Protagonist(s) Gender, Protagonist(s) Race, and Protagonist(s) Ethnicity/Identity. Once cleaned, the data was entered into Tableau to create interactive visualizations.

Gathering the Newbery data took less time than expected, so we expanded the project to include the Caldecott Medal and Honor books. We collected the same data we did for the Newbery Honorees but added the following categories: Illustrator, Illustrator’s Gender, and Illustrator’s Race/Ethnicity. Shortly after our decision, New York shut down due to COVID-19, and we were unable to borrow books from the library. We relied on alternate sources, like YouTube read-alongs and digital newspapers, to find creator and protagonist identities. With these new hurdles, the Caldecott data collection took longer than expected, and as a result, we were unable to share visualizations on our Instagram account prior to public launch. We were active on Twitter, sharing content about the project and diverse creators. As we continue with the project, we will use Instagram to share our visualizations and graphics. 

Accomplishments

When starting this project, we wanted to create a product that was useful and understandable to parents, educators, and librarians. Our team’s product consists of a website dedicated to our findings and a Tableau Public workbook that contains our data visualizations. We built our website using WordPress through the CUNY Academic Commons. We wanted to engage our audience with the colorful design found on our site and visualizations. This design uses the vibrant colors that are often found in children’s books. 

The website’s home page introduces our audience to the project and provides an overview of the Newbery and Caldecott Book Awards. Under the “About” drop-down menus, users can find our “Meet the Team” page which contains biographies for each of the team members. This menu also brings users to a page containing this white paper and includes a tab linking to a page that contains information on how to get into contact with the team. By clicking on the “Findings” tab, users are brought to a page displaying our data visualizations. Users can interact with our visualizations on this page or click on a hyperlink allowing them to view our data on Tableau Public. Also on our home navigation menu is a “Blog” tab. This tab will bring users to our blog where they can read about issues related to our project as well as our experiences while working on this project during the COVID-19 pandemic. 

On the right side of our website is a sidebar that lists our recent blog posts and has a scrolling feed of our Twitter account, @whowinsawards. We want to make our recent posts very accessible, and this sidebar feature allows users to click on a blog title that interests them. Our scrolling Twitter feed also shows our audience our recent tweets. By clicking on the feed, users are brought to our Twitter page where they can follow and see what we are up to. The sidebar is not available on our “Findings” page so that it does not interfere with our data visualizations.

https://whowins.commons.gc.cuny.edu/

As mentioned above, users can examine our data visualizations on our website by clicking on the “Findings” tab. Once there, they can view the data on that page or click the link to view on Tableau Public. Our visualizations are separated into five sections that each go into more depth on several aspects of our data. We put our visuals in “Story” format to make it easier for the viewer to go back and forth between visualizations. Having to continuously scroll up and down can be distracting and may cause some discontinuity between the data. On each slide, users can filter by organization (Newbery, Caldecott or All) as well as by award (Honor, Medal or All). This allows our audience to interact with the data and see how it changes by using different combinations. The colors of the visualizations mirror those found on our website. Users can move through the slides using the arrows on the bottom of our visualizations as well as make the display full screen. They can also share and/or download our findings. 

In our Story, the first slide, “At a Glance,” starts by discussing the influence of Newberys and Caldecotts on the purchasing of children’s books, and as the title suggests, gives a brief glimpse into the data regarding authors and protagonists. The next slide, titled “Explore Gender”’ looks at how gender, indicated by “he” and “she” in the books and author bios, compares between awards for both protagonists and authors. “Explore Race and Ethnicity” is the next slide, and it explores the races and ethnicities that are found in these book award winners and honorees. Our next slide continues examining race and ethnicity but looks at these aspects in relation to authors over time. Our final slide, “Explore Protagonist Race and Ethnicity over Time,” gives users the opportunity to explore how protagonist race and ethnicity has changed over the history of these two book awards. 

Tableau Story View

Evaluation 

Throughout our project’s development, we sought feedback from fellow digital humanists as well as from members of our intended audience. We started with those associated with our program—Micki Kaufman, Advisor to the Master of Arts in Digital Humanities Program, and Steven Zweibel, Data and Digital Projects Librarian at the Graduate Center. Kaufman encouraged us to consider our data from new angles—to push against the boundaries that informed our visualizations. We followed that advice, creating counterfactual representations, such as those without white authors or protagonists, and investigating the effects of slicing time in different ways, such as looking at diversity by decades rather than individual years. 

According to our second round of feedback, the counterfactual representations were not terribly effective, since there was early (though unsustained) recognition of authors and protagonists of color. The view by decades, pictured below, was aesthetically interesting, but feedback from librarians and teachers suggested that the view seemed artificial—that the irregular spacing of eras and movements render regular, ten-year increments less meaningful than less tidy divisions, such as years bookending wars or social movements. Still, that feedback helped us rule out potential paths of inquiry and reinforced the analysis of our initial findings.

Race/Ethnicity Steven Zweibel, as a digital humanist, librarian, and father of a young reader, represents a cross-section of our intended users, and his feedback helped us evaluate how well we spoke to those distinct audiences. He recommended leveraging the power of area to demonstrate our biggest insight—the overwhelming whiteness of award-winning authors and protagonists. We did this with bubble charts on race and ethnicity. Those charts provide the analytical context through which our longitudinal data can be viewed.

We then reached out to a host of parents, educators, librarians, and academics in the field of education. The first wave led us to simplify our view, relying on Tableau’s story format to reduce the length of our Tableau page to more palatable and focused chunks. Subsequent waves helped us tweak language and add clarity. For example, K.T. Horning, director of the Cooperative Children’s Book Center of the School of Education at the University of Wisconsin–Madison, noted that, since the Caldecott awards are granted to the illustrators of the award-winning books, we may need to include the role along with that of “author.” Most respondents noted that questions generated by the waffle charts were answered in the subsequent slides of the Story, such as how we dealt with nonbinary gender, why we chose the racial and ethnic categories, and what markers were granted to animal and nonhuman protagonists. As Katy Wischow, Senior Staff Developer at Columbia Teachers College Reading and Writing Project put it, “All the things I initially thought to suggest when looking at the project (like how nonbinary/trans authors fit in) you later addressed.” One respondent, a middle-school librarian, asked bluntly where the Jewish authors were, pointing to a layer of data we wanted to  include this round but had to save for our expansion, partially because the COVID-19 outbreak kept us from visiting libraries. 

Even with this limitation, our research unearthed layers of race and ethnicity beyond the Census categories. Using the 2020 Census lens, white can mean Anglo-Saxon, but it can also mean Middle Eastern, Italian, Irish, Jewish, Swedish, and a host of other heritages and religions. Over the course of the near century of these awards, such degrees of whiteness have, indeed, represented important layers of diversity—groups of people marginalized or rarely reflected in mainstream children’s literature. We opted to save this level of data for our project’s expansion, as it means moving beyond the Census categories—a complicated task we could not complete before public launch. 

What was, perhaps, the most gratifying feedback came from 64 independent-school 7th graders from the Chapin School who got to review the data after a virtual presentation from 2020 Newbery Award-winning author Jerry Craft. These 12 and 13-year-olds provided a test of the clarity of our project. Like many digital humanists, we worried that the value of our research might get lost behind the theory. Though we consulted articles, debated about what racial and ethnic categories to use, and investigated the philosophy behind data visualization, we have ultimately designed our work to change minds and spending habits. So, clarity is essential. 

These young viewers, unsteeped in societal complexity, asked many of the questions we asked and drew many of the conclusions we drew. Upon seeing the waffle charts, one student said, “Well, it’s cool that most of the Newbery authors have been women, so why aren’t more protagonists female?” Another responded, “I’m not surprised so many authors are women, since society often thinks of them as caretakers. You know, like moms.“ Another replied, “Yeah. It’s the same with the authors of color. First, there are so few. I mean, I thought there wouldn’t be many. But less than 10%? And then look at the protagonists. How real can those stories be if white people are writing them?” Given the conclusions they were able to draw without prompting, our visualizations seemed to be as clear and persuasive as we had hoped.

More importantly, these young reviewers provided suggestions for ways to expand the data. One student asked whether we tracked genre. She wanted to know if “she” authors tended to write a particular kind of book. Another student asked if the relatively balanced ratio of “he” to “she” authors in the Caldecotts had to do with illustration. Since many of those books are illustrated by a person other than the author, she wondered whether those roles break down in interesting ways by gender. Thanks to these curious students, we hope to tackle these new questions in the coming year.

Of course, in addition to outside evaluation, we have also evaluated the project ourselves. We believe that the data and initial line of inquiry have been the strengths of our project. Our findings communicate trends in gender and race in Newbery and Caldecott awards winners. These titles drive sales, launch careers, and shape how children see their place in the world. Going forward, we hope to leverage more fully our website and social media accounts. During the development stage, we devoted the majority of our time to gathering and creating, so we now hope to promote our results through more robust blogging and targeted Tweeting.

Continuation

During Summer 2020, our group plans to continue working on and iterating this project. Our website will continue to be hosted on the CUNY Academic Commons and will be updated periodically with new posts. We hope to add data that will give more context to our visualizations. As noted in the evaluation section, we wish to explore genre and how it intersects with gender, race, and ethnicity in book awards. We would like to make our next-level data, such as author/illustrator roles, visible in edited tooltips and additional visualizations, while we investigate ways to break out of what we consider the distorting structure of the Census categories, where Asian ethnicity is broken up into distinct countries, while continental African identity is lumped with African American. We also hope to expand to other book awards to take a comprehensive look at their diversity. 

With a new school year on the horizon, we plan to get more proactive in our social media presence as well; we are eager to push our project (and its summer updates) in the early fall, as teachers set up their classrooms. We believe that some enhanced writing on the website may draw more people into dialogue with our project, and we have already received some interest for conference presentations and a write up for The Horn Book magazine, a journal about children’s literature.

Works Cited

Association for Library Services to Children-ALSC. (n.d.). Caldecott Medal Homepage. http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottmedal

Association for Library Services to Children-ALSC. (n.d.) Newbery Medal Homepage. http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberymedal

Bartle, Lisa. Database of Award-Winning Children’s Literature, www.dawcl.com

Bishop, Rudine Sims. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives: Choosing and Using Books for the Classroom Vol 6, no 3. 1990.

Cockcroft, Marlaina. ‘Caldecott and Newbery Medal Wins Bring Instant Boost to Book Sales’. SLJ, February 10, 2018.

https://www.slj.com/?detailStory=caldecott-newbery-medals-translate-bigger-short-term-sales

Cooperative Children’s Book Center. (n.d.). https://ccbc.education.wisc.edu/

Diverse Book Finder. (n.d.). https://diversebookfinder.org/

Du Bois, W.E.B. “The True Brownies.” The Crisis 18. 1919.

The Institute of Museum and Library Services. (2019, May). Public Libraries in the United States Fiscal Year 2016. Washington, DC: The Institute. https://www.imls.gov/publications/public-libraries-united-states-survey-fiscal-year-2016

McCabe, Janice, et al. “Gender in Twentieth-Century Children’s Books: Patterns of Disparity in Titles and Central Characters.” Gender and Society, vol. 25, no. 2, 2011, pp. 197–226. JSTOR, www.jstor.org/stable/23044136. Accessed 24 May 2020.

Michigan State University Library, (n.d.). Multicultural and Diverse Children’s Literature LibGuides. http://libguides.lib.msu.edu/c.php?g=96613&p=626684

Research on Diversity in Youth Literature (RDYL) St. Catherine University     https://sophia.stkate.edu/rdyl/about.html

Scholastic, Inc. The Power of Story: Diverse Books for All Readers. (n.d.). https://kids.scholastic.com/kids/books/power-of-story/

Yorio, Kara. ‘Librarians Love to Share Award Winners with Kids’ SLJ, February 6, 2018  https://www.slj.com/?detailStory=librarians-love-share-award-winners-kids

 

Final Newbery Group Update 4/29

The team has focused the last week on data collection and creating content, while reviewing our project plan and deliverables. In regards to our data, the Caldecotts are (for the most part) completed, data is being cleaned, and our existing visualizations are getting an upgrade. In our meeting, Emily and I reported on the Caldecott data and how essential the YouTube read alongs were when examining protagonists. While speaking with Meg and Kelly, we realized that we did not include gender for the animals and nonhuman protagonists (where available) and are going to work on filling that in before the 12th. For example, in Olvia by Ian Falconer, Olivia is a female pig. We originally labelled Olivia as just an animal, but we will now include gender. Authors will often assign gender to their animal and nonhuman protagonists, and it should be included in our analysis. During our meeting, Meg brought up an excellent point about how we are reporting gender in our data, and we had a tough but important discussion regarding our practices as well as our audience. I recommend everyone read Meg’s blog post for more information on the topic and our discussion: https://whowins.commons.gc.cuny.edu/2020/04/26/our-data-in-and-beyond-the-gender-binary/

While Kelly was waiting for the Caldecotts, she worked on the Newbery visualizations in Tableau. She changed the view to Story, making it easier for our audience to navigate through the visualizations. Kelly was also put in contact with a woman who has experience with Tableau. She shared tips and best practices, which Kelly will use with the Newbery and Caldecott data. 

With Kelly working on the visualizations, Meg, Emily, and I will work on completing blog posts for the website. Topics include the U.S. Census, how our research methods have changed due to covid-19, and other Book Awards that many parents and educators are unaware of. We will also continue to create content for Twitter, and participate in Day of DH 2020. We are focusing on Twitter to build interest for our project and share our methods, and will use our Instagram account to share our visualizations and graphics. Before the presentation on the 12th, we will review the website for any broken links and missing pages, and will do a final run through once we embed the visualizations on our site. We want to make sure that our visualizations will display properly and that our audience can successfully interact with them.

We are looking forward to the dress rehearsal next week and then launching our project at the GC Digital Showcase. I know that this has been a challenging semester for all of us, but I am proud of both my team and the Heritage Reconstruction team for what we have accomplished. 

 

Newbery Update 4/22

Stage Two: March 20th-April 19th:

  • Content Development: Complete the Google Spreadsheet for Caldecott Books. Tweak Tableau Interface, create visualizations; Start blogging on the Website.
  • Design: Finalize website design and add pages to the site (Caldecott, etc.)
  • Outreach & Publicity: Continue to RT content on diverse books/child literacy. 

Reviewing our Project Work Plan, we have hit most of our milestones. During the last two weeks, we focused on creating content for our social media accounts and blog. We also finalized our website design, and have added most of the pages. Regarding our data, we created Newbery visualizations and are sharing them for our next round of feedback.

We were delayed with the Caldecott data, specifically with the breakdown of protagonists, due to the shutdown. We had to get creative, finding read-alongs on YouTube and reaching out to scholars who published Caldecott articles and asking them to share some of their data. The read-alongs were very helpful when dealing with the older Caldecotts, and the scholars were happy to share parts of their work. We will finish the Caldecott Spreadsheet by the end of this week, and then will start playing with the data in Tableau. We are also ready to share some visualizations on our social media, with links to the website.

As we enter the final stage of the project, we are re-thinking our deliverables. In our initial project plan, we wanted to create printable visuals and infographics that librarians and educators could place in their libraries and classrooms. Since classes will be taught virtually for the rest of the school year, we will focus on visualizations that can be shared with our audience digitally. We will also write a blog discussing how covid-19 impacted our research and outreach plans for this project.

The weeks leading up to the presentation will be busy for us. Over the next week we will finish collecting the Caldecott data and start creating vizzes, as well as post more original content on our blog and social media pages. 

Newbery Group Update 4/8

Following last week’s meetings and update, the team has spent their time working on the Caldecott data, Newbery vizzes, and our social media and outreach. We are almost done collecting the author and illustrator data and when complete, we will begin working on the protagonists. Emily and Georgette will search for the protagonists’ gender, race, and ethnicity. Once the Caldecott data is collected, Kelly will begin working with the data in Tableau. In the meantime, Kelly met with GC Digital Fellow Rafael Portela, and they reviewed the Python code Kelly created to scrape the Caldecott awardees. 

Regarding social media and outreach, we found more accounts to follow on Twitter and Instagram, and started creating original content. We were already following several DH programs and Newbery authors, so we added Caldecott authors/illustrators and related diversity projects and organizations. People of Color in Publishing (@PocPub), Latinx in Publishing (@LatinxinPub), Books for Kids Organization (@booksforkidsorg), and the Children’s Book Council (@CBCBook), just to name a few. We hope that when we share our vizzes, they will offer helpful feedback and promote our project when it is finished. This week we will continue to work on the following: 

Meg: I am going to write two 500 word blogs and automate postings to our social media accounts, including posting visualizations to Instagram. 

Emily: I will continue working on the Caldecott data, finishing up author/illustrator and then moving on to protagonists. I am planning on double-checking the data I collected with the articles Georgette found. I will be on the lookout for interesting content for our Twitter and Instagram pages.

Kelly: I got help from Rafa to understand how the Caldecott Python scrapes could have been more effective-something that will be great to play with if we continue the project beyond the scope of the course. I also continued to clean the data for the Newberys, as we now need outside feedback.

Finally, I played unsuccessfully so far with displaying the data counter-factually, as removing white people didn’t do much since there are some early authors and protagonists of color. But, I plan to play with grouping by decade and non-Census lenses as I have the next two days off. 

Georgette: I am finishing up collecting my portion of the author/illustrator Caldecott data, and will then move on to the protagonists. I will use the articles I found to double check my work on early honorees. 

 

Newbery Group Update

During our group meeting, the team discussed how some areas of our project need attention. We realized that with the expansion of our project, we put some tasks on the back burner, and will use the next two weeks to work on them. One area we will work on is outreach, particularly our social media accounts. After seeing how effective Heritage Reconstructed was with their Twitter account, we realized that we were hesitating to fully dive in and limiting our reach. Although we are not yet ready to share our visualizations with the public, we do need to build an audience that knows what our project is about, and is eager to see our work. With that in mind, we will continue sharing content from authors, libraries and similar projects but will also work on engaging our audience with original content. We can have discussions about their children’s favorite books as well as theirs from when they were kids, or who is their favorite children’s author now. We will also blog about the project itself, our recommendations for diverse books, and special features.  

Since we expanded the project, we need to update our website to include the history of the Caldecott, and remember to create connected content on social media. During this week, we are collecting identity information on the 345 Caldecott books. Once this task is complete, Kelly will begin to work with the data on Tableau. In the meantime, Kelly is working with the Newbery visualizations and they will soon be sent out for initial feedback from our test audience: librarians, educators, and representatives from similar projects. We’ll take some of Micki’s suggestions too, to consider how to share the data through different racial and ethnic lenses other than the census categories, which may be (fingers crossed) doable through a few if-then statements in Tableau. As we play, we’ll keep our audience in mind, trying hard to make sure that the visualizations we ultimately still stay in service to our audience of librarians, educators, and parents.

Our plan for the next two weeks: 

Emily: This week I will continue to work on the Caldecott data, working on author/illustrator and then moving onto protagonists. I will also look into helping with social media, whether that be looking for content on Instagram/Twitter that we can then reshare. I will continue to make updates to the website. Throughout these next two weeks, I will check in with the team to see if anyone will need some extra help too!

Georgette: Continue working on the Caldecott data, as well as creating new content for Twitter as mentioned above. I will also reconnect with my contacts from the Diverse Book Finder and Cooperative Children’s Book Center and ask if they would consider being part of our test audience for the Newbery visualizations. 

Kelly: Updating and playing with the Newbery visualizations. Seeking feedback from parents, Steve Zweibel, and Meg’s contact at the NYPL. Meeting with whatever GCDI fellow responds to her request for a meeting about why the python scrapes have sometimes gone flawlessly and other times not.

Meg: I will write two 500 word blogs and post over the next two weeks. I will also work on learning social media and set up a schedule for posting content. 

Newbery Group Update

In our group meeting, we reported our progress on our individual tasks, as well as the work that needed to be done due to our expansion of the project.

  • The team is very happy with the overall design of the website. Emily reviewed the suggested sites and recommended we create additional pages, including pages for our visualizations and infographics.
  • Meg wrote our first blog post and will post it on the website by the end of this week. We discussed possible content for future blogs and how often we should post. Besides recommending books, we will write project updates and in-depth features. For example, a post examining how African Americans were portrayed in the Caldecott books with selected illustrations. Meg will handle blogging, although any team member can contribute.
  • We discussed the importance of a strong social media presence for our project. So many award authors and organizations are using social media right now, which makes this is the perfect time for us to connect with them and raise awareness of our project. Meg will handle our social media accounts.
  • Kelly provided an overview of the Caldecott data that she scraped and cleaned. The data suggests that there are earlier instances of diversity (in contributors and subject matter) in the Caldecott books as compared to the Newbery books. Also, several illustrators were honored multiple times so collecting identity information will be quicker than with the Newbery authors. We will follow the guidelines we set for the Newbery data when finding identity information for the Caldecott.
  • I discussed how my search for historical data on children’s publishing is faring. Besides the statistics from the CCBC, I found articles from 1965 and 1985 that includes data about African Americans in children’s books. The data from the 1965 article seems to be flawed, because the questionnaire asked for books including African Americans instead of about African Americans. For example, a biography on Abraham Lincoln was counted as a book including African Americans since Lincoln issued the Emancipation Proclamation. The data from the CCBC however is books about African Americans. I will continue my search for data, but the 1965 article could be useful for inclusion in a blog post.

This week the team will focus on the following:

Emily and I will collect Caldecott author and illustrator identity information. Kelly will go back to working on the Newbery visualizations, which we will eventually send out for feedback. Meg will create the slides for the class presentation next week and post content on our social media accounts.

Newbery Group Update

Stage One (2/19-3/19)

  • Planning & Research: Research proper race/ethnic terms for protagonist. Research critical race theory and find articles on Newbery Awards and diversity in children’s literature.
  • Content Development: Complete the Google Spreadsheet of Author Breakdown. Complete the Google Spreadsheet for Protagonist Breakdown
  • Design: Sketch up outline of website: each page (Home, About, Methods, Data) using WordPress through Commons. Future Page Suggestions: Social Media, Suggested Reading, and Infographic.
  • Outreach & Publicity: Set up social media accounts for the project. RT news on diverse books (and other suggestions). Create an email address.

Referring to our Project Work Plan, we have met our milestones in Stage One. We researched critical race theory, overall diversity in children’s books, and found articles discussing the Newbery Awards. We completed the Author and Protagonist Breakdown of Newbery Medal and Honor Winners and are creating initial visualizations. We drafted a website and created social media accounts and an email address for outreach. (Instagram & Twitter: whowinswithbookawards; gmail: newbookaward@gmail.com.)

Since we are ahead of schedule, the team decided to expand the project to include Caldecott Medal and Honor Books in our analysis. We will finish collecting the data by next week, and will have visualizations for both Awards by the end of Stage Two (March 20-April 19).

Our primary focus this week is to scrape the remaining Caldecott data and manually collect author and protagonist identity information. We also hope to get a set of visualizations together that we feel are ready for outside feedback. We recognize that current global circumstances may slow the feedback process, so having the Caldecott data to play with will give us good purpose as we wait.

We will also post our first blog and create social media content promoting diverse award books parents can read with their children-thanks Bret for the suggestion. Regarding the website, we are researching accessibility and will make any changes necessary before asking others for feedback. This week we will look at the website examples Bret sent to determine if there are any additional pages or layouts we want to include.

Georgette’s Bio

Georgette Keane is the Library and Archives Curator at the American Irish Historical Society. She received her Masters of Library Science and Certificate in Archives and Preservation of Cultural Materials from CUNY Queens College in 2015, and is currently enrolled in the M.A. Digital Humanities Program at The Graduate Center, CUNY. Her research background is in Digital Palimpsests and promoting access to archival collections at historical societies and museums. She has experience with WordPress, Omeka, ArchivesSpace, and CONTENTdm.

Georgette serves as the Project Manager, which includes managing the Newbery project and creating a detailed project schedule to ensure completion by the established deadline. She is also responsible for providing support to the other team members, including assisting with data collection and establishing connections with children’s literature professionals and librarians.

Newbery Work Plan

The goal of this project is to collect the biographical and subject matter of the Newbery Medal and Honor Books to determine if there is an accurate representation of diversity amongst the honorees. The project will consist of four stages: gathering the data, organizing the data into the pre-approved format, analyzing the data using the visualization software Tableau Public, and then disseminating the results by creating a website dedicated to displaying our research and findings. Gathering the data from the four hundred and fifteen Newbery books will take the longest and involve the entire team. With guidance from the project director, the team will organize the data into the following categories: Year; Winner/Honor; Title; Author; Author’s Gender, Race, and Ethnicity; Protagonist’s Gender, Race and Ethnicity; and Themes. The first four categories are available on the ALA’s Newbery site. The team will find the author’s gender, race, and ethnicity on the authors’ websites, publishers’ sites, or an internet search (author interviews, etc.). The books’ protagonists and themes will be found with the Library of Congress’ and New York Public Library’s bibliographic records. The programmer will expand her understanding of Python to scrape data where possible.

The team will then organize and input the data using a pre-approved format into an Excel spreadsheet. The third stage is to enter all data into Tableau Public and create visualizations and analyze the findings. The final stage will include the creation of a user-friendly website to display an interactive visualization for those who wish to explore, along with recommended readings to help users think more critically about the role of awards in children’s literature. In addition, the designer and outreach specialist will lead the team in creating a shareable graphic for teachers and librarians that capture the most provocative of their findings. The project team will also submit proposals to present their findings at the American Library Association’s Annual Conference and the Association for Library Service to Children’s Midwinter Meetings and National Institute.

Revised Proposal-Diversity in Newbery Honorees

Abstract
Literacy is essential to a child’s development. Through reading, children expand not just their vocabulary but their understanding of the world around them. But can children really learn from books if a majority of groups and topics are misrepresented or ignored? Recent studies have shown that there is a lack of diversity in children’s books. And while there have been initiatives created to address this issue, the fact that children do not have access to all of these books is something to consider. But what about the books they do have access to?
This project will explore diversity in the most popular children’s literature books, the Newbery Medal and Honor Books. Data collected from the four hundred and fifteen Newbery Books will seek to answer the following questions: Do the Newbery Medal and Honor Books provide an accurate representation of diverse backgrounds and subject matter? If so, has this been a recent development? And are there any trends of note in the honorees? The project team will attempt to answer these questions by collecting the biographical data and subject matter of all four-hundred and fifteen ‘Newbery Honorees’ (both Medal Winners and Honor books), and use Tableau Public to create a digital visualization of their findings and share with the project’s intended audience of librarians, educators and the DH community.

List of Participants
Project Manager/Researcher: Georgette Keane, CUNY Graduate Center
Developer/Researcher: Kelly Hammond, CUNY Graduate Center
Designer/User Experience: Emily Maanum, CUNY Graduate Center
Outreach: Meaghann Williams, CUNY Graduate Center

Narrative
Literacy is essential to a child’s development. Through reading, children expand not just their vocabulary but their understanding of the world around them. But can children use books to expand their understanding of the world if a majority of groups and topics are misrepresented or completely ignored? Recent studies have shown that there is a lack of diversity in children’s books published. In a study performed by the Cooperative Children’s Book Center (CCBC) of three thousand books published in 2018, fifty percent of the books featured a white main character. Twenty-seven percent of books featured an animal, and African/African American, Asian Pacific Islander/Asian Pacific American, Latinx, and American Indians/First Nations were the least represented. Sarah Park Dahlen and David Huyck, who presented these findings in an infographic argue that children’s literature continues to misrepresent underrepresented communities. But their hope is that their findings push conversations about this issue and lead to a change in publishing. And while there have been initiatives created by the American Library Association (ALA) and children’s book publishers to address this issue, the fact that children do not have access to all of these books is something to consider. But what about the books they do have access to?
School and public libraries offer children (and their caregivers) access to a vast number of books that they would never be able to purchase for themselves. Libraries also feature carefully curated sub-collections that allow children to see themselves in a story and can help them understand and deal with difficult topics. And more people are going to public libraries each year. According to the 2016 Public Libraries Survey Report by the Institute for Museum and Library Services, more than 171 million registered users visited public libraries over 1.35 billion times in 2016. Even with this increase in patrons, librarians often deal with limited budgets and shelf space, so books must be carefully chosen. Librarians will often rely on book lists and reviews for guidance on purchasing, and the books usually topping these lists are the Newbery Medal and Honor books.
First awarded in 1922 to encourage original creative work in the field of books for children, the Newbery Medal is awarded to the author of the most distinguished contribution to American literature for children. The author must be a citizen or resident of the United States, and the book must be published by an American publisher in the United States in English during the preceding year. The Newbery Medal is the most distinguished award presented to children’s books, and studies have shown that after the winners are announced, book sales can increase up to 1,000%. Not only is the general public purchasing, but so are public and school libraries. Honorees are highlighted on ALA websites and accompanying book lists, and librarians will often feature honorees in their display areas and programming. Children (and their caregivers) become exposed to these works that may or may not help them to understand and handle situations that deal with diversity in religion, race, gender, etc. And these books, for better or worse, usually stay on library shelves much longer than other books due to their status as honorees. As one head of children’s services states, “I don’t weed Newbery and Caldecott winners…I feel like if you win the Newbery or Caldecott, you kind of have immortality as a book. I just won’t do it.”
Since the Newbery Medal and Honor Books are so popular amongst the public and librarians, the questions this project hopes to answer are do these books provide an accurate representation of diverse backgrounds and subject matter? If so, has this been a recent development? And are there any trends of note in the honorees? The project team will attempt to answer these questions by collecting the biographical data and subject matter of all four-hundred and fifteen ‘Newbery Honorees’ (both Medal Winners and Honor books), and use Tableau Public to create a digital visualization of their findings. Hopefully, librarians and educators can use the visualizations to argue for more funding to purchase a wider array of books which fully encompass the experience of their patrons, if in fact, the selections of these awards are found lacking in diversity of representation and subject matter.
The project team will begin by gathering all relevant data from all of the Newbery Honorees. The data will be organized into eight categories: Year; Winner/Honor; Title; Author; Author’s Gender; Author’s Race; Main Character(s); Themes. Half of the data can be found on the ALA’s Newbery Medal Homepage. The researchers will use authors’ and publishers’ websites and the Library of Congress’ and New York Public Library’s bibliographic records to find the author’s gender, race, and a summary of the books and relevant themes. The programmer will experiment with Python to scrape data from these sources where possible. It is important to note that the team will pre-approve the correct format for the data before it is entered into an Excel spreadsheet so as to avoid any errors in the final report. For example, if an author is African-American or Cuban-American, the terms will be entered as ‘African-American’ and ‘Cuban-American.’ In regards to a book’s themes, the team will make sure to use the Library of Congress Subject Headings’ format. If a book’s themes include the relationship between grandparent and child, the Library of Congress Subject Headings (LCSH) format is ‘Grandparents and child’ and the theme will be added to the spreadsheet exactly like that. While librarians are familiar with LCSH, other members of the team may not be. The project director will be responsible for instructing the other members about LCSH.
Gathering the data will be the most time consuming part of the project; therefore, the project team will use existing software to display their results. Once the team has organized the data, they will use Tableau Public to create a data visualization of their findings. Tableau Public is a free service that allows users to create and publish data visualizations. Tableau Public users do not need programming experience, and there are many tutorials and a dedicated community available to assist the project team. Published visualizations are available to the public, and can easily be shared through email, social media and on websites. Once the visualization is completed the project team will analyze the findings. Once the visualization is completed, the project team will analyze the findings. The designer and outreach specialist will lead the team in creating a model to share with the public, striving specifically to inform librarians and educators. We also hope to approach the Association for Library Service to Children–the organization who grants the annual award.

Environmental Scan
Finding similar projects has been difficult, as projects tend to focus on analyzing diversity in the most recent children’s books published or creating a book list that focuses on a particular group or theme (gender or race for example). This visualization project will be unique in that it analyzes all four hundred and fifteen Newbery Honorees and that it will be an interactive visualization where users can search for specific information on authors, themes, and main characters. It is important to note these projects because they will provide guidance on how the project team will design the visualizations.
As mentioned above, the lack of diversity in children’s books has been revealed by individuals like Sarah Park Dahlen and David Huyck in their article for the School Library Journal and organizations such as the Cooperative Children’s Book Center. There are journals—both online and in print—that investigate diversity, such as the Research on Diversity in Youth Literature (RYDL), a peer-reviewed online journal hosted by St. Catherine University’s Master of Library and Information Science Program and University Library. Librarians are also aware of the lack of diversity in literature and will often create public programming to highlight books on diversity or create LibGuides, like Michigan State University Libraries.
The publishing community has also recognized the general lack of diversity and has started new initiatives to tackle the issue. Scholastic created the catalog The Power of Story that offers recommendations for books representing diversity of race, sexual orientation, gender identity, and physical and mental abilities. By creating the catalog, Scholastic hopes that young people will have the opportunity to “see themselves and their communities reflected, to read widely, and to understand and expand their world.” Book publisher Lee & Low created The Open Book Blog, a blog on race and diversity in children’s books. The blog will often have guest contributors discussing current issues, as well as promotions of books published by Lee & Low.
In regards to digital projects focusing on diversity in children’s books, the Diverse Book Finder, is a site that collects information on picture books that feature black and indigenous people and people of color (BIPOC) from 2002 to the present. The themes given on the site are Genre; Categories; Settings; Tribal Affiliation/Homelands; Immigration; Gender; and Race/Culture. An issue with the site is that it only tracks fiction and narrative nonfiction picture books from 2002 and only books with suggested reading levels kindergarten through grade three.
The only digital project found that features diversity and the Newbery Award Books is Lisa Bartle’s Database of Award-Winning Children’s Literature. The database has over 14,000 records from 158 awards worldwide. Bartle is a reference librarian and researches award winners and regularly adds them to the database. The page that lists database updates also includes how many of the books Bartle read. As of November 8, 2019, there were 14,397 records in which Bartle read 3,373. Visitors can search by keyword for books or by certain fields like award won or author’s gender.
While there are many people and organizations focusing on the issue of diversity in children’s literature, there is not an interactive data visualization project that focuses on diversity in Newbery Medal and Honor Books.

Work Plan
The project will consist of three stages: gathering the data, organizing the data into the pre-approved format, and then analyzing the data using the visualization software Tableau Public. Gathering the data from the four hundred and fifteen Newbery books will take the longest and involve the entire team. With guidance from the project director, the team will organize the data into the following eight categories: Year; Winner/Honor; Title; Author; Author’s Gender; Author’s Race; Main Character(s); and Themes. The first four categories are available on the ALA’s Newbery site. The team will have to find the author’s gender and race either on the authors’ websites, publishers’ sites, or an internet search (author interviews, etc.). The books’ main characters and themes will be found with the Library of Congress’ and New York Public Library’s bibliographic records. The programmer will expand her understanding of Python to scrape data where possible.
The team will then organize and input the data using a pre-approved format into an Excel spreadsheet. The third stage is to enter all data into Tableau Public, which is a free service that allows users to create and publish data visualizations. The team will experiment with Tableau Public and create visualizations that answer the research questions and share with the project’s intended audience of librarians, educators, DH community, and the Association for Library Service to Children.

Final Product and dissemination
This project will produce a website and digital visualization that explores diversity in the Newbery Medal and Honor Books. The website will outline the issues with other projects investigating diversity, the need for this project, and the overall results. The website and visualization, created with Tableau Public, will be shared throughout the library and information science, education and digital humanities communities. Tableau offers easy sharing of the visualization through social media, web pages, blogs, and emails, so it will be easily accessible to all potential viewers. The hope is that the project will be published in the online publications of the American Library Association (and its subdivisions), peer-reviewed journals hosted by MLS programs like RDYL, and independent publications like the School Library Journal. The project team also plans to submit proposals to conferences like the annual ALA conference and the Association for Library Service to Children’s Midwinter Meetings and/or National Institute, to present their findings.