records, responsibility, and power: an overview of cataloging ethics full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 cataloging & classification quarterly issn: (print) (online) journal homepage: https://www.tandfonline.com/loi/wccq20 records, responsibility, and power: an overview of cataloging ethics jennifer m. martin to cite this article: jennifer m. martin (2021) records, responsibility, and power: an overview of cataloging ethics, cataloging & classification quarterly, 59:2-3, 281-304, doi: 10.1080/01639374.2020.1871458 to link to this article: https://doi.org/10.1080/01639374.2020.1871458 published online: 19 jan 2021. submit your article to this journal article views: 4474 view related articles view crossmark data citing articles: 1 view citing articles https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 https://www.tandfonline.com/loi/wccq20 https://www.tandfonline.com/action/showcitformats?doi=10.1080/01639374.2020.1871458 https://doi.org/10.1080/01639374.2020.1871458 https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/01639374.2020.1871458 https://www.tandfonline.com/doi/mlt/10.1080/01639374.2020.1871458 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2020.1871458&domain=pdf&date_stamp=2021-01-19 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2020.1871458&domain=pdf&date_stamp=2021-01-19 https://www.tandfonline.com/doi/citedby/10.1080/01639374.2020.1871458#tabmodule https://www.tandfonline.com/doi/citedby/10.1080/01639374.2020.1871458#tabmodule records, responsibility, and power: an overview of cataloging ethics jennifer m. martin salisbury university libraries, salisbury university, salisbury, md, usa abstract ethics are principles which provide a framework for making decisions that best reflect a set of values. cataloging carries power, so ethical decision-making is crucial. because cataloging requires decision-making in areas that differ from other library work, cataloging ethics are a distinct subset of library ethics. cataloging ethics draw on the primary values of serving the needs of users and providing access to materials. cataloging ethics are not new, but they have received increased attention since the 1970s. major current issues in cataloging ethics include the creation of a code of ethics; ongoing debate on the appropriate role of neutrality in cataloging misleading materials and in subject heading lists and classification schemes; how and to what degree considerations of privacy and self-determination should shape authority work; and whether or not our current cataloging codes are sufficiently user-focused. article history received august 2020 revised december 2020 accepted december 2020 keywords cataloging ethics; radical cataloging; critical cataloging; cataloging values; neutrality; ethical issues introduction in life, decisions necessitate ethics, and cataloging decisions are no exception to this. decisions are abundant in cataloging. the most common decisions include things like choosing where to split the title and the subtitle, determining what notes should be included in the catalog record, and selecting what subject headings and classification to assign. systemic decisions such as selecting a classification scheme, subject heading list, or bibliographic utility must also be made periodically. every decision has an ethical impact, and those impacts matter because cataloging carries power. cataloging is often broken down into two parts: descriptive cataloging, which records basic descriptive information about the material such as title, author, publisher, and so on, and subject cataloging, which assigns subject headings and a classification number to the material. for both types of cataloging, cataloger’s judgment (which is the considered application of professional experience to cataloging decisions)1 influences the decisions made contact jennifer m. martin jmmartin@salisbury.edu salisbury university libraries, salisbury university, salisbury, md, usa. � 2021 the author(s). published with license by taylor & francis group, llc cataloging & classification quarterly 2021, vol. 59, nos. 2–3, 281–304 https://doi.org/10.1080/01639374.2020.1871458 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2020.1871458&domain=pdf&date_stamp=2021-04-09 https://doi.org/10.1080/01639374.2020.1871458 http://www.tandfonline.com when crafting a catalog record, and those decisions affect whether or not users can find information. catalogers can, intentionally or not, hide or expose materials through the descriptive choices they make2 and the headings and classifications they do or do not assign.3 wilson discusses how this gives catalogers power: knowledge is power, as the common adage goes, and so the ability to determine whether or not information (or knowledge) can be found is itself a form of power.4 in addition to influencing whether materials can be found, subject cataloging carries with it the power to name and organize knowledge, according to olson, adler, and others.5 those who create and maintain controlled vocabularies and classification schemes decide what names will be given to concepts in the library and how the relationships between those named concepts will be organized. catalogers individually or collectively decide what terms from which vocabularies and what classification numbers will be applied to name concepts in the records they create and use. naming controls what can and cannot easily be talked about, grappled with, and faced.6 organizing controls the relationships between concepts and the prioritization of identities and disciplines within the library.7 olson and others argue that naming and organizing can cause harm by being complicit in the marginalization, exclusion, or erasure of people and ideas which fall outside of societal norms.8 as a different adage goes, with great power comes great responsibility, and so catalogers have a duty to be thoughtful and careful in how they wield their power. to aid catalogers in that duty, this article introduces and provides an overview of the current state of cataloging ethics. after defining professional ethics and cataloging ethics, the article looks at the shared values and the ethical frameworks which together underpin cataloging ethics. a quick tour through history explores the ways cataloging ethics have evolved. the final section outlines current topics within cataloging ethics, including the in-development cataloguing code of ethics, the role of neutrality in describing materials and in providing subject access, and the degree to which descriptive cataloging codes take into account the needs of users. what are professional ethics? as beghtol explains, a profession is an occupation defined by a set of shared moral values.9 professional ethics are a framework which guides the application of those values to professional decisions in order to have the actions of the professionals and the outcomes of the profession align with the professional values. defined professional ethics allow the professionals to carry out their routine duties with confidence and help the professionals 282 j. m. martin to deal with edge cases where the right decision is not clear and where different values and needs may be in conflict. what are cataloging ethics? catalogers adhere to the general ethics of the library profession as a whole, but due to the nature of their specialty, they also encounter concerns and decisions which are not common to the rest of the profession, which necessitates a more specific ethics to address those issues.10 those specialized ethics are what is meant by the term “cataloging ethics.” the cataloging ethics steering committee defines cataloging ethics as “principles and values that provide an intentional decision-making framework for those who work in cataloging or metadata positions.”11 at their core, cataloging ethics center the question of what the appropriate role of the cataloger is with regard to users seeking information, to creators of that information, and to those about whom information is created. cataloging values because ethics are built upon values, an understanding of cataloging ethics is predicated on an understanding of the professional values of the field of cataloging. the statement of international cataloguing principles of the international federation of library associations and institutions (ifla) declares that serving the needs of the user is the most important value underlying cataloging.12 most other commonly cited values of cataloging are related to this core value of serving the needs of the user. these other values include making materials accessible, providing accurate records, and neutrality. the importance of making materials accessible generally rests on the assumption that a core need of the user is to access information.13 accurate records make it easier to find information.14 neutrality is often posited as the best way to allow users to find materials that meet their needs without the cataloger’s biases or opinions interfering;15 however, neutrality as a value has also been heavily criticized for not leading to unbiased representation but instead reproducing the norms and harms of the dominant culture.16 reduction of harm (or doing the least harm possible) is an additional value which is sometimes discussed17 and sometimes implicit,18 but which is also quite common in cataloging ethics literature. ethical frameworks values alone do not create professional ethics; an ethical framework is also required. because professional ethics are intended to give the professionals a basis for judging the best course of action to uphold their professional cataloging & classification quarterly 283 values, it is necessary to consider how “best” should be determined.19 ethical frameworks are the articulation of this consideration. many different ethical frameworks have been proposed over the years by ethical philosophers. some of the most common, both in general and in library science, are utilitarianism, kantian deontology, egoism, natural law, justice ethics, the feminist ethic of care, and pragmatic ethics.20 these approaches are very briefly outlined below. in addition, fox and reece note, many considerations of cataloging ethics have relied on an assumed general sense of right and wrong or “common sense” rather than any given philosophical ethical framework.21 utilitarianism holds that the best actions are those that create the most good or the most happiness for the most people. this approach focuses on outcomes. two major drawbacks are that it can allow even large amounts of individual harm if that harm advances the common good and that it can allow unethical means to ethical ends.22 kantian deontology holds that ethical actions are predicated on choosing to do one’s duty (the “categorical imperative”); one’s duty is predicated on principles that universally treat all people with respect. this approach focuses on methods. two major drawbacks are that it does not allow exceptions to ethical rules and that it views intent as the only prerequisite for ethical choices, with no consideration of whether the actual impact is good.23 egoism holds that ethical actions are those which bring the individual the greatest well-being and self-satisfaction (often expressed as “the most happiness”). a major drawback is that it can promote individual good at the expense of others or of the common good.24 natural law holds that ethical actions are those which comport with selfevident universal principles of what is right. two major drawbacks are that it requires making normative claims of ethics with no allowance for cultural differences and that it usually assumes the existence of god, particularly the catholic conception of god.25 rawlsian justice ethics holds that ethical action is predicated on following rational, universalized principles which are designed to ignore bias and treat everyone equally. two major drawbacks are that this approach assumes that everyone is starting from an equal point and that it expects people to choose to, and to be able to, detach from their own biases.26 the feminist ethic of care holds that ethical action is that which maintains or repairs relationship and thus is always contextual. two major drawbacks are that this approach resists the creation of standardized or common understandings of ethical action—of any sort of code of ethics— because of its emphasis on context and that it can endorse even extreme partiality.27 284 j. m. martin pragmatic ethics hold that ethical actions are those which are efficient and are built upon observable measures, which measures must then be checked and the results used to further refine practice. a major drawback is that this approach requires a serious time commitment to implement.28 in general, professional ethics and ethical arguments rarely apply a philosophical ethical framework in its pure form, instead drawing from the strengths of different approaches. the framework chosen heavily impacts what is considered ethical, which is why, as fox and reece argue, it is important to define the ethical framework being used before moving onto considerations of ethical action.29 fox and reece propose a framework specifically for cataloging that combines a number of approaches in a way that emphasizes their strengths and mitigates their weaknesses,30 but no unified, widely agreed upon ethical framework currently exists for cataloging.31 what is the history of cataloging ethics? as with most human constructs, ethics are not static. our understanding of desired outcomes and of types of harm and how to mitigate that harm shifts, and so ethics necessarily shifts with it. early librarianship through the 1960s ethics in librarianship and in cataloging is not a new concept. guthrie notes that as far back as the middle ages, librarians understood a duty to catalog their collections, even when collections only held a few dozen to a few thousand books. various forms of classification were created and used with the goal of providing organized access to knowledge. however, guthrie’s research does not indicate that the needs of the user were considered important, much less paramount.32 prioritizing the needs of the user had emerged as a guiding principle by the mid-1800s. in 1841, panizzi published his “rules for the compilation of the catalogue” for the british museum, laying out 91 rules for how records should be created.33 when the resulting cataloging work was criticized for being too slow—to the point that a parliamentary commission was created to look into the matter—panizzi’s defense was that users should be able to find the specific edition they wanted, and that the degree of detail in his code was necessary for that. his opponents countered that users did not generally need that degree of detail, and that having some sort of record sooner rather than later was more important to the user. the commission ruled in favor of panizzi,34 but this debate about serving user needs best through speed or through detail is still ongoing. cataloging & classification quarterly 285 cutter’s rules for a printed dictionary catalogue, first published in 1876,35 became one of the foundational texts for modern cataloging standards. the fourth edition of cutter’s rules, published in 1904, introduced the oft-quoted principle that “the convenience of the public is always to be set before the ease of the cataloger,”36 an explicit statement of the value of meeting the needs of the user. by the 1930s, the inadequacy of existing subject and classification treatment of minorities, particularly black people, was acknowledged in practice. dorothy porter, among others, began the continuing tradition of creating supplemental or alternate subject heading lists and classification schemes to address the failures of the major standards.37 however, cataloging ethics were not yet a significant topic of professional discourse.38 1970s to present in 1971, sanford berman’s publication of prejudices and antipathies: a tract on the lc subject heads concerning people, which outlined outdated and offensive subject headings and recommended remedies,39 started a shift in the conversation around cataloging ethics. others joined his call to urge or demand improvement to the mainstream standards, creating a movement which is often referred to as “radical cataloging.” this work of identifying, exposing, and correcting biased, outdated, pejorative, or inaccurate headings continues today.40 starting in the 1990s, greater focus began to be paid to other ethical issues in cataloging, a focus which has continued to grow.41 with shrinking library budgets, the tension between detail and speed came roaring back into focus and discussion. ethical considerations drawing on fields outside of the library, such as feminism, queer theory, and post-colonialism, became common. over this time, it has become more and more accepted that inclusivity is a necessary value for cataloging because a library and its catalog cannot effectively serve the needs of users who are being marginalized or discriminated against within the library.42 in 2009, ifla released a statement of international cataloguing principles, outlining not just the objectives and rules necessary for internationally cooperative cataloging but also a list of general principles which should underlie cataloging codes. in 2018, the international cataloging ethics steering committee was formed with the goal of creating a cataloging-specific code of ethics; this work is ongoing as of this writing. even though cataloging as a profession has, for the most part, reached common agreement on the underlying values for cataloging, many specific issues are still being debated with little to no action or resolution having been reached. 286 j. m. martin what are current issues within cataloging ethics? cataloging code of ethics bair argued in 2006 and other catalogers in discussions have since echoed that cataloging involves ethical issues and conundrums which do not affect librarianship as a whole, which therefore leaves the general codes of ethics insufficient to meet the professional ethical needs of catalogers.43 and as the recent proliferation of debate has shown, there is a multitude of ethical issues in cataloging. thus, in 2017, the cataloging and metadata management section (camms) of the association for library collections & technical services (alcts) of the american library association (ala) started the conversation around potentially creating a code of ethics for catalogers, hosting a discussion session at the 2017 ala annual conference44 and an alcts e-forum discussion later that year.45 enough support was present that the decision was made to move forward with creating a cataloging code of ethics. canadian and british catalogers expressed interest in joining the effort. this led to the creation of the cataloging ethics steering committee, composed of representatives from camms, from the metadata and discovery group (mdg), formerly the cataloguing and indexing group (cig), of the chartered institute of library and information professionals (cilip) in the united kingdom, and from the cataloguing and metadata standards committee (cmsc) of the canadian federation of library associations (cfla-fcab). the committee created and led working groups to determine what should be in the code of ethics and then drafted a proposed code. at the time of writing, the draft code of ethics was available for public comment; the cataloging ethics steering committee website contains up-to-date information on the process and a link to the draft.46 speed versus detail as mentioned previously, the ethical tension between the speed of cataloging and the detail of cataloging is long-standing. the proponents of each viewpoint argue for meeting the needs of the user, yet the two are mutually exclusive: an individual cataloger can either take the time to add detailed information to the cataloging record or they can work more quickly by omitting details. this tension has been exacerbated in recent decades by shrinking library budgets, which has generally led to attrition in the number of cataloging positions at any given library, putting additional pressure on catalogers to increase their speed or face (larger) backlogs of uncataloged materials. those arguing for detail hold that users need to be able to find precise editions in the catalog and that users are not well served by cataloging & classification quarterly 287 scanty records, unless they are doing known item searches.47 this view underlies most modern cataloging codes, and dominates the cataloging discourse. those arguing for speed argue that since users have no access to materials if said materials are uncataloged, users are best served by having the cataloging done as quickly as possible, even if that results in less than excellent records.48 this debate shows no signs of being resolved any time soon. as an example, banush and leblanc discuss how their library chose to address this dilemma in practice.49 due to local policies which required detailed cataloging for each item received and a shrinking cataloging department, they had a growing backlog of over 100,000 items. in evaluating the situation, the cataloging department decided that backlogs did not serve the needs of the user and thus needed to be eliminated. this was accomplished by making use of unchanged copy cataloging, by relying on automatic record matching, and by reducing the amount of detail included in their original cataloging. these changes allowed them to achieve their goals of eliminating the existing backlog and of cataloging all new materials upon receipt. neutrality another long-standing, ongoing debate is over the role of neutrality in cataloging. this is where the bulk of recent discussions of cataloging ethics fall. there are two main questions involved: whether or not neutrality is possible and whether or not neutrality as a goal is desirable. this debate also ranges over three aspects of cataloging: cataloging choices, particularly when dealing with ambiguous or misleading materials; authorized terms, including subject headings and name authorities; and classification. the following paragraphs summarize the arguments around the possibility and desirability of neutrality. these arguments are not always made explicit in discussions of cataloging neutrality, yet they are the foundation of the debate, and understanding them helps clarify the common positions taken in the discussions. a complication of the debate is that not everyone defines neutrality in the same way. for some, such as berman, wenzler, and mcmenemy, neutrality means committing to including all viewpoints, even those which are marginalized or unpopular.50 for others, such as jensen and adler, neutrality means not taking sides, that is, adopting a stance intended to be apolitical.51 the former definition is most common among those who support neutrality, while the latter definition is more common among those who challenge neutrality. 288 j. m. martin wenzler and bair discuss neutrality as the practice of catalogers setting aside their biases in order to provide objective access to knowledge;52 berman adds the consideration that cataloging systems should reflect universal knowledge without bias.53 from this, it can be seen that a belief in the possibility of neutrality requires believing that catalogers can separate themselves from their biases in their professional life and that it is possible to create a system that accurately and completely summarizes and categorizes all human knowledge. generally, those who espouse neutrality place importance on equally presenting all sides.54 as reflected in berman and wenzler, most who hold this view acknowledge that bias currently exists in cataloging systems and argue that bias should be addressed by a greater commitment to neutrality.55 not everyone agrees that bias can be addressed through neutrality. as discussed in macdonald and vaughan, some librarians hold that dismantling bias within existing systems is not neutral but is ethically important; social justice is prioritized over any conception of neutrality.56 those who hold this view may or may not believe neutrality is possible. jensen, mart�ınez �avila and guimar~aes, drabinski, and vaughan argue that neutrality is not possible.57 each person is inevitably biased, the argument goes, due to the bounds of their lived reality; individual neutrality is therefore not possible.58 additionally, drabinski and mart�ınez �avila and guimar~aes assert that universal truth does not exist; truth is always constructed by the society it exists in and therefore is always contingent upon the context of that society.59 social or systemic neutrality is thus impossible because no meaningful standard exists against which to measure “neutral.” according to adler, vaughan, and mart�ınez �avila and guimar~aes, all systems inherently reflect the biases of the culture that created them,60 although vaughan notes that involving more people may reduce bias due to the input of multiple perspectives.61 those who reject neutrality hold that “neutrality” is not actually neutral. olson, jenson, adler, and others argue that the “neutral” stance is a choice to not challenge the biases, norms, and power distribution that currently exist, and thus is effectively a choice to support the status quo instead of any alternative. therefore, what is termed neutrality is not only not neutral, but actually harmful because it perpetuates and reinforces existing power imbalances.62 those who hold that neutrality is not possible wrestle with a vital question: if our cataloging systems are inherently and inescapably biased, how then do we organize and describe information ethically? misleading materials63 the debate over neutrality is most prominent in cataloging practice when considering how to catalog misleading materials, and much of this debate cataloging & classification quarterly 289 takes place informally in discussions among catalogers, such as on email lists, rather than in the literature. “misleading materials” is used here to mean materials whose surface presentation does not accurately or fully reflect their contents, whether that is because they are, for example, fiction presented as nonfiction or are biased and hate-filled materials. those in favor of neutrality argue that catalogers should only record as much information as is available on the item itself. going beyond that is viewed as recording value judgments about the material, which is not neutral. proponents view this form of neutrality as the best way to provide information to users without inserting the cataloger’s own biases, which may not agree with those of the users, into the process. cataloging materials “as they present themselves” is currently the dominant ethical position and is supported by library codes of ethics which include or imply neutrality as a core ethical principle for librarians64 as well as by library of congress policy for cataloging.65 the counter position is that because neutrality is not actually neutral, catalogers should instead use their judgment to note in the cataloging records the prejudices, biases, or misleading nature of materials. some proponents argue that describing materials solely as they present themselves is inaccurate and perpetuates misinformation and that catalogers should therefore indicate that the materials contain objectionable or inaccurate content as a service to the user.66 the counterargument to that argument points out that different groups have very different views on what is and is not problematic, so such an approach raises the question of whose views get enshrined as “correct.” a nearly endless variety of misleading works exists; the following examples illustrate some common themes. in some cases, the reader is expected to be aware that the surface presentation is not the full truth, such as with millie’s book, which lists millie the dog as author,67 and the books in the geronimo stilton series, which list the eponymous mouse as author.68 in other cases, though, the reader is unlikely to be aware that aspects of the work are untrue or misleading unless the reader has outside information, and these works may be intentionally deceptive; examples of this category include we indians: the passing of a great race, which purports to be the recollections of big chief white horse eagle but which was likely not written by the chief,69 and arming america: the origins of a national gun culture by michael a. bellesiles, which has been deemed by other scholars to be severely misleading.70 a third category includes works whose standard bibliographic description (in particular, the title, summary or abstract, and table of contents) does not indicate the presence of racism, homophobia, etc., within those works, such as with the racism underlying the theories within anthropology: an introduction to the study of man and 290 j. m. martin civilization by edward b. tylor.71 this third category is discussed as misleading because the readers cannot tell from a standard catalog record that the works contain content which is currently commonly deemed offensive. standards for subject access another area where the debate about neutrality plays out is in the standards for subject access. it has been widely acknowledged that controlled vocabularies for subjects (particularly national subject heading lists, such as the library of congress subject headings (lcsh)) and classification schemes (such as the library of congress classification (lcc) and the dewey decimal classification (ddc)) cannot be neutral. critics argue that these systems reflect and reinforce cultural norms which are harmful to non-dominant peoples and cultures, with lgbtq þ people, racial and ethnic minorities, religious minorities, and people from non-western countries most frequently discussed. subject heading lists. critics argue that subject heading lists can be problematic because pejorative or imposed terms or names are used for marginalized or oppressed groups;72 more specific headings are only created for groups which don’t fit the cultural idea of “normal” for the topic (a practice often called “exceptionalism”);73 or concepts central to those with marginalized or oppressed identities are inaccurately reflected or not reflected at all in the subject heading lists, thereby writing those concepts out of the easily searchable “canon” of knowledge.74 because of these issues, the argument goes, the headings fail to provide access to the materials they are applied to by failing to reflect how people search for information on those topics.75 several critics assert that the presence of such headings also makes people in marginalized groups feel unwelcome or unsafe in the library, reducing their willingness to interact with the library and thereby restricting their access to information.76 lcsh are updated based on the concept of “literary warrant;” that is, the presence of a concept or topic in published literature is both sufficient and necessary for a corresponding subject heading to be added to the list. olson points out that this use of literary warrant causes lcsh to reflect the societal biases present in what does and does not get published.77 additionally, adler notes that while using literary warrant in theory allows lcsh to objectively reflect published literature, in practice terms present in the literature may still be rejected, with terms relating to marginalized groups being more likely to be rejected.78 calls to correct the established subject headings, to add new headings, and to allow people in marginalized groups greater input into and control over how they are reflected in the catalog are common.79 a number of group-specific subject heading lists have been created by, or in consultation cataloging & classification quarterly 291 with, the respective affected group in order to provide an alternative to the problematic common headings lists.80 a well-publicized example about the neutrality of subject headings is the attempt to change the heading “illegal aliens” in lcsh.81 students at dartmouth college spearheaded a proposal and campaign to have the library of congress change the heading, arguing the term was pejorative. after several years and much advocacy, the library of congress announced that it was going to replace “illegal aliens” with the headings “noncitizens” and “unauthorized immigration.” however, the u.s. congress proposed legislation which would forbid the library of congress from changing the heading; ultimately, the bill was amended to only direct the library of congress to publicize their methods for changing subject headings, but it still succeeded in its original intent: the library of congress has to date not revised “illegal aliens.”82 this is the first and only known time that congress has intervened in library of congress changes to subject headings.83 not all librarians agreed with the terms that the library of congress proposed instead of “illegal aliens;” many argued that “undocumented immigrants,” even if less legally precise, was the more common term and should therefore be chosen because that is what people were most likely to search on.84 in the wake of the library of congress’ inaction, a number of libraries have made local changes to remove the term from their catalog or to at least provide alternative terms; of these, most have chosen to use “undocumented immigrants” rather than the library of congress’ proposed terms.85 fina points out another example of this sort of problem: in 1993, the subject heading “socially handicapped” in lcsh was used to indicate materials on services for people who do not speak the dominant language of where they live, such as spanish-speakers in the united states.86 fina notes that such people do not think of themselves in those terms, so such materials are essentially hidden from them because they would never think to search under that subject heading.87 the heading has since been revised to “people with social disabilities,” which reflects the broader narrative shift from “handicapped” to “people with disabilities” but does not solve the problem of being a subject term that would not be thought of, or identified with, by those it describes. classification schemes. classification schemes organize knowledge in order to make finding related materials easier, usually arranging knowledge by subject, topic, or discipline. classification schemes can attempt to organize and represent all knowledge found in all works collected by libraries, like lcc and ddc do, or they can focus on a specific field or area of knowledge. in either case, those who create and maintain classification schemes must decide which concepts should be grouped together and 292 j. m. martin which other concepts must therefore be split apart.88 the creators and maintainers must also decide what conditions or justifications must be met in order to add new concepts to the classification scheme. critics argue that these decisions are not value-neutral because they determine whose viewpoints and ways of knowing are reflected in the schemes.89 lcc and ddc were created in the late 1800s based on existing library collections in the united states and have since used the concept of literary warrant to govern their updates.90 because of that background, critics argue, those schemes reflect a white, male-dominated, colonial, us-centric, christian, etc., perspective.91 as a result, the schemes often fail to organize materials in ways which are easily accessible to people from non-dominant cultures and may, as adler argues, organize materials in ways which are outright harmful to minority cultures.92 for example, consider the way that ddc handles religion: christianity occupies 86% of the top-level space dedicated to specific religions, whereas all the other religions of the world are squished into the remaining 14% of the top-level space.93 as another example, classifications for materials on african americans and lgbtq þ people in lcc are scattered throughout the scheme; howard and knowlton argue that this makes it much harder for researchers to find the full breadth of material available on these topics in a given library.94 as with subject headings, alternate or expanded classification systems have been created in response to the major systems’ shortcomings.95 these alternate systems often focus on specific cultures, topics, or user groups rather than seeking to categorize all knowledge for all people. changing terms an additional line of argument made around the issues of classification, subject headings, and neutrality uses queer theory to argue that trying to create a system that comprehensively captures all human knowledge is, by nature, impossible. in queer theory, each person is always navigating the tension between their reality (which is beyond and outside of language) and the words used to capture that reality; as a result, all knowledge is contextual and contingent, unable to ever be fully and finally organized and expressed.96 drabinski argues that because of this contingency, the endless race to fix subject headings and classifications is a fool’s errand which actually only helps paper over the bias of the structures and that users would therefore be better served by librarians leaving the issues in place and instead focusing on teaching users to critically engage with the catalog as a flawed text.97 on the other side, vaughan argues that because language and knowledge are eternally shifting, catalogers have an ethical duty to always be alert to changes in meaning and use and to revise the subject headings and classification schemes to reflect those changes.98 cataloging & classification quarterly 293 authorized access points for names authorized access points for names have received scrutiny and criticisms related to issues of self-determination and privacy. self-determination is the ability to decide one’s own identity and to control how that identity is presented to the world; a fundamental premise of this form of criticism is that treating people and groups with respect necessitates calling them by the names they use for themselves.99 privacy is the ability to control what information about oneself is revealed, when, and to whom. an example of this sort of critique is the debate around recording gender in authority records. authority records establish an authorized form of a name to be used in catalog records to uniquely identify a person, group, or entity. generally, authority records include any alternate names of the person, group, or entity; any alternate forms of the authorized name; and identifying information about the person, group, or entity being named. resource description and access (rda), the descriptive cataloging code implemented in 2013, added a number of new characteristics which could be recorded in authority records for people; one of those characteristics was gender, with acceptable terms listed as “male,” “female,” and “not known.”100 the library of congress instructed members of the program for cooperative cataloging (pcc) to record gender for all individual creators, even if the recorded gender was an assumption on the part of the cataloger.101 billey, drabinski, and roberto wrote a critique of this rule and practice, arguing that gender should not be recorded because creators do not necessarily want their gender included and because identifying and recording gender is nowhere near as simple as rda and the library of congress made it seem.102 the authors acknowledge that not recording gender would make searching based on the creator’s gender identity more difficult, but felt that that was an acceptable tradeoff to protect the creators, for much the same reason that ethnicity was not included as a recordable characteristic.103 this critique in turn sparked the creation of a program for cooperative cataloging ad hoc committee, which created a report instructing catalogers to record gender only if it was explicitly and publicly disclosed by the creator;104 however, the program for cooperative cataloging never made the recommended policy changes. the way gender is recorded and reflected in authority records is still a topic of debate.105 another example of self-determination critique is the argument that creators and groups should determine what name they are referred to by in their authorized heading, especially for colonized and oppressed peoples.106 name headings for people, places, and groups from colonized cultures often do not reflect the names that those people use for or within their own cultures; instead, the authorized name is the name that was imposed by westerners.107 names from other cultural linguistic traditions, when 294 j. m. martin brought into the library of congress name authority file, often have english name norms imposed upon them, such as inserting a comma between the surname and personal name of asian creators whose names are not inverted from their culturally correct order.108 some have created specialized name authority files in collaboration with the people and groups named in order to provide alternatives to inadequate or offensive national name authority files.109 descriptive cataloging codes and the needs of the user another criticism which is not new but which has come much more strongly to the forefront in the past decade or so is that descriptive cataloging codes themselves do not sufficiently take into account the actual needs of users. this criticism was made in the late 1960s,110 reappeared in the early 1990s,111 and then resurfaced again in the late 2000s.112 rda in particular has sparked debate among catalogers as to whether it is sufficiently user-oriented.113 gorman,114 hufford,115 and hoffman116 argue that descriptive cataloging standards have been developed without a fundamental understanding of users and what they need, assuming users’ needs instead of studying how users actually search for information. in other words, user studies have not been done as part of the creation of the codes themselves, and the studies which have been performed are focused on improving existing systems (mostly catalogs); this puts catalogers in the frustrating bind of not knowing if the codes they follow accurately guide them to best serve the needs of their users.117 those making these criticisms argue that users’ actual behavior should be studied apart from existing systems and then cataloging rules should be created that meet those proven needs.118 other criticisms other less frequent but still significant ethical criticisms include the costs of the tools which provide access to primary cataloging standards, such as rda toolkit, classweb, and webdewey, and how those costs affect equal access to said shared standards;119 considerations of the working conditions of catalogers, including questions of who is seen as professional, how much professionals and nonprofessional staff are being paid, and how much training is provided for those doing cataloging;120 to what purpose certain details are being included in the catalog records;121 and the accessibility of catalogs and discovery layers for people with disabilities.122 accessibility of the catalog has been discussed far more as a public services question than cataloging & classification quarterly 295 as a question of cataloging ethics, despite its direct relationship to the catalog and the work of catalogers. conclusion ethical cataloging matters because catalogers control access to the information in library materials. cataloging ethics guide the creation of cataloging practice and the decisions of catalogers as they do their work. core cataloging values are to serve the needs of the user and to provide access to information. cataloging ethics are by no means a new field, with evidence of some form of ethics as far back as the middle ages. in recent years, ethical debate has focused on issues of neutrality, inclusivity, self-determination, and privacy. an understanding of ethics is vital for all catalogers so that they can successfully navigate the ethical challenges they face in their career and contribute their voices to the shaping of cataloging ethics. all catalogers are encouraged to consider how they might apply their ethical principles to their practical cataloging work and to act on their conclusions. in this way, they can help build an ever more ethical cataloging practice. acknowledgements the author would like to thank violet fox, nicole kulp, and audrey schadt for their feedback on an early draft of this article. the author would also like to thank the anonymous peer reviewers and gretchen hoffman and karen snow for their feedback on a later draft. notes on contributor jennifer m. martin is the cataloging and metadata services librarian at salisbury university. her primary job responsibilities include cataloging materials for the ernie bond curriculum resource center and the nabb research center for delmarva history and culture; reviewing metadata in soar@su, the university’s institutional repository; managing worldcat discovery, the university’s discovery layer and knowledge base; and coordinating collection development training for the su libraries. notes 1. cataloger’s judgment most frequently is applied in situations where cataloging rules are flexible or imprecise. the concept also includes a recognition that catalogers can make different decisions from each other without any of them necessarily being wrong. see junli diao, “conceptualization of catalogers’ judgment through content analysis: a preliminary investigation,” cataloging & classification quarterly 56, no. 4 (2018): 298–316. 2. david w. bade, the creation and persistence of misinformation in shared library catalogs: language and subject knowledge in a technological era (champaign, il: 296 j. m. martin publications office, graduate school of library and information science, university of illinois at urbana-champaign, 2002). 3. sheila bair, “toward a code of ethics for cataloging,” university libraries faculty & staff publications 11 (2005): 10–12, https://scholarworks.wmich.edu/library_pubs/11; melissa adler, cruising the library: perversities in the organization of knowledge (new york: fordham university press, 2017), 12; marielena fina, “the role of subject headings in access to information,” cataloging & classification quarterly 17, no. 1–2 (1993): 267–74. https://doi.org/10.1300/j104v17n01_19; melodie j. fox and austin reece, “which ethics? whose morality?: an analysis of ethical standards for information organization,” knowledge organization 39, no. 5 (2012): 377; hope a. olson, “the power to name: representation in library catalogs,” signs: journal of women in culture and society 26, no. 3 (2001): 639–68. 4. patrick wilson, two kinds of power: an essay on bibliographic control (berkeley: university of california press, 1968), 4. see also adler, cruising the library, 9; olson, “power to name.” 5. olson, “power to name”; melissa adler and joseph t. tennis, “toward a taxonomy of harm in knowledge organization systems,” knowledge organization 40, no. 4 (2013): 267–8; adler, cruising the library, 9; bair, “toward a code,” 5. 6. adler and tennis, “taxonomy of harm,” 268; carol anderson, “white rage: the unspoken truth of our nation’s divide,” lecture, john f. morgan sr. distinguished faculty lecture from emory university, atlanta, ga, april 9, 2018, https://youtu.be/ ybyuet24k1c, 4:10-4:20; hope a. olson, the power to name: locating the limits of subject representation in libraries (dordrecht: springer, 2002), 4–6; crystal vaughan, “the language of cataloguing: deconstructing and decolonizing systems of organization in libraries,” dalhousie journal of interdisciplinary management 14 (2018): 11. 7. olson, “power to name,” 653–5; adler, cruising the library, 1–12; adler and tennis, “taxonomy of harm,” 268–71. 8. olson, “power to name,” 644–6, 653–5; olson, power to name, 15–16; adler, cruising the library, 1–12; emily drabinksi, “queering the catalog: queer theory and the politics of correction,” library quarterly: information, community, policy 83, no. 2 (2013): 94–105; vaughan, “language of cataloging,” 2, 11; adler and tennis, “taxonomy of harm.” 9. clare beghtol, “professional values and ethics in knowledge organization and cataloging,” journal of information ethics 17, no. 1 (2008): 13. 10. bair, “toward a code”; billie cotterman, “camms forum: power that is moral: creating a cataloging code of ethics,” alcts news, august 19, 2017, https://alcts. ala.org/news/2017/ac-camms-forum/; jane daniels, “an international cataloguing code of ethics?,” catalogue & index 191 (2018): 20–2. 11. cataloging ethics steering committee, “cataloging ethics definition,” cataloging ethics steering committee, https://sites.google.com/view/cataloging-ethics/home/ cataloging-ethics-definition (accessed july 29, 2020). 12. ifla cataloguing section, ifla meetings of experts on an international cataloguing code, agnese galeff, mar�ıa violeta bertolini, robert l. bothmann, elena escolano rodr�ıguez, and dorothy mcgarry, statement of international cataloguing principles (icp) (den haag, netherlands: ifla, 2017); see also anna m. ferris, “the ethics and integrity of cataloging,” journal of library administration 47, no. 3–4 (2008): 173–90, https://doi.org/10.1080/01930820802186514. 13. see, for instance, daniels, “international cataloguing code,” 22; ferris, “ethics and integrity,” 185. cataloging & classification quarterly 297 https://scholarworks.wmich.edu/library_pubs/11 https://doi.org/10.1300/j104v17n01_19 https://youtu.be/ybyuet24k1c https://youtu.be/ybyuet24k1c https://alcts.ala.org/news/2017/ac-camms-forum/ https://alcts.ala.org/news/2017/ac-camms-forum/ https://sites.google.com/view/cataloging-ethics/home/cataloging-ethics-definition https://sites.google.com/view/cataloging-ethics/home/cataloging-ethics-definition https://doi.org/10.1080/01930820802186514 14. bade, creation and persistence of misinformation. 15. see, for instance, ferris, “ethics and integrity,” 180–1. 16. see, for instance, olson, “power to name”; steven joyce, “a few gates redux: an examination of the social responsibilities debate in the early 1970s and 1990s,” in questioning library neutrality: essays from progressive librarian, ed. alison lewis (duluth, mn: library juice press, 2008), 33–65. 17. see adler and tennis, “taxonomy of harm,” 266–8; fox and reece, “which ethics,” 378, 382. 18. see, for instance, olson, “power to name”; vaughan, “language of cataloguing.” 19. fox and reece, “which ethics,” 378. 20. see, for example, fox and reece, “which ethics,” 379–81; torbj€orn t€annsj€o, understanding ethics: an introduction to moral theory, 2nd ed. (edinburgh: edinburgh university press, 2008); john deigh, an introduction to ethics (cambridge: cambridge university press, 2010); montague brown, the quest for moral foundations: an introduction to ethics (washington, dc: georgetown university press, 1996). 21. fox and reece, “which ethics,” 377–8. 22. fox and reece, “which ethics,” 379; david banush and jim leblanc, “utility, library priorities, and cataloging policies,” https://hdl.handle.net/1813/8424 (accessed july 29, 2020); t€annsj€o, understanding ethics, 17–38; deigh, introduction to ethics, 93–122; brown, quest for moral foundations, 50–65. 23. fox and reece, “which ethics,” 379; t€annsj€o, understanding ethics, 56–72; deigh, introduction to ethics, 140–56; brown, quest for moral foundations, 68–86. 24. t€annsj€o, understanding ethics, 40–6; deigh, introduction to ethics, 25–55; brown, quest for moral foundations, 35–42. 25. brown, quest for moral foundations, 35–42; caleb miller, phil 325: moral problems (class lecture, messiah college, grantham, pa, september 14, 2009). 26. fox and reece, “which ethics,” 379–80; brown, quest for moral foundations, 43–8. 27. fox and reece, “which ethics,” 380; ray laura henry, “library technologies and the ethics of care,” journal of academic librarianship 42, no. 3 (2016): 284–5; t€annsj€o, understanding ethics, 109–16. 28. fox and reece, “which ethics,” 381; brown, quest for moral foundations, 124. while hufford and hoffman do not explicitly mention this framework in their critique of descriptive cataloging codes (discussed later in the article), their criticisms align with pragmatic ethical concerns; see jon r. hufford, “the pragmatic basis of catalog codes: has the user been ignored?,” cataloging & classification quarterly 14, no. 1 (1992): 27–33; gretchen l. hoffman, “meeting users’ needs in cataloging: what is the right thing to do?,” cataloging & classification quarterly 47, no. 7 (2009): 631–41. https://doi.org/10.1080/01639370903111999. 29. fox and reece, “which ethics,” 378. 30. ibid., 381–2. 31. maurine mccourry, “domain analytic, and domain analytic-like, studies of catalog needs: addressing the ethical dilemma of catalog codes developed with inadequate knowledge of user needs,” knowledge organization 42, no. 5 (2015): 340. 32. information in this paragraph is derived from lawrence simpson guthrie ii, “monastic cataloging and classification and the beginnings of ‘class b’ at the library of congress,” cataloging & classification quarterly 35, no. 3–4 (2003): 447–65. https://doi.org/10.1300/j104v35n03_07. 33. a. panizzi, “rules for the compilation of the catalogue,” in catalogue of printed books in the british museum (london: the british museum, 1841), i:v–ix. 298 j. m. martin https://hdl.handle.net/1813/8424 https://doi.org/10.1080/01639370903111999 https://doi.org/10.1300/j104v35n03_07 34. this paragraph is summarized from hufford, “pragmatic basis.” 35. charles a. cutter, rules for a printed dictionary catalogue (washington, dc: government printing office, 1876), 10. 36. charles a. cutter, rules for a dictionary catalog, 4th ed. (washington, dc: government printing office, 1904), 6. 37. see, for example, frances l. yocom, a list of subject headings for books by and about the negro (new york: h. w. wilson, 1940); harriet jackson scarupa, “the energy-charged life of dorothy porter wesley,” new directions 17, no. 1 (1990): 3. 38. brian m. watson, “‘there was sex but no sexuality�:’ critical cataloging and the classification of asexuality in lcsh,” cataloging & classification quarterly (2020): 5. https://doi.org/10.1080/01639374.2020.1796876. 39. sanford berman, prejudices and antipathies: a tract on the lc subject heads concerning people, 1993 ed. (jefferson, nc: mcfarland, 1993). 40. in addition to ongoing radical cataloging, a branch referred to as “critical cataloging” formed in the 2000s. see watson, “there was sex,” 2–3, 5–7. 41. see shengang wang, “the intellectual landscape of the domain of culture and ethics in knowledge organization: an analysis of influential authors and works,” cataloging & classification quarterly 57, no. 4 (2019): 232. https://doi.org/10.1080/ 01639374.2019.1614710. 42. fina, “role of subject headings”; henry, “library technologies,” 284–5; vaughan, “language of cataloging”; and olson, “power to name.” 43. see, for instance, bair, “toward a code of ethics”; cotterman, “camms forum”; daniels, “international cataloguing code”; the “power that is moral: cataloging and ethics” alcts e-forum, september 5–6, 2017, starting message: beth shoemaker to alcts-eforum@lists.ala.org, september 5, 2017, “welcome to ‘power that is moral: cataloging and ethics’ eforum,” https://lists.ala.org/sympa/arc/alcts-eforum/2017-09/ msg00000.html (accessed july 30, 2020); and “ethics of cataloging,” roundtable discussion, creative ideas in technical services interest group meeting from ala annual conference, washington, dc, june 22, 2019. 44. conference report: cotterman, “camms forum.” 45. e-forum summary: violet fox and elizabeth shoemaker, “power that is moral: eforum summary,” alcts news, september 20, 2017, https://alcts.ala.org/news/2017/ e-forum-cataloging-ethics/. 46. cataloging ethics steering committee, “home,” cataloging ethics steering committee, accessed october 28, 2020, https://sites.google.com/view/catalogingethics/home. 47. see, for instance, bair, “toward a code,” 13. 48. banush and leblanc, “utility, library priorities.” 49. this paragraph is summarized from banush and leblanc, “utility, library priorities,” 13–18. 50. berman, prejudices, 15; john wenzler, “neutrality and its discontents: an essay on the ethics of librarianship,” portal: libraries and the academy 19, no. 1 (2019): 69–72; david mcmenemy, “librarians and ethical neutrality: revisiting the creed of a librarian,” library review (march 2007). 51. robert jensen, “the myth of the neutral professional,” in questioning library neutrality: essays from progressive librarian, ed. alison lewis (duluth, mn: library juice press, 2008), 91; melissa adler, “the case for taxonomic reparations,” knowledge organization 43, no. 8 (2016): 631; s. macdonald and b. birdi, “the cataloging & classification quarterly 299 https://doi.org/10.1080/01639374.2020.1796876 https://doi.org/10.1080/01639374.2019.1614710 https://doi.org/10.1080/01639374.2019.1614710 https://lists.ala.org/sympa/arc/alcts-eforum/2017-09/msg00000.html https://lists.ala.org/sympa/arc/alcts-eforum/2017-09/msg00000.html https://alcts.ala.org/news/2017/e-forum-cataloging-ethics/ https://alcts.ala.org/news/2017/e-forum-cataloging-ethics/ https://sites.google.com/view/cataloging-ethics/home https://sites.google.com/view/cataloging-ethics/home concept of neutrality: a new approach,” journal of documentation 76, no. 1 (2020): 18–21. 52. bair, “toward a code,” 15; wenzler, “neutrality and its discontents,” 58, 63. 53. berman, prejudices, 15. 54. wenzler, “neutrality and its discontents,” 69; mcmenemy, “librarians and ethical neutrality,” 3–4; gary p. radford, “positivism, foucault, and the fantasia of the library: conceptions of knowledge and the modern library experience,” the library quarterly: information, community, policy 62, no. 4 (1992): 412. 55. berman, prejudices, 15–16; wenzler, “neutrality and its discontents,” 69–70; ferris, “ethics and integrity,” 180–1. 56. macdonald and birdi, “concept of neutrality,” 20–1, 25–6; vaughan, “language of cataloging,” 10–11. 57. jensen, “myth of the neutral,” 91–2; daniel mart�ınez �avila and jos�e augusto chaves guimar~aes, “library classifications criticisms: universality, poststructuralism, and ethics,” scire (july–december 2013): 22, 25; drabinski, “queering the catalog,” 92, 100–5; vaughan, “language of cataloging,” 4, 11. 58. jensen, “myth of the neutral,” 92; vaughan, “language of cataloging,” 11. 59. drabinski, “queering the catalog,” 92, 100–5; mart�ınez �avila and guimar~aes, “library classifications,” 22. 60. adler, “case for taxonomic reparations,” 61, 65, 68; vaughan, “language of cataloging,” 4; mart�ınez �avila and guimar~aes, “library classifications,” 23–4. 61. vaughan, “language of cataloging,” 11. 62. vaughan, “language of cataloging,” 10; olson, “power to name,” 640; joyce, “a few gates,” 54; jensen, “myth of the neutral,” 91; adler, “case for taxonomic reparations,” 631. 63. this entire section is summarized for the most part from discussions on cataloger email lists. see, for example, the following threads: julie moore to autocat@listserv.syr.edu, june 7, 2020, “trigger warnings?,” https://listserv.syr. edu/scripts/wa.exe?a2=autocat;a72f6ee8.2006a (accessed july 30, 2020); emily thaisrivongs to autocat@listserv.syr.edu, october 4, 2017, “cataloging a likely hoax,” https://listserv.syr.edu/scripts/wa.exe?a2=autocat;cad2335b.1710a (accessed july 30, 2020); j. mcree (mac) elrod to autocat@listserv.syr.edu, september 3, 2015, “re: hate literature,” https://listserv.syr.edu/scripts/wa.exe?a2= autocat;cdae6151.1509a (accessed july 30, 2020); john g. marr to autocat@listserv.syr.edu, august 1, 2013, “re: objectivity in subject headings, ” https://listserv.syr.edu/scripts/wa.exe?a2=autocat;6e8d7f33.1308a (accessed july 30, 2020). see also beghtol, “professional values,” 16. 64. see, for example, ifla, “professional codes of ethics for librarians,” ifla, accessed august 27, 2020, https://www.ifla.org/faife/professional-codes-of-ethics-for-librarians (no. 5); ala, “ala’s code of ethics,” ala: american library association, accessed august 27, 2020, http://www.ala.org/tools/ethics (no. 7); cilip, “cilip’s ethical framework,” cilip: the library and information association, accessed august 27, 2020, https://www.cilip.org.uk/page/ethics (“impartiality”). 65. “assigning and constructing subject headings h 180” (acquisitions and bibliographic access directorate, washington, dc, 2016), 7, https://www.loc.gov/ aba/publications/freeshm/h0180.pdf (accessed august 12, 2020). 66. also, sandy iverson, “librarianship and resistance,” in questioning library neutrality: essays from progressive librarian, ed. alison lewis (duluth, mn: library juice press, 300 j. m. martin https://listserv.syr.edu/scripts/wa.exe?a2=autocat;a72f6ee8.2006a https://listserv.syr.edu/scripts/wa.exe?a2=autocat;a72f6ee8.2006a https://listserv.syr.edu/scripts/wa.exe?a2=autocat;cad2335b.1710a https://listserv.syr.edu/scripts/wa.exe?a2=autocat;cdae6151.1509a https://listserv.syr.edu/scripts/wa.exe?a2=autocat;cdae6151.1509a https://listserv.syr.edu/scripts/wa.exe?a2=autocat;6e8d7f33.1308a https://www.ifla.org/faife/professional-codes-of-ethics-for-librarians http://www.ala.org/tools/ethics https://www.cilip.org.uk/page/ethics https://www.loc.gov/aba/publications/freeshm/h0180.pdf https://www.loc.gov/aba/publications/freeshm/h0180.pdf 2008), 33–65; philip a. homan, “library catalog notes for ‘bad books’: ethics vs. responsibilities,” knowledge organization 39, no. 5 (2012): 347–55; isabel quintana and fred j. hay, “‘calling out’ white nationalism in our catalogs: some suggestions” (session presented at the 96th annual ptpl meeting, october 16, 2020). 67. example suggested by one of the article’s anonymous peer reviewers. 68. see, for example, brian briscoe to autocat@listserv.syr.edu, december 9, 2015, “re: whoa! sherlock refictionalized was re: change in policy on (fictitious character) qualifier?,” https://listserv.syr.edu/scripts/wa.exe?a2=autocat;68daf9c0. 1512b (accessed november 9, 2020). 69. see thaisrivongs to autocat@listserv.syr.edu, “cataloging a likely hoax.” 70. see homan, “library catalog notes,” 347–55. 71. see quintana and hay, “‘calling out’ white nationalism.” 72. fina, “role of subject headings”; vaughan, “language of cataloging”; fox and reece, “which ethics,” 377; mackenzie johnson and carlie forsythe, “disability and accessibility language in subject headings and social tags,” catalogue and index 197 (december 2019): 16–26; ann m. doyle, kimberley lawson, and sarah dupont, “indigenization of knowledge organization at the xwi7xwa library,” journal of library and information studies 13, no. 2 (2015): 111–12. 73. for example, “women scientists” and “african american scientists” are headings, but “men scientists” (or “male scientists”) and “caucasian american scientists” (or “white scientists”) are not. likewise, “male contraception” is a heading, but not “female contraception.” see olson, power to name, 153–9; ferris, “ethics and integrity,” 182; vaughan, “language of cataloging,” 11; olson, “power to name,” 646–7. 74. olson, “power to name,” 656–8; doyle, lawson, and dupont, “indigenization of knowledge organization,” 111–12, 122; olson, power to name, 163–4; vaughan, “language of cataloging,” 12. for instance, vaughan points out that only a fraction of the approximately 4,000–5,000 indigenous people groups living in the world have a specific heading; works on the rest are expected to be given the general heading “indigenous peoples” as though all such cultures are interchangeable. 75. see fina, “role of subject headings,” 270–1; drabinski, “queering the catalog”; vaughan, “language of cataloging”; adler and tennis, “taxonomy of harm”; bair, “toward a code,” 10–11; johnson and forsythe, “disability and accessibility language”; doyle, lawson, and dupont, “indigenization of knowledge organization,” 111–12. 76. see fina, “role of subject headings,” 270–1; drabinski, “queering the catalog”; vaughan, “language of cataloging”; adler and tennis, “taxonomy of harm”; bair, “toward a code,” 10–11. 77. olson, “power to name,” 646–7; bair, “towards a code,” 10–11. 78. adler, cruising the library, 8. 79. vaughan, “language of cataloging,” 8, 11; olson, “power to name,” 659–61. 80. see, for instance, christine bone and brett lougheed, “library of congress subject headings related to indigenous peoples: changing lcsh for use in a canadian archival context,” cataloging & classification quarterly 56, no. 1 (2018): 83–95; marisa elena duarte and miranda belarde-lewis, “imagining: creating spaces for indigenous ontologies,” cataloging & classification quarterly 53, no. 5–6 (2015): 677–702. https://doi.org/10.1080/01639374.2015.1018396; doyle, lawson, and dupont, “indigenization of knowledge organization,” 112–13, 116–17; adler, “case for taxonomic reparations”; vaughan, “language of cataloging,” 12. cataloging & classification quarterly 301 https://listserv.syr.edu/scripts/wa.exe?a2=autocat;68daf9c0.1512b https://listserv.syr.edu/scripts/wa.exe?a2=autocat;68daf9c0.1512b https://doi.org/10.1080/01639374.2015.1018396 81. information about the history of “illegal alien” is summarized from vaughan, “language of cataloging,” 5–7; and sac working group on alternatives to lcsh “illegal aliens,” “report of the sac working group on alternatives to lcsh ‘illegal aliens’” (ala/alcts/camms subject analysis committee, 2020), 1–3, http://hdl. handle.net/11213/14582 (accessed july 30, 2020). 82. sac working group on alternatives to lcsh “illegal aliens,” “report,” 3. 83. vaughan, “language of cataloging,” 6–7. 84. sac working group on the lcsh “illegal aliens,” “report from the sac working group on the lcsh ‘illegal aliens’” (ala/alcts/camms subject analysis committee, 2016), http://hdl.handle.net/11213/9261 (accessed july 30, 2020). 85. sac working group on alternatives to lcsh “illegal aliens,” “report,” 5. 86. fina, “role of subject headings,” 269–70. 87. ibid. 88. adler, cruising the library, 26; olson, “power to name,” 653. 89. mart�ınez �avila and guimar~aes, “library classifications,” 24; vaughan, “language of cataloging,” 3; drabinski, “queering the catalog,” 95; doyle, lawson, and dupont, “indigenization of knowledge organization,” 111–12; adler and tennis, “taxonomy of harm,” 270; olson, power to name, 12. 90. adler, cruising the library, 15–17; violet fox, “why are the 200s so heavily focused on christianity? an explainer,” 025.431: the dewey blog, november 7, 2019, https://ddc.typepad.com/025431/2019/11/why-are-the-200s-so-heavily-focusedon-christianity-an-explainer.html (accessed august 14, 2020); sara a. howard and steven a. knowlton, “browsing through bias: the library of congress classification and subject headings for african american studies and lgbtqia studies,” library trends 67, no. 1 (2018): 74. 91. see berman, prejudices, 15–16; fox, “why are the 200s”; adler, “case for taxonomic reparations,” 63; olson, power to name, 29, 114; vaughan, “language of cataloging,” 10; ferris, “ethics and integrity,” 182. 92. doyle, lawson, and dupont, “indigenization of knowledge organization,” 111–12; catelynne sahadath, “classifying the margins: using alternative classification schemes to empower diverse and marginalized users,” feliciter 59, no. 3 (2013): 15–17; adler, “case for taxomonic reparations,” 62; vaughan, “language of cataloging,” 8–9. 93. drabinski, “queering the catalog,” 97; sahadath, “classifying the margins,” 15; fox, “why are the 200s.” 94. howard and knowlton, “browsing through bias,” 75–7; see also olson, “power to name,” 654–5; olson, power to name, 175. 95. sahadath, “classifying the margins,” 16; doyle, lawson, and dupont, “indigenization of knowledge organization,” 112–13, 117–20. 96. drabinski, “queering the catalog,” 95–7, 101; vaughan, “language of cataloging,” 3. 97. drabinski, “queering the catalog,” 101–8. 98. vaughan, “language of cataloging,” 2, 5, 10–12. 99. this premise is also applied to terms in subject headings and classification lists. see sahadath, “classifying the margins,” 16. 100. amber billey, emily drabinski, and k. r. roberto, “what’s gender got to do with it? a critique of rda 9.7,” university libraries faculty and staff publications 19 (2014): 7, https://scholarworks.uvm.edu/libfacpub/19 (accessed june 17, 2020). 101. ibid., 3–4. 102. ibid., 1–14. 302 j. m. martin http://hdl.handle.net/11213/14582 http://hdl.handle.net/11213/14582 http://hdl.handle.net/11213/9261 https://ddc.typepad.com/025431/2019/11/why-are-the-200s-so-heavily-focused-on-christianity-an-explainer.html https://ddc.typepad.com/025431/2019/11/why-are-the-200s-so-heavily-focused-on-christianity-an-explainer.html https://scholarworks.uvm.edu/libfacpub/19 103. ibid., 12. ethnicity was excluded because it was deemed to be too complicated for a cataloger to determine accurately. 104. amber billey, matthew haugen, john hostage, nancy sack, and adam l. schiff, “report of the pcc ad hoc task group on gender in name authority records” (program for cooperative cataloging, 2016), https://www.loc.gov/aba/pcc/ documents/gender_375%20field_recommendationreport.pdf (accessed july 30, 2020). 105. see “part iii: gender variance and transgender identities,” in ethical questions in name authority control, ed. jane sandberg (sacramento, ca: library juice press, 2019), 111–211; travis l. wagner, “transcribe as seen: challenging rda regarding gender in moving image materials,” in organization, representation, and description through the digital age: information in libraries, archives, and museums, ed. christine m. angel and caroline fuchs (berlin, germany: de gruyter, 2018), 177–88. 106. tom delsey, “authority control in an international context,” cataloging & classification quarterly 9, no. 3 (1989): 16. 107. sanford berman, “when the subject is indians,” american indian libraries newsletter 18, no. 2 (1995); erin elzi and katherine m. crowe, “this is the oppressor’s language yet i need it to talk to you: native american name authorities at the university of denver,” in ethical questions in name authority control, ed. jane sandberg (sacramento, ca: library juice press, 2019), 71–98; heather k. hughes, “cataloging kurdistan: imagining liberated geographies,” in ethical questions in name authority control, ed. jane sandberg (sacramento, ca: library juice press, 2019), 99–107; jack maness, shannon tharp, and denisse solis, “new research in collection management,” lecture, alcts collection management section program from the ala annual conference, washington, dc, june 22, 2019 (conference report: jennifer martin, “new research in collection management,” alcts news (august 2, 2019), https://alcts.ala.org/news/2019/new-research-incollection-management-alaac19/ (accessed july 30, 2020)). 108. bair, “towards a code,” 12. 109. see, for instance, maness, tharp, and solis, “new research in collection management”; bone and lougheed, “library of congress subject headings.” 110. gorman, michael, a study of the rules for entry and heading in the anglo-american cataloguing rules, 1967 (london: library association, 1968), 66–7. 111. hufford, “pragmatic basis.” 112. hoffman, “meeting users’ needs.” 113. see, for example, mccourry, “domain analytic,” 344; and email list threads: hal cain to autocat@listserv.syr.edu, april 15, 2014, “re: advantages of rda,” https://listserv.syr.edu/scripts/wa.exe?a2=autocat;7fd9b80d.1404c (accessed july 30, 2020); bonnie powers to autocat@listserv.syr.edu, january 14, 2013, “why should rda matter to me?,” https://listserv.syr.edu/scripts/ wa.exe?a2=autocat;fab05ded.1301b (accessed july 30, 2020); kevin m. randall to autocat@listserv.syr.edu, july 18, 2012, “lack(?) of research, or, let’s hear it for the nobodies,” https://listserv.syr.edu/scripts/wa.exe?a2=autocat;e6e48cf9. 1207c (accessed july 30, 2020). 114. gorman, study of the rules, 66–7. 115. hufford, “pragmatic basis.” 116. hoffman, “meeting users’ needs.” 117. hoffman, “meeting users’ needs,” 633–4; hufford, “pragmatic basis,” 27; and mccourry, “domain analytic,” 339–40. cataloging & classification quarterly 303 https://www.loc.gov/aba/pcc/documents/gender_375%20field_recommendationreport.pdf https://www.loc.gov/aba/pcc/documents/gender_375%20field_recommendationreport.pdf https://alcts.ala.org/news/2019/new-research-in-collection-management-alaac19/ https://alcts.ala.org/news/2019/new-research-in-collection-management-alaac19/ https://listserv.syr.edu/scripts/wa.exe?a2=autocat;7fd9b80d.1404c https://listserv.syr.edu/scripts/wa.exe?a2=autocat;fab05ded.1301b https://listserv.syr.edu/scripts/wa.exe?a2=autocat;fab05ded.1301b https://listserv.syr.edu/scripts/wa.exe?a2=autocat;e6e48cf9.1207c https://listserv.syr.edu/scripts/wa.exe?a2=autocat;e6e48cf9.1207c 118. hoffman, “meeting users’ needs,” 367–8; hufford, “pragmatic basis,” 31–2; and mccourry, “domain analytic,” 339–40, 344. 119. see, for example, this email thread: aaron kuperman to autocat@listserv.syr.edu, september 22, 2008, “re: cost of rda???,” https://listserv.syr.edu/scripts/wa.exe?a2=autocat;dc3911e7.0809d (accessed august 14, 2020). 120. bair, “toward a code,” 8, 13–14; “ethics of cataloging” roundtable. 121. thread: janet schrader to oclc-cat@oclc.org, march 24, 2011, “what’s allowed in 520 fields now?,” http://listserv.oclclists.org/scripts/wa.exe?a2=oclccat;5eede8a8.1103d (accessed july 30, 2020); “ethics of cataloging” roundtable. 122. henry, “library technologies.” 304 j. m. martin https://listserv.syr.edu/scripts/wa.exe?a2=autocat;dc3911e7.0809d http://listserv.oclclists.org/scripts/wa.exe?a2=oclc-cat;5eede8a8.1103d http://listserv.oclclists.org/scripts/wa.exe?a2=oclc-cat;5eede8a8.1103d abstract introduction what are professional ethics? what are cataloging ethics? cataloging values ethical frameworks what is the history of cataloging ethics? early librarianship through the 1960s 1970s to present what are current issues within cataloging ethics? cataloging code of ethics speed versus detail neutrality misleading materials63 standards for subject access changing terms authorized access points for names descriptive cataloging codes and the needs of the user other criticisms conclusion acknowledgements notes on contributor the old and the prudish: an examination of sex, sexuality, and queerness in library of congress classification – in the library with the lead pipe skip to main content open menu home about awards & good words contact editorial board ian beilin ikumi crocoll jaena rae cabrera jess schomberg kellee warren nicole cooke ryan randall emeritus announcements authors archives conduct submission guidelines lead pipe publication process style guide search home about awards & good words contact editorial board ian beilin ikumi crocoll jaena rae cabrera jess schomberg kellee warren nicole cooke ryan randall emeritus announcements authors archives conduct submission guidelines lead pipe publication process style guide search 2022 1 jun tiffany henry, rhonda kauffman and anastasia chiu /0 comments the old and the prudish: an examination of sex, sexuality, and queerness in library of congress classification by tiffany henry, rhonda kauffman, and anastasia chiu in brief despite the fact that scholarship and knowledge about sex and sexuality have grown enormously in the last century, these topics in the library of congress classification (lcc) schedules have remained stagnant, particularly in the hq schedule (a classification subclass), entitled “the family. marriage. women.” in this schedule, multiple structural issues in organization and placement of topics demonstrate a deeply sex negative attitude that has seen relatively little change in over a century. this article takes a deep dive into the negative attitudes toward sex and sexuality in the lcc hq schedule, analyzing the ways in which sex negativity manifests structurally in lcc, and is informed by a thematic review of schedule editions between 1910 and 2020. it turns critical efforts that are traditionally applied to the library of congress subject headings (lcsh) in critical cataloging literature, to the deeper underlying structure of lcc. though critiques and shortcomings of both lcc and lcsh on the treatment of lgbtqia+ topics are well noted in the literature, very few examine the underpinnings of lgbtqia+ marginalization as informed by sex negativity. this article examines some major issues in the hq schedule with an eye toward providing a roadmap for future revisions. we aim for readers to realize what it means for structural inequity to exist in lcc, the harm that that structural inequity can impart, and to take a critical eye to the foundational classification used within numerous libraries, beyond the subject headings overlaying and masking that classification. introduction “curiosa.” “marriage with deceased wife’s sister.” “social purity.”  these are but a few topics within the library of congress classification (lcc) that focus on human sex and sexuality. despite the fact that scholarship and knowledge about sex and sexuality have grown enormously in the last century, the treatment of sex and sexuality topics within lcc have remained stagnant.  library classification systems like lcc organize knowledge into a systematic order whereby catalogers assess materials and assign classification numbers based on standardized criteria in tandem with subject headings, resulting in the physical embodiment of that classification that we see on the shelves – a shelf list of titles grouped by common subjects or authors, situated relationally adjacent to one another. catalogers rely on library of congress publications like the library of congress classification schedules to help guide them in selecting the right classification number for their materials, often relying on scope notes and references to help guide their decisions. in thinking about library organization structures, classification can be understood metaphorically as a skeleton that organizes the physical collection of a library, overlaid (and sometimes masked) by controlled vocabularies. much of the research involving the critical cataloging movement has focused on controlled vocabularies and subject analysis, and particularly examine the library of congress subject headings (lcsh). we argue that classification structures also deserve substantial critique and work. the topics that a classification structure lifts up can be seen as individual “bones” of a library’s skeleton. a topic’s appearance in classification makes it a locus point that many controlled vocabulary terms can be organized around — a bone with its attendant muscles, tendons, and ligaments. interrogating the ways that subject headings reinforce oppression and marginalization and changing them as we expand our understanding of “inclusive language” is a worthy endeavor. yet, these efforts cannot add up to structural change if we do not also attend to the bones around which the muscles are organized, and the ways that they also perpetuate erasure, stigmatization, stereotyping, and disempowerment. this marginalization is particularly evident in the section of the library of congress classification schedule that deals with sex, sexuality, and queerness. housed within the h schedule for social sciences, the bulk of the lc classification that deals with sex and sexuality occurs in subclass hq, entitled “the family. marriage. women” (see table 1 for an excerpt of this subclass). its title is the first clue as to its outdated overall outlook. the order, structure, and hierarchy presented in the hq class schedule has changed very little since its creation in 1910. the implication of the lack of change and adaptation in the hq schedule is both negative and significant considering that lcc is the primary classification scheme used in academic and research libraries worldwide.  as catalogers working within academic and research libraries, all three authors have come across titles classed in hq and individually questioned placement or presence of specific class numbers or the structure of the schedule itself. as people trained to classify materials and who have either currently or previously done classification as part of our regular job duties, we are often baffled or outright offended by some structural choices within the hq schedule. to determine why warrants further investigation.  table 1. excerpt from the library of congress classification outline subclass hq (hq12-449 sexual life) (library of congress policy and standards division, n.d., p. 16). hq1-2044: the family. marriage. women hq12-449: sexual life hq19-30.7: sexual behavior and attitudes. sexuality hq31-64: sex instruction and sexual ethics hq71-72: sexual deviations hq74-74.2: bisexuality hq75-76.8: homosexuality. lesbianism hq77-77.2: transvestitism hq77.7-77.95: transexualism hq79: sadism. masochism. fetishism, etc. hq101-440.7: prostitution hq447: masturbation hq449: emasculation. eunuchs, etc. problem statement the hq schedule presents many areas in need of further critique and structural change given the broad range of topics classed there. despite its title, the hq schedule includes a large, yet unnamed section dedicated to sex and sexuality. we chose to interrogate the way sex and sexuality show up in the lcc hq schedule, primarily in the range of hq12-472, a section that specifically covers human sex, sexuality, and similar topics. in our analysis, we identified an extreme level of sex negativity, defined as “a negative attitude or stance toward any sexual behavior other than procreative marital coitus” (“sex negativity,” n.d.). sex positivity, by contrast, is “a positive attitude or stance toward sexual activity between consenting individuals when this is seen as promoting healthy relationships and forms of self-expression. sex is seen as neither good nor bad, per se, and the purpose of sexual relations is not deemed to be confined exclusively to procreation through marital coitus” (“sex positivity,” n.d.).  sex negativity, which is deeply and systemically ingrained in our society, is intimately tied with anti-queerness because it narrowly normalizes procreative marital sex only. this effectively marginalizes a great many queer people, in part because the institution of marriage is denied to queer people in many legal jurisdictions, and in part because many queer ways of being include an understanding of sex as relationship-building, identity-building, and pleasurable, which is seen through a sex negative lens as inherently immoral, dirty, or otherwise negative. sex negativity shows up in many ways, and in many places across hq12-472. for example, many classmarks in this range lack explanatory notes to clarify vague and dubious labels, such as “curiosa” (hq25), implying an unwillingness to engage directly with topics related to sex.  queerphobia and transphobia are also deeply endemic to hq’s treatment of sexuality, and are often underpinned by sex negativity, precisely because sex negativity denies the possibility that for many people, relationality can be more important in sex than procreation. hq reduces queer identities down to what is visible in mainstream media, and by lumping together topics that queer and trans communities and scholars often understand as separate, even if related. for example, as the section on “human sexuality. sex” (hq12-449) handles queer sexual orientations, it lifts up “gay,” “lesbian,” and “bisexual” people, but otherwise only provides “sexual minorities” as a catch-all, without specific designations for any other specific sexualities, and provides no room for works exploring the broad spectrum of sexuality, including but not limited to pansexuality, greysexuality, aromanticism, polyamory, and asexuality.  we see hq manifest its sex negativity and anti-queerness through five major mechanisms: granularity or spacing issues, scope note issues, harmful topical correlations due to proximity, issues with labels, and high stagnancy over time. the presence of sex negativity and anti-queerness in the structure of hq can impart harm by reflecting back at library users either perspectives that may disparage part of their personal identities or promote a very narrow and singular idea of what sex is and should be for everyone. how knowledge is organized is directly shaped by the culture and era that produced the system; lcc is no exception. the presence of both sex negativity and anti-queerness merely reflects how both topics have historically been regarded in u.s. culture, given the history and origin of lcc. below, we situate our approach and perspective as part of the critical cataloging movement, and provide some analysis of major ranges and themes in hq that exemplify sex negativity and anti-queerness. literature review to inform our analysis of hq, we consulted sources that we see as “secondary sources,” analyzing cataloging systems and issues with a critical, or social-justice-oriented, lens, as well as “primary sources” which directly govern the cataloging systems that we are interested in. our secondary literature helps us frame our perspective and analysis within the movement of critical cataloging (or #critcat). the “primary” literature provides an understanding of the overall governance of lcc, and thus, how the issues that we see came to be and how they compounded over time.  brief overview of critical cataloging we situate our work within the critical cataloging movement overall, by analyzing hq with a critical, queer, feminist, and holistic lens. the lens through which we work is by no means original or new, and many radical and critical catalogers have argued for similar ways to critique cataloging work and cataloging tools. sanford berman is perhaps the most well known for his work to author and submit numerous changes to biased lcsh beginning in the late 1960s, targeting terms that were outright chauvinist, racist, and euroand christian-centric (berman, 1971; roberto, 2008). berman is commonly known as the founder of radical cataloging, a term used to describe ways in which catalogers can look critically at catalog records and headings (especially those supplied by lc), as they are often incomplete and disregard the viewpoints and experience of marginalized populations (roberto, 2008). radical cataloging was originally imagined as an approach that “addresses the root issues that can make access to information problematic” (lember et al., 2013).  somewhat recently, critical cataloging evolved within critical librarianship, a movement of librarianship that examines social justice issues in our work (critlib: about / join the discussion, n.d.). critical cataloging, which revitalizes some of the principles of radical cataloging, recognizes the power of labeling and naming (olson, 2002), takes into account potential harm or benefit of terms being used, and exposes and challenges the ways in which we replicate the systems of oppression within society and the library profession (critlib: critcat, n.d.; drabinski, 2008; watson, 2020). the current wave of critical cataloging efforts to revise subject headings and classmarks includes perhaps most famously the recommendation for the change to the subject heading “illegal aliens” to “noncitizens” or “unauthorized immigration,” and “aliens” to “noncitizens” (baron et al., 2016; price, 2021). a collaborative worksite, the cataloging lab (fox, 2018a, 2018b), was recently created to lower barriers to proposing new classification numbers, subject, and name authority headings. new headings have been created thanks to the work of cataloging lab participants, including “afrofuturism” (“afrofuturism,” 2019), and “sayhername movement” (“sayhername movement,” 2021), and many new headings and revisions to existing headings have been suggested. indeed, the current movement in radical and critical cataloging has remained true to its roots of calling attention to the systemic systems of oppression within which we work, a framework within which this article is placed. a bulk of cataloging literature that criticizes library of congress classification and subject headings, which we seek to add to, points out that these systems were not originally intended to organize the entirety of knowledge as we currently use it; their original intent was to organize a very specific collection of volumes for the united states congress in the late nineteenth century. this is evidenced by large sections of the lcc specifically devoted to american history (classes e&f); and political, military and naval science (j, u, and v schedules respectively) (higgins, 2012; watson, 2020). their scope and focus have a definite bias toward western, american, white, heterosexual, cisgender, christian, and male points of view as one would imagine would be the case for a controlled vocabulary and a classification system created “within a western framework of late victorianism, rampant industrial expansion, and feverish empire-building” (berman, 1971).  treatment of sex and queerness in lc cataloging systems a major body of scholarly criticism about lcsh and lcc’s treatment of sex and queerness already exists. a bulk of this literature focuses on lcsh, which correlates strongly to lcc, but is separate from it. while this article focuses on a classification rather than on subject headings, many of the approaches that we take to analyze a portion of the hq schedule are drawn from approaches detailed in this lcsh work.  it is no secret that the library of congress subject headings (lcsh) have a problematic history of using pejorative and outdated terminology. lc has a process for suggesting new or modifying existing terms and references for the vocabulary, which is the same process used to suggest additions or changes to lcc. however, both can be considered “rigid system[s] defined by hierarchical organization that [are] extremely slow and resistant to change” (howard & knowlton, 2018). the process of creating or changing terms can be challenging, as watson (2020) summarized for the proposal process for the terms “asexuality (sexual orientation)” and “asexual people;” previously “asexual” only appeared in reference to asexually reproducing plants in biology. the proposal was first rejected, and after much philosophical discussion and rewriting, the two headings were accepted as new subject headings in 2016. if making changes to lcsh is difficult and painstakingly slow, the process for making changes to lcc is even slower.  throughout lcsh, queer identities are heavily stigmatized, if not outright erased, a trend that we find correlates strongly to how queer identities are represented in lcc. the only subject heading that uses the term “queer” in lcsh is “queer theory” (roberto, 2011; kauffman & anderson, 2018), compared to the 100+ terms that include “queer” in homosaurus, the international linked data vocabulary of lesbian, gay, bisexual, transgender, and queer (lgbtq) terms (homosaurus: an international lgbtq+ linked data vocabulary, 2019). terms that do appear in lcsh are heavily binary, with straight as the default, and gay, lesbian, or bisexual as the other options for sexual orientations (plus, now, asexuality). the options for sexual orientations and identities fail to illustrate the fluidity and nuances of sexual identities. as roberto (2011) observes, “queer identities do not have an explicit place in lcsh.” we argue that for both similar and different reasons, the same is true of lcc. since roberto’s 2011 article on transgender identities was published, some hierarchies of terms within lcsh have changed. roberto notes that at the time of writing, “gays” was used for “gay people,” “gay persons,” and “homosexuals,” which still holds true today, as does the term “sexual minorities” for lgbtq people at large. roberto also noted cross references for “sexual minorities” included “gender minorities,” “non-heterosexual people,” and “sexual dissidents,” all of which are “use for” references for “sexual minorities” today. “use for” references are acknowledgements of natural-language terms in lcsh, and they lead people from natural-language versions of a term to the authorized version of a term. much like “soft drinks” is a use-for term for “soda pop” and “sodas (beverages),” if a person searches for “gender minorities” in a catalog, they will be redirected to resources with the subject heading “sexual minorities.” cross references are those related terms that lc includes to say to a user, “you might also like…” cross references for “sexual minorities” today include, “asexual people,” “bisexuals,” “gays,” and others. while there have been changes to lcsh within the last decade, there still exists the element of marginalization and othering of non-gay, non-lesbian, non-bisexual people, lumping them into “sexual minorities,” without even acknowledging that they are people.  substantial literature analyzes how the terms chosen as the authorized form in lcsh and references between terms can also be problematic. the act of naming terms is quite powerful and encodes systemic bias into the means by which library materials are discovered and organized  (matienzo, 2015; olson, 2002). “paraphilias” is the current term for what was previously called “sexual deviation,” and prior to that, “sexual perversion.” these changing terms originally drew directly from medical literature, such as the diagnostic and statistical manual of mental disorders (dsm).  likewise, a term’s placement within the lcsh hierarchy can be problematic. for instance, “homosexuality” was filed under “sexual deviation” and prior to that under “sexual perversion” before it was moved to “human sexuality. sex” after 1980 (adler, 2017; drucker, 2017). lcsh terminology regarding homosexuality and its placement within and outside of sexual deviation and perversion has mirrored its treatment within the dsm, and subsequent social movements to remove homosexuality as a psychiatric disorder from the dsm (adler, 2017). sandy berman even petitioned to have the subject heading “sexual perversion” changed to “sexual deviation” and went further to suggest its cancellation as a cross reference to “homosexuality” and “lesbianism” (berman, 1971). in short, the placement of terms within a vocabulary’s hierarchy insinuates judgment, and while changes have been made, they are slow to match the speed of societal change.  these issues of naming, placement, harmful correlations through proximity, and stagnancy over time also show up in lcc, in part due to the high level of correlation between it and lcsh. our analysis adds to these existing observations by digging into precisely how they show up in lcc, and by adding consideration of an issue that manifests most clearly in classification: a lack of space for granularity on topics of queerness and sex. critical classification the body of literature on critical classification and knowledge organization looks like a trickle in comparison to the roaring waterfall of literature on subject terms and controlled vocabularies, and our article seeks to contribute to filling some of the gap by offering a classification-specific analysis. yet, the existing body of literature is not insubstantial. for example, it is particularly robust in the area of indigenous knowledge organization. yeh & frosio (1971), lincoln (1987), webster & doyle (2008), and lee (2011) all problematize lcc’s treatment of indigenous people and cultures. cherry & mukunda (2015), littletree & metoyer (2015), and littletree, belarde-lewis, and duarte’s work (2020) delve further to highlight and present indigenous-centered ways of seeing and understanding indigenous knowledges. lis scholarship also includes many other critical perspectives specific to lcc. foskett (1971) presented a (white) feminist critique of lcc, as well as a general critique of cultural norms in cataloging that upheld (and uphold) the myth of “neutrality” in classification work. soltani (1996); kublik, et al (2003); idrees & mahmood (2009); higgins (2012); baker & islam (2020); and hart (2021) each presented cases of lcc’s othering, exoticization, and erasure of women and people of color all over the world, and put forth guidance to radically correct lcc, or to adapt it to local and culturally specific contexts. a common thread across these pieces is their reminder to catalogers that it is always significant that lcc originated as a system designed for the specific collection focuses of the united states congress’s library, and holds all of that collection’s biases.  additionally, a growing body of critical literature on lcc focuses specifically on queer sexualities and genders. keilty (2009) illustrates the paradoxical nature of classifying queerness at all, pointing to many ways in which queerness simultaneously defies and relies on categorization and classification. in their paper on classifying a queer community organization’s collection, nowak and mitchell (2016) detail the practical problems of using lcc, including how extremely small the call number ranges for queerness and queer people are. adler (2017) provides a great deal of historical context for the rampant bias against queer sexualities in hq, and contends that lcc is not just a reflection of mainstream bias against queer people, but a structure that reseeds and recreates that bias in research libraries across the us and around the world. howard & knowlton (2018) depict the practical difficulties of describing and classifying african american studies and lgbtqia studies works that result from lcc’s and lcsh’s anti-blackness and anti-queerness.  we draw, with gratitude, on all of these existing observations to critique hq, and seek to add to these threads by showing, through an analysis of sex and queerness in hq, that the ways that bias manifests in lcc can be complex and intertangled, well beyond what the systems that exist to correct it were designed to address. lcc/lcsh proposal process and the problem of literary warrant to better understand how the issues that we see came into being and are maintained over time, it is important to understand how the official revision process works for lcc. accordingly, we also consulted both the subject authority cooperative program (saco) manual (schiff & program for cooperative cataloging, 2007) and the classification and shelflisting manual (csm)’s “f50” classification proposal guidelines (library of congress policy and standards division, 2013).  the saco manual is important because the saco program is responsible for organizing the maintenance of official lc vocabularies such as lcsh and lc demographic terms, as well as the lcc schedules. it is part of the library of congress’s program for cooperative cataloging (pcc), and its proposals are reviewed and decided upon by the library of congress policies and standards division (psd). lc psd is also the body that maintains the csm, which provides guidance to catalogers on how to understand and use the lc classification system. the policies set forth in the saco manual on how to propose new subject headings and class numbers serves as a supplement to the rules set forth by csm, providing extra guidance on how and when to create proposals, as well as examples.  both of these major manuals display a deeply-ingrained reliance on “literary warrant” for all alterations and new class numbers in the governance of lcc and lcsh. literary warrant is a principle based on the idea that “classes are created to cope with the literature that must be classified by the scheme, rather than on the basis of any theoretical analysis of knowledge, either documentary or philosophical” (broughton, 2015, p. 164). it requires catalogers to furnish a title as evidence that the change requested in the lcc proposal is “necessary.” both the csm f50 and saco manual provide multiple examples of specific titles and situations that would demand a proposal. in twenty examples given in the saco manual, only one did not contain or require literary warrant. in that example, the illustrated modification was a minimal change to ensure that terminology used in lcc matched a corresponding lcsh (2007, p. 223). similarly, within csm the only proposal example without a specific work tied to it is an example of adding a “see reference” (library of congress policy and standards division, 2013, pp. 56–57). both examples are very small in relation to the overwhelming body of literary-warrant-based examples; this weighting of examples creates an impression that proposals not based on literary warrant should be extremely rare and that catalogers are virtually always expected to provide a work as a basis for their proposals. the critique of literary warrant is already something of a tradition in critical cataloging (biswas, 2018; watson, 2020). to add to it, we offer an observation that orienting the proposal process around literary warrant introduces two major issues, one regarding the size and scale of proposed changes and another around its reliance on the publishing industry for equity and representation. the proposal process is optimized for smaller alterations to lcc. the examples given in both the saco manual and csm f50 guidelines suggest that successful proposals alter only one or a couple of classmarks at a time. otherwise, changes may require multiple proposals, often contingent on prior ones’ acceptance and implementation. that approach is prohibitive given the time and effort required by both the petitioner and psd review committee. even with breakthroughs in knowledge published in the formats that libraries value most, reflecting those changes in lcc for collection organization will be a slow process. there are also known inequities around who and what traditionally gets published, and thus, what gets collected by libraries (roh & inefuku, 2016). for example, roh (2016) highlighted in her article the racial disparities found within publishing by noting the whiteness of both scholarly publishing (greco et al., 2016), and mainstream publishing (lee and low books et al., 2016, 2020). literary warrant then replicates the inequities in publishing in our knowledge organization systems.  thematic review of hq over time in order to explore how classmarks and class ranges have or have not changed over time, including their placement within the hierarchy, as well as the introduction of new topics, we compared editions from 1910, 1920, 1950, 1965, 1980, and 2020, analyzed particular labels, themes, class ranges, and classmarks over time. some general findings are noted here. we see labels and granularity of categorizations for sex and sexuality remain largely unchanged until after 1965, with the introduction of distinct classmarks for “lesbians,” “gay men,” “bisexuality” (see table 2), “cross-dressing. transvestism,” as well as “sexual behavior and attitudes” for specific groups of people like boys, girls, men, women, etc. introduced in the 1980 edition, and remain largely unchanged today. “homosexuality” has appeared since the first edition in 1910, and was initially nested under “abnormal sex relations,” whose label was changed to “sexual deviations” by the 1980 edition. it currently sits under “human sexuality. sex.” (see table 2) curiously, hq73 has undergone some changes and is currently described as “sexual minorities. general works.” however, prior to and including the 1965 edition, this same classmark was described as “abnormal sex relations. sexual perversion in woman.” we did not see any entry for hq73 in the 1980 edition. table 2. selection of hq classmarks across library of congress classification editions, with nesting terms included. edition year 2020 ed. 1980 ed. 1965 ed. 1950 ed. 1920 ed. 1910 ed. group 1 hq18.6: sexual attraction n/a n/a n/a n/a n/a group 2 hq25: curiosa hq25: curiosa hq25: curiosa hq25: curiosa hq25: curiosa hq25: curiosa group 3 hq71-72: sexual practices outside of social norms. paraphilias hq71-72: sexual deviations hq71-72: abnormal sex relations hq71-72: abnormal sex relations hq71-72: abnormal sex relations hq71-72: abnormal sex relations group 4 hq73: sexual minorities. general works n/a hq73: abnormal sex relations. sexual perversion in woman. hq73: abnormal sex relations. sexual perversion in woman. hq73: abnormal sex relations. sexual perversion in woman. hq73a: bnormal sex relations. sexual perversion in woman. group 5 hq75-76.965: human sexuality. sex. -homosexuality. lesbianism hq75-76.8: sexual deviations. -homosexuality. lesbianism hq76: abnormal sex relations. -homosexuality hq76: abnormal sex relations. -homosexuality hq76: abnormal sex relations. -homosexuality hq76: abnormal sex relations. -homosexuality group 6 hq75.3-.6: lesbians hq75.3-.6: lesbians n/a n/a n/a n/a group 7 hq75.7-.8: gay men hq75.7-.8: gay men n/a n/a n/a n/a group 8 hq74-.2: bisexuality hq74-.2: bisexuality n/a n/a n/a n/a the majority of changes within hq regarding sex and sexuality that we see in the 2020 edition were made in the 1980 edition and after, broadly acknowledging the sexual revolution, women’s liberation, and gay liberation movements of the 1960s-1980s. further analysis of our findings is detailed below. analysis we have selected seven topical examples to highlight how sex negativity, anti-queerness, or both manifests in the hq schedule. each instance of sex negativity or anti-queerness analyzed here carries one or a combination of the five mechanisms named earlier: issues with granularity, a lack of or problematic scope notes, harmful associations created by proximity, issues with the labeling of class numbers, and high stagnancy of the class schedule over time. naming sex and sexuality in the schedule the first and largest example of sex negativity in hq lies in the incongruence between the name of the schedule, “the family. marriage. women” and the fact that roughly its entire first third (hq12 to hq472) is about sex and sexuality. notably, sex and sexuality topics are organized and placed before class numbers that speak to the schedule’s title, including families, marriage, parenthood, and women. this treatment of sex and sexuality in the class schedule, and the conspicuous lack of direct naming of sex in the schedule title, ensure that sex is heavily framed as being inseparable from marriage and family. furthermore, there is very little in the schedule that builds room for any understanding of sex and sexuality as having significant purposes of pleasure, relationship-building, or building self-identity. the closest that the 2020 edition of the hq schedule comes to any acknowledgment of these aspects of sex lie in the range “sex instruction and sexual ethics” (hq 31-64), which includes some space for works on specific sexual practices. yet, even here, because the focus of the section is on “teaching” and “ethics,” its main impact is not ultimately to affirm that sex serves more purposes than procreative ones, but rather to signal that only specific types of sex are normative and appropriate, namely sex between married heterosexual couples.  treatment of queer sexualities and identities a prime example of hq’s failure to provide granularity or sufficient space to topics related to sex, is its treatment of sexualities and sexual identities, particularly queer ones. we define granularity or spacing issues as instances in which there is either a dearth of numerical space given to broad topics, disproportionate space devoted to niche topics within the classification subclass, or the absence of specifically naming topics. avoiding specifically allotting space and naming topics for non-majority sexualities and sexual identities contributes to the erasure of non-heterosexual identities. in this instance, non-heterosexual identities are only allotted a meager five integers’ worth of space between hq73 and hq78, with little delineation among the many varied sexual identities that exist. the hq73 to hq78 range is the only space that delves into non-heterosexual identities, with minor exceptions for same-sex marriage (hq1033) and same-sex divorce (hq825). the inadequate level of space for granularity directly contributes to the queer and trans erasure throughout the entire schedule. table 3. excerpt adapted from library of congress classification, hq: the family. marriage. women (library of congress policy and standards division, 2020, pp. 456–458) hq73-73.63: sexual minorities sexual minority parents cf. hq75.27+: gay parents cf. hq755.7+: parents. parenthood hq74-74.9: bisexuality. general works cf. hq1035+: bisexuality in marriage cf. rc560.b56: psychiatric aspects hq74.2-74.6.a-z: bisexual women hq74.7-74.9.a-z: bisexual men hq75-76.956.a-z: homosexuality. lesbianism including queer theory cf. d804.5.g38: gay victims of the holocaust cf. e98.s48: indian gays and lesbians cf. hq1033+: same-sex marriage cf. qp81.6: physiology cf. rc558+: psychiatric aspects hq75.14-75.16.a-z: gay and lesbian studies hq75.25-75.26.a-z: travel hq75.27-75.28: gay parents cf. hq75.53: lesbian mothers hq75.3-75.6.a-z: lesbians cf. hs3357.l47: lesbian girl scouts hq75.7-76.2.a-z: gay men hq76.25: homosexuality. lesbianism. general works hq76.26: juvenile works hq76.27.a-z: special classes of gay people, a-z hq76.34-76.35.a-z: same-sex relationships cf. hq1033+: same-sex marriage hq76.4-76.45.a-z: homophobia. heterosexism hq76.5-76.8.a-z: gay rights movement. gay liberation movement. homophile movement hq76.85: gay conservatives hq76.9-76.95.a-z: gay press publications class here works on publications of any type produced by the gay and lesbian community hq76.96-76.965.a-z: gay and lesbian culture it is clearly visible that too many subjects have been crammed into a small range of class numbers given the liberal use of decimals in that range to expand. what falls between hq73 and hq78 attempts to capture and place nearly all things pertinent to queerness, not only naming (a select few) queer identities, but also aspects of queer culture, and more. while attempting to be inclusive, this is actually to the detriment of the people that this space describes and represents. some examples of what falls into this range include “travel” specifically for queer people at hq75.25, “gay parents” at hq75.27, “gay rights movement. gay liberation movement. homophile movement” at hq76.5, and “gay and lesbian culture” at hq76.96 to name only a few. this demonstrates how broad the subjects are in this range for so little space within the classification schedule. the use of decimal points to fit in a newer class number within the established schedule is a typical lcc cataloging practice and is seen in numerous, if not all available lcc schedules. its pervasive use in the hq73 to hq78 range indicates initial disregard during design of the class schedule. providing very little space for subjects covering numerous aspects of queer and trans identities illustrates the indifference lc catalogers had for it during construction and development of the schedule. there was no anticipation that the subject would grow, and that more than five class numbers would be needed in the future. this is another example of how heteronormativity is reinforced by the class schedule if the inclusion of queer identities and people are treated as an afterthought. due to the lack of initial space afforded in the class schedule and the use of more decimals to accommodate new subjects, it does not encourage further growth. catalogers using lcc are less inclined to establish new class numbers in a range where the numbers are already so close together. it is work that can be done but becomes harder to do as time passes and subject area knowledge expands. encouraging growth within a lcc class schedule is visualized via numerical gaps between class numbers and the overuse of decimals in class numbers indicates the opposite.   again, this already small class number range and lack of delineation of subcategories does a poor job at differentiating sexual identities, providing nuance where needed, as well as placing topics relating to all queer and trans communities together without critical thought on placement or distinctions. broad strokes are utilized in the hq73 to hq78 range for all queer identities. only “gay”, “lesbian”, and “bisexual” identities are directly named while other queer identities that might fall outside the popular imagination and mainstream media such as pansexuality, greysexuality, aromanticism, polyamory, and asexuality receive an inadequate umbrella term of “sexual minorities.” while space is given for both trans and intersex people at hq77.7 and hq77.97 respectively, the placement and labeling of the class numbers appears to be less of a thoughtful integration of these subjects. by contrast, the class numbers assigned to computer science (qa75.5-76.95), an entirely new field of research since lcc was originally constructed, was squeezed into a small space but is organized with multiple delineations for subcategories and aspects of the field. subcategories include reserved class numbers for many topics, including types of programming (qa76.6-76.66), an a-z list of individual programming languages (qa76.73 a-z), and another a-z list of special topics in computer software (qa76.76 a-z). even within this small number range, a breadth of topics is covered with surprising granularity. applying similar attention to sexual and queer identities by assigning specific class number ranges to them would give a legitimate place to these otherwise erased sexual and queer identities that fall outside of gay, lesbian, bisexual, and trans.  discrimination based on gender, sex, or sexuality another example of hq’s lack of granularity on topics related to queerness and sex is that there are very few class numbers directly dealing with discrimination based on gender, sex, or sexual orientation. there are four named class numbers total related to sexualityand gender-based discrimination within hq:  homophobia. heterosexism (hq76.4) transphobia. transgender discrimination (hq77.96) intersex discrimination (hq78.4) sex discrimination against women. sexual harassment of women. sexism (hq1237)  each of these topics is broad in nature, but cramped within very little numerical space in the schedule. the lack of space afforded to a broad swath of topics further reinforces the reduction and erasure of queer identities, by restraining classification of the ways that anti-queer and anti-feminist movements have impacted the histories and cultural processes of queer communities. topics as nuanced as discrimination, gender-based harassment, and sexism in totality need more than four lcc class numbers to adequately delve into each subject. the lack of granularity is a disservice to the importance of the topic, especially within a schedule purportedly about sex and human sexuality. we see less than whole integers between the numbers assigned for each of these very broad types of discrimination, cramping catalogers’ capacity to describe them with the specificity that they need to be understood. the remaining class number dealing with discrimination is a numerical outlier compared to the other three but also has a similar granularity issue. the class number hq1237 covers the subjects of sexual harassment, discrimination against women, and sexism. it is worth noting that the distance in the schedule from the hq73-hq78 range implies that this class number was conceptualized to cover works about cisgender women. this only furthers the trans erasure seen throughout other parts of the schedule. unlike the other class numbers covering the topic of discrimination in multiple forms, hq1237 is allotted a whole integer. while this presents more of a modicum of space than the four discrimination-related topics that we identified in the range that we were primarily interested in (hq12-472), it nevertheless allots only a single integer to three related, but distinct topics. each subject covered by hq1237 could warrant its own class number at a minimum, given the potential depth of the topics.  we observed above that only a few queer identities that are visible in the mainstream media are afforded their own place in hq. in a similar fashion, hq only recognizes a few select types of discrimination and harassment based on gender and sexuality. while the discrimination against people who are queer, trans, intersex, and women is certainly worthy of their own space carved out in the classification, these groups of people are not the only ones who experience oppression or discrimination. the existing discrimination-oriented call numbers are afforded so little space, that it is difficult to imagine room for acknowledgement for the discrimination against other groups of people who also experience genderor sexuality-based discrimination. although we find that all four class numbers are more recent additions to the hq schedule based on our historical analysis, we also find that there are other new classmarks and ranges with deeper and more granular coverage in other classes, which makes the argument that the topics are “new” a rather inadequate excuse for the lack of space made for them in hq. as phenomena, sexism and discrimination or harassment based on gender, sex, or sexual orientation are not new, and the level of scholarship and cultural conversation about them warrant far more space and granularity than they are given in hq. curiosa during our examination, we collectively stopped in our tracks at hq25 “curiosa,” which occurs under “sexual behaviors and attitudes.” there are no subcategories, and it is also separate from the miscellaneous category of “general special.” it lacks any scope notes or explanation to clarify what should be classed in this vaguely-labeled class number, and the vagueness and prurience of the label engenders sex negative and anti-queer understandings of the topics classed there, which though not clear, can still be understood as being non-normative, and related to sex. to find out what has been placed in this section, we searched our libraries’ and lc’s catalogs, as well as oclc’s worldcat, and discovered that books classed here cover a range of general topics pertaining to sex and sexual activities, including sex tips to spice up a marriage, aphrodisiacs, and one title called curiositates eroticæ physiologiæ; or tabooed subjects freely treated by john davenport, published in 1875, with the table of contents “generation — virginity and chastity — marriage — circumcision — eunuchism — hermaphrodism — death.” many of the works were published in the late 19th and early 20th century, with a large break until the 1970s and then again in the 2000s, where many are presented as popular culture books on human sex and sexuality, and are given the subject heading “sex – miscellanea,” for example sex facts : a handbook for the carnally curious by leslee welch (1995) or the mammoth book of erotic confessions by barbara cardy (2009).  curiosa appeared in the first edition of hq in 1910 and remains unchanged today. while curiosa might mean “unusual or erotic books” (“curiosa,” n.d.) or be a euphemism for pornographic works (“curiosa, n.,” 2021), we posit that in hq, this was a puritanical catchall for those sexual activities and subjects that are not considered polite to speak of, but are not quite considered “sexually perverse.” the lack of scope notes and poor terminology creates a veil of mystery behind a term that severely needs updating. in a more sex positive environment books classed here could be placed under a term like “human sexuality. sex – popular works” that celebrates human sexuality and curiosity, rather than placing it in an antiquated moral catchall of “curiosa.” sex instruction, sex education, and sexual ethics morality, religion, and marriage are embodied deeply into the section of hq that addresses sex instruction, sex education, and sexual ethics (hq 31-59). the ways the class numbers and labels within the hq31-59 range purport a specific view of sex through the moral and ethical lens of heterosexual marriages is a prime example of type of structural sex negativity seen in hq. as if to create a foundation for this section, one of the first references for “sex instruction and sexual ethics” is a “see also” reference for “hq728-743 treatises on marriage,” associating sexual ethics with marriage, and connoting that sexual ethics outside the context of maritality or extramaritality, such as ethics of consent, or ethics of shared marital agreements around extramarital sex, are not worth speaking of. the label and structure of “sex instruction and sexual ethics” insinuates a moral judgment on sexual pleasure. this is the portion of the schedule that directly addresses specific sexual practices, even if they are enormously phallic-centric, and includes “specific practices and techniques a-z” and explicitly mentions dildos, oral sex, and penis pumps (hq31.5 a-z). even these somewhat sex positive sections are lacking inclusivity of other activities and preferences, such as bdsm, sexual role play, or sexual positions, to name a few. immediately following this section is “sexual ethics” (hq32) – its placement not unnoticed. embedded within “sex instruction and sexual ethics” is “sex teaching,” which has no scope note to help a cataloger distinguish this from “sex instruction,” or to define the parameters of the topic. embedded within “sex teaching” occurs “sex instruction in the schools,” which lacks a clear scope note as well and can mean many different things. the labeling and placement under “sex instruction and sexual ethics” connotes the anti-sex-education view that any type of sex education equates to mechanical instruction on sexual intercourse, and to endorsement of sexual risk-taking. without a scope note, it is unclear what the topic encompasses. is “sex instruction in the schools” comparable to sex education that students might get from school that includes various topics including human sexual anatomy, sexual activity, sexual reproduction, “safe sex” practices, sexual health, or abstinence-only sex education, or any combination thereof? none of the subtopics relating to current sex education curricula in schools appear in this range or near the current label. the only mention of “sexual health” within the hq31-59 range is a see reference in a completely different class schedule for medicine (ra788). the lack of a scope note or additional related subtopics forces catalogers to guess what is meant to be classed in “sex instruction in the schools.” marriage with deceased wife’s sister  one of the most surprising class numbers that we found during our analysis of the hq schedule was one that fell outside our primary range of interest, hq12-472. it was “marriage with deceased wife’s sister” at hq1028, and we include it in this analysis because of the parallel that we see between its issues and those of the other topics that we analyze from hq12-472. appearing in the first edition of the schedule published in 1910, works classified here date back to the early 18th century about men marrying their sister-in-law after the death of their previous spouse. this class number and its label initially struck all the authors as an oddly specific instance of remarriage to name so plainly. to get a sense of how this call number has been used and is applied in cataloging, all three authors did a cursory search of our respective institutional library catalogs, oclc, and the library of congress catalogs. searches of our catalogs yielded either no results or lead to works published in the late 19th or early 20th century. oclc and lc catalogs contained mostly works from the 18th and 19th centuries on discourses, sermons, and pamphlets on the morality and legalization of men marrying the sister of their deceased wife. these quick searches confirmed that the call number might be a historical relic of an earlier era. the cursory catalog searches gave us a sense that the call number is no longer in regular use and that this topic is not currently being written about. falling out of contemporary scholarly discourse while still maintaining space in the classification structure is stagnancy in action. the potential strangeness of this class number is more visually evident in a modern catalog to contemporary library users and illustrates the unchanging nature of the class schedule. moreover, this stagnancy leads to issues with appropriate labeling, proximity imbuing problematic associations, and further reinforcement of sex negativity. “marriage with deceased wife’s sister” (hq1028) appears with a range (hq1018-1026, hq1031-1041) dedicated to either stigmatized or “non-normative” forms of marriage (see table 4). this is another example where the influence of sex negativity influences the structure of the schedule, imbuing the social stigma regarding what kinds of sex are appropriate to nearby hq1028.  table 4. excerpt adapted from library of congress classification, hq: the family. marriage. women (library of congress policy and standards division, 2020, p. 473). hq1018: remarriage hq1026: consanguineous marriage cf. hv4981: social pathology hq1028: marriage with deceased wife’s sister hq1031: mixed marriages. intermarriage. interfaith marriage including material on mixed marriages in general cf. gn254: racial crossing cf. hq750+: eugenics hq1032: intercountry marriage hq1033: same-sex marriage cf. hq825: same-sex divorce hq1035: bisexuality in marriage hq1036-1041: marriage of people with disabilities “consanguineous marriages,”  another term for close kin marriages, occurs at hq1026, and “mixed marriages. intermarriage. interfaith marriage” at hq1031. all three of these class numbers were established in the 1910 edition of the schedule, with hq1031 originally labeled as only “mixed marriages” with a reference to “racial crossing” or interracial marriages. a class number for “same-sex marriage” was added at hq1033 in the 2020 edition of the library of congress classification schedule. the past and present class numbers in this swath of the schedule all allude to marriages that were stigmatized and often legally regulated (within a u.s. context, at least). tacitly, it commonly stigmatized non-marital sexual relations, and the class numbers and labels gathered in this range exhibit extremely similar patterns to those that we observe in hq12-472. we posit that this is because of who tends to be coupled in the marriages that are specifically called out in this range. these kinds of marriages have been or are culturally frowned upon due to the presumption that these couples would have sex. proximity of these class numbers to each other strengthens the sex negative ideas present elsewhere in hq and promotes a specific idea of which sexual relationships and interactions are deemed culturally normative. it reinforces a type of cultural gatekeeping by perpetuating ideas around who is permitted to marry and which unions are considered appropriate. sex work the class range labeled “prostitution” (hq101-440.9) has appeared in all editions of lcc since 1910. unsurprisingly, it is a range in which sex negativity is rife both in analysis of the current schedule and in analysis of historical changes over time. at the broadest level, sex work has always been seen and understood as “abnormal” in lcc, and for many years, this manifested literally, through labeling as it was included in the “abnormal sex relations” range (hq71-449). (as noted above, that range also contained “homosexuality,” limited at the time to a single classmark, hq76). by 1980, “prostitution,” had been subsumed within a larger range, called “sexual life” (hq31-449). however, by tacitly retaining the norm that “prostitution” is part of a logical cluster with “sadism, masochism, fetishism, etc.” (hq79), “sex tourism,” (hq444-445), and “masturbation” (hq447), the issue that began as a judgmental label became an issue of proximal association between topics that aren’t particularly related, other than by being types of sex that are even more taboo than sex already is in general.  in its present form, the range displays its sex negativity in many other ways. this includes the high granularity of classmarks that associate sex work with criminality and “impurity,” and low granularity of classmarks that associate sex work with anything other than social stigma. because most taxonomies function with the assumption that a parent concept is fully explored by its child concepts, this creates a social reality within hq wherein sex work has no salient traits other than criminality and social impurity. there are no classmarks, or references to classmarks in other schedules, about sex worker movements for decriminalization and labor protections. nor are there any classmarks or see references about anti-poverty and sex work legalization policies as sex trafficking prevention policies, despite the growth of these efforts in the global sex workers’ rights movement, particularly after the 1970s. however, there are long-established classmarks for “regulation” of prostitution (hq121–125), “human trafficking” (hq280-285), and “social purity” (hq291-295). these absences and presences tell a story about how lcc sees and understands sex work – as something to be socially stigmatized as non-procreative sex, and legally criminalized to solidify the social stigma.  the granularity issues are compounded by the associations created by many of the sequences of classmarks in this range, as well as by explanatory note issues interspersed within the range. for example, the sequencing of “human trafficking” (hq280-285), “social purity” (hq291-295), and “rescue work” (hq301-440.9) directly one after another tells a particular story about how sex workers are seen and understood in the schedule (see table 5 below). to start that sequence, “human trafficking” has a note directing catalogers to classify works that are about human trafficking in general, in addition to works about sex trafficking specifically, in this subrange. given that this is a subrange nested within “prostitution,” this implies an understanding of sex trafficking as the main form of human trafficking, erasing significant histories of other types of labor exploitation involving trafficking. table 5. excerpt adapted from library of congress classification, hq: the family. marriage. women (library of congress policy and standards division, 2020, p. 460) hq101-440.9: prostitution class here works on prostitution in general and on female prostitution for works on male prostitution see hq119+ (…) hq280-285: human trafficking class here works on human trafficking for prostitution as well as human trafficking in general hq280: periodicals. societies. serials e.g., international congress for the suppression of the white slave traffic hq281: general works hq285.a-z: cases, a-z hq291-295: social purity hq291: general works hq293: general special. prophylaxis hq295: the white cross hq301-440.9: rescue work from there, the ranges that immediately follow are “social purity” (hq291-295) and “rescue work” (hq301-440.9). although there is room for new classmarks to be established between each of these, nothing has been established to interrupt their proximal associations in over a century, calcifying the association between human trafficking, the concept and movement of “social purity,” and “rescue work.” the “social purity” of hq291-295 refers specifically to the 19th century anti-prostitution movement, evidenced by the inclusion of a special classmark for the white cross, a social purity organization founded in the 1880s. the social purity movement is often understood as a response to moral panic over high levels of news reporting of the time on sexually transmitted diseases and sex trafficking, and was largely informed by christian moral ideals of sexual chastity. “social purity campaigns surrounding moral policing of prostitution, incest, masturbation, drink, sex education, and the censorship of obscene forms of literature and entertainment took place […] throughout the united states, the united kingdom, canada, and europe, each exhibiting their own distinctive national emphases” (morgan, 2008). the continued retention of “social purity” in hq recognizes that even in the absence of the movement itself, the concept of “purity” as something that diametrically opposes sex as work continues to be a cultural force that drives the stigmatization of sex and sex work. the immediate following of “social purity” by “rescue work” creates another link in the association chain, positioning the social purity movement’s christian chastity values as the impetus to “save” sex workers and survivors of sex trafficking, not from the harm inherent in trafficking or exploitation, but from the “impurity” seen as inherent in sex as work. for years, survivors of sex trafficking and trafficking intervention experts have pointed out that this term has the negative impact of centering the “rescuer” as a (white) hero, disempowering and removing agency from trafficking survivors, and removing agency from all sex workers by positioning sex work as something that inherently cannot be consented to. tying trafficking intervention efforts to the social purity movement in library resource organization in this way has the negative impact of imbuing the organization scheme for sex trafficking intervention efforts with sex-negative values, which are antithetical to many modern anti-trafficking experts’ values.  further up in the range currently labeled “prostitution,” the classmark “drugs and prostitutes” (hq120) uses race to associate sex work with stigma and criminality. it is notable that this classmark was established sometime between 1965 and 1980, a timeframe that significantly lines up with the rise of the war on drugs campaign, which destroyed thousands of black and brown communities through mass incarceration (alexander, 2012; rudolph, 2010), and created an indelible connection in the american consciousness between drugs, black and brown people, and the vague idea of “danger” or “risk-taking” (provine, 2011). the creation of the “drugs and prostitutes” classmark in this timeframe inescapably imbues it with all the same harmful associations, while also enlarging the range’s clear positioning of sex work as a topic about which the only salient conversations to be had are associated with criminality. this classmark’s establishment in the schedule solidified the sex negativity already inherent in the range, and additionally layered on a deeply harmful idea that drugs, black and brown people, and sex work all go hand-in-hand as nexuses of “risk.” its placement directly after the subrange for “prostitution–regulation” (see table 6 below) has the impact of strengthening sex-negative associations between criminality and sex work.  table 6. excerpt adapted from library of congress classification, hq: the family. marriage. women (library of congress policy and standards division, 2020, p. 459) hq101-440.9: prostitution class here works on prostitution in general and on female prostitution for works on male prostitution see hq119+ (…) hq119-119.4: male prostitution. male prostitutes. hq120: drugs and prostitutes hq121-125: regulation overall the divide between the hq schedule’s portrayal of sex work and the positions and rhetoric of movements informed by sex workers’ lived experiences is very wide, and riddled with issues that are difficult to address through the lcc proposal process, which arguably discourages catalogers from attempting to create any sex-positive change in hq101-440.9. for example, though “sex worker” became a library of congress subject heading in 2017, and is clearly noted as a broader term for “prostitute,” “sex work” remains unestablished and catalogers are directed to use the subject heading “prostitution” in its place. among other things, keeping “prostitution” as the dominant lcsh to be used in place of “sex work” preserves a tidy 1:1 correlation between the “prostitution” lcsh and the lcc range for “prostitution” (hq101-440.9), evading the work of expanding the lcc range’s scope at all beyond what it currently covers. conclusion & future work the examples detailed above are only a sampling of the sex negativity and anti-queerness in the hq classification schedule. overall, they are exemplars of the five distinct ways that sex negativity and anti-queerness manifest (and sometimes intertwine) in hq. granularity issues, inadequate scope notes, issues with topical proximity and implication of association, problematic labeling, and high stagnancy over time all contribute to the continued reduction, erasure, and disempowerment of queer identities. furthermore, the broad range of structural issues in only a limited section of hq (12-472) on sex and sexuality demonstrates that a feasible solution cannot be achieved solely through the established revision process for lcc.  we decided to approach to detail the problems in hq through written scholarship, rather than directly engaging in the lcc proposal process for specific reasons. first, the proposal process is currently limited to small changes, at most one or two classmarks at a time. we estimate that the issues that we have analyzed in this article alone could potentially take hundreds of proposals to mitigate, and many would need to be proposed in sequence, with later proposals relying on earlier proposals to be accepted in order to achieve the new goal structure. this is an excessive level of work, even with the power of collectives like the cataloging lab or saco. second, we realized in our research that the existing proposal system essentially requires a readily available solution that simultaneously fixes the issue and adheres to the guidelines set forth by the psd. the onus is on the cataloger who submits a proposal to recognize, explain, and find the precise 1:1 solution for the issue with the classification schedule. this requirement for every proposal is overtaxing and causes retention of many problems. it excludes potential solutions that can address structural issues that do not neatly fit within guidelines or structures. much as a coloring book provides a structure for some creativity but limits our capacity to shape what is depicted on the page, the lcc/lcsh proposal system only allows us to select certain colors for our proposals, and strongly discourages us from straying outside its boundary guidelines and structures. some of those guidelines and principles, such as literary warrant, (which requires all proposed changes to lcc to be based upon the publication of a book and its acquisition by a library), are such high barriers that it is impossible for lcc to be a realistically “living” document that reflects and responds to changes in knowledge and research.  the proposal system’s barriers essentially limit collective imagination to such a degree that it can be difficult to even imagine the full extent of changes that could affirm queer identities and sex positivity in hq and beyond. one radical step that we propose to address the named issues with hq is to re-imagine what changes could occur in the class schedule if the existing proposal system’s constraints were not in place. what could the hq schedule look like if we tried to unravel its endemic sex negativity and anti-queerness, and replace them with sex positivity plus better integration and inclusion of queer subjects? what shifts could be implemented to the schedule if we could exceed the existing boundaries and color outside the lines? acknowledgements  the authors wish to thank the editorial board of in the library with the lead pipe for the opportunity to share our research. we wish to particularly thank our peer reviewers, adrian williams and dr. nicole cooke, and our editor, ian beilin, for their time and thoughtful comments.   references adler, m. 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(1971). the treatment of the american indian in the library of congress e-f schedule. library resources and technical services, 15(2), 122–131. http://downloads.alcts.ala.org/lrts/lrtsv17no2.pdf classification, lcc, library of congress classification, queerness, sex, sex positivity, sexuality a practitioner’s guide to serious play in the library shakespeare, science, and outside scholarship: an interview with dennis mccarthy leave a reply cancel reply save my name, email, and website in this browser for the next time i comment. δ this work is licensed under a cc attribution 4.0 license. issn 1944-6195. about this journal | archives | submissions | conduct what is slow librarianship? | information wants to be free home about speaking writing contact facebook twitter google+ linkedin skype rss what is slow librarianship? by meredith farkas by meredith farkas on 10/18/2021 with 3 comments librarianship, libraries, slow librarianship, work, work-life balance last week, there was a lot of chatter about slow librarianship on social media. people were looking for writing on the subject and i realized that my work is scattered all around in such a disembodied way across presentations, slides, and blog posts. with this post, i hope to make a bit clearer my own vision of slow librarianship, with gratitude to those who started the conversation before i took it up, especially julia glassman with her 2017 article “the innovation fetish and slow librarianship: what librarians can learn from the juicero.” and i’d love to hear your thoughts in the comments or on social media! here is my (evolving) definition: slow librarianship is an antiracist, responsive, and values-driven practice that stands in opposition to neoliberal values. workers in slow libraries are focused on relationship-building, deeply understanding and meeting patron needs, and providing equitable services to their communities. internally, slow library culture is focused on learning and reflection, collaboration and solidarity, valuing all kinds of contributions, and supporting staff as whole people. slow librarianship is a process, not a destination; it is an orientation towards our work, ourselves, and others that creates positive change. it is an organizational philosophy that supports workers and builds stronger relationships with our communities. my slow librarianship takes inspiration from the slow food movement, which was a response to the impact of globalization on food. while it started as a protest against building a mcdonalds at the spanish steps in rome, it became a global movement focused on local food culture, sustainability, the ethical-sourcing of food, social justice and pleasure. my slow librarianship also takes inspiration from a variety of additional sources including the great lakes feminist geography collective and their brilliant article “for slow scholarship: a feminist politics of resistance through collective action in the neoliberal university;” adrienne maree brown’s visions of emergent strategy and pleasure activism; leah lakshmi piepzna-samarasinha’s models for collective care and others described in her book care work: dreaming disability justice; tara brach’s rain model for mindful healing and self-compassion; michael sandel’s indictment of our society’s phony meritocracy and abandonment of the common good and dignity of work in the tyranny of merit; richard wolff’s vision of worker-directed workplaces in democracy at work: a cure for capitalism; david graeber’s and dean spade’s inspiring work in support of mutual aid; prentis hemphill’s work on embodiment and healing justice; jenny odell’s vision for taking control of our attention in how to do nothing; as well as thinkers in our own profession like fobazi ettarh, julia glassman, kaetrena davis kendrick, karen nicholson, jane schmidt, maura seale, amanda leftwich, and others. the slow food movement’s manifesto broke their philosophy down into three areas: good, clean, and fair. i similarly tried to break my vision of the characteristics of slow librarianship down into three areas: good, human(e), and thoughtful. good – being good begins by recognizing that libraries have not always been good for everyone. this requires bringing in critical practice, where we identify, question, and ultimately dismantle structures, practices, policies, and assumptions that oppress, exploit, exclude, or otherwise cause harm to our patrons or library workers. to become an antiracist library, library workers must look within the organizational structures of the library to see how white supremacy culture operates and then find new ways of communicating, organizing ourselves, and practicing librarianship that center bipoc. slow libraries are driven by their values over a desire to innovate or produce visible wins, and priorities will be determined based upon a deep understanding of the needs of patrons and how in-line they are with library values. they also center the needs of those with the greatest need in their communities and judge themselves by how they serve those most marginalized. human(e) – in humane organizations, library workers are supported as whole people with bodies and responsibilities and limitations beyond the workplace. managers recognize the humanity of their employees and workers are viewed as more than just what they produce in a given week. humane managers care about the well-being of their employees and foster environments where all staff feel a sense of psychological safety and feel supported in setting boundaries that nurture their well-being. workers feel like they can be their real, human selves at work and can take time when they are struggling with their physical or mental health or are caring for someone else. a slow library rejects productivity culture and recognizes that creativity and valuable gains often come from fallow time and time spent building relationships within the workplace and in the community. building relationships in the community that help us better understand and support our patrons is particularly valued, and managers recognize that relationship and partnership-building takes time. slow workplaces also encourage collaboration and collective care through its structures and reward systems. thoughtful – a slow organization is a contemplative organization that encourages employees to slow down. in the absence of a sense of urgency, workers are less afraid of failure and are able to value process over product, especially the collaborative learning that comes from projects when people slow down. the organization is a learning culture where workers want to know more about their patrons’ needs and how they use the library, are given time and funding to learn and grow, and come together as an organization to reflect and learn. a thoughtful organization embraces a culture of appreciation and gratitude where the focus is on finding and highlighting the good things workers do. slow librarianship clearly requires a lot of personal work to help us develop a mindset that can both critically evaluate current structures in libraries and envision radical new futures. i’ll be addressing that further below. in my talks and on social media, i’ve encountered a few misunderstandings of slow librarianship that i’d like to address below. i may add to these as conversations around this topic continue. slow librarianship means doing less, not caring, and/or embracing mediocrity. slow librarianship is against neoliberalism, achievement culture, and the cult of productivity, but i see its opposite as being driven by our own values and authentic desires, not necessarily being mediocre. we are so programmed in western societies to see being busy as being important, to chase external validation, and to try to make our lives look like external norms of success. last year, i was listening to the wonderful podcast everything happens (and i wish i could remember the specific episode, but i know it was an early one in season 1) when the host, kate bowler, a professor at duke divinity school living with stage 4 cancer asked “am i built from the outside in or am i built from the inside out?” how much is your vision of what success looks like based on external norms or a desire for external validation? how often do you compare yourself to others? do you ever feel like you’ve done or achieved enough? until a few years ago, i never considered what it would mean if i was enough right now. right in this moment. and asking that question changed me. what if you are good enough just as you are today? what if you didn’t need to keep proving yourself? how might that sense of enoughness change your own priorities? seven years after leaving a particularly traumatic tenure-track job, i’m still untangling which are my authentic desires, which are focused on pleasing the people who hold power over my future, and which have been programmed into me as someone who never felt they were enough. for some people, slow librarianship may indeed look like doing less, especially if they have, in the past, prioritized work over their own well-being. for others, it might mean doing more that is deeply tied to our values. but i think for most people, it might mean producing less, but actually doing more meaningful work. in my own world, meaningful relationship-building with faculty in my subject liaison areas takes time. it often means going to meetings and joining committees that don’t look directly related to some library goal. but i’ve found that such activity often leads to the most meaningful instructional collaborations with faculty. if we are laser-focused on creating short-term wins to look productive to our manager or to get a good annual review, we will never feel like we can take that time, and thus, we will miss out on meaningful collaborations that will be better for students in the long-run. slow librarianship requires changes in how we operate within our cultures, but in order to do that, we have to be able to see the structures and assumptions that determine the choices we have/make and how we see ourselves and our work. that requires a level of mindfulness and reflective practice that so many of us don’t cultivate in our busy lives. in her book how to do nothing, jenny odell talks about her dissatisfaction “with untrained attention, which flickers from one new thing to the next, not only because it is a shallow experience, or because it is an expression of habit rather than will, but because it gives me less access to my own human experience” (119). it truly had not occurred to me until i read that just how much i was letting my own anxiety and the attention economy drive what i paid attention to. we live so much of our lives on autopilot, not noticing so much of what is around us. mindfulness allows us to take control of our attention and to use it to find our own authentic desires as well as develop a better vision for the future of our library and our work. we’re also not going to be able to build antiracist libraries if we don’t deeply interrogate how we uphold white supremacy. it took time for me to recognize that a lot of the aspects of achievement culture and work addiction i used to embody were absolutely characteristics of white supremacy culture. it takes deep attention to really interrogate the assumptions and structures in our workplaces and to able to engage in this work. it also takes time to engage our bipoc colleagues in envisioning a future that centers them and their concerns. that may also be time that doesn’t look productive to our managers, but it is critical. but also, in thinking about productivity, people need fallow time to reflect, to learn, and to be creative. when i think about times in my career when i was most overloaded with work, i could tell that i was not capable of the deep-thinking i can do when i don’t feel like an overloaded, constantly buffering computer. being overloaded makes it hard to prioritize and to see the big picture. how can i become a better teacher if i don’t even have time after a class to reflect on what went well and what didn’t? if we want to do really meaningful work, we have to recognize the time it takes. and i think we also need to value collaboration (which takes more time), because our best work comes from collaboration. i spent a lot of time in my career doing projects on my own, and when i compare those to the work i’ve done with others, the latter were not only better products, but far more personally-satisfying processes. so maybe to some, slow librarianship will look like doing less, but i see it as slowing down in order to ask why we’re doing what we’re doing so that we can do our best and most meaningful work. slow librarianship is for the privileged. you can’t adopt slow practices if you’re working in precarity. this is a very real concern as with anything that involves some amount of self-work, but i address this in my presentations on slow by putting the focus on relationship-building, collective care, and solidarity. our ability to slow down, to resist, or to take control of our attention is very much determined by the conditions under which we live and work. anthony giddens (as quoted in craig and parkins) writes about how “access to means of self-actualization becomes itself one of the dominant focuses of class division and the distribution of inequalities more generally” (13). in her book how to do nothing: resisting the attention economy, jenny odell talks about how the ability to refuse and to take time for contemplation is not accessible to everyone and brings up “the frightening potential of something like gated communities of attention: privileged spaces where some (but not others) can enjoy the fruits of contemplation and the diversification of attention” (199) if slow is only seen in terms of liberating the self, there is certainly a huge risk that it could become just another tool that is only accessible to those with the most privilege. that can be seen in the slow food movement where some people with means embrace slow food only in terms of buying and enjoying local food. however, i think one of the most important pieces of the slow movement is the focus on solidarity and collective care and a move away from the individualism that so defines the american character. if you’re only focused on your own liberation and your own well-being, you’re doing it wrong. in emergent strategy, adrienne maree brown writes about how for her–  it has meant learning to work collaboratively, which goes against my inner “specialness.” i am socialized to seek achievement alone, to try to have the best idea and forward it through the masses. but that leads to loneliness and, i suspect, extinction. if we are all trying to win, no one really ever wins. (42) that takes a lot of unlearning for those of us who grew up in highly individualistic cultures, especially in america where the myth of the meritocracy has taken on an almost religiosity. and our places of work as well as our professional recognition and reward systems encourage us so see ourselves as individuals in competition with our colleagues. when there are limited raises, limited promotions, limited accolades, caste systems, precarity, or even just a general sense of scarcity in the workplace, people will see themselves as being in competition with their colleagues and their focus will be on finding ways to make themselves shine. i wrote about this in my previous blog post: i’ve been thinking a lot about how individualism is at the root of so many of our problems and how things like solidarity, mutual aid, and collective action are the answer. capitalism does everything it can to keep us anxious and in competition with each other. it gave us the myth of meritocracy – the idea that we can achieve anything if we work hard enough, that our achievements are fully our own (and not also a product of the privileges we were born to and the people who have taught us, nurtured us, and helped us along the way), and that we deserve what we have (and conversely that others who have less deserve their lot in life). it gave us petty hierarchies in the workplace – professional vs. paraprofessional, faculty vs. staff, full-time vs. part-time, white-collar vs. blue-collar – that make us jealously guard the minuscule privilege our role gives us instead of seeing ourselves in solidarity with all labor. it’s created countless individual awards and recognitions that incentivize us not to collaborate and to find ways to make ourselves shine. it’s created conditions of scarcity in the workplace where people view their colleagues as threats or competitors instead of rightly turning their attention toward the people in power who are responsible for the culture. this is how the system was made to work; to keep us isolated and anxious, grinding away as hard as we can so we don’t have time or space to view ourselves as exploited workers. it is only through relationships and collaboration, through caring about our fellow workers, through coming together to fight for change, that things will improve. but that requires us to focus less on ourselves and our desire to shine, rise, or receive external recognition, and to focus more on community care and efforts to see everyone in our community rise. it goes against everything capitalism has taught us, but we’ll never create meaningful change unless we replace individualism with solidarity and care more about the well-being of the whole than the petty advantages we can win alone. in her article “why office workers didn’t unionize,” anne helen petersen wrote about how white-collar workers largely did not unionize because they 1) wanted to see themselves as having a status above blue-collar workers and 2) were socialized by their places of work to jealously guard the minimal privileges they had over their colleagues (think dwight schrute in the office being assistant to the regional manager, a functionally meaningless title given to him to keep him loyal to his boss). assistant to the regional manager assistant regional manager giffrom assistant to the regional manager gifs over time, even dwight, the ambitious careerist solely focused on getting ahead and being better than everyone, began to see the value of relationships with his colleagues and began to realize that getting ahead in his work perhaps wasn’t the be-all-end-all. he stopped seeing relationship-building as a waste of time. the show ended with him as the regional manager, but he also had a full life with friends, family, love, and the respect of his colleagues. while his character was certainly a caricature, imagine a world in which everyone took a few steps away from seeing themselves as individuals who had to jealously guard their advantages and towards seeing themselves as being in solidarity with their fellow workers. petersen writes: how would your office culture shift if you actually thought of yourself in solidarity with your coworkers — and together, advocating for greater resources — instead of competition with them for the few resources allocated to you? how would your conception of yourself shift if you felt empowered not by your hopes for eventual advancement, but by identification with others? slow librarianship requires us to look beyond ourselves to try to help create the conditions that allow everyone to slow down. that means that those of us with more job security and autonomy need to fight structures that create precarity, scarcity, and competition. i never felt like i could slow down when i was on the tenure track in my previous job. i felt like i had to be laser focused on achieving in all the ways that were externally valued so my tenure file would be bullet-proof. and even years after i left that job, i was still running on autopilot, doing things that were more motivated by a need for gold stars than by my most strongly-held values. people have to feel a sense of safety in the workplace to be able to do the work of slow librarianship rather than focusing on achievement culture. they also need some measure of autonomy. if those of us who have privilege are not focused on supporting our colleagues who don’t, we are not practicing slow librarianship — we are only practicing self-liberation. while community care is at the heart of slow librarianship as i see it, that cannot happen when people are not taking care of themselves. self-care doesn’t have to be reduced to bubble baths, spa days, and buying things for ourselves. self-care is about setting boundaries that maximize our well-being and provide us with capacity to focus on community care. it can be about resting when we need it rather than continuing to grind when we’re far from being at 100%. it can feel selfish, but when people feel stressed and depleted, they tend to get a tunnel vision that makes taking care of others much more difficult. we can’t be truly compassionate towards others if we don’t show compassion toward ourselves. as adrienne maree brown says “the work of cultivating personal resilience, healing from trauma, self-development and transformation is actually a crucial way to expand what any collective body can be. we heal ourselves, and we heal in relationship, and from that place, simultaneously, we create more space for healed communities, healed movements, healed worlds” (emergent strategy 144). of course all of this is just one person’s vision of slow librarianship based on my own experiences and readings. i’ve very much appreciated the conversations and critiques (even the mean ones) i’ve heard from others as they have helped me to develop this vision. since collaboration serves to improve ideas, i would love to hear your thoughts, questions, critiques, and more! thank you for reading all this!   references brach, tara. radical compassion: learning to love yourself and your world with the practice of rain. viking, 2019.  bowler, kate. everything happens podcast. katebowler.com/podcasts/ brown, adrienne maree. emergent strategy: shaping change, changing worlds. ak press, 2017. brown, adrienne maree. pleasure activism: the politics of feeling good. ak press, 2019. craig, geoffrey, and wendy parkins. slow living. bloomsbury publishing, 2006.  glassman, julia. 18 oct. 2017. “the innovation fetish and slow librarianship: what librarians can learn from the juicero.” in the library with the lead pipe, 18 oct. 2017, www.inthelibrarywiththeleadpipe.org/2017/the-innovation-fetish-and-slow-librarianship-what-librarians-can-learn-from-the-juicero/ graeber, david & andrej grubacic. “introduction to mutual aid: an illuminated factor of evolution.” retrieved from the anarchist library (though it was written as an introduction to the new edition of peter kropotkin’s book mutual aid: an illuminated factor of evolution). theanarchistlibrary.org/library/andrej-grubacic-david-graeber-introduction-to-mutual-aid hemphill, prentis. “prentis hemphill on choosing belonging.” in young, ayana. for the wild podcast, 28 july 2021, https://forthewild.world/listen/prentis-hemphill-on-choosing-belonging-244 (this is just one of many places where you can learn about prentis’ work. they also have their own fantastic podcast) mountz, alison, et al. “for slow scholarship: a feminist politics of resistance through collective action in the neoliberal university.” acme: an international journal for critical geographies 14.4 (2015): 1235-1259. www.acme-journal.org/index.php/acme/article/view/1058 odell, jenny. how to do nothing: resisting the attention economy. melville house publishing, 2020. piepzna-samarasinha, leah lakshmi. care work : dreaming disability justice. arsenal pulp press, 2018. petersen, anne helen. “why office workers didn’t unionize.” culture study, 18 oct. 2020, annehelen.substack.com/p/why-office-workers-didnt-unionize. sandel, michael j. the tyranny of merit: what’s become of the common good? penguin books, 2021. spade, dean. mutual aid: building solidarity during this crisis (and the next). verso books, 2020. wolff, richard d. democracy at work: a cure for capitalism. haymarket books, 2012.   ← slow life, slow librarianship “listening theater” and employee voice → about the author meredith farkas meredith farkas is a faculty librarian at portland community college in oregon. from 2007-2021, she wrote the monthly column “technology in practice” for american libraries. meredith was honored in 2014 with the acrl instruction section innovation award, in 2008 and 2011 with the wise excellence in online education award and in 2009 with the lita/library hi tech award for outstanding communication in library and information technology. she has been writing the blog information wants to be free since 2004. 3 comments erin says: 11/9/2021 at 3:15 pm i appreciate this so much and that you’ve factored in anti-racism, equity, and collective action. i had a role (which i stepped away from) where i was working to convince librarians to look at their work in new ways–to see who it benefited and find ways for it to shift to those who’ve been marginalized. i heard the episode of on the media that interviewed jenny odell (summer 2019) and it gave me a new way to think and talk about this: attention. after, in a meeting with a stressed-out career ys librarian who felt that slowing down meant being lazy, i talked about how slowing down (maybe not doing a bajillion summer programs), and shifting attention to those who have historically not gotten our time & attention was not lazy–it was the time consuming and important work of building relationships and getting to know communities and contexts that would inform and make space for new and impactful work. i was a manager and was telling her that it was ok to stop doing some things, but it made no impact. the culture and pressure are so ingrained. the system is built to make status quo the path of least resistance, and it consumes us in the process. this is where community and collective action are so critical. we need to work together, as you said, to create “a sense of safety in the workplace to be able to do the work of slow librarianship rather than focusing on achievement culture.” meredith farkas says: 11/11/2021 at 1:22 pm thanks erin! yes, i truly agree that attention and solidarity are the the keys here — it all flows from that. i often wonder if the things i’ve read over the past 3 years would have had the same impact on me earlier in my career when i was so committed to grinding and so desperate for external validation. i think you can model slow librarianship and you can be a support to direct reports or peers, but it’s a huge shift in thinking for many and people have to be at a place where they are open to that. and i think you framed it well — doing less in order to really center the needs of the people who need us most. i saw a meeting two weeks ago at my job spawn like 5 different projects and working groups and while each of the things they want to do is a worthwhile project, there was no focus on prioritization, how this fits in with our values or existing strategies, or how realistic it is to do that many things (on top of everything we already do) when we’re a small group. and while i try to encourage us to slow down, all i can control is whether i get swept up in it. i didn’t volunteer for any of those workgroups because when i look at everything i do holistically, i know they are not the best use of my limited time. vacation – here i come! – karen marie says: 7/7/2022 at 8:41 am […] (npm) in universities and academic libraries. i subscribe to the idea that we should be doing slow librarianship, and that this would be the best way to serve our patrons and ourselves in the long run. i think of […] meredith farkas, author, 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always harmful meredith farkas on vocational awe is always harmful disclaimer this blog contains the author’s personal thoughts, which do not necessarily reflect the views of her employer. comments the author reserves the right to delete any comments she deems offensive, irrelevant, fraudulent, or blatant advertisements. go to top authority control today: principles, practices, and trends full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 cataloging & classification quarterly issn: (print) (online) journal homepage: https://www.tandfonline.com/loi/wccq20 authority control today: principles, practices, and trends rebecca a. wiederhold & gregory f. reeve to cite this article: rebecca a. wiederhold & gregory f. reeve (2021) authority control today: principles, practices, and trends, cataloging & classification quarterly, 59:2-3, 129-158, doi: 10.1080/01639374.2021.1881009 to link to this article: https://doi.org/10.1080/01639374.2021.1881009 published online: 12 feb 2021. submit your article to this journal article views: 5953 view related articles view crossmark data https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 https://www.tandfonline.com/loi/wccq20 https://www.tandfonline.com/action/showcitformats?doi=10.1080/01639374.2021.1881009 https://doi.org/10.1080/01639374.2021.1881009 https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/01639374.2021.1881009 https://www.tandfonline.com/doi/mlt/10.1080/01639374.2021.1881009 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2021.1881009&domain=pdf&date_stamp=2021-02-12 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2021.1881009&domain=pdf&date_stamp=2021-02-12 authority control today: principles, practices, and trends rebecca a. wiederhold and gregory f. reeve aharold b. lee library, brigham young university, provo, utah, usa abstract authority control enhances the accessibility of library resources by controlling the choice and form of access points, improving users’ ability to efficiently find the works most relevant to their information search. while authority control and the technologies that support its implementation continue to evolve, the underlying principles and purposes remain the same. written primarily for a new generation of librarians, this paper illuminates the importance of authority control in cataloging and library database management, discusses its history, describes current practices, and introduces readers to trends and issues in the field, including future applications beyond the library catalog. article history received october 2020 revised january 2021 accepted january 2021 keywords authority control; controlled vocabularies; catalog maintenance; library catalogs; opacs; cooperative cataloging; information retrieval introduction as a continually growing and changing database, the library’s catalog requires ongoing maintenance, especially through disciplined authority control practice. joudrey, taylor, and miller’s definition of authority control states, “authority control is the result of the process of maintaining consistency in the verbal form used to represent an access point and the further process of showing the relationships among names, works, and subjects. it is accomplished through use of cataloging guidelines (in the case of names and titles), use of a controlled vocabulary, and reference to an authority file.”1 following good authority control practice, catalogers assign one consistent form of a name, title, or subject to bring together all related items in a library catalog, which helps users by reducing the amount of work they must do to think of all the possible ways the object of their search might be represented. while the work can be time-consuming and intellectually demanding, the pay-off for the user experience is incalculable. library patrons of today expect seamless information retrieval and sophisticated database navigation. correct application of authority control best practices assists catalogers in meeting these needs, while connecting users contact rebecca a. wiederhold rebecca_wiederhold@byu.edu harold b. lee library, brigham young university, provo, ut 84602-0002, usa. � 2021 the author(s). published with license by taylor & francis group, llc cataloging & classification quarterly 2021, vol. 59, nos. 2–3, 129–158 https://doi.org/10.1080/01639374.2021.1881009 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2021.1881009&domain=pdf&date_stamp=2021-04-09 http://orcid.org/0000-0002-3872-5563 http://orcid.org/0000-0002-7908-3755 https://doi.org/10.1080/01639374.2021.1881009 http://www.tandfonline.com to the most relevant resources for their information search. barbara tillett explained the essential nature of authority control within libraries over three decades ago, stating, “in order to accomplish the finding and gathering functions, the catalog must have authority control. authority control is inherent to a catalog and without it, a file cannot be considered a catalog.”2 technical services librarians today must be just as passionate about this essential function of their jobs. in a foundational text on the topic, clack states, “what is authority control? it is a technical process executed on a library catalog to provide structure. uniqueness, standardization, and linkages are the foundation of authority control.”3 in the process of identifying and describing information resources, catalogers create bibliographic records that are gathered into a library catalog, which serves as a tool for library users to find resources that meet their information needs. the information resource is described within a structured bibliographic record with various types of information keyed into data fields. within this context, authority control is a key aspect of the cataloger’s work. the cataloger must find the names, subjects, and titles that are associated with the information resource and enter these in searchable fields within the record. these become the authorized access points by which the resource may be found through the searching functions of the library database. authority work is the process by which the cataloger ensures that the catalog links related resources through the foundational concepts outlined by clack: uniqueness, standardization, and linkages. when catalogers create or revise authorized access points, they must ensure each access point’s uniqueness, thereby enabling differentiation between similar names or terms. standardization helps catalogers to select an authorized access point which will allow related resources to be collocated. standards such as resource description and access (rda) provide catalogers with guidelines for the creation of authority records for names and titles. the use of common thesauri such as library of congress subject headings (lcsh) for selecting subject terms also supports the access points through standardization. linkages are made possible through the encoding standards that underpin the data elements. with the upcoming generation of librarians in mind, this article seeks to provide a foundational introduction on the topic, including a history of the development of authority control practice, definitions of key terms, discussion of the content and encoding metadata standards that govern how authority records are created, and a description of current authority control practice within libraries. the use of local and cooperative authority files is discussed, along with an introduction to the automation of authority control through library vendor services. this paper also elucidates the importance of 130 r. a. wiederhold and g. f. reeve authority control in cataloging and library database management and how authority control benefits users of the library catalog in helping them find the information resources they need. an introduction to current issues and trends within the field includes discussion of authorized access points as facets, federated authority databases, linked data, and ethical authority control practice. finally, the future of authority control is explored. authority control defined authority control must be understood within the context of the library catalog and its essential functions. the library and its staff meet the information needs of library patrons by acquiring, processing, cataloging, maintaining, and circulating physical and digital information resources (e.g., monographs, e-books, journals, reference materials, scholarly articles, archival collections, audiovisual items, databases, maps, etc.). cataloging is the process whereby catalog librarians create, update, and maintain metadata through careful description and structured information display to assist users in discovering library resources that best serve their needs. commonly referred to as “data about data,” metadata is the sum total of what one can say about a given information object at any level of aggregation recorded in a structured form.4 metadata for an information resource is organized in a bibliographic record. bibliographic records are collected together into a database that is part of the library catalog. bibliographic records contain the metadata to describe, differentiate, relate, and locate information resources. in this way, the bibliographic record acts as a surrogate for the information resource, allowing the library patrons to learn about a particular item and decide whether it will meet their need without having to physically examine each potential resource. authority control is the set of processes and procedures to formulate and record “authorized heading forms in [bibliographic records]” so that “access points to [bibliographic] records are given one and only one conventional form.”5 when catalogers perform authority work, they establish, through verification and validation, controlled headings or authorized access points for various entity types (e.g., people, places, corporate bodies, families, titles, subjects, and genres) used in information resource description. to describe an information resource, catalogers search for, and assign authorized access points to, the bibliographic record. for example, while cataloging the graphic novel maus: a survivor’s tale, a cataloger would search for the authorized access point representing the graphic novel’s author, art spiegelman (e.g., “spiegelman, art”), and assign this access point as the author of the resource. cataloging & classification quarterly 131 authorized access points create a consistent, predictable form to uniquely identify information resources (e.g., by choosing the item’s author, series title, subject, additional contributors, etc.) and collocate related resources (i.e., bring together all items by a given author or about a specific subject). variant access points, or alternative identities for a given entity, are also recorded to guide catalogers and patrons to the authorized access point. for example, a possible authorized access point for the animator, entrepreneur, and film producer walt disney could be “disney, walt.” since he is also known as walter elias disney, a variant access point “disney, walter elias” could be created. additional metadata is also recorded to differentiate similar entities and document decisions made by the cataloger. all metadata associated with an authorized access point is organized into an authority record. to maintain consistent and unique access points within a library catalog, the recording of metadata in an authority record is governed by metadata content standards. metadata in an authority record is encoded following metadata encoding standards. the principles, standards, and practices of modern authority control are shaped by its history. history of authority control within the realm of bibliographic control, of which both cataloging and authority control are a part, understanding the history of the library catalog can help illustrate the development of theory, principles, and practices that form the foundation of authority control today. the library catalog is “an organized compilation of bibliographic metadata that represents the holdings of a particular institution.”6 this catalog records various kinds of information about each information object in the library’s collection and has taken on varying forms and styles over the years as cataloging principles and practices were developed (see figure 1). in the mid-19th century, anthony panizzi, a key figure in the development of the library catalog, established a 91-rule plan to “systematize the operation of cataloging.”7 these rules created a prototype of modern-day catalogs with headings (a concept referred to as access points by current standards), descriptions, references, and notes recorded for each item in the catalog. panizzi’s 91 rules demonstrated the value of creating consistent headings for recording information about library materials in the library catalog. this creates bibliographic entries with consistent access points used to find and collocate library materials. charles a. cutter’s 1904 “objects and means” for the catalog8 built upon the work of panizzi by enumerating the catalog’s purpose of connecting patrons to library materials and defining the kind of information required to achieve this end. cutter’s rules identified two fundamental purposes of the catalog: 1) 132 r. a. wiederhold and g. f. reeve help users find known items, and 2) collocate related resources either by author, title, edition, or subject. the catalog could only serve these core roles by using consistent and unique access points for each item in the catalog. cataloging rules released in 1941 and 1949 by the american library association began codifying rules for authority control with the motivation to support the work of catalogers in creating consistent and unique headings and cross references between headings.9 seymour lubetzky, a specialist in cataloging policy at the library of congress (lc), showed the value of simplifying and standardizing cataloging rules to create a universal standard allowing interoperability between library catalogs.10 he also emphasized the value of creating cross-references in the catalog to lead users to the authorized access point for collocation purposes.11 the statement of principles adopted by the international conference on cataloguing principles (iccp) organized in paris, france (also known as the “paris principles” 1961)12 expanded on cataloging principles identified by lubetzky for creating access points in bibliographic description. the anglo-american cataloguing rules (aacr) published in 1967 and its second edition published in 1978 provided international rules for creating consistent and unique access points within bibliographic descriptions as well as cross references between access points. these rules also included detailed instructions in a chapter dedicated to forming access points. since the midto late-20th century, the international federation of library associations and institutions (ifla) has been involved in figure 1. a physical card from a library catalog describing the rhetoric of western thought by james l. golden. card catalogs and other physical listings of library holdings were in general use during the 20th century, until electronic catalogs became commonplace in most american libraries. in this example, access points for the author and other intellectual contributors and subject terms are included in the top and bottom sections of the card. cataloging & classification quarterly 133 exploring, through reports and working groups, how to create an international authority control system.13 a culmination of this work was manifested in the functional requirements for bibliographic records (frbr), functional requirements for authority data (frad), and functional requirements for subject authority data (frsad) developed by ifla and released in 1998, 2009, and 2010 respectively. this family of conceptual models for library metadata connects user tasks for information retrieval with bibliographic and authority metadata by defining entities and their relationships with other entities. these data models were used as the basis for rda, the successor to aacr2. released in 2010, rda revises sections from aacr2 on choosing access points, gives additional guidance for controlling more types of entities than in previous cataloging rules, adds relationship designators, and introduces more attributes to help differentiate entities. in 2017, the frbr family of data models (frbr, frad, and frsad) was replaced by the ifla library reference model (lrm), which has been incorporated into the latest revision of rda. advances in, and adoption of, library computer technologies led to the development of machine readable cataloging (marc) as an encoding standard for both bibliographic and authority metadata.14 developed by henriette d. avram in the 1960s while working for lc, marc “attempted to both convert and manipulate the data stored on a catalog card.”15 in 1974, lc began issuing lists of newly created and updated name headings for use in other libraries. the first marc-based authority records were created by lc in 1977, and publication of the first edition of authorities: a marc format soon followed in 1981, making available a national standard for recording, storing, and sharing electronic authority records. in a relatively short amount of time, marc developed into an international standard that increased sharing and interoperability between libraries.16 converting the library catalog to an electronic environment removed the need to publish a physical catalog list or card file. files of authorized headings were also converted into this new digital environment, allowing for more consistent and efficient creation, updating, and sharing of catalog metadata. libraries adopted integrated library systems (ilss) that provide patrons a digital (or online) interface for searching and browsing the catalog. authority metadata is utilized in these search interfaces to guide patrons to the preferred access points used in catalog records so that they know what to search to meet their information needs and to collocate related resources. while enabling better access to vast quantities of information, the creation and growth of the web and online search engines are recent developments in the history of the library catalog, posing unique challenges and opportunities that continue to shape authority control today. 134 r. a. wiederhold and g. f. reeve metadata content standards for authority records metadata content standards govern what to record in a metadata element or record. rda is an international metadata content standard providing guidelines to create and maintain consistent and accurate bibliographic and authority metadata. the development of rda is controlled by the rda steering committee (rsc). the guidelines in the revised version of rda are based on the lrm, an entity-relationship framework for describing information resources. the rda toolkit17 is a web-based resource catalogers can use to view and reference rda documentation and guidelines. the descriptive cataloging manual (dcm) z1 and the lc guidelines supplement to the marc 21 format for authority data are manuals made available by lc to guide catalogers in creating and maintaining name and series authority records. the lc subject headings manual is another resource maintained by lc detailing standards for creating and using subject authority records. these content standards and manuals guide catalogers to create authority records for the following entities: personal names, families, corporate bodies, places, works, expressions, series, and subjects. newer lrm entities such as timespan and nomen may in the future come under authority control, although they are not currently. an authority record constructed following these standards consists of five major components: the authorized access point, variant access points, related access points, associated attributes describing the entity, and source information. authorized access point the authorized access point is the preferred form for referring to an entity. rda guides the cataloger in determining the preferred name or title for the entity based on the information resource being described. for example, if cataloging a monograph about the american actor james stewart, the authorized access point could be established as “stewart, james, 1908-1997” rather than “james stewart,” “stewart, james,” “stewart, james maitland,” or any other possible form or variation used. using one and only one form of his name ensures all resources authored by, contributed by, or about this american actor can be collocated together. this authorized access point also differentiates this james stewart from other people using the same or similar name by including his birth and death dates. (for a sampling of various people with the name james stewart see figure 2.) authorized access points for works are established by choosing the preferred title of the work. for an entity representing the work “moby dick” written by herman melville, an authorized access point could be “melville, herman, 1819-1891. moby dick.” any edition, translation, or manifestation of this work could be found together if organized under this authorized access point. authorized access cataloging & classification quarterly 135 points recorded in the authority record can be used within bibliographic records in the description and subject analysis of an information resource acquired by a library. using these controlled terms creates predictable and consistent metadata used to better collocate related resources and differentiate similar entities. variant access points if an entity can be identified by more than one form, variant access points can be recorded. these access points guide library users to the authorized access point in search and retrieval. rda provides instruction for when and how to record variant access points for the various authority entity types. for example, resources authored by or about english playwright, poet, and actor william shakespeare can manifest spelling variation in his last name (e.g., shakespear vs. shakespeare) as well as variation in nonenglish language resources. corporate bodies can also be known by various forms. for example, if “j.p. morgan chase and co.” is used as the authorized access point for this international bank, variant access points could be recorded for “jpmorgan chase bank” and “chase bank” so that a user would find the access point used to describe information resources about or by this bank. variant access points can also be recorded for works. for example, j. r. r. tolkien wrote a work called “the hobbit, or there and back again.” if the authorized access point for this work was established as “tolkien, j. r. r. (john ronald reuel), 1892-1973. hobbit,” a variant access figure 2. a list of people that share the name “james stewart.” authority control differentiates entities that share the same name. 136 r. a. wiederhold and g. f. reeve point could be created for the fuller title: “tolkien, j. r. r. (john ronald reuel), 1892-1973. hobbit, or, there and back again.” related access points each entity represented by their authorized access point can have relationships with other entities and their authorized access points. guidelines in rda help catalogers determine when and how to record these relationships. for example, consider the authorized access point of “yes (musical group)” for the english progressive rock band yes. the authority record for this band could include a related access point for the original lead singer of the group “anderson, jon, 1944-”. conversely, an authority record for “anderson, jon, 1944-” could contain a related access point relating him to the band “yes (musical group).” related access points can also be used to show pseudonyms used by a person. for example, an authority record for the murder mystery author agatha christie with the authorized access point “christie, agatha, 1890-1976” could contain a related access point to her pseudonym mary westmacott in the following form: “westmacott, mary, 1890-1976.” searching for resources by “christie, agatha, 1890-1976” would also direct patrons to search for other works authored under “westmacott, mary, 1890-1976.” associated attributes in addition to the authorized access point, variant access point, and related access points, entities can have additional attributes that help differentiate similar entities. rda and other standards specify what attributes can be recorded when known and when to use those attributes in helping distinguish an entity from another in an access point. related attributes can include associated dates, fuller form of name, associated place, occupation, associated group, type of corporate body, creator and audience characteristics, or form of work. for example, a name authority record for “savage, c. r. (charles roscoe), 1832-1909” includes his birth date (1832), death date (1909), and fuller form of his name (charles roscoe). it also includes attributes showing he was associated with utah and worked as a photographer. an authority record for the city “seattle (wash.)” could include an attribute describing the type of jurisdiction using the term “cities and towns.” an authority record for the series of important classic and contemporary films “criterion collection” could include attributes showing the form of the series (e.g., “series (publications)” and “monographic series”). cataloging & classification quarterly 137 source information in addition to establishing the authorized access point for a given entity, the authority record acts as documentation showing what decisions were made when the authority metadata was created and why. rda and the dcm z1 instruct catalogers to record reference sources used in establishing access points and recording related attributes. these sources include the name of the source, when it was published or accessed, and the evidence found that supports the decisions made in the authority record. for example, when creating an authority record for david eddings’ belgariad series while cataloging the third book in the series, the following reference note could be created providing evidence for the choices made in the record: “magician’s gambit, 1983: title page (book three of the belgariad) title page verso (the belgariad/book three).” an authority record representing an expression of the english translation of albert camus’ the stranger could include a source note for the english translation by stuart gilbert published in new york by alfred a. knopf in 1946: “the stranger, 1946: title page (the stranger by albert camus; english translation by stuart gilbert).” source information also includes notes about the entity that are helpful to other catalogers or patrons. for example, the author and illustrator “gorey, edward, 1925-2000” could have a complex see also reference note directing patrons to search under his pseudonyms: “for works of this author written under other names, search also under: dowdy, regera, 1925-2000; gor�e, ædwyrd, 1925-2000; mude, o., 1925-2000; ward, e. d., 1925-2000; weary, ogdred, 1925-2000; weedy, garrod, 1925-2000; wryde, dogear, 1925-2000.” an authority record for the event “south by southwest music and media conference” may have the nonpublic note “see also related access points for individual instances of this conference which include specific information about the number, date, or place of the individual conference.” this note tells catalogers that this authority record is for the collective conference and that individual instances of the conference are established in separate authority records. metadata encoding standards for authority records authority records can be formatted for electronic storage, transmission, and retrieval using various metadata encoding standards. libraries primarily encode authority records using the marc 21 format for authority data.18 the marc encoding standard uses machine-readable numeric tags to record various kinds of metadata. the numeric tags recorded in a marc authority record are organized into classes as shown in figure 3. in a marc name authority record for a person entity (see figure 4), the authorized access point is recorded in the 100 tag. the authorized access point is the 138 r. a. wiederhold and g. f. reeve established form for an entity that would be recorded in a bibliographic record anytime an information resource by, about, or otherwise associated with this person is added to the library catalog. (see figure 5 for a sample bibliographic record using authorized access points.) variant access points are recorded in the 4xx tags (the “x” referring to any numeral, e.g., 410, 411, or 430) and provide “see from” references to guide patrons and staff to the authorized access point in the 1xx tag. relationships from one entity to another are recorded in the 5xx tags and generate “see also” references, such as a related corporate body or a recognized pseudonym under which an author also writes. figure 3. a list of the kinds of fields used in an authority record. the highlighted heading field is expanded to show the kinds of headings represented by the final two characters in the 1xx heading. for more information see library of congress, “what is a marc authority record?” october 5, 2020. http://www.loc.gov/marc/uma/pt1-7.html#pt4. cataloging & classification quarterly 139 http://www.loc.gov/marc/uma/pt1-7.html#pt4 within the marc authority record, 3xx tags contain attributes associated with the person including related locations (e.g., birth and death place), areas of professional activity or expertise, occupation, associated organizations, gender, language, and fuller form of the name. the 6xx tags provide additional notes that guide catalogers in using the data in this record. in particular, the 670 tag identifies sources that show evidence for figure 4. a sample marc authority record highlighting the key parts of the record. 140 r. a. wiederhold and g. f. reeve figure 5. a sample bibliographic record for the collection of poems by leslie norris entitled recollections. the highlighted fields show the authorized access points established in the library catalog’s authority database. cataloging & classification quarterly 141 the decisions and metadata included in the record. most importantly, these sources provide evidence for the forms chosen in the 1xx and 4xx fields. tags 000, 001, 005, and 008 represent fixed field data to identify information about the record itself, including the type of record, when the record was created, and how the record can be used. tags 010 and 035 are control numbers that uniquely identify the authority record in library systems and databases and facilitate record overlay when updating authority records. tag 040 identifies the language of description and the content standard for the metadata. it also identifies the institutions that contributed to the creation and maintenance of the record. dates related to the entity, including birth and death dates, are coded in the 046 tag. any 9xx tags store local information specific to the source database for the record. in addition to personal names, marc authority records are created for place names, corporate bodies, families, series, works, expressions, topical and geographic subjects, and genres.19 the marc 21 format for authority data provides a sophisticated encoding standard for recording, maintaining, and sharing authority metadata. how authority control is used in libraries in the process of cataloging an information resource the cataloger chooses access points to uniquely identify the resource and to collocate related resources. access points represent a unique entity and are recorded in authority records. authority records are stored and maintained within an authority database or authority file. if an authority record for a chosen entity exists in an authority database, the cataloger can re-use the authorized access point from the authority record. if an authority record for the entity does not yet exist in the authority database, the cataloger can add a new authority record to the file, whether by creating a new record or downloading an existing authority record from an external source. authority databases can be categorized into two main kinds: local and cooperative. a local authority database refers to an authority file stored and maintained by an individual information organization. a cooperative authority database refers to an authority file stored and maintained by a community of information organizations on a regional, national, or international scale. local authority databases many libraries maintain a local authority file using a variety of means including batch loading authority records, partnering with library vendors, participating in cooperative cataloging programs, or manually creating or editing authority records one-by-one. a library’s local authority database is typically 142 r. a. wiederhold and g. f. reeve maintained as part of their integrated library system (ils) alongside other library metadata including bibliographic records. to disambiguate seemingly similar but different resources and collocate related resources, the ils forms relationships between authority and bibliographic records by using authorized access points from the authority database. when an access point used in a bibliographic record matches the authorized form from an authority record, a link may be created to the authority and indexed in the system along with links from variant references and from related entries defined in the authority record. the ils does the work to index and collocate these related records for later search and retrieval. the library catalog or discovery system that a library uses to help patrons search, browse, and discover information resources can utilize the information recorded in the authority record to collocate materials with bibliographic metadata that shares the same access point, direct patrons from variant access points to the authorized access point, and direct them to search under alternate identities to make sure all resources by or about the entity are discovered. consider the example of theodor seuss geisel, an american children’s author, political cartoonist, illustrator, poet, animator, and filmmaker. he authored works using the pen name dr. seuss. since he wrote using both his given name and his pen name, two authority records could be created (see figure 6). each of the authority records contains a related access point and public note showing the related alternate identity. bibliographic records for information resources by or about these entities would use the authorized access point from the corresponding authority record. if a patron wanted to find all resources authored by dr. seuss, the catalog display would direct them to use the form “seuss, dr.” since that is the form figure 6. dr. seuss represents a pseudonym for theodor seuss geisel. these two authority records for dr. seuss and theodor seuss geisel show how links are formed between entities in an authority database. cataloging & classification quarterly 143 used in the authorized access point. results in the catalog could also direct the patrons to search under other alternate identities including “geisel, theodor seuss, 1904-1991” to make sure they find all materials by this person. the catalog could also support searches for materials by “geisel, theodor, seuss, 1904-1991” that direct the patron to search also under “seuss, dr.” (see figure 7). cooperative authority databases a library’s local authority database stands in contrast to cooperative authority databases maintained on a regional, national, or international scale. libraries can participate in cooperative cataloging programs allowing them access to a pool of shared authority records as well as allowing them to contribute new or updated records to the shared database. cooperative cataloging programs provide participating libraries documentation and policies clarifying how to apply metadata content standards when contributing authority records to the authority database. lc’s program for cooperative cataloging (pcc) maintains various cooperative cataloging initiatives figure 7. example catalog searches showing how a patron is directed to search for resources using alternate identities defined within the authority database. 144 r. a. wiederhold and g. f. reeve including the name authority cooperative program (naco) and the subject authority cooperative program (saco). these two programs create and maintain a shared national database of authority records that can be leveraged by libraries in the creation and maintenance of their own local catalogs. libraries can automate the integration of records from the shared cooperative databases into their local authority database whether they participate in the programs or not. automated authority control many libraries use vendors to obtain authority records and to purchase authority control services as means of automating the clean up of access points in their bibliographic database and the maintenance of their local authority file. due to the labor-intensive nature of authority control, outsourcing some of this work can increase efficiency and control costs.20 the number of options for outsourcing authority control services has decreased in recent years to a handful of vendors,21 the majority of which provide similar services. when a library is shopping for an authority control vendor, a formal request for proposal (rfp) may be issued, allowing vendors to respond to the library’s listed requirements and formally bid their services for comparison. however, a simple price quote request may be sufficient for the library’s needs, as long as there is thorough communication between the library and each potential vendor about the specific services that will be included and documentation of these options. once a vendor has been selected, the library works with a representative from the vendor to develop a project profile which documents the library’s selections on a number of processing options related to file transfer, bibliographic record cleanup and enrichment, bibliographic access point and authority file matching, record output, and reporting.22 processing samples can usually be requested before or after contract signing to establish expectations for the results of the desired service. automated authority control processing of the library’s full bibliographic database establishes a master or base file. the library’s bibliographic access points are cleaned up and normalized in preparation for matching against the selected authority files, especially the naco name authority file (naf) and lcsh. if an access point matches the 1xx or 4xx from an authority record, the authorized form will be inserted into the bibliographic record and the authority record will be included in the output files. while this is primarily an automated matching process, sometimes human oversight is required to detect and correct false matches. the library then receives a cleaned up file of their bibliographic records and all the associated authority records to load into their ils. customizable reports are also cataloging & classification quarterly 145 included, allowing libraries to follow up the automated processing with any needed manual review for access points that could not be confidently matched by the machine. this maximizes the benefits of an automated authority control workflow while allowing library staff to focus their efforts on the authority work that most needs their expert evaluation. optional ongoing services can also be contracted for continued automated maintenance of the library’s authority file. bibliographic records that have been added to the library’s database since the original base file processing are sent to the vendor to undergo the same process. vendors may also provide periodic reports and marc extracts of the authority records which have changed since the library’s last processing. for many libraries, outsourced automation of authority control is a routine aspect of technical services work. with the changing landscape of metadata tools, shrinking cataloging departments, and evolving library collections, some libraries are developing methods for automating authority control in-house, using marcedit, sql queries, and batch processing.23 for programming-savvy librarians, these methods can be worthwhile to explore. another potential new trend is the provision of authority control within the ils itself, as debuted by ex libris’ alma.24 if other library systems begin offering built-in authority control functionality, vended authority control may become a less common workflow. importance of authority control the importance of authority control lies in its ability to support users’ information retrieval needs through the establishment and maintenance of consistent, reliable, and unique access points. this brings precision to searches and collocates related materials in results lists. the structure of authority records with cross references and hierarchically related access points collocates works on the same topic and improves navigation between related concepts. through the use of access points, it also allows for linking between library resources and other tools, especially online.25 end users benefit from the predictability of consistent naming and more precise results. library staff also benefit from the consistent application of authority control practices within the catalog. whenever an item needs to be added to the catalog that has the same author as another work already cataloged, the time spent describing the new item by the cataloger is decreased if the name has already been established in the library’s authority file. maintaining a current copy of authority records in the local file is important. outsourcing the portion of authority control work that can be automated can improve catalogers’ time and resource management,26 allowing 146 r. a. wiederhold and g. f. reeve catalogers to spend their limited time on the portion of authority work that requires their especial expertise. establishing entities in a prescribed and structured way ensures that both catalogers and patrons know how to differentiate between similar entities when cataloging or searching the library catalog for information resources. beyond the library catalog authority control for archives libraries may need to consider how archival authority structures complement bibliographic authority records and how these can work together in their discovery system. many libraries, especially within academic institutions, coexist with archives, which often means that bibliographic records for traditional library materials must also commingle with descriptions of archival materials, whether within the library catalog, through a discovery layer, or in other applications. finding aids are a common discovery tool used to describe archival and manuscript collections. this description can be hierarchical in nature, often divided into related records within series and sub-series, and sometimes described down to the item level, allowing for relationships between materials within the collection to be preserved and contextual information to be demonstrated. while collection-level marc records for archival materials may reside in the library catalog to allow for both books and related archival materials to be found within the same information search, the finding aid remains “the preferred method for describing archival materials.”27 finding aids generally reside outside of the library catalog in another description platform such as an archival management system like archivesspace or in a web-based discovery tool. authority work for archival materials must often be undertaken in multiple realms. the collection description in the library catalog will usually conform to traditional library authority control procedures and utilize authorized access points from library authority thesauri. the corresponding archival description within the library’s finding aids database also benefits from authority control. archival authority records describe persons, families, and corporate entities associated with a body of archival materials and may be created utilizing the content standard in part ii of describing archives: a content standard (dacs),28 supported through the structural standard encoded archival context-corporate bodies, persons, and families (eac-cpf). the relationship between archival authorities and library authorities has evolved in recent decades, as the concept of “context control” comes to fruition, especially through the archival authority record’s inclusion of “administrative histories and biographical sketches of organizations or cataloging & classification quarterly 147 individuals who create records” and its documentation of “the relationships between records creators and the records themselves.”29 one noteworthy development in the realm of archival authorities is the international cooperative program social network and archival context (snac), which matches archival authority records from various institutions against the naf and other sources of authorities to merge records for the same entities. this allows for archival authority descriptions to be linked with related archive, library, and museum resources, demonstrating the power of coordination between library and archival authority control practices.30 digital collections and institutional repositories information retrieval in other areas outside the bibliographic realm also greatly relies on the consistent presentation of names and subjects in their databases. digital collection metadata is an example of another data repository for which authority control should be considered important.31 description records for digital objects may be included alongside bibliographic catalog records in discovery layer results lists. the form and choice of access points (i.e., author, subject, title, etc.) should be consistent across platforms in order to enhance discoverability and meet user expectation, especially in regard to bringing together descriptions of physical library materials with a digitized version of the same items. institutional repositories are another area that may benefit from consideration of authority control within the context of a library’s workflows and procedures, particularly since the lack of consistency in name forms in such systems “inhibits retrieval of items by a single author.”32 issues and trends authorized access points as facets advances in computer and networking technologies, including the move toward linked data and the semantic web, are influencing the evolution of cataloging and authority control. keyword searching in library catalogs and discovery systems is driving the adoption of authorized access points used as facets, which are smaller segments of a topic, object, or idea (e.g., subject, genre, format, creator).33 discovery tools can surface these facets to patrons for filtering and improving information retrieval. the controlled vocabulary faceted application of subject terminology (fast)34 developed by oclc is one example of this trend toward leveraging authorized access points as facets. as a controlled vocabulary for subject analysis derived from lcsh,35 fast aims to simplify the control, use, and navigation of subject access points. using fast headings in bibliographic metadata 148 r. a. wiederhold and g. f. reeve enables easier indexing and display in discovery systems for use by patrons during the information retrieval process.36 linked data developed from the early 2000s, linked data and the semantic web37 are technologies and best practices for publishing data on the web. central to these technologies and best practices is the use of uniform resource identifiers (uris)38 to uniquely identify an entity rather than relying on the string representation (or label) for a given entity.39 building on the uri protocol are international resource identifiers (iris)40 that expand the allowable set of characters used in a resource identifier. the use of uris and iris in authority work is a growing trend to facilitate more implicit linking of entities to other datasets, data repositories, and catalogs that exist online. for example, the recent revision of rda seeks to improve integration with linked data environments by increasing the use of iris and adding new entities and elements that are aligned with linked data best practices. some authority control vendors include a uri/iri enrichment option to their services to facilitate this linking work. these links will enable a graph of linked entities that can be related and traversed in ways that reveal new paths of knowledge and understanding that were not present previously. to form an accurate knowledge graph requires differentiated and unique entities and relationships between entities. while authority control is primarily focused on managing access to entities by authorizing a specific form of a name, title, or topic, identity management prioritizes assigning unique identifiers to a single entity over differentiation of names. the move toward linked data and the semantic web broadens and expands the role of authority control from determining discrete access points used in bibliographic description to a process of creating and managing entities and their relationships to other entities. the evolution from authority control to entity and identity management blurs the lines between bibliographic description and authority work. federated authority databases computing and networking technologies enable a network of authority files and databases that are increasingly interconnected and open. the virtual international authority file (viaf)41 is an authority aggregator that collects established authorities from various authority databases throughout the world. this service provides a portal for librarians and information scientists to identify established authorities for personal, corporate, and cataloging & classification quarterly 149 geographic names as well as works, expressions, and bibliographic titles. viaf also enables reconciliation services to disambiguate between those entities. another service receiving increased attention within cataloging and metadata communities is wikidata from the wikimedia foundation.42 wikidata is a core service of the web and the semantic web43 that enables establishing and interlinking entities between various authority databases and services to more fully describe and disambiguate people, places, works, subjects, and genres. similar to viaf, it provides a portal for bringing together the various authorized forms and identifiers of an entity to a single location for reference and use. for an example, see the wikidata entry for william shakespeare (https://www.wikidata.org/wiki/q692). adding the unique wikidata identifier to a library authority record provides access to other authority sources that could help library staff and patrons uniquely identify entities for their work and research.44 lc’s linked data service45 is an example of a national institution providing access to their authority metadata for use by catalogers as well as developers working on library metadata systems and discovery tools. these and other services aid catalogers in uniquely identifying authors and their creations. open researcher and contributor id (orcid)46 is a service that allows scientific and academic authors and contributors to uniquely identify themselves regardless of how their name is referenced in a publication so that their creative works are correctly attributed and collated together. this service acts as a form of authority control to disambiguate authors and their scholarly contributions. additionally, isni47 is an international standard identifier provider and service to establish permanent and unique identifiers for the names of creators across multiple domains. this service allows individuals and organizations to establish an isni identifier and provides a searchable database for identifier lookup. federated authority databases assist the cataloger in uniquely identifying entities and connecting resources from an individual library database with the broader library community. ethical authority control practice in addition to staying informed about technological changes and the opportunities they present, catalogers must also remain aware of ethical issues associated with authority control. catalogers are increasingly cognizant of the significant power they have in the creation of personal name authority records, as they determine how a creator will be described in the authority record. while differentiation is an important aspect of authority work, careful consideration must be employed in determining which of 150 r. a. wiederhold and g. f. reeve https://www.wikidata.org/wiki/q692 several possible forms of a name should be used as the authorized access point by which an individual will be known within the database and in selecting the key descriptors to include in authority records. two main areas of authority work that are impacted by ethical concerns center around the creation of name authorities and the use and selection of subjects. many ethical issues faced by catalogers in creating, maintaining, and using name authority records surround the issues of privacy and safety. consider, for example, the ethical issues that may come into play when doing name authority work for the creator of a zine, which is a low-distribution, self-published booklet generally used to convey personal experiences, information, or interests. because zines may contain sensitive or very personal information, some zine creators do not want their identity known, or they may only use a partial name or a pseudonym. while the cataloger may feel the responsibility to do further research about a particular zine creator in order to connect all resources they have authored, being aware of the environments in which zines are created and distributed necessitates caution. the zine librarians code of ethics includes guidelines for identifying and creating authority records for zine creators which emphasize respecting their privacy and not exposing legal identities of zine creators when not explicitly found in the zines themselves.48 name authority work also requires consideration of the safety of the subject of the name authority record when recording characteristics of the individual authors themselves. for example, the option to include gender terms in authority records has raised concerns from the library community about outing transgender and gender diverse individuals. while the program for cooperative cataloging ad hoc task group on gender in name authority records published a report in 2016 to suggest best practices for recording gender, the discussion is still ongoing, with the issues of selfdetermination and consent at its core.49 these and many other issues require the intentional and thoughtful practice of ethical name authority work.50 ethical concerns also come into play when catalogers are assigning subject terms, especially with relation to bias within subject lists. subject authority records identify the preferred access point for the topical coverage of the information resource being described. the lcsh is a controlled vocabulary for subject description, based on lc’s subject authority records. as the source of subject terms most widely used in american libraries, the lcsh is nevertheless known to contain biases that categorize library resources from an american and western perspective, assuming that patrons searching the catalog will more likely be male, christian, white, and heterosexual.51 one example of a term in the lcsh that some people find problematic is the phrase “illegal aliens,” which is used to describe undocumented immigrants. the terms “illegal” and “aliens” are seen by some to have developed dehumanizing or otherwise derogatory cataloging & classification quarterly 151 connotations. while students and librarians formally requested that lc change the subject heading in 2014,52 the ensuing effort to revise the terminology was politically sensitive due to lc’s mandate to serve the united states congress, which ultimately recommended that subject headings not stray from language used in the current u.s. code.53 while the issue remains unresolved at the national level, many individual libraries are opting to implement the use of alternate language such as “undocumented immigrants” or “noncitizens” within their local databases.54 bias in subject headings may sometimes be mitigated through the use of decentralized vocabularies. in the case of the development of the first nations house of learning (fnhl) subject headings, librarians acknowledged the potential harm to library users in applying lcsh subject terms for indigenous materials, due to the lack of representation of indigenous diversity and its misrepresentation of some concepts. the fnhl subject headings seeks to incorporate accurate aboriginal names, respecting selfrepresentation of “individuals, collectives, and their concepts.”55 as practitioners grapple with these challenging decisions in their authority work, important conversations are emerging in academic literature, conferences, forums, committees, and working groups. to bolster the development of each individual cataloger’s judgment, the library community is working toward the provision of better institutional guidance for the ethical application of cataloging principles. the cataloging ethics steering committee is a new international committee that is developing a code of ethics for catalogers which will address key issues. another resource produced by this committee is a growing cataloging ethics bibliography, providing catalogers a comprehensive curriculum for developing their awareness of the issues at stake and practical solutions for scenarios they may encounter in their work.56 keeping abreast of the evolution of ethical authority control practice through a study of the literature, participating in community developments, and applying ethical principles as they are learned will ensure catalogers have the understanding necessary to ethically provide library users with richly connected resources and useful information about the creators of those works. into the future various initiatives and pilot projects look to shape the future of authority control and identity management. directed by lc and contracted with zepheira, bibframe57 represents a potential future of bibliographic description that is increasingly plugged into the world of the semantic web and linked data. bibframe is a new encoding standard for bibliographic metadata and description that is aimed at replacing the current 152 r. a. wiederhold and g. f. reeve marc 21 format. it promises improved interoperability for cooperative cataloging and sharing as well as connecting to broader non-library web communities. the development of bibframe and other related linked data efforts represents a move away from thinking of bibliographic and authority metadata as carefully crafted records toward a focus on each element or attribute in a metadata record as data that can be combined and mixed in varying ways and levels not typical with current library metadata. this trend toward atomization of metadata records requires more reliance on authority control to provide consistent, predictable library metadata. the linked data for libraries (ld4l)58 set of initiatives and grants represents the efforts of major academic institutions, along with lc and the pcc, to develop guidelines for implementing the future of catalog metadata and description with bibframe at its center in a shared, cooperative library community. practical efforts center around catalog metadata creation, indexing, searching, and display as well as how larger web communities like wikidata connect to these efforts. how authority control will inform and shape this work is an area of future research and exploration.59 recent pilot projects have the potential to shape the future of authority control and authority metadata. the pcc uris in marc records pilot60 initiated by lc and the pcc explores applying principles of linked data and the semantic web to more consistent and pervasive identifier creation and identity maintenance. the use of these identifiers enables connecting library metadata to the larger web and semantic web communities. for example, the person entity gottardo aldighieri is represented in wikidata (q55028861), isni (000000010922301462), and viaf (8735963863). these identifiers can be included in an authority record for this person. these services in turn could include a link to the same entity in an existing cooperative authority database. the pcc wikidata pilot64 is exploring the future of identity management by looking at wikidata both as a source for authority metadata that could enrich existing library metadata and serve as a location for publishing existing authority and bibliographic metadata that would benefit library and non-library communities alike. the shared entity management infrastructure project65 is being developed by oclc and partners within the library community to create a persistent, shared, and centralized system for managing identifiers and metadata for library information resources. this project aims to create an authoritative database of library metadata to connect library collections to communities and resources on the larger web and semantic web. just as authority control has evolved and adapted with past technology developments, these projects and efforts will continue to press forward in improving the creation, maintenance, and discovery of information resources. cataloging & classification quarterly 153 conclusion with many changes on the horizon, the future of authority control practice will continue to evolve. the interconnected network of libraries, vendors, databases, and services that make up the authority control landscape of today, however, are supported by a foundation of principles and purposes that remain the same. through good authority control practice, as uniformity and consistency of name, title, and subject access points is established and cross-references are included, the library database is better equipped to serve as a retrieval tool for materials by, about, or otherwise related to the subject of the patron’s information search. cataloging students may receive basic instructions on authority control in beginning or advanced cataloging courses, but learning how to perform authority work is more often accomplished on the job than in library school, especially to the level of competence that is required to effectively maintain good authority control.66 this expertise can be achieved through a combination of in-house instruction, attendance at workshops or online trainings, staying up to date on library literature related to authority control, and regular, practical application through mentored authority work during cataloging activities.67 technical services librarians who are emerging from library school and entering the field today and others who want to refresh their knowledge require a practical understanding of the underlying principles of authority control and how their work impacts the library user’s experience with information resource discovery. this article has sought to provide a foundational introduction to authority control, couched in the overall context of cataloging. with a basic knowledge of the history of authority control and a new understanding of the principles of current authority control practice, including both the content and encoding metadata standards that underpin the creation of authority records, readers have an introduction to authority control that can be built upon through a deeper exploration of the various issues and trends touched on in this paper. all librarians benefit from understanding that the relevance of library databases in meeting patrons’ information needs relies upon authority work well performed and library metadata systems that capitalize on standardized, unique, and connected access points. notes on contributors rebecca a. wiederhold is the technical services archivist at harold b. lee library. she is responsible for cataloging the library’s manuscript collections and maintaining archival authority structures within the library’s archives management system. she currently serves as immediate past chair of society of american archivists’ standards committee. in her former life, rebecca worked as a bibliographic services project manager and account 154 r. a. wiederhold and g. f. reeve representative with a library services vendor, gaining experience with vendor authority control and cataloging services. gregory f. reeve is the metadata and identities librarian at harold b. lee library since 2019. previously he worked as a web developer within the library’s it division. his professional assignment includes filling the role as the library’s naco coordinator, processing name authority records, monitoring the quality and use of metadata within various library systems, and leading the library in its linked data efforts. his research interests include metadata governance, assessment, and implementation; authority control; and semantic web technologies. orcid rebecca a. wiederhold http://orcid.org/0000-0002-3872-5563 gregory f. reeve http://orcid.org/0000-0002-7908-3755 notes 1. daniel n. joudrey, arlene g. taylor, and david p. miller, introduction to cataloging and classification, 11th ed. (santa barbara, california: libraries unlimited, 2015), 16. 2. barbara b. tillett, “considerations for authority control in the online environment,” cataloging & classification quarterly 9, no. 3 (1989): 2, http://dx.doi.org/10.1300/ j104v09n03_01. 3. doris hargrett clack, authority control: principles, applications, and instructions (chicago: american library association, 1990), 1. 4. see also abc clio, “metadata,” online dictionary for library and information science, october 2, 2020, https://products.abc-clio.com/odlis/odlis_m.aspx#metadata. 5. robert l. maxwell, maxwell’s guide to authority work (chicago: american library association, 2002), 1. 6. joudrey, taylor, and miller, introduction to cataloging and classification, 7. 7. seymour lubetzky, “panizzi vs the ‘finding catalog’,” journal of cataloging and classification 12, no. 3 (1956): 153. 8. charles a. cutter, rules for a printed dictionary catalog (washington: government printing office, 1876), 10. 9. larry auld, “authority control: an eighty-year review,” library resources & technical services 26, no. 4 (1982): 320. 10. seymour lubetzky, principles of cataloging. final report. phase i: descriptive cataloging (los angeles: institute of library research, university of california, 1969), https://eric.ed.gov/?id=ed031273. 11. barbara b. tillett “authority control: state of the art and new perspectives,” cataloging & classification quarterly 38, no. 3/4 (2004): 25, https://doi.org/10.1300/ j104v38n03_04. 12. pino buizza, “bibliographic control and authority control from paris principles to the present,” cataloging & classification quarterly 38, no. 3/4 (2004): 118. 13. auld, “authority control,” 326. 14. library of congress, “marc standards,” october 2, 2020, http://www.loc.gov/marc/. 15. library of congress, the card catalog (san francisco: chronicle books, 2017), 152. 16. auld, “authority control,” 323–25. cataloging & classification quarterly 155 http://dx.doi.org/10.1300/j104v09n03_01 http://dx.doi.org/10.1300/j104v09n03_01 https://products.abc-clio.com/odlis/odlis_m.aspx#metadata https://eric.ed.gov/?id=ed031273 https://doi.org/10.1300/j104v38n03_04 https://doi.org/10.1300/j104v38n03_04 http://www.loc.gov/marc/ 17. rda steering committee, “welcome to rda toolkit,” december 20, 2020, https:// access.rdatoolkit.org. 18. library of congress, “understanding marc authority records: machine-readable cataloging,” august 25, 2020, https://www.loc.gov/marc/uma; library of congress, “marc 21 format for authority data,” august 25, 2020, https://www.loc.gov/ marc/authority/. 19. library of congress, “marc 21 reference materials,” august 25, 2020, https://www. loc.gov/marc/uma/pt12.html#pt12; library of congress, “appendix b full record examples,” august, 25, 2020, https://www.loc.gov/marc/authority/examples.html. 20. sherry l. vellucci, “commercial services for providing authority control: outsourcing the process,” cataloging & classification quarterly 39, no. 1–2 (2004): 445, https://doi.org/10.1300/j104v39n01_12. 21. rebecca l. mugridge, rebecca nous, nancy poehlmann, and wendy west, “benchmarking vended authority control practices in arl libraries,” technical services quarterly 35, no. 4 (2018): 333, https://doi.org/10.1080/07317131.2018.1509432. 22. backstage library works, “profile guide,” october 1, 2020, https://ac.bslw.com/ community/wiki/index.php/profile_guide. 23. mike monaco, “methods for in-sourcing authority control with marcedit, sql, and regular expressions,” journal of library metadata 20, no. 1 (2020): 1–27, https://doi. org/10.1080/19386389.2019.1703497. 24. mugridge, nous, poehlmann, and west, “benchmarking vended authority control practices in arl libraries,” 333. 25. corey a. harper and barbara b. tillett, “library of congress controlled vocabularies and their application to the semantic web,” cataloging & classification quarterly 43, no. 3/4 (2007): 53, http://dx.doi.org/10.1300/j104v43n03_03. 26. susan l. tsui and carole f. hinders, “cost-effectiveness and benefits of outsourcing authority control,” cataloging & classification quarterly 26, no. 4 (1999): 44, http:// dx.doi.org/10.1300/j104v26n04_04. 27. michelle sweetser and alexandra a. a. orchard, “are we coming together? the archival descriptive landscape and the roles of archivist and cataloger,” the american archivist 82, no. 2 (2019): 336, https://doi.org/10.17723/aarc-82-02-18. 28. describing archives: a content standard, 2nd ed. (chicago: society of american archivists, 2013). 29. jean dryden, “from authority control to context control,” journal of archival organization 5, no. 1/2 (2007): 4, https://doi.org/10.1300/j201v05n01_01. 30. aranzazu lafuente uri�en, “archival authority control: an introduction to encoded archival context for corporate bodies, persons and families (eac-cpf),” apex, july 14, 2014, http://www.apex-project.eu/index.php/en/articles/184-archival-authority-controlan-introduction-to-encoded-archival-context-corporate-bodies-persons-and-families. 31. jeremy myntti and nate cothran, “authority control in a digital repository: preparing for linked data,” journal of library metadata 13, no. 2/3 (2013): 99, https://doi.org/10.1080/19386389.2013.826061. 32. dorothea salo, “name authority control in institutional repositories,” cataloging & classification quarterly 47, no. 3/4 (2009): 250, https://doi.org/10.1080/01639370902737232. 33. arlene g. taylor and daniel n. joudrey, the organization of information, 4th ed. (santa barbara, california: libraries unlimited, 2018): 638. 34. oclc, “oclc fast,” august 25, 2020, http://fast.oclc.org. 35. library of congress, “library of congress subject headings,” august 25, 2020, https:// id.loc.gov/authorities/subjects.html. 156 r. a. wiederhold and g. f. reeve https://access.rdatoolkit.org https://access.rdatoolkit.org https://www.loc.gov/marc/uma https://www.loc.gov/marc/authority/ https://www.loc.gov/marc/authority/ https://www.loc.gov/marc/uma/pt12.html#pt12 https://www.loc.gov/marc/uma/pt12.html#pt12 https://www.loc.gov/marc/authority/examples.html https://doi.org/10.1300/j104v39n01_12 https://doi.org/10.1080/07317131.2018.1509432 https://ac.bslw.com/community/wiki/index.php/profile_guide https://ac.bslw.com/community/wiki/index.php/profile_guide https://doi.org/10.1080/19386389.2019.1703497 https://doi.org/10.1080/19386389.2019.1703497 http://dx.doi.org/10.1300/j104v43n03_03 http://dx.doi.org/10.1300/j104v26n04_04 http://dx.doi.org/10.1300/j104v26n04_04 https://doi.org/10.17723/aarc-82-02-18 https://doi.org/10.1300/j201v05n01_01 http://www.apex-project.eu/index.php/en/articles/184-archival-authority-control-an-introduction-to-encoded-archival-context-corporate-bodies-persons-and-families http://www.apex-project.eu/index.php/en/articles/184-archival-authority-control-an-introduction-to-encoded-archival-context-corporate-bodies-persons-and-families https://doi.org/10.1080/19386389.2013.826061 https://doi.org/10.1080/01639370902737232 http://fast.oclc.org https://id.loc.gov/authorities/subjects.html https://id.loc.gov/authorities/subjects.html 36. rebecca j. dean, “fast: development of simplified headings for metadata,” cataloging & classification quarterly 39, no. 1/2 (2004): 333, https://doi.org/10.1300/j104v39n01_03. 37. w3c, “semantic web,” october 2, 2020, https://www.w3.org/standards/semanticweb/. 38. w3c, “uri,” august 25, 2020, https://www.w3.org/wiki/uri. 39. robert fox, “from strings to things,” digital library perspectives 32, no. 1 (2016): 4, https://doi.org/10.1108/dlp-10-2015-0020. 40. w3c, “an introduction to multilingual web addresses,” december 19, 2020, https:// www.w3.org/international/articles/idn-and-iri/. 41. oclc, “viaf: the virtual international authority file,” august 25, 2020, https:// viaf.org. 42. wikimedia foundation, “wikidata,” august 25, 2020, https://www.wikidata.org. 43. the next development of the web to structure data within web pages so computers can utilize the data in systematic ways; see also w3c, “building the web of data,” october 3, 2020, https://www.w3.org/2013/data/. 44. theo van veen, “wikidata,” information technology and libraries 38, no. 2 (2019): 72–81, https://doi.org/10.6017/ital.v38i2.10886; nancy cooey, "leveraging wikidata to enhance authority records in the ehri portal," journal of library metadata 19, no. 1/ 2 (2019): 83–98, https://doi.org/10.1080/19386389.2019.1589700. 45. library of congress, “linked data service,” august 25, 2020, https://id.loc.gov. 46. orcid, “orcid,” august 25, 2020, https://orcid.org. 47. isni international agency, “about isni,” august 25, 2020, https://isni.org/. 48. zinelibraries.info, december 12, 2020, http://zinelibraries.info/2016/05/30/code-ofethics-1115-web-version/. 49. kalani adolpho, “who asked you? consent, self-determination, and the report of the pcc ad hoc task group on gender in name authority records,” in ethical questions in name authority control, ed. jane sandberg (sacramento, ca: library juice press, 2019), 112–113. 50. jane sandberg, ed., ethical questions in name authority control (sacramento, ca: library juice press, 2019). this significant monograph builds on previous ethical discussions in library literature to provide an ethical framework for the library community. contributing authors explore such issues as self-determination, privacy, the impacts of colonialism, gender variance, transgender identities, the impacts of emerging technologies, and suggestions for how to solve some of the ethical challenges in this work. 51. grace lo, “‘aliens’ vs. catalogers: bias in the library of congress subject heading,” legal reference services quarterly 38, no. 4 (2019): 180. 52. jill e. baron, change the subject, dartmouth digital library program, 2019, video, 54:00, https://n2t.net/ark:/83024/d4hq3s42r. 53. lo, “‘aliens’ vs. catalogers,” 187–88. 54. violet fox et al., “report of the sac working group on alternatives to lcsh ‘illegal aliens’,” american library association institutional repository, june 19, 2020, 5, http://hdl.handle.net/11213/14582. 55. ann m. doyle, kimberley dawson, and sarah dupont, “indigenization of knowledge organization at the xwi7xwa library,” international journal of library and information studies 13, no. 2 (2015): 116. 56. cataloging steering committee website, august 30, 2020, https://sites.google.com/ view/cataloging-ethics/home. 57. library of congress, “bibliographic framework initiative,” august 25, 2020, https:// www.loc.gov/bibframe/. cataloging & classification quarterly 157 https://doi.org/10.1300/j104v39n01_03 https://www.w3.org/standards/semanticweb/ https://www.w3.org/wiki/uri https://doi.org/10.1108/dlp-10-2015-0020 https://www.w3.org/international/articles/idn-and-iri/ https://www.w3.org/international/articles/idn-and-iri/ https://viaf.org https://viaf.org https://www.wikidata.org https://www.w3.org/2013/data/ https://doi.org/10.6017/ital.v38i2.10886 https://doi.org/10.1080/19386389.2019.1589700 https://id.loc.gov https://orcid.org https://isni.org/ http://zinelibraries.info/2016/05/30/code-of-ethics-1115-web-version/ http://zinelibraries.info/2016/05/30/code-of-ethics-1115-web-version/ https://n2t.net/ark:/83024/d4hq3s42r http://hdl.handle.net/11213/14582 https://sites.google.com/view/cataloging-ethics/home https://sites.google.com/view/cataloging-ethics/home https://www.loc.gov/bibframe/ https://www.loc.gov/bibframe/ 58. andrew woods, “linked data for libraries (ld4l) gateway,” october 2, 2020, https://wiki.lyrasis.org/display/ld4lgw. 59. lihong zhu, “the future of authority control: issues and trends in the linked data environment,” journal of library metadata 19, no. 3/4 (2019): 233, https://doi.org/10. 1080/19386389.2019.1688368. 60. michelle durocher, “uris in marc pilot,” august 25, 2020, https://wiki.lyrasis.org/ display/pccidmgt/uris+in+marc+pilot. 61. wikidata, “gottardo aldighieri,” december 29, 2020, https://www.wikidata.org/ wiki/q550288. 62. isni-ia, “aldighieri, gottardo,” december 29, 2020, https://isni.org/isni/ 0000000109223014. 63. viaf, “aldighieri, gottardo,” december 29, 2020, http://viaf.org/viaf/87359638. 64. michael beckett, “wikidata pilot,” august 25, 2020, https://wiki.lyrasis.org/display/ pccidmgt/wikidata+pilot. 65. oclc, “oclc shared entity management infrastructure,” august 25, 2020, https:// www.oclc.org/en/worldcat/oclc-and-linked-data/shared-entity-managementinfrastructure.html. 66. rebecca l. mugridge and kevin a. furniss, “education for authority control: whose responsibility is it?” cataloging & classification quarterly 34, no. 1/2 (2002): 235, https://dx.doi.org/10.1300/j104v34n01_14. 67. a good starting place for those seeking training in authority work is the pcc naco training site (https://www.loc.gov/aba/pcc/naco/training/). textbooks like maxwell’s guide to authority work (chicago: american library association, 2002) can also provide a basis for the principles and practices that must be learned. familiarizing oneself with descriptive cataloging manual instructions for name and series authority records (dcm z1) is also recommended (library of congress, “descriptive cataloging manual, z1,” october 5, 2020, https://www.loc.gov/catdir/cpso/dcmz1.pdf). many workshops and classes are available for catalogers seeking to learn, especially through library associations and consortia and online courses such as those offered through library juice academy. 158 r. a. wiederhold and g. f. reeve https://wiki.lyrasis.org/display/ld4lgw https://doi.org/10.1080/19386389.2019.1688368 https://doi.org/10.1080/19386389.2019.1688368 https://wiki.lyrasis.org/display/pccidmgt/uris+in+marc+pilot https://wiki.lyrasis.org/display/pccidmgt/uris+in+marc+pilot https://www.wikidata.org/wiki/q550288 https://www.wikidata.org/wiki/q550288 https://isni.org/isni/0000000109223014 https://isni.org/isni/0000000109223014 http://viaf.org/viaf/87359638 https://wiki.lyrasis.org/display/pccidmgt/wikidata+pilot https://wiki.lyrasis.org/display/pccidmgt/wikidata+pilot https://www.oclc.org/en/worldcat/oclc-and-linked-data/shared-entity-management-infrastructure.html https://www.oclc.org/en/worldcat/oclc-and-linked-data/shared-entity-management-infrastructure.html https://www.oclc.org/en/worldcat/oclc-and-linked-data/shared-entity-management-infrastructure.html https://dx.doi.org/10.1300/j104v34n01_14. https://www.loc.gov/aba/pcc/naco/training/ https://www.loc.gov/catdir/cpso/dcmz1.pdf abstract introduction authority control defined history of authority control metadata content standards for authority records authorized access point variant access points related access points associated attributes source information metadata encoding standards for authority records how authority control is used in libraries local authority databases cooperative authority databases automated authority control importance of authority control beyond the library catalog authority control for archives digital collections and institutional repositories issues and trends authorized access points as facets linked data federated authority databases ethical authority control practice into the future conclusion orcid applying library values to emerging technology (pil #72): decision-making in the age of open access, maker spaces, and the ever-changing library 225 c h a p t e r 1 5 not all information wants to be free: the case study of on our backs tara robertson* introduction “information wants to be free” is one of those slogans that i see on t-shirts and tote bags at library conferences. generally, librarians advocate for open access to information. in this chapter, i will look at the digitization of on our backs (oob), a lesbian porn magazine that ran from 1984–2004, as a case study of where digitization and publishing this content online is inappropriate. first, i will locate myself and explain why i’ve been critical of reveal digital putting oob online. second, i will examine why it was problematic for reveal digital to put oob online and will also look at why the reasons they gave for temporarily removing oob were also problematic. third, i’ll look at some of the copyright issues associated with digitizing this collection and i will argue that we need to go beyond just looking at copyright. i’ll conclude with a survey discussion of some other digitization projects that are approaching tricky ethical issues from a nuanced and thoughtful perspective and describe best practices, including having clear contact information, using appropriate technology, and working with communities from a community development perspective. * this work is licensed under a creative commons attribution 4.0 license, cc by (https://creativecommons.org/licenses/by/4.0/). 2 2 6 chapter 15 locating myself i am a queer, mixed-race systems librarian who works in accessibility. i am a feminist. also, i am a former sex worker. i have first-hand experience of what it’s like to have content about myself online that i didn’t consent to. in my case, it was a newspaper article that appeared in the montreal gazette that identified me as a sex worker and a librarian.1 earlier in my career, i was terrified that in a job search process a potential employer might find this out about me. we live in a judgemental society where there are many negative stereotypes about sex workers. i was worried that this would undermine my professional reputation as a librarian. i was especially worried that this would undermine my reputation among my library technology peers. coming out as a former sex worker is one of the scariest things i’ve done in my career and, thankfully, i’ve only experienced support from colleagues. by coming out, i turned this potentially theoretical conversation about ethics into an honest and messy conversation. this conversation is about how we do good work in and with our communities. as a librarian, i have the privilege to speak from within our institutions. i choose to use that privilege to engage other librarians to consider the lives and perspectives of other queer sex workers. problems with oob online in march 2016, i learned that reveal digital digitized oob. it was online for several years before i learned about it. for a brief moment, i was excited that i could easily access porn that was nostalgic for me. that feeling quickly evaporated. i remembered friends who appeared in this magazine before the internet existed. i worried that this kind of exposure could be personally or professionally harmful for them. later that month, i spoke to peggy glahn, project director for reveal digital, about my concerns about this project. first, i was concerned about the privacy of people who appeared in this magazine. second, while i imagined that reveal digital had copyright permissions to digitize this magazine, i was concerned that they didn’t have consent from the people who appeared in the magazine. third, i was troubled that there was no clear takedown policy or contact information if someone wanted to request that photos of them be removed. fourth, i requested that they take down the collection until they had obtained consent from all the models and consulted with the communities that are impacted by this project. 2 2 7 not all information wants to be free privacy and consent i contacted a few people who appeared in oob to ask how they felt about this content being available online. one person said she didn’t consent to having her photos in the print magazine and definitely did not consent to having them online. in an email to me dated july 14, 2016, she wrote: i actually never consented to have my photoshoot published in oob in print, in 2002. my ex and i were in a photoshoot specifically for a photographer’s book on kink in 1993—before the first web browser was released!—and signed a model contract for limited use. so 9 years later, i felt fairly fucked over to discover this shoot in oob—with our real names on the cover—after it had already been out for over a month.2 this person works in the tech industry and, as a queer woman, has to work harder than her straight, male peers to be taken seriously as an expert in her field. she’s worried that if this is digitized with her name on the cover, it’ll impact what is searchable under her name. another woman who appeared in oob described her decision-making process and how she felt when she learned that oob was being digitized and made available online: from the first discussion with the editors, i knew i had to weigh what appearing in the magazine might cost me in my work and community life. but at the time, i felt that the magazine had a small print run, and was sold in queer spaces to queer audiences. when i realized the distribution was broader, i requested that my name not be added to metadata, and tried to do my best to protect myself. the editors respected my request and even had the uk distributor edit their tags and metadata for me. when i heard all the issues of the magazine are being digitized, my heart sank. i meant this work to be for my community and now i am being objectified in a way that i have no control over. people can cut up my body and make it a collage. my professional and public life can be high jacked. these are uses i never intended and i still don’t want.3 2 2 8 chapter 15 writer and poet amber dawn described her process around deciding where it was safe and smart for her to make porn: in 2005, i co-edited a queer erotica anthology titled with a rough tongue: femmes write porn. the collection marked many things for me, the most significant of which was my coming out as a queer, femme sex worker and survivor within published writing. i was motivated by the growing number of mentors and peers who had spoken up before me, and also by the much larger number of sex workers and survivors i knew who did not have the privilege or ability to speak up. the evolving sex-positive and social justice values of the mid-2000s did not protect me from fear and stigma i faced coming out. backlash, i discovered, was very real consequence. i quickly learned importance of making strategic and self-caring choices about where to use my voice and body. some early decisions i made for myself, which i continue to model to this day, were: 1. to only speak, publish or showcase body art in forums where i can directly speak to and negotiate with the editor or curator. 2. to only speak, publish or showcase body art in forums where i understand the intended audience to be communities that share similar sex-positive and social justice values. 3. to only speak, publish or showcase body art where i have the ability to directly connect with audiences and foster future respectful dialogue.4 amber dawn described how oob being made available online changed the conditions under which she decided to model in oob and is a form of institutional violence: on our backs was a forum that i chose, one that allowed me to adhere to all of the above three. i appeared in oob’s 2005 year, soon after the release of with a rough tongue. years later, the digitization of on our backs strips me of all three. what was once a dignified choice now feels like a violation of my 2 2 9 not all information wants to be free body, my voice and my right to choose. in no small way is the digitization a perpetuation of how sex workers, survivors and queer bodies have been historically and pervasively co-opted. how larger, often institutional, forces have made decisions without consulting us or considering our personal well-being.5 in our conversation, glahn spoke about a need to balance the interests of people accessing this collection and the individual’s right to privacy. the phrase “balance of interests” suggests that researchers and librarians who want access to this collection are standing on even ground with people who could face negative personal and professional consequences from this content being made available. community consultation as this is porn from the lesbian community in the 1980s and ’90s, it is important that these people are consulted about their wishes and desires. like most communities, the lesbian and queer women’s communities are not homogenous and will not share a single viewpoint. it’s also important that consultation centre around the voices of the queer women whose asses are literally on the page. request for collection to be taken down i was really disappointed but not surprised to hear that reveal digital would not take down this entire collection. most of the oob run was published before the internet existed. consenting to a porn shoot that would be in a limited-run queer print magazine is a different thing to consenting to have your porn shoot be available online. “the zine librarians’ code of ethics” states “whenever possible, it is important to give creators the right of refusal if they do not wish their work to be highly visible.”6 though unconventional and not the view of copyright law, i view the models as co-creators in porn content as they are an important part of the work and not simply passive subjects. glahn explained there isn’t a formal takedown policy. she explained that it was up to a model who wanted their images removed to figure out the identity of the rights holder, find their contact information, and contact them with the request. only then would reveal digital consider a takedown request. even for librarians, it’s sometimes tricky to track down the copyright holder of a magazine that’s not being published anymore. by being stewards of this digital content, i believe that reveal digital has an ethical obligation to make this process clearer. shortly after we talked, glahn informed me that they had received a takedown request and would be redacting some content. she also said that they’ll be posting 2 3 0 chapter 15 their takedown policy and process on their website but that there are technical challenges with their digital collections platform. i’m puzzled by this reason. i’m not sure why a simple html page with the takedown policy, procedures, and contact information could not be linked to this collection. until they get this information up, people can email them with takedown requests. reveal digital will “assess each request on a case-by-case basis.” glahn mentioned that reveal digital had consulted the community and made the decision to leave this collection online. i asked who the community was in this case and she answered that the community was the libraries who are funding this initiative. this is an overly narrow definition of community, which is essentially the “fiscal stakeholders.”7 reasons for temporary takedown: some issues on august 24, 2016, reveal digital announced that they were temporarily removing access to the oob content.8 the three reasons they gave were: concerns about minors’ access to pornography, general privacy concerns, and the need to consult with community. porn reveal digital listed “minors accessing sexually explicit content” as the first reason for the temporary removal of this collection. this genuinely confuses me. i can understand that this might be a liability issue, but it’s not difficult to find porn on the internet, especially porn that is more explicit and hardcore than the images in oob. reveal digital describes oob as filling “an important hole in the feminist digital canon and is an essential artifact of the ‘feminist sex wars,’”9 so for me, concern about access by minors is an unexpected reason. privacy i was really happy to read how reveal digital articulates the importance of contributor privacy: on the more complex issue of contributor privacy, reveal digital has come to share the concerns expressed by a few contributors and others around the digitization of oob and the potential impact it might have on contributor privacy. while we feel that oob carries an important voice that should be http://www.revealdigital.com/independent-voices-funding-libraries/ http://www.revealdigital.com/independent-voices-funding-libraries/ 2 3 1 not all information wants to be free preserved and studied, we also feel that the privacy wishes of individual contributors should have an opportunity to be voiced and honoured.10 i believe the above statement shows that they really heard and understood the concerns that many of the contributors and i had regarding privacy and consent. community consultation placing access ahead of contributor privacy issues reflects reveal digital’s priorities. i’m glad that reveal digital has broadened their idea of community consultation from financial stakeholders to include publishers, contributors, libraries, archives, researchers, and others; however, i’m still worried about whose voices will be centered in these discussions. when discussing this with librarians, many of them mentioned that with consultation processes there’s a need to balance interests. if we reject that libraries are neutral, we need to acknowledge that balanced consultations are not neutral, too. contributors, especially models, could have their personal and professional lives damaged by this. researchers seek to gain prestige, grants, tenure, and promotion from access to this collection and don’t stand to lose much, if anything. different communities have a different stake in these decisions. also, these groups aren’t homogeneous—it’s likely that some contributors will want this content online, some will be ok with some parts, and others will not want any of this content to be published online. i hope that centering contributor voices is something that reveal digital will build into their consultation plan. copyright the copyright issues in this case are not straightforward. how do you determine the copyright holder for various content? why would you use a creative commons license for artistic content? what does the greenberg v. national geographic society ruling mean in this case? determining the copyright holder in this case, it’s tricky to determine who owns copyright for this content. for photos, the photographer would have held copyright, not the models. the photographer would have then either handed over copyright to the magazine, signed over copyright for a specified time period, or agreed to have them published and 2 3 2 chapter 15 retained copyright. oob doesn’t exist anymore, so it takes some sleuthing to track down who now owns the rights for each bit of content in each issue. i visited the rare book and manuscripts collection at cornell university to sift through susie bright’s papers. susie bright is a sex-positive feminist who cofounded and edited oob from 1984–1991. i found copies of agreements that confirmed that there were contributor agreements for one-time rights only, for first-time north american serial rights, or for a period of one year from a specific date. this demonstrates that the original contributors had made clear decisions on which rights they were willing to sign over. signing over rights for a limited amount of time or for limited publication is very different from publishing content on the internet. creative commons license is inappropriate when reveal digital initially put up the oob collection, they licensed it under a creative commons attribution (cc-by) license. this is a permissive license that allows people to “copy and redistribute the material in any medium or format… remix, transform, and build upon the material for any purpose, even commercially”11 as long as one gives credit to the rights holder, provides a link to the license, and identifies if any changes were made from the original. this license allows feminist porn to be remixed in ways that appropriate the content and demean women. it also allows for this content to be repackaged in any format and sold, as long as credit is given and a link to the license is provided. greenberg v. national geographic society according to reveal digital, the greenberg v. national geographic society ruling says gives them “the legal right to create a faithful digital reproduction of the publication, without the need to obtain permissions from individual contributors.” i understand this to mean that if reveal digital digitizes the entire run of oob without making any changes, it doesn’t matter that contributor agreements have limitations. even if this is legal, it is not ethical. i’m concerned that citing greenberg v. national geographic society foreshadows that they are going to disregard contributor agreements and individual models’ objections and put the whole collection online. librarians have traditionally only been concerned with copyright issues. i believe that for ethical digitization of culturally sensitive material, we have a duty to go beyond the legal framework of copyright and to consider consent, privacy, and each community’s access protocols. 2 3 3 not all information wants to be free best practices for ethical digitization there are four things that people who are digitizing culturally sensitive materials can do to try and make their projects more ethical and appropriate. first, a standard librarian technique is to do an environmental scan and learn from what other people have done. several digitization projects that have handled culturally sensitive materials have put out reports detailing some of their ethical concerns and processes. second, it is important to have clear contact information posted so that people know whom they can talk to if they have concerns or more information. third, use technology built by projects that are thinking thoughtfully and deeply about values and ethics. fourth, librarians need to develop skills in working with communities to determine what should be digitized and what kind of access is appropriate. learn from other digitization projects this isn’t the first digitization process that has needed community consultation. we can learn from new zealand electronic text centre’s thoughtful paper outlining the consultation process and project outcomes of how they to digitized the historic text, moko; or maori tattooing. this is an important text written by horatio gordon robley and published by chapman and hall in london in 1896. this book included illustrations and photos of mokomakai, or preserved human heads. this report describes their community consultation process that included academics, librarians and curators, and māori communities. instead of viewing the digital access as all or nothing, they saw a range of six different options and “decided to present the text with all associated images except those depicting mokamokai or human remains.”12 respect and consent were the main reasons given for this decision: although it was felt that there were good arguments for presenting “moko; or maori tattooing” in its entirety, namely to retain the integrity of the book in the interests of scholarship, it was also felt that by making the mokamokai depictions available without express permission of the descendent whānau of those tupuna whose remains appeared in those images would be disrespectful.13 in 2013, the british library announced plans to put the entire run of spare rib, a second wave feminist magazine that was http://nzetc.victoria.ac.nz/tm/scholarly/tei-mokodiscussionpaper.html http://nzetc.victoria.ac.nz/tm/scholarly/tei-mokodiscussionpaper.html http://nzetc.victoria.ac.nz/tm/scholarly/name-102145.html http://nzetc.victoria.ac.nz/tm/scholarly/name-102939.html 2 3 4 chapter 15 published from 1972–1993, online.14 the national library in the uk shared their process and lessons learned from this project.15 spare rib was published by a collective; therefore, it did not generally use individual contributor contracts. when they started in 2013, british copyright law would have required the british library to track down each of the 4,558 contributors to obtain permission to digitize and publish their work online. the british library hired a licensing & copyright assurance manager to track down as many of the 4,558 contributors as possible and get them to agree to have their work put online under a cc-by license, which they believed would allow the work to be used as broadly as possible. in a comment posted on december 14, 2013 to the guardian’s article titled “spare rib contributors sought so editions can be digitised and saved,” gillian spraggs, a contributor to spare rib, voiced her concerns that a cc-by license was inappropriate, as content from this feminist project could be twisted by “anyone with anti-feminist and/or anti-lesbian views will be able to take this historic material, all those articles, letters, cartoons, photographs, and twist and disfigure them in ways that suit their own hate-filled agenda.”16 during this process, uk copyright laws changed and the certain permitted uses of orphan works legislation that became law in 2015 allowed the british library to “digitise and make available online in-copyright works upon completion of diligent search.”17 according to the project website, approximately one thousand contributors, or 20 percent of the content, has been redacted.18 written in 2015, “the zine librarians code of ethics” is one of the best discussions of the ethical issues of libraries providing access to non-traditional materials, including zines. there are two ideas that are relevant to my concerns are about consent and balancing interests between access to the collection and respect for individuals. first, zines are often highly personal, and some authors might find the wider exposure exciting but others might find it unwelcome: for example, a zinester who wrote about questioning their sexuality as a young person in a zine distributed to their friends may object to having that material available to patrons in a library, or a particular zinester, as a countercultural creator, may object to having their zine in a government or academic institution.19 2 3 5 not all information wants to be free second, “the zine librarians code of ethics” does a great job of articulating the tension that sometimes exists between making content available and the safety and privacy of the content creators: librarians and archivists should consider that making zines discoverable on the web or in local catalogs and databases could have impacts on creators—anything from mild embarrassment to the divulging of dangerous personal information.” zine librarians/archivists should strive to make zines as discoverable as possible, while also respecting the safety and privacy of their creators.20 these are important considerations when working with collections beyond just zines. post clear contact information it can be confusing and intimidating to figure out who to contact at a university, museum, or cultural institution. it is important to make it easy to find out who to contact if one has concerns or additional information about digital collections. it’s also useful to state that your institution is open to receiving more information about specific content and open to requests for content to be removed. it is also important to have clear policies that are posted publically so that people know about criteria, timelines, and processes for inquiries and complaints. the new zealand electronic text collection describes how they will keep the communication lines open with communities: we will provide avenues by which people can place general feedback (via links to the message boards) or contact us directly. if whānau21 want to discuss with us suppressing images of their tupuna22 then we are prepared to do so (with the inclusion of a statement as a placeholder within the text stating why the image is no longer displayed). alternatively, if they had information that they would like placed with their tupuna’s name, then we are open to adding it.23 the spare rib collection site clearly states that they would like to hear from contributors. they also clearly state various options for takedown: “spare rib contributor or a third party objects to the inclusion of their work now or at any point in the future, or wishes to make their content live but with restrictions, we 2 3 6 chapter 15 can anonymise, make alterations or remove the material.”24 for each item in this collection, the usage terms are clear. use appropriate technology the murkutu project has been leading the way in building an open source platform to allow appropriate access to culturally sensitive materials, specifically indigenous stories, knowledge, and cultural materials. the murkutu platform is built and configurable to reflect how specific communities access and share knowledge. both items and people have permissions associated with them, which can facilitate granular and appropriate access. the software also supports traditional knowledge labels, which were developed “to support native, first nations, aboriginal, and indigenous communities in the management of their intellectual property and cultural heritage specifically within the digital environment.”25 docnow is a software project that started after the ferguson riots. they are building appropriate software tools for the ethical collection of social media content. they are building into their free open-source tools the key concept of consent. docnow project also seeks to build a critical community of practice: while we’re not yet sure what this community will end up looking like or how formal or informal it will be, we want to build on this momentum and continue to encourage conversations around what it means to build archives of social media data for the long term, not replicating oppressive models of digital data collection and dissemination, and respecting content owners privacy and humanity, while at the same time upholding our responsibility to be vigilant in countering the erasure of people of color from the historical record.26 i admire how they are explicit and clear in identifying their values—like black lives matter—and how those values influence the software tools that they are developing. ed summers states that “i think what we are hoping to do is build a tool that doesn’t just do things because it’s possible, but has some values built into it.”27 work with communities to determine what is appropriate libraries and other cultural institutions need to build relationships and work with communities more, and community consultation should include discussions http://mukurtu.org/ 2 3 7 not all information wants to be free about appropriate use of the content. in both the case of oob and spare rib, the digitizing agency pushed a more permissive license than some contributors were comfortable with. perhaps if the consultation process included a conversation on copyright and the different types of creative commons’ licenses, there might have been more willingness to consider a cc-by license and informed consent to pick the best license for individuals and the community, not the institution and funding agencies. academic libraries can learn from public libraries’ community development initiatives.28 as librarians, it’s uncomfortable but necessary for us to give up some of our power and work with community members on equal ground. having an advisory board that includes community members should be a minimum requirement for digitization projects. both the spare rib and docnow have robust advisory boards. conclusion oob is an interesting and useful case study to examine, as it involves unpacking a core assumption about free access to information always being a positive thing. i am very conflicted about the work that reveal digital is doing. i admire that they’ve figured out a unique business model and a way to work with libraries to digitize and make independent media accessible on the web. however, reveal digital put oob online without the contributors’ and models’ consent, did not consult with the broader feminist and queer porn community, and have signaled that they will be putting this collection back online, despite several models’ objections. this is problematic. figuring out an ethical way to respectfully digitize culturally sensitive collections, like oob, will strengthen our relationships with community, our collection development policies, and our digitization practices. notes 1. anne sutherland, “action plan on rights set up,” the gazette; montreal, que. (july 27, 2006), final edition, sec. news. 2. anonymous model #1, “quotes for your talks,” july 7, 2016. 3. amber dawn, “(no subject),” july 15, 2016. 4. ibid. 5. anonymous model #2, “request for quote about oob,” july 7, 2016. 6. “zine librarians code of ethics,” zinelibraries.info, november 2015, http://zinelibraries.info/ code-of-ethics/. 7. thank you to christina harlow who coined this phrase in a facebook comment. 8. reveal digital, statement about on our backs, (august 24, 2016): 6, http://revealdigital.com/ wp-content/uploads/2017/04/statement-regarding-on-our-backs-20160824-rev-1.0.pdf. 9. ibid. http://zinelibraries.info http://zinelibraries.info/code http://zinelibraries.info/code http://revealdigital.com/wp-content/uploads/2017/04/statement-regarding-on-our-backs-20160824-rev-1.0.pdf http://revealdigital.com/wp-content/uploads/2017/04/statement-regarding-on-our-backs-20160824-rev-1.0.pdf 2 3 8 chapter 15 10. ibid. 11. “creative commons—attribution 2.0 generic—cc by 2.0,” accessed february 5, 2017, https:// creativecommons.org/licenses/by/2.0/. 12. new zealand electronic text collection, te pūhikotuhi o aotearoa, “‘moko; or maori tattooing’ project: a report on consultation,” accessed june 28, 2016, http://nzetc.victoria. ac.nz/tm/scholarly/tei-mokodiscussionpaper.html. 13. ibid. 14. i learned about this project from michelle moravec’s unpublished manuscript titled, “some feminist research practices for ‘digital archives.’” 15. anna vernon, “digitising spare rib magazine: the inside story,” living knowledge blog,” accessed december 15, 2017, http://britishlibrary.typepad.co.uk/living-knowledge/2015/05/ digitising-spare-rib-magazine-the-inside-story.html. 16. caroline davies, “spare rib contributors sought so editions can be digitised and saved,” the guardian (december 13, 2013), sec. media, https://www.theguardian.com/media/2013/dec/13/ spare-rib-magazine-digitised-british-library#comment-29845589. 17. vernon, “digitising spare rib magazine.” 18. british library, “about the spare rib digitisation project,” the british library, accessed december 15, 2016, https://www.bl.uk/spare-rib/about-the-project. 19. “zine librarians code of ethics,” 6. 20. “zine librarians code of ethics.” 21. this word means “family” in english. 22. this word means “ancestor” in english. 23. new zealand electronic text collection, te pūhikotuhi o aotearoa, “‘moko; or maori tattooing’ project: a report on consultation.” 24. british library, “about the spare rib digitisation project.” 25. “local contexts,” local contexts, accessed february 16, 2017, http://www.localcontexts.org/. 26. bergis jules, “docnow as community,” documenting docnow, july 11, 2016, https://news. docnow.io/docnow-as-community-2aa13fca860f#.jvdz9pmln. 27. ibid. 28. the community-led libraries toolkit, http://www.librariesincommunities.ca/resources/ community-led_libraries_toolkit.pdf, is a useful resource. bibliography anonymous model #1. “quotes for your talks.” july 7, 2016. anonymous model #2. “request for quote about oob.” july 7, 2016. british library. “about the spare rib digitisation project.” the british library. accessed december 15, 2016. https://www.bl.uk/spare-rib/about-the-project. “creative commons—attribution 2.0 generic—cc by 2.0.” accessed february 5, 2017. https:// creativecommons.org/licenses/by/2.0/. davies, caroline. “spare rib contributors sought so editions can be digitised and saved.” the guardian (december 13, 2013), sec. media. https://www.theguardian.com/media/2013/ dec/13/spare-rib-magazine-digitised-british-library#comment-29845589. dawn, amber. “(no subject).” july 15, 2016. jules, bergis. “docnow as community.” documenting docnow. july 11, 2016. https://news.docnow. io/docnow-as-community-2aa13fca860f#.jvdz9pmln. https://creativecommons.org/licenses/by https://creativecommons.org/licenses/by http://nzetc.victoria.ac.nz/tm/scholarly/tei-mokodiscussionpaper.html http://nzetc.victoria.ac.nz/tm/scholarly/tei-mokodiscussionpaper.html http://britishlibrary.typepad.co.uk/living-knowledge/2015/05/digitising-spare-rib-magazine-the-inside-story.html http://britishlibrary.typepad.co.uk/living-knowledge/2015/05/digitising-spare-rib-magazine-the-inside-story.html https://www.theguardian.com/media/2013/dec/13/spare-rib-magazine-digitised-british-library#comment-29845589 https://www.theguardian.com/media/2013/dec/13/spare-rib-magazine-digitised-british-library#comment-29845589 https://www.bl.uk/spare-rib/about http://www.localcontexts.org/ https://news.docnow.io/docnow https://news.docnow.io/docnow http://www.librariesincommunities.ca/resources/community-led_libraries_toolkit.pdf http://www.librariesincommunities.ca/resources/community-led_libraries_toolkit.pdf https://www.bl.uk/spare-rib/about https://creativecommons.org/licenses/by https://creativecommons.org/licenses/by https://www.theguardian.com/media/2013/dec/13/spare-rib-magazine-digitised-british-library#comment-29845589 https://www.theguardian.com/media/2013/dec/13/spare-rib-magazine-digitised-british-library#comment-29845589 https://news.docnow.io/docnow https://news.docnow.io/docnow 2 3 9 not all information wants to be free “local contexts.” local contexts. accessed february 16, 2017. http://www.localcontexts.org/. new zealand electronic text collection, te pūhikotuhi o aotearoa. “‘moko; or maori tattooing’ project: a report on consultation.” accessed june 28, 2016. http://nzetc.victoria.ac.nz/tm/ scholarly/tei-mokodiscussionpaper.html. reveal digital. statement about on our backs. august 24, 2016. http://revealdigital.com/wp-content/ uploads/2017/04/statement-regarding-on-our-backs-20160824-rev-1.0.pdf. sutherland, anne. “action plan on rights set up.” the gazette; montreal, que. (july 27, 2006), final edition, sec. news. vernon, anna. “digitising spare rib magazine: the inside story.” living knowledge blog.” accessed december 15, 2017. http://britishlibrary.typepad.co.uk/living-knowledge/2015/05/digitisingspare-rib-magazine-the-inside-story.html. “zine librarians code of ethics.” november 2015. http://zinelibraries.info/code-of-ethics/. http://www.localcontexts.org http://nzetc.victoria.ac.nz/tm/scholarly/tei-mokodiscussionpaper.html http://nzetc.victoria.ac.nz/tm/scholarly/tei-mokodiscussionpaper.html http://revealdigital.com/wp-content/uploads/2017/04/statement-regarding-on-our-backs-20160824-rev-1.0.pdf http://revealdigital.com/wp-content/uploads/2017/04/statement-regarding-on-our-backs-20160824-rev-1.0.pdf http://britishlibrary.typepad.co.uk/living-knowledge/2015/05/digitising-spare-rib-magazine-the-inside-story.html http://britishlibrary.typepad.co.uk/living-knowledge/2015/05/digitising-spare-rib-magazine-the-inside-story.html http://zinelibraries.info/code not all information wants to be free: the case study of on our backs sig;01mar01 copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. copyright ©2001. all rights reserved. 140 lrts 60(3) with the adoption of frad and rda, the scope of name authority records has broadened from a record supporting an authorized heading to a fuller description of a creator. meant to help user discovery of resources, these practices are problematic when the record describes an author who self-identifies as trans. in this research, name authority records (nars) for self-identified trans creators were analyzed. this analysis examined the 375 field for “gender,” the contents of that field, and other representations of (trans)gender identities throughout the record. name authority record creation practices should be examined to ensure that an author’s agency to self-disclose their identities is respected. the original purpose of name authority records (nars) was to give catalogers a framework to record the authorized form of the name of a work’s creator to ensure consistency across all instances where the name was recorded in library catalogs.1 the record can also contain information allowing a user (or a computer system) to cross-reference names creators may have used over the course of their careers under which other works of interest to the user may be found.2 the ifla functional requirements and numbering of authority records (franar) working group first acknowledged an expanded scope for name authority records by including that authorities should also support the user tasks of identifying (disambiguating) and contextualizing an entity.3 following this, with the introduction and adoption of the functional requirements for authority data (frad) and resource description and access (rda), the original scope of a name authority record was broadened from simply that of a carrier of an authorized heading or access point to a description of an entity with the development of an expanded list of attributes that can be included in name authority records.4 several fields have been added to the marc name authority record format as part of this shift, including the optional 375 field for “gender.” rda 9.7 provides the content standard for descriptive cataloging with these new fields—the rules by which catalogers are guided to record information in these fields.5 on the surface, this may seem beneficial. additional information in a name authority record could potentially help a user to find all of a creator’s works regardless of the name the author used at time of publication or the name under which a user searched. information included in a “source of information” 670 field could help a researcher to identify the cataloger’s sources, such as an author’s specific work, or to disambiguate similar name headings. multiple referenced names in 400 fields could help a user to understand the author’s name changes over time or redirect a search using an outdated form of the author’s name. however, if nars are considered from a transgender studies perspective, “an kelly j. thompson (kellyt@iastate.edu) is metadata management and cataloging librarian in the metadata and cataloging department at iowa state university. manuscript submitted may 26, 2015; returned to author for revision august 24, 2015; revised manuscript submitted september 15, 2015; returned to author for revision february 4, 2016; revised manuscript submitted march 4, 2016; accepted for publication april 1, 2016. more than a name a content analysis of name authority records for authors who self-identify as trans kelly j. thompson mailto:kellyt%40iastate.edu?subject= lrts 60(3) more than a name 141 emerging theoretical orientation on the nature of gender and gender identity in understanding the lived experiences of transgender and transsexual individuals,” these practices can produce problematic results when the record describes an author who self-identifies as trans.6 several librarians have critiqued rda 9.7 specifically for its use of gender.7 the author would like to extend their work to examine how nars use gender throughout the record, both through use of the 375 field and in other practices that precede the introduction of frad and rda. this research will investigate how (trans)gender identities are being represented using current nar creation practices, specifically nars created to describe authors who self-identify as trans. to conduct this investigation, the author analyzed the content of sixty nar records currently available in the library of congress (lc) name authority file (naf) that describe authors who self-identify as trans. this research investigates whether including an expanded scope of information in a nar is an inclusive practice, and if it serves the best interests of either authors or library users. rich self-descriptive information about an author may be found in data stores outside of library catalogs, such as an author’s personal homepage, and linked data could be employed to direct our users to this information, as controlled by the creators themselves. although the authors whose name authority records are considered in this paper are all publicly “out,” (which is how it was possible to search for and analyze their nars), the question is related to how that information is shared, whether by the author or by a third party. background the word trans is used in this paper to encompass the identities belonging to individuals whose gender identities do not correspond with society’s assumptions about their gender identity based on the sex they were assigned at birth. this word is used as an umbrella term to encompass a wide array of transgender and nonbinary gender identities with which people may identify. the term is used here to communicate in a holistic way about people who, as julia serrano phrases it, “defy societal norms with regards to gender,” and who may identify with any of the many labels for their gender identit(ies), including transgender and labels used for gender identities that fall outside of the assumed gender binary.8 because many people in our society identify as cisgender, the prevailing societal norms of daily life do not always accommodate people who do not experience the social identities of sex and gender as congruent—people who identify with a trans identity.9 this is sometimes referred to as cisgender privilege, or the specific rights and benefits that people who identify as cisgender receive, which are not accessible to people who identify as transgender. hill and willoughby define transphobia as “the feeling of unease or even revulsion towards those who express nonnormative expressions of gender identity and expression.”10 because of cisgender privilege and transphobia, people who self-identify as trans are statistically significantly more likely than the general population to encounter discrimination and violence because of their gender identity or expression.11 for individuals who self-identify as trans, queer, or with any other type of social identity that carries the possibility of discrimination or violence, the ability to control the disclosure of information about oneself is critical. when information related to an identity that may result in discrimination, harassment, or violence is shared, this is referred to as outing.12 people can out themselves, as when people disclose their identity and come out. a person can also be outed by another person. when outing information is shared by someone else, it is unethical unless you are certain the person it is about has shared this information publicly with the intent of others knowing it; if the information was shared privately, the person needs to have explicitly given consent for others to share this information on their behalf for sharing that further to be ethical. agentic disclosure, or a person’s ability to control how information about identity is shared with others, is incredibly important.13 one of cataloging’s core values is accurate representation of information to enable and improve access. representations of creators’ social identities can work against this goal of accurate and respectful representation, and it can lead to triggering experiences for people with marginalized identities. a poignant example can be drawn from the authority record for ivan e. coyote, one of the author’s favorite storytellers. coyote is publicly listed in the naf (and thus in many library catalogs) as “coyote, ivan e. (ivan e[ . . . ]), 19[ . . . ]-.”14 at the time of this writing, there is no other author by the name ivan coyote or ivan e. coyote in the naf, yet two qualifiers are used in the heading: subfield $q for “fuller form of name” (ivan e[ . . . ]) and subfield $d for “dates associated with a name” (typically the author’s birth date) (19[ . . . ]-). the program for cooperative cataloging (pcc) task group on the creation and function of name authorities in a non-marc environment states that “authorized access points in rda are created by combining a name with a defined set of informative qualifiers when available. there are other possible approaches to differentiating one entity name from another. . . . authorized access points are preferably unique in rda, but it is not required.”15 for this nar, the level of differentiation used is not needed under any of the given guidelines. coyote has published all of their works under the name ivan e. coyote, and has never published under their name assigned at birth. no other authors are listed in the authority file that could be mistaken for this author. inclusion of this extra name information is not 142 thompson lrts 60(3) respectful of the author’s privacy, their self-identification, or bibliographic identity. the author of this paper would like to cite coyote themselves in explaining why this is problematic. in a january 2012 daily xtra column titled “‘they’ is me,” coyote addresses their perspective on others’ inappropriate interest in their name: a couple of weeks ago i got an email from a young woman, a college student, who claimed that her professor had assigned her entire class a special little assignment, for extra credits, for students who could track down my legal name and bring it to class. this young woman had tried and tried, she said, to find it online, but couldn’t, and she really wanted those extra marks. would i be so kind as to just tell her? i took a deep breath. i was flabbergasted, skin crawling with chill fingers at how totally creepy this felt, an entire college english or writing or queer studies or whatever class assigned the task of violating my privacy for extra credit at school. exactly what educational or literary purpose could my legal name serve, anyway? . . . this leaves me frustrated, and feeling violated, and worried that this will happen all over again this semester, that i will get a new crop of letters from eager students asking me about my legal name. for those people who use their legal name and have never had any dissonance in their head or life with the name given to them at birth versus the name that feels like their name, well, i am glad for you, i really am. it must be fantastic to have all your id match your face and your gender and your tits and your birth certificate and what the border guard sees when he looks at you and decides whether or not to let you on the plane. you are lucky. i am not one of those people. i don’t like my legal name, first or last; it doesn’t suit me, it never fit . . . i changed my name in 1990. that was 22 years ago. some of my family still call me by my birth name, and i let them do this only because they are my family. i cash cheques and do business and perform and publish and live and fuck and talk to my neighbours as ivan. because this is my name. it feels good to be called who i am. . . . call us what we wish to be called.16 coyote’s words express the core issue at stake here: a person’s agency to find a way of being in the world that affirms their identity and sense of self. it is essential that a service, such as cataloging, which is meant to help people to discover resources that will help them in these selfidentification processes, consider this and reflect these identities, and that library systems are designed with a strong effort to reflect people’s self-identities with profound respect. we have an opportunity to accurately represent authors as they choose to be known. for librarians invested in working toward gender equity, observing these kinds of misrepresentations within an information system that many trained catalogers do not have permission to edit yields an uncomfortable situation. this research considers how our practices could change to accommodate all authors. literature review new authority for name authorities in rda agenjo et al. wrote, “[the marc 21] model has shifted from authority records for personal names to the records for persons, which is not a nominal but a long-range issue. in fact, some of the cataloging problems to be solved in the near future will be the combination of persons’ attributes with personal names’ attributes.”17 this shift has been influenced by the functional requirements for authority data (frad), which states that the function of authority control for names should support “not only the task of identification of the entity ‘person,’ but also the tasks of contextualization.”18 this functional requirement is the impetus for including new fields in the marc 21 authority record format, such as the 375 field for “gender.” the inclusion of a gender field is meant to support the shifting purpose of the name authority record from a documented list of authorized name headings to be used in records, to a record of characteristics of the individual authors themselves. this practice represents a fundamental shift in the theoretical framework. the descriptive cataloging manual z1 states that “an nar does not serve as a biographical sketch of a person, nor as an account of the detailed history of a corporate body.”19 yet rda chapter 9.17 now provides specifically for the provision of “biographical information” in an nar.20 the marc 375 field was not adopted without controversy. the american library association (ala) gay, lesbian, bisexual, and transgender round table (glbtrt) formed an ad hoc task force, the ala glbtrt task force on rda and gender in authorities, which provided a formal “comment on rda’s proposed coding of gender in authority records.”21 their comment, issued in february 2008, included the following statements: the current instruction for proposed rda rule 9.8.0.3.1, lrts 60(3) more than a name 143 “record the gender with which a person identifies using an appropriate term from the list below. female male other not known” does not acknowledge the fluidity and variety of possible gender identity or identities of an individual over time. it also does not address coding of the variety of gender categories related to bibliographic identities, the individuals who create them, and the relationships among them. (how, for example, would we code george eliot, a woman writing with a male name, or barbara michael, a husband and wife writing novels together under one name?) furthermore, the limited number of possible values, and the language used for those values is offensive to many people. this task force recommends that rda not prescribe any coding for gender, and that further study be made of the issues of gender in the context of resource identification and relationships between entities.22 discussion of this statement ensued on the rda discussion list in february 2008.23 the discussion indicated that some voices favored the potential for this information to advance a user’s searching ability, and some argued that we could not make exceptions for non-conforming authors when the problems noted did not apply to the “majority” of authors.24 others suggested that it was an important role of the cataloger to respect an author’s self-identity, and that this field did not serve that purpose.25 potential use cases for the information were presented, as were problematic aspects of the field’s use, such as a limited library of congress subject headings (lcsh) vocabulary.26 the ala glbtrt task force’s recommendation was not accepted, and the rule was codified in rda 9.7.1.3. as rda was implemented, this rule became part of current cataloging practice, but not without continued concerns about the usefulness of the marc 375 field and the rda 9.7 instructions. billey, drabinski, and roberto identify how the 375 field for “gender,” while intending to provide quality bibliographic access, can be problematic when describing something as personal and fluid as gender.27 billey et al. describe how the practices recommended by rda 9.7 (which prescribes usage for the 375 or “gender” field) lead to descriptive work that “reinforces regressive conceptions of gender identity” and “denies the shifting and contextual nature of gender identities.”28 furthermore, they explain how controlled vocabularies limited to the gender binary do not leave room for the identities and experiences of nonbinary gendered transfolk.29 putting rda 9.7 into practice the label for the marc 375 field (“gender”) conflates gender categories and sex categories; the suggested entries of male or female, and nonbinary categories omitted by the suggested terms list such as intersex, are actually sex categories, whereas examples of gender categories might be genderqueer, agender, transgender woman, trans man, woman, man, girl, boy, boi, etc. lc training materials regarding completion of the 375 field also conflate sex and gender categories.30 this could be because of people’s reluctance to use the term “sex categories,” while “gender” as a term feels much safer. the rda 9.7.1.3 guidelines instruct one to “record the gender of the person using an appropriate term from the following list: female, male, [or] not known. if none of the terms listed is appropriate or sufficiently specific, record an appropriate term or phrase. example: intersex, transsexual woman. . . . indicate the source of information.”31 the marc 21 documentation recommends providing a source code for the term used in 375 $a, to be listed in 375 $2.32 the documentation currently provides just two codes: “lcsh,” referring to lcsh, and “iso5218,” which refers to the international standard organization’s standard codes for the representation of human sexes (iso/iec 5218:2004).33 the values provided in iso standard 5218 are “not known 0 (zero), male 1 (one), female 2 (two), not applicable 9 (nine).”34 the documentation for this iso standard includes the remark “no significance is to be placed upon the fact that “male” is coded “1” and “female” is coded “2.” this standard was developed on the basis of predominant practices of the countries involved and does not convey any meaning of importance, ranking or any other basis that could imply discrimination.”35 regardless, this standard ignores people with trans identities and those whose sex assigned at birth may be intersex. this standard is unable to represent the sex or gender identities of a person who identifies with a nonbinary identity, and also creates a hierarchy that privileges maleness over femaleness. even if catalogers need to work beyond the binary of “female” and “male” to describe an author, often appropriate labels do not exist in the controlled vocabulary we are encouraged to use.36 the ala library bill of rights affirms that libraries are to provide access to resources without regard to “origin, background, or views of those contributing to their creation” and that “a person’s right to use a library should not be denied or abridged” because of these characteristics.37 the interpretation of this bill of rights, adopted by the ala council, further explains that “article v of the library bill of rights mandates that library services, materials, and programs be available to all members of the community the library serves, without regard to sex, gender identity, gender expression, or sexual orientation.”38 given that authors are members of the communities that cataloging is meant to 144 thompson lrts 60(3) serve, it follows that metadata and cataloging professionals should decline to adopt standards that reinforce hierarchies of privilege, and exclude already-marginalized groups in our communities. while the usefulness of controlled vocabularies and consistent metadata is invaluable to access and discovery services, it could be argued that describing identities would be better left out of this work. critically engaging the catalog the author previously alluded to the inability of the suggested values and practices related to nars to accommodate trans identities and experiences. engaging the vocabulary and “spaciousness” of the catalog through a critical lens is not new. following in the tradition of the likes of olsen and berman, many authors have sought to problematize vocabulary used and improve lcsh’s language related to (trans) gender identities.39 most notably missing from lcsh are the terms queer and genderqueer. drabinski has carried this work further by using queer theory to interrogate not only the library catalog and lcsh. while these vocabularies do change over time, drabinski asks us to question the possibility of ever creating a truly representational and inclusive controlled vocabulary or catalog, when such an artifact is built by a relatively small number of people at a specific point in time.40 a few people hold privilege in the creation of an authority file and catalogs: the privilege to represent many other people throughout time and place. drabinski posits that we educate students in the work of interrogating the catalog as a cultural artifact through a queer theory lens.41 bibliographical cultural difference exner’s concept of bibliographical cultural difference furthers our understanding of why labeling authors without their input is problematic.42 exner sought to show how north american indian people’s names were represented by those whom he described as experiencing this bibliographical cultural difference. when those who are describing a work or person cannot access the necessary knowledge or background to make an authentic representation, it can lead to inaccuracies, misrepresentations, and silencing of identities.43 bibliographically it makes sense in some instances to include a creator’s sequence of names used throughout their life in an authority record (such as if the author has published works under each name). however, especially for people who self-identify as trans, this sometimes is superfluous information that encroaches on an author’s right to privacy. because of the principle of bibliographic cultural difference, a cataloger may not even realize that adding a person’s previous name to an authority record can be a faux pas depending on the author’s personal navigation of identity.44 with the addition of descriptive information to nars following frad and rda, information about an author is being included in authority records in ways that were not recommended by previous cataloging rules. this information is then publicly available to those who search for name authority records (such as through lc’s website), and takes on increasing visibility with the implementation of linked data and other semantic web technologies (changes for which rda and data models such as bibframe are meant to prepare catalog records.) including a “gender” or “sex” category in a nar is a form of outing. as professionals, our intention is provide information that will enable users to locate authors and to disambiguate them from others. however, there are cases when providing this information is harmful to an author and exposes information that is not bibliographically relevant. name changes, sets, and sequences writers who experience gender beyond the binary are not the only people in the bibliographic world who have either a series or set of names, as illustrated in the following works. frank exner, little bear outlines clear language to use when discussing the inclusion of multiple names for an individual in a record, or what exner deems name sets and name sequences.45 according to exner, a name sequence is a set of two or more “changing . . . names that tell an autobiographical story,” or names used sequentially by a person.46 for example, chaz bono has publicly shared that while his name is now chaz bono, his name assigned at birth was chastity bono (included in a 400 field in his nar), which he no longer uses. these names have been used sequentially throughout bono’s life, one replacing the other. in contrast, a name set indicates that two or more names are or were used at the same time by a person.47 for example, matt kailey’s name authority record includes a 400 field (or “see from”) for matthew kailey. kailey used both names simultaneously and interchangeably, therefore the names constitute a name set. pellack and kappmeyer identified several ways that name changes can create search problems for library users. their research investigates the effect on the indexing of scholarly articles after women authors have changed their names for a variety of reasons.48 their technique of investigating how names are recorded in various databases, indexes, and authority files inspired the author’s method of searching for name records in the national authority files. research questions this research was guided by three main questions: 1. is the newly introduced and optional 375 “gender” field being used in nars cataloged with rda for lrts 60(3) more than a name 145 people who publicly self-identify as trans? 2. if the 375 field is present in a nar, what content values are being used? 3. in what ways beyond the use of the 375 field has gender identity or other outing information been represented in nars (both on records cataloged using rda and those using aacr2)? method the author began collecting sample nars after encountering nars for authors/creators who self-identify as trans in the course of regular cataloging work after observing the type, breadth, and depth of information included in these records. sixty pcc nars for individuals who are selfidentified trans authors, writers, creators, and/or performers (referred to here collectively as “authors”) were analyzed. to collect this set of records, the author generated a list of personal names of authors who publicly self-identify as trans to search for in the lc naf. the names on the list were drawn from background subject knowledge, compiled from the ala glbt round table’s reading lists, goodreads, blogs, amazon, wikipedia’s “transgender and transsexual writers” page, and google searches for authors’ websites.49 the author was able to generate a list of only one hundred names to search in the lc naf. twenty-nine personal names on the search list of one hundred were not represented by a nar in the lc naf so the set size was reduced to seventy-one. eleven nars were eliminated from the test set of seventyone for creators who were born before 1900 or for whom a self-identity of transgender or genderqueer could not be readily confirmed, further reducing the studied record set to sixty nars. records for creators born before 1900 were eliminated because of the inconsistency in terminology used before the current period and to support one of the core motivations of this research—to encourage respect of the privacy and safety of living authors. reviewers of this research have suggested that the “gender” attribute is a valuable one for researchers seeking a specific set of authors (for example, nineteenth-century women writing about civil rights and the suffragette movement), however, the author of this work feels that this potential use case falls outside of the concerns of this paper regarding privacy of living authors with marginalized gender identities currently producing works. while sixty records may seem like a small sample size out of the entirety of the lc naf, it was the largest number of records that could be obtained using this method. this could be the result of many factors. it could be because out trans folk continue to experience systemic oppressions that could be prevent them from becoming published authors with nars. there could be authors in the lc naf who identify as trans that we do not know are trans because, regardless of profession, many people choose not to out themselves publicly as trans, for a variety of reasons, including because it is private, sensitive information and/or because it is inconsequential to their bibliographic identity and works. all sixty records were accessed between september 19, 2013, and march 13, 2014, using the oclc connexion client cataloging software. after accessing these records, the author compiled selected record elements into a spreadsheet. table 1 provides a summary of the elements that were examined related to the research questions. the author first recorded the value in the marc fixed field 008, position 10, for “descriptive cataloging rules” used in creation of the record. to investigate research questions 1 and 2, the author examined whether the 375 field was being used in practice, and if so, what content values were used. in this analysis, the author noted whether the 375 field was used in each nar. when records included at least one 375 field, the author noted whether there were multiple 375 fields recorded. it was noted whether the entries included “start” and “end” dates. in the content analysis, attention was paid to whether the information included in the records was binarist, or operated under the assumption that there are only two human genders. notes were recorded for terminology used and whether it was represented in lcsh. the author also recorded whether these 375 fields could reasonably be considered as outing the author as trans. the author next examined elements related to research question 3, concerning ways that (trans)gender identity is represented in elements other than the 375 in nars. these elements are also summarized in table 1. for records that provide multiple names for a person (such as alternate name tracings from 400 fields), the author coded the data to indicate whether these multiple names were name sequences or name sets, determined by consulting the 100, 400, and 500 fields, the bibliographic citations given in the 670 fields, and external resources such as an author’s personal webpage. when a name set or sequence was present, the author coded these instances in one of four ways: 1. alt: when the “see from” (400 field) referred to an alternate form of the same name, the author used alt (example: “link, aaron raz” and “raz link, aaron”). 2. yes: if the names given were not alternate forms of the same name, the author coded for whether the inclusion of multiple names was bibliographically significant. for example, if the name was listed as an “earlier form of heading,” or if the writer published multiple works and has used each of the names on a work, the inclusion of the “see also” (500 field) reference is bibliographically significant. 3. no: if the writer has never used one of the names given in the record for a published work, and the 146 thompson lrts 60(3) name has never been an “earlier form of heading,” it is not bibliographically significant. 4. pen: if the name in the authorized heading is a pen name, and the see also reference (500 field) is the name the person uses in daily life, the author coded the name set as “pen.” when 372, 373, and/or 374 fields were present in the record, the author recorded whether the headings could be interpreted as outing, or as placing a strong emphasis on an author’s sexuality. to judge this, an examination was conducted as to whether this information would give the reader information about an author that identified them as trans or as someone with a sexual orientation other than heterosexual. when a record included 670 field(s), the author coded whether that field contained language about gender or experiences of gender, including those which explicitly outed the writer as trans. it was recorded whether the cited source of this information was self-disclosed by the author (for example, some records cite the author’s work, personal website, or an email with the author) or from an external source (such as a publisher or wikipedia). each record was coded for gendered language and pronouns, including inconsistencies in name use or incidents of mispronouning (using incorrect personal pronouns of reference to refer to an author). some 670 fields cite both the source of the information included in the record and a quotation from that source. table 1. nar elements examined in relation to research questions 1–3, concerning how (trans)gender identity is represented in the marc 375 field as well as in elements other than the 375 field data label marc field source example data “descriptive cataloging rules” fixed field 008 position 10 c (aacr2) z (other) [rda] “gender” 375 (repeatable field, new in rda) – uses controlled vocabulary terms/codes for a small number of sex categories, not gender identities, can include “start” and “end” dates female $s 1969 $t 2008? male $s 2008? female female-to-male transsexuals transsexual woman does 375 include “start” and “end” dates? 375 $s 375 $t female $s 1969 $t 2008? male $s 2008? “authorized name” 100 bornstein, kate, $d 1948“see from” tracings for alternate names 400 (repeatable), 500 “see also from” tracings kailey, matthew bono, chastity “field of activity” 372 (new in rda) gender identity “associated group” 373 (new in rda) university of sydney $a macquarie university “occupation” 374 (new in rda) authors $2 lcsh “source data found” 670 (repeatable) – generally cites the sources where information in the record was found serano, julia. whipping girl a transsexual woman on sexism and the scapegoating of femininity, 2007: ǂb ecip t.p. (julia serano) about the author (julia serano is an oakland-based writer, spoken word performer, trans activist, and biologist; she has a phd in biochemistry from columbia university and is currently a researcher at uc berkeley in the field of evolutionary and developmental biology) use of gendered language, pronouns, gender identity labels, etc. in the record most often in 670 field(s), but found throughout the record her his any information given in the record that “justified” giving a concrete date of transition or an added 375 field through use of medicalization most often in 670 field(s), but found throughout the record some records cited “sex-change surgery” and/or information about a “legal name change” date of record access date researcher accessed record in oclc 2/7/2014 lrts 60(3) more than a name 147 the author specifically coded where the quotations in a 670 field provided information meant to support the information recorded into subfields $s and $t of the 375, meant to represent the “start” and “end” dates of the time span the creator identified with each gender. when the quotation included medical information or legal name change information, the record was coded with “medicalized” or “name change” respectively. records that included both types of information were coded as “multiple types,” and records with at least one 375 field with a subfield $s or $t but did not “justify” this information in a quotation were coded as “none.” lastly, the author recorded whether it could be perceived that the record as a whole outed the described author as trans via all of the compiled information presented. results in total, thirty-nine of the sixty records analyzed contained some form of outing information in an area of the record (65 percent). seven of these were rda records and thirty-two were aacr2 records. this was manifested through use of multiple 375 fields, inclusion of terms in the 375 field that indicated a trans identity, and through five additional mechanisms that did not require use of the 375 field. inclusion of the 375 field in rda records (q1) ten of the sixty records in the test set were coded “z,” indicating that they had been created using rda guidelines. seven of these records used at least one marc 375, or “gender,” field. the remaining fifty records were coded “c,” indicating use of aacr2 rules. two of the fifty aacr2 records had been updated to include some of the new marc nar fields; specifically, they each had two 375 fields added to the record. content values of the 375 fields (q2) of the nine records containing at least one 375 field, three records provided a single 375 field. the other six records included more than one 375 field, which means that multiple labels for sex or gender identities were given. among the nine records with 375 fields, there were seventeen total 375 fields (an average of 1.9 375 fields per record with 375 field(s)). three records contained one 375 field, four records contained two 375 fields, and two records contained three 375 fields. a 375 field may include binary “start” and “end” dates using the subfields $s and $t, per the marc format guidelines.50 the $s and $t subfields were used in five of the records with 375 fields (>50 percent of records with 375 fields). of the six records with multiple 375 fields, only one lacked “start” and “end” dates. three of the records with $s and $t fields were cataloged using rda and two of the records were cataloged using aacr2. these results are summarized in table 2. nine of the nar records contained at least one marc 375 field, and six of these records used only “female” or “male” as categorical terms. three records used terms that indicated a trans identity. two of these used three successive 375 fields to indicate that a gender identity shift had occurred by using “female” and “male” labels and “start” and “end” dates plus an lcsh term to indicate trans status. “female-to-male transsexuals” and “male-to-female transsexuals” were the specific terms used in these two records. one record contained a single 375 field with the term “transsexual woman.” in total, from nine records with at least one 375 field, seven contained information in the 375 field(s) that could be perceived to be outing (78 percent of records with at least one 375 field). five of these were rda records (71 percent of rda records with 375 fields), and two were aacr2 records (100 percent of aacr2 records with 375 fields). a summary of the use and content values of the 375 fields can be found in table 2. other representations of gender and instances of outing in the nar (q3) there are five mechanisms through which gender and/or outing information have been represented in nars beyond use of the 375 field: (1) inclusion of superfluous qualifiers in the authorized heading, (2) alternate names given in 400 fields or “see from” references, (3) use of gender or sexuality terms in the 37x fields (372, 373, and 374), (4) use of pronouns in the 670 or “source of information” field, and (5) disclosure of personal information unrelated to bibliographic access in the 670 field. unnecessary qualifiers in the authorized heading (100 field) as noted in the introduction, one record in the set (<2 percent) included a qualifier in the name heading that is not part of the author’s name as currently used for publication and is not necessary to disambiguate the author from another with the same or a similar name. name sets and name sequences (400 fields) of the sixty records in the test set, thirty-four records (57 percent) provided multiple names for an author. these are recorded in one or more 400 fields, which are used as “see from tracings.” these fields are used to automatically refer a searcher to the authorized form of an author’s name, which 148 thompson lrts 60(3) is to be used on all records for their work, regardless of the name used when any given work was published. of the thirty-four records with multiple names given, twenty-four had name sequences (40 percent of the sixty record set, 71 percent of those with multiple names) and ten had name sets (17 percent of the sixty record set, 29 percent of those with multiple names). the author identified four general types of alternate names listed: pen names, alternate forms of the same name, an alternate name that is bibliographically significant, and inclusion of a sequence of names used by a person during various points in time that is not bibliographically significant. the frequency of these types of name sets and sequences is given in table 3 (some name sets/sequences fall under multiple of these four categories). this last type is the form identified in this work as particularly problematic: name sequences or sets that are not bibliographically significant. there were ten records with this type of multiple name listing (17 percent of the 60 record set, 29 percent of records with multiple names). 37x fields (372, 373, 374) all marc 37x fields are optional and repeatable. eleven of the records analyzed included at least one 37x (including 375 fields). while these fields are optional, they have been used with a fair amount of frequency. nine out of ten rda records in the test set included at least one 37x field (90 percent of rda records.) seven records used the 372, 373, and/or 374 fields. all of these records were cataloged with rda (70 percent of rda records.) beyond the 375 or “gender” field, the author observed three other new marc authority fields present in the nars in the sample set used to present outing or sexualized information. these are the marc 372 for “field of activity,” 373 for “associated group,” and 374 for “occupation.” these fields were sometimes used to share information that could be read as outing a person’s sexual orientation or gender identity, or shared information that was related to an author’s sexuality in a way that did not seem relevant to the work being presented. while the outing information shared table 2. summary of the use and content values of 375 fields no. of 375 fields in record no. of records with this many 375 fields in sample set content values of 375 field(s) cataloging rules used 1 3 male rda female rda *transsexual woman rda 2 4 *bfemale $s 1969 $t 2008? male $s 2008? aacr2 *bfemale male rda *bfemale $s 1972? male $s 1926 $t 1972? rda *bmale $s 1946 $t 1998 female $s 1998 aacr2 3 2 *bfemale male $s 199u female-to-male transsexuals rda *bmale $s 1926 $t 1950? female $s 1950? $t 1989 male-to-female transsexuals rda total count 9 records 17 fields 7 rda 2 aacr2 * indicates information perceived to be outing b indicates information perceived to be reinforcing the gender binary in the sample set primarily regarded sexual orientation, not gender identity as the remainder of this paper focuses on, given that these fields have been used to share sexual orientation identities, the possibility exists for them to also be used to represent gender. these additional 37x fields were each found on seven records in the sample set. all seven were cataloged using rda. table 4 summarizes the author’s observations of these fields. four records contained optional 372 fields for “field of activity.” of these, two fields had information that could be seen as outing (one sexual orientation and one gender identity) and one field recorded information that focused on the author’s sexuality in a way that did not hold bibliographic significance. two records had optional 373 fields for “associated group,” and one provided information that was outing (sexual orientation). six records had optional 374 fields for “occupation,” and one provided information that was outing (sexual orientation). pronouns and disclosure of personal information unrelated to bibliographic access in the 670 field(s) or “sources found” the 670 field, or “sources found,” is used to cite the sources of the information recorded in the nar. often the information included in this repeatable field is used to “justify” the lrts 60(3) more than a name 149 contents of other fields. all of the sixty records in the sample set included at least one 670 field. the 670 field is most commonly used to cite the work in which the form of the author’s name was found. typically, this is a work being cataloged for which a controlled name heading is needed, and thus the nar was created. however, in the case of nar records for authors who are trans-identified, this research found that information is often added to the 670 field that would not be included in the nar for a cisgender author. table 5 summarizes the findings related to 670 fields. in the sample record set, thirty-six of sixty records (60 percent) contained information in the 670 field that explicitly outed the author as trans. this was done through using language such as “transgender,” “transsexual,” or “trans” (n = 23, 38 percent) by describing changes in names or pronouns used with inferences to gender identity, or by sharing information about the person’s medical history using often-problematic words/ phrases such as “transitioned,” “genderidentity disorder,” “sex-reassignment surgery,” or “sex-change operation” (n = 6, 10 percent). these terms are outdated, generalized, and objectify transfolk, and stray from the nar’s purpose of helping catalog users find resources created by a specific individual. the 670 fields cited information from a variety of sources, such as the author’s work (n = 17, 28 percent), a publisher of the author’s work (n = 9, 15 percent), and wikipedia (n = 6, 10 percent). only three records cited an author’s personal website (n = 3, 5 percent), and just one cited direct communication with the author (n = 1, 2 percent). of the thirty-six records that contained outing information in the 670 field, there were forty 670 fields in total with outing information (some records had multiple 670 fields with outing information). some records cited the source of outing information from both the author (either their work(s), personal website, or direct communication) and another source, thus the total of forty outing instances across thirty-six records. of the forty instances, twenty-one cited the author as the source of information (53 percent of outing 670 fields), while nineteen cited another source, such as a publisher or wikipedia (48 percent of outing 670 fields). table 6 summarizes the types of information sources cited. while 60 percent of records in the sample set (n = 36) contained information that outed the author as trans, only about half of those (n = 21, 58 percent of outing records, 35 percent of the total record set) cited the author as a source of information. table 3. records with multiple names listed for an author no. of records % of records (n = 60) % of records with multiple names (n = 34) multiple names given 34 57 100 sequence or set? sequences 24 40 71 sets 10 17 29 type of multiple names not pen or alt but bibliographically significant 16 27 47 not bibliographically significant* 10* 17* 29* alternative form of one name 7 12 21 pen name 1 2 3 * indicates information shared perceived to be problematic in practice. table 4. use of optional 37x fields in nars no. of records no. of fields 37x fields (372, 373, 374, and/or 375) 11 35 non-375 fields (372, 373, and/or 374) 7 18 372 (“field of activity”) 5 6 contained: outing information (sexual orientation) 1 1 outing information (gender identity) 1 1 reference to sexuality 1 2 373 (“associated group”) 3 6 contained: outing information (sexual orientation) 1 1 374 (“occupation”) 6 6 contained: outing information (sexual orientation) 1 1 375 (“gender”) 9 17 contained: outing information (gender identity) 7 15 150 thompson lrts 60(3) in addition to including outing information, many records used gendered language when a gender-agnostic term is preferable (n = 22, 37 percent), used “mosaic” pronouns (pronouns for the same person that correspond to multiple different genders, which can sometimes be consensual but are often seen as nonaffirming of identity) (n = 11, 18 percent), used outdated or incorrect pronouns (n = 9, 15 percent), or included nonbibliographically significant pronouns to indicate authorship of a work (a practice not required by the cataloging rules) (n = 6, 10 percent). see table 7 for a summary of these results. nine (15 percent) of the records analyzed included information related to a person’s medical history or a change in name or pronouns to justify the inclusion of multiple 375 field(s) or subfields $s and $t “start” and “end” dates. this information was often recorded as one of only two sex/gender categories (male or female), which does not reflect many people/authors’ lived experiences. of these, six records defined trans-ness or gender transitions using information about surgery or medical histories (10 percent). six records mentioned a name or gender identity change (10 percent), sometimes including the phrase “legal name change,” or a change in the personal pronouns used by an author. of the six records in the sample set with multiple 375 fields, three used binarist medical transition or name change information to “justify” this information (3 of 60 records, 5 percent; 3 of 6 records, 50 percent). these results are summarized in table 8. discussion inclusion of 375 fields (q1) as shown in this analysis, the new marc 375 field for “gender” is being included in nars cataloged using rda. this field appeared in 70 percent of rda nars in the sample set (n = 7) and was the only new 37x field added to any updated aacr2 records that were examined (n = 2). future research is needed to see how the adoption of this field fares over time, and to perform comparative analyses of nars for authors who are transgender versus nars for authors who are cisgender. content values of 375 fields (q2) the 375 field specification also includes subfields $s and $t, for “start” and “end” dates related to a particular biological sex, gender, or another identity label.51 these subfields were used in five out of nine records with 375 fields in the test set (56 percent of records with 375 fields, 8 percent of the record set). including a “start” and “end” date for a gender identity or sex category reinforces the problematic ideology of gender as a binary in which a person might only move from point a to point b, rather than gender as something that is constantly performed, constructed, and fluid. while the purpose for developing these subfields was not uncovered in this research, instructions in the marc standard documentation for the 375 field and instructions provided in lc training both include examples of using these subfields for the purpose of delineating the gender of transfolk and provide no other use cases for these fields in the context of a nar for a personal name.52 like many microaggressions, one can assume that these decisions came from a wellintentioned place: by representing the changes in identities table 5. use of outing 670 fields no. of records % of records (n = 60) have one or more 670 fields: 60 100 author outed in 670: 36 60 method of outing in the 670: % of records with 670(s) (n = 60) % of records with outing 670 field(s) (n = 36) trans identity label 23 38 64 name/pronoun change 6 10 17 medical history information 6 10 17 table 6. specific sources of outing information in 670 fields source of outing information (some cited multiple sources): no. of 670 fields % of records with outing information in the 670 field (n = 36) % of records with 670 fields (n = 60) author’s work 17 47 28 publisher 9 25 15 wikipedia 6 17 10 personal website 3 8 5 imdb 1 3 2 chronicle of higher education 1 3 2 email from author 1 3 2 “find a grave” website 1 3 2 gay & lesbian biography 1 3 2 lrts 60(3) more than a name 151 a person has had over the course of their life and giving the cataloger approximate time periods to use, we can represent authors as they choose to be known, rather than as they may have been known at the time a given work was published. this potentially helps users find related resources by referring them to a work under a name that they might not have known. however, gender identities are fluid and complicated, and do not instantaneously change simply with the start or stop of a prescription, the legal process of changing a name on official documents, or on the date of any kind of surgery, should an individual have enough financial and social privilege to access that type of health care or legal intervention. identities are formed and re-formed over lifetimes, and often in an individual’s life there are many transition processes, not a single monolithic transition. the author believes that this experience is erased by delineating years of identity changes, unless these dates have come directly from the author who is being described by the nar and they have given their consent to share the information. limiting entries in the 375 field to values contained in a controlled vocabulary, such as lcsh or iso 5218:2004, information technology codes for the representation of human sexes, constrains the record’s ability to accurately and respectfully represent the identities of the authors it describes. as modern sociological research has indicated, human genders and sexes are socially constructed categories and exist outside of the binaries of simply “woman” and “man” or “female” and “male.”53 gender identities are socially constructed, constantly performed, and tremendously fluid.54 these are not just theories, but the real identities and lived experiences of people across social groups and stratifications. honoring this will require finding creative ways to incorporate authors’ own words and labels, with their consent. in discussing the creation of adequate controlled vocabularies, drabinski argues that replacing problematic subject headings in national authority vocabularies may be useful and needed, but there are problems in imposing our view of identities and our language on people who lived in a different time or different cultures or circumstances as ourselves.55 she also argues that a reading of the naf through a queer theory lens could yield a conclusion that a controlled vocabulary describing people and identities can never be complete or perfect simply because of the nature of how it is constructed.56 one way to work with these systems, she writes, is to engage with them through a queer lens, asking, “whose voices are missing here? whose are represented? who has the power in this situation?”57 if we apply this thought framework to nars, we might conclude that if it is indeed important to include these identities in a record, it would be better left to an individual to decide and to carry out on their own terms. further research is needed to assess whether the terms currently recorded in these records are congruent with the labels with which the authors themselves identify in a system where they can edit their own authority record, similar to the orcid research identifier system. a few of the nars analyzed contained outdated information in the 375 field. gender identity is fluid and often changes throughout an individual’s lifespan, and continuing to update the nars to reflect these changes is not easy table 7. inconsistent gendered language in 670 fields by type records with inconsistent gendered language: no. of records % of records that contain inconsistent gendered language (n = 22) % of all records in sample set (n = 60) use gendered language 22 100 37 use mosaic pronouns in non-affirming way 11 50 18 use old or wrong pronoun 9 41 15 pronoun without bibliographic significance included 6 27 10 table 8. use of 670 fields to indicate trans status using medical or name change information records with medical or name change information no. of records % of all records in sample set (n = 60) % of records with medical transition or name change information (n = 9) record indicates trans status with medical transition or name change information 9 15 100 medicalization or surgery for transition date “justification” 6 10 67 mentions name change 6 10 67 have multiple 375s and justify w/ medicalization or name change 3 5 33 152 thompson lrts 60(3) in the present closed system. while most current library systems lack the capacity to use this data at present, the potential future use of this data becomes problematic when maintenance is not feasible because of several constraints. other representations of gender beyond the 375 field (q3) the third research question was whether additional representations of gender were included in nars other than the use of the 375 field. the author observed five mechanisms through which gender is represented or outing information is shared in nars beyond use of the 375 field. this shows that regardless of whether the 375 field is used, current cataloging practice employs other mechanisms through which this private and sensitive information is being shared. as noted in the introduction, one of the records analyzed (<2 percent) included a qualifier in the name heading that was not part of the author’s name as currently used for publication and was not necessary to disambiguate the author from another with the same or similar name. inclusion of this superfluous name information is not respectful of the author’s self-identification. the pcc task group on the creation and function of name authorities in a nonmarc environment’s report argues that a uri or author identifier could do a better job of disambiguating records than these subfields, while being compatible with a linked data future.58 as the report suggests, to do this requires moving beyond the legacy parameters of the “record” and involves rethinking many of our current systems.59 this research supports the usefulness of this suggestion. while 60 percent of records in the test set contained information that outed the author as trans (n = 39), only about half of those (n = 21, 35 percent of the total set of records) cited the authors themselves as the source of that information. the practice of outing authors via any source but their own voice removes their personal agency to selfdisclose, and the author appeals to catalogers to consider this when examining cataloging practices. including pronouns that may not be accurate representations of the pronouns an author chooses to use can be nonaffirming to an author’s gender identity and are better left out unless the pronouns of reference can be confirmed from a source that captures the author’s own voice. some records included information that medicalized gender transition, perhaps as a form of “proof ” that it had occurred. this act denies and erases the lived experiences of those transfolk who chose not to or cannot obtain medical intervention in their identity formation processes. additionally, documenting deeply personal information that relates to medical histories or name changes is not respectful of an author’s right to privacy, and violates the information sharing ethics on which laws such as hippa protections have been built. further research is needed to compare the amount of information, especially that of a personal nature, that has been provided in name authority records for authors who are trans versus those who are cisgender. linked data and self-description as potential solutions linked data provides a solution for ensuring consistent and uniquely identifiable data. rather than including fixed, selected data in a record, the authority record could connect a name (or series or set of names) to a uri. links could be established to the author’s works and other authoritative sources of information over which the author may have more control. names would not need to be unique or disambiguated to create a unique heading, as the uri link would serve the purpose that the heading formerly had. the author proposes a shift in thinking about name authorities from a system where catalogers are the authoritative voice to one where authors have the agency to selfdescribe their own experiences to whatever extent they wish. an example of a system with widespread adoption that does this is the orcid unique researcher identifier system.60 orcid ids have been adopted in practice by many systems, such as those that track scholarly research outputs, systems for tracking alternative research metrics, several journal article publishing platforms, and in the application processes for government granting agencies. orcid functions on the premise that authors create their own authority record, include the information that they choose to disclose (and control levels of privacy for pieces of information on a very granular level), and link to their varied scholarly works, affiliations, and other researcher identifiers to establish their bibliographic identity as an author and researcher. if name authorities continue as a closed system, catalogers can work to improve the system by working through the lens of transgender theory and examining the bibliographic significance of including specific information. some questions to help guide this practice include the following: • is there potential for this information to harm the author through outing or violating the right to privacy? • is there an indication that the author consents to having this information shared publicly? • will including this information help a library user in the search process? outing, privacy, and safety issues the argument for including fields such as the 375 in nars to enhance search and retrieval possibilities is not strong enough to justify the inclusion of such sensitive information in a publicly accessible database. while our current library systems lack the capacity to use this data, the use of this lrts 60(3) more than a name 153 data to search for authors or works could be quite problematic in future implementations. not only do these new and current practices tokenize and “other” those whose gender identities fall outside of the traditional cissexist binary, but imagine the response if rda suggested the addition of a race or religion category to the name authority record. other legally protected classes such as race, religion, and sexual orientation are not addressed by the rda attribute recommendations. gender identity should be conceptualized in the same way. gender identity is a protected class in many states, and should be given the full weight of respect as any other when it relates to talking about and potentially labeling other people. this research lends support to the recommendation to not include the 375 field in nars unless communication and permission has been received from the author. if an authority record creator needs to justify information given in other fields in a record with a 670 field, only information pertinent to the work in hand should be included, and drawn from the author’s work or personal communication. inability of the suggested values and cataloging practices to accommodate trans identities and experiences although writers who self-identify as trans in some way are not unique in the bibliographic world in having either a series of names that they use or name sets that they use, we as a community of practice should examine how bibliographic name authority descriptions, particularly when using rda, do not necessarily treat these authors equitably as compared to their peers who identify as cisgender. it is worth considering as catalogers whether the current policies governing when to create a new name authority record are still conceptually sound when we acknowledge that identities are fluid and change over time. the practice of filing under latest-entry is only standard for personal names; serials catalogers have grappled with this concept and settled on successive entry as a better solution. under this model, changes in the names of corporate bodies, conferences, and titles of serials lead to new authority records that link previous and/or successive names or titles. this is also true for rules governing bibliographic records for new editions of works (new editions get new bibliographic records.) how would this look in practice for personal names? what does that mean for nars in their role as entity descriptions versus authorized lists of headings? catalogers could consider using uris or author ids as part of a practice of using linked data to solve part of the issue of requiring an authorized form of name. name changes could be recorded in an external location (an author’s personal website, wikipedia, etc.) while the uri is all that is needed to link that additional information to the bibliographic database. conclusion previous literature has critiqued rda 9.7 and the use of the marc name authority record 375 field in relation to the problematic representation of gender.61 this field was included in 70 percent of rda nars analyzed for this research, and was the only new authority field added to any of the aacr2 records in the test set. analysis of the contents of these 375 fields confirms that its use is frequently outing in practice when used to describe authors who self-identify as trans. additionally, this research has shown that there are other areas of the nar format besides the 375 field that warrant further scrutiny from the cataloging community. according to the results of this investigation, marc 400 and 670 fields contain outing information in both nars with 375 fields and those without. this finding raises practical and ethical concerns for catalogers, including risk of inaccurate or outdated representations of creators’ identities; outing, privacy, and safety issues; and the inability of the suggested values and cataloging practices to accommodate trans identities and experiences. catalogers can work as allies to communities of people who experience oppression, discrimination, and often violence as a result of others’ perceptions of their identities, and in particular, gender identities; this work is supported by the core principles of the library bill of rights.62 we are in a unique position as catalogers to do this work, and to open the doors for all authors to self-describe in authentic, empowered ways, and to assist users in discovering and accessing their work. references and notes 1. library of congress, network development and marc standards office, “introduction. scope of the authority format” in marc 21 format for authority data (washington, dc: library of congress, 1999 edition (section revised october 2009)), https://www.loc.gov/marc/authority/adintro.html. 2. library of congress, network development and marc standards office, “marc 21 format for authority data” (washington, dc: library of congress, 1999), https://www.loc.gov/ marc/authority; special libraries cataloguing, “marc authority record cheat sheet,” 2011, www.special-cataloguing .com/node/1395. 3. bob thomas, “name disambiguation—learning from more user-friendly models,” cataloging & classification quarterly 49 no. 3 (2011): 223–32, http://dx.doi.org/10.1080/01639374 .2011.560834. 4. ibid.; xavier agenjo, francisca hernández, and andrés viedma, “data aggregation and dissemination of authority records through linked open data in a european context,” cataloging & classification quarterly 50, no. 8 (2012): 803–29. https://www.loc.gov/marc/authority/adintro.html https://www.loc.gov/marc/authority https://www.loc.gov/marc/authority http://www.special-cataloguing.com/node/1395 http://www.special-cataloguing.com/node/1395 http://dx.doi.org/10.1080/01639374.2011.560834 http://dx.doi.org/10.1080/01639374.2011.560834 154 thompson lrts 60(3) 5. library of congress, network development and marc standards office, “375—gender (r),” in marc 21 format for authority data, 1999 ed., rev. 2009 (washington, dc: library of congress), https://www.loc.gov/marc/authority/ ad375.html. 6. julie l. nagoshi and stephan/ie brzuzy, “transgender theory: embodying research and practice,” affilia: journal of women and social work 25, no. 4 (2010): 431–43. 7. amber billey, emily drabinski, and k. r. roberto, “what’s gender got to do with it? a critique of rda 9.7,” cataloging & classification quarterly 52, no. 4 (2014): 412– 21, http://dx.doi.org/10.1080/01639374.2014.882465; “glbtrt task force on rda and gender in authority records,” glbtrt news, 2008, www.glbtrt.ala.org/news/archives/20. 8. the term gender binary is the assumption that there are only two human genders: women and men, even though in reality two categories do not represent the genders of all people. it includes cultural assumptions that a trans person would experience a transition only once, and in doing so, simply move from one side of an imagined (and false) gender spectrum to the other. while some people who are trans experience their gender identity and any transitions they may access in this way, many do not. charlie mcnabb explains, “nonbinary identities are those that fall outside of the traditional binary ‘man’ and ‘woman’ gender categories. nonbinary folks can be somewhere between man and woman, a mixture of both, or may identify completely separately from these categories. nonbinary people can also move between genders or have no gender at all. the term ‘nonbinary’ is used as an umbrella term . . . individual nonbinary folks may have any number of other identity terms that they prefer.” [charlie mcnabb], “nonbinary gender identities in media: an annotated bibiography” (annotated bibliography, 2015), www.ala.org/ glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/non binary%20gender%20identities%20in%20media%20anno tated%20bibliography.pdf. see also julia serrano, “regarding trans* and transgenderism,” whipping girl (blog), august 27, 2015, http://juliaserano.blogspot.com/2015/08/regarding -trans-and-transgenderism.html. 9. cisgender people experience their gender identity in ways that conform to cultural expectations about how people assigned their biological sex at birth should exist in the world. for example, a person who was assigned female at birth (biological sex), and self-identifies as a woman (gender identity), might identify as a cisgender woman. a person who was assigned female at birth (biological sex), and self-identifies as a transman, as genderqueer, or as a man (gender identities) might identify as transgender. 10. daryl b. hill and brian l. b. willoughby, “the development and validation of the genderism and transphobia scale,” sex roles: a journal of research, 53, no. 7–8 (2005): 531–44. 11. national coalition of anti-violence programs, “lesbian, gay, bisexual, transgender, queer, and hiv-affected hate violence in 2013: a report from the national coalition of anti-violence programs,” (new york: new york city gay and lesbian anti-violence project, 2014), www.avp.org/storage/ documents/2013_ncavp_hvreport_final.pdf. 12. “tips for allies of transgender people,” glaad, accessed august 25, 2015, www.glaad.org/transgender/allies. 13. the author has used the pronouns “they,” “them,” “their,” “themselves,” and “theirs” as third-person singular pronouns throughout this work in two types of instances. the first is to affirm the pronouns used by specific individuals consistent with their gender identities. the second is as a practice of using language uninhibited by gender when referring to a non-specified person implicitly or explicitly of any gender. for additional resources on this language construction, please see zena sharman, “singular they reading list,” accessed october 4, 2013, http://ivancoyote.tumblr.com. 14. the author has redacted personal information from this name heading in this manuscript for privacy. the full name authority record cited here can be found on lc’s webpage at https:// lccn.loc.gov/n2001029640. 15. program for cooperative cataloging, pcc task group on the future of name authorities in a non-marc environment, “report for pcc task group on the creation and function of name authorities in a non-marc environment,” 2013, www.loc.gov/aba/pcc/rda/rda%20task%20 groups%20and%20charges/reportpcctgonnameauthina_ nonmarc_environ_finalreport.pdf. 16. ivan e. coyote, “‘they’ is me: call us what we wish to be called,” daily xtra, january 11, 2012, www.dailyxtra.com/ vancouver/they-is-me-4408. 17. agenjo, hernández, and viedma, “data aggregation and dissemination,” 824. 18. ibid, 805. 19. policy and standards division, library of congress, “z1. name and series authority records—670 source data found,” descriptive cataloging manual, accessed september 1, 2015, www.loc.gov/catdir/cpso/dcmz1.pdf. 20. joint steering committee for development of rda, “9.17 biographical information,” in rda: resource description and access (american library association, canadian library association, and chartered institute of library and information professionals (clip), 2009). 21. “glbtrt task force on rda and gender in authority records.” 22. ibid. 23. “rda listserv (rda-l) email discussion february 12, 2008–march 3, 2008,” joint steering committee for development of rda (jsc), library and archives canada, 2008; j. mcree elrod to rda-l mailing list, february 12, 2008, https://www.mail-archive.com/rda-l%40listserv.lac-bac.gc.ca/ msg01607.html. 24. ibid. 25. ibid. 26. ibid. 27. billey et al., “what’s gender got to do with it?,” 412–21. https://www.loc.gov/marc/authority/ad375.html https://www.loc.gov/marc/authority/ad375.html http://dx.doi.org/10.1080/01639374.2014.882465 http://www.glbtrt.ala.org/news/archives/20 http://www.ala.org/glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/non binary%20gender%20identities%20in%20media%20anno tated%20bibliography.pdf http://www.ala.org/glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/non binary%20gender%20identities%20in%20media%20anno tated%20bibliography.pdf http://www.ala.org/glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/non binary%20gender%20identities%20in%20media%20anno tated%20bibliography.pdf http://www.ala.org/glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/non binary%20gender%20identities%20in%20media%20anno tated%20bibliography.pdf http://juliaserano.blogspot.com/2015/08/regarding-trans-and-transgenderism.html http://juliaserano.blogspot.com/2015/08/regarding-trans-and-transgenderism.html http://www.avp.org/storage/documents/2013_ncavp_hvreport_final.pdf http://www.avp.org/storage/documents/2013_ncavp_hvreport_final.pdf http://www.glaad.org/transgender/allies http://ivancoyote.tumblr.com https://lccn.loc.gov/n2001029640 https://lccn.loc.gov/n2001029640 http://www.loc.gov/aba/pcc/rda/rda%20task%20groups%20and%20charges/reportpcctgonnameauthina_nonmarc_environ_finalreport.pdf http://www.loc.gov/aba/pcc/rda/rda%20task%20groups%20and%20charges/reportpcctgonnameauthina_nonmarc_environ_finalreport.pdf http://www.loc.gov/aba/pcc/rda/rda%20task%20groups%20and%20charges/reportpcctgonnameauthina_nonmarc_environ_finalreport.pdf http://www.dailyxtra.com/vancouver/they-is-me-4408 http://www.dailyxtra.com/vancouver/they-is-me-4408 http://www.loc.gov/catdir/cpso/dcmz1.pdf https://www.mail-archive.com/rda-l%40listserv.lac-bac.gc.ca/msg01607.html https://www.mail-archive.com/rda-l%40listserv.lac-bac.gc.ca/msg01607.html lrts 60(3) more than a name 155 28. ibid, 412, 414. 29. ibid., 414, 417, 420; “glbtrt task force on rda and gender in authority records,” www.glbtrt.ala.org/news/ archives/20. 30. ana lupe cristán, “rda special topics: rda elements in name authority records (nars): marc 21 fields,” (presentation, policy and standards division, library of congress, washington, dc, 2012), www.loc.gov/aba/rda/source/ special_topics_elements_nars.ppt. 31. joint steering committee for development of rda, “9. identifying persons,” in rda: resource description and access (american library association, canadian library association, and chartered institute of library and information professionals (clip), 2009). 32. library of congress, network development and marc standards office, “marc 21 format for authority data.” 33. international standards organization/ international electrotechnical commission, “information technology—codes for the representation of human sexes (iso/iec 5218:2004),” (geneva, switzerland: iso/iec, 2004), www.iso.org/iso/cata logue_detail.htm?csnumber=36266. 34. ibid. 35. ibid. 36. it is beyond the scope of this paper to discuss the mechanisms and systems involved in changes to the lcsh vocabulary. 37. american library association, “library bill of rights,” (statement of basic principles, 1939, reaffirmed 1996), accessed august 26, 2015, www.ala.org/advocacy/intfreedom/librarybill. 38. american library association, “access to library resources and services regardless of sex, gender identity, gender expression, or sexual orientation: an interpretation of the library bill of rights,” 1993, amended 2008, www.ala.org/ advocacy/intfreedom/librarybill/interpretations/accesslibrary. 39. melissa adler, “transcending library catalogs: a comparative study of controlled terms in library of congress subject headings and user-generated tags in librarything for transgender books,” journal of web librarianship 3, no. 4 (2009): 309–31; emily drabinski, “teaching the radical catalog,” in radical cataloging: essays at the front, edited by k. r. roberto (jefferson, nc: mcfarland, 2008), 198–205; emily drabinski, “gendered s(h)elves: body and identity in the library,” women & environments international magazine 78/79 (2009/2010): 16–18; matt johnson, “transgender subject access: history and current practice,” cataloging & classification quarterly 48, no. 8 (2010): 661–83; k. r. roberto, “inflexible bodies: metadata for transgender identities,” journal of information ethics 20, no. 2 (2011): 56–64. 40. drabinski, “teaching the radical catalog,” 198–205; emily drabinski, “queering the catalog: queer theory and the politics of correction,” library quarterly 83, no. 2 (2013): 94–111. 41. drabinski, “teaching the radical catalog,” 198–205; drabinski, “queering the catalog,” 94–111. 42. frank exner, little bear, “north american indian personal names in national bibliographies,” in radical cataloging: essays at the front, edited by k. r. roberto (jefferson, nc: mcfarland, 2008): 150–64. 43. ibid, 162–63. 44. ibid. 45. ibid, 151–52. 46. ibid, 152. 47. ibid, 151. 48. lorraine j. pellack and lori osmus kappmeyer, “the ripple effect of women’s name changes in indexing, citation, and authority control,” journal of the american society for information science & technology 62, no. 3 (2011): 440–48. 49. nancy silverrod et al., “transcending identities: a bibliography of resources on transgender and intersex topics,” accessed november 14, 2013, www.ala.org/glbtrt/sites/ala .org.glbtrt/files/content/professionaltools/glbtrt_trans_08.pdf; wikipedia, “category:transgender and transsexual writers,” accessed november 14, 2013, http://en.wikipedia.org/wiki/ category:transgender_and_transsexual_writers. 50. network development and marc standards office library of congress, “375—gender (r),” accessed november 14, 2013, www.loc.gov/marc/authority/ad375.html. 51. ibid. 52. library of congress, network development and marc standards office, “375—gender (r)”; cristán, “rda special topics.” 53. international standards organization/ international electrotechnical commission, “information technology—codes for the representation of human sexes (iso/iec 5218:2004),” (geneva, switzerland: iso/iec, 2004), www.iso.org/iso/ catalogue_detail.htm?csnumber=36266; judith lorber, “shifting paradigms and challenging categories,” social problems 53, no. 4 (2006): 448–53. 54. judith butler, gender trouble: feminism and the subversion of identity (new york: routledge, 1990). 55. drabinski, “queering the catalog,” 94–111. 56. ibid, 106–8. 57. ibid. 58. program for cooperative cataloging, pcc task group on the future of name authorities in a non-marc environment, “report for pcc task group on the creation and function of name authorities,” 1–16. 59. ibid, 13. 60. orcid website, “what is orcid?,” accessed may 4, 2015, http://orcid.org/content/initiative. 61. billey et al., “what’s gender got to do with it?”; “glbtrt task force on rda and gender in authority records”; elrod to rda-l mailing list, february 12, 2008. 62. american library association council, “access to library resources and services regardless of sex, gender identity, gender expression, or sexual orientation: an interpretation of the library bill of rights.” http://www.glbtrt.ala.org/news/archives/20 http://www.glbtrt.ala.org/news/archives/20 http://www.loc.gov/aba/rda/source/special_topics_elements_nars.ppt http://www.loc.gov/aba/rda/source/special_topics_elements_nars.ppt http://www.iso.org/iso/catalogue_detail.htm?csnumber=36266 http://www.iso.org/iso/catalogue_detail.htm?csnumber=36266 http://www.ala.org/advocacy/intfreedom/librarybill http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/accesslibrary http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/accesslibrary http://www.ala.org/glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/glbtrt_trans_08.pdf http://www.ala.org/glbtrt/sites/ala.org.glbtrt/files/content/professionaltools/glbtrt_trans_08.pdf http://en.wikipedia.org/wiki/category:transgender_and_transsexual_writers http://en.wikipedia.org/wiki/category:transgender_and_transsexual_writers http://www.loc.gov/marc/authority/ad375.html http://www.iso.org/iso/catalogue_detail.htm?csnumber=36266 http://www.iso.org/iso/catalogue_detail.htm?csnumber=36266 http://orcid.org/content/initiative using the cataloguing code of ethics principles for a retrospective project analysis full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 cataloging & classification quarterly issn: (print) (online) journal homepage: https://www.tandfonline.com/loi/wccq20 using the cataloguing code of ethics principles for a retrospective project analysis angela yon & eric willey to cite this article: angela yon & eric willey (2022) using the cataloguing code of ethics principles for a retrospective project analysis, cataloging & classification quarterly, 60:1, 112-137, doi: 10.1080/01639374.2021.2012310 to link to this article: https://doi.org/10.1080/01639374.2021.2012310 published online: 10 dec 2021. submit your article to this journal article views: 982 view related articles view crossmark data https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 https://www.tandfonline.com/loi/wccq20 https://www.tandfonline.com/action/showcitformats?doi=10.1080/01639374.2021.2012310 https://doi.org/10.1080/01639374.2021.2012310 https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/01639374.2021.2012310 https://www.tandfonline.com/doi/mlt/10.1080/01639374.2021.2012310 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2021.2012310&domain=pdf&date_stamp=2021-12-10 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2021.2012310&domain=pdf&date_stamp=2021-12-10 cataloging & classification quarterly 2022, vol. 60, no. 1, 112–137 using the cataloguing code of ethics principles for a retrospective project analysis angela yon and eric willey milner library, illinois state university, normal, il, usa abstract this study uses the recently released cataloguing code of ethics to evaluate a project which explored how to ethically, efficiently, and accurately add demographic terms for africanamerican authors to catalog records. by reviewing the project through the lens of these principles the authors were able to examine how their practice was ethical in some ways but could have been improved in others. this helped them identify areas of potential improvement in their current and future research and practice and explore ethical difficulties in cataloging resources with records that are used globally, especially in a linked data environment. introduction catalogers and metadata creators have researched and discussed the ethical and social justice implications of their work for decades, at least since the work of dorothy porter,1 frances yocom,2 and annette phinazee.3 in january 2021 the cataloguing code of ethics was finalized as a series of “ethical statements based on principles and values identified by the cataloging ethics steering committee and the working groups, with guidance and examples of best practice, that can be shared across the cataloging community.”4 in order to provide further guidance and practical examples for community members the creators encouraged the submission of case studies which illustrated the principles of the cataloguing code of ethics.5 these case studies are intended to provide concise examples of how the code can guide catalogers facing ethical issues in their work. while these principles may be mostly used to guide present and future practice, insights into past practices which might be improved or areas for retrospective work can also be gained by reviewing past projects against the code of ethics. https://doi.org/10.1080/01639374.2021.2012310 © 2021 the author(s). published with license by taylor & francis group, llc contact angela yon ayon@ilstu.edu milner library, illinois state university, 523b milner library, campus box 8900, normal, il 61790-8900, usa. article history received july 2021 revised november 2021 accepted november 2021 keywords cataloging ethics; cataloguing code of ethics; ethical metadata; bias in cataloging; diversity; equity; inclusion; linked data http://orcid.org/0000-0003-4125-2397 http://orcid.org/0000-0002-7514-0011 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2021.2012310&domain=pdf&date_stamp=2022-3-15 https://doi.org/10.1080/01639374.2021.2012310 mailto:ayon@ilstu.edu http://www.tandfonline.com cataloging & classification quarterly 113 inspired by the call for case studies but not fitting the criteria that they be concise, this study provides a retrospective examination of an illinois state university (isu) research grant (urg) funded project to add library of congress demographic group terms (lcdgt) to bibliographic records and name title authority records. the project is reviewed against the 10 principles of the cataloguing code of ethics (which was not in existence when the project work was being done) to provide an example of how the project may meet or not meet these principles. it is the authors’ belief that by evaluating past work against the principles in the code of ethics, catalogers can identify potential areas for improvement in their own practice. by reviewing a previous project with the cataloguing code of ethics principles in mind the authors were able to see ways in which their practice met the criteria outlined in the “statements of ethical principles,” and ways in which their practice did not meet those same principles. this eventually led them to view the statements as less of a checklist and more as a series of prompts which could be used to guide current and future practice in considering the impact of their cataloging and metadata work both locally and more widely. instead of being a list of items which could be addressed once and then moved on from, the criteria became a method to evaluate a project and determine what was being done, what further could be achieved or improved, and what was out of their reach but should be kept in mind. this previous project was described in “applying library of congress demographic group characteristics for creators” in cataloging & classification quarterly.6 briefly, the project tested the idea that many of the individuals on the wikipedia “list of african american writers” could be described as african american using the lcdgt. the project also explored how to add demographic terms for african-american authors ethically, accurately, and efficiently to bibliographic records and name title authority records. working from names on the wikipedia “list of african american writers” with works in local holdings a department of history graduate student searched for evidence of self-identification as african american for the creators.7 evidence of self-identification as african american was found for 84% of those creators, and as a subject expert, the graduate student felt the other creators would also likely be considered african american. the authors added the demographic terms “african americans” and “americans” to 3,053 bibliographic records and some work level name title authority records for works with holdings in the local catalog. based on the high level of agreement between wikipedia editors and evidence of self-identification as african american (self-identification is the highest level of evidence for using the lcdgt 114 a. yon and e. willey to describe a creator), the authors concluded that there was general agreement for whom the wikipedia editor community and lcdgt would describe as african american. while various ethical concerns were raised throughout the project as they occurred to the authors, the release of the cataloguing code of ethics allowed for the review of the project with a publicly available framework. literature review there is an extensive body of literature on ethics and social justice in cataloging and metadata creation, but as the cataloguing code of ethics is new there is no scholarly literature on using it specifically at the time of writing. this literature review, therefore, provides a general overview on the definition of cataloging ethics and values, current ethical issues in the applications of cataloging standards and description, and areas touched on by the previous project describing creators in bibliographic records with the lcdgt. the cataloging ethics steering committee defines cataloging ethics as “principles and values that provide an intentional decision-making framework for those who work in cataloging or metadata positions.”8 according to jennifer m. martin, the crux of cataloging ethics addresses “the question of what the appropriate role of the cataloger is with regard to users seeking information, to creators of that information, and to those about whom information is created.”9 karen snow and beth shoemaker revealed in their study that based on responses to their questionnaire there is not a consensus among the cataloging community on how to define cataloging ethics.10 they also found an absence of literature defining cataloging ethics as a concept.11 their study shows that practicing catalogers hold different views on the meaning of ethical cataloging and not all members of the community share the view that ethical issues in cataloging exist. however, they identified five major common values based on varied cataloging ethics definitions: • accessibility of resources and metadata • awareness of bias at personal, institutional, and standards levels • inclusive metadata description • accurate representation of resources • mindfulness in following standards but also questioning their usefulness snow and shoemaker concluded that these shared values can be translated into working ethical principles to provide a framework for catalogers to act collectively to address ethical challenges.12 cataloging & classification quarterly 115 current issues on cataloging ethics not surprisingly revolve around these major values. martin discusses these areas, some of which are long-standing debates as cataloging ethics is a concept that goes back as far as the middle ages. significant topics include speed versus detail, descriptive cataloging codes and user needs, equal access to shared standards, neutrality, standards of subject access, authorized access points for names, and privacy.13 many questions do not have a clear answer. for example, both supporters of cataloging for speed and cataloging for detail argue for the needs of the user. time invested to produce detailed records provide the user with precise and accurate searches. however, speed allows resources to be more quickly available for the users as opposed to uncataloged items with no access. the ethical question of this matter continues to remain unanswered.14 a persistent criticism in discussions of ethical cataloging is that descriptive cataloging codes do not address the actual needs of the users. martin notes that most studies focus on existing systems, not on the users’ behavior and how they search for information. cataloging standards have not been developed based on user studies and thus catalogers do not know if the codes they follow best serve the users’ needs.15 another ethical issue less frequently raised but still of substantial weight is equal access. tools such as the resource description and access (rda) toolkit, webdewey, and classweb are accessible only with subscription fees that potentially create a barrier for catalogers in institutions faced with contracting budgets.16 the role of neutrality in description and subject access has also been an ongoing debate in cataloging ethics. martin summarizes the different thoughts on neutrality as: 1) one can place personal biases aside and represent all sides equally, 2) ridding biases in systems is not neutral but is ethically necessary and social justice is the priority, and 3) neutrality is not possible and is in fact harmful because it strengthens existing inequalities.17 as an example of these viewpoints martin discusses how they might treat misleading materials that do not accurately represent their contents. those in favor of neutrality prefer recording what is only visible on the item, thus (they argue) eliminating personal bias from the cataloger. believers that neutrality is not possible argue that catalogers should use their judgment and indicate the misleading nature of materials in the catalog records. however, martin notes, various groups consider what is objectionable differently and it is unclear who decides which viewpoints are appropriate to add or not add.18 amelia gibson et  al. speak on the historical concept of social and political neutrality in libraries. gibson and her coauthors argue that by electing not to engage with and address the needs of people of color and 116 a. yon and e. willey underrepresented populations as they challenge systemic racism and participate in the political process, libraries are failing to serve the needs of the community. this sort of behavior is not neutrality, and in fact conflicts with one of the libraries’ core values and ethics of social responsibility.19 following gibson et  al.’s case against neutrality in library and information science practice, research, and pedagogy, social justice as a core value in libraries also encompasses cataloging values for inclusive metadata and awareness of biases at personal, institutional, and standards levels. from this article, it can be inferred that taking the stance of neutrality in resource description defeats social justice initiatives within library practices and would equally fail to serve the needs of underrepresented populations and communities. rhonda y. kauffman and martina s. anderson examine how technical services departments can incorporate social justice and bring equitable access to resources for underrepresented groups.20 in their discussion, neutrality is not an option in providing equal access to resources. they recommend providing additional access through inclusive metadata with terms and vocabularies created by subculture and non-majority communities to ameliorate biases.21 to catalog under a diversity, inclusion, and social justice lens, the cataloger should assess if subject headings for groups being described mirror terms are used by those groups. they then recommend the addition of other non-library of congress vocabularies in catalog records to offer a wider, more inclusive range of descriptive terms. additionally, kauffman and anderson recommend actively gathering evidence to propose new terms or changes to library of congress subject headings (lcsh).22 founded by violet fox in 2018, the cataloging lab is a crowdsourcing website for the drafting of proposals to revise and create new lcshs for greater inclusivity. the open platform fosters communication and assistance between catalogers familiar with the research requirements to justify subject headings and others who have expertise in the subject matter being proposed. it allows a wider community to contribute and improve the lcsh vocabulary that is used in many library catalogs.23 discussions in the literature that reveal biases and ethical issues in standards and systems also suggest neutrality in cataloging is not possible. this is especially evident in the description of materials created by individuals from diverse racial and cultural groups. characteristics of creators and contributors and of the intended audience for resources have always been included in lcsh through the use of subdivisions, such as american fiction – indian authors or families – juvenile literature. however, this syntax was not always clear to users and produced ambiguous search results as the headings were used to describe the intended audiences of cataloging & classification quarterly 117 resources, creators, and the resources themselves. the library of congress genre/form terms for library and archival materials (lcgft) vocabulary began its development in 2007 and offered an alternative to the subdivisions for access to resources by genre separately from the audience and creator/contributor characteristics.24 to further address this issue the library of congress began a pilot in 2016 to develop and test a new vocabulary of demographic group terms and prompt discussion in the library community. in 2017, the first lcdgt and the corresponding manual was released. these demographic group terms describe characteristics of the intended audience and of the creators and contributors of resources. the library of congress stopped reviewing proposals for new terms in 2018 to allow time for an in-depth evaluation of the principles by the policy, training, and cooperative programs division. as of 2020, the lcdgt was comprised of 1,177 approved terms in ten categories: age group; educational level group; ethnic/cultural group; gender group; language group; medical, psychological, and disability group; nationality/regional group; occupational/ field of activity group; religious group; sexual orientation group; and social group. terms from multiple categories can be used to describe one individual.25 these terms can be added to bibliographic records or work level name title authority records in the audience characteristics (marc 385) or creator/contributor characteristics (marc 386) fields. some catalogs display information from the audience characteristics (marc 385) or creator/contributor characteristics (marc 386) fields as facets in search results. while no known systems currently use information from those fields in work level name title authority records, future systems which employ linked data more extensively may do so. researchers have found value in adding terms which identify ethnicity for creators and audiences for children’s books. krista maywalt aronson, brenna d. callahan, and anne sibley o’brien discuss the need for multicultural titles for children’s picture books, and specifically the ability to search for books about marginalized groups and by authors from those same groups.26 creators from diverse racial and cultural groups are increasingly producing narratives of their own experiences for children and the availability of these resources is growing. the authors argue that for books to be truly representative of america’s children, this population needs to see themselves reflected as “an integral and valued part of the mosaic.”27 they also question what the library catalog and collection convey to users and how to foster this diverse representation with future acquisitions.28 making diverse materials easily accessible and searchable also requires a standard approach with metadata description. rachel ivy clarke and sayward schoonmaker examine missing metadata elements that are required 118 a. yon and e. willey to represent diverse library reading materials.29 they found that the need is not simply to describe the resource, but also to reflect the growing plurality of creators narrating experiences from underrepresented populations. specifically, people from traditionally marginalized communities in the usa, including women and people of non-traditional genders, people of color, indigenous peoples, people identifying as lgbtqia+, and people with disabilities need access to books and other library resources about or created by people like themselves to see their identities, stories and experiences reflected in contemporary media, and feel empowered to create new works.30 however, clarke and schoonmaker also found that regardless of the intention that the catalog reflects diversity in collections there are considerable othering and bias issues attached. access points often contribute to the erasure of identities by categorical metadata, a contradiction to the american library association (ala) core value “to provide access to library resources for diverse communities and from diverse populations.”31 the traditional notion of permanent metadata can also be a hindrance in creating diverse metadata describing a creator. linked data offers one alternative with the possibility of more flexible metadata, and accurate and appropriate self-description (e.g., through open researcher and contributor ids, or orcids, where users fill in metadata about themselves). this opens the door for the authority of description to reside with the creator.32 however, there is the caveat that a creator may desire privacy and prefer not to self-identify, and therefore not contribute to the accessibility of diverse materials through this method. while there may be a need and desire to describe resources created by and for diverse individuals and provide inclusive subject access, many ethical issues and problems arise as to how to address biases, whether catalogers should label creators, the logistics of how to do so, and generally how to provide metadata ethically in the twenty-first century. hope a. olson and rose schlegl note that careful application requires a standard to be fully and accurately utilized, but equitable application requires adaptation to local context and responsibility taken by local professionals, whether “local” is at the institutional, national, or cultural level.33 brian m. watson elaborates that many metadata schemas and vocabularies exist to address the inclusion of diverse description by gender, occupation, ethnicity, geographic region, audience, and age, but most are not fully integrated in the twenty-first-century catalog.34 clarke and schoonmaker assert that catalogers must also acknowledge that none of these representations are neutral, and there is always either an implicit or explicit bias that is brought into descriptions, collections, and catalogs through their metadata.35 cataloging & classification quarterly 119 a frequently examined topic in ethical cataloging is the lcsh. perhaps the most well-known criticism of lcsh is sanford berman’s 1971 monograph prejudices and antipathies: a tract on the lc subject heads concerning people. in this text, berman listed objectionable terms and suggested alternative subject headings to existing lcsh. writing 30 years later, steven a. knowlton examines berman’s recommendations in light of then current practice to see if they had been implemented.36 of the 225 changes in lcsh recommended by berman, 88 (39%) had been changed as recommended and an additional 54 (24%) had been partially changed.37 knowlton concludes that while bias is an ongoing source of concern in lcsh, and berman’s recommended changes to headings related to the christian religion and u.s. geography were not implemented, generally bias “has been addressed in a serious manner by the compilers of lcsh.”38 sara a. howard and knowlton point out the shortcomings of lcsh and classification when working with interdisciplinary subjects.39 working specifically with research materials in african american and lgbtqia studies, howard and knowlton determined that lcsh “often employ language and precoordinated strings that serve to ‘other’ historically marginalized people.”40 the interdisciplinary nature of african american and lgbtqia research also results in fragmented shelf locations when library of congress call number classification is applied. this makes shelf browsing difficult or impossible and requires librarians and researchers to know how to retrieve material in multiple disciplines when searching.41 to address these deficiencies they compiled a list of prominent classification numbers where works on african-american studies and lgbtqia studies might be found and recommended that librarians have discussions with patrons about conducting interdisciplinary research and subject headings.42 innate biases are also widely acknowledged in the library of congress classification (lcc) and dewey decimal classification (ddc) systems. criticisms have focused on the biases and limits of representation in the systems to serve diverse populations in areas of gender, sexuality, race, age, ability, ethnicity, language, and religion.43 patrick keilty specifically addresses how subject classification and ontologies can find it difficult to account for queer phenomena.44 keilty concludes that this is largely a product of trying to place queer topics in a system which relies on “consolidated identity categories.”45 keilty recommends that “future scholarship must exam the relationship between western hierarchical knowledge structures and social power dynamics, as well as the formative power of knowledge structures on our understanding and social relations.”46 finally, keilty also notes that “the consolidation of queer subjects 120 a. yon and e. willey into discernible categories necessarily normalizes the phenomenon, no longer rendering it queer.”47 molly higgins examines ddc as it relates to the history of the term “asian american.”48 higgins finds that “with the advent of tables, racial classes decline while ethnic classes expand, suggesting a preference for ethnic, rather than racial terms.”49 higgins further finds that relying on literary warrant, the standard that the amount of published literature justifies the presence of a classification,50 reinforces colonial terminology in general and specifically for asian and asian american communities who were not consulted during the creation of categories which attempt to describe them.51 to ameliorate this higgins suggests greater community control over ontologies, possibly through “hyperlinking, social tagging, and user-sourced knowledge.”52 outside of subject headings and classifications, there is also the opportunity for inclusivity and diversity in authority work for identification of creators and authors, although this generates additional ethical and moral questions. in 2017, brian dobreski and barbara h. kwaśnik examined how libraries depict people as information in a variety of ways, including through authority work.53 dobreski and kwaśnik note that more recent cataloging standards, such as rda allow for information in authority records from any source, and that this may conflict with a creator’s desire for privacy and confidentiality.54 dobreski and kwaśnik also note that while data may be created with a specific group of users in mind, there is no singular public and it may not be useful to other users.55 as libraries move toward linked data, they must be aware that partners, such as wikidata will bring their own policies, practices, and ethics. writing in 2013, jinfang niu56 hypothesizes that “globally unique ids will be used in place of authorized headings to disambiguate agents and collocate their works.”57 niu notes that these identity systems will be linked to library authorities, resulting in expanded coverage and reduced cost for authority control; however, these changes will also require consideration of how they might impact creators, especially members of marginalized communities.58 kelly j. thompson examined metadata in authority records for creators who self-identify as trans after the adoption of rda and the functional requirements for authority data (frad).59 thompson’s research focuses on determining if the resulting expanded list of attributes included in library of congress name authority records (nars) is “an inclusive practice, and if it serves the best interests of either authors or library users.”60 thompson demonstrates that including gender information in nars for trans creators is a form of outing them, and can cause harm to a creator.61 as a possible solution, thompson offers linked data systems cataloging & classification quarterly 121 connected to platforms where authors can self-describe to the extent they desire (using orcids for example), recommends that catalogers not include the marc 375 gender field in nars unless they have clear permission from the creator, and only include information relevant to the item being cataloged in other fields.62 one way to address these issues may be the support of information systems that do not rely on a single unique text string as an identifier and incorporate identity management principles through linked data. in addressing issues of hidden bias, melanie feinberg argues that “an inclusive approach to information system design might involve the definition and justification of a particular stance toward the information, as appropriate for the use context of a particular system.”63 feinberg advocates that knowledge systems provide rationalization and defend their choices in creating information systems, and pushes back against the concept of a universal and “ideal definition.”64 this acknowledgement of the decisions made in the design process becomes a key part of the design, adding context for users in feinberg’s approach.65 ruth kitchin tillman explores barriers to ethical name modeling in linked data practices.66 among these barriers are deciding who should be considered the authority on naming, challenges to encoding, multiplicity in representation (which presents both opportunities and challenges), and challenges with existing infrastructure.67 of particular relevance to discussions of linked data, tillman notes that despite the potential it offers for incorporating unheard voices, a multiplicity of representation or viewpoints does not inherently lead to ethical behavior or the prioritization of voices which have been excluded by white supremacist, patriarchal practices. if we wish to use linked data for name authorities as a tool to promote ethics and justice, we cannot expect the technology to be any less vulnerable to exploitation than others.68 this can also lead to inconsistent and conflicting metadata by users of different platforms, especially if systems try to integrate metadata from us ers in c u ltures w ho v ie w et hic a l c at a log ing and met ad at a differently. the literature review demonstrates discussion on issues in the cataloguing code of ethics, and while the individual principles are not footnoted the code does include a general bibliography.69 attempting to codify the specific conclusions from the entire body of research on ethics in cataloging and metadata would likely lead to a voluminous manual which might still not answer all of a practitioner’s questions. instead, the cataloguing code of ethics distills it into 10 general statements which catalogers interpret and apply according to their professional judgment, as was done in the analysis which follows. 122 a. yon and e. willey analysis the italicized items are from “part 2: statements of ethical principles” in the cataloguing code of ethics.70 they are presented in the order they are found in the code, which assigns no relative importance based on their order. the authors have evaluated their project which assessed agreement between lcdgt guidelines and wikipedia editors on who would be considered african american, and how to ethically add the demographic group term african americans to bibliographic and name title authority records. this project was completed before the cataloguing code of ethics was available, but this article is provided to illustrate how past practice was successful or could be improved. the ethical principles outlined are necessarily general, and the authors often felt they satisfied a principle in some ways while not satisfying it in others. in the absence of a method to objectively measure the “ethicalness” of specific actions, whether the principle was ultimately satisfied or not is left to the judgment of the reader. (1) we catalogue resources in our collections with the end-user in mind to facilitate access and promote discovery. the authors consulted reference librarians and subject liaisons at milner library to learn whether a facet showing demographic information about creators would be useful in catalog search results, and if so, which demographic groups might be most useful for librarians and patrons. two groups were suggested: african americans and child composers. librarians reported that they received requests for materials specifically by members of both groups. none of the authors were music catalogers or had a background in african-american studies. it was decided that the project would focus on african-american creators as the university offered a minor in african-american studies, and a subject expert in that area would likely be easier to locate than a music cataloger. although the authors did not have the code of ethics to consult at the time, they did target their work specifically to a group which could benefit from improved discovery as identified by reference librarians and subject liaisons. however, the software used by their opac and time constraints limited the impact of the project. the authors have not been able to do follow-up or user studies to evaluate the exact level of impact, as the library’s consortium migrated from voyager to alma and primo ve in july 2020. the current system includes community, network, and institutional zone records. voyager records from various consortial institutions were used as network zone records, and milner library’s bibliographic records were not always made the new network zone record. the creator/contributor characteristics (marc 386) fields were also added to records in oclc worldcat and should be added to our consortial catalog records when the functionality to update those records from cataloging & classification quarterly 123 the worldcat records is implemented. however, currently only some of the added creator/contributor characteristics (marc 386) fields are available for searching. if the library does decide to include the creator/ contributor facet in search results, extensive consideration and planning will be needed to add the field in all relevant records or the results will be a limited and misleading representation of resources. users may also be confused if there is a facet for african-american authors, but not authors from other demographic groups. (2) we commit to describing resources without discrimination whilst respecting the privacy and preferences of their associated agents. the project was careful to follow library of congress guidelines when creating metadata describing creators. lcdgt guidelines state that self-identification as a member of a demographic group is the highest level of proof, followed by reasonable evidence, and then scholarly consensus. the project’s subject expert was given these criteria and focused his initial searches on interviews with creators who might self-identify as african american. commercially published and publicly available resources were used, although some resources were in paid subscription databases that create a barrier to accessibility. as much of this information was found in interviews which the creator knew would be published; this helped to meet the requirement to respect the creator’s privacy. while the privacy principle was met by using materials which the subjects knew would be publicly available, historical creators especially may not have envisioned their words being searchable on the internet or used for this purpose. for interviews appearing in materials with small press runs or largely read by a specific group, creators may also not have anticipated their statement of self-identification as african american being quoted in a national database. in regard to respecting the preferences of creators, lcdgt is a controlled vocabulary and synonyms or historically equivalent terms for “african american” were coded as “african americans.” this may not have accurately reflected some creator’s identity or even the term they used to describe themselves. (3) we acknowledge that we bring our biases to the workplace; therefore, we strive to overcome personal, institutional, and societal prejudices in our work. the authors were catalogers with specialized expertise and knowledge in the professional values and ethics in librarianship as outlined broadly by the ala code of ethics. they acknowledged that bias exists at the personal, institutional, and standards levels and regularly questioned this bias while performing their cataloging work from describing creators in authority work to assigning subject headings and classification numbers on resources. together their expertise included work in materials that 124 a. yon and e. willey often raise ethical questions in description: authority work of persons in diverse languages; culture-level record description for databases; archival, special collections, and digital collections materials which often contain outdated and insensitive language and images; and children’s materials with diverse subject matters and languages. significant duties and responsibilities in their job descriptions include: • manages cataloging guidelines, practices, priorities, and workflows in accordance with international and national standards, protocols, and best practices. • performs original and complex copy cataloging for resources regardless of issuing agency, subject content, or format. • in consultation with the university archivist, appropriate librarians, and other external stakeholders, establishes processing and cataloging priorities and for determining appropriate levels of access and description for materials. • organizes and/or provides training and guidance to ensure that members of the cataloging and metadata unit are current in their skills. • monitors national and international trends in cataloging, metadata, resource discovery, and introduces new ideas for potential implementation. • serves as a resource for faculty and staff in the unit, the library, and the university laboratory schools’ libraries, particularly on matters related to cataloguing, classification, and metadata. • fosters a culture of productivity and user-centered practices. • serves as the resource person for the unit’s authority control activities; creates library of congress name authorities and proposes subject headings as appropriate. • oversees vendor-provided catalog records, batch loads, and revises for discoverability standards as appropriate. • directly supports library’s digital initiatives and collections by devising and implementing original descriptive metadata creation and strategies to support discoverability and access. despite having responsibilities which include complex decision-making in providing access and description, the investigators strongly felt that for them to describe a creator as african american (even with a citation showing the creator self-identified with that group) would be problematic and ill-advised. the newness of the lcdgt meant there were not case studies to consult in scholarly literature, and the authors were hesitant as members of a predominantly white profession (librarians) to use terms created by a government institution (library of congress) to describe members of a marginalized community (african americans) without more cataloging & classification quarterly 125 extensive subject expertise. to help reduce the impact of their personal biases and provide this expertise the catalogers hired a history graduate student, trumaine mitchell, with experience in african-american studies. fortunately, he was extremely knowledgeable and shared not only his research expertise but his own experiences which helped the investigators navigate potential cataloging issues, such as how a mixed-race author might identify. in the area of institutional bias, the authors were faculty librarians engaging in research as part of their assigned job duties. the study and findings therefore fell under the umbrella of academic freedom at the university. although there were no attempts to halt the research or quash its findings (library administration was in fact very supportive), the added protection of academic freedom did reassure the investigators that there would not be direct professional repercussions for their research. the university offers a minor in african-american studies which likely contributes to the number of works by black creators in the library’s collection and by extension, its catalog. the study was conducted at, and funded by, a university with predominately white faculty and students (although enrollment by black students was increasing prior to the covid-19 outbreak). wikipedia itself has a white male bias and researchers did not attempt to determine which entries in the wikipedia “list of african-american writers” were added by members of specific demographic groups, what evidence was used to add them to the list, or what wikipedia editors may have done to help overcome their own biases.71 (4) we recognize that interoperability and consistent application of standards help our users find and access materials. however, all standards are biased; we will approach them critically and advocate to make cataloguing more inclusive. the crux of the project was to examine if the library of congress criteria for inclusion of the lcdgt african americans would correspond to the entries on the wikipedia “list of african-american writers.” this would give some indication of how well the criteria developed by the library of congress for use of an lcdgt matched public perception for at least one demographic group. had the project found that there was significant disagreement (it did not) between library of congress criteria and the wikipedia list further criticism may have been possible. further, the lcdgt african americans was chosen with the knowledge that it was already a valid term. there may have been an opportunity to promote greater inclusivity by using a term from a more inclusive or nuanced vocabulary than the expansive lcdgt offered with its many categories. one vocabulary that 126 a. yon and e. willey could have been examined is the chicano thesaurus which was specifically created to improve subject access due to the absence of existing subject heading lists for literature related to a population’s experience.72 the vocabulary was created by the then chicano studies library at the university of california, berkeley in the 1960s (now part of the ethnic studies library) in direct response to the lcsh. the thesaurus is still used in the bibliographic chicano database produced by the ethnic studies library. an example of greater inclusivity from the thesaurus could be the term chicanas versus the lcsh term mexican american women.73 while the chicano thesaurus would likely not have been well suited to describing works by african-american creators for this project, the decision to use lcdgt without at least looking for a more inclusive vocabulary was an oversight on the part of the researchers. even when there is interoperability and standards are applied consistently and approached critically, discoverability can be limited by the search tools used. when this project began the library used voyager and ebsco discovery service (eds) and creator/contributor characteristics (marc 386) fields were not displayed in faceted search results. the library moved to alma and primo ve soon after, and this software can be configured to display the 386 field; however, this will also display results added from other projects that may not have followed the library of congress criteria or have been applied on an ad hoc basis. cooperative cataloging is a tremendous boon for institutions and patrons but can also lead to inconsistent applications of standards. finally, standards themselves change over time and can result in inconsistencies or the need for large retrospective projects. (5) we support efforts to make standards and tools financially, intellectually, and technologically accessible to all cataloguers, and developed with evidence-based research and stakeholder input. the project used a controlled vocabulary developed by library of congress and a wikipedia list developed by a community of users, both of which are freely available to any user with a computer with an internet connection and web browser. an sql search created by nancy boulware, library information technology services lab manager and voyager specialist, to examine local holdings by authorized form of name were made freely available on the institution’s cataloging consortia website.74 during the process of adding citations to name title authority records to make them publicly available, a moratorium on the 024 field was established. other projects and covid-19 disruptions have prevented this work being resumed even though the 024 moratorium has been lifted. even though the lcdgt and wikipedia list were freely available, they were in english and therefore largely inaccessible to non-english speakers. cataloging & classification quarterly 127 the citations were also generated in english and not translated. the results of the project were therefore of limited use to catalogers who do not speak english. additionally, while these two sources were freely available to view and use, it is not free to contribute to the library of congress vocabularies as it is to wikipedia. while the library of congress initially accepted proposals for the new lcdgt vocabulary until it went through further evaluation, the process did not accept open contributions from the public. training and membership in the name authority cooperative program (naco) and subject authority cooperative program (saco) require the expenditure of staff time and other resources. financial and intellectual barriers also existed in other tools the project utilized. the widely used cataloging database tool oclc connexion and the rda toolkit come with fees to use and costs in training. these obstacles potentially prevent access to shared standards by catalogers at smaller institutions with less staff time and funding to contribute. the investigators based conclusions on evidence found from their research, chiefly the finding that of the 381 names on the wikipedia list 271 had works in the catalog and the grant employee located evidence that 247 (91%) of those self-identified as african american. additional information based on other statistics (15 names out of 381 did not have name authority records, for example) was also provided. this evidence was used to support the thesis that the names on the wikipedia “list of african-american writers” were generally in agreement with the library of congress criteria for inclusion in the african-americans demographic group. (6) we take responsibility for our cataloging decisions and advocate for transparency in our institutional practices and policies. for assistance and feedback with their cataloging decisions in using the lcdgt vocabulary, the authors held conversations with the library of congress specialists that developed the vocabulary. paul frank and janis l. young were especially gracious with their time and expertise. the authors also attended the applying library of congress faceted vocabularies workshop which included a focus on lcdgt held at the 2017 online audiovisual catalogers (olac) conference.75 at the outset of the project, the authors intended to share their processes and findings with the community so that others might learn from their experiences and build on it. cataloging & classification quarterly published their peer-reviewed article describing processes and findings. the authors included the pre-published version of the article in isu’s institutional repository (isu red). they also included a file with the sql query that locates bibliographic records that include the authorized form of a heading (i.e., the authority record’s 1xx) in a bibliographic record’s 1xx or 7xx field in voyager. 128 a. yon and e. willey the authors reported on the project at a research roundtable for discussion with library colleagues at their institution. they shared findings at two national conferences, the 2018 ala annual conference and the americas regional council arc18 oclc regional council meeting. they also deposited national conference presentation materials in their institutional repository.76 (7) we collaborate widely to support the creation, distribution, maintenance, and enrichment of metadata in various environments and jurisdictions. the authors collaborated with multiple colleagues in various areas throughout the project. before the project began, they determined if there was a use for demographic terms in catalog records at their institution. they consulted with history subject librarian professor vanette schwartz when looking for a graduate student to hire for the grant. professor schwartz referred them to dr. toure reed in the history department who recommended three students with subject expertise in african-american studies. all three were interviewed and found to be strong candidates. the project selected a graduate student from the history department based on his extensive background in conducting original research and knowledge of african-american studies. in the area of cataloging, the authors sought feedback and guidance from the library of congress specialists who developed lcdgt and attended a workshop at a national conference (olac) to better learn best practices for applying this new vocabulary from cataloging colleagues. they also asked questions of the cataloging community at large, and jay shorten and adam schiff provided valuable feedback and advice. the authors also connected with a wider community of knowledge by using wikipedia. merrilee proffitt of oclc research was very generous with her time and expertise, especially in discussing wikipedia lists and categories. more generally, the project collaborated in an open knowledge system and engaged with wikipedia editors to expand access to knowledge and demographic terms. they incorporated links to nars into the authority template in wikipedia and included data from wikidata to nars in the 024 field (until the moratorium library of congress was imposed). this created a full circle linking knowledge between the two systems. while it was out of scope for the initial project, it would be valuable to conduct user studies and consult with students and faculty using the sources with this enhanced metadata. user studies would broaden collaboration beyond the cataloging community, and likely provide valuable insights into where and how to best direct future efforts. (8) we insist on diversity, equity, and inclusion in the workplace. we promote education, training, equitable pay, and a fair work environment for everyone who catalogs so that they can continue to support search and discovery. cataloging & classification quarterly 129 grant funding allowed a budget of $12/h for a graduate student subject expert ($8.25/h was the minimum wage in illinois at the time of project). this was also approximately the pay for a monthly graduate student stipend converted to hourly wages. because this was a grant-funded position, the investigators were not able to offer health or retirement benefits, and university policy prohibited them from offering employment beyond 26 h per week. they were able to let the grant employee set his own schedule and provided a cubicle in the cataloging and acquisitions area of the library with a desktop computer and other necessary hardware and software. milner library and isu provide financial funding for travel to conferences for presentations to promote research, and professional development and learning. support from milner and isu funded travel for the presentations and workshops at conferences which fostered opportunities to collaborate and learn with colleagues outside of the institution. travel funding for the graduate student researcher to attend conferences was not requested as part of the grant, although committing a graduate student to attend a conference before they were hired may have been presumptuous. library faculty’s job descriptions include scholarly productivity as a requirement and permits faculty time to conduct research. this project took place on a campus where the majority of faculty, staff, and students are white, albeit enrollment from diverse populations is increasing. the project’s grant employee, who was a history graduate student, possessed an extensive background in original research and knowledge in african-american studies. the authors held expertise and received training at their institution in cataloging material for special and archival collections, digital collections, and children’s materials. these resources often include sensitive topics and materials representing historically underrepresented groups. (9) we advocate for the value of cataloging work within our organizations and with external partners. recognizing that cataloging work is a valuable contribution to the university, the library approved and supported the authors’ urg application and funded the project. the authors shared findings with the faculty member in the history department that recommended the graduate student employee. the library’s annual report featured an article about the project’s work. the library’s director of communications, erin link, promoted the published article on social media through institutional facebook and twitter accounts, and an author informed the cataloging community through email lists and a personal social media account. the authors shared the project with oclc research coordinator merrilee proffitt, whose focus was the beneficial relationships between wikipedia and libraries. this conversation resulted in a panel presentation at the ala annual meeting with several other librarians who were working with wikipedia and linked data in cataloging. 130 a. yon and e. willey the investigators were fortunate that the library administration and colleagues recognize and value cataloging work, which made advocating for their work easier. while they did update and thank contacts in the history department, they may have been able to increase their impact by notifying students and faculty more widely of the project and its results. the lack of immediate results due to opac limitations (described above) may have lessened outside interest, which also lead the investigators to speculate that managing user expectations can be a critical part of advocating for the value of cataloging. (10) we work with our user communities to understand their needs in order to provide relevant and timely services. the creator/contributor characteristics (marc 386) field and lcdgt were both new, and the authors consulted with subject librarians on how best to apply them to provide access to users and what might be helpful for the student community. it can be particularly difficult to work with demographic terms, but the authors would prefer it be done carefully and thoughtfully with a higher level of engagement than other communities may choose to provide. there are numerous considerations surrounding ethical and moral issues of author characteristics and to assign a term based on ethnicity, rightfully so, requires a very high standard of proof. as this was a grant-funded project, the authors did not inquire beyond the subject and reference librarians on which further demographic groups might be relevant to user’s needs. considering the project in light of the cataloguing code of ethics did raise the question, however, of how they might have proceeded if the intent was to provide broader demographic group information for their current collection and incoming items. in that case, they may have wished to contact student groups directly or conduct user studies on demographic information in faceted search results (research which is sorely lacking). it also led the authors to consider that when they added this information to shared records (especially in worldcat), they were creating it for other user communities as well, who may not find it useful or might even find it harmful. they did base their decisions on information in published sources but providing a convenient list of demographic information on creators could aid in efforts to censor members of certain groups or even place people in physical or other danger. discussion in evaluating this project against the cataloguing code of ethics, some observations became apparent. it was initially tempting to view the code as a checklist of things the authors did well, and not undertake further cataloging & classification quarterly 131 consideration; however, the introspection became more valuable when they viewed the code as a guide to thinking about ways in which the project succeeded and could have been improved. this helped the authors become aware of opportunities for future research, potential retrospective projects, and where their ethical practice in everyday work can be improved. while the general nature of the code can be seen as lacking specificity, it also encourages deeper engagement with cataloging work. the cataloguing code of ethics also encouraged the authors to consider their work in both a local, or personal, and broader context. this highlighted that some practices can be controlled by an individual in their own application, while other practices are set at the institution, consortia, or national level. this further encouraged them to think about how they can best steer their cataloging toward more ethical practice. for some tasks, this can be accomplished locally by working with stakeholders at the department or institutional level, for other tasks it may require effort to alter the practice of national or global institutions, or a break with standards in favor of more ethical practice. the analysis of the project with the cataloguing code of ethics expanded the authors’ perspective on cataloging ethics. by going through the statements of principles, they realized their understanding of cataloging ethics fell specifically along statements 3 and 4: addressing personal prejudices in the work and biases in standards and practices and implementing social justice and inclusivity for information users. they mainly focused on these two areas and did not carefully consider the other principles in the code when planning the project. while they may have met the other statements, it was not through deliberate effort but more due to learned traits and values from responsibilities as a cataloger, such as contributing to records and sharing with the community. the authors recognized other ethical issues that also need to be addressed in their work, although that may not always be possible or easily controlled based on the library’s priorities and budget constraints. the exercise revealed that they do not necessarily apply the same cataloging ethics to all formats. in particular, scrutiny and subject analysis are not applied to bulk record loads for electronic resources and their outsourced shelf-ready cataloging and processing records. for these resources, they sacrifice detailed description and precision of searching for the sake of bulk loading large numbers of records and immediate access. they also do not review these records to apply other subject access points to ameliorate biases, although they do invest their time in doing this for digital collections items. the authors also developed more awareness that financial and intellectual barriers exist in the tools they use daily. they belong to an institution 132 a. yon and e. willey that is a member of naco and saco, regularly contribute names to the library of congress name authority file and have the ability and training to propose terms to lcsh. they have access to the widely used cataloging database oclc worldcat, the rda toolkit, and classweb; all tools that require fees and training. cost obstacles prevent accessibility to shared standards for catalogers from smaller institutions with less staff and funding to contribute. reflecting on statement 10, the catalogers acknowledged more user studies should be conducted to improve their work. subject librarians informed them that searching creators by demographic group terms can be useful for the library’s users based on past queries. however, they did not conduct a direct study with users to better understand their needs. the topic of the characteristics of creators requires further exploration and could benefit from user studies with underrepresented and diverse racial and cultural groups to address biases and incorporate inclusivity in description for the information-seeking needs of those populations. the cataloguing code of ethics can be seen as symptomatic of the shift in cataloging from local work based on extensive documentation (aacr2, for example) to a more subjective local practice in a sometimes contradictory global context. the general principles in the cataloguing code of ethics provide guidance that can lead users to more ethical practice, but especially in a global context this may not lead to universal consensus. however, by using the principles outlined in the code catalogers can navigate this uncertainty and make the best decisions for their local users and community. this may often preclude easy answers and well-defined practices but promises a more informed profession able to navigate complex ethical issues. conclusions and recommendations the authors found reviewing their project through the cataloguing code of ethics to be a valuable exercise. it allowed them to consider their previous and current practice in ways they had not and provided valuable insight into how some cataloging can be considered both ethical and questionable depending on how it is viewed. overall, the experience was affirming but also helped the authors identify ways their practice could be improved. while some specific criteria seemed more relevant to their project than others, all the statements of principles had some degree of relevance. while it was developed by the cataloging community and primarily marketed toward catalogers, other communities may also benefit from using the cataloguing code of ethics to evaluate their work. wikidata cataloging & classification quarterly 133 editors in particular have frequent discussions on issues, such as privacy, the rights of people to be described (or not described) as they wish, and the ethical implications of metadata work. this may become more directly relevant to catalogers if linked data sources such as wikidata are incorporated into cataloging metadata rather than developing additional national standards through the library of congress. for example, a program for cooperative cataloging wikidata pilot project is underway. if it is proposed that adding demographic information from wikidata to catalog records or local search results is preferable to continuing to develop lcdgt, having practice applying these ethical principles will be valuable experience in that conversation. in addition, laudable projects, such as cite black women may benefit from including demographic information in metadata, but that should be considered carefully and holistically before proceeding.77 catalogers may wish to emphasize certain principles from the cataloguing code of ethics based on their individual institution’s values. while it may be ideal that catalogers meet all principles in their work, it is not always possible or even in the catalogers’ control due to administration directives, conflicting priorities, system barriers, and the lack of resources and staff. moreover, they will find some areas more important than others in their local practice based on their users’ needs. coordinating the institution’s strategic goals with the principles from the cataloguing code of ethics could provide better guidance and build consensus among catalogers to create and implement a local ethics framework specifically in their work. use of community-developed vocabularies and knowledge bases like wikipedia and wikidata can help to limit the impact of bias in cataloging and metadata work. statements 3 and 4 in the cataloguing code of ethics ask that catalogers address biases, which can be complicated for some. often it requires modifying practices and services through the lens of diversity, equity, and inclusion. there has been a wider interest in recognizing and acknowledging the consequences of using outdated terms from lcsh and challenging and refuting the notion of neutrality in cataloging.78 with tools readily available, such as the cataloging lab platform, a wider community can send proposals collectively to revise and add to lcsh for improving the vocabulary that is used in so many libraries. remaining neutral is not an option in libraries and the vast global and community-driven information landscape. libraries and institutions in the twenty-first century have embedded diversity, equity, and inclusion principles into their values and strategic goals. catalogers have also identified a greater need to acknowledge that their work is not neutral and mitigate bias in description. karen smithyoshimura states: 134 a. yon and e. willey we acknowledge that we have implicit or hidden biases in our descriptive metadata as well. we may identify “african-american” images in photo collections but not “white” or caucasian; library of congress subject headings only mention race when the person is not white (e.g., “men” and “african-american men.”) should we categorize all people? how can such categorization be objective? 79 while answers to these and other ethical questions in cataloging and metadata will likely be an ongoing discussion rather than clear cut criteria, evaluating practice against the cataloguing code of ethics served as a valuable experience and helped prepare the authors for these discussions while showing how they can more ethically serve their users and community. orcid angela yon http://orcid.org/0000-0003-4125-2397 eric willey http://orcid.org/0000-0002-7514-0011 notes 1. dorothy b. porter, “review of a library on the negro by mentor a. howe and roscoe e. lewis,” the journal of negro education 10, no. 2 (1941): 264–66. https://doi. org/10.2307/2292559 2. frances lydia yocom, a list of subject headings for books by and about the negro (new york, ny: h.w. wilson, 1940). this scholarship was brought to our attention by violet fox (@violetbfox) fox, violet. reminder that #critcat/radical cataloging history doesn’t begin & end with berman. see also frances yocom who wrote about the lack of subject headings for materials about african-americans in 1940. october 1, 2021, 2:09 am. https://twitter.com/violetbfox/status/1443835511777472528?ref_src=twsrc%5etfw (accessed november 18, 2021). 3. annette l. hoage. the library of congress classification in the united states. a survey of opinions and practices, with attention to problems of structure and application (d.l.s. dissertation, school of library service, columbia university. 1961). the scholarship of anette l. hoage (later annette hoage phinazee) was brought to the authors’ attention by a tweet from harvey long (@harvlong) long, harvey. "her name was annette phinazee. by all accounts, she was the goat. her 1961 columbia university dissertation was a critical examination of the loc and its cataloging practices." september 30, 2021, 1:04 pm. https://twitter.com/harvlong/ status/1443637915519754243?ref_src=twsrc%5etfw (accessed november 18, 2021). 4. cataloging ethics steering committee, “cataloguing code of ethics,” final version, https://docs.google.com/document/d/1ibz7nxqpfr3u1p6xiar9clakzonx_p9fq7ehvzfslz0/edit (accessed may 11, 2021). 5. cataloging ethics steering committee, “case studies,” https://sites.google.com/view/ cataloging-ethics/home/case-studies (accessed may 25, 2021). 6. eric willey and angela yon, “applying library of congress demographic group characteristics for creators,” cataloging & classification quarterly, 57, no. 6 (2019): 349–68. https://doi.org/10.1080/01639374.2019.1654054 7. wikipedia contributors, “list of african-american writers,” wikipedia, the free encyclopedia, https://en.wikipedia.org/w/index.php?title=list_of_african-american_writers&oldid=855683364 (accessed august 24, 2018). http://orcid.org/0000-0003-4125-2397 http://orcid.org/0000-0002-7514-0011 https://doi.org/10.2307/2292559 https://doi.org/10.2307/2292559 https://twitter.com/violetbfox/status/1443835511777472528?ref_src=twsrc%5etfw https://twitter.com/violetbfox/status/1443835511777472528?ref_src=twsrc%5etfw https://twitter.com/harvlong/status/1443637915519754243?ref_src=twsrc%5etfw https://twitter.com/harvlong/status/1443637915519754243?ref_src=twsrc%5etfw https://docs.google.com/document/d/1ibz7nxqpfr3u1p6xiar9clakzonx_p9fq7ehvzfslz0/edit https://docs.google.com/document/d/1ibz7nxqpfr3u1p6xiar9clakzonx_p9fq7ehvzfslz0/edit https://sites.google.com/view/cataloging-ethics/home/case-studies https://sites.google.com/view/cataloging-ethics/home/case-studies https://doi.org/10.1080/01639374.2019.1654054 https://en.wikipedia.org/w/index.php?title=list_of_african-american_writers&oldid=855683364 https://en.wikipedia.org/w/index.php?title=list_of_african-american_writers&oldid=855683364 cataloging & classification quarterly 135 8. cataloging ethics steering committee, “cataloging ethics definition,” cataloging ethics steering committee, https://sites.google.com/view/cataloging-ethics/home/cataloging-ethics-definition (accessed september 25, 2021). 9. jennifer m. martin, “records, responsibility, and power: an overview of cataloging ethics,” cataloging & classification quarterly 59, nos. 2–3 (2021): 283. https://doi. org/10.1080/01639374.2020.1871458 10. karen snow and beth shoemaker, “defining cataloging ethics: practitioner perspectives,” cataloging & classification quarterly 58, no. 6 (2020): 544. https://doi.org/10. 1080/01639374.2020.1795767 11. snow and shoemaker, 535. 12. snow and shoemaker, 543. 13. martin, “records, responsibility, and power.” 14. martin, 287–8. 15. martin, 295. 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"home," https://www.citeblackwomencollective.org/ (accessed june 30, 2021). 78. violet fox, cataloging lab, “problem lcsh,” https://cataloginglab.org/problem-lcsh/ (accessed june 30, 2021). 79. oclc research, “creating metadata for equity, diversity, and inclusion,” hanging together: the oclc research blog, https://hangingtogether.org/?p=6833 (accessed june 30, 2021). http://informationr.net/ir/12-4/colis/colis07.html https://docs.google.com/document/d/1bhtghhsl54pflekiwnmhpf9o_2kr_gmq5gwibgnlkdg/edit https://docs.google.com/document/d/1bhtghhsl54pflekiwnmhpf9o_2kr_gmq5gwibgnlkdg/edit https://docs.google.com/document/d/1bhtghhsl54pflekiwnmhpf9o_2kr_gmq5gwibgnlkdg/edit https://docs.google.com/document/d/1ibz7nxqpfr3u1p6xiar9clakzonx_p9fq7ehvzfslz0/edit https://docs.google.com/document/d/1ibz7nxqpfr3u1p6xiar9clakzonx_p9fq7ehvzfslz0/edit https://en.wikipedia.org/w/index.php?title=list_of_african-american_writers&oldid=855683364 https://en.wikipedia.org/w/index.php?title=list_of_african-american_writers&oldid=855683364 https://eslibrary.berkeley.edu/sites/default/files/thesauru.doc https://eslibrary.berkeley.edu/chicano-studies-collection https://eslibrary.berkeley.edu/chicano-studies-collection https://ir.library.illinoisstate.edu/fpml/100/ https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?filename=0&article=1105&context=fpml&type=additional https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?filename=0&article=1105&context=fpml&type=additional https://faculty.washington.edu/aschiff/olac2017-applyinglcfacetedvocab.pptx http://ir.library.illinoisstate.edu/fpml/96 http://ir.library.illinoisstate.edu/fpml/97 http://ir.library.illinoisstate.edu/fpml/97 https://www.citeblackwomencollective.org/ https://cataloginglab.org/problem-lcsh/ https://hangingtogether.org/?p=6833 using the cataloguing code of ethics principles for a retrospective project analysis abstract introduction literature review analysis discussion conclusions and recommendations orcid notes just because we can, doesn’t mean we should: an argument for simplicity and data privacy with name authority work in the linked data environment full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wjlm20 journal of library metadata issn: 1938-6389 (print) 1937-5034 (online) journal homepage: https://www.tandfonline.com/loi/wjlm20 just because we can, doesn’t mean we should: an argument for simplicity and data privacy with name authority work in the linked data environment amber billey to cite this article: amber billey (2019) just because we can, doesn’t mean we should: an argument for simplicity and data privacy with name authority work in the linked data environment, journal of library metadata, 19:1-2, 1-17, doi: 10.1080/19386389.2019.1589684 to link to this article: https://doi.org/10.1080/19386389.2019.1589684 published online: 02 apr 2019. submit your article to this journal article views: 1974 view related articles view crossmark data citing articles: 1 view citing articles https://www.tandfonline.com/action/journalinformation?journalcode=wjlm20 https://www.tandfonline.com/loi/wjlm20 https://www.tandfonline.com/action/showcitformats?doi=10.1080/19386389.2019.1589684 https://doi.org/10.1080/19386389.2019.1589684 https://www.tandfonline.com/action/authorsubmission?journalcode=wjlm20&show=instructions https://www.tandfonline.com/action/authorsubmission?journalcode=wjlm20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/19386389.2019.1589684 https://www.tandfonline.com/doi/mlt/10.1080/19386389.2019.1589684 http://crossmark.crossref.org/dialog/?doi=10.1080/19386389.2019.1589684&domain=pdf&date_stamp=2019-04-02 http://crossmark.crossref.org/dialog/?doi=10.1080/19386389.2019.1589684&domain=pdf&date_stamp=2019-04-02 https://www.tandfonline.com/doi/citedby/10.1080/19386389.2019.1589684#tabmodule https://www.tandfonline.com/doi/citedby/10.1080/19386389.2019.1589684#tabmodule just because we can, doesn’t mean we should: an argument for simplicity and data privacy with name authority work in the linked data environment amber billey bard college libraries, annandale-on-hudson, ny, usa abstract neutrality is a core tenet of librarianship, although it is widely accepted that cataloging is not a neutral act. in 1876, charles ammi cutter outlined the model for a library catalog. that model remained largely unchanged for over 120years; however the publication and adoption of functional requirements for bibliographic records (frbr), functional requirements for authority data (frad), and functional requirements for subject authority data (frsad) by the international cataloging community in the late 1990s and early 2000s ushered in new models for organizing and describing bibliographic resources. although the “frbr family” of models remains true to cutter’s guiding principles at their core, they explicitly introduced specific attributes for describing bibliographic entity groups. in particular, frad greatly expanded the attributes to record about persons, and these attributes were codified in the contemporary cataloging standard resource description and access (rda). as a result, catalogers now capture much more information about people in authority records than ever before. the contribution of all this new additional metadata into authority files has the potential to harm the actual people we are now cataloging by misidentifying or censoring information through cataloger bias or by capturing personally identifying information that could be used against the person. this has great ramifications in the linked data environment when the metadata is reused and can no longer be controlled by the individuals or institutions who created the original data. the risks are too great and we have yet to see the results in our discovery systems to rationalize adding so much personal information about people in library authority records. this paper argues that we should return to a simpler, pre-rda authority record. however, the likelihood of changing rda is slim, but we can adjust our cataloging practice to record only the most necessary information in authority records to curb catalog bias and insure personal data privacy for authors and contributors in our authority files. keywords name authority records; library standards; frbr; frad; lrm; rda; cataloger’s judgement; data privacy; bias and discrimination contact amber billey abilley@bard.edu bard college libraries, annandale-on-hudson, ny, usa. color versions of one or more of the figures in the article can be found online at www.tandfonline.com/wjlm. � amber billey � 2019 the author(s). published with license by taylor & francis group, llc journal of library metadata 2019, vol. 19, nos. 1–2, 1–17 https://doi.org/10.1080/19386389.2019.1589684 http://crossmark.crossref.org/dialog/?doi=10.1080/19386389.2019.1589684&domain=pdf&date_stamp=2019-06-10 http://www.tandfonline.com/wjlm https://doi.org/10.1080/19386389.2019.1589684 http://www.tandfonline.com manuscript an evolution of standards the concept of “neutrality” is a key part of our profession. the american library association code of ethics (http://www.ala.org/tools/ethics) contains eight broad statements, two of which are particularly useful to reflect how neutrality impacts the work of library metadata and access to our collections. the very first and seventh statements of ethics directly affect our work: 1. we provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests. 7. we distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources. providing unbiased cataloging and fairly representing our resources in the catalog enables “equitable,” “accurate,” and “unbiased” access to our resources for all our users. neutrality is taught in cataloging courses at library and information science schools. in the most recent 4th edition of the fundamental cataloging textbook, the organization of information, joudrey, taylor, and wisser (2018) directly address the issue of neutrality and objectivity in the subject analysis chapter. information professionals are expected to remain objective and impartial in all their work related activities … (joudrey, taylor, & wisser, 2018, p. 451) … information professionals are expected to remain neutral … (joudrey, taylor, & wisser, 2018, p. 451) consequently, information professionals often forego long philosophical debates over the nature of reality, aboutness, and subject determination, and just do the task— with an understanding that although cataloging is not a neutral act [emphasis added], we should attempt to keep our biases in check as much as possible while performing the process and remember that self-awareness is crucial [emphasis added] (joudrey, taylor, & wisser, 2018, p. 452). the last quote is the most striking, and it was the only sentence changed between the 3rd edition (joudrey, taylor, & wisser, 2009) and the 4th edition. the authors rightly point out that as a profession we rarely get into philosophical debates over the “nature of reality,” “aboutness,” and “subject determination.” it is important to make space for this dialog to understand how our actions as a profession affect library users and access to library collections. that is the intention of this paper: to step back and holistically reflect on how cataloger actions with authority records affect library users, access to library collections, and most importantly the lives of the very people being recorded. 2 a. billey http://www.ala.org/tools/ethics the authors of the organization of information go on to acknowledge that catalogers are often just trying to do their jobs and are working with the tools and standards that are on hand. the italicized phrases are new additions to this statement for the 4th edition. the authors acknowledge that cataloging is not a neutral act—but they unfortunately do not go into further detail. it would be helpful to know more about what they mean, but at least they acknowledge this complex issue. the authors emphasize that catalogers need to keep their biases in check and remember that self-awareness is crucial. while catalogers and metadata creators must be self-aware of their own biases—philosophical, moral, social, religious, and political; they must also be aware of the biases entrenched within our cataloging classification and taxonomic systems that privilege a colonial, western, white, christian, capitalist, male-dominated, and hetero-normative perspective. much has been done to improve these standards, and the work of sanford berman (1971), hope olson (2002, 2008, 2011), emily drabinski (2013), melissa adler and joseph tennis (2013), melissa adler (2016, 2017), k. r. roberto (2011), kelly thompson (2016), and others has highlighted and improved these culturally systemic problems within library systems, but there is much more work to be done to ensure the “highest level of service to all library users” (http://www.ala.org/tools/ethics). so let us take a moment to reflect on the essence of our work as library catalogers and metadata creators. charles ammi cutter outlined his three objects for a library catalog in 1876 (figure 1). according to cutter, the library cataloging project essentially consists of recording descriptive information about the resources, the authors or agents associated with the resource, and the subjects of the resource. this model remained largely unchanged for more than 120 years. even the 1961 paris principles reflect the model of recording descriptive information about the resources, associated authors or agents, and their subjects. the first edition of the figure 1. cutter’s objects from his 1904 rules for a dictionary catalog. source: cutter, c. a. (1904). rules for a dictionary catalog (4th ed.). washington: government printing office. retrieved from http://hdl.handle.net/2027/uiug.30112018620143. journal of library metadata 3 http://www.ala.org/tools/ethics http://hdl.handle.net/2027/uiug.30112018620143 anglo-american cataloging rules (aacr) was published in 1967 jointly by the american library association, the canadian library association, and the library association. the isbd(m): international standard of bibliographic description monographic publications was issued by the international federation of library associations (ifla) committee on cataloging in 1974. the second edition of the anglo-american cataloging rules (aacr2) was published in 1978 to bring the cataloging rules in line with isbd. all these standards supported cutter’s guiding principles. the goal of our everyday library cataloging and metadata work changed with the introduction of functional requirements for bibliographic records (frbr) (1998), the functional requirements authority data (frad) (2009), and the functional requirements of subject authority data (frsad) (2010), causing our project to expand from implicit cutter-like objects of a catalog to fulfilling specific frbr user tasks (ifla study group on the functional requirements for bibliographic records, 1998): � to find entities that correspond to the user’s stated search criteria � (i.e., to locate either a single entity or a set of entities in a file or database as the result of a search using an attribute or relationship of the entity); � to identify an entity � (i.e., to confirm that the entity described corresponds to the entity sought, or to distinguish between two or more entities with similar characteristics); � to select an entity that is appropriate to the user’s needs � (i.e., to choose an entity that meets the user’s requirements with respect to content, physical format, etc., or to reject an entity as being inappropriate to the user’s needs); � to acquire or obtain access to the entity described � (i.e., to acquire an entity through purchase, loan, etc., or to access an entity electronically through an online connection to a remote computer). at first read, the frbr user tasks seem like a departure from cutter’s objects, but they are actually quite similar. figure 2 diagrams the frbr entity relationship model that supports the user tasks. upon closer inspection, it essentially still consists of descriptions about resources (group 1 entities), the authors or agents related to resources (group 2 entities), and the subjects that resources are about (group 3 entities). in addition to the user tasks, the entity relationship models between all the groups, frbr, frad, and frsad outline specific attributes and relationships for the entities within and among the groups. when frbr was first published in 1998, attributes for persons were very simple: name, 4 a. billey dates, title, and other designations associated with the person. frad was published to further define the frbr model specifically for group 2 entities. frad also had its own user tasks (ifla working group on functional requirements and numbering of authority records (franar), 2013): � find � find an entity or set of entities corresponding to a stated criteria … ; or to explore the universe of bibliographic entities using those attributes and relationships. � identify � … confirm that the entity represented corresponds to the entity sought, to distinguish between two or more entities with similar characteristics … or to validate the form of name to be used for a controlled access point. � contextualize � … clarify the relationship between two or more persons, corporate bodies, works, etc.; or clarify the relationship between a person corporate body, etc., and a name by which that person, corporate body, etc. is known. figure 2. frbr group entities. sorce: miksa, s. d. (2008). hello rda, goodbye aacr2! [presentation]. retrieved from https://digital.library.unt.edu/ark:/67531/metadc86157/m1/15/. journal of library metadata 5 https://digital.library.unt.edu/ark:/67531/metadc86157/m1/15/ � justify � document the authority data creator’s reason for choosing the name or form of name on which a controlled access point is based. frad greatly expanded the number of attributes to describe people, and as a result authority work dramatically changed. however, the basis on which these specific new attributes for persons were determined is unclear (billey, drabinski & roberto, 2014). the frad attributes were then codified into rda as actual instructions that real-life everyday catalogers use as guidelines that are published in the rda toolkit (american library association, 2010) to create and edit name authority records in the library of congress name authority file (lcnaf). new 3xx marc codes were introduced (https://www.loc.gov/marc/authority/ad1xx3xx.html) to accommodate the new attributes that frad proposed and rda realized. rda is the first instance where catalogers are being asked to describe people. with rda, catalogers are now asked to create contextualized biographical sketches in addition to constructing the unique name string for indexing. when they describe people, they have the opportunity to include much more personal information: � name of the person � dates associated with the person � title of the person � fuller form of name � other designation associated with the person � gender � place of birth � place of death � country associated with the person � place of residence, etc. � address of person � affiliation � language of person � field of activity of the person � profession or occupation published in 2017, the ifla library reference model (lrm) (riva, le boeuf, & �zumer, 2017) sought to align the frbr family of models into a single cohesive theoretical modeling framework for the bibliographic universe. of course, the lrm also prescribes user tasks (below) and assigned attributes to entities to justify the user tasks. rda is expected to be 6 a. billey https://www.loc.gov/marc/authority/ad1xx3xx.html updated to adhere to this new ifla standard model sometime in 2019 with its rda toolkit restructure and redesign project (also-known-as the 3r project) (http://rda-rsc.org/node/551#10). � find � to bring together information about one or more resources of interest by searching on any relevant criteria � identify � to clearly understand the nature of the resources found and to distinguish between similar resources � select � to determine the suitability of the resources found, and to be enabled to either accept or reject specific resources � obtain � to access the content of the resource � explore � to discovery resources using the relationships between them and thus place the resources in context (p. 15) however, the organization of the entities in the lrm (figure 3) still reflects cutter’s primary objects. works, expressions, manifestations, and items (wemi) are the resources held within a library, agents are the persons and organizations who are related in some way (primarily as figure 3. ifla library reference model (p. 86). riva, p., le boeuf, p., & �zumer, m. (2017). ifla library reference model. ifla. retrieved from https://www.ifla.org/files/assets/cataloguing/frbrlrm/ifla-lrm-august-2017_rev201712.pdf. journal of library metadata 7 http://rda-rsc.org/node/551#10 https://www.ifla.org/files/assets/cataloguing/frbr-lrm/ifla-lrm-august-2017_rev201712.pdf https://www.ifla.org/files/assets/cataloguing/frbr-lrm/ifla-lrm-august-2017_rev201712.pdf creators/authors) to wemi entities, and res are the subjects that resources are about. the lrm model is not that different than the one introduced by cutter 142 years ago but it complicates the cataloging project into abstract concepts and relationships rather than concrete actions that everyday library catalogers and metadata creators actually perform. authority work, then and now prior to rda, the primary goal of authority work was identification and disambiguation. catalogers constructed a unique “heading” or “authorized access point” for indexing and display. as documented in frad (patton, 2009), traditional authority work included: … the authorized access point for the entity as established by the cataloguing agency as the default form for display in its catalogue, as well as access points for variant forms of name and authorized access points for related entities. the authority record will also normally include information identifying the rules under which the controlled access points were established, the sources consults, the cataloguing agency responsible for establishing the controlled access point, etc. (p. 15). in traditional authority work, bibliographical or contextual information was not typically recorded. the marc authority 678 tag for biographical or historical data was introduced only in 2001. since 2013, with the development of frad/lrm and rda, catalogers aspire to achieve the user tasks, so we record a great deal of information about people that resemble biographical sketches or profiles. with cutter disambiguation is implied, while frad makes this explicit in the “identify” user task. the shift from implicit to explicit authority data resulted in the new elements for describing people in rda, and expanded the work of catalogers to record more information in authority records. this has resulted in more opportunities for cataloger bias and the recording of personally identifying information in authority records. since the rda elements were so recently added to marc21 they are not applied reliably enough which could lead to misleading results even if library systems utilized the marc 3xx tags in authority records. unfortunately, library systems do not allow for this kind of sophisticated searching on authority record metadata. while libraries continue to build the traditional authority file, there are other external identity management sources of linked data that could be used instead, thereby fulfilling the promise of linked data. bias & risk catalogers presume that they are recording facts about the person, but there are plenty of places in an authority record where judgment or biases 8 a. billey may creep in and potentially cause harm for the individual being described. as catalogers, we choose what information goes into and stays out of an authority record. the risk of bias is implicit in that choice of what information is recorded and what terms are used. cataloger bias can lead to consciously or unconsciously censoring information from being added to an authority record. for example, it is well known that maya angelou worked in the sex trade during her life—this is documented in her wikipedia article, biographies, and encyclopedias as well as her autobiography—but this information is missing from her lcnaf record (http://id. loc.gov/authorities/names/n50024879). so any user wanting to find, identify, and obtain resources on sex workers who are also poets would miss maya angelou because that attribute was not recorded in her authority record. why was this information left out? did the catalogers who worked on angelou’s record over time think it was inappropriate to mention or did they not think it was important? this is where the bias or even time constraints lead to gaps, censorship, or misinformation in authority record metadata. another peculiar example is that some catalogers chose to record the enslavement of individuals by adding 374 $a slaves $2 lcsh for the occupation rda element in their record. the question of whether enslavement is an occupation is beyond the scope of this paper; however the necessity and accuracy of recording such information is within its scope. the cataloging utility connexion by oclc allows users to search on the 3xx tags. a query for the library of congress subject heading “slaves” on the entity attributes in connexion returns 50 results, however well-known enslaved individuals such as hannah crafts (http://id.loc.gov/authorities/ names/n2002033450), harriet jacobs (http://id.loc.gov/authorities/names/ n50027972), denmark vesey (http://id.loc.gov/authorities/names/n50013944), nat turner (http://id.loc.gov/authorities/names/n50016161), harriet tubman (http://id.loc.gov/authorities/names/n79106623), and most likely many others are not in those results. it was catalogers’ judgement that permitted this inconsistent and egregious metadata, and catalogers’ judgement also permits bias and discrimination to enter into the authority file. when the new rda elements for describing people were introduced to the cataloging community the proponents put forward use cases for the new 3xx tags in marc, such as finding all the publications by women politicians in the united states. a simple query of “united states and politicians and females” on the entity attributes in connexion returns only 19 results (figure 4). whereas a similar sparql query (figure 5) of wikidata returns 7526 results (http://tinyurl.com/y7e5oer6). catalogers are invited (even encouraged) to record very personal information about people. much of this information qualifies as personally journal of library metadata 9 http://id.loc.gov/authorities/names/n50024879 http://id.loc.gov/authorities/names/n50024879 http://id.loc.gov/authorities/names/n2002033450 http://id.loc.gov/authorities/names/n2002033450 http://id.loc.gov/authorities/names/n50027972 http://id.loc.gov/authorities/names/n50027972 http://id.loc.gov/authorities/names/n50013944 http://id.loc.gov/authorities/names/n50016161 http://id.loc.gov/authorities/names/n79106623 http://tinyurl.com/y7e5oer6 identifiable information (pii) (https://nvlpubs.nist.gov/nistpubs/legacy/ sp/nistspecialpublication800-122.pdf). rda attributes that qualify as pii according to the definition used by the national institute of standards and technology are fuller form of name; address of person (specifically home address and email address); date associated with the person (specifically birth date); and place of birth. to a lesser degree but still potentially pii include: name of the person, gender, and affiliation (specifically if race or ethnicity is recorded, and their school or workplace). recording this information could figure 4. results of oclc connexion authorities search for “united states and politicians and females” on the entity attributes. figure 5. sparql query of wikidata for female politicians in the united states. 10 a. billey https://nvlpubs.nist.gov/nistpubs/legacy/sp/nistspecialpublication800-122.pdf https://nvlpubs.nist.gov/nistpubs/legacy/sp/nistspecialpublication800-122.pdf violate a person’s privacy, make their personal information vulnerable to bad actors, and even possibly put someone in danger. for example, if we record the email address of a person and that information is used maliciously, we could be putting that person at risk for identity theft. if we record that a person is transgender, this could have serious implications for their safety, particularly in countries where being transgender is illegal. this emphasizes that we do not know where the information that we record in name authority records will end up. with linked data, this information travels far beyond the servers at oclc and the library of congress. the lcnaf is reconciled against datasets such as the virtual international authority file (viaf), the international standard name identifier (isni), and wikidata. once the information is published about a person on http://id.loc.gov it will stay out there, because as soon as the metadata is made available as an open dataset for anyone to download, cache, and reuse, that metadata is no longer in the control of the original data creators. the facebook and cambridge analytica story (https://en. wikipedia.org/wiki/facebook-cambridge_analytica_data_scandal) illustrates this argument. catalogers have the best intentions when creating name authority files. the records help users find, identify, and select resources for researchers. but as catalogers and metadata creators are recording more personal information about authors in the name authority files, these wider implications outside the library walls must be considered. unreliable library systems catalogers choose what information is recorded or left out of authority records. however, after 25 years of frbr, and nearly 10 years of frad, and over 5 years of marc 3xx tags for recording additionally available information, library catalogs still do not use this data to enhance the user experience to allow patrons to more easily fulfill the frad/lrm user tasks (rose, 2012). discovery layers attempt a frbr-like experience and some succeed better than others, however few (if any) utilize authorities and their rich metadata to help users discover resources in new ways. if authorities metadata is not being fully used in our catalogs, it should not be necessary to record so much information in the first place. regardless of data in the authority records, we still do not have a catalog or discovery layer that facilitates a search or browse experience that utilizes the rda elements being recorded about persons. given the limited utility of the additional information available, the risks in storing and publishing so much personal information in authority files as linked data clearly outweigh any perceived benefits. additionally, the new elements were so recently added to our standards and a cursory examination of the lcnaf journal of library metadata 11 http://id.loc.gov https://en.wikipedia.org/wiki/facebook-cambridge_analytica_data_scandal https://en.wikipedia.org/wiki/facebook-cambridge_analytica_data_scandal reveals that they are inconsistently applied. the recall of a query utilizing any of the new metadata elements about people would be imprecise (as demonstrated by the examples mentioned above). only a fraction of authority records contain the new elements, so the query results would not be accurate or reliable enough to be helpful to users. redundancy & reuse the extra work of adding these rda elements could possibly be generating redundant information that already exists in publishers’ author questionnaires, or other identity management platforms such as wikidata, musicbrainz, imdb, isni, and orcid. while these sources could also potentially contain harmful/bias information as well, they are either managed by commercial entities (musicbrainz and imdb); collaboratively edited and openly maintained (wikidata); or they do not record as much personally identifying information (isni and orcid) and instead focus on entity names and their related works. linked data promised to resolve the redundancy problem and reduce the labor of duplicating metadata through linking and reusing data from linked data sources. unfortunately, the implementation of linked data in the marc environment through the new $1 and $0 for recording unique resource identifiers (uris) in bibliographic and authority records seems to have only added more complexity to the cataloging project, rather than simplifying it. discussions on cataloging list-servs document confusion about when and how to record uris, and when to use a $1 and $0. a recent pcc report on formulating and obtaining uris (https://www.loc. gov/aba/pcc/bibframe/taskgroups/formulate_obtain_uri_guide.pdf) sought to clarify the issue, but with so many potential sources of linked data it further proves the increased complexity of our work. with library budgets and technical services staff levels consistently shrinking, we should make our work easier to accomplish rather making it more difficult and cumbersome. if we had cataloging tools that could utilize external uris and actually reuse the data from open datasets, it has the potential to greatly improve cataloger efficiency and truly create an open web of linked data. questioning authority (work) it is time we question our own authority. the association of college and research libraries (acrl) framework for information literacy for higher education (http://www.ala.org/acrl/standards/ilframework) contains six key concepts, and the first concept is one that catalogers and metadata creators should consider: “authority is constructed and contextual” (http://www.ala. 12 a. billey https://www.loc.gov/aba/pcc/bibframe/taskgroups/formulate_obtain_uri_guide.pdf https://www.loc.gov/aba/pcc/bibframe/taskgroups/formulate_obtain_uri_guide.pdf http://www.ala.org/acrl/standards/ilframework http://www.ala.org/acrl/standards/ilframework#autho org/acrl/standards/ilframework#autho). resources (even our own standards) reflect the creators’ expertise and credibility. our authority files are a resource, and we create them with our own cultural experiences and biases. as hard as we try to be neutral, that simply is not possible. every decision we make to record information in an authority file includes a simultaneous decision about what not to record about a person. and what we choose to record or not record can have ramifications far beyond the library experience. do the rda elements help lrm user tasks? in many ways, they could help users find, identify, and explore the people associated with the resources in our collections, but at what cost? it is not worth publishing personally identifying information to slightly improve the user experience. how exhaustive should authority records be to facilitate user tasks? a cataloger cannot possibly anticipate every possible use case or user need. what evidence do the creators of the lrm have to justify the necessity of recording so much more information about people? as billey, drabinski and roberto (2014) state in an earlier publication, no convincing evidence has been made that justifies the necessity of recording so much more information about people. perhaps the ifla lrm and 3r could be an opportunity to revisit what information is recorded about people? unfortunately, given the new rda steering committee governance structure (http://www.rda-rsc.org/rsc-members) which leaves american catalogers with a single representative for all of north america, the likelihood of these concerns being heard and addressed are slim. frbr, frad, frsad—now the lrm, and the new elements that are codified in rda, were forced upon the cataloging community without much consideration from its members (coyle, 2016, p. 67) and they are unlikely to change. so, what can catalogers do? i recommend that we keep our authority records simple and move toward identity management principles in a linked data environment. the truly neutral act that would ensure the privacy of personally identifying information would be to focus on the name of the entity and their associated works. catalogers could choose to simply record: � name(s) associated with a public entity � associated work(s) � lifespan dates (if known and publicly available) � field of activity (creation class) � occupation (creation role) we need systems that coin and use uris for machine processing, as well as utilize the additional metadata for disambiguation by the end-user. so, we can move away from the necessity of unique name strings for data journal of library metadata 13 http://www.ala.org/acrl/standards/ilframework#autho http://www.rda-rsc.org/rsc-members http://www.rda-rsc.org/rsc-members management in authority files, and instead focus on identity management and linked data reuse in library cataloging. there are projects under way in the library domain that are exploring or already implementing this principle: national strategy for shareable local name authorities national forum (https://ecommons.cornell.edu/handle/1813/56343), pcc isni umbrella membership pilot (https://wiki.duraspace.org/display/pccisni/ pccþisniþpilotþhome), naco lite (https://escholarship.org/uc/item/ 3ss1t4xx), and the pcc task group on identity management in naco (http://www.loc.gov/aba/pcc/taskgroup/pcc-tg-identity-management-innaco-rev2018-05-22.pdf). existing identity management platforms such as isni and orcid already coin unique identifiers for public entities with their names with a focus on related works and creative relationships, rather than unique name strings and biographical information (http:// www.isni.org/ and https://orcid.org/about/what-is-orcid/mission). if we must continue to add personal information in authority records in accordance with rda instructions, then we should respect the privacy and dignity of individuals. record information about people as they describe themselves, using easily/readily available public sources of information. only record what is necessary for disambiguation. record enough information so that we can identify between authorities of the same name if necessary. this follows a similar model to wikipedia with their disambiguation pages for concepts or people that share the name. then utilizing uris to shift the goal of authorities to identity management and remove the necessity for unique name strings for disambiguation. catalogers could then focus on simple contextualizing authority records that take into account the following considerations proposed by thomson (2016): is there potential for this information to harm the [person] through outing or violating the right to privacy? is there an indication that the [person] consents to having this information shared publicly? will including this information help a library user in the search process? (p. 152) by utilizing thompson’s proposed consideration when creating new authority records, we can provide unbiased cataloging and fairly represent the creators and contributors of the resources in libraries as outlined in the ala code of ethics and as taught in core cataloging textbooks. conclusion neutrality is a core tenet of librarianship, although it is widely accepted that cataloging is not a neutral act. frad greatly expanded the attributes to record about persons, and these attributes were codified in rda. as a result, catalogers now capture much more information about people in 14 a. billey https://ecommons.cornell.edu/handle/1813/56343 https://wiki.duraspace.org/display/pccisni/pcc+isni+pilot+home https://wiki.duraspace.org/display/pccisni/pcc+isni+pilot+home https://escholarship.org/uc/item/3ss1t4xx https://escholarship.org/uc/item/3ss1t4xx http://www.loc.gov/aba/pcc/taskgroup/pcc-tg-identity-management-in-naco-rev2018-05-22.pdf http://www.loc.gov/aba/pcc/taskgroup/pcc-tg-identity-management-in-naco-rev2018-05-22.pdf http://www.isni.org/ http://www.isni.org/ https://orcid.org/about/what-is-orcid/mission authority records than ever before. the contribution of all this new additional metadata into authority files has the potential to harm the actual people being cataloged by misidentifying or censoring information through cataloger bias or by capturing personally identifying information that could be used against the person. this has great ramifications in the linked data environment when the metadata is reused and can no longer be controlled by the individuals or institutions who created the original data. the risks are too great and we have yet to see the results in our discovery systems to rationalize adding so much personal information about people in library authority records. this paper argues that we should return to a simpler, pre-rda authority record that focuses on entity names and their related works and utilize uris for machine processing. leave biographies to bibliographies and encyclopedias. however, the likelihood of changing rda is slim, but cataloging practices can be adjusted to record only the most necessary information in authority records to curb catalog bias and insure personal data privacy for authors and contributors in authority files. we try to record information about people, but people are complex and ever-changing beings. in the words of fuller, fiore, and agel (1970), i live on earth at present. and i don’t know what i am. i know that i am not a category. i am not a thing—a noun. i seem to be a verb, an evolutionary process— an integral function of the universe” (p. [1]). as catalogers and metadata creators our goal is to record information in a structure to provide access to our collections, but hard as we try, we cannot fix what is always in flux. references adler, m. (2016). the case for taxonomic reparations. knowledge organization, 43(8), 630–640. doi:10.5771/0943-7444-2016-8-630 adler, m. (2017). classification along the color line: excavating racism in the stacks. journal of critical library and information studies, 1(1). https://doi.org/10.24242/jclis.v1i1.17 adler, m., & tennis, j. t. (2013). toward a taxonomy of harm in knowledge organization systems. knowledge organization, 40(4), 266–272. doi:10.5771/0943-7444-2013-4-266 american library association. (2010). rda toolkit: resource description and access. chicago, il: american library association. retrieved from https://www.rdatoolkit.org/. berman, s. (1971). prejudices and antipathies: a tract on the lc subject heads concerning people. metuchen, nj: scarecrow press. journal of library metadata 15 https://doi.org/10.5771/0943-7444-2016-8-630 https://doi.org/10.24242/jclis.v1i1.17 https://doi.org/10.5771/0943-7444-2013-4-266 https://www.rdatoolkit.org/ billey, a., drabinski, e., & roberto, k. r. (2014). what’s gender got to do with it? a critique of rda 9.7. cataloging & classification quarterly, 52(4), 412–421. doi:10.1080/ 01639374.2014.882465 coyle, k. (2016). frbr before and after: a look at our bibliographic models. retrieved from https://kcoyle.net/beforeandafter/978-0-8389-1364-2.pdf cutter, c. a. (1876). rules for a printed dictionary catalogue. washington: government printing office. retrieved from http://hdl.handle.net/2027/coo1.ark:/13960/t4vh6451g cutter, c. a. (1904). rules for a dictionary catalog (4th ed.). washington : government printing office. retrieved from http://hdl.handle.net/2027/uiug.30112018620143 drabinski, e. (2013). queering the catalog: queer theory and the politics of correction. the library quarterly: information, community, policy, 83(2), 94–111. doi:10.1086/ 669547 fuller, r. b., fiore, q., & agel, j. (1970). i seem to be a verb. new york: bantam books. gorman, m., winkler, p. w., & american library association. (1978). anglo-american cataloguing rules. chicago: ala. international federation of library associations, committee on cataloguing. (1974). isbd(m): international standard bibliographic description for monographic publications. london: international federation of library associations. committee on cataloguing. international federation of library associations, study group on the functional requirements for bibliographic records. (1998). functional requirements for bibliographic records: final report. m€unchen: k.g. saur. retrieved from https://www.ifla.org/files/ assets/cataloguing/frbr/frbr.pdf. international federation of library associations and institutions. (1961). statement of principles adopted by the international conference on cataloging principles. paris: international federation of library associations and institutions. https://www.ifla.org/ files/assets/cataloguing/imeicc/imeicc1/statement_principles_paris_1961.pdf international federation of library associations, working group on functional requirements and numbering of authority records (franar). (2013). functional requirements for authority data: a conceptual model: final report. retrieved from: https://www.ifla.org/files/assets/cataloguing/frad/frad_2013.pdf ifla working group on the functional requirements for subject authority records (frsar). (2010). functional requirements for subject authority data (frsad): a conceptual model. https://www.ifla.org/node/5849 joudrey, d. n., taylor, a. g., & wisser, k. m. (2018). the organization of information (4th ed.). santa barbara, calif.: libraries unlimited. library of congress, american library association, & library association (1967). angloamerican cataloging rules: north american text. chicago: american library association. olson, h. a. (2002). the power to name: locating the limits of subject representation in libraries. dordrecht, the netherlands; boston: kluwer academic publishers. olson, h. a. (2008). how we construct subjects: a feminist analysis. library trends, 56(2), 509–541. doi:10.1353/lib.2008.0007 olson, h. a. (2011). sameness and difference. library resources & technical services, 45(3), 115–122. doi:10.5860/lrts.45n3.115 patton, g. e. (2009). functional requirements for authority data: a conceptual model. berlin/boston, germany: de gruyter, inc. retrieved from http://ebookcentral.proquest. com/lib/bard/detail.action?docid=453934 patton, g. e., international federation of library associations and institutions, & working group on functional requirements and numbering of authority records. (2009). functional requirements for authority data: a conceptual model . m€unchen: k.g. saur. 16 a. billey https://doi.org/10.1080/01639374.2014.882465 https://doi.org/10.1080/01639374.2014.882465 https://kcoyle.net/beforeandafter/978-0-8389-1364-2.pdf http://hdl.handle.net/2027/coo1.ark http://hdl.handle.net/2027/uiug.30112018620143 https://doi.org/10.1086/669547 https://doi.org/10.1086/669547 https://www.ifla.org/files/assets/cataloguing/frbr/frbr.pdf https://www.ifla.org/files/assets/cataloguing/frbr/frbr.pdf https://www.ifla.org/files/assets/cataloguing/imeicc/imeicc1/statement_principles_paris_1961.pdf https://www.ifla.org/files/assets/cataloguing/imeicc/imeicc1/statement_principles_paris_1961.pdf https://www.ifla.org/files/assets/cataloguing/frad/frad_2013.pdf https://www.ifla.org/node/5849 https://doi.org/10.1353/lib.2008.0007 https://doi.org/10.5860/lrts.45n3.115 http://ebookcentral.proquest.com/lib/bard/detail.action?docid=453934 http://ebookcentral.proquest.com/lib/bard/detail.action?docid=453934 riva, p., le boeuf, p., & �zumer, m. (2017). ifla library reference model. ifla. retrieved from https://www.ifla.org/files/assets/cataloguing/frbr-lrm/ifla-lrm-august-2017_rev201712.pdf roberto, k. r. (2011). inflexible bodies. journal of information ethics, 20(2), 56–64. doi: 10.3172/jie.20.2.56 rose, m. z. (2012). the ship has sailed and we aren’t on it: how catalogers could support user tasks and why we won’t. journal of library metadata, 12(2–3), 127–139. doi:10.1080/19386389.2012.699828 taylor, a. g., & joudrey, d. n. (2009). the organization of information (3rd ed.). westport, conn.: libraries unlimited. thompson, k. j. (2016). more than a name: a content analysis of name authority records for authors who self-identify as trans. library resources & technical services, 60(3), 140–155. doi:10.5860/lrts.60n3.140 journal of library metadata 17 https://www.ifla.org/files/assets/cataloguing/frbr-lrm/ifla-lrm-august-2017_rev201712.pdf https://doi.org/10.3172/jie.20.2.56 https://doi.org/10.1080/19386389.2012.699828 https://doi.org/10.5860/lrts.60n3.140 abstract manuscript an evolution of standards authority work, then and now bias risk unreliable library systems redundancy reuse questioning authority (work) conclusion references 107 journal of library and information studies 13:2 (december 2015)　　p.107-134 doi:10.6182/jlis.2015.13(2).107 indigenization of knowledge organization at the xwi7xwa library ann m. doyle1, kimberley lawson2, sarah dupont3 abstract this paper examines the indigenization of knowledge organization within library and information studies through conceptual analysis and a descriptive case study of an aboriginal academic library, the xwi7xwa library at the university of british columbia, canada. we begin by locating the library in place and time, review its historical development in the context of indigenous education in canada and describe the evolution of its unique indigenous classification scheme and related indigenous subject headings. this place-based analysis leads to a particular articulation of indigenization and a conceptual framework for indigenization of knowledge organization at the xwi7xwa library, which guide the practice of knowledge organization design and modes of mobilization at this particular aboriginal library. the conceptual framework rests on two basic assumptions: firstly, that collection development is curatorial in nature and is the seminal step in library knowledge organization, and, secondly, that the indigenized knowledge organization system is critical to effective indigenous information and instructional services, programming and research at the library. the final section presents future possibilities for the indigenization of knowledge organization through convergences and collaborations with emerging networks of indigenous scholars and indigenous communities of knowledge within the context of new technologies. keywords: indigenous knowledge organization; canadian first nations libraries; cataloguing; aboriginal classification systems; aboriginal subject headings 1,2,3 xwi7xwa library, university of british columbia, canada * corresponding author: ann m. doyle, e-mail: ann.doyle@ubc.ca 1. introduction the indigenization of knowledge organization within library and information studies is an emergent field that is part of a larger global indigenous cultural renaissance and burgeoning i n d i g e n o u s s c h o l a r s h i p (c f. c a l l i s o n, 2014; carter, 2002; doyle & metoyer, 2015; lawson, 2004, 2014; m o o r c r o f t, 1993; r u s s e l l, 2005; ye h, 1971). i n t h i s p a p e r w e e x a m i n e t h e indigenization of knowledge organization through conceptual analysis and a descriptive case study of the xwi7xwa library, the aboriginal library at the university of british columbia, canada. t h e b l e n d e d m e t h o d r e f l e c t s t h e d y n a m i c interrelationship between theory and practice: we learn from our daily professional activities t h a t i n t u r n i n f o r m t h e o r e t i c a l f r a m e w o r k s, including concepts, that are then tested in practice through an interactive cycle (cf. ranganathan, 1967) of applied research. we begin by locating the library in place and time, and provide an account of its historical emergence within the c o n t e x t o f i n d i g e n o u s e d u c a t i o n i n c a n a d a including its associated indigenous knowledge organization systems (koss). this place-based analysis, conjoined with a conceptualization of indigenization leads to a provisional theoretical framework for knowledge organization that guides 108 journal of library and information studies 13:2 (december 2015) the current practice of knowledge organization design and modes of mobilization at this particular aboriginal library. the framework gives rise to our conceptualization of “knowledge organization in action” (based on archibald, 2008) as we argue that indigenous classification and metadata are fundamental to indigenous user-centred information and instruction services, including teaching, learning and research. the final section presents future possibilities for indigenized knowledge organization at the xwi7xwa library through convergences and collaborations with emerging technologies and networks of indigenous scholars and indigenous communities of knowledge. the paper concludes that knowledge organization and its practices do not constitute an isolated endeavor that takes place in the back rooms of a technical services area or as decontextualized theoretical research. rather, we argue that knowledge organization is fundamental t o t h e x w i7x w a l i b r a r y ’ s k e y s e r v i c e s a n d p r o g r a m m i n g, a n d i s d e e p l y e m b e d d e d i n organizational, political, and social contexts of a particular time and place, and within the global relations of those dimensions; its possibilities enabled or constrained within those contexts. 1.1 terminology terminology in indigenous contexts is varied and often contentious. we use the term first nations to refer to indigenous sovereign nations in canada and individuals who identify as members. aboriginal is used as an inclusive category for all indigenous people in canada, including first nations, inuit, and métis people. métis people are distinct aboriginal peoples whose early ancestors were of mixed aboriginal and european heritage and who identify with a distinct métis culture. indigenous is used both in local and global contexts to refer generically to tribal peoples and includes aboriginal people (canada. royal commission on aboriginal peoples, erasmus, & dussault 1996, pp. xiv-xv). the term wholism d e n o t e s i n d i g e n o u s u n d e r s t a n d i n g s o f t h e interconnectedness of everything in the universe as an epistemic and a spiritual principle (pidgeon, 2008). this spelling is used to distinguish it from the western philosophical concept of holism. 1.2 location the university of british columbia (ubc) is located on traditional and unceded territories of the coast salish nations of the musqueam, s q u a m i s h a n d ts l e i l-wa u t u t h i n t h e c i t y o f vancouver, british columbia (bc) canada. bc is home to approximately 203 first nations, 34 first nations languages and 59 dialects (first peoples’ cultural council, 2015) that generate a high degree of indigenous cultural and linguistic diversity, and plurality of indigenous histories, experiences, epistemologies, governance structures and knowledge systems. the ubc library is one of the largest academic libraries in canada with 14 branches and divisions, two campuses and a large multipurpose teaching and learning facility. the xwi7xwa library is the aboriginal branch of the ubc library and the only aboriginal branch of a university library system in canada. chief simon baker of the squamish nation named the library xwi7xwa (pronounced whei-wha) meaning echo in the squamish language. true to its name, the mandate of the library is to echo the voices and philosophies of indigenous people through its collection, services, spaces and programming. 109 indigenization of knowledge organization at the xwi7xwa library the xwi7xwa library collection is comprised a l m o s t e x c l u s i v e l y o f i n d i g e n o u s m a t e r i a l s consisting of approximately 15,000 items in digital and traditional formats including monographs, media, grey literature, serials, dissertations, maps, posters, realia, special collections and archival materials. its catalogue is fully integrated with the ubc library catalogue and supports its information services that are dedicated to interdisciplinary and multidisciplinary aspects of indigenous studies for a diverse academic and community audience of aboriginal patrons, the wider campus community and the general public. the unique building architecture reflects a traditional salish circular pit house form and is a clear statement of indigenous presence on campus and the sophistication of indigenous design (kirkness, archibald, & university of british columbia first nations house of learning, 2001). i n m a y 2 0 1 3 w e c e l e b r a t e d t h e 2 0 t h a n n i v e r s a r y o f t h e x w i7x w a l i b r a r y. t h e windows were ribboned with the names of almost 800 individuals and organizations who have sustained the library with gifts of library materials and other resources. however, xwi7xwa is both older and younger than 20 years! it began with the indian education resource centre (ierc) (19701977) which was both a resource centre for native education and a lobby group for indian education in bc and across canada (cf. wodarczak, 2010). it housed the small research collection of the british columbia native teachers association (bcnita), a group of indigenous educators who were working to establish an indigenous teacher-training program in bc. first nations communities, cultures, languages and knowledge s y s t e m s h a d b e e n d i s l o c a t e d b y s u c c e s s i v e assimilationist government policies and the indian residential school system in canada. an early national survey on first nations public education reported that only four percent of registered indian students completed grade 12 compared to 88 percent for non-indian students in 1962-1963 (hawthorn, 1967). in response, the national indian brotherhood (now the assembly of first nations) prepared a national policy statement asserting indigenous jurisdiction over the education of first nations children, indian control of indian education (national indian brotherhood, 1972). it was ratified by the canadian government a year later and remains a blueprint for local control in contemporary indigenous education policy frameworks. i t w a s w i t h i n t h i s n a t i o n a l a n d r e g i o n a l context that bcnita, in cooperation with ubc, established the native indian teacher education program (nitep) (note 1) in 1974 in order to get first nations teachers into the classroom (grant, 1995). the associated nitep resource centre collection, inherited from the ierc, continued to grow as the educators scoured north america to acquire appropriate curriculum materials for first nations learners and classrooms. in may 1993, nitep donated the collection to the new first nations library that opened as part of the first nations house of learning (fnhl) facility composed of a longhouse and a library located in a separate building. although forty years have passed since the founding of nitep, and although there is a burgeoning indigenous scholarship within the academy, aboriginal education remains a pressing concern and public policy issue in the country (archibald & derose, 2014; white, maxim, & beavon, 2003). efforts continue to attain equitable educational opportunities, and the 110 journal of library and information studies 13:2 (december 2015) integration of indigenous experience, histories and contributions within education curricula – and libraries. the xwi7xwa library has been i n t e g r a l t o t h e d e v e l o p m e n t o f i n d i g e n o u s education in bc and in the 21st century plays a role in the continuing indigenization of education, decolonization and reconciliation efforts. 1.3 indigenization: the vision the xwi7xwa library shares a unique logo with the first nations house of learning: created by tsimshian artist, glen wood, it consists of a human face surrounded by two ravens, which also form the frame of a longhouse. the face represents first nations people, and the house design represents the university, or “house of learning.” in many first nations cultures, raven is a symbol of creativity and learning and is also known as a trickster or transformer. the logo represents raven transforming the university to reflect first nations cultures and philosophies, linking the university to first nations. it evokes a two dimensional vision of indigenization within the academy: a focus on indigenous values and knowledge, and a commitment to institutional and social change. these dual aspects are manifest at the xwi7xwa library through its professional practice and scholarship. we p r o f i l e i n d i g e n o u s k n o w l e d g e a n d experience through the library’s collections, services, and programming; we also develop conceptual analyses and theoretical frameworks to indigenize the discipline of library and information studies (lis) -adapting professional tools to serve indigenous purposes and incorporating indigenous methods to (re)shape the discipline and the profession. balancing the responsibilities of an academic branch library within a university l i b r a r y s y s t e m w e s i m u l t a n e o u s l y e x p l o r e methods and seek partnerships to ensure the integrity of an aboriginal library in continuously changing pedagogical, social, and institutional environments. the xwi7xwa library has long maintained this fine balance. shortly after opening in 1993, t h e q u e s t i o n a r o s e w h e t h e r t o p r o p o s e t h a t the xwi7xwa library become a branch of the ubc library system. at stake was indigenous a u t o n o m y, i n c l u d i n g x w i7x w a ’ s u n i q u e indigenous classification and metadata. this was weighed against the benefits that might accrue from the strong infrastructure and resources of a well-established research library. first nations students were surveyed and a student discussion was held at the first nations house of learning. the student consultations informed the decision by staff to work toward becoming a branch of the university library system. over the next decade many people were involved in negotiating the financial and staffing resources required to further the xwi7xwa initiative to gain branch status (lin, 2006). ultimately, the senate library committee recommended a proposal, submitted jointly by the first nations house of learning and the ubc library, to create the xwi7xwa library as a branch of the ubc library that was accepted by the university president on june 23, 2005 (allen, 2005). a joint agreement provided core funding for collections and staff positions, and secured the xwi7xwa classification system and the fnhl subject headings. the university recognized that the indigenous knowledge organization systems (koss) play a significant role in the intellectual 111 indigenization of knowledge organization at the xwi7xwa library integrity of the xwi7xwa library and this role was acknowledged and protected in the formal agreement (macivor, 2005). a full history of t h e x w i7x w a l i b r a r y h a s y e t t o b e w r i t t e n, however, as this summary indicates, xwi7xwa is a product of indigenous vision, persistence, innovation, and perhaps social justice. it is not (yet) a mature academic library that was established, administered and funded by the university for many decades to meet the information, research and curriculum needs of its students, faculty and staff. as a ubc branch library in 2015, xwi7xwa is barely 10 years old ... and full of possibilities. l i k e t h e l i b r a r y i t s e l f, t h e x w i7x w a k o s developed gradually over time within a broader national context. the kos development was guided through the leadership of two first nations librarians, gene joseph and a. brian deer. 1.4 colonial classification: a problem gene joseph, wet’suwet’en/dakelh first n a t i o n, f o u n d i n g l i b r a r i a n o f t h e x w i7x w a library, did not need to undertake a research study to identify problems with dominant universal classification systems and subject vocabularies. her deep understanding was based on experiential knowledge: the terminology and arrangements i n u s e i n l i b r a r i e s t o o rg a n i z e m a t e r i a l s o n aboriginal topics reflected the views and values of newcomers to first nations territories including early anthropologists, missionaries, government a g e n t s, a n d t r a v e l l e r s, a n d n o t i n d i g e n o u s perspectives or values. as joseph states, … in the late ’70s and early ’80s, a lot of our people were bringing back the use of our own names, of our own nations, as well as bringing back the names of our own villages, our terminology, our spellings … and it became a point of pride to be able to access information by our own name, rather than something that, you know, we at times felt could be derogatory, or that we just plain and simple didn’t identify with. (personal communication, april 20, 2009 cited in doyle, 2013, p. 191) joseph’s statement alludes to the significant collections of historic and contemporary materials written about first nations and aboriginal people held in libraries across canada, as well as other settler societies. for example, in australia, lynette russell (2005, p. 169) describes these types of collections as the documentary result of the “surveillance of indigenous people and their cultures. ... [as] archival texts within which indigenous people were the object (and subject) of the gaze of colonial authorities and ‘experts’, and from which indigenous knowledge, perspectives and voice were excluded.” a f u n d a m e n t a l c h a l l e n g e f o r k n o w l e d g e organization (ko) of indigenous materials is that the dominant ko infrastructure is based on literary warrant of historic (and contemporary) colonial literatures and the western epistemological assumptions of the 19th century. ko processes that rely on this kind of exogenous literary warrant tend to produce colonial classification and description, which are widely critiqued in indigenous contexts due to historicization, omission, marginalization, lack of recognition of sovereign nations, lack of specificity, and lack of relevance (carter, 2002; duarte & belarde112 journal of library and information studies 13:2 (december 2015) lewis, 2015; moorcroft, 1993; olson & schlegl, 2001; webster & doyle, 2008; yeh, 1971). a conundrum is that historic colonial documents may be highly relevant to first nations and aboriginal people in reclaiming culture, language, knowledge, and territory, although the documents are well hidden through the misrepresentation and omissions of their contents in the dominant knowledge organization systems. gene joseph drew upon her knowledge of these complexities in designing and developing indigenous koss for nitep and the xwi7xwa library, including leveraging the seminal classification work of kahnawake mohawk librarian, a. brian deer. 1.5 indigenous classification, naming, and collaborations as newly graduated librarian, a. brian deer t o o k a r a d i c a l d e p a r t u r e f r o m c o n v e n t i o n a l practice: he rejected the dominant koss for h i s w o r k i n o rg a n i z i n g t h e n a t i o n a l i n d i a n brotherhood (nib) library (1974-1976), and instead designed his own classification system, t h e b r i a n d e e r c l a s s i f i c a t i o n (b d c). t h e structure was based on the areas of activity of the nib, a national indigenous political organization representing aboriginal interests, rights and title. the design reflected indigenous values and perspectives, and unlike the dominant systems, it is not discipline-based but designed for action. deer worked as the nib librarian for only two years however his legacy continues to inspire the field. following deer, librarian keltie mccall (note 2) took on the role at the nib and when the chief of the nib, george manuel, moved to bc to serve as the president of the union of british columbia indian chiefs (ubcic) (1977-1981) (note 3), he recruited mccall to the ubcic resource centre. from 1978 to 1980 keltie mccall and gene joseph worked together at the ubcic and collaborated on revising the brian deer classification for british columbia producing the (bdc-bc). later from 1984 to 1986 when gene joseph was organizing the nitep resource centre, she again rejected the dominant kos and instead began to expand and adapt the ubcic version of the bdc for the nitep education collection (doyle, 2013). the creativity and i n n o v a t i o n o f b r i a n d e e r i n d e v e l o p i n g a classification specifically designed for indigenous purposes and audiences has inspired a number of variants and new iterations across canada. the bdc demonstrates ways in which theoretical innovation transforms practice across space and time, and continues to generate scholarly study of the topic and the classification scheme (cf. cherry, 2015; duarte & belarde-lewis, 2015). gene joseph continued to pursue her interest in ko at graduate school (1980-1982) where she conducted a research project to collect and analyze subject headings used by first nations libraries across canada. the unique research product, a collation of thousands of first nations subject terms, became disseminated in various forms across the country. it served as a basis for joseph’s future work in organizing first nations libraries in canada, including xwi7xwa, and in her role as the librarian for the delgamuukw and gisdaywa court case (burns, doyle, joseph, & krebs, 2009). as the xwi7xwa librarian joseph further developed the subject headings and bdc-bc classification for the expanded scope of the new aboriginal academic library. then between 1996 and 1998 we (joseph and doyle) mapped the xwi7xwa 113 indigenization of knowledge organization at the xwi7xwa library bibliographic database to marc format, migrated the data to the ubc library catalogue, and barcoded the entire library collection to enable o n l i n e c i r c u l a t i o n o f x w i7x w a m a t e r i a l s t o all borrowers with a ubc library card. the xwi7xwa library catalogue was freely available to all on the web: xwi7xwa was connected to the world! this achievement was followed by a setback in may 2004 when a ubc library ils conversion resulted in the loss of the ability to browse xwi7xwa’s local subject headings (marc 690) in the ubc library catalogue. consequently the xwi7xwa library collection, comprising less than one percent of the ubc library 6 million record catalogue relied on ineffectual keyword search for access to its holdings. this presented significant challenges for xwi7xwa reference and instructional services for several years, and subject heading development almost ceased during this time. working towards a solution, ubc library principal cataloguer, susan andrews, suggested a successful strategy: we applied to the library of congress (lc) marc standards office to have the xwi7xwa subject headings recognized a s a n i n t e r n a t i o n a l l y a u t h o r i z e d t h e s a u r u s. the application was accepted in 2005 and the newly named first nations house of learning (fnhl) subject headings were established as an indigenous thesaurus, which could then be fully indexed in the authorized subject headings marc field (650) with full subfield coding, thus enabling both browseable indexes and faceted searching by subtopic. protracted discussions with the ils vendor followed in order to make the fnhl subject headings uniquely identifiable in the public catalogue. many months of negotiation (and a transfer of ownership of the ils company) finally led to success. the subject heading conversion r e q u i r e d d e c i s i o n s r e g a r d i n g n e w n a m i n g conventions and syntax, such as facet order, free floating subdivisions, distinctions between nations as names and nations as topics, and determining which headings subdivide geographically. this process occurred gradually between 2009-2010 during which time data entry staff were hired to rekey all of the unstructured local subject headings within each xwi7xwa bibliographic record to incorporate each newly designed fnhl subject heading. 1.6 a xwi7xwa framework for indigenizing knowledge organization reflecting on this unlikely library journey over the years gives rise to an appreciation of the persistence of the first nations political and educational leadership and the commitment to indigenous education, the ongoing support of the wider aboriginal community, the intellectual l e g a c y o f f i r s t n a t i o n s l i b r a r i a n s, a n d t h e individual and collective efforts of many who advocated for an unknown entity – an aboriginal academic library! this inheritance conjoined with experience gained in serving the diverse c l i e n t e l e o f t h e x w i7x w a l i b r a r y, a n d t h e ongoing development of its kos, leads to the formation of a provisional theoretical framework for indigenizing knowledge organization at the xwi7xwa library. it is grounded in indigenous e p i s t e m o l o g y, a c o m m i t m e n t t o i n d i g e n o u s education (broadly defined), and rests on two basic assumptions: firstly, that collecting is both curatorial in nature and is the seminal step 114 journal of library and information studies 13:2 (december 2015) in library ko, and secondly, that indigenized koss are fundamental to effective indigenous i n f o r m a t i o n a n d i n s t r u c t i o n a l s e r v i c e s, programming and research. historically, libraries, archives and museums (lams) developed with different mandates, professional cultures, and collections although t h e y s h a r e d c o r e f u n c t i o n s o f c o l l e c t i n g, conservation, public service and research (duff, carter, cherry, macneil, & howarth, 2013). wi t h i n i n d i g e n o u s c o n t e x t s c o n v e rg e n c e i s nothing new (lawson, 2004): a wholistic view of knowledge combined with a requirement for efficient use of resources often results in integrated memory institutions of library-archive-museum collections, and common access systems as is the case at the xwi7xwa library. although indigenous diversity precludes generalization, knowledge in indigenous contexts is frequently characterized a s w h o l i s t i c, i n t e r r e l a t i o n a l, i n t e r a c t i o n a l, and broad-based (kovach, 2009). xwi7xwa’s foundational collection of photographs, prints, artwork, monographs, grey literature, curriculum kits, realia, and archival materials manifests an indigenous inclusive aesthetic that values diverse forms and modes of knowledge and a wide range of documentary expressions (i.e. documents). we view the uniquely curated integrated lam collection of documents at the xwi7xwa library as the heart of its knowledge organization system. 1.7 indigenizing document theory at a general level, knowledge organization systems (koss) may be defined as social systems and institutions that organize knowledge. for example, they are manifest in the structure of universities and the scientific disciplines. they may also be embodied in the built forms of material discourse, such as architecture, or enacted through social institutions such as ceremony and storytelling. within lis, knowledge organization is understood as the practice of creating indexes, thesauri and classifications, semantic networks and ontologies, however, it is also understood more broadly as playing a central role in the production and communication of knowledge within social, cultural, and historical contexts (bowker & star, 1999). thus, we view koss as socially constructed, shaped by purpose and cultural context, as well as by location in place and time. they are intrinsic to broader institutional, social, and political processes. we define ko as a field “concerned with the design, study, and critique of the processes of organizing and representing documents” (tennis, 2008, p. 103), which are deemed important to preserve within a particular time and cultural context. as previously noted, we hold an inclusive view of the term document that includes all forms of media, from artistic and musical creations to visual images, three-dimensional objects (realia), and electronic media, as well as text, building upon the work of native american scholars, such as mahsetky poolaw’s analysis of comanche women’s dress as historical document (mahsetky poolaw, 2000). just as koss are products of particular social processes, so too are documents products of particular times and circumstances. intellectual and cultural forces impel the creation of documents, and in this sense we can think of them as a type of cultural artifact, in fact, an indigenous knowledge artifact (cf. smiraglia, 2008), which are also part of larger relations within and among disciplines and social institutions. 115 indigenization of knowledge organization at the xwi7xwa library the xwi7xwa approach to ko is informed by indigenous understandings of relationship, including interconnectedness and reciprocity. it recognizes a continuum between knowledge creation, curation, dissemination, and use in the knowledge life cycle, and the interrelationships among its actors. originating communities often generate xwi7xwa documents, and there may be personal and professional interrelationships between creators, librarian-curators, and readers c h o l a r s (callison, 2014; lawson, 2014). ko requires locating a document within its sociocultural context within the collection, and eliciting its relationship to a particular discourse or knowledge community. contextualized location then might become generative in the sense of presenting connections, and thereby enable different or new connections in the use of recorded knowledge. another relational aspect of indigenizing ko entails examining possible intersections between indigenous frameworks and the information p r o f e s s i o n s. we s e e k t h e s e i n t e r s e c t i o n s i n order to explore ways in which ko might serve i n d i g e n o u s i n t e r e s t s, a n d w a y s i n w h i c h t o indigenize the discipline of ko itself; this is both a critical and constructive undertaking. it involves critical analysis of the ways in which various processes of ko produce particular outcomes, s u c h a s t h e w a y s i n w h i c h t h e y p o s i t i o n indigenous knowledge as inferior knowledge. i t i s c o n s t r u c t i v e i n d e m o n s t r a t i n g w a y s i n which indigenous knowledge (i.e. indigenous c o n c e p t s, m e t h o d o l o g i e s, a n d f r a m e w o r k s) contribute to creating new knowledge and new understandings within the fields of ko and lis, and more broadly. 1.8 indigenous warrant i n f o r m e d b y i n d i g e n o u s p r i n c i p l e s t h e xwi7xwa ko framework recognizes multiple t y p e s o f w a r r a n t (j u s t i f i c a t i o n f o r d e s i g n d e c i s i o n s), i n c l u d i n g i n d i g e n o u s l i t e r a r y, c u l t u r a l, p e d a g o g i c a l a n d e t h i c a l w a r r a n t. indigenous literary warrant serves as evidence for classificatory structure and as a source of terminology and is based on indigenous-authored or indigenous-informed literature guided by the primary principle of indigenous authority (doyle, 2013). indigenous cultural warrant is used, for example, in identifying indigenous self-representation of names of nations, tribal councils and other forms of governance, as well as contemporary terminology for issues and movements. we may draw upon non-academic sources such as first nations official websites, the aboriginal press or e-media, contemporary art installations, film, or political movements in order to ensure relevance. as an academic library in a public university, indigenous pedagogical warrant is an important basis for design decision-making. we describe documents in ways that are relevant to the interests of indigenous and indigenous studies students and faculty, however, at the same time, we design pathways and linkages intended to educate users and support intercultural education. the misrepresentation of aboriginal names and concepts engenders mistrust and damages librarians’ credibility with knowledgeable library users. inaccurate names are disrespectful and may be considered offensive as well as inaccurate. offensive representation can cause harm by normalizing and authorizing misinformation, therefore we establish indigenous ethical warrant g u i d e d b y t h e p r i n c i p l e o f r e s p e c t f o r s e l f116 journal of library and information studies 13:2 (december 2015) representation of individuals, collectives, and their concepts, and to clearly acknowledge the potential for harm in ko design. administrative t r a n s p a r e n c y i n d o c u m e n t i n g s o u r c e s o f terminology is one element integral to indigenous ethical warrant and methodology (cf. mai, 2010). 2. the xwi7xwa framework: framing practice t h e x w i7x w a k o f r a m e w o r k d r a w s o n these four types of indigenous warrant, which are formative in xwi7xwa collection design; d e v e l o p i n g a n d a p p l y i n g t h e f i r s t n a t i o n s house of learning subject headings, xwi7xwa c l a s s i f i c a t i o n s c h e m e, a n d t h e x w i7x w a cataloguing standard; and the reference and instructional services for the diverse audiences at the xwi7xwa library. 2.1 the collection x w i7x w a c o l l e c t s m a t e r i a l s c r e a t e d b y aboriginal scholars, and materials produced by first nations, first nations organizations, tribal councils, schools, publishers, researchers, and writers, as well as materials respectful of first nations perspectives. we collect the unique, the local, the emergent and historic, and small and often ephemeral serial publications, in conjunction w i t h t h e s c h o l a r l y -i n d i g e n o u s s c h o l a r l y communications and productions of indigenous knowledge communities. indigenous publishing is often characterized by small print runs with limited distribution, and minimal publicity in mainstream information channels. as a result the material collected by xwi7xwa is often rare and in many cases unique to a publicly accessible library. the xwi7xwa collection serves as a documentary record of living traditions manifest in a wide range of disciplinary areas that support indigenous interests in cultural continuity, revitalization, and innovation. the collection also serves to both enhance, and to provide counternarratives to, the wider collection of historic and anthropological materials about indigenous people within the ubc library holdings. while the xwi7xwa collection focuses on first nations in british columbia, it also includes contextual materials on national and international indigenous issues, such as, residential schools, the apprehension of aboriginal children, aboriginal rights and title, endangered languages, and global indigenous activism. increasingly, there is a focus on contemporary indigenous scholarship in emergent disciplines, creative expression, and new media. the collection and its knowledge organization systems are designed for xwi7xwa’s primary clientele of first nations and aboriginal students, faculty and staff, first nations and a b o r i g i n a l o r g a n i z a t i o n s a n d c o m m u n i t y members. however, perhaps paradoxically, the library’s largest clientele is non-aboriginal and impels a strong secondary focus on intercultural e d u c a t i o n, a n d s e r v i n g t h e g e n e r a l s t u d e n t population who may be registered in any of 108 courses with significant indigenous content in 32 departments at the university (note 4), the wider campus community and the general public (xwi7xwa library, 2015). 2.2 the first nations house of learning subject headings the fnhl subject headings were created to provide subject metadata for cataloguing xwi7xwa library materials. they evidence indigenous 117 indigenization of knowledge organization at the xwi7xwa library theory and practice over time and the shifting complexities of indigenous scholarship, which is ongoing. although they are not fully developed or applied, currently there are approximately 11,000 subject headings that are freely available online for study and use via the ubc catalogue using a subject browse or keyword search. syntax the fnhl subject headings are structured using the following syntax in marc coding: 650 -7 $a main heading $x topic $z geographic $y chronology $v form $2 fnhl example $a first nations $x art $z british columbia $y 1950$v bibliography $2 fnhl t h e m a i n s u b d i v i s i o n (650$a) i n c l u d e s indigenous generic terms such as, first nations, indigenous peoples, métis, inuit or specific first nation or aboriginal group names. the development of a comprehensive authority file for names of first nations represents an applied research project that would include understanding historical emergences, terminological changes and contentious issues related to naming; documenting decisions regarding naming conventions and relationships; and identifying alternate spellings, and non-preferred terms with possible mapping to other. the topic heading (650$x) is a recurring s u b f i e l d. t h e g e o g r a p h i c h e a d i n g (650$z) includes a basic table of provinces, regions, towns and reserves in canada, as well as local indigenous place names if they are considered p u b l i c. t h e c h r o n o l o g i c a l h e a d i n g (650$y) awaits development of periodization according to indigenous perspectives and is considered a research project awaiting resources. the form subdivision is guided by a locally developed list of form divisions used at the xwi7xwa library. the level of subject headings work is dependent on available resources in a given year and is a dynamic ongoing undertaking driven by the growing collection and emergent discourses. 2.3 the xwi7xwa classification scheme over the past forty years from the 1970s to 2015 at ubc, the classification scheme used at xwi7xwa has undergone (at least) two major version changes, in addition to incremental expansions. each version of the classification s c h e m e w a s b a s e d o n t h e m a n d a t e o f t h e collection and that of the parent unit (note 5). gene joseph developed the first version of the ubc deer classification for the nitep resource centre, and the second version for the xwi7xwa library. the latter has been further expanded over the years to include new classes relevant t o c o n t e m p o r a r y c o n t e x t s a n d s c h o l a r s h i p, such as indian residential schools, indigenous intellectuals, two spirit people, and health related classes. the current xwi7xwa classification remains as an enumerative system guided by classificatory principles of collocation, specificity, and relevance. the following discussion presents some examples of the classification scheme as it was originally designed, however, as discussed there have been constraints that have limited its full development or redevelopment and the exploration of the benefits of faceted design for xwi7xwa and for indigenized ko in general. 2.3.1 collocation the interior salish and coast salish are two related cultural groups within which there are 118 journal of library and information studies 13:2 (december 2015) multiple first nations. the following example demonstrates collocation, bringing like materials together, based on socio-linguistic and geo-spatial relationships as the principle of division. notation topic bk interior salish bkd stl’atl’imx (lillooet) bke secwepemc (shuswap) bkn nlaka’pamux (thompson) bko okanagan the bk interior salish class also demonstrates two principles of warrant: the privileging of indigenous authority (self-representation), as well as pedagogical warrant. the bracketed name is the anthropological equivalent used by lcsh and models a design decision based on pedagogical warrant -a commitment to intercultural education, as well as a syndetic (cross) reference to alternative entry points in the ubc catalogue that uses lcsh. at that same time, we recognize that any classification is an approximation because geo-political boundaries may be contentious or considered fluid, and some nations and communities may be described as belonging to one or more entities depending on time and perspective. 2.3.2 alphabetical scattering by comparison the library of congress does not show spatial, social or cultural relationships among first nations/native american peoples. we draw on hope olson’s metaphor of the ghetto and diaspora (olson, 1998) to describe the dynamic: the lc e99 class places aboriginal people in an historical ghetto, the history of the americas class, and then alphabetically scatters indigenous tribes and nations across the class. there is n o c l a s s i f i c a t o r y p r i n c i p l e a p p l i e d t o s h o w interrelationships other than the vagaries of the alphabet (alphabetical scattering) (ranganathan, 1967). e99 – library of congress – history of the americas – indian tribes & cultures ghetto alphabetical diaspora scattering e99.t8 tsimshian british columbia e99.t83 tubatulabal california e99.t845 tukkuth kutchin yukon e99. t986 tzotzil mexico tsimshian materials from the pacific north west coast of bc canada, sit beside materials relating to the tubatulabal people of the interior mountains of california, usa, which are beside those relating to the tukkuth kutchin people of the yukon in northern canada, which are beside the tzotzil people of the chiapas highlands in southern mexico. this dynamic of dispersal of indigenous groups through library classification is reminiscent of the dispersal of first nations children, communities, and lands through colonial government policies. 2.3.3 principles of division reflecting the historical development of the library, the indigenous education class is the largest and subdivides geographically by 13 provinces and territories in canada. it includes a subclass for curriculum development (es) that contains dissertations and theses devoted to the development of culturally relevant curriculum and 119 indigenization of knowledge organization at the xwi7xwa library curriculum materials, it also includes research, methodology, assessment informed by indigenous values and indigenous knowledge, as well as critical analyses. it is followed by a classification for curriculum materials (et) that is subdivided b y k-12 (k i n d e r g a r t e n t o g r a d e 12) s c h o o l level: kindergarten and pre-school; elementary; and secondary. this rudimentary arrangement implemented quickly to accommodate growing c u r r i c u l u m m a t e r i a l s w a s r e c o g n i z e d a s insufficient when it was designed. however, at the time there were no resources to further refine and expand it, for example, by subject, grade level, student audience, or genre. et curriculum materials eta kindergarten and pre-school ete elementary ets secondary t h e c u r r i c u l u m r e s o u r c e s c l a s s i f i c a t i o n raises an interesting question about the tension between different types of user warrant: warrant designed to serve indigenous cultural integrity might classify curriculum resources developed by or about a particular nation with the nation. for example, elementary curriculum or curriculum resources about secwepemc would shelve within bke (secwepemc) – subclass – curriculum. on the other hand, user warrant based on learners in teacher training programs might classify curriculum materials and curriculum resources together, preferably within school level, then by subject or nation. 2.3.4 relevance sections of the classification reflect economic and corporate activities and interests relevant to first nations such as forestry, fishery, agriculture, hunting and trapping. the political realities of first nations are reflected in separate classes for constitutional law, the indian act, and taxation. there are large classes of materials for selfgovernment, and aboriginal title and rights that subdivide by province. the burgeoning indigenous literature class subdivides by genre: poetry, drama, and fiction. it also includes a growing section of literary criticism and comparative literature. the children’s literature class contains subclasses that are unique to xwi7xwa and are not found in the mccall-joseph ubcic version of the bdc or the most recent ubcic classification by cherry (2014). t h e x w i7x w a c h i l d re n ’s l i t e r a t u re model collection is intended for materials that have been selected as appropriate for use with indigenous children and for use in public school classrooms: it subdivides by genre and level including primary-intermediate, intermediatejunior, junior-secondary. children’s literature model collection yua primary-intermediate – recommended yub intermediate-junior – recommended yuc junior-secondary – recommended yud needs careful interpretation and bridging the yud needs careful interpretation and bridging subclass organizes materials collected for critical evaluation. this evaluative classification of children’s literature continues to be useful in fulfilling the pedagogical role of the library and the classification although it does contravene received standards of classification design that aspire to neutral and objective treatment. however we take the position that classification is socially constructed and dependent on purpose. even the most seemingly innocent processes of collection 120 journal of library and information studies 13:2 (december 2015) selection (and exclusion) challenge the myth of objectivity. given the particularly problematic nature of the treatment of aboriginal people in canada, and the misrepresentation of indigenous people that is both historic and ongoing, we suggest a balance. as an integral part of teaching critical evaluation of indigenous children ’s l i t e r a t u r e, w e u s e t h e “ m o d e l c o l l e c t i o n ” classification to exhibit culturally appropriate materials for elementary school use as discussed further in the section on “bringing students to the library.” 2.4 s t a n d a r d s – t h e x w i 7 x w a a b o r i g i n a l enhanced marc record c u r r e n t c o r e c a t a l o g u i n g s t a n d a r d s t e n d to create “hidden collections” of indigenous content in libraries (including print and electronic formats), therefore, the xwi7xwa library has developed an aboriginal enhanced marc record designed to improve access to that aboriginal c o n t e n t. x w i7x w a i s s t r o n g l y s u p p o r t e d b y the ubc library central technical services (cts) staff members who create bibliographic records and descriptive cataloguing for our new acquisitions. the xwi7xwa staff undertake the subject cataloguing and assign the xwi7xwa call number (090); apply or create the first nations house of learning subject headings; and add data to create the aboriginal enhanced marc record. the latter identifies aboriginal contributors including: authors, creators, actors, producers, illustrators, and artists; enhanced information for media formats, such as the names of aboriginal cast and crew; and indigenous collaborators often omitted as unnamed ‘informants’ in conventional records. making indigenous actors visible in the bibliographic universe contributes to raising p u b l i c a w a r e n e s s a b o u t s h a r e d h i s t o r i e s i n c a n a d a a n d t h e a c t i v e r o l e s o f i n d i g e n o u s individuals and collectives in widely diverse social, political and economic spheres. given t h e i m p o r t a n c e o f l a n g u a g e r e c o v e r y a n d revitalization for many endangered first nations languages, we also include enriched indigenous language and dialect information, and notes on language diacritics and orthographies. a p p e n d i x b: t h e x w i7x w a a b o r i g i n a l e n h a n c e d m a r c r e c o r d s u m m a r i z e s t h e cataloguing practice. we use a language note (546) to specify the indigenous dialects and l a n g u a g e s i n t h e i t e m b e c a u s e t h e m a r c language field code (041) does not include many indigenous languages and dialects. the 546 field also details the use or presentation of the language i n t h e i t e m, f o r e x a m p l e, “ t e x t i s p r e s e n t e d simultaneously in english, romanized cree, and cree syllabics.” this acknowledges the complexity of first nations language distribution and assists patrons in finding specific dialects or uses for the materials. the notes fields (5xx) record content features such as significant glossaries, maps, portraits, and timelines. they may include first nations identity and/or first nations affiliation if a creator of a work self-identifies. an added entry in the personal name (700) or corporate name (710) field ensures that names of indigenous contributors are retrieved on an author browse or keyword search of the catalogue and may include first nations social roles, for example: 700 0 $a big bear $c (cree chief) 700 1 $a porter, tom $c (mohawk elder) table of contents notes (505) are a default, 121 indigenization of knowledge organization at the xwi7xwa library and a partial table of contents is created for a section or chapter with an aboriginal author or aboriginal content within a general nonindigenous work. donor information is carried in the field for immediate source of acquisition (541). it acknowledges the close circles of, and value placed upon, relationships within indigenous contexts, including authors, publishers, friends and patrons of the library, as well as the bonds between the community and academy. it is based on a wholistic understanding that indigenous k n o w l e d g e f l o w s b e t w e e n c r e a t o r, d o n o r, collector, curator, and reader, often with ties to shared histories, experiences, places, and relatives. x w i7x w a ’ s a b o r i g i n a l m a r c r e c o r d, indigenous classification, and the first nations house of learning subject headings, are all components of the xwi7xwa kos. the heart of the kos, as we have discussed, is the collection, and the ultimate purpose of this integrated whole is the provision of indigenous library services. the services are designed and delivered by the librarians for aboriginal students, to support the indigenous programs, and strengthen the cultural and strategic goals of the first nations house of learning, the university, and wider social goals of indigenous education. our professional knowledge is extended through various modes of interaction with and support of the emerging networks of indigenous scholars and indigenous communities of knowledge. these components and processes form a fabric that supports student learning, research, and ongoing community relationships through dynamic processes of i n d i g e n o u s k n o w l e d g e c r e a t i o n-c o l l e c t i o ncuration-dissemination-use-and re-creation. 2.5 indigenous knowledge organization in action we view information and instructional services as a form of indigenous knowledge organization “in action” (cf. archibald, 2008) because ko processes and tools are critical enablers of these i n d i g e n o u s a c a d e m i c s e r v i c e s. k n o w l e d g e o rg a n i z a t i o n e n a b l e s a n d i n t e r a c t s w i t h t h e library’s core operations of teaching, learning and research. it shapes those activities through a r t i c u l a t i n g c o n c e p t s a n d r e l a t i o n s h i p s a n d creating pathways within and across indigenous disciplinary and other knowledge domains. it is shaped by those activities as we engage with s t u d e n t s, f a c u l t y, a n d t h e w i d e r a b o r i g i n a l c o m m u n i t y. a s a n i n s t i t u t i o n x w i7x w a ’ s distinctive historical emergence contributes to the disciplinary identities of the professionals who work within it (cf. lawson, 2014). the librarians’ professional activities of selection, acquisition, and representation of library materials shapes their skill sets and approaches to instruction which are honed through ongoing interaction with diverse groups of users and creators of materials both on and off campus. 2.5.1 creating relationships xwi7xwa offers a welcoming environment for our diverse clientele: it is an intercultural and interdisciplinary space. for many people, xwi7xwa is an interface between academic and aboriginal communities. on campus, the main way that we develop and foster connections is through our reference, liaison and instruction a c t i v i t i e s. a c c e s s t o t h e c a t a l o g u e e x t e n d s connections to a wider aboriginal community of users. our relationship with both academic a n d c o m m u n i t y p a t r o n s i s a f f e c t e d b y t h e findability of our documents, the value patrons 122 journal of library and information studies 13:2 (december 2015) place on them, and the ease with which relevant documents are accessed. xwi7xwa’s kos reflects indigenous knowledge systems through effective and respectful representation of indigenous concepts and relationships. it supports aboriginal communities through good representation of indigenous knowledge and perspectives, which counters stereotypes, misrepresentation and problematic framing of aboriginal issues. because the classification and subject headings are publicly available on the ubc library catalogue, first nations community knowledge centres can copy the metadata to use or adapt to their own needs. when indigenous people see their communities and nations respectfully represented, it provides a more solid foundation for building relationships whether with potential students, job candidates, or community leaders. respectful representation brings people to our doors and builds trust. 2.5.2 bringing students to the library the increasing number of aboriginal programs a n d c o u r s e s a t u b c a n d b e y o n d r e s u l t s i n increasing multiand inter-disciplinary public service demands. some indigenous programs f o c u s o n i n d i g e n e i t y a s a n a r e a o f s t u d y, while others have connections to aboriginal communities or professional practice. some d i s c i p l i n a r y p r o g r a m s r e q u i r e i n d i g e n o u s course work, such as the mandatory aboriginal education in canada course within the teacher training program (university of british columbia. teacher education office, 2015). xwi7xwa’s kos facilitates finding indigenous knowledges, perspectives, and research in our collections for this diverse academic patron audience, and thereby also facilitates research for teaching and learning, and for work related to any of the academy’s aboriginal initiatives. xwi7xwa demonstrates the value of indigenous research by making it visible and discoverable. this strengthens our credibility as a trusted source of broad representation of indigenous scholarship and publishing. the kos plays a role in establishing and disseminating indigenous terminology and avoids replicating terminology that reinforces problematic concepts. students are often challenged in finding indigenous perspectives within the disciplines because there is no explicit representational language for them. we teach students strategies to address this challenge by leveraging the xwi7xwa classification and keywords. for example, the b i o g r a p h y c l a s s (y s), a n d l i t e r a t u r e c l a s s (y) contain consolidated sections of materials t h a t r e p r e s e n t i n d i g e n o u s l i v e d e x p e r i e n c e a n d i n d i g e n o u s c r e a t i v e e x p r e s s i o n. t h e elders class (pe) is relevant to students whose course assignments entail finding protocols for addressing elders, understanding elders’ teachings, or who are seeking primary source material for learning about specific nations or historical events. there is also a discrete class for materials on indigenous intellectual life and indigenous contributions to global society (cxz). in seeking to find indigenous scholars, we teach students to use the phrase search “intellectual life” in combination with a catalogue location filter to limit to xwi7xwa library holdings. alternatively a keyword search on any topic combined with the phrase “first nations author” retrieves indigenous authorship data carried in the aboriginal enhanced record (marc 590). for example, the boolean search (“first nations author” and astronomy) retrieves materials written by first nations authors about astronomy. 123 indigenization of knowledge organization at the xwi7xwa library 2.5.3 bringing the library to the students in addition to bringing the students to the library, we bring the library to the students. classroom instruction sessions are one vital opportunity for raising the profile of the library and connecting with students. another method is a pop-up reference table with a new books display at the weekly longhouse lunch for the aboriginal community on campus that brings the library and the librarians to non-library spaces. campus outreach contributes to developing relationships a n d b u i l d s t h e t r u s t n e e d e d t o p r o m o t e o u r resources and the skills and expertise of staff. the xwi7xwa kos also brings the library to distance education students, such as the nitep field centre students. this unique program enables students in remote areas of the province to complete the first three years of a bachelor of education degree in a community that is close to home, thereby removing many barriers for students. xwi7xwa librarians welcome invitations to the nitep field centres to connect with the students and provide onsite classroom instruction as excellent opportunities to introduce our services, and help students gain a foothold in indigenous bibliographic information and skills. the online indigenous research guides serve as multipurpose teaching tools that can bring students to the library by increasing collection f i n d a b i l i t y t h r o u g h d i g i t a l i n s t r u c t i o n. we structure each of the 14 xwi7xwa indigenous research guides with a core suite of top-level pages including: getting started, books & media, articles, and subject specific headings. this helps to brand the xwi7xwa guides as does xwi7xwa subject headings and call numbers for digital and/ or shelf browsing. the guides are designed for specific indigenous studies disciplines, topics, or audiences. some xwi7xwa pages are integrated within disciplinary guides authored by subject librarians in other libraries, such as the aboriginal m i d w i f e r y p a g e i n t h e b i o m e d i c a l l i b r a r y midwifery guide, thus bringing aboriginal content into disciplines. the classification supports browseability that is particularly important for students as it can eliminate significant time narrowing a search for both indigenous materials and for audience. for example, the research guide and in-class instruction for aboriginal children’s literature usually include illustration of the children’s literature model collection classes (yua/yub/ yuc). students respond well to this “shortcut”: combining a xwi7xwa call number for reading level, such as yua for primary, with a topic keyword like “bannock” or “moose,” yields on-target search results for their lesson plan assignments. students can trust that this search strategy will retrieve books only at the xwi7xwa library, and therefore meet our collection criteria of indigenous content. 2.6 indigenous information literacy: making the invisible visible w h i l e t h e x w i7x w a k o s h e l p t o m a k e indigenous perspectives more visible, we also teach students to be aware of, and to be critical of, the processes of knowledge organization itself in indigenous contexts. we conceptualize this as part of indigenous information literacy and are increasingly called upon to conduct classroom and library staff instruction in this area. teaching students to consider the components of surrogate records and metadata, compare library subject 124 journal of library and information studies 13:2 (december 2015) vocabularies and evaluate author keywords is time consuming, but it is very effective for making ko visible and raising the awareness of researchers about their own search strategies and patterns. in making the invisible visible, we seek ‘teachable m o m e n t s ’ t o b r i n g t o g e t h e r e x a m p l e s w i t h researchers’ immediate needs in order to make the power of ko more apparent. because in practice xwi7xwa librarians use, and teach patrons to use, the ubc library catalogue and navigate its thousands of databases, e-books, and e-serials, as well as google (!) our instructional strategies are designed to demonstrate ways to traverse multiple controlled and uncontrolled vocabularies for indigenous topics in multiple disciplines. i n t h i s c o m p l e x i n d i g e n o u s i n f o r m a t i o n ecosystem, we teach patrons to understand that the respectful or most accurate term for their concept does not necessarily retrieve the best search results. sometimes, searching the opposite term for a concept is a good strategy. for example, reliable literature on ‘youth resilience’ may be found using descriptors such as troubled youth or suicide. unfortunately, there are many effective or useful search terms that are not accurate or respectful. even within the ubc library catalogue there are many subject headings for indigenous peoples including: indians of north america, first nations, native peoples, indigenous peoples, inuit, métis, and specific names of first nations, bands, and tribal councils and other forms of indigenous governance, many of which have variant spellings. there is no established term for the concept of indigeneity itself, and the terminology used for it differs significantly (and may be contested) within and between disciplines, communities and geographic regions. aboriginal research topics with what seem to be basic questions may need advanced research skills. understanding the preferred terminologies of specific disciplines, knowledge communities, political and theoretical discourses, and even database vendors, assists in navigating indigenous information ecosystems. library instruction on ko processes helps students develop strategies for finding and evaluating information resources by incorporating discipline-specific as well as contested terminology, and to critically evaluate the sources and motivations of knowledge creators. accessing a wide range of materials provides students with rich learning experiences by giving them more diverse voices and perspectives to incorporate into their research and classroom discussions. the accelerating use of technology and move to online resources in academic libraries amplifies the need for new discovery services (new media consortium, 2014) and, we suggest, highlights the promise of indigenized ko within complex indigenous information ecosystems. 2.7 future possibilities: convergences and collaborations like many academic libraries across north america, the ubc library is rebalancing its l e a r n i n g s p a c e s a n d r e d u c i n g i t s c o l l e c t i o n footprint in order to increase opportunities for interactive learning. as part of this larger initiative, the xwi7xwa library is planning to relocate some of its collection to multiple distributed storage facilities, and to digitize more of its materials. in maintaining the integrity of the xwi7xwa library we conceptualize the xwi7xwa collection as a single coherent entity that is distributed across physical and digital spaces but unified by shared 125 indigenization of knowledge organization at the xwi7xwa library characteristics and commitments. we draw upon convergences between indigenous knowledge organization principles and new technologies to consider the possibilities of this approach. scholars observe that new digital environments and the ideal of improved public accessibility h a v e m o t i v a t e d g r e a t e r c o l l a b o r a t i o n t h a t encourages information professionals to work across institutional and disciplinary boundaries. t h i s p r o d u c e s a n i n c r e a s e d f o c u s o n m o r e unified discovery and access that moves beyond disciplinary silos and fragmentation of knowledge through conventional curatorial practices. some say that a lack of framework for integration p r e s e n t s a c o n c e p t u a l p r o b l e m, a s w e l l a s pragmatic issues (duff et al., 2013), however we argue that indigenized ko principles and values provide a conceptual framework for integration and new technologies offer a pragmatic platform. wholistic views of knowledge, appreciation of relational processes, and sustainable stewardship of resources are hallmarks of indigenous traditions that are integrated into professional information practices at xwi7xwa. these principles informed convergences (of what are conventionally viewed as library-archival-museum materials) within the xwi7xwa collection and its catalogue used for discovery and access. they also foster our collaborations at different levels across units a n d b r a n c h e s a n d a m o n g i n s t i t u t i o n s, t h u s promoting digital convergence and organizational convergence, as well as collection convergence. unified discovery and access technologies using indigenized approaches to ko, in combination with the institutional and social processes required to implement them, might preserve the unique characteristics of the xwi7xwa collection as a curated distributed collection, and serve as a model for others. we view the collection and its indigenized metadata as a dynamic documentary record (i.e. knowledge record) of indigenous c o n t i n u i t y a n d l i v i n g t r a d i t i o n s t h a t s e r v e s indigenous scholarship and indigenous knowledge communities. it simultaneously and organically s e r v e s t o b a l a n c e t h e w i d e r u b c h i s t o r i c a l disciplinary collections and provide indigenous counternarratives to it. comparisons between them might reveal substantive shared commonalities, as well as substantive differences in collections and in disciplinary approaches. similarly, they might also highlight commonalities and differences within professional information services and practices and thereby also identify opportunities to build partnerships (martin, 2007). institutions are motivated by the ideal of better user service and improved support for scholarly activity afforded by new technologies, and the promise of offering students and researchers the ability to see relationships between different forms of knowledge. indigenous principles that view interrelationships among the processes of the knowledge production-disseminationuse cycle as both significant and formative also align with new possibilities for convergence within digital environments and collaborations a c r o s s p r o f e s s i o n s a n d d i s c i p l i n e s. t h e s e interconnections might change our views of objects and blur traditional divisions between, for example, document and surrogate or between information professionals’ practices, as well as types of disciplinary boundaries. research suggests that institutional convergences (among information disciplinary forms and practices) g e n e r a t e m o r e s u s t a i n a b l e a n d i n n o v a t i v e 126 journal of library and information studies 13:2 (december 2015) institutions. rethinking the traditional role of curation to a more transversal (crossing different information disciplines) and open model shifts the role of the curator to one that is focused equally on generating or overseeing a discourse, not only a material collection. the traditional idea of curation then shifts from a one based on conservation and growth of collections and planning exhibits to one that is “more cohesive and research-oriented” (duff et al., 2013). n e w t e c h n o l o g i e s f o r u n i f i e d d i s c o v e r y and access might provide a platform to begin d e s i g n i n g n e t w o r k s o f i n t e r s e c t i o n s a c r o s s indigenous information spaces that connect, and assist others in connecting, disparate views, such as those on indigeneity as described in the section on indigenous information ecosystems, or as olson (1998) suggests as mapping across b o u n d a r i e s. a t t h e s a m e t i m e i t d r a w s o n principles of convergence already extant within academic library catalogues that contain multiple controlled vocabularies and multiple classification systems. this type of approach is consistent with indigenized ko processes co-existing with and in interaction with others to increase accessibility, as well as openness to contributions by, and partnerships with, academic and non-academic partners (cf. garwood-houng & blackburn, 2014). at the same time, drawing on thorpe and galassi (2014), we recognize that libraries require new frameworks for measuring impact through research and programme evaluation in general, and specifically in order to assess the impact of indigenized ko on criteria relating to social and cultural wellbeing in practice. this includes developing methods to understand and describe i m p a c t s t h a t d o n o t o n l y c o n s t i t u t e f a c t o r s such as search and retrieval metrics, but also consider “intangible, emotional, psychological, spiritual, and cultural outcomes” – both positive a n d n e g a t i v e – a s c o n s e q u e n c e s o f v a r i o u s kinds of ko processes and products (cf. duff, flinn, suurtamm, & wallace, 2013, p. 342). for example, we have proposed that increased trust, respect and good relationships may be engendered through the indigenization of ko processes and products in public institutions. 3. conclusion as we reflect on experiences at the xwi7xwa library, we are guided by raven’s vision of transformation and view the indigenization of knowledge organization in academic contexts as processes that centre indigenous academic and community scholarship, and thereby act as a catalyst for institutional, disciplinary and social change. each of these interrelated dual dimensions h o l d s m u l t i p l e a r e n a s a n d o p p o r t u n i t i e s. looking back, the indigenization of knowledge organization at the xwi7xwa library has been, and continues to be, an incremental process occurring over many years through first nations individual and collective leadership and diverse collaborative efforts. it began with indigenous leadership, guided by the principle of indigenous control of indigenous education, which resulted in the formation of nitep, its resource collection and the building of the longhouse facility. the f o r e s i g h t o f t h e f n h l p l a n n i n g c o m m i t t e e created the vision of a separate aboriginal library. the leadership of lone librarians furthered the vision of indigenous-centered representation. a b o r i g i n a l c o m m u n i t y m e m b e r s, s t u d e n t s and faculty members, and wider, sometimes unexpected circles, expanded the original library collection. the governance of the university of 127 indigenization of knowledge organization at the xwi7xwa library british columbia and the ubc library recognized the role of libraries in aboriginal student and academic services, and the value of indigenous scholarship. most recently the increasing demands on the xwi7xwa library for indigenous studies support, intercultural education, and consulting on indigenous cultural and intercultural property in the context of campus indigenization initiatives, and national reconciliation efforts has underlined the benefits of social, political, and technical convergences and collaborations. this paper has overviewed the historical emergence of the library and its knowledge organization systems (koss), described its current ko theoretical framework and practice, discussed the implications of ko for indigenous teaching, learning and research, and envisioned possibilities for the future of the indigenization of knowledge organization at the xwi7xwa library. the paper has demonstrated that knowledge organization and its practices do not constitute an isolated endeavor that takes place in the back rooms of a technical services area or as decontextualized theoretical research. rather, we suggest that knowledge organization is fundamental to teaching, learning, research and is deeply embedded in organizational, political, social contexts of a particular time and place, and within the global relations of those dimensions: its possibilities enabled or constrained within those contexts. acknowledgements the authors are grateful to gene joseph, x w i7x w a l i b r a r i a n e m e r i t a a n d f o u n d i n g xwi7xwa librarian, for her review and comments. her input has strengthened the work, and any omissions or errors are those of the authors. we thank susan andrews, principal cataloguer, ubc library cataloguing division and for her review of the cataloguing content and ongoing assistance. we appreciate the contributions of eleanore wellwood, xwi7xwa library technical services assistant, for cataloguing services, and an unruly range of duties and loyalties. we extend thanks to linda allen (now retired) for her service, commitment, and wit. notes note 1 nitep has now become a name instead of an acronym. the name has not changed due to the loyalty that its graduates hold for it (archibald & derose, 2014). note 2 at this time, keltie frances mccall was often known as keltie mccall. note 3 refer to peter mcfarlane (1993) for a biography of george manual and dates at the ubcic. note 4 the xwi7xwa library prepares annual lists of ubc courses with significant indigenous content as an integral part of collection development and instruction design (2005-2015). note 5 a c o m p r e h e n s i v e r e c o r d o f t h e development and spread of the original b r i a n d e e r c l a s s i f i c a t i o n s y s t e m a t ubc and in canada may be difficult t o d o c u m e n t. t h e x w i7x w a l i b r a r y continues to inventory and describe its archival records, including records of the development of its knowledge o r g a n i z a t i o n s y s t e m s a n d t h e development of the nitep and xwi7xwa ko systems, in order to provide research materials for future researchers. 128 journal of library and information studies 13:2 (december 2015) appendix a a brief history: indigenization of knowledge organization at xwi7xwa xwi7xwa library vision to reality indigenizing knowledge organization 1960s first nations leaders advocate for first nations students in bc 1970 indian e ducation r esource c entre (ie r c) established at brock hall ubc 1969 british columbia native indian teachers a s s o c i a t i o n (b c n i ta) s u b m i t s f u n d i n g proposal for native teacher training program 1970s bcnita research collection for nitep is housed at the ierc. the ierc collection is transferred to nitep on closure. 1974 native indian teacher education program (nitep) program established 1980s gene joseph adapts the brian deer classification (bc version) for the nitep resource centre, and designs subject headings list as her graduate student research project 1993 opening of first nations house of learning (fnhl) longhouse and library 1993 nitep collection is transferred to the new first nations library that will be named xwi7xwa by chief simon baker, squamish nation. 1995 xwi7xwa head librarian position established by the university senate 1995 gene joseph expands xwi7xwa classification and subject headings 1996 xwi7xwa bibliographic records and subject headings mapped to marc format and migrated to the ubc library catalogue 1997-1998 xwi7xwa collection is barcoded and items linked to the bibliographic records providing online borrower and circulation services via the ubc library ils. 1998 xwi7xwa library assistant position established 1999 gene joseph honouring ceremony held in recognition of gene joseph’s leadership 2004 may ubc library system conversion excludes local subject headings (690) from the catalogue subject index 2004 xwi7xwa & ubc cataloging division apply to library of congress marc standards office to establish fnhl subject headings as an internationally recognized standard 2005 the xwi7xwa library becomes a branch of university of british columbia library 2005 lc marc standards office authorizes the first nations house indigenous thesaurus, and establishes fnhl subject headings 2006 o c t o b e r – x w i7x w a r e f e r e n c e l i b r a r i a n position established 2008 march – xwi7xwa technical services assistant position established 2009-2010 conversion of 11,500 unstructured local subject headings (690) to structured fnhl subject headings (650) 2013 xwi7xwa celebrates 20th anniversary 2014 january xwi7xwa aboriginal engagement position established (.5 fte) 2014 xwi7xwa distributed collections project 129 indigenization of knowledge organization at the xwi7xwa library appendix b xwi7xwa library aboriginal enhanced marc record tag instructions examples 246 w h e n t h e t i t l e t r a n s c r i b e d i n t h e 245 h a s omitted special characters, for purposes of access and retrieval in the public catalogue, make a 246 for the truest representation of the title as represented on the title page. 246 -$i title page reads : $a n?del?kwagən 500 indicate presence of the following: significant glossaries, maps, portraits, and timelines, presence of native scripts or syllabics. 500 -$a includes glossary of indigenous plant names. 500 -$a includes map of indigenous settlements on the northwest coast of british columbia in 1853. 500 -$a includes glossary of words in cree with english definitions. 505 default treatment is to include a full 505. use partial 505 for an indigenous authored chapter in a non-indigenous material. 505 0$a 508 media only. take from the production credits on the container or the web site of the producer or distributor. transcribe as found. 508 -$a sound, d’arcy o’connor, celia haigbrown ; director of photography and editor, helen haig-brown ; assistant editor, trevor mack ; graphics and animation, luis almazan ; music, joel solomon. 511 media only. add when the indigenous cast members or performers are listed on either the container or the web site of the producer or distributor. transcribe as found. 511 1$a conversation with, larry grant, wade g r a n t, h e n r y yu ; p a r t i c i p a n t s, g i n a grant, howard e. grant, wade grant, daniel heath justice, spencer lindsay, sarah ling, amy perreault, sue rowley, patricia a. shaw, audrey siegl, henry yu. 541 name of donor and organization if applicable. 541 -$a donated by rose point, musqueam elder, july 2005. $5 cabvau 546 add if more than one language represented in the content. note the presence of scripts or syllabics. 546 -$a text in english and cree. 546 -$a text in inuktitut syllabics and english. 590 use when an author or illustrator self-identifies as first nations. 590 -$a first nations author 590 -$a first nations illustrator 700 added entries for significant persons. 700 1$a archibald, jo-ann 710 a d d e d e n t r i e s f o r s i g n i f i c a n t i n d i g e n o u s corporate bodies. 710 2$a union of british columbia indian chiefs. 130 journal of library and information studies 13:2 (december 2015) references allen, l. 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(2015). ubc courses with aboriginal content 2014-2015. retrieved from http://branchxwi7xwa.sites.olt.ubc. c a/f i l e s/2015/01/u b c-c o u r s e s-w i t hi n d i g e n o u s-c o n t e n t-wi n t e r-2014-2015updated-jan.-15-2015.pdf ye h , t. y. r . ( 1 9 7 1 ) . t h e t r e a t m e n t o f t h e a m e r i c a n i n d i a n i n t h e l i b r a r y o f c o n g r e s s e f s c h e d u l e . l i b r a r y r e s o u r c e s a n d te c h n i c a l s e r v i c e s , 1 5 ( 2 ) , 1 2 2 1 2 8 . r e t r i e v e d f r o m h t t p : / / d o w n l o a d s . a l c t s . a l a . o r g / l r t s / lrtsv15no2.pdf (received: 2015/3/11; accepted: 2015/6/2) 134 圖書資訊學刊　　第13卷第2期　（2015.12）　　頁107-134 doi:10.6182/jlis.2015.13(2).107 加拿大xwi7xwa圖書館之知識組織在地化 indigenization of knowledge organization at the xwi7xwa library ann m. doyle1, kimberley lawson2, sarah dupont3 摘　要 本文透過概念分析與描述性個案研究，檢視加拿大英屬哥倫比亞大學之原住民族學術 圖書館─xwi7xwa圖書館之知識組織在地化狀況。我們首先定位xwi7xwa圖書館之場域與 時間，並在加拿大原住民族教育之脈絡下回溯其歷史發展，接著描述此圖書館獨特的原住 民族分類設計與相關原住民族主題詞表之發展。研究中以地域為基礎之分析，清楚地闡釋 「在地化」，並產出一個指引xwi7xwa圖書館之現行知識組織設計與行動式知識組織之概 念框架。本框架建立於兩項基本假設上：首先，館藏發展是圖書館知識組織的起步；其 次，xwi7xwa圖書館的知識組織系統在地化，對於原住民族資訊與資源服務、程式設計及 研究，具有關鍵性的效用。本文最後一節則提出未來知識組織在地化發展的可能方向，包 括利用新科技，匯聚各方資源，及與原住民族學者、原住民族社群合作。 關鍵字： 原住民知識組織、加拿大第一民族圖書館、編目、原住民分類系統、原住民主題 詞表 1,2,3 加拿大英屬哥倫比亞大學xwi7xwa圖書館 xwi7xwa library, university of british columbia, canada * 通訊作者corresponding author: ann m. doyle, e-mail: ann.doyle@ubc.ca 註： 本中文摘要由圖書資訊學刊編輯提供。 以apa格式引用本文：doyle, a. m., lawson, k., & dupont, s. (2015). indigenization of knowledge organization at the xwi7xwa library. journal of library and information studies, 13(2), 107-134. doi: 10.6182/jlis.2015.13(2).107 以chicago格式引用本文：ann m. doyle, kimberley lawson and sarah dupont. “indigenization of knowledge organization at the xwi7xwa library.” journal of library and information studies 13, no. 2 (2015): 107-134. doi: 10.6182/jlis.2015.13(2).107 archives for black lives in philadelphia anti-racist description resources created by archives for black lives in philadelphia’s anti-racist description working group october 2019 i background archives for black lives in philadelphia (a4blip) is a loose association of archivists, librarians, and allied professionals in the philadelphia and delaware valley area responding to the issues raised by the black lives matter movement. one of its working groups, the anti-racist description working group, is addressing anti-oppressive archival description. th e project was inspired by teressa raiford, a portland-based activist and founder of the organization don’t shoot pdx, who collaborated with a4blip on a conference presentation at the society of american archivists annual meeting in portland, oregon in 2017. th e working group, made up of mostly white women and professionals who work at predominantly white institutions (pwis), have created metadata recommendations for archival professionals to address racist and anti-black archival description. th e recommendations are intended to combat the racist structures inherent in pwis and in archival description of underrepresented and marginalized groups, in particular those in the black community. th is project came about to improve our work as [predominantly white] archivists who handle collections about, by, and for people of the black diaspora. th e metadata recommendations were informed by a bibliography of sources members created at the outset of the project. recognizing that this issue is neither new nor solved, the bibliography serves to gather and amplify the work of archivists across the fi eld who are already theorizing and practicing anti-oppressive archival description. th e group incorporated some of these works into an annotated bibliography meant to serve as a supplement to the recommendations. th e metadata recommendations and bibliography are tools the working group hopes will help deepen understanding of the complex issue of describing marginalized communities and groups. due to the aforementioned nature of this working group (consisting of mostly white women), and in order to get community input, a4blip established a gofundme last december and successfully raised over $1,000 to pay black archivists to review the recommendations and annotated bibliography before publishing. we thank the 28 individuals who donated to this fund. potential reviewers were nominated by working group members (several are people with whom members have professional and/or personal relationships). nine individuals, including archivists and allied professionals, ultimately reviewed the documents and off ered feedback, which the working group then incorporated. th e feedback we received during the review process was extraordinarily insightful, constructive, and essential to the success of this project. th ank you. like much of archival practice, this project and the work the group has produced is iterative. th e resources the working group has created are by no means exhaustive, and the recommendations we make should be regularly reassessed for impact and omissions. a sustainable approach to anti-oppressive description means that we need to center people in all of our metadata practices and adapt our strategies for doing so over time. we welcome your feedback. you can reach us at a4blip@gmail.com. ii credits & acknowledgements alexis a. antracoli alexis is the interim assistant university librarian for rare books and special collections at princeton university library where she leads the archival description and processing team and oversees three curatorial divisions. she is especially interested in applying user experience research and user-centered design to archival discovery systems, developing and applying inclusive description practices, and web archiving. she is a white cis-woman. annalise berdini annalise is the digital archivist for university archives and public policy at princeton university library. she is enthusiastic about improving digital preservation practices, enhancing visibility of and access to underrepresented voices, and learning from community archives to improve archival practice at academic institutions. she is a white woman. kelly bolding kelly is the project archivist for americana manuscript collections at princeton university library. she is interested in developing workfl ows for processing born-digital and audiovisual materials and improving archival descriptive practices to be more ethical and inclusive. she is a white, queer cis-woman. faith charlton faith is the lead processing archivist for manuscripts division collections at princeton university library. she is interested in the intersection between history, memory, and archives, and what is purposefully or inadvertently forgotten, ignored, or repressed. in her role as an archivist she seeks to highlight and provide access to underrepresented voices. she is a white cis-woman. amanda ferrara amanda is the public services project archivist at princeton university library. she is interested in increasing the diversity of, and outreach to, underrepresented groups in academic archives. she brings this interest into her work by holistically critiquing policies and procedures, encouraging mindful conversations about the impact of said policies on researchers, and working with academic, archival, and research communities to suggest and enact ethical solutions. she is a black cis-woman. authors iii valencia johnson valencia is the project archivist for student life at princeton university library. she enjoys building outreach programs, xqueries (sometimes), learning about how archives and archivists can become agents of change. most importantly, valencia is interested in empowering people to preserve their histories for themselves by sharing knowledge and access to power. she is a black cis-woman. katy rawdon katy is the coordinator of technical services for the special collections research center at temple university. she is interested in ethical cataloging and archival description, the importance of naming and name authority work, and the exploration of non-linear time in archives. she is a white cis-woman. credits & acknowledgements we would like to thank the following individuals for reviewing the guidelines. th eir extraordinarily insightful and constructive feedback was essential to the success of the project. krystal appiah dorothy berry jasmine clark zakiya collier amanda ferrara delisa minor harris mosi kamau teressa raiford rachel winston reviewers th is work is licensed under the creative commons attribution 4.0 international license. to view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to creative commons, po box 1866, mountain view, ca 94042, usa. logo and design by valencia l. johnson copyright table of contents background credits and acknowledgements introduction metadata recommendations annotated bibliography extensive bibliography i ii 1 3 12 22 1 introduction describing archives: a content standard (dacs), the archives profession’s content standard, empowers archivists “to develop and document a description policy based on specifi c local knowledge and consistent application of professional judgement.”1 archives for black lives in philadelphia (a4blip), as part of its commitment to anti-oppression values, especially our commitment to critically examine archival theory and practice, has compiled research and case studies created by archivists across the fi eld into a set of best practice recommendations for an anti-oppressive approach to creating and remediating archival description. while there is no single set of recommendations that can address racism within archival description, we hope that this document will help synthesize and elevate important work archivists are doing surrounding ethical and anti-oppressive description. we urge our colleagues to hire and promote black archivists and support black students interested in archival careers through providing funded educational opportunities and paid internships with pathways to permanent positions, in addition to these best practices. a profession with more black archivists will be a profession better equipped to create ethical, respectful, and accurate description of records created by and about black people. while the following recommendations focus on black communities, they can, in many cases, be applied more broadly to the description of records created by and about marginalized communities. a4blip encourages white archivists and non-black archivists of color who are combatting anti-black archival description to fi rst take time to familiarize yourself with anti-oppressive terms, concepts, and norms in order to deconstruct the white supremacist values that permeate american society, and by extension, the archival fi eld.3 some helpful resources include: » layla f. saad’s book me and white supremacy https://www.meandwhitesupremacybook.com/ » robin diangelo’s book white fragility: why it’s so hard for white people to talk about racism » saa’s free online course cultural diversity competency by helen wong smith https://www.pathlms.com/saa/courses/4839 1 society of american archivists, “introduction to describing archival materials,” describing archives: a content standard (dacs), 2nd ed. saa, approved 2013, last updated july 2019, https://github.com/saa-ts-dacs/dacs/blob/master/06_part_i/01_introduction_to_describing_archival_materials.md. 2 chaitra powell, holly smith, shanee murrain, and skyla hearn, “th is [black] woman’s work: exploring archival projects that embrace the identity of the memory worker.” kula: knowledge creation, dissemination, and preservation studies 2, no. 1 (2018), https://doi.org/10.5334/kula.25; kellee e. warren, “we need these bodies, but not their knowledge: black women in the archival science professions and their connection to the archives of enslaved black women in the french antilles,” library trends 64, no. 4 (2016): 776-794, https://muse.jhu.edu/article/622032. 3 th ank you to jasmine clark for encouraging us to be more direct when talking about the white supremacist values that underlie our fi eld and society. 2 a note on language based on feedback from reviewers we have decided to capitalize the word black when used in the context of identity and race. our decision was based on thoughtful consideration of black archivists’ feedback, current style guides, and approaches used by contemporary black writers and journalists.4 we have chosen not to use the term african american because the archival materials that these recommendations apply to may describe black people outside the united states. we have decided not to capitalize the word white, in accordance with common practice and contemporary style guides and because the capitalization of white is a practice commonly used by white supremacists. however, our annotated bibliography entries refl ect the language conventions used by the authors of the articles themselves, which occasionally deviate from those used throughout the rest of this document. 4 elahe izadi, “when to capitalize ‘black’ and ‘white,’” dcentric (blog), may 16, 2012, http://dcentric.wamu.org/2011/10/when-to-capatalize-black-and-white/; “white, white,” th e diversity style guide, ed. rachele kanigel, accessed 2019, https://www.diversitystyleguide. com/glossary/white-white/; lori l. th arps, “th e case for black with a capital b,” th e new york times, november 19, 2014, https://www.nytimes.com/2014/11/19/opinion/the-case-for-black-with-a-capital-b.html; gabrielle foreman, activists sentiments: reading black women in the nineteenth century (urbana: university of illinois press, 2009). 3 metadata recommendations we acknowledge the reality that individual processing archivists may not have the authority to apply all of the methods described here. th e following recommendations include those that are actionable in the day-to-day process of descriptive work, as well as those that require advocating for and implementing broader institutional changes at an administrative level. we encourage readers to take action where they can.5 voice and style » unlearn the “neutral” voice of traditional archival description.6 rather than striving for an “objective” voice, which reinforces existing power structures, base description in the question (as posed by michelle caswell and marika cifor): “is the descriptive language i am using respectful to the larger communities of people invested in this record?”7 decenter “neutrality” and “objectivity” in favor of “respect” and “care.”8 » avoid passive voice (or passive language in linked data predicates9) when describing oppressive relationships. use active voice in order to embed responsibility within description. for example, consider the diff erence between these two sentences: 1) “four kent state university students were killed on may 4, 1970, during a clash between the ohio national guard and a crowd gathered to protest the vietnam war.” 2) “members of the ohio national guard killed four kent state university students during a mass protest against the vietnam war.” 5 th ank you to dorothy berry for encouraging us to consider the diff erence between guidelines, recommendations, and manifestos, as well as the power required to implement institutional change. 6 sam winn, “th e hubris of neutrality in archives,” mid-atlantic regional archives conference, newark, nj, april 2017, https://medium.com/on-archivy/the-hubris-of-neutrality-in-archives-8df6b523fe9f. 7 michelle caswell and marika cifor, “from human rights to feminist ethics: radical empathy in the archives,” archivaria 81 (spring 2016): 23-43, https://muse.jhu.edu/article/687705. 8 see dominique luster’s formulation: “conscious language = kind language + compassionate language + mindful language + empowering language + respectful language + inclusive language.” dominique luster, “archives have the power to boost marginalized voices,” tedxpittsburgh, pittsburgh, pa, june 2018, https://youtube.com/watch?v=xsnplbbi1ie. 9 scout calvert, “naming is power: omeka-s and genealogical data models,” dlf forum, pittsburgh, pa, october 2017, http://calvert4.msu.domains/presenting/modelingoikos.html#/. 4 » focus on the humanity of an individual before their identity/ies: for example, consider the diff erence between “documents the business dealings of a black woman named maria in 18th century mexico” and “documents the business dealings of maria, a black woman in 18th century mexico.”10 » refrain from writing fl owery, valorizing biographical notes for collection creators.11 evaluate existing biographical notes, especially those describing white males, for aggrandizing language and remove it.12 » remove and refrain from including evaluative terms like “preeminent,” “renowned,” “genius,” or “seminal” that serve to praise collection creators. ask yourself: does including this piece of information help users better understand the collection, or is it there only to justify the collection creator’s stature? » excerpt from a “what not to do” example: “in addition to his work as a lawyer, hays wrote an astounding number of books and articles. as a gift ed writer and eloquent debater, he added his perspective to virtually every individual rights issue of his day. his autobiography, entitled city lawyer: the autobiography of a law practice (1942), provides a colorful account of his more noteworthy cases, and his articles and book reviews demonstrate his wide-ranging knowledge of a nation and a world experiencing dramatic change in the way individual rights were perceived.”13 10 th ank you to rachel elizabeth winston for this excellent suggestion and example. 11 jarrett m. drake, “radtech meets radarch: towards a new principle for archives and archival description,” radcliff e workshop on technology & archival processing, cambridge, ma, april 2016, https://medium.com/on-archivy/radtech-meets-radarch-towards-anew-principle-for-archives-and-archival-description-568f133e4325. 12 a sample xquery for locating this type of language within ead fi les can be found here: https://github.com/kellybolding/scripts/blob/ master/terms_of_aggrandizement.xquery. 13 arthur garfi eld hays papers, public policy papers, department of rare books and special collections, princeton university library, https://fi ndingaids.princeton.edu/collections/mc072. 14 th anks to dorothy berry for pointing out how rarely africana studies faculty are consulted as opposed to scholars who study european cultures. » use accurate and strong language such as lynching, rape, murder, and hate mail when they are appropriate. do not let your discomfort with the terms censor the material. it is okay to be uncomfortable with racist material. it is not okay to privilege your discomfort above accurate description. » describe relationships of power when they are important for understanding the context of records. racism, slurs, white supremacy, colonialism, and histories of oppression are important context. » for example, “th omas jeff erson was a known enslaver despite his legacy as a supporter of individual rights.” community collaboration and expanding audiences » expand the range of audiences considered when writing archival description to include a plurality of audiences. evaluate local descriptive practices and policies using the criteria: which audiences does this description center? which audiences does it exclude? » for academic archives, this could look like making description more comprehensible for undergraduates, genealogists/family historians, and local community members. for archives collecting spanish-language material, this could mean considering whether english-language fi nding aids are serving users. th is could also look like minimizing archival jargon. » for academic archives, reach out to institutional scholars who have expertise in relevant subject areas to get input on description.14 5 15 see dominique luster’s work with the teenie harris archive (https://cmoa.org/art/teenie-harris-archive/) for an example of collaborating with stakeholder communities on description. 16 jeff rey t. huber and mary l. gillaspy, “social constructs and disease: implications for a controlled vocabulary for hiv/aids,” library trends 47, no. 2 (fall, 1998): 190-208, https://search.proquest.com/docview/220437703?accountid=13314; erin baucom, “an exploration into archival descriptions of lgbtq materials,” american archivist 81, no. 1 (spring/summer 2018): 65-83, https://doi.org/10.17723/0360-9081-81.1.65. 17 elizabeth yakel, “seeking information, seeking connections, seeking meaning: genealogists and family historians,” information research: an international electronic journal 10, no. 1 (october 2004), http://informationr.net/ir/10-1/paper205.html. zakiya collier suggests that archivists consider using an informal survey or similar method to provide stakeholder patrons with a means to assess the accuracy orhelpfulness of the language in fi nding aids, or that archivists develop the practice of simply asking patrons about their experience using the fi nding aid. 18 stacy wood, kathy carbone, marika cifor, anne gilliland, and ricardo punzalan. “mobilizing records: re-framing archival description to support human rights,” archival science 14, no. 3-4 (october 2014): 397-419, https://doi.org/10.1007/s10502-014-9233-1. 19 th ank you to zakiya collier for this suggestion. 20 for a discussion of diff erent approaches towards language in archivist-supplied vs. creator-supplied description, see the section of this document below on “handling racist folder titles and creator-sourced description.” 21 th ank you to krystal appiah for highlighting the importance of iteration. 22 we acknowledge that, while credentials matter, they may take diff erent forms; academic degrees and job experience are one way of gaining expertise, but so are community organizing, activism, and other methods for building knowledge of particular communities outside of institutional structures. we thank jasmine clark, zakiya collier, and dorothy berry for provoking us to think more deeply about who, in particular, we consult for knowledge about specifi c communities. » describe records in a way that supports the information-seeking needs of stakeholder communities, not just academic scholars. » develop and maintain relationships with community members/stakeholders in order to learn language that the audience recognizes and uses to refer to itself. » consider the needs of family historians and genealogists who may not be seeking “a fact or date, but to create a larger narrative, connect with others in the past and in the present, and to fi nd coherence in one’s own life;” provide opportunities for genealogists and other researchers who may want to “give back” by contributing description or connect socially with one another.17 » (re-)describers should be empathetic towards those who may have emotional ties to people documented in records. be careful about language choice and center the humanity of people documented in the records. » take into account potential human rights uses of records, as well as the interests of survivors of abuses. th is involves avoiding the inclusion of information or linkages that could put living persons at risk, providing descriptions in languages used by stakeholder communities, and creating metadata about the intentional destruction or accidental preservation of records, which could be mobilized as evidence in human rights proceedings.18 » consider the option of not naming people should they decide to withhold naming or if naming them could cause harm. for highly surveilled and dispossessed communities, visibility can be a form of violence. th e harm that is infl icted on black communities, which in many cases are human rights abuses, is not always evident to those outside of those communities.19 » when draft ing archivist-supplied description and notes,20 use terminology that black people use to describe themselves, while recognizing that the black community is not a monolith, and diff erent people will have diff erent and sometimes confl icting preferences. be mindful that terminology changes over time, so description will be an iterative process.21 » for living collection creators or subjects, ask them for their preference. » observe and take cues from the language of current historians, writers, artists, and others who are from (or descended from), specialize in, and have working relationships with the particular communities you’re describing.22 for older records, this means consulting with experts who are knowledgeable about specifi c communities existing in a certain place and point in time. 6 » when consulting with community members, be mindful of individual biases; and make an eff ort to not solely rely on one voice or representative from a particular community. one method for gathering more representative feedback could involve a peer or community review process. 23 » if you ask people from marginalized communities to help with description, be respectful of their time/ labor and provide compensation. do your homework fi rst, and don’t ask others to provide information you can easily fi nd yourself. pay them for their work. » consult alternative cataloging schemes created by the subjects of the records being described when and if they are available, and cite them in a processing note or other part of the fi nding aid. as noted above, black people are not monolithic, and care should be taken when consulting alternative classifi cation schemes to ensure that the schemes consulted truly represent and apply to the community the archivist is describing.24 » make sure institution-created description is assessed by outside communities.25 » provide a feedback mechanism such as creating a highly visible “suggest a correction” button or comment form on online fi nding aids, and make it clear that you welcome this kind of feedback. » provide mechanisms for users to annotate fi nding aids.26 » organize focus groups with community members and incorporate feedback into archival description. » for description to be assessed by outside communities, it must be discoverable. if online fi nding aids are diffi cult to locate and access, or if description exists on websites that are hard to navigate, community members may be less likely to interact with them.27 » ensure that black individuals appear in name authority fi les, such as the library of congress name authority file (lcnaf) and social networks and archival context (snac), which may involve collaborating with external communities, especially in cases where your institution lacks relevant expertise. acknowledge that this will involve dedicating institutional and professional time and resources to co-organizing meetings and events with community members and/or providing cataloging or name authority work services if requested by communities. » be mindful of how individuals are described in authority records, and educate yourself and staff on compassionate and anti-oppressive creation of such records. as one example of harmful name authority creation, one institution associated the only known related date, 1832, with an enslaved individual -the date that the institution itself had purchased him. by using “fl. 1832” as a distinguishing characteristic, the institution was centering that transaction as the most signifi cant event in the individual’s life.28 resource description and access (rda) allows for more expanded diff erentiation methods for names, no longer limited to use of dates. make use of events, places, occupations, and other known signifi ers that humanize rather than dehumanize black individuals. 23 th ank you to zakiya collier for this suggestion. 24 some examples of alternative schemes developed by specifi c communities include: sandra littletree and cheryl a. metoyer, “knowledge organization from an indigenous perspective: th e mashantucket pequot th esaurus of american indian terminology project,” cataloging and classifi cation quarterly 53, no. 5-6 (2015): 640–657,https://doi.org/10.1080/01639374.2015.1010113; ann m. doyle, kimberly lawson, and sarah dupont, “indigenization of knowledge organization at xwi7xwa library,” journal of library and information studies 13, no. 2 (december 2015), 107-134, https://doi.org/10.6182/jlis.2015.13(2).107; alissa cherry and keshav mukunda, “a case study in indigenous classifi cation,” cataloging and classifi cation quarterly, 53, no. 5-6 (2015): 548-567, https://doi. org/10.1080/01639374.2015.1008717; annie bossum and ashley dunn, “implementing the brian deer classifi cation scheme for aanischaaukamikw cree cultural center,” collection management, 42, no. 3-4 (2017): 280-293, https://doi.org/10.1080/01462679.2017. 1340858; jean elder cazort, a handbook for the organization of black materials, prepared for the institute on the selection, organization, and use of materials by and about the negro (nashville, tn: fisk university, 1971). 25 gloria gonzalez and jasmine jones. “access & diversity: how to create practical, ethical, minimal archival description,” intersections: technology and public services in special collections symposium, university park, pa, august 2017, https://docs.google.com/document/d/1u6t3toholroccshyaxssd5l6blh2do7cws60mf26kwu. 26 michelle light and tom hyry, “colophons and annotations: new directions for the finding aid,” american archivist 65, no. 2 (2002): 216-230, https://www.jstor.org/stable/40294207. 27 th ank you to rachel elizabeth winston for making this point. 28 th ank you to krystal appiah for this example. 7 » acknowledge that any eff orts by pwis to collaborate with black communities and institutions on description projects will require explicitly “addressing institutional legacies [of racism] at [these] predominantly white institutions.”29 additionally, it is important to acknowledge that the dominance of whiteness and white supremacy in archives and the library fi eld goes beyond pwis -and that the work of helping to address and fi x this imbalance of power may not be of primary importance to communities focused on their daily survival. before reaching out to potential collaborators, institutional partners should be able to concretely articulate how projects will benefi t participating communities rather than solely co-opting the knowledge of those communities for institutional gain. finding ways to build trust and to contribute back to the communities in ways that help sustain their survival and goals should be part of the partnership. once potential collaborators are engaged, institutional partners must remain open to projects changing and evolving based on the expressed needs of community partners.30 29 powell, et al., “th is [black] woman’s work.” 30 th anks to dorothy berry, zakiya collier, and rachel elizabeth winston for their edits and suggestions for this section. 31 drake, “radtech meets radarch;” dorothy berry, “hide and seek: organizing hidden collections for umbra search african american history,” acid free 5 (fall 2017), http://www.laacollective.org/work/hide-and-seek-organizing-hidden-collections-for-umbra-search-african-american-history. 32 alexis antracoli and katy rawdon, “what’s in a name?: archives for black lives in philadelphia and the impact of names and name authorities in archival description,” in ethical questions in name authority control, ed. jane sandberg, (sacramento, litwin press, 2019). 33 victor m. rios, punished: policing the lives of black and latino boys (new york: new york university press, 2011). 34 th e contribution terms of service for a people’s archive of police violence in cleveland provide an example of a metadata policy that is cognizant of this risk: http://www.archivingpoliceviolence.org/terms. for a discussion of the reasoning behind these terms, see: stacie m. williams and jarrett drake, “power to the people: documenting police violence in cleveland,” journal of critical library and information studies 1, no. 2 (2017), http://libraryjuicepress.com/journals/index.php/jclis/article/view/33. 35 melissa adler, “th e case for taxonomic reparations,” knowledge organization 43, no. 8 (2016): 630-640, https://doi.org/10.5771/0943-7444-2016-8-630. 36 kelly bolding, “reparative processing: a case study in auditing legacy description for racism,” midwest archives conference, march 24, 2018, https://drive.google.com/open?id=1mhoxx5zlvjb_8pfvvfqumqlsuulohffmt4js5ep4qna. auditing legacy description and reparative processing » revisit legacy description to provide better name access for black people where possible, including names of subjects as well as creators of records. acknowledging the limits of provenance-based description,31 describe the subjects of documents about oppressed or marginalized peoples at least to the extent that you describe the creators of documents. consider the extent to which describing a person by name is an act of affi rming humanity.32 » at the same time, when describing living creators or subjects, consider that over-description has the potential to put people from groups already subject to inordinate amounts of surveillance33 at greater risk. whenever possible, consult the person(s) implicated before including personal information34 that could possibly put them at risk. » audit past harmful description practices and implement taxonomic reparations when appropriate.35 th is might include: » devoting the necessary time, staffi ng, and fi nancial resources to remediate racist descriptive practices. » taking the time to locate and describe hidden voices and to correct past failures to respectfully describe the histories of black communities. following a more product, less process (mplp) or iterative processing approach, this means considering past failures of care and the possibility of uncovering hidden voices among the factors for deciding when prioritizing which collections -or portions of collections -should receive work above and beyond baseline processing tiers.36 » integrating remediation of racist language in fi nding aids into regular legacy description cleanup projects. 8 » when replacing racist terms from archivist-supplied description, refraining from removing entirely language that would help researchers discover black subjects in archival collections, particularly in collections that are predominantly white37 (i.e. do not simply delete the word “negro” without using a diff erent descriptor). » paying attention to and removing racist physical descriptions of individuals and descriptions that inappropriately assign emotions or motives to subjects.38 » when surfacing under-described records of marginalized groups, take care to make these records discoverable without further other-izing them or tokenizing people described in the records. for example, at princeton, the association of princeton puerto rican alumni records were described in a large artifi cial collection of subject fi les. archivists removed them from this collection and created a separate fi nding aid39 for the records as appropriate for an organizational records collection. » when updating racist language or contextualization in fi nding aids, always preserve a copy of previous description so that future researchers can explore the history of the fi nding aid,40 as well as documentation of the rationale behind changes. methods for doing this include: » preserving old hard copies or pdfs of fi nding aids » creating a publicly accessible collection of legacy fi nding aids » making use of local tools for tracking processing documentation, which could include collection management soft ware, physical or digital collection fi les, version control soft ware and commit notes, or others, as available » provide a note and/or link in the current fi nding aid that indicates the existence of legacy fi nding aids, why they were kept, and how to access them. 37 anna b. loewenthal, “comparing representations of race in finding aids over time,” master’s thesis, university of north carolina at chapel hill, 2015, https://doi.org/10.17615/xjty-ya81. 38 for an example from a postcard collection where african american children were described as “look[ing] on blankly”, see annie tang’s presentation slides from “toward culturally competent archival (re)description of marginalized histories,” society of american archivists, washington, dc, august 2018, https://archives2018.sched.com/event/esld/101-toward-culturally-competent-archival-redescription-of-marginalized-histories. 39 association of princeton puerto rican alumni records, princeton university archives, department of rare books and special collections, princeton university library, https://fi ndingaids.princeton.edu/collections/ac461. 40 michelle caswell, “teaching to dismantle white supremacy in archives,” th e library quarterly 87, no. 3 (july 2017): 222-235. https://doi.org/10.1086/692299. see also: emily drabinski, “queering the catalog: queer th eory and the politics of correction,” th e library quarterly: information, community, policy 83, no. 2 (april 2013): 94-111, http://www.jstor.org/stable/10.1086/669547. 41 for a discussion of pitfalls of ill-informed attempts to remove racist language that result in further obscuring the context of archival materials about african americans, see: dorothy berry’s presentation at “toward culturally competent archival (re)description of marginalized histories,” society of american archivists, washington, dc, august 2018. handling racist folder titles and creator-sourced description » consider your audience and the potential for harm when making decisions about whether to preserve problematic creator-supplied language. in most cases, preserve but contextualize creator-sourced original description when racism is an important context for understanding records.41 if you choose to maintain some or all racist creator-based description, draw a distinction between the creator-supplied description and archivist-supplied description via quotation marks, processing information note, scope and content note, and/or another method. other helpful actions may include: » utilizing a series-level note explaining that creator-based folder titles were or were not maintained, recognizing that some language is outdated/off ensive, and explaining why you chose to maintain or not maintain those labels. creating standardized institutional language that can be reused may be helpful. » recognizing that a processing note will not alone be suffi cient to communicate to most users. 9 » for collections or discovery portals where users may be harmed by encountering off ensive language, it may be appropriate to replace off ensive language in primary user-facing description. for an example of this approach, refer to the language policy for the find & connect website on child welfare in australia.42 » make a distinction between the institutional voice/archivist’s voice and the voice of the collection creator (ex. don’t use the same racist terms a creator may have used in folder titles in scope and content notes or other notes that are supplied by the archivist.) » research how the community being described feels about certain terms, and weigh mplp-type re-use of creator description against the use of terms that are harmful. finding other institutions that have grappled with similar collections may help. where possible, speak directly with creators/subjects who may be harmed by legacy description to determine whether the language should be maintained or changed. in some cases, this research may not be possible, and even when making informed decisions about terminology, it is still possible to do harm. 42 find & connect web resource project for the commonwealth of australia. “language policy: th e words we use.” find & connect, approved august 2017, https://www.fi ndandconnect.gov.au/about/policies/language-policy-the-words-we-use/. 43 gabrielle p. foreman, “writing about slavery/teaching about slavery: th is might help.” crowdsourced document, accessed august 22, 2018, https://docs.google.com/document/d/1a4teddgyslx-hlkezlodmim71my3ktn0zxrv0iqtoqs. 44 foreman et al., “writing about slavery;” “th e aft erlife of slavery: language and ethics,” latanya s. autry, “th e aft erlife of slavery: language & ethics” (wakelet), july 2018, https://wakelet.com/wake/f589cdc4-7512-43ff -a489-5ed48062179f. 45 see: foreman et al., “writing about slavery:” “avoid using ‘people of color’ as a blanket term when writing about black people or other specifi c groups unless you are referencing cuba, where ‘gente de color’ was a legitimate term used by peoples of african descent in the nineteenth century.” 46 th ank you to krystal appiah for this important insight. 47 th is advice deviates from guidance given in: david e. paterson, “a perspective on indexing slaves’ names,” american archivist 64, no. 1 (spring/summer 2001): 132–142, http://americanarchivist.org/doi/pdf/10.17723/aarc.64.1.th18g8t6282h4283. especially since contemporary search systems support keyword searching of enslaver names that may be included in other parts of description, there is no reason to use enslaver names as a primary entry when describing enslaved people. although the working group read paterson’s article while conducting research for this project, this article does not appear in the group’s bibliography because we do not feel that it advances the group’s mission of furthering anti-oppressive archival description. describing slavery records » use “enslaved” or “captive” [person/woman/man/child/laborer] rather than “slave” when describing people held in bondage.43 use “enslaver” to describe people who held others in bondage.44 » avoid lumping the experiences of all people of african origins or descent in the early americas together. use “free [person|man|woman] of color” (oft en abbreviated as “f.p.c,” “f.m.c,” or “f.w.c” on documents), “freed[person|man|woman],” or another term to describe those who were not enslaved during a period when slavery existed in that society. note that terminology diff ers depending on geographic location or language, and conduct research to avoid using anachronistic or geographically or linguistically inaccurate terms.45 » if you have item-level description for a deed of purchase for an enslaved person and the seller and purchaser’s names are included, include the name of the person being sold. humanize these documents from all sides -not just from the side of the creator. » use available information to name enslaved people; in most cases, this information will be incomplete. th is means that describers may have to push past their discomfort in creating what the profession views as incomplete records or description.46 whenever possible, record names by which enslaved or formerly enslaved people identifi ed as the primary part of the name rather than using an enslaver’s name as the primary entry. enslavers’ names may be included as supplemental information to support the identifi cation of enslaved individuals but should not supplant the names of enslaved people, even when only their fi rst names are known.47 10 » describe records of slavery such that the descriptions support the information-seeking practices of black researchers and genealogists48 investigating the histories of enslaved persons rather than focusing solely on the data points valued at the point of record creation. » in addition to providing more detailed fi nding aids, when possible, that include the names of enslaved persons, indicate the presence of enslaved people in both slavery-focused and non-slavery-focused collections, even when documentation is fragmentary. even minimal descriptions can make enslaved historical subjects more discoverable to researchers and counter outdated assumptions that “the black past is unknowable.”49 » link to fi nding aids and other resources at other institutions documenting the same enslavers, enslaved persons, and land.50 » when determining whether to preserve original order or description for slavery collections, factor in the role record-keeping systems played in facilitating the slavery economy and consider whether there is a need to take mediating steps to support secondary use by persons dehumanized by the original functions of records and circumvent the “bureaucratic” logic of a repressive regime.51 mediating steps may include, but are certainly not limited to, additional description and extra eff ort to surface the names of enslaved persons in archival description and description that clearly identifi es that records were kept to facilitate a repressive regime. 48 for case studies by black genealogists using archival records to locate ancestors, see: tony burroughs, “finding african americans on the 1870 census,” heritage quest (january/february 2001): 50-56, http://www.tonyburroughs.com/uploads/1/3/2/8/13281200/fi nding_african_americans_on_the_1870_census.pdf. 49 carole merritt, “slave family records: an abundance of material,” georgia archive 6 (spring 1978): 16-21, https://digitalcommons. kennesaw.edu/cgi/viewcontent.cgi?referer=http://paperity.org/p/81423121/georgia-archive-vi-issue-1&httpsredir=1&article=1230&context=georgia_archive. for a discussion of the eff ects on black researchers who are told by archivists that records do not exist on their research topic when fragmentary records do exist, see: kellee e. warren, “we need these bodies.” 50 th ank you to zakiya collier for this suggestion. 51 wood, et al., 2014. 52 for a case study, see: dorothy berry, “digitizing and enhancing description across collections to make african american materials more discoverable on umbra search african american history,” th e design for diversity learning toolkit, northeastern university library, 2018, https://des4div.library.northeastern.edu/digitizing-and-enhancing-description-across-collections-to-make-african-american-materials-more-discoverable-on-umbra-search-african-american-history/. 53 th e cataloging lab, http://cataloginglab.org/. subjects and classifi cation » do not rely on library of congress subject headings (lcsh) exclusively when creating subject access points. th oughtfully consult appropriate alternative classifi cation schemes as described above in the community collaboration and access section.52 » consider avoiding lcsh terms if they are harmful to the people they describe. if you are uncertain, do research to determine whether the subject heading is considered harmful. if terms are not used, consider how this may aff ect access. balance access with language usage thoughtfully. consider working with groups such as the cataloging lab53 to actively try to change harmful headings. » if you decide to use an lcsh subject heading that is harmful, explain why you have done this in the processing note. for example, you may choose to include a subject heading considered harmful so that you are able to provide access in the short term and update the heading when it is changed through the cooperative cataloging program. 11 transparency » description should acknowledge shortcomings with regards to collecting gaps, as well as institutional responsibility for creating those gaps. » especially for collections a repository is responsible for assembling, describe the policies and practices that led to the current composition to the collection, and related gaps,54 in the scope and content note. » make collection development policies public and have them regularly reviewed by outside communities. » always include a processing information note so that researchers can see who described a collection and when. if descriptive language was updated to address racist terminology, indicate this in the processing note if it is not already indicated in other descriptive notes that users are more likely to encounter when navigating collection descriptions. » for example, while alerting users to the presence of problematic creator-supplied folder titles may be more appropriate in a series-level scope and content note, eff orts to update subject headings and other collection-level processing decisions should be indicated in a collection-level processing note. » also consider encoding processing notes at more granular levels of the fi nding aid, when applicable, to increase the likelihood that users will encounter them and avoid overly lengthy notes at the collection level. » if your institution is systematically engaged in addressing racism in archival description and catalog records, consider publishing an online statement outlining principles and goals.55 if your institution is not already engaged in this work, advocate for initiating eff orts to address racism in archival description, to the extent that you have the privilege and authority to do so; this can include advocating to publish a statement as a method of holding your institution accountable, integrating guidelines for addressing racist description into processing manuals, or other achievable interventions. 54 for examples of digital collections that explicitly acknowledge gaps, refer to this crowdsourced document: amalia s. levi, “p3bhwhdigital archives; digitized collections; dh projects that explicitly acknowledge and discuss archival silences in their content,” 2018, https://docs.google.com/document/d/1ykndokpuecmr_p1obbq3f8v_-ylfugxc9qjlbd8c-dy. 55 for examples, see temple university libraries’ scrc statement on potentially harmful language in archival description and cataloging: https://library.temple.edu/policies/14; and swarthmore college’s search collections page https://www.swarthmore.edu/ friends-historical-library/search-collections. 12 anti racist archival description annotated bibliography th e archives for black lives in philadelphia (a4blip) anti-racist description working group aims to provide archivists and other memory workers resources and a framework with which to approach description creation and revision. in particular, it seeks to address the othering and rendered invisibility of black people in the archives, which persists today and continues to reinforce and normalize the white supremacist patriarchal society our archives refl ect.1 new descriptive practices of underrepresented groups have in recent years been elevated to a national platform due to the work of cultural heritage practitioners and members of the public alike. la tanya s. autry, curator of art and civil rights at mississippi museum of art created the social justice and museums resource list; many archival repositories are partnering with underrepresented communities to build collections like the plateau peoples’ web portal and project stand; and communities and activists are creating their own collections using digital humanities tools like the chicana por mi raza digital memory collective, docnow, a people’s archive of police violence in cleveland, and the borderlands archives cartography. th e a4blip anti-racist description working group hopes to contribute to the archival community’s eff orts to programmatically adopt ethical and inclusive description practices. th e citations included here represent a subset of titles selected from an extensive bibliography created and maintained by the working group. th ey focus on major themes and issues found in recent literature on archives and librarianship that critique descriptive theory and practice, including the concept of provenance and descriptive standards. th ese sources emphasize the role information professionals play and the power they wield in creating records, naming, and storytelling; and thus their participation in perpetuating, intentionally or not, oppressive structures and power dynamics. while the focus of this working group is to specifi cally address anti-black description, the group attempted to include a number of resources on the ways in which archives oppress and erase through description and how archivists can change those practices. th is meant including articles that do not focus specifi cally on black experiences or collections, but that address other aspects of identity that have been erased in the archives. by doing so, our intention is not to collapse the various axes on which individuals experience oppression, oft en in intersecting ways. th e group acknowledges that to experience oppression based on race is not the same as to experience oppression based on gender, sexuality, class, or ability, nor are any of these the same as experiencing oppression based on multiple identities at once. with this in mind, this bibliography includes some resources that are not specifi c to black communities with the goal of seeking shared strategies, when appropriate, from those doing anti-oppressive description work in other areas. 56 th ank you to dorothy berry and jasmine clark for suggesting that we provide more detail about how archives have reinforced a white supremacist patriarchal society by erasing and othering marginalized groups. 13 arroyo-ramirez, elvia, molly brown, dinah handel, jasmine jones, shannon o’neill, rachel mattson, giordana mecagni, holly smith, and kelly wooten.“radical empathy in archival practice.” presentation, society of american archivists annual meeting, portland, or, july 2017. https://archives2017.sched.com/ event/abgy/301-radical-empathy-in-archival-practice breakout session notes: https://docs.google.com/document/d/1ryjzop2hphd_796qbdm-8gv3rhrlx4h1u7nofzdrgl/edit mini-zine: https://drive.google.com/fi le/d/1lryguu1blzpk1ts2l3nfne40ny1ck82r/view at saa 2017, a group of nine archivists delivered lightning talks and facilitated a dialogue in response to michelle caswell and marika cifor’s article “from human rights to feminist ethics: radical empathy in archives.” presentations touched on ethical collaboration and partnerships, secondary trauma and suspended grief, archival education and horizontal mentorship, vendor control of marginalized histories, and emotional labor, among other topics. th e speakers collectively posited a fi ft h aff ective relationship, the relationship between archivist and archivist, in addition to the four outlined by caswell and cifor. while many of the talks were relevant to an ethical approach towards description, of particular relevance for this project is holly smith’s discussion of her work documenting the history of black women at spelman college, in which she provided strategies for how archivists can responsibly collaborate with and document diverse communities without co-opting their voices. giordana mecagni’s talk also critiqued institutions that purchase and digitize materials documenting the histories of black, activist, and other marginalized communities only to keep them behind a paywall, arguing instead for decolonized digital archives that are accountable to the communities they document. breakout session notes include strategies discussed by small groups about how to apply radical empathy and an ethics of care to various aspects of their work as archivists. berry, dorothy. “digitizing and enhancing description across collections to make african american materials more discoverable on umbra search african american history.” th e design for diversity learning toolkit. (2018). https://des4div.library.northeastern.edu/digitizing-and-enhancing-description-across-collections-to-make-african-american-materials-more-discoverable-on-umbra-search-african-american-history/ berry presents a case study on a project undertaken at university of minnesota libraries to digitize and enhance description of african american materials through the aggregated umbra search african american history platform. she describes challenges surrounding locating materials related to african americans, making decisions about whether to use problematic subject headings in order to support access, rights management, mplp processing approaches, and the need to sometimes defy traditional archival description practices in order to appropriately contextualize materials within search aggregator displays. berry’s case study also embodies a critique of the archival principle of provenance: she notes, the “digital landscape provides an opportunity to look at materials outside the context of their collections without having to physically re-order, disrupting concepts of respect des fonds which historically favor people with the power and privilege to securely store and collect materials over time.” brown, richard harvey, and beth davis-brown. “th e making of memory: th e politics of archives, libraries and museums in the construction of national consciousness.” history of the human sciences, 11 (1998): 17-32, doi.org/10.1177/095269519801100402. th is article details the political choices archives, libraries, and museums wrestle with by providing examples of how national institutions have responded to the challenge of balancing ethical and moral questions surrounding the “politics of memory” with the more practical or “technical” concerns of operating a cultural heritage center. th e authors focus on the power structures that infl uence the library, archive, and museum (lam) community of professionals and the daily activities of running such institutions, concluding that “technical activities always are political, at least latently or potentially, even when they are not contested and made explicitly political.” in the section on descriptive issues, brown and davis-brown critique cataloging and classifi cation systems for the ways in which they assume neutrality rather than accounting for the fact that they refl ect dominant paradigms, as well as for their inability to keep up with cultural change. th ey also challenge 14 lam professionals to make “political choices” about “allocating resources to keep up with new paradigms by reclassifying older material, or to invest in gathering new material to be classifi ed according to the older system.” caswell, michelle. “teaching to dismantle white supremacy in archives,” th e library quarterly 87, no. 3 (july 2017): 222-235, doi.org/10.1086/692299. in this article, caswell discusses concrete ways in which archivists can recognize and work to dismantle white supremacy in the archives per a class exercise she developed for her students. in terms of descriptive practices, the author suggests several approaches, including archivists educating themselves about the communities they describe; collaborating with communities to incorporate language they would use to describe themselves and compensating them for such work; hiring more archivists of color to do descriptive work; updating language in outdated fi nding aids and maintaining a record of such changes for review; hiring multi-linguists as archivists to author or translate fi nding aids into appropriate languages; and incorporating language courses in information science programs and as part of continuing education initiatives caswell, michelle, and marika cifor. “from human rights to feminist ethics: radical empathy in the archives.” archivaria. 81 (spring 2016), pp. 23-43. https://archivaria.ca/archivar/index.php/archivaria/article/view/13557. caswell and cifor state that social justice in the archives has been addressed only through a legal rightsbased framework, but insist that a feminist-ethics framework of care and connection should replace it. th e concept of radical empathy -a willingness to be aff ected and shaped by another’s experience without appropriating the experiences of others -should inform archival decision-making. th rough this model, archivists would acknowledge the “relationships of care” that they build with creators, subjects, and users of records, and would thoughtfully describe records based on what language the creator would use and how that language would aff ect communities invested in the record. th e article asks the archival community to open itself to a theoretical shift in how we describe, how we appraise and accession, and in who we perceive as our users. cifor, marika. “aligning bodies: collecting, arranging, and describing hatred for a critical queer archives.” library trends 64, no. 4 (2016): 756-775, https://muse.jhu.edu/. cifor’s paper identifi es and criticises the eff ective erasure of meaning and aff ect in the archives through the use of distant or removed language for description, especially when that language does not align with the intent and politics of a collection. in particular, cifor discusses the ‘aff ect’ -defi ned by cifor as a force that creates a relationship, conscious or otherwise - that description can create or remove, framing this around the description of hate mail in an lgbt collection. th e items were described by cifor in “the ways i believed a professional archivist should” rather than by how the community would experience and describe them. th is description removed the aff ect a user would experience and apply to their understanding of a collection, creating a ‘false distance’, and potentially hiding these aff ects. cifor off ers some examples of queer community-based archival description that describes hate mail and indeed, hatred, in a way that account for the aff ect the material would have on creators and subjects. th e article acknowledges that it is just a fi rst step, and that many case studies that explore its concepts will be necessary in order to learn how to apply them to archival practice. douglas, jennifer. “toward more honest description.” american archivist. 79:1 (spring/summer 2016): 26-55, doi.org/10.17723/0360-9081.79.1.26. douglas urges archivists to be more transparent about how collections are constructed including information about a collection’s history as well as the intellectual and physical arrangement imposed upon it by creators and archivists. she notes that archivists have largely failed to make visible suffi cient information about the evolution and construction of collections, especially their own interpretive role, due to “conventions in archival theory and practice that encourage archivists to present a more perfect picture of the fonds, one that is consistent with traditional notions of archives as impartial and natural and of archivists as objective and neutral.” she also notes how the standardization of description has lent itself to “deceptive simplicity,” arguing that it contributes to the passive, neutral tone of fi nding aids. to counter this issue, the author suggests including 15 information about the constructedness of collections, including the archivist’s role in fi nding aids by utilizing custodial history and arrangement notes, and/or in supplemental documentation or “parallel texts” such as essays, footnotes, appendices, and colophons. she suggests archivists make better use of and prioritize existing descriptive standards or perhaps revise existing content standards to add new elements that allow for more robust and visible information about the history, or life cycle, of collections. douglas also suggests archivists avoid using passive voice. drabinski, emily. “queering the catalog: queer th eory and the politics of correction.” th e library quarterly: information, community, policy, 83, no. 2 (april 2013): 94-111, http://jstor.org/stable/10.1086/669547. in this article, drabinski uses queer theory to critique a corrective approach to addressing problematic cataloging and classifi cation issues. she encourages pedagogical interventions by librarians to help users interpret and critique these structures for themselves and other “queer interventions” that “highlight and make visible the contingency of cataloging decisions.” th is article could be read as an argument for why it is important to retain a record of old terms and biased description even as society progresses, so users can understand how language evolves and how bias was perpetuated over time. drake, jarrett m. “radtech meets radarch: towards a new principle for archives and archival description.” paper presented at the radcliff e workshop on technology & archival processing, april 2016, cambridge, ma, https://medium.com/on-archivy/radtech-meets-radarch-towards-a-new-principle-for-archives-andarchival-description-568f133e4325. in this presentation, drake critiques the concept of provenance (respect des fonds) and argues that due to its origins in 19th-century western society-defi ned by colonialism, imperialism, and patriarchy-the principle is fraught with such biases and stuck in these narrowly-defi ned and elitist constructs. he emphasizes how technology, in particular the prevalence of born-digital records, is highlighting the limits of provenance in terms of shared creation and custody of documentation in the technical sense; and in a social sense, providing opportunities for individuals who previously did not have the ability to create records and name themselves. drake argues that continued reliance on and adherence to this fl awed and antiquated principle as a central tenet of archival practice and description entrenches the profession in colonialist, racist, and sexist practices. he calls for the development of new archival principle(s) to guide archival practice and description, and urges that this development occur “beyond the bounds of the archival profession” using an intersectional approach. he suggests that description should not be conducted in a top-down/colonialist manner; instead, this work should be more collaborative where creators are able to describe themselves and their records, and assert their own names or not. duff , wendy, and verne harris. “stories and names: archival description as narrating records and constructing meanings,” archival science 2 (2002): 263-285, http://yalearchivalreadinggroup.pbworks.com/f/duff &harris.pdf. duff and harris call for a liberatory, creative, and fl exible approach to archival description, one that moves beyond fonds and series-based systems, the two primary descriptive architectures, which the authors conclude are limited and insuffi cient. taking a decidedly postmodernist view, they encourage archivists to acknowledge their inherent subjectivity as actors of a particular place and time and their role as records creators. th ese realities speak to the power archivists have wielded in purposefully or inadvertently perpetuating and replicating oppressive power relations through the records and stories they help preserve and narrate; records and stories, the authors contend, that are continually constructed. duff and harris encourage archivists to critique and problematize the basic tenets and concepts of the profession, in particular provenance and standardization and how they contribute to the inability of archivists to move beyond the violence that current archival practice perpetuates. th ey conclude that a new approach to archival description should be one “hospitable to deconstruction,” that does the following: prioritizes transparency where archival intervention, archivists’ biases, and the use of records are documented; takes all categories of users and their needs into account allows users to contribute their own stories; encourages archivists’ engagement with marginalized and silenced communities; interrogates its own “de facto functioning as a medium of metanarrative.” 16 dunbar, anthony w. “introducing critical race th eory to archival discourse: getting the conversation started.” archival science 6. no.1 (march 2006): 109-129, doi.org/10.1007/s10502-006-9022-6. dunbar focuses on three critical race th eory (crt) methodological concepts: counterstories/ counternarrative, microaggressions, and social justice. th ese concepts can guide the archival profession by teaching archivists to identify bias within a record’s content, context, and structure. th is theory framework would challenge archivists to recognize who fi lls the roles of documenter vs. documented, and understand the power and agency that comes along with each role. when applying crt to archival practice, archivists should identify culturally-constructed categories and build a counternarrative; recognize microaggressions in collections and interpretation; and actively bring multiple perspectives to the forefront of archival discourse. fuentes, marisa j. dispossessed lives: enslaved women, violence, and the archive. philadelphia: university of pennsylvania press, 2016. in her book, marisa fuentes takes archival fragments of stories of enslaved women in barbados, most specifi cally in bridgetown, and reconstructs them. th rough these reconstructions, she explores the ways in which archives silence black women’s voices and presence in history and keep them hidden underneath a dominant white imperialist narrative reinforced by the historical record. fuentes delves into these archival fragments to reveal the violence and control visited upon enslaved black women in an urban context, and models how we should read past the white male narrative and look for the architecture of oppression on black women revealed in the record fragments -and understand their choices and lives based on that context. hogan, kristen. “breaking secrets” in the catalog: proposing the black queer studies collection at the university of texas at austin.” progressive librarian 34 (fall 2010): 50-57, http://progressivelibrariansguild.org/pl/pl34_35/050.pdf. hogan describes the need for an intersectional approach to critical cataloging, one that creates and preserves context and that removes barriers created by traditional information organization practices, especially categorization and naming. creating virtual collections, a practice presented using the black queer studies collection at ut austin, is an option that allows catalogers to create signifi cant context for materials without physically removing them to one location, which limits them to a single category. hogan also points out that displaying relationships in records about who assigned and created vocabularies would acknowledge the power of naming in the record itself. th e essay provides a case study for those who would like to follow the model of virtual collections, and also points out the challenges that arose in proposing the project, illuminating that buy-in is essential to changing practice. hughes-watkins, lae’l. “moving toward a reparative archive: a roadmap for a holistic approach to disrupting homogenous histories in academic repositories and creating inclusive spaces for marginalized voices,” journal of contemporary archival studies. 5.6. (2018), https://elischolar.library.yale.edu/jcas/vol5/iss1/6. in this article, hughes-watkins presents a theoretical and practical framework for creating a “reparative archive,” while presenting as a case study the black campus movement (bcm) collection development project initiative at kent state university. building on a literature review of recent scholarship on social justice and community archives, she critiques archival practices at mainstream institutions, academic repositories in particular, which have historically focused on documenting those with wealth and power, thereby creating a “systemic defect within traditional archives that has led to the marginalization, erasure, and oppression of historically underrepresented communities.” hughes-watkins defi nes “reparative” as work that institutions who have historically disenfranchised certain communities can conduct as a means of materially repairing for past actions. while her case study focuses primarily on acquisition, advocacy, and utilization, her framework is also readily applicable to reparative approaches to description work. 17 iacovino, livia. “rethinking archival, ethical and legal frameworks for records of indigenous australian communities: a participant relationship model of rights and responsibilities.” archival science. 10, no. 4 (december 2010): 353-372, doi.org/10.1007/s10502-010-9120-3. iacovino argues for a more participatory model of archiving, one in which the subjects revealed in collections, not just the ‘creators’, are given agency and ownership of records in which their information and knowledge is found. in the participant model, the creator of a collection is no longer acknowledged as the only source of the records. th is argument is framed around the eff ort in australia to perform legal and archival reform of records regarding indigenous australian communities. th e legal framework does not account for subjects of records to have signifi cant rights of ownership, impeding change and positioning subjects as having no infl uence on their own information. iacovino presents a strong case for a participant model for archives, expanding beyond its application to indigenous australians, while also acknowledging the barriers in place that challenge the process to change traditional archival ideas of ownership. kapitan, alex. radical copyeditor (blog), https://radicalcopyeditor.com/. alex kapitan’s blog is dedicated to providing examples of radical copyediting: how to use more sensitive language, be more aware of context, and take greater care with description. th e blog addresses topics like white supremacy, “person-fi rst” language, self-identifi cation, and also features a dedicated transgender style guide. one of the primary principles of the blog is to acknowledge the impact of language and take the steps necessary to avoid harm. while not directly related to archival description, there are many useful examples that can be applied to fi nding aid narratives. th e one weakness of the blog could be that it is diffi cult to tell where kapitan is building their style guides from: personal experience, anecdotes, or directly from the communities they describe. kaplan, elisabeth. “‘many paths to partial truths’: archives, anthropology, and the power of representation.” archival science 2, no. 3 (2002): 209-220, doi.org.ezproxy.princeton.edu/10.1007/bf02435622. kaplan compares the archival and anthropological fi elds, citing the similar roles of their practitioners as would-be impartial selectors who nevertheless hold power over representation and infl uence interpretation. th rough writings from the anthropological fi eld, kaplan posits that the isolation of the archival profession and its reluctance to move away from a positivist to a postmodernist approach has caused it to fall behind other disciplines in the humanities and social sciences. kaplan places focus on the changes the anthropological fi eld has pursued in power and authorship and encourages the archival fi eld to do the same. th e article off ers a high-level critique and does not off er specifi c methods with which these changes might be made. larade, sharon, and johanne pelletier. “mediating in a neutral environment: gender-inclusive or neutral language in archival descriptions” archivaria, 35 (1992): 99-109, https://archivaria.ca/index.php/archivaria/article/view/11889/12842. rather than lay out a “blueprint for future ‘safe’ language” the authors create a discussion space for archivists to contemplate their responsibility and responses to linguistic changes. th e authors provide an overview of how the united states and canada have responded linguistically to second wave feminist critiques of sexist terminology and syntax. yet, with all of these changes and challenges to language the questions remains for archivists: do the criteria for implementing descriptive standards create invisible barriers to the process of incorporating new terminologies? as language continues to evolve and more marginalized groups describe themselves in their own voice, how does the fi eld move the responsibility off the shoulders of individual archives and archivists? light, michelle, and tom hyry. “colophons and annotations: new directions for the finding aid,” american archivist 65, no. 2 (2002): 216-230, doi.org/10.17723/aarc.65.2.l3h27j5x8716586q. in order to transform the fi nding aid, which “privileges the fi rst reading of a collection, arresting its evolution at a particular moment in time,” into something more transparent and permeable, light and hyry suggest archivists add colophons and annotations to description. colophons, they explain, would serve as a means for archivists to be more transparent and document their role as active participants in the shaping of the 18 historical record by including information about their editorial contributions, even providing biographical information about themselves, as well as information about a collection’s history and provenance. annotations, the authors point out, could expand the scope of fi nding aids (and perhaps even change them entirely) by allowing users the opportunity to contribute their own interpretations, thus incorporating subsequent or alternate readings of collection materials. littletree, sandra, and cheryl a. metoyer. “knowledge organization from an indigenous perspective: th e mashantucket pequot th esaurus of american indian terminology project,” cataloging and classifi cation quarterly 53 (2015): 640-657, doi.org/10.1080/01639374.2015.1010113. th is case study regarding the mashantucket pequot th esaurus of american indian terminology project is an excellent example of how understanding the perspectives of described communities is essential to discovery and research of the materials. th e knowledge organization project was based on indigenous philosophies and perspectives in recognition and response to the inadequate use of english language controlled vocabularies to describe american indian subjects. littletree and metoyer provide examples of how existing vocabularies have failed researchers and subjects alike, describe the creation and foundation of the th esaurus, and identify future research areas. th is is a useful example that could be modeled to improve descriptive practices and create thoughtful vocabularies. long, kara, santi th ompson, sarah potvin & monica rivero. “th e “wicked problem” of neutral description: toward a documentation approach to metadata standards.” cataloging & classifi cation quarterly 55, no. 3 (2017): 107-128, doi.org/10.1080/01639374.2016.1278419. in this article, the authors use horst w. j. rittel and melvin m. webber’s framework of “wicked problems,” which posits that problems and solutions are ever-changing, and instead of focusing on a static solution, people should focus on the best solution for the time. th e authors urge librarians, archivists, and information scientists to be explicit and document their framing and assumptions when creating metadata standards to dispel the myth of neutrality. to further transparency in creating standards, they argue that creators should publish their framing alongside their standard. luster, dominique, abdi roble, ellen engseth, and athena jackson. “culture, competencies, and colleagues: a cafe on divers*” paper presented at the annual meeting of the society of american archivists, portland, or, july 2017, http://sched.co/abgn. at the 2017 saa session, “culture, competencies, and colleagues: a cafe on divers*,” luster presented the framework of conscious language and descriptive practices she used as the teenie harris archivist. th e teenie harris collection, a photographic collection which is available online, has titles that describe an image minutely. an issue luster noticed was the lack of humanity in these descriptive titles and archival description practices in general. conscious language was described in this session as follows: conscious language = kind language + compassionate language + mindful language + empowering language + respectful language + inclusive language it takes into account the many intersections of identities humans can occupy: ability and disability, age, appearance, empowerment, ethnicity and race and nationality, gender and sex and sexuality, and health. 19 maliniemi, kaisa. “public records and minorities: problems and possibilities for sami and kven.” archival science 9, no. 1-2 (june 2009): 15-28, https://search-proquest-com.ezproxy.princeton.edu/docview/57739551?accountid=13314. using the case study of the national minorities in public records in norway, a research project to record the kven and sámi peoples public record written in their respective languages, maliniemi discusses how the archival record can further silence minority groups by improperly cataloguing and labeling their records. th e author notes that the non-norwegian language documents, while not labeled as such, were known entities by archival staff and researchers. however the language barrier and processing policies led to the kven and sámi peoples being treated as objects within the archival record instead of subjects and creators, oft en in their own language. matienzo, mark a. “to hell with good intentions: linked data, community and the power to name.” presentation at the library and information technology association forum, minneapolis, mn, november 2015, http://matienzo.org/2016/to-hell-with-good-intentions/. mark matienzo’s keynote speech for the 2015 lita forum acknowledges the power of naming and warns of the potential for linked data to continue reproducing systematic oppression by assigning identity and shaping perception. matienzo highlights that because “naming is fundamentally unavoidable in knowledge representation” that archivists and librarians must choose how to approach that process: with cooperation and collaboration, involving communities instead of speaking for them, or according to the pretense that libraries and archives are neutral and objective. matienzo cites numerous other professionals in this keynote, which strengthens the piece by acknowledging all of the various experiences that went into forming it, and stresses that centralizing the process of naming in any context will overly concentrate that power -pointing out that linked data’s power is in the opportunity it gives to leverage decentralization. th is speech highlights the point that any solution that relies on existing power structures will inherently reinforce them. olson, hope a. “th e power to name: representation in library catalogs.” signs 26, no.3 (2001): 639-668. http://jstor.org/stable/3175535. olson argues that, like other institutions, libraries are not neutral; libraries and thus the work of librarians, refl ect and perpetuate the “marginalizations and exclusions of the society they serve.” th is includes the profession’s systems of naming and categorization. originally considered scientifi c and objective in nature, “...unbiased and universally applicable,” in actuality these systems “hide their exclusions under the guise of neutrality.” olson asserts that like other languages, the lcsh is socially constructed and refl ects social biases; though argues that this was largely unintentional. she argues that the profession needs to relinquish its exclusive authority to name and incorporate voices that have been marginalized or are missing by creating spaces and allowing those communities to name themselves. olson, hope a. and rose schlegl. “standardization, objectivity, and user focus: a meta-analysis of subject access critiques.” cataloging & classifi cation quarterly 32, no. 2 (2001): 61-80, doi.org/10.1300/j104v32n02_06. olson and schlegl argue that the seeming ubiquity of the problem of biased subject headings suggests the need for more study and possible action at a fundamental level concerning commonly-held principles. th ey contend that the tenets of subject access, the focus on users, the quest for objectivity, and standardization practices used to achieve these goals relate to systemic problems in the fi eld. from their analysis of recent literature, they conclude the following: “librarians have a laudable ethic of self-refl ection”; standards for subject access have not eliminated negative biases; the problems of subject access are well documented and articulated; and that there are commonalities in these problems. th ey suggest three principles to keep in mind in order to address negative bias in subject access: 1) users are not homogenous; 2) objectivity as a notion is rigid and that professionals should focus on equity not equality in that they should consider the context of the topic and user; and 3) standards should be carefully and equitably applied. 20 powell, chaitra, holly smith, shanee murrain, and skyla hearn. “th is [black] woman’s work: exploring archival projects that embrace the identity of the memory worker.” kula: knowledge creation, dissemination, and preservation studies 2(1): 5 (2018), doi.org/10.5334/kula.25. th is article describes challenges faced and approaches taken by archivists who work with african american collections in a variety of contexts, including predominantly white universities, black colleges, and local community groups. th e authors organize their examples around four principles—advocacy, collaboration, truth, and agency—which are refl ected in their case studies on archival collaborations with black communities. th e authors also discuss throughout how their own identities as black women inform their work and are “an asset to our profession, not a liability.” specifi c issues discussed include non-exploitative partnerships between institutions and communities; funding challenges; the risk of losing black collections to predominantly white institutions that may tell black stories with a “fractured lens;” and the emotional labor required of black women in a predominantly white profession. ramirez, mario h. “being assumed not to be: a critique of whiteness as an archival imperative.” th e american archivist 78, no. 2, (fall/winter 2015): 339-356, doi.org/10.17723/0360-9081.78.2.339. in response to mark greene’s american archivist article “a critique of social justice as an archival imperative: what is it we’re doing th at’s all th at important?” (2013), mario h. ramirez analyzes how greene’s white heteronormative identity, and more importantly the whiteness of the archival profession, leads to the dismissal of social justice critiques and eff orts to combat the white power structure of the archival profession. ramirez later refl ects on the powerful ramifi cations the myth of neutrality and objectivity has on the fi eld and the communities archivists claim to serve. rawson, k.j. “accessing transgender // desiring queer(er?) archival logics.” archivaria 68 (fall 2009): 123-140, https://archivaria.ca/index.php/archivaria/article/view/13234/14552. archival organizational systems tend to be slow to adapt to linguistic and categorical changes. when handling material from marginalized communities, such as the lgtbqia community, archival terminology may in fact replicate societal bias and oppressive power structures. rawson lays out the consequences of using the term transgender to describe collections that do not contain that language and vise versa. due to the complex relationship between materials and their descriptions, access to certain collections may be frustrating to researchers; this is okay. at times it is more important to note the shift ing of language that happens between the text itself and the record that claims to represent it. questions archivists should ask include: “what language do the material speak? what language do archives speak? what language do researchers speak? and fi nally who does not speak the language of your archives?” roane, j. t. “locating black queer pasts,” black perspectives, december 13, 2016. https://aaihs.org/locating-black-queer-pasts/. roane argues that black queer histories provide an opportunity to deconstruct dominant societal narratives by allowing us to “rethink...the very contours of reciprocity, intimacy, belonging, and collectivity.” recovering these histories, however, requires a “critical rearrangement of the events, details, memories, and facts we inherit about the past” as traditional scholarship through its naming practices has marginalized, dismissed, and discredited these narratives. to elucidate his point, roane off ers a glimpse into the life and work of activist jon paul hammond. he explains that hammond’s harm-reductionist philosophy and eff orts to empower drug users and hiv-positive people “to serve as their own representatives and to be full members of wider networks of community” had been infl uenced by discredited movements like father divine’s international peace mission movement. roane uses hammond’s work as an example of the ability of members of black communities to “forge connection across diff erences” and to engage in the “practice of communion in spaces of death.” 21 tenney, martha. “equity, justice, and feminist ethics of care in digital archival practice.” presentation given at the digital library federation (dlf)/national digital stewardship alliance (ndsa) annual conference, pittsburgh, pa, october 2017. tenney’s presentation at ndsa 2017 describes how archivists at barnard college are integrating feminist and anti-racist practices into their work. when touching on description, she describes the limits of technology and a purely descriptive approach to addressing white supremacy and whiteness in the archives, especially at pwis. tenney warns that archivists may otherize or tokenize the records of marginalized people during the process of trying to surface under-described records. she also describes the diffi culty of using only metadata to account for the contextualization of racism, slurs, white supremacy, and long histories of oppression. tenney’s presentation does not go into great detail about approaches to managing the limitations of institutions to address white supremacy, but makes some thought-provoking points worth exploring further. warren, kellee e. “we need these bodies, but not their knowledge: black women in the archival science professions and their connection to the archives of enslaved black women in the french antilles.” library trends 64, no. 4 (2016): 776-794, https://muse.jhu.edu/article/622032. warren’s essay on black women in the archival profession and in the archives brings to the forefront the lack of consideration in the profession and society for black women as ‘knowers’: people whose knowledge and voice belong in the historical record. beginning with appraisal, the experiences and voices of black women are controlled and silenced, narratives and identity-construction are formed by the dominant culture who select and describe collections, and then collections are only ‘opened’ with surveillance and gatekeeping. warren explores the lack of records of experiences of enslaved black women in the french antilles and refl ects on the disposition of the records: few, hidden, geographically separate from the ‘main’ french archives in paris, and primarily economic -records important to enslavers and the trade of slavery. warren’s essay includes numerous citations to other archivists, philosophers, and memory professions, including the museum fi eld, which off ers examples for selection practice transparency. warren’s essay is a blend of critical theory and practical steps towards dismantling white supremacy in the archives, and towards making space for voices other than the majority - starting with archival education. wood, stacy, kathy carbone, marika cifor, anne gilliland, and ricardo punzalan. “mobilizing records: re-framing archival description to support human rights.” archival science 14, no. 3-4 (2014): 397-419, doi.org/10.1007/s10502-014-9233-1. in this article, the authors ask what the practical challenges and possibilities of archival work are within a human rights framework. th ey urge archives to identify strategies for ameliorating past abuses and transform their institutional policies and standards in order to foster trust and transparency to set themselves apart from traditionally-oppressive structures and regimes. one way in which to do this, the authors argue, is to critique and rethink the concept of provenance, which they claim serves to silence victims of human rights abuses and obscure creators and subjects of records. th ey also note that this principle may be inapplicable in other cultures or in collecting based on community. th e authors also emphasize that descriptive work should not be done solely by archivists using standards and authority fi les that are limited and problematic nature; rather all individuals, communities, and organizations should have the right to represent and describe themselves as they choose, as well as to reply to records or descriptions of records related to or about them in archives. th ey also argue that all potential users of archives must be taken into account and in particular that use by minority populations should be considered when describing collections in another language or script. lastly, they urge archives to transition from repositories that provide a custodial relationship to those that provide stewardship. 22 extensive bibliography th is bibliography was created and maintained by the anti-racist description working group of archives for black lives in philadelphia (a4blip). while started as part of the process of researching methods for combating anti-black archival description specifi cally, this bibliography includes sources on anti-oppressive approaches to description within the library, archives, and museums fi elds more broadly. adler, melissa. “case for taxonomic reparations.” knowledge organization 43, no. 8 (2016): 630-640. https://doi.org/10.5771/0943-7444-2016-8-630 adler, melissa. “classifi cation along the color line: excavating racism in the stacks.” journal of critical library and information studies 1, no. 1 (2017). http://libraryjuicepress.com/journals/index.php/jclis/article/view/17 american philosophical society. “protocols for the treatment of indigenous materials.” last modifi ed november 2017. https://www.amphilsoc.org/sites/default/fi les/2017-11/attachments/aps%20protocols.pdf arroyo-ramirez, elvia, “invisible defaults and perceived limitations: processing the juan gelman files.” paper presented at the preservation and archiving special interest group, new york, ny, october 2016. https://medium.com/on-archivy/invisible-defaults-and-perceived-limitations-processing-the-juan-gel man-fi les-4187fdd36759 arroyo-ramirez, elvia, molly brown, dinah handel, jasmine jones, shannon o’neill, rachel mattson, giordana mecagni, holly smith, and kelly wooten. “radical empathy in archival practice.” papers presented at the society of american archivists annual meeting, portland, or, july 2017. https://archives2017.sched.com event/abgy/301-radical-empathy-in-archival-practice breakout session notes: https://docs.google.com document/d/1ryjzop2hphd_796qbdm-8gv3rhrlx4h1u7nofzdrglo/edit arroyo-ramirez, elvia, and jasmine jones. “applying radical empathy framework in archival practice.” webinar presented via the society of california archivists, september 2018. https://calarchivists.org/event-3034395 association for library collections and technical services metadata interest group. diverse and inclusive metadata: developing cultural competencies in descriptive practices. program presented at the american library association annual conference, orlando, fl, june 2016. http://www.alcts.ala.org/metada ablog/2016/03/join-the-discussion-ala-annual-diverse-and-inclusive-metadata-developing-cultural-comp tencies-in-descriptive-practices/ autry, la tanya s. “social justice & museums resource list.” crowdsourced document. published july 2015. http://bit.ly/1rl1fuv baucom, erin. “an exploration into archival descriptions of lgbtq materials.” american archivist 81, no. 1 (spring/summer 2018): 65-83. https://doi.org/10.17723/0360-9081-81.1.65 23 berry, dorothy. “digitizing and enhancing description across collections to make african american materials more discoverable on umbra search african american history.” th e design for diversity learning toolkit. northeastern university library. published august 2, 2018. https://des4div.library. northeastern.edu/digitizing-and-enhancing-description-across-collections-to-make-african-american-ma terials-more-discoverable-on-umbra-search-african-american-history/ berry, dorothy. “lost in aggregation: towards inclusive metadata and descriptive practices in digital collections.” slides presented at the dplafest, chicago, il, april 2017. https://dplafest2017.sched.com/ event/9kkt/lost-in-aggregation-towards-inclusive-metadata-and-descriptive-practices-in-digital-collec tions?iframe=no&w=100%&sidebar=yes&bg=no berry, dorothy. “hide and seek: organizing hidden collections for umbra search african american history.” acid free 5 (fall 2017). http://www.laacollective.org/work/hide-and-seek-organizing-hidden-col lections-for-umbra-search-african-american-history/ berry, dorothy. “umbra search african american history: aggregating african american digital archives.” parameters (december 2016). https://parameters.ssrc.org/2016/12/umbra-search-african-american-histo ry-aggregating-african-american-digital-archives/ billey, amber, matthew haugen, john hostage, nancy sack, and adam l. schiff . “report of the pcc ad hoc task group on gender in name authority records.”program for cooperative cataloging. library of congress. published october 4, 2016. https://loc.gov/aba/pcc/documents/gender_375%20fi eld_recommendationreport.pdf bolding, kelly. “reparative processing: a case study in auditing legacy description for racism.” slides presented at the midwest archives conference, chicago, il, march 2018. https://drive.google.com/open?id=1mhoxx5zlvjb_8pfvvfqumqlsuulohffmt4js5ep4qna bone, christine, sharon farnel, sheila laroque, and brett lougheed. “decolonizing descriptions: finding, naming and changing the relationship between indigenous people, libraries and archives.” webinar presented via oclc research, november 2017. video, 54:35. https://youtube.com/watch?v=w4hgdwx2wy8 brewer, celeste. “processing lgbtq collections th en and now: th e ben duncan and dick chapman papers come out.” archival outlook (may/june 2018). https://mydigitalpublication.com/publication/?i=494339#{%22issue_id%22:494339,%22page%22:6} brilmyer, gracen. “archival assemblages: applying disability studies’ political/relational model to archival description.” archival science 18, no. 2 (2018): 95-118. https://doi.org/10.1007/s10502-018-9287-6 brown, richard harvey, and beth davis-brown. “th e making of memory: th e politics of archives, libraries and museums in the construction of national consciousness.” history of the human sciences 11, no. 4 (1998): 17-32. https://doi.org/10.1177/095269519801100402 calvert, scout. “naming is power: omeka-s and genealogical data models.” slides presented at the dlf forum, pittsburgh, pa, october 2017. http://calvert4.msu.domains/presenting/modelingoikos.html#/ community notes: https://docs.google.com/document/d/1n418yfcdtzxcat8zkmcwdgp0xsugi2vdtuxn6hqrmlm 24 caswell, michelle. “teaching to dismantle white supremacy in archives.” th e library quarterly 87, no. 3 (july 2017): 222-235. https://doi.org/10.1086/692299 caswell, michelle, and marika cifor. “from human rights to feminist ethics: radical empathy in the archives.” archivaria 81 (spring 2016): 23-43. https://muse.jhu.edu/article/687705 de jesus, nina. “locating the library in institutional oppression.” in the library with the lead pipe (september 2014). http://www.inthelibrarywiththeleadpipe.org/2014/locating-the-library-in-institution al-oppression/ de la tierra, tatiana. “latina lesbian subject headings: th e power of naming.” in radical cataloging: essays at the front, edited by k. r. roberto, 94-102. jeff erson, nc: mcfarland & co., 2008. deodato, joseph. “deconstructing the library with jacques derrida: creating space for the ‘other’ in bibliographic description and classifi cation.” in critical th eory for library and information science: exploring the social from across the disciplines, edited by gloria j. leckie, lisa m. given, and john e. buschman, 75-87. santa barbara, ca: libraries unlimited, 2010. douglas, jennifer. “toward more honest description.” american archivist 79, no. 1 (spring/summer 2016): 26-55. https://doi.org/10.17723/0360-9081.79.1.26 drabinski, emily. “teaching the radical catalog.” in radical cataloging: essays at the front, edited by k.r. roberto, 198-205. jeff erson, nc: mcfarland & co., 2008. http://www.emilydrabinski.com/wp-content/uploads/2012/06/drabinski_radcat.pdf drabinski, emily. “queering the catalog: queer th eory and the politics of correction.” th e library quarterly: information, community, policy 83, no. 2 (april 2013): 94-111 http://www.jstor.org/stable/10.1086/669547 drake, jarrett m. “how libraries can trump the trend to make america hate again.” paper presented at the british columbia library association meeting, vancouver, bc, april 2017. https://medium.com/on-ar chivy/how-libraries-can-trump-the-trend-to-make-america-hate-again-8a4170df1906 drake, jarrett m. “radtech meets radarch: towards a new principle for archives and archival description.” paper presented at the radcliff e workshop on technology & archival processing, cambridge, ma, april 2016. https://medium.com/on-archivy/radtech-meets-radarch-towards-a-new-principle-for-archives-andarchival-description-568f133e4325 duarte, marisa, and miranda belarde-lewis, “imagining: creating spaces for indigenous ontologies.” cataloging and classifi cation quarterly 53, no. 5-6 (2015): 677-702. https://doi.org/10.1080/01639374.2015.1018396 duff , wendy, and verne harris. “stories and names: archival description as narrating records and constructing meanings,” archival science 2, no. 3 (2002): 263-285.https://doi.org/10.1007/bf02435625 dunbar, anthony w. “introducing critical race th eory to archival discourse: getting the conversation started.” archival science 6, no. 1 (march 2006): 109-129. https://doi.org/10.1007/s10502-006-9022-6 engseth, ellen. “cultural competency: a framework for equity, diversity, and inclusion in the archival profession in the united states.” american archivist 81, no. 2 (fall/winter 2018): 460-482. https://doi.org/10.17723/0360-9081-81.2.460 25 exner, frank little bear. “north american indian personal names in national bibliographies.” in radical cataloging: essays at the front, edited by k. r. roberto, 94-102. jeff erson, n.c.: mcfarland & co., 2008. farnel, sharon, denise koufogiannakis, sheila laroque, ian bigelow, anne carr-wiggin, debbie feisst, and kayla lar-son. “rethinking representation: indigenous peoples and contexts at the university of alberta libraries.” th e international journal of information, diversity, & inclusion 2, no. 3 (2018). https://doi.org/10.33137/ijidi.v2i3.32190 find & connect web resource project for the commonwealth of australia. “language policy: th e words we use.” find & connect, approved august 2017. https://www.fi ndandconnect.gov.au/about/policies/language-policy-the-words-we-use/ foreman, p. gabrielle, et al. “writing about slavery/teaching about slavery: th is might help.” crowdsourced document. accessed august 22, 2018. https://docs.google.com/document/d/1a4teddgyslx-hlkezlod mim71my3ktn0zxrv0iqtoqs fritsch, kelly, ed. keywords for radicals: th e contested vocabulary of late-capitalist struggle. chico, ca: ak press, 2016. fuentes, marisa. dispossessed lives: enslaved women, violence, and the archive philadelphia, pa: university of pennsylvania press, 2016. geraci, noah, and cyndi shein. “practicing inclusive archival description.” campfi re session facilitated at the society of california archivists annual meeting, long beach, ca, april 2019. https://agm2019.sched.com/event/kelf/s08-campfi re-practicing-inclusive-archival-description geraci, noah. “programmatic approaches to bias in descriptive metadata.” slides presented at code4lib 2019, san jose, ca, february 2019. https://osf.io/tyk6q/ gonzalez, gloria, and jasmine jones. “access & diversity: how to create practical, ethical, minimal archival description.” session facilitated at intersections: technology and public services in special collections symposium, university park, pa, august 2017. https://docs.google.com/document/d/1u6t3toholroc cshyaxssd5l6blh2do7cws60mf26kwu granados-ocon, carlos. “on archival finding aids: description, power, and the need for shared authority.” kapsula magazine: bad history 1, no. 3 (march 2014). https://kapsula.ca/releases/kapsula_badhistory_3of3.pdf handel, dinah. #critlib “archives” twitter chat. moderated by @barnlib. twitter, december 2, 2014. http://critlib.org/wp-content/uploads/2018/03/critlib-2014-12-02.pdf helton, laura e. “on decimals, catalogs, and racial imaginaries of reaing.” pmla 134, no.1 (2019): 99-120. https://doi.org/10.1632/pmla.2019.134.1.99 hogan, kristen. “breaking secrets” in the catalog: proposing the black queer studies collection at the university of texas at austin.” progressive librarian 34 (fall 2010): 50-57,106. https://search.proquest.com/ docview/851873408?accountid=13314 26 honma, todd. “trippin’ over the color line: th e invisibility of race in library and information studies.” interactions: ucla journal of education and information studies, 1, no 2. (2005): https://escholarship.org/uc/item/4nj0w1mp huber, jeff rey t., and mary l. gillaspy. “social constructs and disease: implications for a controlled vocabulary for hiv/aids.” library trends 47, no. 2 (fall 1998): 190-208. https://search.proquest.com/docview/220437703?accountid=13314 hughes-watkins, lae’l. “moving toward a reparative archive: a roadmap for a holistic approach to disrupting homogenous histories in academic repositories and creating inclusive spaces for marginalized voices.” journal of contemporary archival studies 5, no. 6. (2018). https://elischolar.library.yale.edu/jcas/vol5/iss1/6 hwang jensen, sine, melissa s. stoner, and lillian castillo-speed. “metadata justice: at the intersection of social justice and cataloging.” 2019 acrl president’s program (blog). edi discussions series. association of college and research libraries, march 25, 2019. https://acrl.libguides.com/c.php?g=899144&p=6468942&t=34793 iacovino, livia. “rethinking archival, ethical and legal frameworks for records of indigenous australian communities: a participant relationship model of rights and responsibilities.” archival science 10, no. 4 (december 2010): 353-372. https://doi.org/10.1007/s10502-010-9120-3 incluseum. “tools and publications.” https://incluseum.com/tools/ jules, bergis. “confronting our failure of care around the legacies of marginalized people in the archives.” keynote presented at national digital stewardship alliance digital preservation conference, milwaukee, wi, november 2016. https://medium.com/on-archivy/confronting-our-failure-of-care-around-the-legaciesof-marginalized-people-in-the-archives-dc4180397280 kapitan, alex. radical copyeditor (blog). https://radicalcopyeditor.com/ kaplan, elisabeth. “‘many paths to partial truths’: archives, anthropology, and the power of representation.” archival science 2, no. 3 (2002): 209-220. karlsson, jessica. “beyond invisibility: a case-study of visualization of gender in already organized archives through the gender and work project.” master’s thesis, uppsala university, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253544 kinsley, rose, margaret middleton, and porchia moore. “(re) frame: th e case for new language in the 21st-century museum.” exhibition (spring 2016). https://drive.google.com/fi le/d/0b2mitjkpau6ymg n1yuxfq2f5zvk/view lar-son, kayla, denise koufogiannakis, sheila laroque, debbie feisst, anne carr-wiggin, sharon farnel, and ian bigelow. “unsettling our practices: decolonizing description at the university of alberta libraries.” poster presented at diversity by design symposium, toronto, on, september 2017. https://era.library.ualberta.ca/fi les/g158bm12d 27 larade, sharon, and johanne pelletier. “mediating in a neutral environment: gender-inclusive or neutral language in archival descriptions” archivaria 35 (1992): 99-109. https://archivaria.ca/index.php/archi varia/article/view/11889/12842 laroque, sheila, anne carr-wiggin, ian bigelow, denise koufogiannakis, sharon farnel, kayla lar-son, and debbie feisst. “decolonizing description: changing metadata in response to the truth and reconciliation commission.” slides presented at netspeed library technologies conference in edmonton, ab, october 2017. https://era.library.ualberta.ca/fi les/bd504rk55z librarieswehere (online community). instagram: https://instagram.com/librarieswehere/ website: https://librarieswehere.wordpress.com/ light, michelle, and tom hyry. “colophons and annotations: new directions for the finding 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university of north carolina at chapel hill, 2015. https://doi.org/10.17615/xjty-ya81 luster, dominique. “archives have the power to boost marginalized voices.” talk delivered at tedxpittsburgh, pittsburgh, pa, june 2018. https://youtube.com/watch?v=xsnplbbi1ie luster, dominique, abdi roble, ellen engseth, and athena jackson. “culture, competencies, and colleagues: a cafe on divers*.” world café session facilitated at the society of american archivists annual meeting, portland, or, july 2017. http://sched.co/abgn lyon, meghan. rubenstein processing zine. david m. rubenstein rare book and manuscript library. duke libraries, 2016. https://drive.google.com/drive/folders/0b5nfn3rudrdgtk9hxzduzhnmauk maliniemi, kaisa. “public records and minorities: problems and possibilities for sami and kven.” archival science 9, no. 15 (june 2009): 15-27. https://doi.org/10.1007/s10502-009-9104-3 matienzo, mark a. “to hell with good intentions: linked data, community and the power to name.” keynote 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http://codabox.org/147/2/086-moulaison-en.pdf newman, jon. “revisiting archive collections: developing models for participatory cataloguing.” journal of the society of archivists 33, no. 1 (2012): 57-73. https://doi.org/10.1080/00379816.2012.666404 noble, safi ya umoja. “google search: hyper-visibility as a means of rendering black women and girls invisible,” invisible culture 19 (2013). http://ivc.lib.rochester.edu/google-search-hyper-visibility-as-ameans-of-rendering-black-women-and-girls-invisible/ o’hagan hardy, molly. “th e practice of everyday cataloging: ‘blacks as authors’ and the early american bibliographic record.” past is present (blog). american antiquarian society, june 29, 2017. http://pastis present.org/2017/good-sources/the-practice-of-everyday-cataloging-black-bibliography-and-the-ear ly-american-bibliographic-record ockerbloom, john mark. “categorizing people without marginalizing th em.” everybody’s libraries (blog). april 29, 2013. http://everybodyslibraries.com/2013/04/29/categorizing-people-without-marginalizing-them/ olson, hope a. “th e power to name: representation in library catalogs.” signs 26, no. 3 (spring 2001): 639-668. https://www.jstor.org/stable/3175535 olson, hope a. th e power to name: locating the limits of subject representation in libraries. dordrecht, th e netherlands: kluwer academic publishers, 2002. olson, hope a., and rose schlegl. “standardization, objectivity, and user focus: a meta-analysis of subject access critiques.” cataloging & classifi cation quarterly 32, no. 2 (2001): 61-80. https://doi.org/10.1300/j104v32n02_06 pagowsky, nicole, and niamh wallace. “black lives matter! shedding library neutrality rhetoric for social justice.” college & research libraries news 76, no. 4 (2015): 196-214. http://crln.acrl.org/index.php/crlnews/ article/view/9293/10373 powell, chaitra, holly smith, shanee murrain, and skyla hearn. “th is [black] woman’s work: exploring archival projects that embrace the identity of the memory worker.” kula: knowledge creation, dissemination, and preservation studies 2, no. 1 (2018). https://doi.org/10.5334/kula.25 ramirez, mario h. “being assumed not to be: a critique of whiteness as an archival imperative.” american archivist 78, no. 2 (fall/winter 2015): 339-356. https://www.jstor.org/stable/26356551 29 rawson, k.j. “accessing transgender // desiring queer(er?) archival logics.” archivaria 68 (fall 2009): 123-140. https://archivaria.ca/index.php/archivaria/article/view/13234/14552 retter vargas, yolanda. “preservation of lgbt history: th e one archive.” in pathways to progress: issues and advances in latino librarianship, edited by john l. ayala and salvador güereña, 169-175. santa barbara, ca: libraries unlimited, 2012. rinn, meghan r. “nineteenth-century depictions of disabilities and modern metadata: a consideration of material in the p. t. barnum digital collection.” journal of contemporary archival studies 5, no. 1 (2018). https://elischolar.library.yale.edu/jcas/vol5/iss1/1 roane, j. t.” locating black queer pasts.” black perspectives (blog). african american intellectual history society, december 13, 2016. https://aaihs.org/locating-black-queer-pasts/ roberto, k. r. “infl exible bodies: metadata for transgender identities.” journal of information ethics 20, no. 2 (2011): 56-64. http://dx.doi.org/10.3172/jie.20.2.56 roberto, k. r., ed. radical cataloging : essays at the front. jeff erson, nc: mcfarland & co., 2008. sahadath, catelynne. “classifying the margins: using alternative classifi cation schemes to empower diverse and marginalized users.” feliciter 59, no. 3 (2013): 15-17. https://search.proquest.com/docview/1371822322?accountid=13314 sangwand, t-kay. “preservation is political: enacting contributive justice and decolonizing transnational archival collaborations.” kula: knowledge creation, dissemination, and preservation studies 2, no. 1 (2018). http://doi.org/10.5334/kula.36 schomberg, jessica. “cataloging and sociology” (bibliography). research about cataloging and assessment and more… (blog). february 3, 2014. http://catassessmentresearch.blogspot.com/2014/02/cataloging-and-so cial-justice.html shilton, katie and ramesh srinivasan. “participatory appraisal and arrangement for multicultural archival collections.” archivaria 63, no. 1 (spring 2007), 87-101. https://archivaria.ca/index.php/archivaria/article/ view/13129 sinn, donghee. “archival description and records from historically marginalized cultures : a view from a postmodern window.” journal of the korean society for library and information science 44, no. 4 (2010): 115-130. http://dx.doi.org/10.4275/kslis.2010.44.4.115 society of american archivists. describing archives: a content standard (dacs). 2nd ed. saa, approved 2013, last updated july 2019. https://www2.archivists.org/standards/describing-archives-a-content-stan dard-dacs-second-edition society of american archivists issues & advocacy section. 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research guides subject guides indigenous librarianship indigenous knowledge organization search this guide search indigenous librarianship home books & media articles & databases theses indigenous libraries resources for aboriginal institutions indigenous digital collections indigenous knowledge organization defining indigenous knowledge organization featured initiatives selected resources controlled vocabularies names authorities classification systems brian deer classification system indigenous cultural & intellectual property collections management reconciliation education associations other glam institutions citing xwi7xwa library guide xwi7xwa library contact: 1985 west mall, vancouver, b.c., v6t 1z2 604.822.8738 website social: facebook page twitter page defining indigenous knowledge organization the term indigenous knowledge organization (iko) is used here to describe the processes and systems for organizing and representing indigenous library and archival materials in all formats—traditional and electronic. it includes considerations of indigenous cataloguing standards and metadata, broadly defined. featured initiatives aila subject access and classification committee wikithe american indian library association (aila) leads initiatives to improve library of congress subject headings and classification. this webpage also provides resources on indigenous classification schemes, cataloging issues, and thesauri. more...less... if you are citizen of an european union member nation, you may not use this service unless you are at least 16 years old. digital atlas of native american intellectual traditions (danait)seeks to create a framework for indigenous-authored library and archival collections and create collaborative digital humanities scholarship that accurately represents native american intellectual networks. selected resources doyle, a., lawson, k., & dupont, s. (2015). indigenization of knowledge organization at the x̱wi7x̱wa library. journal of library and information studies, 13(2), 107-34. indigenous knowledge organization collection in circle circle is part of the ubc open collections; it is the digital repository for research and teaching materials created by the ubc community and its partners. x̱wi7x̱wa library maintains an indigenous knowledge organization collection on circle. indigenous knowledge organization special issue cataloging & classification quarterly v53 5/6 2015. fourteen articles examining indigenous approaches to organizing and representing indigenous expressions of knowledge held in libraries, archives, and museums. more...less... if you are not permitted access to this resource please refer to ubc's interlibrary loans: https://services.library.ubc.ca/borrowing-services/ill/ill-policies-external/?login mills, a., & kelm, s. (2015). framing ethnographic photographs in the digital environment [research poster]. presentations and authors from sorting libraries out symposium 2019for presentations from the 2019 sorting libraries out symposium: decolonizing classification and indigenizing description. ubc open collections (search for "indigenous knowledge organization") younging, g. 2016. the traditional knowledge – intellectual property interface. indigenous notions of ownership and libraries, archives and museums (pp. 67-74). berlin, boston: de gruyter.chapter available through library as e-book. indigenous subject headings modifications at red river college presentationred river college library in winnipeg, mb recently embarked on a subject headings editing process. they considered different ways to spell indigenous data and a training component for all library users to decolonize and use new subject headings. this link includes the presentation recording about the project delivered on may 4, 2020. indigenous subject headings modification project at red river college slidesred river college library in winnipeg, mb recently embarked on a subject headings editing process. they considered different ways to spell indigenous data and a training component for all library users to decolonize and use new subject headings. this link includes slides from a microlearning presentation about the project delivered on may 4, 2020. controlled vocabularies "a controlled vocabulary is an established list of standardized terms used for both indexing and retrieval of information. an example of a controlled vocabulary is subject headings used to describe library resources." (from libraries and archives canada). changes to library of congress subject headings related to indigenous peoplescreated for the association of manitoba archives manitoba archival information network (main) database. (2015). māori subject headings thesaurus nga upoko tukutukudeveloped by the māori subject headings project, jointly sponsored by lianza, te rōpū whakahau, and the national library. pathways: gateway to the aiatsis thesaurusa thesaurus for subjects relating to australian aboriginal and torres strait islander studies, language groups and people, and place names. used to describe items in the aiatsis (australian institute for aboriginal and torres strait islander studies) collections. te rōpū whakahau online publicationste rōpū whakahau is the leading national body that represents māori engaged in libraries, culture, knowledge, information, communication and systems technology in aotearoa new zealand. see online publications: te ara tika: guiding words (february 2005); māori subject headings draft guidelines (august 2001); māori subject headings working party report: phase two (august 2001); māori subject headings working party report (march 2000); and more. names authorities "the development of a comprehensive authority file for names of first nations represents an applied research project that would include understanding historical emergences, terminological changes and contentious issues related to naming; documenting decisions regarding naming conventions and relationships; and identifying alternate spellings, and non-preferred terms with possible mapping to other." (from indigenization of knowledge organization at the x̱wi7x̱wa library by doyle, lawson, & dupont). getty research institute: union list of artist namesincludes indigenous artists and nations. try searching by nationality using terms like first nations, native american, māori, etc. library and archives canada: project naminga collaborative project that aims to identify inuit people portrayed within the photographic collections of library and archives canada (lac) in ottawa. the cataloguing librarian: update on first nations subject headingsblog post discussing the process of developing a name authority for the "maliseet first nation" (2009). first nations, métis, and inuit – indigenous ontology (fnmiio)first draft of a working list of indigenous names to better reflect how indigenous people currently prefer to refer to themselves. this document is being continuously updated and edited. released through the national indigenous knowledge and language alliance (nikla) and cfla-fcab indigenous matters committee – red team joint working group on classification and subject headings. classification systems "classification systems organize library collections into subject-related categories, so similar topics will be grouped together on the shelf." (from the elmer e. rasmuson library). "when indigenous frames of reference are not built into a system of classification, the accessibility of resources for indigenous library users is reduced. more broadly, the widespread adoption of dominant classification systems like lcc [library of congress] means that local and traditional epistemologies and knowledge systems are being crowded out, and might even be eliminated altogether." (from a case study in indigenous classification by cherry & mukunda). cherry, a., & mukunda, k. (2015). a case study in indigenous classification: revisiting and reviving the brian deer scheme. cataloging & classification quarterly, 53(5-6), 548-567. law of indigenous peoples in the americas classification scheme (2013) developed for the library of congress with professor richard amelung. ojibway cree resource centre bibliography (1978) classified bibliography of holdings with author and subject index. (timmins, ontario). ojibway cree resource centre bibliography (1981) updated version of the bibliography. swanson, r. (2015). adapting the brian deer classification system for aanischaaukamikw cree cultural institute. cataloging & classification quarterly, 53(5-6), 568-579. union of bc indian chief's resource centre classification (2013) x̱wi7x̱wa library classification systemindigenous knowledge organization at x̱wi7x̱wa library. a tribute to brian deer by jean weihsarticle on brian deer's contributions to librarianship and indigenous librarianship published soon after his death in 2019. << previous: indigenous digital collections next: brian deer classification system >> last updated: oct 7, 2022 10:32 am url: https://guides.library.ubc.ca/indiglibrarianship print page login to libapps report a problem subjects: first nations studies tags: aboriginal, first nations, indigenous, indigenous librarianship, librarianship, native peoples toward slow archives vol.:(0123456789) archival science (2019) 19:87–116 https://doi.org/10.1007/s10502-019-09307-x 1 3 o r i g i n a l pa p e r toward slow archives kimberly christen1 · jane anderson2 published online: 4 june 2019 © springer nature b.v. 2019 abstract this article examines the structures, practices, and processes of collection, cataloging, and curation to expose where current cultural authority is placed, valued, and organized within archival workflows. the long arc of collecting is not just rooted in colonial paradigms; it relies on and continually remakes those structures of injustice through the seemingly benign practices and processes of the profession. our emphasis is on one mode of decolonizing processes that insist on a different temporal framework: the slow archives. slowing down creates a necessary space for emphasizing how knowledge is produced, circulated, and exchanged through a series of relationships. slowing down is about focusing differently, listening carefully, and acting ethically. it opens the possibility of seeing the intricate web of relationships formed and forged through attention to collaborative curation processes that do not default to normative structures of attribution, access, or scale. keywords ethical curation · indigenous collaborations · access · technology pushing forward: intro on september 13, 2016, we were part of a panel at the american folklife center (afc) symposium “collections, collaborations and connections,” at the library of congress. it was an especially significant panel for us because of our ongoing collaboration with our co-panelists: donald soctomah, tribal historian of passamaquoddy tribe, and james francis sr., tribal historian and director of the department of cultural and historic preservation for the penobscot nation. the four of us had been working in various ways together for over a decade and this was the first time we had a chance to speak publicly together about our * jane anderson ja77@nyu.edu kimberly christen kachristen@wsu.edu 1 washington state university, pullman, usa 2 new york university, new york, usa http://crossmark.crossref.org/dialog/?doi=10.1007/s10502-019-09307-x&domain=pdf 88 archival science (2019) 19:87–116 1 3 work related to the digital repatriation and intellectual property needs of passamaquoddy and penobscot collections. the intersections of our work were most outwardly visible within the specific instances of the mukurtu cms platform and the traditional knowledge (tk) labels each tribe created. where they met and merged these platforms aided the passamaquoddy and penobscot creation of their own digital archives—as mediated expressions of relationships to ancestors, territories, and kin. during the symposium, we set out to frame these tools and their potential for archival engagements and collaborations. while the symposium focused on afc collections, soctomah and francis turned our attention to tribal temporalities, landedness, and presence as a way of framing their engagements, collaborations and wider sets and senses of connection, responsibility, and obligation. donald began by reframing the 2016 digital repatriation from the afc of a set of wax cylinders from 1890 in a tribal context that moved between time and space: a hundred years ago, not only our language was declining, but our ways had to go underground. i was interviewing this elder one time and she told me, she said when the lights went out at the convent, they’d go to the tribal hall and start to play the drum, and [they] would sing the old songs. and then, they’d do that about once a week. it was safety for them to do that. and it just showed me how strong our culture is and how, you know, we have to keep pushing forward to save the culture. because they had to do it because they’d be punished. they’d be punished for singing the old songs. they’d be punished by not getting food or being looked down upon. as i was growing up in the 1960s, there were still traditional families in our community that practiced their own way. and people from the church would call them witches. so, it was a way of looking down upon those people. but they continued to push forward and here we are, you know, those people are leaders in our culture, because they kept that cultural way (collections, collaborations and connections 2016). soctomah’s discussion moves between the violent and oppressive recent past of colonial technologies of control that sought to eradicate native languages and cultural practices, and passamaquoddy resistance to, and manipulation of, those techniques through deliberate movement: pushing forward. finding safe places to speak, sing, and share allowed some cultural practices, traditional knowledge, and language to be maintained. some, of course, was not maintained in the same form, but it was also not lost in the totalizing sense often ascribed to these encounters. in a january 2019 interview, donald soctomah describes this in the following way: “i believe this work [on the 1890 passamaquoddy wax cylinders] is a collaboration with our ancestors. they’re bringing back to us something that was lost, but it has always been there. we knew there were more songs in our traditions and in all the activities because every time there was an activity taking place there was always a song or a dance that came along with it” (thorpe 2019). similarly, james francis addressed penobscot understandings of stories and becoming in relation to tribal histories and identities: 89 1 3 archival science (2019) 19:87–116 so just a little bit about our community and how we lived. it will give some context about why we moved forward the way we do. we were a very mobile society, moving seasonally across the landscape in very sophisticated migratory patterns. and when fall would come, and into the winter months, we would gather in kinship groups. so, you were with your family, matrilineal […] and it was during those winter moons when stories and oral histories were passed down. and so, what happens, and when you start looking at the history of our community from our community, they come down through familial lines….and this digital platform, mukurtu, allows us to share, safely, a story that is very intimate to your family, and to only share it with your family or with the broader penobscot community. and so, what happens over time is these stories start to snowball and we start to have our history unfolding before us. and so, it’s a real exciting time for us because we’re starting to hear these stories that haven’t been told for a long time. you know, often time we got criticized by ethnographers that there’s three different versions of that same store. which one’s right? well there’s three different versions because they probably came through three different families. and none of them are wrong, they’re all correct. they all hold that core belief system. the beautiful thing about an oral history is that it’s told by an elder to a younger. and then that younger holds that story for his whole life before he retells that. but when he does retell that, that story has his life experience woven into it. he uses examples that are relevant to his contemporaries, he uses language that is relevant to his contemporaries. so as oral histories are passed down through time, they evolve and change with the people. that core belief is always there. (collections, collaborations and connections 2016) here francis locates the significance of using mukurtu cms—as a tool for community access to collections—through and within networks of kin and the flows and cycles of shared stories and their multiplicity. both francis and soctomah point to tribal temporalities and ways of becoming through kin, through stories, through multiplicities, and through shared experiences that are not limited to non-native notions of time, relations, and events. this is a form of what mark rifkin calls temporal sovereignty that recognizes the “importance of attending to native conceptualizations, articulations and impressions of time” that cannot be reduced to or contained within settler norms and structures (rifkin 2017, p. 4). emphasizing temporal sovereignty demands that we jettison notions of a “shared modernity or presentness of natives and non-natives” because it “implicitly casts indigenous peoples as inhabiting the current moment and moving toward the future in ways that treat dominant non-native geographies, intellectual and political categories, periodizations, and conceptions of causality as given—as the background against which to register and assess native being-in-time” (rifkin 2017, p. viii, emphasis added). the emphasis on shared temporality facilitates a politics of recognition that disregards the “ongoing assault on indigenous sovereignties” (ibid, p. 8), because as mohawk scholar audra simpson shows, “[s]ettler memory is this faulty, but upending force” (2016, p. 442) that provides a foundation for current denials of indigenous territoriality, governance, and sovereignty. placing the past 90 archival science (2019) 19:87–116 1 3 and present within a shared frame of modernity privileges non-native sensibilities and protects the power structures that maintain settler colonial logics and violence. temporal sovereignty is expressed and lived through varied placeand kin-based experiences including—but not determined by—coloniality. coloniality is not just colonialism. while colonialism is typically considered to be a political arrangement that has existed since time immemorial, coloniality refers to the logic, culture, and structure of the modern world system (mignolo 2000). in their recent work connecting sovereignty, connections to land, and settler relations, kanaka maoli scholars noelani goodyear-ka‘ōpua and bryan kamaoli kuwada show how kanaka maoli “future-making” disrupts the “linearity of western liberal-democratic understandings of temporality” by “foreground[ing] kananka maoli enactments of relationalities of times and places that transcend settler temporalities and mappings” (2018, p. 50). it is, then, critical that we engage with and center indigenous temporalities, relationships, and geographies as we seek to decolonize archives. how can we begin to position this embodied, intimate, kin-based, land-based affective practice of hearing, listening, sensing, remembering, making, and remaking at the center of archival practices? it is from these lived, embodied, and dynamic practices that both digital and analog archives come into being and are continually in process. how do we recognize and rebuild archival practices, structures, procedures, and workflows that allow for relational, reciprocal, respectful, and restorative connections to knowledge, kin, and community within their frame? this article examines the structures, practices, and processes of collection, cataloging, and curation from multiple vantage points including colonial, community-based archives, and institutional archives to expose where current cultural authority is placed, valued, and organized within archival workflows. the long arc of collecting is not just rooted in colonial paradigms; it relies on and continually remakes those structures of injustice not only through the seemingly benign practices and processes of the profession, but also  through how terms like access and circulation are understood and expressed. our emphasis is on one mode of decolonizing processes that insist on a different temporal framework: the slow archives. slowing down creates a necessary space for emphasizing how knowledge is produced, circulated, contextualized, and exchanged through a series of relationships. slowing down is about focusing differently, listening carefully, and acting ethically. it opens the possibility of seeing the intricate web of relationships formed and forged through attention to collaborative curation processes that do not default to normative structures of attribution, access, or scale. focusing on the temporality of slow archives is not meant to pose a binary between fast and slow. rather, slowness is imagined and enacted in terms of relationality, positionality, and a framework that privileges restorative and reparative work that is decolonial in its logic and practice. slow archives do not presume one course of action; in fact, they allow for changing course, for shifts, and for unexpected endings. the slow archives pivots around the register of decolonization as a processual move in centering indigenous temporalities, territorialities, and relationalities on their own as well as in conversation with settler colonial logics and practices. slow archives are embodied and enacted. they are produced, created, and curated through a commitment to and ethics of mutuality that recognizes, 91 1 3 archival science (2019) 19:87–116 respects, and prioritizes indigenous communities’ values, goals, relationships, needs, and protocols. recent moves in archival studies and practice have emphasized post-custodial (sangwand 2014; kelleher 2017) participatory (gilliland and mckemmish 2014) and community archives (bastian and alexander 2009; hennessy et  al. 2013; caswell 2014; thorpe 2017; cifor et  al. 2018) as modalities for upending and redirecting archives’ power and structures of dominance, erasure, and authorial control. as archivists caswell, migoni, geraci, and marika note “archival communities and community archives have formed around ethnic, racial or religious identity, gender and sexual identity, economic class, and geographic location” (2017a, p. 7). and these formations have occurred within social, political, and historic framings that are lodged within the nation-state. indigenous archives, while sharing some common ground in relation to state power, control, and surveillance, are also distinct in that they are set both outside and in relation to settler states through their position as sovereign nations—whether recognized as such or not by settler governments and governance. sovereignty, self-determination, and autonomous governing frameworks existed prior to settler state assertions of power, genocidal practices, and political violence. these settler ambitions, practices, and assertions are all reproduced in varied ways within archival processes writ large and within the structure of state and national archives in particular (russell 2006; mckemmish et  al. 2010; roy et  al. 2011; o’neal 2014, 2015). we suggest one mode of decolonizing archives is to implement a slow archives methodology and modality whereby indigenous temporal and spatial frameworks and relations are foregrounded and figure as the driving force for archival practices, process, and systems. thus, the decolonial movement is one toward building new logics, structures, pathways, and frameworks that prioritize and position indigenous knowledge systems as the starting point—as they engage, refuse, and move toward archival actions that are both affective and embodied. we begin by foregrounding the history of collecting as an integral aspect of the history of colonialism in order to highlight the linkages and fractures that connect practices of collecting to archives and to open up the space for indigenous practices as both part of and integral to a different understanding of collecting. this section examines the omissions and instantiation of systems of erasure in colonial records, as well as in the practices, policies, and projects that produced the records. we begin with the record as a foundational aspect of archives (iacovino 2010; mckemmish et  al. 2011; caswell 2016) in order to reorient both the notion of records within archives and to reframe records within a framework that privileges multiplicity, plurality, orality, relationality, and territoriality (faulkhead 2009). as evans et  al. (2017) suggest, “a record is figured and constantly re-figured, never wholly present at any given moment in time, in stark contrast with an artefactual view of records as static end products” (2017, p. 5–6). for a slow archives methodology focused on indigenous systems and knowledge, then, records are unmoored from structures of singularity and stasis and oriented toward fluid, ongoing, and often unpredictable temporal paths. from here, we go on to examine how collecting practices and technologies of colonial management, including the perpetuation of logics of property, are embedded and become enduring systems of archival processes that elide native 92 archival science (2019) 19:87–116 1 3 systems of knowledge production. we end this section by exploring what contemporary systems of gathering, sharing, narrating, and returning look like with ethical concerns and engaged practices at the forefront. section two locates slow archives methods within a set of workflows and practices that derive from community-based commitments and projects. here we focus on the creation and use of two interrelated platforms: mukurtu cms and local contexts that take as their starting point a slow, ethical, decolonial, and engaged process of knowledge circulation, attribution, and access. the slow archives in practice, then, turns upon processes, structures, relations, and systems of authority. mukurtu cms—a community digital access platform—and local contexts—an initiative to provide legal resources including traditional knowledge (tk) labels—are disruptive tools in that they force us to reevaluate the workflows and procedures of digital archiving and curation by emphasizing differing temporal and spatial frames alongside the sets of relationships required and enabled through collaborative curation models and methods (mukurtu, local contexts 2018). the conclusion emphasizes an archival ecosystem grounded in an ethics of care (schwartz and cook 2002; cook 2011; caswell and cifor 2016) alongside  and in conversation with an active recognition of the decolonial politics of refusal (simpson 2014; tuck and yang 2014). that is, the slow archives method we advance purposefully renders visible how traditional archival workflows are in friction with and oftentimes discordant to indigenous knowledge systems and formations. this demands attention to the making of new practices for an archival future including the development of new methodologies that moves toward archival justice that is reparative, reflective, accountable, and restorative (caswell et al. 2017b; sutherland 2017; hughes-watkins 2018; sangwand 2018). the history of collection is the history of colonialism on may 28, 1830, usa president andrew jackson signed the indian removal act into law. earlier in the year, during his second annual message to congress, jackson set the new policy within the trajectory of removal. he began, “it gives me pleasure to announce to congress that the benevolent policy of the government, steadily pursued for nearly thirty years, in relation to the removal of the indians beyond the white settlements is approaching to a happy consummation.” he went on: it puts an end to all possible danger of collision between the authorities of the general and state governments on account of the indians. it will place a dense and civilized population in large tracts of country now occupied by a few savage hunters (jackson 1830). it is evident from his speech that native dispossession was fueled by rhetoric that depended upon and recirculated a view of native peoples as savages, on the verge of extinction, destined to the margins of an imagined american nation allowing for the ensuing violence, reversal of treaties, and attempts at assimilation. the ensuing forced removal of the cherokee, chocktaw, chickasaw, creek, and seminole peoples from their homelands into other tribal lands in the west realized the settler 93 1 3 archival science (2019) 19:87–116 colonial ambitions for legislative infrastructures that could justify dispossession while also simultaneously hiding its form and function within legal and administrative processes. in 1887, after decades of sustained violent dispossession the usa congress passed the general allotment law (dawes act). elevating the logic of allotment, new forms of dispossession were initiated forcing native peoples to reduced tracts of land and leaving many more landless (washburn 1975). the dawes act, building on assimilationist federal indian policy of the time, instigated the practice of dividing up previously held collective reservation territories by allocating tracts of land to specific families. the legislation created mandatory enrollments of native peoples through specifically tying property ownership to identity and citizenship. the “dawes rolls”, as they were colloquially called, set in motion logics and markers of identification that persist to this day (duarte 2017, p. 119–120). the usa government’s indian policy was grounded in the usurpation of native lands and was simultaneously upheld through legislation, policy as well as rigorous and purposeful documentation practices (horseman 1967; dowd 1992; trigger and washburn 1996; calloway 2013). government officials—in partnership with scholars, missionaries, and traders—documented the lives of native peoples through formal and informal means resting precariously on the notions of the “salvage” and “preservation” of native cultures and languages they sought to destroy. indian agents, as the government’s representatives sent to administer federal indian policy on native territories, dispatched regular reports on all elements of community life. this documentation included information on general welfare, religious practices, status of language and included the collection of material objects, the production of maps, and course the recording of native peoples in photographs, on film, and through sound recordings. early scholars on native culture were indebted to indian agents who were integral in facilitating initial encounters and later unequal research relationships (anderson 2018). many early researchers also worked for the government. amy lonetree (ho-chunk) shows that, “in the late nineteenth and early twentieth centuries, many anthropologists made their careers on systematically collecting american indian material culture” (lonetree 2012, p. 9). all of these materials were marshaled in different ways at different times through “rituals of the state—national parades, coronations, museums, exhibits…” to not just uphold government policies, but also to define what it meant to belong within the nation. as audra simpson (mohawk) notes, “the state also had a crucial role in the classification and definition of those people through its monopoly over territorial boundaries” (simpson 2014, p. 17). claims of native violence, savagery, and primitivism produced federal indian policies of dispossession and destruction, created research mandates that focused on documentation, and defined generations of collecting practices that resulted in the collections now housed within national, state, and academic archives, museums, and libraries. in march 1890, passamaquoddy community members noel josephs, peter selmore, and peter lacoote made some of the first wax cylinder recordings with jesse walter fewkes using thomas alva edison’s cylinder phonographic recorder. it is worth noting that in december of this same year was wounded knee—the largest domestic massacre in the history of the usa. fewkes had travelled to calais 94 archival science (2019) 19:87–116 1 3 maine to test the new machine prior to traveling to the american southwest as part of a larger salvage mission to document supposedly dying native cultures and languages. fewkes was replacing frank cushing as the leader of the hemenway expedition to the southwest. this expedition was funded by mary hemenway and it was hemenway who was instrumental in connecting fewkes to mrs. wallace brown in calais maine for his visit to the passamaquoddy. at the same time, as the government was advancing a federal indian policy built on displacement and the destruction of languages, cultures, and lives through allotment and assimilation, technologists were quickly building recording devices to preserve the languages and cultures the government and the church were actively seeking to destroy. it was also during this same time period that usa army surgeon general joseph barnes called for field surgeons to collect native human remains. it was no accident, in other words, that the rise of recording and preservation technologies marched alongside the burgeoning usa indian policies of violent removal and dispossession. like the telegraph before it, which had been strategically used by indian agents to track and monitor native peoples, the cylinder phonographic recorder was updated technology produced for extended techniques of surveillance and management. these intentions, however, were largely masked by emphasizing how the new technology served larger ‘documentation purposes.’ jesse walter fewkes—a marine zoologist, anthropologist, and later chief of the bureau of american ethnology—is widely regarded as being the first person to use the new recorder to document native peoples’ languages, songs, and cultural practices, a process that quickly became a standard part of fieldwork for anthropologists, folklorists, and linguists. fewkes, however, did not just pioneer the effort to use the cylinder phonographic recorder in fieldwork (brady 1999). importantly, he championed its use as a vehicle to produce “scientific” documentation of native peoples lives and languages, presumed to be “rapidly becoming extinct” (fewkes 1890b, p. 267). that is, his coupling of science, technology, and documentation is a significant narrative strand that links colonial efforts, territorial displacement, and preservation practices together under the nomenclature of scientific advancement. his training as a biological scientist was a factor in how he approached both the study and documentation of language and the need for technological interventions to aid in producing what he saw as non-biased studies. the possibilities of the phonograph in these studies indicate one of the great advantages of this instrument. what specimens are to the naturalist in describing genera and species, or what sections are to the histologist in the study of cellular structure, the cylinders made on the phonograph are to the student of language (ibid, p. 268) connecting the work of and materials collected within biological and linguistic studies, fewkes highlights the technological advantage of the phonograph for scientific documentation and encourages the understanding of cultural and ethnological studies as inherently scientific—and, to his mind, therefore, unbiased. the necessity for some means of accurately recording and preserving the languages of the indians has lately been met by the invention of the phonograph… 95 1 3 archival science (2019) 19:87–116 in order that folk-lore as far as applicable to aboriginal races, may be placed on a scientific basis, an accurate record of the story as told by the reciter is necessary. this can be accomplished by the use of the phonograph and the records thus made can be indefinitely preserved (fewkes 1890a, p. 495) during this time, fewkes and others created a narrative of scientific study in order to propel folklore and ethnology to the ranks of other, more well accepted, sciences acceptable for producing knowledge about native peoples. accuracy, for fewkes, is the lynchpin for scientific validation and it happens through the introduction of the technology—seen here as neutral; that is, providing an exact replication of original utterances for research and preservation. in a letter to the leader of the cambridge anthropological expedition to the torres straits dated march 20, 1890, five days after his first sound experiment in calais, fewkes made the case for the use of the phonographic recorder for international research of the same nature: dear prof. haddon, i have been much interested in your paper in the last number of the “folklore” on the “legends of torres straits.” i have myself done something in the study of our north american indian folklore, and will be able in a short time to send you a paper on the use of the phonograph in this study. i have made researches on the legends songs etc. of the passamaquoddy indians, the survivors of those who once inhabited new england. i have been able to get them to talk and sing into the instrument in their native language, and to tell their stories on those magic cylinders of wax where they are indelibly fixed forever. i think i am the first to use this instrument for this purpose and it seems to me to offer most wonderful possibilities in this line of research. in a lecture which i gave on this subject i was able to repeat their songs so that they were perfectly audible in a large audience room. the phonograph will i think give a more scientific turn to the study of folklore for it will give an exact record of the stories exactly as the indians tell them with their exact pronunciation (clayton 1996, p. 69, emphasis ours). fewkes may well be credited with haddon’s subsequent use of the phonograph in his 1898 cambridge expedition to the torres strait. it is the phonographic recorder’s ability to fix “forever”—thus, preserve—language and culture that makes it an apt “instrument” for scientific research that relies on an “exact record” for its credibility. in his study of the british library’s national sound archive, martin clayton traces the history of the collection including their earliest ethnographic collection of wax cylinders—those from haddon’s expedition in 1898-99. clayton suggests that: haddon’s famous expedition of 1898 was to mark not only the start of british field recording but (rather more famously) the emergence of a major british school of social anthropology which was to embrace scholars such 96 archival science (2019) 19:87–116 1 3 as seligman, malinowski, a.r. radcliffe-brown and w.h.r. rivers. as this fieldwork-based anthropology developed, so did sound recording, as various researchers followed in haddon’s footsteps, many of them gathering sound recordings along with other kinds of data (clayton 1996, p. 69–70). in the usa, fewkes actively advocated for the use of the phonograph in the field through public lectures and numerous articles that he published after his visit to calais (fewkes 1890a, b, c, d). significantly, he directly lobbied thomas edison himself to make changes to the original recorder to aid in this type of field research. while edison saw the main market for the machines as commercial, fewkes requested specific improvements that would aid in a more mobile machine for field documentation. in a handwritten letter one year after his passamaquoddy experiment dated june 17, 1891, from arizona where he was recording among the hopi, fewkes wrote to edison: i have had in my mind for some time writing to you and seeking if i could not obtain a phonograph for this ethnological work for purchase. the work is purely scientific, and i am put to great inconvenience and expense in renting [a phonograph] from the different companies. moreover, i should very much like to have a more compact instrument than any which i have yet been able to obtain. if i could get a compact phonograph, after the nature of a kodak camera, which i could carry with me it would be a very great advantage to me. an electro-motor is out of the question in ethnological work especially when one is a hundred miles from the railroad as i now am. a treadle machine is very cumbersome. if you could have a small, compact box machine, with hand motor it would be a great help to me and i should be glad to purchase it if such a thing is possible. i know of several ethnologists who would rent or buy such a machine, and i think perhaps i am sanguine that a machine of that kind is destined to come into use more and more into ethnological research (fewkes to tae, june 17, 1891). intimately tied to the need for accurate and scientific documentation is the vanishing native narrative that permeates fewkes’ early discussions of the usefulness of the new technology as a tool of and for science (gitelman 1999). his pleas to edison highlight the technology’s role in propelling both scientific inquiry and preservation agendas. fewkes did not, of course, explicitly link the “vanishing” or “disappearing” of native people, languages, and cultural practices to the nation’s policies and practices of displacement, violence, and removal, despite this letter being written only six months after the massacre of wounded knee. the silence is deafening. in his subsequent position as the chief of the bureau of american ethnology (bae)—an institution set up by congress in 1879—fewkes followed in the footsteps of the agency’s first chief, john wesley powell, a geologist and amateur anthropologist. fewkes began his work at the bae in 1895 following powell’s dictum that indian lives and culture could not be understood without knowledge of language (powell 1881). once he was appointed chief in 1918, he championed the use of the recorder even further. in his 1920 annual report to congress, he makes his 97 1 3 archival science (2019) 19:87–116 case connecting the urgency of the task of preservation to specific documentation of native languages: in linguistics the necessity of recording those languages that are in danger of extinction is urgent. several of these are now spoken only by a few survivors— old men or women—and when they die this knowledge which they possess will disappear forever…it is urgent to gather all possible data regarding the ethnology of the indian prior to the advent of the white man, and where written history is silent on this subject, legends, monuments, and other prehistoric remains are the only media to supply the unknown chapters of history (fewkes 1924, p. 2–3, emphasis ours). these perverse sets of preservation practices lead to thousands of wax cylinders now held in multiple repositories, archives, libraries, and collecting institutions. recordings made and removed from their home communities were largely put to use by the usa government in its attempts to remove and assimilate native peoples. as legal scholars angela riley and kristin carpenter suggest: “indian appropriation is the process by which the us legal system has historically facilitated and normalized the taking of all things indian for others’ use, from lands to sacred objects, and bodies and identities” (riley and carpenter 2016, p. 865–866). the taking bolstered collecting practices as well as the erasure of native authority and attribution. it was not until the 1970s that the american folklife center (afc) advanced the effort to return—repatriate—the recordings as part of the federal wax cylinder project aimed at preserving the wax cylinders. in the 1980s, afc staff began to consult with native nations about the status of the recordings, protocols around their use, and mistakes in the original metadata. contemporary library, archival, and information science practices and professional aspirations were built from this imperial impulse to collect and codify under the same colonial scaffolding. the collections themselves come encoded with these logics of removal and erasure and continue to affect the futures they are imagined within (anderson 2013). as jennifer o’neal (confederated tribes of grand ronde) reminds us, “hundreds of non-native repositories, including universities, historical societies, and federal agencies in the united states, hold much of the physical archival collections that document native american history and lifeways in far removed repositories outside of tribal communities” (o’neal 2015, p. 5). these collections are largely comprised of materials where “indigenous people were the object (and subject) of the gaze of colonial authorities and ‘experts,’ and from which indigenous knowledge, perspectives and voices were excluded” (mckemmish et al. 2011, p. 213). the residue of settler colonial ambitions of study and science are apparent throughout these institutions in their structures, systems, and stacks. within these institutions, settler colonial logics endure even as movements to decolonize spaces are advanced (tuck and yang 2012). these logics are embodied in the physical and digital infrastructures of the archival project, as well as in the processes that these materials are routed through. in addition to the collections—manuscripts, sound recordings, moving images, etc.—critical studies have shown clearly how colonial structures of erasure, displacement, and dispossession can be seen in library subject terms, classification 98 archival science (2019) 19:87–116 1 3 schemes, metadata fields, and within general calls for open access that refuse to grapple with histories of collection and ongoing historical traumas ushered in by the creation and circulation of digital surrogates of these original physical and analog materials (hagan 1978; christen 2012; anderson 2013; thorpe 2014; littletree and metoyer 2015; o’neal 2015). that is, library and archives practices structurally “reflect and reinforce a privileging of settler/invader/colonist voices and narratives over indigenous ones” (mckemmish et  al. 2011, p. 218). they maintain very specific exclusions and relations of power through policies, procedures, and daily practices of organization, access, and citation (anderson 2013). for instance, attribution and citation practices in metadata continue to privilege the researcher as the author and property holder rather than the people and the contexts from where the knowledge derives. we should be wary, then, as audra simpson warns us, of systems that “sustain dispossession and occupation” and thus maintain colonialism’s call (simpson 2014, p. 21). as we grapple with and work toward building different structures, systems, and processes within libraries and archives, we need to keep at the forefront of our vision, the colonial logics and ongoing systems of inequity maintaining or supporting territorial displacement, cultural and physical violence, and epistemic blindness. similarly, we must focus on the politics of the technology—in its material form as well as its ideological underpinnings. highlighting the invisibility of this ideological work, marisa duarte (pascua yaqui) argues, “the sleek look and discreet design of many contemporary devices—mobile phones, laptops, tablets—invite us to imagine these objects as neutral and futuristic, devoid of historical legacies” (duarte 2017, pp 9). yet all technologies derive from particular historical settings and are designed, updated, altered, and used in tandem with social, cultural, and political projects (gitelman 2006). it is this “delusion of neutrality,” as jarrett drake insists, that maintains library and archival systems as well as the technologies that all continue to propagate the erasure and marginalization of “others” (drake 2016). whether through calls for “scientific” models and tools or with nods to professionalism, the ideal of neutrality is firmed up along with the very techniques and tools that systematically maintain its power and normativity (ramirez 2015; hudson 2017; noble 2018). the collection of objects, artifacts, specimens, recordings, and detailed records has long stood in for, and sought to mask, the violent efforts at erasure of languages, lifeways, landscapes, and lives. as we look to the travels of these materials from their homelands embedded within social systems and community relationships, to the shelves, backrooms, and stacks of repositories and now back to the communities from which they were collected, taken, or traded, we should frame and consider these movements of return as decolonial processes. that is, by purposefully keeping colonial structures and practices in our view—as they are manifest in our institutions, policies, practices, and technologies—we can begin the work of tearing them down and building anew. as we keep these colonial structures accountable and see how and where they continue to assert power, we must also simultaneously, hold indigenous systems of relation and structures of relationality in our view. to do both means that we must be dually aware of how they have interacted, as well as how indigenous systems, structures and 99 1 3 archival science (2019) 19:87–116 relationality will necessarily move archives differently—ethically, linguistically, socially, and politically. in her most recent book, feminist scholar donna haraway (2016)  suggests that we stay with the trouble. that is that we continue to be open to “unexpected collaborations and combinations" (haraway 2016, p. 4). we must continue to see the colonial troubles—the structures and logics that drive our collection, curation, and circulation practices and processes. for haraway, staying with the trouble requires a “material semiotics which is always situated, someplace and not no place, entangled and worldly.” (haraway 2016, p. 4). if we start from a place of relatedness, from a position that both acknowledges and seeks to upend systems that promote unethical, oppressive, and extractive systems, we can work slowly to create new ones. it is in the slowing down that we can start to see modes of ethical archives that reflect accountability, engagement, relationality, and reciprocity that work alongside, within, and in opposition to settler structures and archival logics of displacement and dispossession. these are the principles underpinning our call for slow archives—frameworks that untangle and reposition archival practices as part of indigenous temporalities and territorialities disrupting, disordering, and refuting standard archival practices and techniques. slow archives call attention to the multiplicity and plurality of knowledge, storying, placedness, and relational events without reducing practices or systems to binary logics of control or submission, past or present, authority or victim. at the same time, an ethical view of slow archives calls attention to ongoing relations of respect and reciprocity—in practice and in the processes that allow for alternative distributions of control. engaged and ethical platforms the pervasiveness of colonialism in our institutions, in the technologies, within the collections themselves leads us to ask about alternatives: options that simultaneously keep us with the trouble but also propel and inform new collaborations and combinations. in this section, we outline two digital initiatives that we have been involved in building that take as their starting point that the history of collecting is the history of colonialism. mukurtu cms—a community digital access platform—and local contexts—an initiative to launch traditional knowledge (tk) labels. mukurtu cms has been in use for a decade now and the local contexts initiative for seven years. in this section, we highlight the workflows and processes that each platform requires and thus emphasize how slowing down is not an inhibitor for libraries and archives, but rather a proactive means for resisting the ongoing colonial logics of rapid access and endless circulation where indigenous materials continue to be subject to the same colonial logics. the need for thoughtful, responsible, and ethical workflows also necessarily takes on the issue of scale. for instance, we are often asked in public and private forums how we can scale up these platforms. “does it scale?” is a pervasive question that belies the underlying logics of distribution attached to capitalist models of production particularly in relation to software and other digital tools. however, these platforms were not designed to conform to those kinds of logics—there is no quick 100 archival science (2019) 19:87–116 1 3 fix here. to the contrary, these initiatives emphasize reciprocity, engagement, and accountability through design, implementation, and use. they are efforts to build and support relationships, to help in repairing broken ones, and to create ones never previously possible. mukurtu and local contexts are both invested in a model of scaling out, with, and through, not up, where relationships are an integral part of any future in building archive infrastructures and facilitating their sustainability. questioning digital archives as de facto egalitarian and democratic, ellen cushman (cherokee) provides a framework for a decolonial option: decolonial archives operate through an understanding of time immemorial that belies the imperial creation of tradition marked along western timelines. they operate by relocating meaning in the context of its unfolding that opposes the imperial archive’s penchant for collecting, classifying, and isolating. they operate through the co-construction of knowledge based on interactions between storytellers and listeners that counter the imperial archive’s insistence on expert codification of knowledge. and they operate through linguistic and cultural perseverance rather than the imperialist agenda of preservation of cultural tradition as hermetically sealed, contained, and unchanging (cushman 2013, p. 116–117, emphasis added). decolonial projects must make a radical shift away from preservation as the main reason for archival work. here cushman systematically links decolonial moves to processes of opposing imperial and ongoing forms of collecting and classifying which isolate the relational, deeply embodied, practiced, and dynamic processes between people, belongings, land, and communities that make, remake, and unmake cultural heritage, knowledge, and traditions. digital transitions do not mean we should move away from the landed, physical, and relational. nor does a shift to more current technological trends erase the legacies of settler colonial logics that drove earlier technological advancements such as the phonograph discussed earlier. similarly, marisa duarte argues: “read against the century of us anti-indian campaigns and imperial expansion, narratives of technological advancement function to satisfy societal desires for enlightenment-era values of progress and scientific evolution in spite of the colonial fabric of indian eradication” (duarte 2017, p. 11). in fact, the “digital age” has ushered in a reuse of many well-worn stereotypes and tropes about technology, indigeneity and progress. in the library, archival and information sciences, narratives about digital archives and digitization have moved in the last ten years steadily away from the technophilic revelry of early adopters with their zealotry for easily eliding power dynamics and histories of exclusion and declaring utopian digital spaces, to slightly more cautioned calls for digitization and digital practices with nods toward questions of access, use, and ongoing sustainability. even with this shift, there is an all too easy slippage between the benefits of digitization as a format, the benefits of digital archives as a space of interaction, and the benefits of digital practices as modes of shifting power differentials and reframing epistemologies. in this sense, mukurtu cms is as much an ideological and decolonial intervention as it is a technological one. from its origin story, to its architecture and ongoing development, mukurtu cms challenges, and is in conversation with, conventional 101 1 3 archival science (2019) 19:87–116 logics of access, use, reuse, and the circulation of digital materials. the creation of mukurtu cms grew from christen’s long-term collaborations with the warumunugu community in central australia and it was the relationships, kinship obligations, reciprocal networks, as well as the ongoing settler colonial structures in place in australia that affected the warumungu community that provided the impetus for what is now the free and open-source mukurtu cms software. over the many visits that christen and waramungu community members made to national repositories in 2001, traditional cultural materials, images of deceased community members, and sacred sites were on display. in both physical and digital spaces, these were disturbing and distressing. state archives are places of pain and loss that continue to reproduce violence. community members felt emotional and physical pain as archival materials were viewed, handled, and read. the display of these materials online, and the mandate to digitize and make accessible more materials, exacerbated the affront to warumungu protocols for access, use, and circulation of cultural knowledge, belongings, and territories. it was this sense of disease with the availability of digital cultural materials—intimate, kin-based, communityoriented—that prompted the creation of the mukurtu wumpurrarni-kari archive for the warumungu community, which eventually developed into mukurtu cms. it was visits to archives alongside subsequent trips to “country”—physical sites within warumunugu traditional homelands—that highlighted the need for a digital access tool based on indigenous systems of caring for, stewarding, and sustaining country, kin relations, and traditional knowledge (christen 2012). the set of concerns highlighted by warumungu community members were similar to those of other indigenous people, whereby the digital reproduction of physical materials intensifies the original dispossession, attempted erasure, and epistemological violence that undergirds classification schemes, cataloging frameworks, and legal structures that form the foundations for digital circulation and access. underpinning the creation of mukurtu cms was the need for a flexible and adaptable platform that would serve as a practical intervention into the standard paradigms for digital content management, access, and use (christen et al. 2017). in 2002 when christen and waramungu elders first started imagining and planning a different kind of archive through a digital access platform for warumungu content, australia was openly grappling with its colonial past and settler colonial present. narratives of reconciliation permeated institutional spaces, framed national conversations, and sparked renewed calls for treaties, self-determination, and aboriginal protocols as a part of the fabric of the nation. by 2007, just as the first iteration (the alpha version) of mukurtu cms in tennant creek was nearly complete: with no warning, and no consultation, the federal government moved swiftly to seize control of many aspects of the daily lives of residents in 73 targeted remote communities. it implemented coercive measures that would have been unthinkable in non-indigenous communities (perche 2017). in what became known as “the intervention,” the government suspended indigenous rights and sought a significant roll back of decades of progressive policies (altman and hinkson 2010). it was within this familiar yet freshly articulated hostile national stance, through which settler colonial logics shored up practices 102 archival science (2019) 19:87–116 1 3 of ongoing erasure and violence that mukurtu cms grew. as ashley glassburn falzetti argues, “the obfuscation and denigration of indigenous knowledge and ways of knowing the world are crucial to the ongoing project of settler colonialism. making the violence of epistemic erasures apparent provides a moment to acknowledge, teach, protest, and mourn that which is lost—the histories, the languages, the families, the knowledges of this world” (falzetti 2014, pp 140). a grassroots project, mukurtu cms is also embedded within a larger set of political imperatives that emphasize both shifts within, and an undoing of, the structures that make up collection-based practices as open-source software development. first and foremost, mukurtu cms adheres to a community software development model that places the needs and concerns of indigenous communities at the center of the software’s form, function, structure, and management. while mukurtu cms can and is used by non-indigenous communities, repositories, and institutions, the focus is on meeting the specific curatorial, informational, and access needs of indigenous communities. mukurtu cms has a set of features that set it apart from other content management systems and access platforms. at the heart of mukurtu are flexible cultural protocols for managing circulation and access to material—customizable to local needs. protocols are community driven rules, laws, obligations, and responsibilities that govern relationships around access and use of cultural knowledge. there are no pre-packaged protocols; instead, each community (or communities within a site) can add and define their already existing protocols. this flexible design component means that there is no open by default—if a public or open protocol is needed, it has to be added. it is a conscious and ideological choice. as a compliment to these protocols, mukurtu cms provides custom warning labels that allow communities to define and control how they warn viewers of potential harm, for instance, when there is an image of a deceased member of the community. mukurtu cms offers the possibility of parallel and multiple sets of metadata. there is the option for multiple records—and protocols—to be added to any digital heritage (dh) item (media assets can be grouped together as dh items). alongside the content, expanded metadata fields based on local needs and vocabularies including “traditional knowledge” and “cultural narratives” allow for elaborate, diverse, and multiple sets of narrations, attributions, and parameters. these sets of records allow for diverse and collocated narratives, knowledge, and perspectives. that is, tribal knowledge, stories, names, and languages can sit side by side with each other, thus creating parallel and relational metadata that recreates metadata as a storied narrative rather than defined and secluded fields of information. in this way, there is no hierarchy of metadata, no elevation of “standard” metadata above that which is community-derived, nor is there a relegation of community voices to a comments section or an “other” field. the emphasis on multiplicity and relatedness is an active undoing of the notion of any one “expert” or “authority” record and a simultaneous untethering of accumulated knowledge from existing collections. by emphasizing the multiplicity of metadata mukurtu cms provides a pathway for dialogue, conversation, and highlights sociality within and between narratives, cultural materials, and heritage. that is, mukurtu’s metadata structures and functions are not first and foremost about undoing or updating colonial records—although they allow for 103 1 3 archival science (2019) 19:87–116 both—but instead, mukurtu core and community records provide the space for different ways of knowing, presenting, framing, and engaging with knowledge that allows for divergent temporal and spatial realities and relations. the various modalities of sharing knowledge within indigenous communities— whether between kin or other relations or extended to non-indigenous peoples— demanded that we build pathways for ethical and culturally mediated exchange of information. to do so, mukurtu cms provides a suite of tools called “roundtrip” that provide easy import and export of content and metadata—with a selective sync option so communities have a choice about when and how to share selected metadata and content. unlike aggregators that act as uninformed collectors, seamlessly “hoovering” up content and “scraping” metadata—and thus often reproducing inaccurate, incorrect, and offensive metadata while defining these tactics as promoting “easy accessibility”—mukurtu does not have an open api, sharing is managed by protocol “stewards” within the administrative dashboard. while apis and aggregators could, in a technical capacity, honor and respect sharing protocols, this has not been the desired effect. instead, apis and large-scale aggregators have been lauded for their ability to reproduce and “share” collections without permissions. within these environments, the aspiration and impulse are generally toward scaling up. different types of permissions or systems for circulation are not accommodated or valued. in fact, they are seen as a hindrance or an obstacle to access. working against this model of aggregation and accessibility, collaboration based on the ethical and cultural protocols of indigenous communities is promoted through mukurtu’s roundtrip features. the platform’s features require a thoughtful approach to selection and sharing. this is a mode of sharing predicated on relationships of trust built between people, not one predicated on more taking. while mukurtu emphasizes indigenous systems of knowledge management, the tensions with and ongoing engagement with western legal systems in the form of intellectual property rights pushed us to ensure there were multiple options for licensing and labeling content. within mukurtu cms, the traditional knowledge (tk) labels provide an extralegal mechanism for adding cultural context for use and asserting indigenous-based parameters for access on material that indigenous peoples cannot control due to copyright law and its colonial foundations (anderson and christen, in press). this includes materials that are not owned in a western legal framework by indigenous communities, but instead where copyright in and/or real property ownership of physical materials resides elsewhere. any content within mukurtu, including public domain or material owned by third parties, can have up to four tk labels attached to it, and multiple records from various communities can all have differing sets of labels—unhinging the idea that content is owned solely by one person and instead acknowledging the co-stewardship of cultural materials. content can also, simultaneously, have a creative commons license attached to it alongside tk labels. that is, tk labels work as social and educational markers of context, locality, and relationships. they ask viewers to pause and find out more about the attribution, access, use, and context of these belongings, materials, and knowledge they are engaging with through mukurtu’s interface. when speaking about the tk labels specifically in the context of the passamaquoddy wax cylinder recordings—attributed to jesse walter fewkes, held at the 104 archival science (2019) 19:87–116 1 3 library or congress and with legal rights still asserted over them by the peabody museum of archaeology and ethnography at harvard museum—donald soctomah highlighted the power of the tk labels for passamaquoddy needs: so, the [tk] labels are going to be powerful … because some of these songs are only meant for certain ceremonies. some are only meant for men. some are only meant for women. and then the stories; some of the stories, what i’m afraid of is somebody might hear the story and write a book about it and then they claim ownership of the story. you know, that’s happened before. one of our neighboring tribes the maliseet, there was a researcher in their community back in the thirties and he wrote down stories. he spent two years in the community gathering stories and he promised the community that the stories were theirs. well, he passed on, his children ended up having the book published. and now the maliseets are told you don’t own these stories. you know, that’s not right (collections, collaborations & connections 2016, emphasis ours). donald’s emphasis on what is “not right” with current international copyright law highlights the inequities that have largely been seen as standard research practices. passamaquoddy protocols for viewing and circulating knowledge and cultural materials define stewardship, sharing, and exchange of knowledge in and through these stories. this is intimately tied to the centrality of language, songs, and stories of the passamaquoddy today and the precarious position these materials are in with respect to proper attribution, acknowledgement, ownership as well as passamaquoddy meaning about them. what donald worries about here—his tribe’s language, stories, and songs being used in ways that are incompatible with passamaquoddy values and cultural protocols—is one of the reasons the tk labels were created. they directly address this legal precarity. now a key element of mukurtu cms, the tk labels are the central component of the local contexts initiative, a platform and programmatic decolonial intervention addressing the coloniality of copyright law. the local contexts initiative emphasizes the importance of situated and placebased meaning in relation to intellectual property frameworks, especially as they are manifest in decision-making tools and systems. local contexts recognizes that relationships between people within specific contexts are central to the transmission and sustainability of knowledge and heritage. within colonial projects of research and preservation, it was critical to downplay, elide, and erase these relationships, as sandy littletree (diné) and cheryl metoyer note, library and archive “cataloging language silences native american history” (littletree and metoyer 2015, p. 642). while there has been a significant critique within lis about the roles of subject headings and classification schemas (owens 1998; adler 2016, 2017), the rights field itself—and the ideological and exclusionary work that it does—has been less scrutinized as a systematic form of dispossession of indigenous peoples’ intellectual property. local contexts is an initiative to upend the power of intellectual property frameworks and enhance and legitimize locally based decision-making and indigenous governance frameworks for determining ownership, access, and culturally appropriate conditions for sharing historical and contemporary collections of cultural heritage. in so doing, it is engaged in promoting new classificatory, curatorial, and 105 1 3 archival science (2019) 19:87–116 display paradigms and workflows for museums, libraries, and archives that hold extensive native, first nations, and/or aboriginal collections. the traditional knowledge (tk) labels are a key device in the process of refocusing attribution, use, and access decisions and knowledge toward communities of origin. the tk labels emphasize the significance of relationships with cultural heritage and prioritize community perspectives about proper pathways for circulation and future use by inserting indigenous systems and modes of use and attribution directly into the management of collections held outside of communities. with the bulk of indigenous cultural heritage material within institutions either legally owned by non-indigenous peoples and institutions through copyright law, or existing in the public domain (a fictional legal space made by copyright law), we made an early decision to focus on the development of the tk labels as an educational and social intervention. the tk labels act as markers—or tags—that identify different relationships to cultural heritage and provide a flexible option for conveying important information about cultural heritage materials—their proper use, guidelines for action, or responsible stewardship and reuse. the tk labels can be used to include information that might be considered missing (for instance, the name of community from where it derives), what conditions of use are deemed appropriate (for instance, if the material has gendered or has initiate restrictions associated with it), whether correct protocols for vetting materials have been followed (for instance, many tribes now have tribal policies and agreements for conducting research on tribal lands), and importantly, how to contact the relevant family, clan, or community to arrange appropriate permissions. there are currently eighteen tk labels that have been developed through collaboration and engagement with indigenous communities in the usa, canada, and australia. each of the tk labels has a unique icon and accompanying explanatory text, which can be customized to reflect local values and definitions. keeping the icons stable produces a visual continuity for institutions which allows for the incorporation nationally and internationally (much like creative commons license icons are now easily recognizable). however, allowing the text to be customized undoes the notion of a fixed or universal legal form or frame for how cultural heritage materials should be managed, shared, and circulated. in this way, the tk labels push back on presumptions of neutrality embedded in the law, while staying firmly with the trouble that copyright makes for people who were always already excluded from it. this tension is experienced in the catalog record itself where both a tk label and a legal rights holder are asked to coexist in the rights field—a field usually only available to the author/owner/legal rights holder from a western perspective (anderson 2013; anderson and christen 2013). the implementation of a tk label on an item or collection forces a visual display that challenges the authority of the “rights holder” and creates a decolonial query about how the non-indigenous person named in the rights field became the rights holder and author of indigenous heritage in the first place. by working to historicize the production of knowledge, we highlight deeper questions about the relationships between research and colonialism that must be addressed, including how this research turned into a very specific kind of settler colonial property that has been normalized within archives through attribution and citational processes. 106 archival science (2019) 19:87–116 1 3 the process for developing community specific tk labels, then, requires engaged relationships and reciprocity. it is a two-step process: the first situated within a community context and the second in the relationships established between a community and an institution. rerouting authority and control within the library and archive in meaningful ways takes time. this type of intervention requires highly visible changes to both the intellectual and material infrastructure of the institution—from an increased knowledge of staff in institutions about why collections of indigenous materials must be dealt with differently, to adjustments in metadata standards and content management systems themselves. of all the work that is needed, however, relationship building is central. creating avenues for interaction and intervention by indigenous peoples is the first step: making space for indigenous peoples to be at the table as the rightful authorities of their cultural heritage, to make decisions about its use into the future, and to undo the fiction of erasure with acts of resistance and survivance (vizenor 2008). giving up power and property to create new spaces of reciprocity and collaboration are the hardest things for institutions to do. thus, what local contexts asks for from institutions is time, dialogue, rethinking, and the rebuilding of relationships that have been defined by settler colonial possession and control over indigenous peoples and their cultures. it was never going to be easy work, but it is the only future. on our afc panel, james francis (penobscot) explained how the tk labels can shift histories of exclusion within the library and archive: and what’s great about mukurtu and the tk labels is that this has given us a digital presence, a safe digital presence. and i stress the safe because you know, in our communities we’re often guarded about, you know, archives and sharing. because so much take, take, take, take, take, take, take, take, take, take, take has been happening in our communities and it’s time for us to protect ourselves and protect our stories, you know, on our terms. and mukurtu and the tk labels are exactly that tool that’s going to allow us to do that (collections, collaborations & connections 2016). james francis highlights how practical tools can intervene at various levels to make substantive changes not just to the record, but to the process. changing the “take, take, take” to a more active listening, giving back, and caring for. the tk labels function in this way as a tool to create a crack in the colonial mentalities of library and archival processes of collection and authority granting. importantly, they are not the only tool that needs to be developed, but they offer a start and a strategy. mukurtu cms and the tk labels open space for a different dialogue with collecting institutions about vetting, curation, access, and use grounded in the extralegal and cultural forms of ownership and authority that have been haunting these collections. importantly, these platforms become vehicles for providing new sets of procedural workflows that emphasize vetting content with communities through sustained conversations, co-curation that engages multiple stakeholders, ethical management, and long-term outreach practices. by foregrounding indigenous systems of knowledge and decision-making, both mukurtu cms and the tk labels promote collaborative and reciprocal relationships between indigenous communities and cultural institutions and help increase knowledge about how indigenous collections 107 1 3 archival science (2019) 19:87–116 should be accessed, shared, governed, circulated, used, and curated within institutions and by other non-indigenous users of this cultural content and knowledge. in this way, they are platforms, processes, and practical projects that promote what michelle caswell and marika cifor call “affective responsibilities” as we engage with and aid in stewarding cultural heritage materials grounded in a “radical empathy” that foregrounds “a web of mutual responsibility” (caswell and cifor 2016). mutual responsibility prompts non-indigenous archivists, librarians, and scholars into sets of obligations to act ethically with and through sustained relations with communities and therefore with both physical and digital materials. thus, the webs of relation we are part of forming are framed by a mutuality based on actions grounded in modes of responsibility that must not reproduce disempowering systems of verticality. that is, responsibility must be grounded in indigenous modes and forms of obligation, ethical action, and community values. thus, it is this very purposeful and engaged responsibility that will move the field toward a slow archives, whereby the products—be they records, metadata or finding aids— are no longer the focus of archival practices. what becomes central in slow archives is relationships with communities of origin. it is these long-term and meaningful relations that will ultimately change archival processes, at many levels and scales. in this model, then, the radicalness of empathy must be located in moves toward repair, repatriation, restitution, reparation, and refusal. it is important that refusal be positioned within the archive to allow for and help aid in upending settler logics including that all knowledge should be documented and shared. reimaging care must also allow for strategic refusals, relocations, and rejection. the slow archive is a commitment and an obligation to undo, redo, and build again structures that embody meaningful and mutual obligations to see, hear, and enact different ways of knowing, being, and relating through multiple temporal sovereignties. the recordings made by fewkes were never meant for the passamaquoddy people. they were recorded and preserved as part of a salvage project predicated on destruction. yet, by resalvaging the products of salvage anthropology, and reengaging with the recordings, the passamaquoddy have shifted the place and role of these recordings in radical ways. passamaquoddy now have control in ways that was “unthinkable” for fewkes, his anthropological contemporaries, and the archival workers that preserved the recordings. passamaquoddy have made the active decisions about what to make public, what remains in the community, the types of attribution required, and the pace at which these materials will be made available and accessible. they also refused the logic that all these materials need to be made available to non-indigenous peoples. in 2016, the passamaquoddy worked with our team to use mukurtu cms to provide responsible access to their digital cultural heritage materials. the resulting web portal, “at home on the ocean and lakes,” orients one immediately to the water, the landscape, and the people in passamaquoddy homelands, on canoes working together, gliding over the water. underneath the main page image is a welcome prayer and a link to a further welcome page: we welcome you to the passamaquoddy peoples’ knowledge portal. kulasihkulpon yut peskotomuhkati-pomawsuwinuwok etoli-kisokehkimsultimok. 108 archival science (2019) 19:87–116 1 3 when the passamaquoddy, mi’kmaq, maliseets, and penobscots meet together, they are known as the wabanaki (people of the dawn), because we all come from the east, where the sun comes up. an ci putuwosultihtit peskotomuhkatiyik, mihkomak, wolastoqewiyik, naka panuwapskewiyik, li-nonuwak waponahkiyik,’sami nilun psi-te nuceyawultipon’cipenuk, etoli-weckuwapok. we try to live as a peaceful people who have a strong cultural connection with the land and waters. ntoqeci-sankewi-pomawsultipon naka nuli-qsihtunen nkihtahkomikumon naka nsamaqanomon our language connects us to our ancestors and to who we are. kansuhsuwicik nkisi-milkunen ntolatuwewakonon, naka nkisokehkimkunen nilun eli-pomawsultiyek. this website is a glimpse of our rich cultural traditions and history. yut kisi-nomihtasu eli-pomawsultiyek naka tan wetapeksultiyek nilun peskotomuhkatiyik. it will allow future generations of passamaquoddy to learn about our story in our words. yut-ona peskotomuhkatiyik, yukt weckuwi-macekulticik naka keti-nomihqosul tihtit,’kisokehkimsultiniya ntatkuhkakononnul tahalu nilun nihtol elatkuhkatomek. it will also introduce the world to our passamaquoddy heritage and history. weci psi-te wen kisokehkimsit wetapeksultiyek naka eli-pomawsultiyek mecimiw naka toke (soctomah 2018). the passamaquoddy framing and welcome serves as a grounding in local passamaquoddy history, present community needs and values, and a future vision woven together not separate or dissonant. the welcome provides a clear statement about who the passamaquoddy are and how this site serves as one node in a larger system of relationality and set of orientations to a different future. donald soctomah initially began using mukurtu cms in order to provide responsible access to and community knowledge about the thirty-one repatriated digital files from the wax cylinder recordings. he worked with passamaquoddy speakers, elders, and community members including language learners, singing groups, and teachers to create their own collections, sub-collections, and ordering of the materials based on passamaquoddy ways of knowing. because mukurtu cms does not default to any subject headings or controlled vocabularies, the site has unique categories and keywords created by the donald and his team to reflect community values and ways of understanding the materials culturally, linguistically, and historically. they have added their own images, titles, descriptions, narratives, and traditional knowledge to each song including added audio and video recordings of contemporary versions of the recordings from 1890. sitting side by side, one can hear the 1890 version recorded by fewkes, a 2016 version recorded on a mobile phone and a 2017 version sung by preschoolers in the language immersion program just learning the words, the rhythm and the initial parts of the dance that is integral to the song. 109 1 3 archival science (2019) 19:87–116 importantly, there is also an informational page on their site dedicated to the tk labels explaining why and how the labels are being used, and to make clear an understanding of the status of the cultural materials and traditional knowledge on the site: we consider ourselves to be the authority and custodians over these recordings regardless of who is considered the ‘legal owners.’ the tk labels help us make this clearer to non-passamaquoddy people and set out an alternative paradigm of rights and responsibilities for the care and future management of our cultural heritage (passamaquoddy people 2018). this statement boldly calls attention to colonial legacies of taking, while also understanding the power of that system to continually assert control over material collections and traditional knowledge. naming their rightful place as both the authorities for and custodians of these materials shifts the onus on viewers, listeners, and those engaged with the community to act within those relations. it is the passamaquoddy people who will care for and manage their cultural heritage, regardless of, but cognizant of, western intellectual property frameworks, standard systems of classification, and knowledge organization. this future is about passamaquoddy understandings—multiple and built within relationships—of these materials. an ecosystem and ethics of care: outro the “collections, collaborations and connections,” symposium at the afc was part of the institution’s fortieth anniversary celebrations. on the second day of the symposium the focus shifted to native american collections at the afc and specifically the catalog of wax cylinders the afc holds, and the decades long projects that have surrounded their access, use, and preservation (afc 2016). although the afc was created in 1976, the library of congress had long been collecting native american cultural materials—including some of the earliest sound recordings. in 1980s, these materials increased exponentially with the federal cylinder project, which brought collections of wax cylinders located around the country to the afc for preservation (gray 1988). at the symposium, judith gray, folklife specialist from the afc, noted some of the shortcomings with the library’s workflow as they related specifically to sound engineering and the documentation of cultural knowledge: materials then were being copied, but they were being copied by audio engineers who would’ve had no particular knowledge of what traditions they were working with. they would’ve had no particular documentation. so, it was sort of blind copying and sometimes that resulted in things being copied at incorrect speeds. sometimes incorrect names being applied to collections. but it was an ongoing process. (italics added) (collections, collaborations & connections 2016) gray points to a larger contextual issue with copying or digitizing original materials—it is easy and commonplace to separate the context and content from 110 archival science (2019) 19:87–116 1 3 the form. that is, archival and preservation practices oftentimes emphasize an end product over the process and knowledge embedded in the materials themselves. the attention to product did not begin with the advancement of the “more product, less process” model and workflow (greene and meissner 2005). however, it certainly gained momentum and visibility with this highly visible model. coupled with neoliberal paradigms emphasizing scale and disaggregation, the unquestioned value of “more product” was afforded more recognition. pushing back against this is the emphasis on reciprocal and collaborative curation, processing, and preservation models of sustainability put forth here and elsewhere (christen 2011, 2018; cifor and lee 2017). as gray narrated the long arch of this project, she also noted significant shifts in the archival process and understanding of the material: through the original cylinder project, we were working very much sort of [through] outreach from here to the communities. and trying to find out what they needed, trying to provide technical assistance, trying to provide the materials themselves. but then, i think things sort of shifted. at that point, into the 90 s and more recently, it’s been much more a process of collaboration (collections, collaborations & connections 2016). from its inception, the afc was very much an outward looking agency within the library of congress—focusing on returning collections to communities of origin. what the 1990s brought at the afc, along with the native american graves protection and repatriation act (nagpra), was a shift in recognizing that community needs and goals surrounding the use, access, and preservation of these collections were different to standard library practices and therefore would require alternative processes of care and consultation. the federal cylinder project grew from the direct action of, and intervention by, native american governments, advocates, and institutions who sought the return of the materials from the afc for their own purposes (brady 1999). during our panel, “the past, present, and future(s) of native american cultural heritage: a conversation about sharing, returning, and collaboration,” we focused on practical models of collaborative curation that emphasize ethical and reciprocal processes through long-term partnerships alongside technological solutions. as an introduction to the panel guha shankar, a folklore specialist at the afc, noted that: this is a collaborative preservation digitization and access project, which consists essentially of … digitally reformatting analog media formats in order to recover and preserve the recorded voices of native peoples. to be developed [alongside] curatorial protocols that address community cultural practices and perspectives regarding use and access to new cultural materials, as well as digital access tools that embed native american cultural knowledge about and descriptions of the content of recordings and library collection records (collections, collaborations & connections 2016). 111 1 3 archival science (2019) 19:87–116 what shankar gestured to in his opening comment was that the process is as essential as the product and that process is not only temporally slow, but also slow in terms of its orientation to archival and curatorial standards and structures. in other words, the process was not only about reaching an end—the digitization or return of archival materials; but instead it was focused on a structural shift in the ways that archival materials are managed, curated, cataloged, accessed, and preserved at the afc and elsewhere. during his talk on the panel, donald soctomah connected the digitization and repatriation of the original wax cylinder recordings to continuing ancestral connections: so, it goes with the wax cylinder recordings. the wax cylinder recordings, some of the songs almost disappeared in our community. the elders remembered bits and pieces of the song. they say, i remember that from when i was little, you know. and then when we’re able to hear these wax cylinders, they broke out in song. now, we have our ancestors from 1890 speaking to us. you know that’s really powerful, really powerful. and you wouldn’t believe, but some of the people, you know, the older people break down and cry when they hear the songs of their great–great-grandfather, or the stories that they heard bits and pieces of before. as community members are listening, remembering, and processing language shifts from passamaquoddy to french to english, the wax cylinder recordings—now digitized and enhanced—are more than a series of bits and bytes, they are ancestors “speaking to us.” it is from these traces, both digital and analog, inscribed on wax, coded into tape, and tucked in the recesses of individual memories that passamaquoddy community members are constructing new, renewed, and remembered forms of relation to one another, to their language(s), to kin, to others, and to their homelands. the process of creation is generative and the archives they are forming—both within their communities and with the library of congress—are processual. that is, they will continue to unfold and be heard again and again in various places, through different media and with various sets of kin and community. the listening and the process of remembering are mixed with community desires and needs for today and the futures they are imagining and enacting. in their special issue of daedalus, “unfolding futures: indigenous ways of knowing for the twenty-first century,” phillip deloria, k. tsianina lomawaima, brian brayboy, mark trahant, loren ghiglione, douglas medin, and ned blackhawk argue that the “challenge for non-native people lies in escaping the bad habit of viewing indigenous peoples as relics of the past” (deloria et  al. 2018, p. 15). undoing this orientation means that we need to think less about cultural materials as indicators or elements of the past and move, as alice te punga somerville suggests, to “assuming indigenous presence and proximity rather than focusing on distance and loss” (te punga somerville 2017, p. 121). we can shift to building an archival ecosystem that emphasizes connections and care and archival processes that do not treat access and ownership as blunt instruments, but instead, recognize that there are various modes and types of culturally specific circulation, exchange, stewardship, and sharing practices that frame the hard work of archival caring. indeed, as bergis 112 archival science (2019) 19:87–116 1 3 jules suggests, it has been a profession wide “failure of care” that has continued to prop up racist, colonial, and unjust scaffolding within archives and then recreate these same systems in digital archive: [o]ur traditional practices in the archives are dangerously close this this legacy of institutionalized dehumanization. the silences, erasures, and distortions, and the lack of care, around the histories of the most marginalized people in our society are essential characteristics of it (jules 2017). thus, as we care for, create, and nurture this emergent ecosystem we must pay attention to the formation and feeding of structures—legal and non-legal, curatorial, managerial, and technical—that tacitly or explicitly uphold systems of dispossession, oppression, and exclusion. an ethics of care, built collaboratively and from relations of respect, then, is one necessary obligation that provides the impetus for both tearing down traditional systems and structures, and—importantly—providing the fertile ground on which this new archival ecosystem can grow and thrive in physical spaces and within the bounds of personal, affective, ethical relations. to undo these structures and the ongoing harm they cause, we are advocating for a slow archives movement that foregrounds indigenous land relationships and sovereignty through institutional agreements and commitments that value long-term relationships over the quick processing of collections. we promote collaborative curation models by adding steps to all of our workflows that account for multiple voices, values, and temporalities—from not seeing, to seeing more than one view, from seeing partially to seeing anew. at our institutions and in our collections’ processes, we support cultural sovereignty by emphasizing indigenous access parameters and protocols by doing the hard, slow, and steady work of establishing and maintaining relationships, vetting materials, and continuing to update and upend collections records and access management systems. at the same time, the slow reminds us to be aware of when we may be recreating or replicating systems that undermine, reduce or devalue indigenous knowledge. donald soctomah’s observations resonate with the cultural work of pushing forward within settler colonial worlds is distinct and locally situated. pushing forward is part of a slow archives movement that emphasizes the past, present and future as always in creation, in motion and part of community work. while crafting new strategies for digital repatriation, we must also, at the same time, understand and highlight the value of being with cultural materials—in all their forms. as sherry farrell racette shows in relation to museum practices: visiting quietly with an object in reflective contemplation is often at odds with the assembly-line mode adopted when researchers have limited time in a museum. we might call such deep looking and listening, “slow” research. it extends time in collections and requires accommodation by researchers and hosting museums. all relationships, even with objects, take time to nurture (racette 2016, p. 227). physical materials may need to be held, touched, and listened to in order to care for and steward them (deloria 2018). making space for these interactions means 113 1 3 archival science (2019) 19:87–116 undoing limitations on research time, updating reading room and special collections policies around the handling of materials, and inviting relationships to be a part of archival practice and sustainability models. fragility should be understood in terms of cultural fragility as well as physical. digital surrogates can also be catalysts for remembering, renewing, and building anew. in this way, they are also part of communities of relation and systems of care. they open up digital and material spaces to indigenous ways of knowing and caring for belongings. these are some practical steps that ask us to imagine a future of slow archives that begin with an emphasis on archival justice built from engagements and sustained through relationships of mutuality. these are acts of unraveling old systems and building new ones. slow archives demand movement out of standard archival spaces and frameworks and into, toward, and alongside networks of kinship that invite relationality and obligations. this is an archival future focused on nurturing a collective set of practices that emphasize care for cultural belongings as a productive and practical model for archival stewardship for the long term. acknowledgements we acknowledge that this work was carried out on the traditional homelands of the palus band of indians, the ceded lands of the nez perce tribe, the traditional territories of the calusa indians and on lenapehoking, the homeland of the lenape people. we further acknowledge their presence here since time immemorial and recognize continuing connection to the lands, waters, and ancestors. we would like to thank our colleagues and collaborators, james francis, donald soctomah, dwayne tomah and guha shankar, for their time and dedication to this work. we also want to acknowledge the labor of our 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cook t (2002) archives, records, and power: the making of modern memory. arch sci 2:1–19 simpson a (2014) mohawk interruptus: political life across the borders of settler states. duke university press, durham simpson a (2016) whither settler colonialism? settl colon stud 4(4):438–445. https ://doi. org/10.1080/22014 73x.2015.11244 27 soctomah d (2018) passamaquoddy peoples’ welcome message. http://passa maquo ddype ople.com/about . accessed 24 aug 2018 sutherland t (2017) archival amnesty: in search of black american transitional restorative justice. j crit lib inf stud 1(2):1–23. https ://doi.org/10.24242 /jclis .v1i2.42 te punga somerville aa (2017) i do still have a letter: our sea of archives. in: anderson c, o’brien jm (eds) sources and methods in indigenous studies. routledge, abingdon thorp j (2019) thirty-one cylinders. artist in the archive podcast. episode 8. https ://artis tinth earch ive. podbe an.com/. accessed 28 jan 2019 thorpe k (2014) indigenous records: connecting, critiquing and diversifying collections. arch manuscr 42(2):211–214 thorpe k (2017) aboriginal community archives: a case study in ethical community research. in: gilliland a, mckemmish s, lau a (eds) research in the archival multiverse. monash university publishing, melbourne trigger b, washburn w (1996) the cambridge history of the native peoples of the americas, vol 1 north america, 2 vols. cambridge university press, cambridge tuck e, yang k (2012) decolonization is not a metaphor. decolonization 1:1–20 tuck e, yang w (2014) unbecoming claims: pedagogies of refusal in qualitative research. qual inq 6:811–818 vizenor g (ed) (2008) survivance: narratives of native presence. university of nebraska press, lincoln washburn we (1975) the assault on indian tribalism: the general allotment law (dawes act) of 1887. jb lippincott company, philadelphia publisher’s note springer nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. dr. kimberly christen is the director of digital initiatives for the college of arts and sciences and the director of the center for digital scholarship and curation at washington state university. she is the founder of mukurtu cms, an open-source community digital archive platform designed to meet the needs of indigenous communities, the director of the sustainable heritage network, and the co-director of the local contexts initiative, both aimed at providing educational resources for stewarding digital cultural heritage and supporting indigenous communities in the management of intellectual property. dr. jane anderson is the co-director of the local contexts initiative and associate professor in the department of anthropology and program in museum studies at new york university. she has a ph.d. in law from the law school at the university of new south wales in australia. her work is focused on the philosophical and practical problems for intellectual property law and the protection of indigenous/ traditional knowledge resources and cultural heritage in support of indigenous knowledge sovereignty. https://doi.org/10.5334/kula.36 https://doi.org/10.1080/2201473x.2015.1124427 https://doi.org/10.1080/2201473x.2015.1124427 http://passamaquoddypeople.com/about https://doi.org/10.24242/jclis.v1i2.42 https://artistinthearchive.podbean.com/ https://artistinthearchive.podbean.com/ toward slow archives abstract pushing forward: intro the history of collection is the history of colonialism engaged and ethical platforms an ecosystem and ethics of care: outro acknowledgements references browsing through bias: the library of congress classification and subject headings for african american studies and lgbtqia studies sara a. howard and steven a. knowlton library trends, vol. 67, no. 1, 2018 (“race and ethnicity in library and information science: an update,” edited by nicole a. cooke), pp. 74–88. © 2018 the board of trustees, university of illinois abstract the knowledge organization system prepared by the library of congress (lc) and widely used in academic libraries has some disadvantages for researchers in the fields of african american studies and lgbtqia studies. the interdisciplinary nature of those fields means that browsing in stacks or shelflists organized by lc classification requires looking in numerous locations. as well, persistent bias in the language used for subject headings, as well as the hierarchy of classification for books in these fields, continues to “other” the peoples and topics that populate these titles. this paper offers tools to help researchers have a holistic view of applicable titles across library shelves and hopes to become part of a larger conversation regarding social responsibility and diversity in the library community.1 introduction the neat division of knowledge into tidy silos of scholarly disciplines, each with its own section of a knowledge organization system (kos), has long characterized the efforts of libraries to arrange their collections of books. the kos most commonly used in american academic libraries is the library of congress classification (lcc). lcc, developed between 1899 and 1903 by james c. m. hanson and charles martel, is based on the work of charles ammi cutter. cutter devised his “expansive classification” to embody the universe of human knowledge within twenty-seven classes, while hanson and martel eventually settled on twenty (chan 1999, 6–12). those classes tend to mirror the names of academic departments then prevailing in colleges and universities (e.g., philosophy, history, medicine, and agriculture). as drabinski (2013) notes, “libraries are sites constructed by the disciplinary power of language” (94). browsing through bias/howard & knowlton 75 while it is theoretically possible to imagine a kos that would use an organizing heuristic other than scholarly discipline (e.g., a topical approach), the fact remains that libraries have been using lcc for so long that “researchers are now used to finding documents grouped by discipline” (szostak, gnoli, and lópez-huertas 2016, 96). lcc is in place, and the use of shared catalog records means that most libraries are likely to continue its use. for over a century, the library of congress (lc) has produced catalog records that are reused by other libraries, and the availability of lc records has created a strong incentive for libraries to adopt lcc for ease of processing new acquisitions (edlund 1976; yee 2009.) as denda (2005) observes, “this cataloging is often acquired and reused with minimal revision or no revision” (268). access to monographs in fields such as lgbtqia and african american studies can be greatly affected by the disciplinary model of lcc, which separates, for example, history from politics, and photography from art. classification, of course, is only one aspect of the kos employed by libraries using lcc. it is intended to be complemented by library of congress subject headings (lcsh). while a classification system requires a book to be shelved in a single location, subject headings allow multiple points of topical access to the same work, as pettee (1946, 48) explains: the parallel lines of our classification schemes are drawn through the flat surface of plane geometry. the interrelationships of a topical name demand another dimension. names reach up and over the surface. sugar, for example, many handed like a hindu god, reaches up a hand from chemistry, from agriculture, from applied arts. these hands clasp in the air under the single term sugar, irrespective of the classification map on the plane surface below. in a dictionary catalog the logical analysis of a classed catalog is exalted to a third dimension. the logic transcends the limits of a classification scheme, for the interrelationships of the special topics reach out into the whole field of knowledge. while not a formal aspect of lc’s kos, keyword searching in opacs augments the accessibility provided by subject headings. both peterson (2008) and grey and hurko (2012) highlight the importance of researchers using parallel search strategies, employing both lcsh and keyword searching. for research in interdisciplinary fields, this requires that the researcher and the subject librarian, liaison, or reference librarian assisting the researcher have a large knowledge set of frequently used terms in a variety of fields (versus the more narrow band of specialized knowledge that can be effective when researching in a more traditional canon.) despite the guidance provided by lcsh and keyword searching, library patrons still rely upon classification to aid them in their information seeking. a number of studies how shown that, even in an opac environment, patrons still rely on browsing to help identify books of interest (massey 2005; jones 2006; švab and žumer 2015; knowlton and hackert 2015). 76 library trends/summer 2018 and it is still a common practice for librarians to tell patrons to scan the shelves near a book that is of interest, in case other similar books are also available. this valuable technique for finding materials one might have passed over in a catalog search is a less robust option for those conducting research in interdisciplinary fields. while some might say this is just another hurdle for researchers to navigate, there are much deeper implications. as clarke (2010) notes with regard to lgbtqia books in a campus library, “the near impossibility of browsing” may result in user frustration that can lead some to “abandon using the library and its resources altogether” (83). whether serving academic or personal research pursuits, this is a risk no library should knowingly undertake. for librarians serving interdisciplinary researchers, then, navigating the classification system for a number of disciplines becomes important. one way to think about interdisciplinary studies is as “a form of research and teaching where each discipline continues to be separate and distinct in its approach to a subject, but where the findings of each discipline are integrated” (robb 2010, 50). this notion, then, obliges librarians who serve patrons in interdisciplinary fields “to know how to find materials across a wide variety of disciplines” (40). naturally, robb adds that such librarians must be conversant with appropriate subject vocabularies. because of the complexity of lcc, interdisciplinary scholars may find it difficult to immediately identify all the areas of the collection that contain relevant materials. (in fact, scholars in traditional disciplines may also face this difficulty; hickey and arlen [2002] report that more than half of the books reviewed in leading historical journals are classified at a location outside the letters assigned to “history” by lcc.) knapp (2010, 58) writes, “one of the problems with traditional cataloging methods is that they assume a sort of omniscience, or a sort of bird’s eye view of how the totality of knowledge is organized . . . in short, they are designed to help librarians locate items more than the average scholar” (italics in the original.) the hurdles and the opportunities for librarians working in interdisciplinary studies this, in turn, provides both opportunities and hurdles for librarians. as knapp (2012) notes, older roles for librarians are being supplanted by the internet. but openings remain for librarians to “add value to the academic enterprise” (204) of their institutions through facilitating interdisciplinary research by virtue of their extensive knowledge of the library’s organization and means of access. the means by which librarians add value is expertise regarding information-seeking tools in multiple disciplines. this requires librarians to become familiar with classification schemes, subject vocabularies, and keywords used in multiple areas. to better define the expertise required in this mission, librarians have been investigating the problematic nature of conducting interdisciplinary browsing through bias/howard & knowlton 77 research (knapp 2012; denda 2005). for patrons using the tools of the lc kos, many difficulties persist due to, among other problems, the silolike structure of lcc, the lack of consistency in word choice within lcsh, and the dated nature of the terminology. in addition, as will be discussed below, both lcc and lcsh exhibit “othering” tendencies—that is, presenting historically marginalized people as fundamentally different from white heterosexual men. researchers encountering these difficulties are often further frustrated when looking at works addressing marginalized groups and at research by marginalized scholars. works of, on, and about african american studies or lesbian, gay, bisexual, transgender, queer (and/or questioning), intersex, and asexual (lgbtqia) studies, or authored by african american or lgbtqia scholars, have been grudgingly admitted into the academic landscape and are often not collected and acquired at the same pace as other materials. works in african american studies have been seen “to suffer from invisibility in the publishing and bibliographic world” (warner 2001, 168). they are not well-represented in standard reference works nor reviewed as frequently as general works. several scholars have investigated the lack of lgbtqia representation in both public and academic library collections and how this can lead to alienation from the library (clarke 2010; taraba 1990). whether because of lack of representation on the shelves or the very real phenomenon of being othered in library classification systems, interdisciplinary research in studies of marginalized people is complicated. even if both researcher and librarian are well-versed in different disciplines, the corresponding terminology, and interdisciplinary research, it might still be difficult to cast a wide-enough net to catch everything that is in a library’s collection. partly, this is due to the fact that often these materials are scattered across lcc and therefore scattered across the physical space of the library. as an example of the desire of library patrons for breaking down the disciplinary divides in lcc, clay (2000) surveyed reference staff serving students in african american studies, who noted that a major improvement to library service would be to shelve related materials all together. while that is an unlikelihood in most libraries, librarians well-equipped with knowledge of the classification numbers most relevant to african american studies can help patrons negotiate the collection more easily. at princeton university, librarians have created a tool to aid researchers doing interdisciplinary research in the fields of african american studies and lgbtqia studies, which is described below. knowledge of lcc and lcsh for interdisciplinary research is particularly important in the unique circumstances of librarians serving african american students. librarians who have a goal of improving information literacy may take note of the findings of mortimore and wall (2009), who note that african american students are most receptive to instruction 78 library trends/summer 2018 when they perceive there to be a nurturing, encouraging relationship between instructors and students. among the ways instructors can cultivate an experience of nurture is to make explicit the information search process—such as by explaining how library tools like classification and subject headings are created and applied. (to be sure, the field of african american studies is open to students of all races, but in many institutions, african american students are predominant among scholars in the field.) sharing expertise and interest can also help librarians to overcome what katapol (2012) observes as “information anxiety” among some african american students. information anxiety is stress induced by students’ fears about accessing information. stress may be caused by external factors such as unfamiliarity with a library’s floor plan, or internal pressures such as fear of being judged when asking for assistance. these factors are compounded in academic libraries by architectural features and library workforces that present “normative whiteness” to those visiting library spaces (brook, ellenwood, and lazzaro 2015, 248.) stress is manifested in behaviors of “stress avoidance” (katapol 2012, 8), such as not approaching librarians for assistance. among the african american graduate students surveyed by katapol, common sources of information anxiety related to academic libraries included, first, perceptions that non-african american librarians are “disinterested in and disrespectful of minority-related research” (10) and also lack expertise, and second, fear of encouraging stereotypes of “incompetence” by revealing a need to learn more about library resources. an obvious approach to overcoming library anxiety is to make clear a librarian’s enthusiasm for and familiarity with library resources for african american studies, and to lower barriers to students’ unmediated use of the collection. although her language is dated, in 1970, smith (21) laid out the competencies that should be expected of any librarian working with african american studies: a. application of sound principles in the selection of various types of materials by and about the negro. b. ability to organize materials in various forms that are grouped under numerous subjects concerning the negro. c. skill in the preparation of special subject bibliographies. d. ability to identify major collections of research materials on the negro. e. ability to identify major contributors to the literature of the negro. . . . f. ability to interpret materials by and about the negro to library users and to the community. g. ability to integrate thoroughly these materials with the literature on other aspects of american life and culture. these competencies are still necessary and will serve the unique needs of researchers in african american studies. librarians in the field of lgbtqia studies face many of the same issues. collections are often lacking in comparison to more traditional subject areas, or in some cases are nonexistent (alexander and miselis 2007; browsing through bias/howard & knowlton 79 clarke 2010; taraba 1990). as with african american studies and women’s studies, lgbtqia materials are often scattered across the library, making it more difficult to visualize the scope of a topic, and also interfering with the shelf-browsing search technique. librarians, whether designated as the specialist in lgbtqia studies or not, should also be aware that patrons asking for the location of these materials or wanting other assistance might be reading for personal reasons rather than in a scholarly pursuit. language used by librarians is extremely important, as the wrong words may alienate a patron from both the library as a space and librarians. if lgbtqia materials are lacking, or if keyword searches come up empty (for example, searching for “queer” in lcsh), librarians should be transparent with the patrons about the reasons why; creating an open dialogue between librarian and patron only serves to strengthen the role of the library in a given community. it is best to avoid the situation hope olson (2001) describes as “library users seeking material on topics outside of a traditional mainstream . . . meet[ing] with frustration in finding nothing, or . . . find[ing] something but miss[ing] important relevant materials” (639), and not knowing how to find other similar items in the collection. in summary, one of the ways that librarians can embrace the american library association’s “core values” of diversity and social responsibility, as called for by roberts and noble (2016), is to provide insight into the means of access to materials by and about traditionally marginalized people. classification and subject headings for african american studies and lgbtqia studies understanding the classification and subject headings for interdisciplinary topics starts with observing their history and basic structure. from there, we can assemble lists of appropriate entries for dissemination among librarians and researchers. library of congress classification for african american studies the most prominent classification for african american studies is at e184–e185. the e class was the first to be published, in 1901, and was originally titled america: history and geography (chan 1999, 207). while the class is now simply titled history of the americas, the geographical elements remain in the first section of the class. e184–e185 is labeled “elements in the population” and includes classification numbers for populations identified by ethnicity, nationality, race, or religious denomination, such as “cornish,” “cubans,” “jews,” and “mennonites.” african americans are classified at e184.5–e184.7, for topics such as general historiography, ethnology/sociology of african american communities, and the field of african american studies. e185 is labeled “elements in the population. african americans. general works. history.” african american history is 80 library trends/summer 2018 included in this classification number, but so are a number of other topics, ranging from african american rhetoric, to demographic studies, to humor by african americans. cazort (1971, 4) calls e185 “the hall-closet of classification.” because e185 has subdivisions according to historical period, entries that are not strictly historical in nature are classified according to the period in which they were produced. “special topics” begin at e185.62 and include entries such as “intermarriage of races,” “economic conditions,” and “social conditions.” e185.9 is reserved for coverage of african american life and history in regions or states. while materials continue to be cataloged in e185, cazort (3) noted a trend in 1971 that has continued to the present, of lc “more and more . . . placing black materials within the subject area into which they fall.” in such cases, access may be provided either through appropriate subject headings or through elements of lcc that specify coverage of african americans within the topic. in the latter case, clack (1975, 44) has noted, “although the outline [of e184–e185] is arranged so that all materials about blacks in the united states may be kept together, notation which is coextensive with the published literature is available elsewhere in the system if one has the time, talent, and patience to search it out. additional or alternative classification locations are to be found in each of the twenty-six volumes of the schedules.” in 1975, the attempt to identify classification numbers outside of e184–e185 was sometimes “an exercise in futility because of the lack of access to the themes [in lcc] through the index.” however, in the age of the personal computer, assembling a list of relevant classification numbers is easier, with the use of full-text readable pdfs of the lcc schedule. in table 1, we present what we believe is a complete list of lcc numbers where material relating to african american studies may be located (see the appendix for all tables). the focus has been on african american studies as defined by the department of african american studies at princeton university: “teaching and research about african-descended people, with a central focus on their experiences in the united states” (department of african american studies 2015). classification numbers that apply to people living in the continent of africa are excluded. some classification numbers have been changed from earlier editions of lcc but may persist in catalogs. those numbers are marked with an asterisk. the list was assembled according to this process: 1. the full text of the current lcc was accessed at https://www.loc.gov /aba/publications/freelcc/freelcc.html#about. 2. each schedule was searched (using the “find” function in adobe acrobat) for the terms “black,” “negro,” and “african american.” (for the distinction between black and african american, please see the discussion under “subject headings for african american studies,” below.) 3. certain classification numbers have tables, which show how a number browsing through bias/howard & knowlton 81 may be modified to indicate coverage of a certain facet of the topic in question. when tables specified that a classification number could be extended to indicate coverage of african americans or blacks, the applicable classification number was generated from the table. 4. broader terms that include african americans were also searched (e.g., “minorities”). 5. topics that disproportionately concern or affect african americans (such as “slavery,” “discrimination,” “segregation,” and “sickle cell anemia”) were searched. similarly, genres of art or performance in which african americans play a dominant role, such as jazz and soul music, are included. 6. when the classification indicates coverage of individuals, any african americans mentioned in the classification were noted. 7. certain classification ranges, particularly those in music, art, cinema, and literature, allow for classification of individuals. as a representative sample, one hundred names ( judged by the authors to be “well known” by most americans) were selected from african american national biography (gates and higginbotham 2013) and added to the list. 8. this process was augmented by consulting lists prepared by clack (1975), cazort (1971), and nancy olson (1974). in table 2, we present an index to this list of classification numbers. the index is modeled on the indexes that appear in each volume of lcc. for potential uses of these tables, please see the section on “potential uses for tables and indexes to lc classification.” library of congress classification for lgbtqia studies the most prominent classification for lgbtqia studies is at hq12 thru hq79. class h contains the social sciences. subclass hq is listed as “the family. marriage. women.” a copy of the hierarchical relationship appears below. hq1-2044 the family. marriage. women hq12-449 sexual life hq19-30.7 sexual behavior and attitudes. sexuality hq31-64 sex instruction and sexual ethics hq71-72 sexual deviations hq74-74.2 bisexuality hq75-76.8 homosexuality. lesbianism hq77-77.2 transvestism hq77.7-77.95 transexualism in table 3, we present what we believe is a complete list of lcc numbers where material relating to lgbtqia studies may be located. some classification numbers have been changed from earlier editions of lcc, but may persist in catalogs. those numbers are marked with an asterisk. 82 library trends/summer 2018 the list was assembled according to this process: 1. the full text of the current lcc was accessed at https://www.loc.gov /aba/publications/freelcc/freelcc.html#about. 2. each schedule was searched (using the “find” function in adobe acrobat), for the following search terms: act-up, advocate, aids, bisexual, fag, gay(s), gay liberation, gender, homophobia, homosexual, lesbian(s), log cabin republicans, lambda, marriage equality (also, same sex marriage), mattachine, queer, sexual identity, sexual minorities, sexual preference, stonewall, sodomy/sodomite, transgender, transphobia, transsexual. the historical dictionary of homosexuality (pickett 2009) and the guide to gay and lesbian resources in the university of chicago library (conaway, hierl, and sutter 2002) were both helpful resources in assembling the list of search terms. 3. certain classification numbers have tables that show how a number may be modified to indicate coverage of a certain facet of the topic in question. when tables specified that a classification number could be extended to indicate coverage of lgbtqia people, the applicable classification number was generated from the table. 4. when the classification indicates coverage of individuals, any lgbtqia people mentioned in the classification were noted. 5. certain classification ranges, particularly those in music, art, cinema, and literature, allow for classification of individuals. as a representative sample, twenty-five names ( judged by the authors to be “well known” by most americans) were selected from queers in history (stern 2009) and added to the list. in creating such a list, deciding on the keywords to search within the subject headings is the first intellectual hurdle to jump. for lgbtqia materials, choosing keywords relating to sex or sexuality is a difficult decision. for this list, the keywords searched were words indicating sexual identity and sexual preference. this decision was based on the thought that we are investigating the identity of the group rather than the behavior of some of its members. once this decision was made, there was a moment of reflection about the use of the term “sodomy,” which is a behavior rather than an identity, and which is certainly not exclusively a behavior of lgbtqia folks. however, when looking at the hierarchical relationships in the lcc, sodomy is sometimes used to identify members of a social group (sodomites—often used as a synonym for gay men) and can be connected via hierarchical relationships to lgbtqia subject headings. in table 4, we present an index to this list of classification numbers. the index is modeled on the indexes that appear in each volume of lcc. browsing through bias/howard & knowlton 83 potential uses of tables and indexes to lc classification potential uses for the lists and the indexes include preparing a libguide with the list of classification numbers, including links to the opac display. an example may be found at http://libguides.princeton.edu/browsing forafricanamericanstudies. while the list of classification numbers is useful per se as a tool to acquaint librarians and patrons with the many places in which materials of interest to african american studies are located, it also serves to point out some features of lcc that should inform its use: 1. outdated and biased terminology. while the lcc schedule itself is largely invisible to patrons, librarians relying on it will encounter terms such as “negro,” “miscegenation,” and “black muslims” used for the nation of islam. 2. what bethel (1993, 87) calls “a colonial orientation” that “sees black people in particular as passive objects acted on, rather than as living beings with thoughts, feelings, desires, and aspirations of their own.” this is seen in entries such as “history of the united states. slavery question, 1849–1853,” “young men’s christian associations. work with special classes. blacks. african americans,” and “employment of minority women.” 3. related to the previous point, a default assumption that unless specified, a person is white. lcc includes numerous entries like “drug habits. drug abuse. ethnic minorities,” “african american press,” and “dolls and dollhouses. black dolls,” which do not have equivalent subdivisions for white people. 4. the reliance upon “literary warrant” (the practice of waiting until a sufficient number of books acquired by lc needs a new classification number) produces some entries that seem inconsistent. for example, there are classification numbers for black baptist sermons and black methodist sermons, but not for black pentecostalist sermons. knowledge of these characteristics of lcc will help librarians to guide patrons in using the collection, to be alert for potentially confusing or offensive situations, and to explore the collection in a thorough-going way. subject headings for african american studies and lgbtqia studies lcsh is a rigid system defined by a hierarchical organization that is extremely slow and resistant to change (berman 1993; denda 2005; h. olson 2001). while some may argue its rigidity is part of the effectiveness of the system, this same rigidity and resistance to change reproduce problematic social narratives and complicate the research process for those interested in interdisciplinary subjects. 84 library trends/summer 2018 there is a great deal of literature dealing with library of congress subject headings for african american and lgbtqia studies. in the past, there were many concerns about the place of “african american” as a descriptor in precoordinated strings. the descriptors “homosexuality” and “gay” and “lesbian” have raised similar concerns and calls for investigation in lgbtqia subject headings (christensen 2008). in current opacs, keyword searching has made the necessity of properly formulating precoordinated subject headings less important. nonetheless, librarians should be aware of concerns of authors such as clack (1994), brown (1995), and adler (2016), who point out some of the ways that precoordinated subject headings and controlled vocabulary can affect the retrieval of relevant materials. the most important consideration for keyword searching of subject headings in african american studies is that lcsh uses both the terms “blacks” and “african americans.” the scope notes help make the distinction clear: blacks here are entered works on blacks as an element in the population. theoretical works discussing the black race from an anthropological point of view are entered under black race. works on black people in countries whose racial composition is predominantly black are assigned headings appropriate for the country as a whole without the use of the heading blacks. the heading blacks is assigned to works on such countries only if the work discusses blacks apart from other groups in the country. african americans here are entered works on citizens of the united states of black african descent. works on blacks who temporarily reside in the united states, such as aliens, students from abroad, etc., are entered under blacks— united states. works on blacks outside the united states are entered under blacks—[place]. (policy and standards division 2013, a-96) thus, keyword searching of subject headings should use one or both terms, as appropriate. the most important considerations for keyword searching of subject headings in lgbtqia studies is that lcsh uses the terms “gays,” “homosexuality,” “gay men,” and “lesbians,” and material about queer people may be found under each of the headings. although there is no scope note, the lcsh list notes that “gays” is used for “gay people,” “gay persons,” and “homosexuals [former heading],” while “homosexuality” is used for “same-sex attraction” (policy and standards division 2013, g-56, h-212). ideally, then, a searcher would use “gays” for works on people and “homosexuality” for works on sexual orientation. it may be advisable to continue to search under both headings. browsing through bias/howard & knowlton 85 possible contributions to librarianship and scholarship of a detailed knowledge of the lc kos for interdisciplinary studies the creation of these lists was certainly an investment in time, but it produced what we hope will be a useful resource for researchers and librarians. these lists also answer a call to the profession made by knapp (2012) asking us to “promote the ‘whole’ of knowledge and give the growing interdisciplinary research movement the support it deserves” (209). knapp (2012) observed that “librarians are uniquely qualified to play a central role as ‘connectors’ in this movement” (209), and it is our hope that these tools will serve to provide some connections between librarians, patrons, and library collections. these lists of classification numbers act as a virtual shelf of books that cannot be replicated in academic libraries where materials are organized using the lc classification system. these lists, available via a libguide on the princeton university website, can act as a stand-alone resource for researchers wanting to see the scope of their area of research or thinking about a narrower focus for a research project. the lists are also useful for collection development. for new librarians, or those new to collection development in african american or lgbtqia studies, these guides can be used to appraise current collections. and far too often, collection development—particularly with approval plans—is done according to lcc runs; knowing the full call number and understanding the hierarchical relationships between topics can help those searching for titles in lc areas they might have looked over in the past and see where there might be holes in current collections at one’s institution. these lists could also be useful to researchers looking for gaps in their knowledge of a subject area. beyond these important uses, examination of these lists—both the hierarchical relationships and the terminology used—can serve as a launching pad for conversations between librarians and researchers about historical perspectives on a topic and terminology assigned to specific groups. we also build off the ideas of drabinski, who highlights that as librarians, we “work within and against these linguistic structures: we build and extend them, and we teach users how to navigate them” (2013, 94). the lists are tangible ways for students to both see themselves in the stacks, to know their stories are represented, and at the same time for collection development librarians to better “see” where collections are lacking. these lists and related research are produced in the same vein as adler’s work in cruising the library (2017), in which she writes, “this study is an act of love. i view libraries to be absolutely essential in a democratic society, but i also believe that critique opens a field of vision so that we see where we can do better. it is a credit to the institution 86 library trends/summer 2018 of librarianship that these to are open to the public and available to criticism” (9). conclusion the kos established by lc shows many signs of its origins in the early twentieth century. lcc’s disciplinary structure inhibits techniques such as browsing by researchers in interdisciplinary subjects, and lcsh often employ language and precoordinated strings that serve to “other” historically marginalized people. in order to best serve patrons, and to establish ourselves as critical participants in the post-internet research process, librarians can equip themselves to assist interdisciplinary researchers by becoming familiar with the classification numbers, subject headings, and frequently used keywords in a number of fields. to aid in that process, we have assembled lists of lcc numbers throughout the classification that are applied to materials in african american studies and lgbtqia studies. observations about the nature of lcc and lcsh in the fields of african american studies and lgbtqia studies confirm concerns of other scholars about bias exhibited by the lc kos. despite its drawbacks, this kos is likely to continue in use by academic libraries, and librarians who understand it and can aid patrons in using it will be better placed to assist in interdisciplinary research projects and can use this knowledge to work toward liberating researchers from the antiquated and oppressive language of these knowledge organization systems. appendix: tables 1– 4 the following tables can be viewed online at http://muse.jhu.edu/resolve /52: table 1: library of congress classification numbers applicable to materials for african american studies table 2: index to library of congress classification numbers applicable to materials for african american studies table 3: library of congress classification numbers applicable to materials for lgbtqia studies table 4: index to library of congress classification numbers applicable to materials for lgbtqia studies note 1. this project was previously reported in a poster session presented at the annual meeting of the american library association, chicago, illinois, june 24, 2017. references adler, m. 2016. “the case for taxonomic reparations.” knowledge organization 43 (8): 630– 40. ———. 2017. cruising the library: perversities in the organization of knowledge. new york: fordham university press. browsing through bias/howard & knowlton 87 alexander, l. b., and s. d. miselis. 2007. “barrier to glbtq collection development and strategies for overcoming them.” counterpoise 11 (3–4): 73–79. berman, s. 1993. prejudices and antipathies: a tract on the lc subject heads concerning people. jefferson, nc: mcfarland. bethel, k. e. 1993. “cataloging the afrocentric way.” in culture keepers: enlightening and empowering our communities: proceedings of the first national conference of african american librarians, september 4–6, 1992, columbus, ohio, edited by s. f. biddle, 83–91. newark, nj: black caucus of the american library association. brook, f., d. ellenwood, and a. e. lazzaro. 2015. “in pursuit of antiracist social justice: denaturalizing whiteness in the academic library.” library trends 64 (2): 246–84. brown, l. b. 1995. subject headings for african american materials. englewood, co: libraries unlimited. cazort, j. e. 1971. a handbook for the organization of black materials. nashville, tn: institute on the selection, organization and use of materials by and about the negro. chan, l. m. 1999. a guide to the library of congress classification. 5th ed. englewood, co: libraries unlimited. christensen, b. 2008. “minorization vs. universalization: lesbianism and male homosexuality in lcsh and lcc.” lcsh and lcc, knowledge organization 35 (4): 229–38. clack, d. h. 1975. black literature resources: analysis and organization. new york: marcel dekker. ———. 1994. “subject access to african american studies resources in online catalogs: issues and answers.” cataloging and classification quarterly 19 (2): 49–66. clarke, k. l. 2010. “lgbtiq users and collections in academic libraries.” in serving lgbtiq library and archives users: essays on outreach, service, collections and access, edited by e. greenblatt, 81–112. jefferson, nc: mcfarland. clay, r. 2000. “a model workshop to increase knowledge of african-american reference sources for public services library staff.” journal of library administration 29 (1): 47–57. conaway, f., s. hierl, and s. sutter. 2002. guide to gay and lesbian resources in the university of chicago library. chicago: university of chicago library, university of chicago. denda, k. 2005. “beyond subject headings: a structured information retrieval tool for interdisciplinary fields.” library resources & technical services 49 (4): 266. department of african american studies, princeton university. 2015. “mission statement.” http://aas.princeton.edu/about/. drabinski, e. 2013. “queering the catalog: queer theory and the politics of correction.” library quarterly 83 (2): 94–111. edlund, p. 1976. “a monster and a miracle: the cataloging distribution of the library of congress, 1901–1976.” quarterly journal of the library of congress 33 (4): 383–421. gates, h. l., and e. b. higginbotham, eds. 2013. african american national biography. new york: oxford university press. grey, a., and c. r. hurko. 2012. “so you think you’re an expert: keyword searching vs. controlled subject headings.” codex: the journal of the louisiana chapter of the acrl 1 (4): 15–26. hickey, d., and s. arlen. 2002. “falling through the cracks: just how much “history” is history?” library collections, acquisitions, and technical services 26 (2): 97–106. jones, d. y. 2006. “oversized and underused: size matters in academic libraries. college & research libraries 67 (4): 325–33. katapol, p. f. 2012. “information anxiety and african-american students in a graduate education program.” education libraries 35 (1–2): 5–14. knapp, j. a. 2010. “walls tumbling down: opportunities for librarians in interdisciplinary research.” in social science libraries: interdisciplinary collections, services, networks, edited by s. w. witt and l. m. rudasill, 53–61. new york: de gruyter saur. ———. 2012. “plugging the ‘whole’: librarians as interdisciplinary facilitators.” library review 61 (3): 199–214. knowlton, s. a., and l. n. hackert. 2015. “value added: book covers provide additional impetus for academic library patrons to check out books.” library resources and technical services 59 (3): 112–19. massey, t. 2005. “the best dressed books in academe.” associates: the electronic library support staff journal 11 (3). http://associates.ucr.edu/305fmas.htm. 88 library trends/summer 2018 mortimore, j. m., and a. wall. 2009. “motivating african-american students through information literacy instruction: exploring the link between encouragement and academic self-concept.” reference librarian 50 (1): 29–42. olson, h. a. 2001. “the power to name: representation in library catalogs.” signs: journal of women in culture and society 26 (3): 639–68. olson, n. b. 1974. the combined indexes to the library of congress classification schedules, 1974. washington, dc: u.s. historical documents institute. pettee, j. 1946. subject headings: the history and theory of the alphabetical subject approach to books. new york: h. w. wilson. peterson, e. 2008. “parallel systems: the coexistence of subject cataloging and folksonomy.” library philosophy and practice (april): paper 179. http://digitalcommons.unl.edu /libphilprac/179. pickett, b. 2009. historical dictionary of homosexuality. lanham, md: scarecrow press. policy and standards division, library of congress. 2013. library of congress subject headings. washington, dc: policy and standards division, library of congress. http://www.loc.gov /aba/publications/freelcsh/freelcsh.html#about. robb, m. 2010. “disciplinary boundaries in an interdisciplinary world.” in social science libraries: interdisciplinary collections, services, networks, edited by s. w. witt and l. m. rudasill, 40–52. new york: de gruyter saur. roberts, s. t., and s. u. noble. 2016. “empowered to name, inspired to act: social responsibility and diversity as calls to action in the lis context. library trends 64 (3): 512–32. smith, j. c. 1970. narrative evaluation report on the institute on the selection, organization, and use of materials by and about the negro at fisk university, nashville, tennessee 37203, june 15, 1970 to july 24, 1970. nashville: fisk university. stern, k. 2009. queers in history: the comprehensive encyclopedia of historical gays, lesbians and bisexuals, and transgenders. dallas: benbella. švab, k., and m. žumer. 2015. “the value of a library catalog for selecting children’s picture books.” cataloging and classification quarterly 53 (7): 717–37. szostak, r., c. gnoli, and m. lópez-huertas. 2016. interdisciplinary knowledge organization. new york: springer. taraba, s. 1990. “collecting gay and lesbian materials in an academic library.” in gay and lesbian library service, edited by c. gough and e. greenblatt, 25–38. jefferson, nc: mcfarland. warner, j. n. 2001. “moving beyond whiteness in north american academic libraries.” libri 51 (3): 167–72. yee, m. m. 2009. “‘wholly visionary’: the american library association, the library of congress, and the card distribution program.” library resources & technical services 53 (2): 68–78. sara a. howard is librarian for gender & sexuality studies and research & reference services at princeton university. her work concentrates on research and self-care, and patron-centered programming and initiatives. steven a. knowlton is librarian for history and african american studies at princeton university. he has published articles on library history, collection development, african american history, and vexillology (the study of flags). appendix: tables 1–4 table 1. library of congress classification numbers applicable to materials for african american studies call number lc classification tree *indicates a classification number that is no longer used, but may appear in older catalog records am29-30 museums. collectors and collecting. description and history of museums. west indies. am323-329 collectors and collecting. collectibles. private collections. west indies. ap230 juvenile periodicals for blacks. ap270-271 periodicals for blacks. as71-75 academies and learned societies. west indies. ay510-581 almanacs. west indies. az535-547 history of scholarship and learning. the humanities. west indies. b944.a37 philosophy (general). modern. united states. later 19th and 20th centuries, 1860–2000. special topics. african american philosophy. bf76.45 racism in psychology. bf175.4.r34 psychoanalysis. relation to racism. bf432.n5 intelligence. mental ability. intelligence testing. ability testing. negroes. blacks. african americans. bf723.r3 child psychology. race awareness. bf724.3.r3 developmental psychology. adolescence. youth. race awareness. bf730-738* race and ethnic psychology. bf1714.a37 astrology. african american. bh301.b53 aesthetics. black. bj1857.a37 social usages. etiquette. general works. special topics. african americans. bl65.r3 religion in relation to race. bl625.2 religious life. african americans. bl2490 survival of african religions in america. bl2532 special cults, religious movements (including special cults and religious movements of the west indies and caribbean area). bl2565 afro-caribbean cults (general). bl2590.b7 afro-brazilian cults (general). bl2592 history and principles of religion. south american. special cults, religious movements. bp62.b56 islam. history. blacks. african americans. bp62.n4* islam. history. blacks. african americans. bp190.5.r3 islam. race. race problems. bp212 islam. branches, sects, and modifications. ansaru allah community. bp221-223 islam. branches, sects, and modifications. black muslims. bp223.z8.e4 muhammad, elijah. bp223.z8.l5745 malcolm x. bp232 islam. branches, sects, and modifications. moorish science temple of america. bp605.b63 other beliefs and movements. black hebrew israelite nation. african hebrew israelite nation of jerusalem. bp605.b64 other beliefs and movements. black hebrews (general). br128.a16 relation of christianity to other religious and philosophical systems. african religions. br563.n4 christianity. history. negroes. african americans. br1644.3 christianity. pentecostalism. charismatic movement. african american and/or black pentecostals. bs350 bible. modern texts and versions. mixed languages (creoles). bs521.2 the bible. criticism and interpretation. black interpretations. bs649.n5 the bible. prophecy of future special events. blacks. 2 library trends/summer 2018 table 1. (continued) call number lc classification tree bs680.b48 the bible. topics (not otherwise provided for). blacks. bs680.r2 the bible. topics (not otherwise provided for). race. bs1199.b48 old testament. topics (not otherwise provided for). blacks. bs2417.r3 new testament. the teachings of jesus. race problems. bt82.7 black theology. bt304.912 christology. life of christ. special interpretations of jesus. african american. bt707.3 doctrinal theology. interracial marriage. bt734-734.3 doctrinal theology. man and race (includes race problem and segregation). bv416.m7-8 hymns. hymnbooks. colored methodist. bv639.m56 the church and minorities. bv1190 young men’s christian associations. work with special classes. blacks. african americans. bv1393.b58 young women’s christian associations. work with special classes. blacks. african americans. bv1393.n4* young women’s christian associations. work with special classes. blacks. african americans. bv1523.a37 african american sunday schools. bv1523.r2 sunday schools (church schools). racial attitudes. bv2521 missions. african american baptist. bv2551 missions. african american methodist. bv2783 missions. united states. african americans. bv4080-4085 pastoral theology. education of african american ministers. bv4241.5 black sermons. bv4316.s6 sermons to slaves. bv4468.2.a34 church work with african americans. bv4468.2.b55 church work with blacks (outside the u.s.) bx1407.n4 catholic church. history. united states. negroes. african americans. bx1759.5.m5 catholic church. moral theology. casuistry. cases of conscience, etc. miscegenation. bx1795.r33 catholic church. race relations. bx5967 episcopal church. protestant episcopal church in the united states of america. african american clergy. bx5979 african americans and the episcopal church. bx6194.a4 african orthodox church. bx6194.a43 african orthodox church of new york. bx6194.a45 african universal church. bx6194.a46african american spiritual churches. .a468 bx6194.a8 apostolic overcoming holy church of god. bx6440-6460.9 african american baptists. bx7147.a35 congregationalism. history. united states. african americans. bx7748.r3 friends. society of friends. quakers. race problems. bx7990.h615 holiness churches. african american holiness. bx8060.n5 lutheran churches. history. united states. negroes. blacks. african americans. bx8116.3.a37 mennonite churches. history. united states. african americans. bx8435-8473 black methodists. bx8440-8449 african methodist episcopal church. bx8450-8459 african methodist episcopal zion church. bx8460-8469 christian methodist episcopal church. bx8459.a4 allen, richard (1760–1831). bx8643.a35 mormons. church of jesus christ of latter-day saints. special topics. african americans. bx8643.n4* mormons. church of jesus christ of latter-day saints. special topics. african americans. bx8762.5 african american pentecostal churches. browsing through bias/howard & knowlton 3 table 1. (continued) call number lc classification tree bx8946.a35 presbyterianism. calvinistic methodism. history. united states. african americans. bx8946.n4* presbyterianism. calvinistic methodism. history. united states. african americans. bx9833.48.a47 unitarianism. history. united states. african americans. cb197 civilization and race. educational aspects. intercultural education. cb235 civilization and race. black. cd351-362 diplomatics. collections of documents, facsimiles, etc., for study. west indies. cd3065.n37 national association for the advancement of colored people. archives. cd3860-3985 archives. history and statistics. west indies. cd5701-5710 seals. modern. west indies. cj2070-2089 coins. medieval and modern. west indies. cj4961-4964 tokens. west indies. cj5911-5915 medals and medallions. west indies. cr304-350 public and official heraldry. west indies. cr1360-1369 family heraldry. west indies. cr3700-3750 titles of honor, rank, precedence, etc. west indies. cs200-261 genealogy. west indies. ct339-448 national biography. west indies. ct510-518 national biography. cuba. ct530-538 national biography. haiti. ct540-548 national biography. dominican republic. d212.2.b53 modern history, 1453-. ethnography of europe. blacks. d233.2.b44 modern history, 1453-. 1453–1648. ethnography of europe. blacks. d547.n4 world war i (1914–1918). military operations. western. english. negroes. d639.a7 world war i (1914–1918). special topics. anthropology and ethnology. race problems. d639.n4 world war i (1914–1918). special topics. negroes. african americans. blacks. d804.5.b55 world war ii (1939–1945). atrocities. war crimes. holocaust. other victim groups. blacks. d810.n4 world war ii (1939–1945). other special topics. negroes. african americans. blacks. d810.r3 world war ii (1939–1945). other special topics. race problems. d1056.2.a38 history of europe. ethnography. africans. d1056.2.b55 history of europe. ethnography. blacks. da125.a1 history of england. elements in the population. general works. minorities. race question. da125.m38 history of england. ethnography. mauritians. da125.n4 history of england. ethnography. negroes. blacks. da125.s56 history of england. ethnography. somalis. da676.9.b55 history of england. london. ethnography. blacks. da676.9.m38 history of england. london. ethnography. mauritians. da676.9.n4* history of england. london. ethnography. blacks. db34.a47 history of austria. ethnography. africans. db34.b43 history of austria. ethnography. blacks. db851.57.a37 history of austria. vienna. ethnography. africans. dc34.5.a37 history of france. ethnography. africans. dc34.5.b46 history of france. ethnography. beninese. dc34.5.b55 history of france. ethnography. blacks. dc34.5.c34 history of france. ethnography. cameroonians. dc34.5.c65 history of france. ethnography. congolese (brazzaville). dc34.5.c66 history of france. ethnography. congolese (democratic republic). dc34.5.m34 history of france. ethnography. malians. dc34.5.m38 history of france. ethnography. mauritians. dc34.5.n4* history of france. ethnography. blacks. 4 library trends/summer 2018 table 1. (continued) call number lc classification tree dc34.5.r33 history of france. ethnography. racially mixed people. dc34.5.t64 history of france. ethnography. togolese. dc34.5.s45 history of france. ethnography. senegalese. dc158.8 history of france. revolutionary and napoleonic period, 1789–1815. other (including blacks during the revolution). dc718.a34 history of france. paris. ethnography. africans. dc718.a36 history of france. paris. ethnography. afro-americans. african-americans. dc718.b56 history of france. paris. ethnography. blacks. dc718.s35 history of france. paris. ethnography. senegalese. dc718.t64 history of france. paris. ethnography. togolese. dd78.a47 history of germany. ethnography. africans. dd78.b55 history of germany. ethnography. blacks. dd78.s46 history of germany. ethnography. senegalese. dd281.2.m68 history of germany. east germany. ethnography. mozambicans. dd281.2.n36 history of germany. east germany. ethnography. namibians. dd867.5.a37 history of germany. berlin. ethnography. africans. de73.2.b55 history of the greco-roman world. ethnography. blacks. dg457.a35 history of italy. ethnography. africans. dg457.s45 history of italy. ethnography. senegalese. dg457.s62 history of italy. ethnography. somalis. dg659.6.a37 history of italy. milan. ethnography. africans. dg659.6.s45 history of italy. milan. ethnography. senegalese. dg807.8.n54 history of italy. rome. ethnography. nigerians. dg845.66.g53 history of italy. southern italy. ethnography. ghanaians. dh492.a34 history of belgium. ethnography. africans. dj92.b53 history of netherlands. ethnography. blacks. dk34.b53 history of russia, soviet union, former soviet republics. ethnography. blacks. dk34.n53 history of russia, soviet union, former soviet republics. ethnography. nigerians. dk600.3.a35 history of russia, soviet union, former soviet republics. moscow. ethnography. africans. dl641.a47 history of sweden. ethnography. africans. dl641.e86 history of sweden. ethnography. ethiopians. dl641.s65 history of sweden. ethnography. somalis. dp53.a35 history of spain. ethnography. africans. dp53.b39 history of spain. ethnography. beninese. dp53.b45 history of spain. ethnography. blacks. dp358.3.a36 history of spain. madrid. ethnography. africans. dp534.a37 history of portugal. ethnography. africans. dp534.a54 history of portugal. ethnography. angolans. dp534.g85 history of portugal. ethnography. guineans (guinea-bissau). dq49.a49 history of switzerland. ethnography. africans. dq49.z35 history of switzerland. ethnography. zairians. congolese (democratic republic). dr727.a38 history of turkey. istanbul (constantinople). ethnography. africans. dt429.5.a38 history of africa. east africa. british east africa (including uganda, kenya, and tanzania). ethnography. african americans. dt510.43.a37 history of africa. ghana (gold coast). ethnography. african americans. ds28.a35 history of asia. ethnography. africans. ds428.a25 history of asia. india (bharat). ethnography. africans. ds339.3.a34 history of asia. southern asia. indian ocean region. ethnography. africans. ds219.b56 history of asia. arabian peninsula. saudi arabia. ethnography. blacks. ds59.b55 history of asia. middle east. southwestern asia. ancient orient. arab east. ethnography. blacks. ds559.8.b55 history of asia. vietnam war. other topics. blacks. dt1770 history of south africa. ethnography. south africans in foreign countries. dt16.5 history of africa. africans in foreign countries. african diaspora. browsing through bias/howard & knowlton 5 table 1. (continued) call number lc classification tree du122.a35 history of australia. ethnography. africans. e29.a43 america. elements in the population. akan. e29.c35 america. elements in the population. canary islanders. e29.n3 america. elements in the population. negroes. blacks. e29.y67 america. elements in the population. yoruba. e97.6.h3 hampton institute (hampton, va.) e98.r28 indians of north america. relations with african americans. e109.a35 discovery of america and early explorations. african. e176.472.a34 biography (collective). presidents. relations with specific ethnic groups. african americans. e184.a1 united states. elements in the population. general works (including minorities, race conflicts, and problems). e184.a24 united states. elements in the population. africans. e184.a95 united states. elements in the population. azoreans. e184.b676 united states. elements in the population. brass ankles. e184.b89 united states. elements in the population. burundians. e184.c22 united states. elements in the population. canary islanders. e184.c24 united states. elements in the population. cape verdeans. e184.c27 united states. elements in the population. caribbean. e184.e74 united states. elements in the population. ethiopians. e184.g24 united states. elements in the population. gambians. e184.g44 united states. elements in the population. ghanaians. e184.g75 united states. elements in the population. grenadians. e184.g86 united states. elements in the population. guyanese. e184.h27 united states. elements in the population. haitians. e184.i96 united states. elements in the population. ivorians. e184.j27 united states. elements in the population. jamaicans. e184.k42 united states. elements in the population. kenyans. e184.l53 united states. elements in the population. liberians. e184.m33 united states. elements in the population. malians. e184.m44 united states. elements in the population. melungeons. e184.n55 united states. elements in the population. nigerians. e184.r3 united states. elements in the population. ramapo mountain people. e184.r93 united states. elements in the population. rwandans. e184.s48 united states. elements in the population. senegalese. e184.s54 united states. elements in the population. sierra leoneans. e184.s67 united states. elements in the population. somalis. e184.s77 united states. elements in the population. sudanese. e184.y66 united states. elements in the population. yoruba. e184.36.a34 united states. elements in the population. jews. special topics. african american-jewish relations. e184.5 united states. elements in the population. african americans. congresses. e184.6 united states. elements in the population. african americans. collections. sources. e184.65 united states. elements in the population. african americans. historiography. e184.7 united states. elements in the population. african americans. study and teaching. african american studies. e185 united states. elements in the population. african americans. history (general). e185.18 united states. elements in the population. african americans. history. to 1863. e185.2 united states. elements in the population. african americans. history. 1863–1877. e185.5 united states. elements in the population. african americans. history. periodicals. societies. collections. e185.53 united states. elements in the population. african americans. history. 1877–1964. museums. exhibitions, etc. 6 library trends/summer 2018 table 1. (continued) call number lc classification tree e185.6 united states. elements in the population. african americans. history. 1877–1964. general works. e185.61 united states. elements in the population. african americans. history. 1877–1964. race relations. e185.615 united states. elements in the population. african americans. history. 1964(including race relations). e185.62 united states. elements in the population. african americans. intermarriage of races. miscegenation. mulattoes. e185.625 united states. elements in the population. african americans. psychosocial factors. race identity. e185.63 united states. elements in the population. african americans. african americans in the armed forces. e185.8 united states. elements in the population. african americans. economic conditions. e185.86 united states. elements in the population. african americans. social conditions. social life and customs. e185.89 united states. elements in the population. african americans. other topics. e185.89.e8 united states. elements in the population. african americans. ethnobotany. e185.89.i56 united states. elements in the population. african americans. intellectual life. e185.89.n3 united states. elements in the population. african americans. names. e185.89.r45 united states. elements in the population. african americans. reparations. e185.9 united states. elements in the population. african americans in the north. e185.912 united states. elements in the population. african americans in the appalachian region. e185.915 united states. elements in the population. african americans in the middle west and old northwest. e185.917 united states. elements in the population. african americans in new england. e185.92 united states. elements in the population. african americans in the south. e185.925 united states. elements in the population. african americans in the west. e185.93.a3 united states. elements in the population. african americans. alabama. e185.93.a4 united states. elements in the population. african americans. alaska. e185.93.a7 united states. elements in the population. african americans. arizona. e185.93.a8 united states. elements in the population. african americans. arkansas. e185.93.c2 united states. elements in the population. african americans. california. e185.93.c6 united states. elements in the population. african americans. colorado. e185.93.c7 united states. elements in the population. african americans. connecticut. e185.93.d4 united states. elements in the population. african americans. delaware. e185.93.d6 united states. elements in the population. african americans. district of columbia. e185.93.f5 united states. elements in the population. african americans. florida. e185.93.g4 united states. elements in the population. african americans. georgia. e185.93.h3 united states. elements in the population. african americans. hawaii. e185.93.i15 united states. elements in the population. african americans. idaho. e185.93.i2 united states. elements in the population. african americans. illinois. e185.93.i4 united states. elements in the population. african americans. indiana. e185.93.i64 united states. elements in the population. african americans. iowa. e185.93.k16 united states. elements in the population. african americans. kansas. e185.93.k3 united states. elements in the population. african americans. kentucky. e185.93.l6 united states. elements in the population. african americans. louisiana. e185.93.m15 united states. elements in the population. african americans. maine. e185.93.m2 united states. elements in the population. african americans. maryland. e185.93.m3 united states. elements in the population. african americans. massachusetts. e185.93.m5 united states. elements in the population. african americans. michigan. e185.93.m55 united states. elements in the population. african americans. minnesota. e185.93.m6 united states. elements in the population. african americans. mississippi. e185.93.m7 united states. elements in the population. african americans. missouri. browsing through bias/howard & knowlton 7 table 1. (continued) call number lc classification tree e185.93.m8 united states. elements in the population. african americans. montana. e185.93.n5 united states. elements in the population. african americans. nebraska. e185.93.n52 united states. elements in the population. african americans. nevada. e185.93.n53 united states. elements in the population. african americans. new hampshire. e185.93.n54 united states. elements in the population. african americans. new jersey. e185.93.n55 united states. elements in the population. african americans. new mexico. e185.93.n56 united states. elements in the population. african americans. new york. e185.93.n6 united states. elements in the population. african americans. north carolina. e185.93.n7 united states. elements in the population. african americans. north dakota. e185.93.o2 united states. elements in the population. african americans. ohio. e185.93.o4 united states. elements in the population. african americans. oklahoma. e185.93.o7 united states. elements in the population. african americans. oregon. e185.93.p41 united states. elements in the population. african americans. pennsylvania. e185.93.r4 united states. elements in the population. african americans. rhode island. e185.93.s7 united states. elements in the population. african americans. south carolina. e185.93.s8 united states. elements in the population. african americans. south dakota. e185.93.t3 united states. elements in the population. african americans. tennessee. e185.93.t4 united states. elements in the population. african americans. texas. e185.93.u8 united states. elements in the population. african americans. utah. e185.93.v4 united states. elements in the population. african americans. vermont. e185.93.v8 united states. elements in the population. african americans. virginia. e185.93.w3 united states. elements in the population. african americans. washington. e185.93.w5 united states. elements in the population. african americans. west virginia. e185.93.w58 united states. elements in the population. african americans. wisconsin. e185.93.w9 united states. elements in the population. african americans. wyoming. e185.94 united states. elements in the population. african americans living in foreign countries (collectively). e185.96 united states. elements in the population. african americans. biography. genealogy (collective). e185.97.a-z united states. elements in the population. african americans. biography. genealogy (individual, a-z). e185.97.w4 washington, booker t. e185.97.b34 bethune, mary mcleod. e185.97.d4 delany, martin robinson. e185.97.d73 du bois, w. e. b. e185.97.g3 garvey, marcus. e185.97.h35 hamer, fannie lou. e185.97.j25 jackson, jesse l., sr. e185.97.k5 king, martin luther, jr. e185.97.l79 locke, alain. e185.97.n48 newton, huey. e185.97.r27 randolph, a. philip. e185.97.r6 robeson, paul. e185.97.t8 truth, sojourner. e185.97.w55 wells-barnett, ida. e185.97.w6 white, walter. e185.98 united states. elements in the population. african americans. biography of persons other than african americans identified primarily with african americans. e269.h3 history of the united states. the revolution, 1775–1783. participation by race, ethnic group, religious group, etc. haitians. e269.n3 history of the united states. the revolution, 1775–1783. participation by race, ethnic group, religious group, etc. negroes. african americans. e359.9.a35 history of the united states. war of 1812. the american army. participation by race, ethnic group, religious group, etc. african americans. 8 library trends/summer 2018 table 1. (continued) call number lc classification tree e359.9.n4* history of the united states. war of 1812. the american army. participation by race, ethnic group, religious group, etc. african americans. e423 history of the united states. slavery question, 1849–1853. e433 history of the united states. slavery question, 1853–1857. e438 history of the united states. slavery question, 1857–1861. e440.5 history of the united states. state of the country, november 1860– march 4, 1861. e441 history of the united states. slavery in the united states. antislavery movements. general works. e442 history of the united states. the internal slave trade. slave markets and auctions. e443 history of the united states. slave life (including duties of slaves and masters, overseers). e444 history of the united states. slavery in the united states. antislavery movements. biography. personal narratives of slaves. e444.t897 tubman, harriet. e445.a3 history of the united states. slavery in the united states. antislavery movements. alabama (including history of antislavery movements). e445.c7 history of the united states. slavery in the united states. antislavery movements. connecticut (including history of antislavery movements). e445.d3 history of the united states. slavery in the united states. antislavery movements. delaware (including history of antislavery movements). e445.f6 history of the united states. slavery in the united states. antislavery movements. florida (including history of antislavery movements). e445.g3 history of the united states. slavery in the united states. antislavery movements. georgia (including history of antislavery movements). e445.i2 history of the united states. slavery in the united states. antislavery movements. illinois (including history of antislavery movements). e445.i3 history of the united states. slavery in the united states. antislavery movements. indiana (including history of antislavery movements). e445.k16 history of the united states. slavery in the united states. antislavery movements. kansas (including history of antislavery movements). e445.k5 history of the united states. slavery in the united states. antislavery movements. kentucky (including history of antislavery movements). e445.l8 history of the united states. slavery in the united states. antislavery movements. louisiana (including history of antislavery movements). e445.m3 history of the united states. slavery in the united states. antislavery movements. maryland (including history of antislavery movements). e445.m4 history of the united states. slavery in the united states. antislavery movements. massachusetts (including history of antislavery movements). e445.m6 history of the united states. slavery in the united states. antislavery movements. mississippi (including history of antislavery movements). e445.m67 history of the united states. slavery in the united states. antislavery movements. missouri (including history of antislavery movements). e445.n2 history of the united states. slavery in the united states. antislavery movements. nebraska (including history of antislavery movements). e445.n5 history of the united states. slavery in the united states. antislavery movements. new england (including history of antislavery movements). e445.n54 history of the united states. slavery in the united states. antislavery movements. new jersey (including history of antislavery movements). e445.n55 history of the united states. slavery in the united states. antislavery movements. new mexico (including history of antislavery movements). e445.n56 history of the united states. slavery in the united states. antislavery movements. new york (including history of antislavery movements). e445.n8 history of the united states. slavery in the united states. antislavery movements. north carolina (including history of antislavery movements). browsing through bias/howard & knowlton 9 table 1. (continued) call number lc classification tree e445.p3 history of the united states. slavery in the united states. antislavery movements. pennsylvania (including history of antislavery movements). e445.r4 history of the united states. slavery in the united states. antislavery movements. rhode island (including history of antislavery movements). e445.s7 history of the united states. slavery in the united states. antislavery movements. south carolina (including history of antislavery movements). e445.t3 history of the united states. slavery in the united states. antislavery movements. tennessee (including history of antislavery movements). e445.t47 history of the united states. slavery in the united states. antislavery movements. texas (including history of antislavery movements). e445.v8 history of the united states. slavery in the united states. antislavery movements. virginia (including history of antislavery movements). e445.w8 history of the united states. slavery in the united states. antislavery movements. wisconsin (including history of antislavery movements). e446 history of the united states. history of slavery to 1830. general works. e447 history of the united states. history of slavery to 1830. slave insurrections (general) (including mutiny on slave ships). e448 history of the united states. slavery in the united states. antislavery movements. colonization. e449 history of the united states. history of slavery, 1830–1863. period of abolition agitation. general works (including biography). e449.d75 douglass, frederick. e450 history of the united states. fugitive slaves. e451 history of the united states. john brown’s raid at harpers ferry, w. va., 1859. e453 history of the united states. slaves and the slavery question in the civil war. e492.9 history of the united states. the civil war, 1861–1865. the union army. african american regiments. e540.n3 history of the united states. the civil war, 1861–1865. the union army. participation by race, ethnic group, religious group, etc. negroes. african americans. e585.a35 history of the united states. the civil war, 1861–1865. the confederate states army. participation by race, ethnic group, religious group, etc. african americans. e585.n3* history of the united states. the civil war, 1861–1865. the confederate states army. participation by race, ethnic group, religious group, etc. african americans. e668 history of the united states. reconstruction, 1865–1877. e725.5.n3 history of the united states. war of 1898 (spanish-american war). armies. troops. participation by race, ethnic group, etc. negroes. african americans. e748.p86 powell, adam clayton, jr. e838.5.j67 history of the united states. twentieth century. collected works of american statesmen. jordan, barbara. e840.8.c48 chisholm, shirley. e840.8.p68 powell, colin. e840.8.r48 rice, condoleezza. e891.5.o33 history of the united states. twenty-first century. collected works of american statesmen. obama, barack. e907-909 history of the united states. twenty-first century. barack obama’s administration, 2009–2017. e907-e909 obama, barack & michelle. f15.n4 history of new england. negroes. blacks. f30.n4 history of maine. negroes. blacks. f45.n4 history of new hampshire. negroes. blacks. f60.n4 history of vermont. negroes. blacks. f73.9.n4 history of boston, massachusetts. negroes. blacks. f75.n4 history of massachusetts. negroes. blacks. f89.p99.n4 history of providence, rhode island. negroes. blacks. f90.n4 history of rhode island. negroes. blacks. f104.n69.n4 history of new haven, connecticut. negroes. blacks. 10 library trends/summer 2018 table 1. (continued) call number lc classification tree f105.n4 history of connecticut. negroes. blacks. f128.4 history of new york. new york city. early to 1775 (includes new york negro plot, 1741). f128.9.n4 history of new york (city). negroes. blacks. f129.a39.n4 history of albany, new york. negroes. blacks. f129.b89.n4 history of buffalo, new york. negroes. blacks. f129.r79.n4 history of rochester, new york. negroes. blacks. f130.n4 history of new york (state). negroes. blacks. f144.j59.n4 history of jersey city, new jersey. negroes. blacks. f144.n69.n4 history of newark, new jersey. negroes. blacks. f144.t79.n4 history of trenton, new jersey. negroes. blacks. f145.n4 history of new jersey. negroes. blacks. f158.9.n4 history of philadelphia, pennsylvania. negroes. blacks. f159.p69.n4 history of pittsburgh, pennsylvania. negroes. blacks. f160.n4 history of pennsylvania. negroes. blacks. f174.w79.n4 history of wilmington, delaware. negroes. blacks. f175.n4 history of delaware. negroes. blacks. f189.a69.n4 history of annapolis, maryland. negroes. blacks. f189.b19.n4 history of baltimore, maryland. negroes. blacks. f190.n4 history of maryland. negroes. blacks. f205.n4 history of the district of columbia. negroes. blacks. f213 history of the south. 1775–1865 (including plantation life). f214 history of the south. period of the civil war (including plantation life). f220.n4 history of the south atlantic states. negroes. blacks. f232.s7 history of virginia. southampton county (including southampton insurrection, 1831). f232 .s7 turner, nat. f234.r5 history of virginia. richmond (including richmond insurrection, 1800). f234.r59.n4 history of richmond, virginia. negroes. blacks. f235.n4 history of virginia. negroes. blacks. f250.n4 history of west virginia. negroes. blacks. f265.n4 history of north carolina. negroes. blacks. f279.c4 history of south carolina. charleston (including charleston insurrection, 1822). f279.c49.n4 history of south carolina. charleston. negroes. blacks. f280.n4 history of south carolina. negroes. blacks. f294.a89.n4 history of atlanta, georgia. negroes. blacks. f295.n4 history of georgia. negroes. blacks. f320.n4 history of florida. negroes. blacks. f334.b69.n4 history of birmingham, alabama. negroes. blacks. f334.m79.n4 history of montgomery, alabama. negroes. blacks. f334 .m753 parks, rosa. f335.n4 history of alabama. negroes. blacks. f350.n4 history of mississippi. negroes. blacks. f379.n59.c87 history of new orleans, louisiana. creoles. f379.n59.n4 history of new orleans, louisiana. negroes. blacks. f380.c9 history of louisiana. creoles. f380.n4 history of louisiana. negroes. blacks. f394.a99.n4 history of austin, texas. negroes. blacks. f394.d219.n4 history of dallas, texas. negroes. blacks. f394.h89.n4 history of houston, texas. negroes. blacks. f394.s2119.n4 history of san antonio, texas. negroes. blacks. f395.n4 history of texas. negroes. blacks. f420.n4 history of arkansas. negroes. blacks. f444.c49.n4 history of chattanooga, tennessee. negroes. blacks. f444.m59.n4 history of memphis, tennessee. negroes. blacks. browsing through bias/howard & knowlton 11 table 1. (continued) call number lc classification tree f444.n29.n4 history of nashville, tennessee. negroes. blacks. f445.n4 history of tennessee. negroes. blacks. f459.l89.n4 history of louisville, kentucky. negroes. blacks. f460.n4 history of kentucky. negroes. blacks. f474.k29.n4 history of kansas city, missouri. negroes. blacks. f474.s29.n4 history of st. louis, missouri. negroes. blacks. f475.n4 history of missouri. negroes. blacks. f485.n4 history of the old northwest. negroes. blacks. f499.c59.n4 history of cincinnati, ohio. negroes. blacks. f499.c69.n4 history of cleveland, ohio. negroes. blacks. f499.c79.n4 history of columbus, ohio. negroes. blacks. f499.d29.n4 history of dayton, ohio. negroes. blacks. f500.n4 history of ohio. negroes. blacks. f534.i39.n4 history of indianapolis, indiana. negroes. blacks. f535.n4 history of indiana. negroes. blacks. f548.54 .w36 washington, harold. f548.9.n4 history of chicago, illinois. negroes. blacks. f550.n4 history of illinois. negroes. blacks. f574.d49.n4 history of detroit, michigan. negroes. blacks. f575.n4 history of michigan. negroes. blacks. f589.m19.n4 history of madison, wisconsin. negroes. blacks. f589.m69.n4 history of milwaukee, wisconsin. negroes. blacks. f590.n4 history of wisconsin. negroes. blacks. f614.m59.n4 history of minneapolis, minnesota. negroes. blacks. f615.n4 history of minnesota. negroes. blacks. f630.n4 history of iowa. negroes. blacks. f645.n4 history of north dakota. negroes. blacks. f660.n4 history of south dakota. negroes. blacks. f674.o59.n4 history of omaha, nebraska. negroes. blacks. f675.n4 history of nebraska. negroes. blacks. f685 history of kansas. early to 1861 (including struggle between proslavery and antislavery parties). f690.n4 history of kansas. negroes. blacks. f705.n4 history of oklahoma. negroes. blacks. f740.n4 history of montana. negroes. blacks. f755.n4 history of idaho. negroes. blacks. f770.n4 history of wyoming. negroes. blacks. f784.d49.n4 history of denver, colorado. negroes. blacks. f790.n4 history of colorado. negroes. blacks. f804.s29.n4 history of santa fe, new mexico. negroes. blacks. f805.n4 history of new mexico. negroes. blacks. f819.t99.n4 history of tucson, arizona. negroes. blacks. f820.n4 history of arizona. negroes. blacks. f834.s29.n4 history of salt lake city, utah. negroes. blacks. f835.n4 history of utah. negroes. blacks. f850.n4 history of nevada. negroes. blacks. f855.n4 history of the pacific northwest. negroes. blacks. f869.l89.n4 history of los angeles, california. negroes. blacks. f869.s39.n4 history of san francisco, california. negroes. blacks. f870.n4 history of california. negroes. blacks. f884.p89.n4 history of portland, oregon. negroes. blacks. f885.n4 history of oregon. negroes. blacks. f899.s49.n4 history of seattle, washington. negroes. blacks. f900.n4 history of washington. negroes. blacks. f915.n4 history of alaska. negroes. blacks. f1035.a1 canada. elements in the population. general works (including minorities). 12 library trends/summer 2018 table 1. (continued) call number lc classification tree f1035.e89 canada. elements in the population. ethiopians. f1035.h34 canada. elements in the population. haitians. f1035.n3 canada. elements in the population. negroes. blacks. f1035.n52 canada. elements in the population. nigerians. f1035.s65 canada. elements in the population. somalis. f1054.m89.n4 montreal, quebec. elements in the population. negroes. blacks. f1059.5.t689.n4 toronto, ontario. elements in the population. negroes. blacks. f1386.9.b55 mexico city, mexico. elements in the population. blacks. f1386.9.n4* mexico city, mexico. elements in the population. negroes. blacks. f1391.m79.n4 monterrey, mexico. elements in the population. negroes. blacks. f1392.a1 mexico. elements in the population. general works (including minorities, race conflicts and problems). f1392.b55 mexico. elements in the population. blacks. f1392.n4* mexico. elements in the population. blacks. f1419.a1 latin america (general). elements in the population. general works (including minorities, race conflicts and problems). f1419.c26 latin america (general). elements in the population. canary islanders. f1419.n4 latin america (general). elements in the population. negroes. blacks. f1440.a1 central america. elements in the population. general works (including minorities, race conflicts and problems). f1440.b55 central america. elements in the population. blacks. f1457.a1 belize. elements in the population. general works (including minorities, race conflicts and problems). f1457.b55 belize. elements in the population. blacks. f1477.a1 guatemala. elements in the population. general works (including minorities, race conflicts and problems). f1497.b55 el salvador. elements in the population. blacks. f1505.2.c3 honduras. elements in the population. black caribs. f1517.a1 honduras. elements in the population. general works (including minorities, race conflicts and problems). f1517.b55 honduras. elements in the population. blacks. f1537.a1 nicaragua. elements in the population. general works (including minorities, race conflicts and problems). f1537.b55 nicaragua. elements in the population. blacks. f1557.a1 costa rica. elements in the population. general works (including minorities, race conflicts and problems). f1557.b55 costa rica. elements in the population. blacks. f1577.a1 panama. elements in the population. general works (including minorities, race conflicts and problems). f1577.b55 panama. elements in the population. blacks. f1601-1629 history of the west indies. f1640.a1 bermuda. elements in the population. general works (including minorities, race conflicts and problems). f1640.b55 bermuda. elements in the population. blacks. f1650-1660 history of the bahamas. f1789.a1 cuba. elements in the population. general works (including minorities, race conflicts and problems). f1789.b37 cuba. elements in the population. negroes. blacks. f1789.y6 cuba. elements in the population. yoruba. f1799.h39.n4 havana, cuba. elements in the population. negroes. blacks. f1861-1896 history of jamaica. f1896.a1 jamaica. elements in the population. general works (including minorities, race conflicts and problems). f1896.n4 jamaica. elements in the population. negroes. blacks. f1900-1930 history of haiti. browsing through bias/howard & knowlton 13 table 1. (continued) call number lc classification tree f1930.a1 haiti. elements in the population. general works (including minorities, race conflicts and problems). f1930.b55 haiti. elements in the population. blacks. f1931-1941 history of the dominican republic. f1939.s49.h3 santo domingo, dominican republic. elements in the population. haitians. f1939.s49.n4 santo domingo, dominican republic. elements in the population. negroes. blacks. f1939.s49n4 santo domingo, dominican republic. elements in the population. negroes. blacks. f1941.a1 dominican republic. elements in the population. general works (including minorities, race conflicts and problems). f1941.b55 dominican republic. elements in the population. blacks. f1941.n4* dominican republic. elements in the population. negroes. blacks. f1983.a1 puerto rico. elements in the population. general works (including minorities, race conflicts and problems). f1983.b55 puerto rico. elements in the population. blacks. f1983.n4* puerto rico. elements in the population. negroes. blacks. f2001-2191 history of the lesser antilles. f2239.a1 south america. elements in the population. general works (including minorities, race conflicts and problems). f2239.b55  south america. elements in the population. blacks. f2239.k65 south america. elements in the population. kongo. f2239.n4* south america. elements in the population. blacks. f2291.b69.b55 bogotá, colombia. negroes. blacks. f2291.b69.n4* bogotá, colombia. negroes. blacks. f2299.a1 colombia. elements in the population. general works (including minorities, race conflicts and problems). f2299.b55 colombia. elements in the population. blacks. f2299.n4* colombia. elements in the population. blacks. f2341.c29.n4 caracas, venezuela. negroes. blacks. f2349.a1 venezuela. elements in the population. general works (including minorities, race conflicts and problems). f2349.b55  venezuela. elements in the population. blacks. f2349.c35 venezuela. elements in the population. canary islanders. f2349.n4* venezuela. elements in the population. blacks. f2391.m37 guyana. elements in the population. maroons. f2391.n4* guyana. elements in the population. negroes. f2391.b55 guyana. elements in the population. blacks. negroes. f2431.a1 suriname. elements in the population. general works (including minorities, race conflicts and problems). f2431.b64 suriname. elements in the population. boni. f2431.n3 suriname. elements in the population. negroes. blacks. f2471.b55 french guiana. elements in the population. blacks. f2646.9.b55 rio de janeiro, brazil. elements in the population. blacks. f2651.r49.n4 recife, brazil. elements in the population. negroes. blacks. f2651.s19.n4 salvador, brazil. elements in the population. negroes. blacks. f2651.s29.n4 são paulo, brazil. elements in the population. negroes. blacks. f2659.a1 brazil. elements in the population. general works (including minorities, race conflicts and problems). f2659.n4 brazil. elements in the population. negroes. blacks. f2699.a1 paraguay. elements in the population. general works (including minorities, race conflicts and problems). f2699.n4 paraguay. elements in the population. negroes. blacks. f2781.9.b55 montevideo, uruguay. elements in the population. blacks. f2799.a1 uruguay. elements in the population. general works (including minorities, race conflicts and problems). 14 library trends/summer 2018 table 1. (continued) call number lc classification tree f2799.n3 uruguay. elements in the population. negroes. blacks. f3001.9.b55 buenos aires, argentina. elements in the population. blacks. f3001.9.n4* buenos aires, argentina. elements in the population. blacks. f3021.a1 argentina. elements in the population. general works (including minorities, race conflicts and problems). f3021.b55 argentina. elements in the population. blacks. f3021.n3* argentina. elements in the population. blacks. f3271.9.b55 santiago de chile. elements in the population. blacks. f3271.9.n4* santiago de chile. elements in the population. blacks. f3285.a1 chile. elements in the population. general works (including minorities, race conflicts and problems). f3285.b53 chile. elements in the population. blacks. f3351.l29.b55 la paz, bolivia. elements in the population. blacks. f3351.l29.n4* la paz, bolivia. elements in the population. blacks. f3359.a1 bolivia. elements in the population. general works (including minorities, race conflicts and problems). f3359.b55 bolivia. elements in the population. blacks. f3429.3.r27 peru. antiquities. indians. relations with blacks. f3601.9.b55 lima, peru. elements in the population. blacks. f3601.9.n4* lima, peru. elements in the population. blacks. f3619.a1 peru. elements in the population. general works (including minorities, race conflicts and problems). f3619.b55  peru. elements in the population. blacks. f3619.c34 peru. elements in the population. canary islanders. f3619.n4* peru. elements in the population. blacks. f3781.9.b55 quito, ecuador. elements in the population. blacks. f3781.9.n4* quito, ecuador. elements in the population. blacks. f3799.a1 ecuador. elements in the population. general works (including minorities, race conflicts and problems). f3799.b55  ecuador. elements in the population. blacks. f3799.n4* ecuador. elements in the population. blacks. g635.h4 henson, matthew. gn57.a35 physical anthropology. somatology. anthropometry. african americans. gn57.b5 physical anthropology. somatology. anthropometry. blacks. gn130.b56 physical anthropology. somatology. the skull. craniology. craniometry. blacks. gn237* miscegenation. racial crossing. gn254 racial crossing. miscegenation. gn269 physical anthropology. somatology. race (general). gn270-279 race psychology. gn280* race and racism (general). gn495.4 societal groups. ethnic groups. general works. gn495.6 ethnicity. ethnic identity. gn495.8 ethnocentrism. gn643 anthropology. ethnology. african (including blacks in general). periodicals. societies. serials. gn645 anthropology. ethnology. african (including blacks in general). general works. gr103 folklore. united states. african americans. gr111.a47 folklore. united states. african americans. gr120-121 folklore. west indies. caribbean area. gt247-258 manners and customs. houses. dwellings. west indies. gt655-673 manners and customs. costume. dress. fashion. west indies. gv706.32 sports. relation to race and discrimination. gv709.5 sports for minorities. gv865.a25 aaron, hank. gv865.p3 paige, satchel. browsing through bias/howard & knowlton 15 table 1. (continued) call number lc classification tree gv865.r6 robinson, jackie. gv884.j67 jordan, michael. gv964.w66 woods, tiger. gv994.a7 ashe, arthur. gv1132.j7 johnson, jack (1878–1946). gv1132.l6 louis, joe. gv1132.m84 ali, muhammad. gv1624.7.a34 dance. history. united states. african americans. gv1624.7.n4* dance. history. united states. african americans. gv1785.a38 ailey, alvin. ha855.5-928 statistical data. west indies. hb1323.b5demography. population. vital events. deaths. mortality. blacks. african .b52z americans. hd2358 minority business enterprises. hd4861-4865 slave labor. hd6057 employment of minority women. hd6304 labor. work. working class. minorities (general). hd6305.b56 labor. work. working class. blacks. hd6490.r2trade unions. labor unions. workers’ associations. race relations. minority .r22 membership. hd7288.7-.72 minority housing. hd8081.a1-.a6 labor. work. working class. united states. minority employees (general). hd8081.a65 labor. work. working class. united states. african americans. hd8081.e8 labor. work. working class. united states. ethiopians. hd9970.5.c672 walker, madam c. j. he6183.a35 stamps. postmarks. african americans. hf5514.332 consumer behavior. consumers’ preferences. consumer research. minorities. .m56 hf5549.5.a34 personnel management. employment management. affirmative action programs. hf5549.5.m5 personnel management. employment management. minorities. diversity in the workplace. multiculturalism. hf5549.5.r23 personnel management. employment management. racism. hg1615.7.m5 bank management. personnel management. minorites. hg8799 life insurance. blacks. hj22.5-29.7 public finance. periodicals. serials. west indies. hj844.3-889.5 public finance. west indies. hj2066.5-2073.7 public finance. budget. income and expenditure. west indies. hj2479-2490 public finance. revenue. taxation. internal revenue. west indies. hj4304-4312 public finance. land tax. real property tax. land value taxation. west indies. hj4674-4681 public finance. income tax. west indies. hj5384.5-5392.3 public finance. administrative fees. user charges. license fees. west indies. hj6799-6838 public finance. customs administration. west indies. hj7684-7698.5 public finance. expenditures. government spending. west indies. hj8540.5-8555.4 public finance. public debts. west indies. hj9369.5-9379.5 public finance. local finance. municipal finance. west indies. hq76.27.a37 homosexuality. lesbianism. african americans. hq777.9 racially mixed children. hq801.8 interracial dating. interfaith dating. hq875.6 interracial adoption. hq1031 mixed marriages. intermarriage. interfaith marriage. hs875-891 freemasonry among blacks. hs1171-1179 oddfellowship among blacks. hs1355.s6 societies: secret, benevolent, etc. sociedad abakua. hs2253-2265 societies: secret, benevolent, etc. race societies. black. 16 library trends/summer 2018 table 1. (continued) call number lc classification tree ht221 urban groups. the city. urban sociology. race relations in cities. ethnic relations in cities. ht731 freedmen. ht851-893 slavery. general works. ht869 slavery. biography of slaves. ht901-905 slavery. economic aspects of slavery. ht910-921 slavery. religion and slavery. ht925 slavery. race and slavery. ht975 slavery. the slave trade. general works. ht985-991 slavery. the slave trade. modern. ht993-999 slavery. the slave trade. modern. suppression of slave trade. ht1025-1033 slavery. abolition of slavery. anti-slavery. ht1048-1152 slavery. america (except united states). ht1155-1240 slavery. europe. ht1240.5-1315 slavery. asia. ht1316-1317 slavery. middle east. arab countries. ht1321-1427 slavery. africa. ht1430-1444 slavery. indian ocean islands. australia. pacific islands. ht1501-1561 races. general works. history. economics of race questions. ethics of race questions. ht1581 races. black. hamitic. ht1589 races. black. hamitic. ethnological works. popular works. scriptural ethnology. hv640.5.h2 refugee relief. haitians. hv1569.3.m55 people with disabilities. minorities. hv3181-3185 protection, assistance and relief. african americans. hv5199.5 alcohol and ethnic minorities. hv5741 tobacco and minorities. hv5824.e85 drug habits. drug abuse. ethnic minorities. hv6191 criminal ethnography. race. nationality. general works. hv6250.4.e75 victims of crimes. victimology. ethnic minorities. hv6455-6469 criminology. lynching. united states. hv6545.5 suicide. minorities. hv7936.r3 police. detectives. constabulary. racial profiling. hv8069 police. detectives. constabulary. provision against racial crimes. hv8079.35 investigation of crimes. examination and identification of prisoners. services for minorities. jc312 nationalism. national state. nation state. minorities. jc1659.m56 civil service. minorities. jk721.a34 united states. government. public administration. executive branch. african americans. blacks. jk723.m54 united states. civil service. minorities. jk723.n4* united states. civil service. african americans. blacks. jk1321.a37 united states. house of representatives. african americans. jk1415 united states. house of representatives. congressional black caucus. jk1781 united states. political rights. citizenship. african americans. jk1924-1929 united states. political rights. african american suffrage. african american voters. jk2275.n4 united states. political parties. parties and the individual. party affiliation. african americans. jk2480.m5 united states. state government. civil service. minorities. jk2760.a33 district of columbia. state government. civil service. affirmative action programs. jk2760.5.a34 district of columbia. state government. civil service. special classes of officials and employees. african americans. blacks. jk2760.5.m5 district of columbia. state government. civil service. special classes of officials and employees. minorities. browsing through bias/howard & knowlton 17 table 1. (continued) call number lc classification tree jk2860.a33 maine. state government. civil service. affirmative action programs. jk2860.5.a34 maine. state government. civil service. special classes of officials and employees. african americans. blacks. jk2860.5.m5 maine. state government. civil service. special classes of officials and employees. minorities. jk2960.a33 new hampshire. state government. civil service. affirmative action programs. jk2960.5.a34 new hampshire. state government. civil service. special classes of officials and employees. african americans. blacks. jk2960.5.m5 new hampshire. state government. civil service. special classes of officials and employees. minorities. jk3060.a33 vermont. state government. civil service. affirmative action programs. jk3060.5.a34 vermont. state government. civil service. special classes of officials and employees. african americans. blacks. jk3060.5.m5 vermont. state government. civil service. special classes of officials and employees. minorities. jk3160.a33 massachusetts. state government. civil service. affirmative action programs. jk3160.5.a34 massachusetts. state government. civil service. special classes of officials and employees. african americans. blacks. jk3160.5.m5 massachusetts. state government. civil service. special classes of officials and employees. minorities. jk3260.a33 rhode island. state government. civil service. affirmative action programs. jk3260.5.a34 rhode island. state government. civil service. special classes of officials and employees. african americans. blacks. jk3260.5.m5 rhode island. state government. civil service. special classes of officials and employees. minorities. jk3360.a33 connecticut. state government. civil service. affirmative action programs. jk3360.5.a34 connecticut. state government. civil service. special classes of officials and employees. african americans. blacks. jk3360.5.m5 connecticut. state government. civil service. special classes of officials and employees. minorities. jk3460.a33 new york. state government. civil service. affirmative action programs. jk3460.5.a34 new york. state government. civil service. special classes of officials and employees. african americans. blacks. jk3460.5.m5 new york. state government. civil service. special classes of officials and employees. minorities. jk3560.a33 new jersey. state government. civil service. affirmative action programs. jk3560.5.a34 new jersey. state government. civil service. special classes of officials and employees. african americans. blacks. jk3560.5.m5 new jersey. state government. civil service. special classes of officials and employees. minorities. jk3660.a33 pennsylvania. state government. civil service. affirmative action programs. jk3660.5.a34 pennsylvania. state government. civil service. special classes of officials and employees. african americans. blacks. jk3660.5.m5 pennsylvania. state government. civil service. special classes of officials and employees. minorities. jk3760.a33 delaware. state government. civil service. affirmative action programs. jk3760.5.a34 delaware. state government. civil service. special classes of officials and employees. african americans. blacks. jk3760.5.m5 delaware. state government. civil service. special classes of officials and employees. minorities. jk3860.a33 maryland. state government. civil service. affirmative action programs. jk3860.5.a34 maryland. state government. civil service. special classes of officials and employees. african americans. blacks. jk3860.5.m5 maryland. state government. civil service. special classes of officials and employees. minorities. jk3960.a33 virginia. state government. civil service. affirmative action programs. 18 library trends/summer 2018 table 1. (continued) call number lc classification tree jk3960.5.a34 virginia. state government. civil service. special classes of officials and employees. african americans. blacks. jk3960.5.m5 virginia. state government. civil service. special classes of officials and employees. minorities. jk4060.a33 west virginia. state government. civil service. affirmative action programs. jk4060.5.a34 west virginia. state government. civil service. special classes of officials and employees. african americans. blacks. jk4060.5.m5 west virginia. state government. civil service. special classes of officials and employees. minorities. jk4160.a33 north carolina. state government. civil service. affirmative action programs. jk4160.5.a34 north carolina. state government. civil service. special classes of officials and employees. african americans. blacks. jk4160.5.m5 north carolina. state government. civil service. special classes of officials and employees. minorities. jk4260.a33 south carolina. state government. civil service. affirmative action programs. jk4260.5.a34 south carolina. state government. civil service. special classes of officials and employees. african americans. blacks. jk4260.5.m5 south carolina. state government. civil service. special classes of officials and employees. minorities. jk4360.a33 georgia. state government. civil service. affirmative action programs. jk4360.5.a34 georgia. state government. civil service. special classes of officials and employees. african americans. blacks. jk4360.5.m5 georgia. state government. civil service. special classes of officials and employees. minorities. jk4460.a33 florida. state government. civil service. affirmative action programs. jk4460.5.a34 florida. state government. civil service. special classes of officials and employees. african americans. blacks. jk4460.5.m5 florida. state government. civil service. special classes of officials and employees. minorities. jk4560.a33 alabama. state government. civil service. affirmative action programs. jk4560.5.a34 alabama. state government. civil service. special classes of officials and employees. african americans. blacks. jk4560.5.m5 alabama. state government. civil service. special classes of officials and employees. minorities. jk4660.a33 mississippi. state government. civil service. affirmative action programs. jk4660.5.a34 mississippi. state government. civil service. special classes of officials and employees. african americans. blacks. jk4660.5.m5 mississippi. state government. civil service. special classes of officials and employees. minorities. jk4760.a33 louisiana. state government. civil service. affirmative action programs. jk4760.5.a34 louisiana. state government. civil service. special classes of officials and employees. african americans. blacks. jk4760.5.m5 louisiana. state government. civil service. special classes of officials and employees. minorities. jk4860.a33 texas. state government. civil service. affirmative action programs. jk4860.5.a34 texas. state government. civil service. special classes of officials and employees. african americans. blacks. jk4860.5.m5 texas. state government. civil service. special classes of officials and employees. minorities. jk5160.a33 arkansas. state government. civil service. affirmative action programs. jk5160.5.a34 arkansas. state government. civil service. special classes of officials and employees. african americans. blacks. jk5160.5.m5 arkansas. state government. civil service. special classes of officials and employees. minorities. jk5260.a33 tennessee. state government. civil service. affirmative action programs. browsing through bias/howard & knowlton 19 table 1. (continued) call number lc classification tree jk5260.5.a34 tennessee. state government. civil service. special classes of officials and employees. african americans. blacks. jk5260.5.m5 tennessee. state government. civil service. special classes of officials and employees. minorities. jk5360.a33 kentucky. state government. civil service. affirmative action programs. jk5360.5.a34 kentucky. state government. civil service. special classes of officials and employees. african americans. blacks. jk5360.5.m5 kentucky. state government. civil service. special classes of officials and employees. minorities. jk5460.a33 missouri. state government. civil service. affirmative action programs. jk5460.5.a34 missouri. state government. civil service. special classes of officials and employees. african americans. blacks. jk5460.5.m5 missouri. state government. civil service. special classes of officials and employees. minorities. jk5560.a33 ohio. state government. civil service. affirmative action programs. jk5560.5.a34 ohio. state government. civil service. special classes of officials and employees. african americans. blacks. jk5560.5.m5 ohio. state government. civil service. special classes of officials and employees. minorities. jk5660.a33 indiana. state government. civil service. affirmative action programs. jk5660.5.a34 indiana. state government. civil service. special classes of officials and employees. african americans. blacks. jk5660.5.m5 indiana. state government. civil service. special classes of officials and employees. minorities. jk5760.a33 illinois. state government. civil service. affirmative action programs. jk5760.5.a34 illinois. state government. civil service. special classes of officials and employees. african americans. blacks. jk5760.5.m5 illinois. state government. civil service. special classes of officials and employees. minorities. jk5860.a33 michigan. state government. civil service. affirmative action programs. jk5860.5.a34 michigan. state government. civil service. special classes of officials and employees. african americans. blacks. jk5860.5.m5 michigan. state government. civil service. special classes of officials and employees. minorities. jk6060.a33 wisconsin. state government. civil service. affirmative action programs. jk6060.5.a34 wisconsin. state government. civil service. special classes of officials and employees. african americans. blacks. jk6060.5.m5 wisconsin. state government. civil service. special classes of officials and employees. minorities. jk6160.a33 minnesota. state government. civil service. affirmative action programs. jk6160.5.a34 minnesota. state government. civil service. special classes of officials and employees. african americans. blacks. jk6160.5.m5 minnesota. state government. civil service. special classes of officials and employees. minorities. jk6360.a33 iowa. state government. civil service. affirmative action programs. jk6360.5.a34 iowa. state government. civil service. special classes of officials and employees. african americans. blacks. jk6360.5.m5 iowa. state government. civil service. special classes of officials and employees. minorities. jk6460.a33 north dakota. state government. civil service. affirmative action programs. jk6460.5.a34 north dakota. state government. civil service. special classes of officials and employees. african americans. blacks. jk6460.5.m5 north dakota. state government. civil service. special classes of officials and employees. minorities. jk6560.a33 south dakota. state government. civil service. affirmative action programs. 20 library trends/summer 2018 table 1. (continued) call number lc classification tree jk6560.5.a34 south dakota. state government. civil service. special classes of officials and employees. african americans. blacks. jk6560.5.m5 south dakota. state government. civil service. special classes of officials and employees. minorities. jk6660.a33 nebraska. state government. civil service. affirmative action programs. jk6660.5.a34 nebraska. state government. civil service. special classes of officials and employees. african americans. blacks. jk6660.5.m5 nebraska. state government. civil service. special classes of officials and employees. minorities. jk6860.a33 kansas. state government. civil service. affirmative action programs. jk6860.5.a34 kansas. state government. civil service. special classes of officials and employees. african americans. blacks. jk6860.5.m5 kansas. state government. civil service. special classes of officials and employees. minorities. jk7160.a33 oklahoma. state government. civil service. affirmative action programs. jk7160.5.a34 oklahoma. state government. civil service. special classes of officials and employees. african americans. blacks. jk7160.5.m5 oklahoma. state government. civil service. special classes of officials and employees. minorities. jk7360.a33 montana. state government. civil service. affirmative action programs. jk7360.5.a34 montana. state government. civil service. special classes of officials and employees. african americans. blacks. jk7360.5.m5 montana. state government. civil service. special classes of officials and employees. minorities. jk7560.a33 idaho. state government. civil service. affirmative action programs. jk7560.5.a34 idaho. state government. civil service. special classes of officials and employees. african americans. blacks. jk7560.5.m5 idaho. state government. civil service. special classes of officials and employees. minorities. jk7660.a33 wyoming. state government. civil service. affirmative action programs. jk7660.5.a34 wyoming. state government. civil service. special classes of officials and employees. african americans. blacks. jk7660.5.m5 wyoming. state government. civil service. special classes of officials and employees. minorities. jk7860.a33 colorado. state government. civil service. affirmative action programs. jk7860.5.a34 colorado. state government. civil service. special classes of officials and employees. african americans. blacks. jk7860.5.m5 colorado. state government. civil service. special classes of officials and employees. minorities. jk8060.a33 new mexico. state government. civil service. affirmative action programs. jk8060.5.a34 new mexico. state government. civil service. special classes of officials and employees. african americans. blacks. jk8060.5.m5 new mexico. state government. civil service. special classes of officials and employees. minorities. jk8260.a33 arizona. state government. civil service. affirmative action programs. jk8260.5.a34 arizona. state government. civil service. special classes of officials and employees. african americans. blacks. jk8260.5.m5 arizona. state government. civil service. special classes of officials and employees. minorities. jk8460.a33 utah. state government. civil service. affirmative action programs. jk8460.5.a34 utah. state government. civil service. special classes of officials and employees. african americans. blacks. jk8460.5.m5 utah. state government. civil service. special classes of officials and employees. minorities. jk8560.a33 nevada. state government. civil service. affirmative action programs. browsing through bias/howard & knowlton 21 table 1. (continued) call number lc classification tree jk8560.5.a34 nevada. state government. civil service. special classes of officials and employees. african americans. blacks. jk8560.5.m5 nevada. state government. civil service. special classes of officials and employees. minorities. jk8760.a33 california. state government. civil service. affirmative action programs. jk8760.5.a34 california. state government. civil service. special classes of officials and employees. african americans. blacks. jk8760.5.m5 california. state government. civil service. special classes of officials and employees. minorities. jk9060.a33 oregon. state government. civil service. affirmative action programs. jk9060.5.a34 oregon. state government. civil service. special classes of officials and employees. african americans. blacks. jk9060.5.m5 oregon. state government. civil service. special classes of officials and employees. minorities. jk9260.a33 washington. state government. civil service. affirmative action programs. jk9260.5.a34 washington. state government. civil service. special classes of officials and employees. african americans. blacks. jk9260.5.m5 washington. state government. civil service. special classes of officials and employees. minorities. jk9560.a33 alaska. state government. civil service. affirmative action programs. jk9560.5.a34 alaska. state government. civil service. special classes of officials and employees. african americans. blacks. jk9560.5.m5 alaska. state government. civil service. special classes of officials and employees. minorities. jl111.m54 canada. civil service. minorities. jl1659.m56 public administration (general). civil service. minorities. jn34.7 european union. european community. minorities. js362.5 united states. local and municipal government. civil service. minorities. affirmative action programs. jv6895.c3 emigration and immigration. united states. caribbean immigrants. jv6895.h34 emigration and immigration. united states. haitian immigrants. jv6895.n4* emigration and immigration. united states. negro immigrants. jx4237.m5* international law. nationality. minorities. jx4447* international law. slavers, slave trade, etc. k3242 constitutional law. minority rights. discrimination and non-discrimination in general. k3259 constitutional law. linguistic and cultural rights of minorities. kd4095 law of england and wales. civil and political rights and liberties. racial minorities. discrimination in general. ke332.m56 law of canada. minority lawyers. ke3254 law of canada. discrimination in employment and its prevention. general. racial discrimination. ke4395 law of canada. civil and political rights and liberties. racial and ethnic minorities. discrimination in general. kea406.4-406.5 law of canada (alberta). discrimination in employment and its prevention. keb406.4-406.5 law of canada (british columbia). discrimination in employment and its prevention. kem406.4-406.5 law of canada (manitoba). discrimination in employment and its prevention. ken406.4-406.5 law of canada (new brunswick). discrimination in employment and its prevention. ken1606.4law of canada (newfoundland). discrimination in employment and its 1606.5 prevention. ken5806.4law of canada (northwest territories). discrimination in employment and 5806.5 its prevention. ken7806.4law of canada (nova scotia). discrimination in employment and its 7806.5 prevention. 22 library trends/summer 2018 table 1. (continued) call number lc classification tree keo659 law of canada (ontario). discrimination in employment and its prevention. general. racial discrimination. kep406.4-406.5 law of canada (prince edward island). discrimination in employment and its prevention. keq671 law of canada (quebec). discrimination in employment and its prevention. general. racial discrimination. kes406.4-406.5 law of canada (saskatchewan). discrimination in employment and its prevention. key406.4-406.5 law of canada (yukon territory). discrimination in employment and its prevention. kf224.b55 law of the united states. black panthers trial, new york, 1970–1971. kf224.c47 law of the united states. chicago seven. kf299.a35 law of the united states. african american lawyers. kf299.m56 law of the united states. minority lawyers. kf299.n3* law of the united states. african american lawyers. kf482 law of the united states. slaves. kf697.d5 discrimination in mortgage loans. kf3464 law of the united states. discrimination in employment and its prevention. general. racial discrimination. kf4151-4155 law of the united states. education. right to education. admission. discrimination and segregation. kf4232 law of the united states. african american universities and colleges. kf4545.s5 law of the united states. constitutional law. slavery (including 13th amendment). kf4558 14th law of the united states. constitutional law. 14th amendment. kf4755 law of the united states. civil and political rights and liberties. racial and ethnic minorities. antidiscrimination in general. kf4755.5 law of the united states. affirmative action. kf4756-4757 law of the united states. civil and political rights and liberties. african americans. kf4893 law of the united states. constitutional law. suffrage. african americans. kf5740 law of the united states. discrimination in housing. kf8745.m34 marshall, thurgood. kf8745.t48 thomas, clarence. kf8925.d5 law of the united states. trial practice. trial tactics. discrimination. kfa130.5.d58 law of the united states. alabama. discrimination in mortgage loans. kfa334.5.d5 law of the united states. alabama. discrimination in employment. kfa392.2 law of the united states. alabama. right to education. admission. discrimination and segregation. kfa411 law of the united states. alabama. civil and political rights. general. kfa411.5.a34 law of the united states. alabama. civil and political rights. african americans. kfa460.5.d5 law of the united states. alabama. housing. city redevelopment. slum clearance. discrimination. kfa539.d56 law of the united states. alabama. courts. trial. trial practice. discrimination. kfa1330.5.d58 law of the united states. alaska. discrimination in mortgage loans. kfa1534.5.d5 law of the united states. alaska. discrimination in employment. kfa1592.2 law of the united states. alaska. right to education. admission. discrimination and segregation. kfa1611 law of the united states. alaska. civil and political rights. general. kfa1611.5.a34 law of the united states. alaska. civil and political rights. african americans. kfa1660.5.d5 law of the united states. alaska. housing. city redevelopment. slum clearance. discrimination. kfa1739.d56 law of the united states. alaska. courts. trial. trial practice. discrimination. kfa2530.5.d58 law of the united states. arizona. discrimination in mortgage loans. kfa2734.5.d5 law of the united states. arizona. discrimination in employment. browsing through bias/howard & knowlton 23 table 1. (continued) call number lc classification tree kfa2792.2 law of the united states. arizona. right to education. admission. discrimination and segregation. kfa2811 law of the united states. arizona. civil and political rights. general. kfa2811.5.a34 law of the united states. arizona. civil and political rights. african americans. kfa2860.5.d5 law of the united states. arizona. housing. city redevelopment. slum clearance. discrimination. kfa2939.d56 law of the united states. arizona. courts. trial. trial practice. discrimination. kfa3730.5.d58 law of the united states. arkansas. discrimination in mortgage loans. kfa3934.5.d5 law of the united states. arkansas. discrimination in employment. kfa3992.2 law of the united states. arkansas. right to education. admission. discrimination and segregation. kfa4011 law of the united states. arkansas. civil and political rights. general. kfa4011.5.a34 law of the united states. arkansas. civil and political rights. african americans. kfa4060.5.d5 law of the united states. arkansas. housing. city redevelopment. slum clearance. discrimination. kfa4139.d56 law of the united states. arkansas. courts. trial. trial practice. discrimination. kfc572-573 law of the united states (california). discrimination in employment and its prevention. kfc654.5 law of the united states (california). right to education. admission. discrimination and segregation. kfc1930.5.d58 law of the united states. colorado. discrimination in mortgage loans. kfc2134.5.d5 law of the united states. colorado. discrimination in employment. kfc2192.2 law of the united states. colorado. right to education. admission. discrimination and segregation. kfc2211 law of the united states. colorado. civil and political rights. general. kfc2211.5.a34 law of the united states. colorado. civil and political rights. african americans. kfc2260.5.d5 law of the united states. colorado. housing. city redevelopment. slum clearance. discrimination. kfc2339.d56 law of the united states. colorado. courts. trial. trial practice. discrimination. kfd130.5.d58 law of the united states. delaware. discrimination in mortgage loans. kfd334.5.d5 law of the united states. delaware. discrimination in employment. kfd392.2 law of the united states. delaware. right to education. admission. discrimination and segregation. kfd411 law of the united states. delaware. civil and political rights. general. kfd411.5.a34 law of the united states. delaware. civil and political rights. african americans. kfd460.5.d5 law of the united states. delaware. housing. city redevelopment. slum clearance. discrimination. kfd539.d56 law of the united states. delaware. courts. trial. trial practice. discrimination. kfd1330.5.d58 law of the united states. district of columbia. discrimination in mortgage loans. kfd1534.5.d5 law of the united states. district of columbia. discrimination in employment. kfd1592.2 law of the united states. district of columbia. right to education. admission. discrimination and segregation. kfd1611 law of the united states. district of columbia. civil and political rights. general. kfd1611.5.a34 law of the united states. district of columbia. civil and political rights. african americans. kfd1660.5.d5 law of the united states. district of columbia. housing. city redevelopment. slum clearance. discrimination. kfd1739.d56 law of the united states. district of columbia. courts. trial. trial practice. discrimination. kff130.5.d58 law of the united states. florida. discrimination in mortgage loans. kff334.5.d5 law of the united states. florida. discrimination in employment. kff392.2 law of the united states. florida. right to education. admission. discrimination and segregation. kff411 law of the united states. florida. civil and political rights. general. 24 library trends/summer 2018 table 1. (continued) call number lc classification tree kff411.5.a34 law of the united states. florida. civil and political rights. african americans. kff460.5.d5 law of the united states. florida. housing. city redevelopment. slum clearance. discrimination. kff539.d56 law of the united states. florida. courts. trial. trial practice. discrimination. kfg130.5.d58 law of the united states. georgia. discrimination in mortgage loans. kfg334.5.d5 law of the united states. georgia. discrimination in employment. kfg392.2 law of the united states. georgia. right to education. admission. discrimination and segregation. kfg411 law of the united states. georgia. civil and political rights. general. kfg411.5.a34 law of the united states. georgia. civil and political rights. african americans. kfg460.5.d5 law of the united states. georgia. housing. city redevelopment. slum clearance. discrimination. kfg539.d56 law of the united states. georgia. courts. trial. trial practice. discrimination. kfh130.5.d58 law of the united states. hawaii. discrimination in mortgage loans. kfh334.5.d5 law of the united states. hawaii. discrimination in employment. kfh392.2 law of the united states. hawaii. right to education. admission. discrimination and segregation. kfh411 law of the united states. hawaii. civil and political rights. general. kfh411.5.a34 law of the united states. hawaii. civil and political rights. african americans. kfh460.5.d5 law of the united states. hawaii. housing. city redevelopment. slum clearance. discrimination. kfh539.d56 law of the united states. hawaii. courts. trial. trial practice. discrimination. kfi130.5.d58 law of the united states. idaho. discrimination in mortgage loans. kfi334.5.d5 law of the united states. idaho. discrimination in employment. kfi392.2 law of the united states. idaho. right to education. admission. discrimination and segregation. kfi411 law of the united states. idaho. civil and political rights. general. kfi411.5.a34 law of the united states. idaho. civil and political rights. african americans. kfi460.5.d5 law of the united states. idaho. housing. city redevelopment. slum clearance. discrimination. kfi539.d56 law of the united states. idaho. courts. trial. trial practice. discrimination. kfi1330.5.d58 law of the united states. illinois. discrimination in mortgage loans. kfi1534.5.d5 law of the united states. illinois. discrimination in employment. kfi1592.2 law of the united states. illinois. right to education. admission. discrimination and segregation. kfi1611 law of the united states. illinois. civil and political rights. general. kfi1611.5.a34 law of the united states. illinois. civil and political rights. african americans. kfi1660.5.d5 law of the united states. illinois. housing. city redevelopment. slum clearance. discrimination. kfi1739.d56 law of the united states. illinois. courts. trial. trial practice. discrimination. kfi3130.5.d58 law of the united states. indiana. discrimination in mortgage loans. kfi3334.5.d5 law of the united states. indiana. discrimination in employment. kfi3392.2 law of the united states. indiana. right to education. admission. discrimination and segregation. kfi3411 law of the united states. indiana. civil and political rights. general. kfi3411.5.a34 law of the united states. indiana. civil and political rights. african americans. kfi3460.5.d5 law of the united states. indiana. housing. city redevelopment. slum clearance. discrimination. kfi3539.d56 law of the united states. indiana. courts. trial. trial practice. discrimination. kfi4330.5.d58 law of the united states. iowa. discrimination in mortgage loans. kfi4534.5.d5 law of the united states. iowa. discrimination in employment. kfi4592.2 law of the united states. iowa. right to education. admission. discrimination and segregation. kfi4611 law of the united states. iowa. civil and political rights. general. kfi4611.5.a34 law of the united states. iowa. civil and political rights. african americans. browsing through bias/howard & knowlton 25 table 1. (continued) call number lc classification tree kfi4660.5.d5 law of the united states. iowa. housing. city redevelopment. slum clearance. discrimination. kfi4739.d56 law of the united states. iowa. courts. trial. trial practice. discrimination. kfk130.5.d58 law of the united states. kansas. discrimination in mortgage loans. kfk334.5.d5 law of the united states. kansas. discrimination in employment. kfk392.2 law of the united states. kansas. right to education. admission. discrimination and segregation. kfk411 law of the united states. kansas. civil and political rights. general. kfk411.5.a34 law of the united states. kansas. civil and political rights. african americans. kfk460.5.d5 law of the united states. kansas. housing. city redevelopment. slum clearance. discrimination. kfk539.d56 law of the united states. kansas. courts. trial. trial practice. discrimination. kfk1330.5.d58 law of the united states. kentucky. discrimination in mortgage loans. kfk1534.5.d5 law of the united states. kentucky. discrimination in employment. kfk1592.2 law of the united states. kentucky. right to education. admission. discrimination and segregation. kfk1611 law of the united states. kentucky. civil and political rights. general. kfk1611.5.a34 law of the united states. kentucky. civil and political rights. african americans. kfk1660.5.d5 law of the united states. kentucky. housing. city redevelopment. slum clearance. discrimination. kfk1739.d56 law of the united states. kentucky. courts. trial. trial practice. discrimination. kfl130.5.d58 law of the united states. louisiana. discrimination in mortgage loans. kfl334.5.d5 law of the united states. louisiana. discrimination in employment. kfl392.2 law of the united states. louisiana. right to education. admission. discrimination and segregation. kfl411 law of the united states. louisiana. civil and political rights. general. kfl411.5.a34 law of the united states. louisiana. civil and political rights. african americans. kfl460.5.d5 law of the united states. louisiana. housing. city redevelopment. slum clearance. discrimination. kfl539.d56 law of the united states. louisiana. courts. trial. trial practice. discrimination. kfm130.5.d58 law of the united states. maine. discrimination in mortgage loans. kfm334.5.d5 law of the united states. maine. discrimination in employment. kfm392.2 law of the united states. maine. right to education. admission. discrimination and segregation. kfm411 law of the united states. maine. civil and political rights. general. kfm411.5.a34 law of the united states. maine. civil and political rights. african americans. kfm460.5.d5 law of the united states. maine. housing. city redevelopment. slum clearance. discrimination. kfm539.d56 law of the united states. maine. courts. trial. trial practice. discrimination. kfm1330.5.d58 law of the united states. maryland. discrimination in mortgage loans. kfm1534.5.d5 law of the united states. maryland. discrimination in employment. kfm1592.2 law of the united states. maryland. right to education. admission. discrimination and segregation. kfm1611 law of the united states. maryland. civil and political rights. general. kfm1611.5.a34 law of the united states. maryland. civil and political rights. african americans. kfm1660.5.d5 law of the united states. maryland. housing. city redevelopment. slum clearance. discrimination. kfm1739.d56 law of the united states. maryland. courts. trial. trial practice. discrimination. kfm2530.5.d58 law of the united states. massachusetts. discrimination in mortgage loans. kfm2734.5.d5 law of the united states. massachusetts. discrimination in employment. kfm2792.2 law of the united states. massachusetts. right to education. admission. discrimination and segregation. kfm2811 law of the united states. massachusetts. civil and political rights. general. 26 library trends/summer 2018 table 1. (continued) call number lc classification tree kfm2811.5.a34 law of the united states. massachusetts. civil and political rights. african americans. kfm2860.5.d5 law of the united states. massachusetts. housing. city redevelopment. slum clearance. discrimination. kfm2939.d56 law of the united states. massachusetts. courts. trial. trial practice. discrimination. kfm4330.5.d58 law of the united states. michigan. discrimination in mortgage loans. kfm4534.5.d5 law of the united states. michigan. discrimination in employment. kfm4592.2 law of the united states. michigan. right to education. admission. discrimination and segregation. kfm4611 law of the united states. michigan. civil and political rights. general. kfm4611.5.a34 law of the united states. michigan. civil and political rights. african americans. kfm4660.5.d5 law of the united states. michigan. housing. city redevelopment. slum clearance. discrimination. kfm4739.d56 law of the united states. michigan. courts. trial. trial practice. discrimination. kfm5530.5.d58 law of the united states. minnesota. discrimination in mortgage loans. kfm5734.5.d5 law of the united states. minnesota. discrimination in employment. kfm5792.2 law of the united states. minnesota. right to education. admission. discrimination and segregation. kfm5811 law of the united states. minnesota. civil and political rights. general. kfm5811.5.a34 law of the united states. minnesota. civil and political rights. african americans. kfm5860.5.d5 law of the united states. minnesota. housing. city redevelopment. slum clearance. discrimination. kfm5939.d56 law of the united states. minnesota. courts. trial. trial practice. discrimination. kfm6730.5.d58 law of the united states. mississippi. discrimination in mortgage loans. kfm6934.5.d5 law of the united states. mississippi. discrimination in employment. kfm6992.2 law of the united states. mississippi. right to education. admission. discrimination and segregation. kfm7011 law of the united states. mississippi. civil and political rights. general. kfm7011.5.a34 law of the united states. mississippi. civil and political rights. african americans. kfm7060.5.d5 law of the united states. mississippi. housing. city redevelopment. slum clearance. discrimination. kfm7139.d56 law of the united states. mississippi. courts. trial. trial practice. discrimination. kfm7930.5.d58 law of the united states. missouri. discrimination in mortgage loans. kfm8134.5.d5 law of the united states. missouri. discrimination in employment. kfm8192.2 law of the united states. missouri. right to education. admission. discrimination and segregation. kfm8211 law of the united states. missouri. civil and political rights. general. kfm8211.5.a34 law of the united states. missouri. civil and political rights. african americans. kfm8260.5.d5 law of the united states. missouri. housing. city redevelopment. slum clearance. discrimination. kfm8339.d56 law of the united states. missouri. courts. trial. trial practice. discrimination. kfm9130.5.d58 law of the united states. montana. discrimination in mortgage loans. kfm9334.5.d5 law of the united states. montana. discrimination in employment. kfm9392.2 law of the united states. montana. right to education. admission. discrimination and segregation. kfm9411 law of the united states. montana. civil and political rights. general. kfm9411.5.a34 law of the united states. montana. civil and political rights. african americans. kfm9460.5.d5 law of the united states. montana. housing. city redevelopment. slum clearance. discrimination. kfm9539.d56 law of the united states. montana. courts. trial. trial practice. discrimination. kfn130.5.d58 law of the united states. nebraska. discrimination in mortgage loans. kfn334.5.d5 law of the united states. nebraska. discrimination in employment. browsing through bias/howard & knowlton 27 table 1. (continued) call number lc classification tree kfn392.2 law of the united states. nebraska. right to education. admission. discrimination and segregation. kfn411 law of the united states. nebraska. civil and political rights. general. kfn411.5.a34 law of the united states. nebraska. civil and political rights. african americans. kfn460.5.d5 law of the united states. nebraska. housing. city redevelopment. slum clearance. discrimination. kfn460.5.d5 law of the united states. nebraska. housing. city redevelopment. slum clearance. discrimination. kfn730.5.d58 law of the united states. nevada. discrimination in mortgage loans. kfn934.5.d5 law of the united states. nevada. discrimination in employment. kfn992.2 law of the united states. nevada. right to education. admission. discrimination and segregation. kfn1011 law of the united states. nevada. civil and political rights. general. kfn1011.5.a34 law of the united states. nevada. civil and political rights. african americans. kfn1060.5.d5 law of the united states. nevada. housing. city redevelopment. slum clearance. discrimination. kfn1139.d56 law of the united states. nevada. courts. trial. trial practice. discrimination. kfn1330.5.d58 law of the united states. new hampshire. discrimination in mortgage loans. kfn1534.5.d5 law of the united states. new hampshire. discrimination in employment. kfn1592.2 law of the united states. new hampshire. right to education. admission. discrimination and segregation. kfn1611 law of the united states. new hampshire. civil and political rights. general. kfn1611.5.a34 law of the united states. new hampshire. civil and political rights. african americans. kfn1660.5.d5 law of the united states. new hampshire. housing. city redevelopment. slum clearance. discrimination. kfn1660.5.d5 law of the united states. new hampshire. housing. city redevelopment. slum clearance. discrimination. kfn1930.5.d58 law of the united states. new jersey. discrimination in mortgage loans. kfn2134.5.d5 law of the united states. new jersey. discrimination in employment. kfn2192.2 law of the united states. new jersey. right to education. admission. discrimination and segregation. kfn2211 law of the united states. new jersey. civil and political rights. general. kfn2211.5.a34 law of the united states. new jersey. civil and political rights. african americans. kfn2260.5.d5 law of the united states. new jersey. housing. city redevelopment. slum clearance. discrimination. kfn2339.d56 law of the united states. new jersey. courts. trial. trial practice. discrimination. kfn3730.5.d58 law of the united states. new mexico. discrimination in mortgage loans. kfn3934.5.d5 law of the united states. new mexico. discrimination in employment. kfn3992.2 law of the united states. new mexico. right to education. admission. discrimination and segregation. kfn4011 law of the united states. new mexico. civil and political rights. general. kfn4011.5.a34 law of the united states. new mexico. civil and political rights. african americans. kfn4060.5.d5 law of the united states. new mexico. housing. city redevelopment. slum clearance. discrimination. kfn4139.d56 law of the united states. new mexico. courts. trial. trial practice. discrimination. kfn5572-5573 law of the united states (new york). discrimination in employment and its prevention. kfn7530.5.d58 law of the united states. north carolina. discrimination in mortgage loans. kfn7734.5.d5 law of the united states. north carolina. discrimination in employment. kfn7792.2 law of the united states. north carolina. right to education. admission. discrimination and segregation. 28 library trends/summer 2018 table 1. (continued) call number lc classification tree kfn7811 law of the united states. north carolina. civil and political rights. general. kfn7811.5.a34 law of the united states. north carolina. civil and political rights. african americans. kfn7860.5.d5 law of the united states. north carolina. housing. city redevelopment. slum clearance. discrimination. kfn7939.d56 law of the united states. north carolina. courts. trial. trial practice. discrimination. kfn8730.5.d58 law of the united states. north dakota. discrimination in mortgage loans. kfn8934.5.d5 law of the united states. north dakota. discrimination in employment. kfn8992.2 law of the united states. north dakota. right to education. admission. discrimination and segregation. kfn9011 law of the united states. north dakota. civil and political rights. general. kfn9011.5.a34 law of the united states. north dakota. civil and political rights. african americans. kfn9060.5.d5 law of the united states. north dakota. housing. city redevelopment. slum clearance. discrimination. kfn9139.d56 law of the united states. north dakota. courts. trial. trial practice. discrimination. kfo130.5.d58 law of the united states. ohio. discrimination in mortgage loans. kfo334.5.d5 law of the united states. ohio. discrimination in employment. kfo392.2 law of the united states. ohio. right to education. admission. discrimination and segregation. kfo411 law of the united states. ohio. civil and political rights. general. kfo411.5.a34 law of the united states. ohio. civil and political rights. african americans. kfo460.5.d5 law of the united states. ohio. housing. city redevelopment. slum clearance. discrimination. kfo539.d56 law of the united states. ohio. courts. trial. trial practice. discrimination. kfo1330.5.d58 law of the united states. oklahoma. discrimination in mortgage loans. kfo1534.5.d5 law of the united states. oklahoma. discrimination in employment. kfo1592.2 law of the united states. oklahoma. right to education. admission. discrimination and segregation. kfo1611 law of the united states. oklahoma. civil and political rights. general. kfo1611.5.a34 law of the united states. oklahoma. civil and political rights. african americans. kfo1660.5.d5 law of the united states. oklahoma. housing. city redevelopment. slum clearance. discrimination. kfo1739.d56 law of the united states. oklahoma. courts. trial. trial practice. discrimination. kfo2530.5.d58 law of the united states. oregon. discrimination in mortgage loans. kfo2734.5.d5 law of the united states. oregon. discrimination in employment. kfo2792.2 law of the united states. oregon. right to education. admission. discrimination and segregation. kfo2811 law of the united states. oregon. civil and political rights. general. kfo2811.5.a34 law of the united states. oregon. civil and political rights. african americans. kfo2860.5.d5 law of the united states. oregon. housing. city redevelopment. slum clearance. discrimination. kfo2939.d56 law of the united states. oregon. courts. trial. trial practice. discrimination. kfp130.5.d58 law of the united states. pennsylvania. discrimination in mortgage loans. kfp334.5.d5 law of the united states. pennsylvania. discrimination in employment. kfp392.2 law of the united states. pennsylvania. right to education. admission. discrimination and segregation. kfp411 law of the united states. pennsylvania. civil and political rights. general. kfp411.5.a34 law of the united states. pennsylvania. civil and political rights. african americans. kfp460.5.d5 law of the united states. pennsylvania. housing. city redevelopment. slum clearance. discrimination. browsing through bias/howard & knowlton 29 table 1. (continued) call number lc classification tree kfp539.d56 law of the united states. pennsylvania. courts. trial. trial practice. discrimination. kfr130.5.d58 law of the united states. rhode island. discrimination in mortgage loans. kfr334.5.d5 law of the united states. rhode island. discrimination in employment. kfr392.2 law of the united states. rhode island. right to education. admission. discrimination and segregation. kfr411 law of the united states. rhode island. civil and political rights. general. kfr411.5.a34 law of the united states. rhode island. civil and political rights. african americans. kfr460.5.d5 law of the united states. rhode island. housing. city redevelopment. slum clearance. discrimination. kfr539.d56 law of the united states. rhode island. courts. trial. trial practice. discrimination. kfs1930.5.d58 law of the united states. south carolina. discrimination in mortgage loans. kfs2134.5.d5 law of the united states. south carolina. discrimination in employment. kfs2192.2 law of the united states. south carolina. right to education. admission. discrimination and segregation. kfs2211 law of the united states. south carolina. civil and political rights. general. kfs2211.5.a34 law of the united states. south carolina. civil and political rights. african americans. kfs2260.5.d5 law of the united states. south carolina. housing. city redevelopment. slum clearance. discrimination. kfs2339.d56 law of the united states. south carolina. courts. trial. trial practice. discrimination. kfs3130.5.d58 law of the united states. south dakota. discrimination in mortgage loans. kfs3334.5.d5 law of the united states. south dakota. discrimination in employment. kfs3392.2 law of the united states. south dakota. right to education. admission. discrimination and segregation. kfs3411 law of the united states. south dakota. civil and political rights. general. kfs3411.5.a34 law of the united states. south dakota. civil and political rights. african americans. kfs3460.5.d5 law of the united states. south dakota. housing. city redevelopment. slum clearance. discrimination. kfs3539.d56 law of the united states. south dakota. courts. trial. trial practice. discrimination. kft130.5.d58 law of the united states. tennessee. discrimination in mortgage loans. kft334.5.d5 law of the united states. tennessee. discrimination in employment. kft392.2 law of the united states. tennessee. right to education. admission. discrimination and segregation. kft411 law of the united states. tennessee. civil and political rights. general. kft411.5.a34 law of the united states. tennessee. civil and political rights. african americans. kft460.5.d5 law of the united states. tennessee. housing. city redevelopment. slum clearance. discrimination. kft539.d56 law of the united states. tennessee. courts. trial. trial practice. discrimination. kft1330.5.d58 law of the united states. texas. discrimination in mortgage loans. kft1534.5.d5 law of the united states. texas. discrimination in employment. kft1592.2 law of the united states. texas. right to education. admission. discrimination and segregation. kft1611 law of the united states. texas. civil and political rights. general. kft1611.5.a34 law of the united states. texas. civil and political rights. african americans. kft1660.5.d5 law of the united states. texas. housing. city redevelopment. slum clearance. discrimination. kft1739.d56 law of the united states. texas. courts. trial. trial practice. discrimination. kfu130.5.d58 law of the united states. utah. discrimination in mortgage loans. 30 library trends/summer 2018 table 1. (continued) call number lc classification tree kfu334.5.d5 law of the united states. utah. discrimination in employment. kfu392.2 law of the united states. utah. right to education. admission. discrimination and segregation. kfu411 law of the united states. utah. civil and political rights. general. kfu411.5.a34 law of the united states. utah. civil and political rights. african americans. kfu460.5.d5 law of the united states. utah. housing. city redevelopment. slum clearance. discrimination. kfu539.d56 law of the united states. utah. courts. trial. trial practice. discrimination. kfv130.5.d58 law of the united states. vermont. discrimination in mortgage loans. kfv334.5.d5 law of the united states. vermont. discrimination in employment. kfv392.2 law of the united states. vermont. right to education. admission. discrimination and segregation. kfv411 law of the united states. vermont. civil and political rights. general. kfv411.5.a34 law of the united states. vermont. civil and political rights. african americans. kfv460.5.d5 law of the united states. vermont. housing. city redevelopment. slum clearance. discrimination. kfv539.d56 law of the united states. vermont. courts. trial. trial practice. discrimination. kfv2530.5.d58 law of the united states. virginia. discrimination in mortgage loans. kfv2734.5.d5 law of the united states. virginia. discrimination in employment. kfv2792.2 law of the united states. virginia. right to education. admission. discrimination and segregation. kfv2811 law of the united states. virginia. civil and political rights. general. kfv2811.5.a34 law of the united states. virginia. civil and political rights. african americans. kfv2860.5.d5 law of the united states. virginia. housing. city redevelopment. slum clearance. discrimination. kfv2939.d56 law of the united states. virginia. courts. trial. trial practice. discrimination. kfw130.5.d58 law of the united states. washington state. discrimination in mortgage loans. kfw334.5.d5 law of the united states. washington state. discrimination in employment. kfw392.2 law of the united states. washington state. right to education. admission. discrimination and segregation. kfw411 law of the united states. washington state. civil and political rights. general. kfw411.5.a34 law of the united states. washington state. civil and political rights. african americans. kfw460.5.d5 law of the united states. washington state. housing. city redevelopment. slum clearance. discrimination. kfw539.d56 law of the united states. washington state. courts. trial. trial practice. discrimination. kfw1330.5.d58 law of the united states. west virginia. discrimination in mortgage loans. kfw1534.5.d5 law of the united states. west virginia. discrimination in employment. kfw1592.2 law of the united states. west virginia. right to education. admission. discrimination and segregation. kfw1611 law of the united states. west virginia. civil and political rights. general. kfw1611.5.a34 law of the united states. west virginia. civil and political rights. african americans. kfw1660.5.d5 law of the united states. west virginia. housing. city redevelopment. slum clearance. discrimination. kfw1739.d56 law of the united states. west virginia. courts. trial. trial practice. discrimination. kfw2530.5.d58 law of the united states. wisconsin. discrimination in mortgage loans. kfw2792.2 law of the united states. wisconsin. right to education. admission. discrimination and segregation. kfw2811 law of the united states. wisconsin. civil and political rights. general. kfw2811.5.a34 law of the united states. wisconsin. civil and political rights. african americans. browsing through bias/howard & knowlton 31 table 1. (continued) call number lc classification tree kfw2860.5.d5 law of the united states. wisconsin. housing. city redevelopment. slum clearance. discrimination. kfw2939.d56 law of the united states. wisconsin. courts. trial. trial practice. discrimination. kfw4330.5.d58 law of the united states. wyoming. discrimination in mortgage loans. kfw4534.5.d5 law of the united states. wyoming. discrimination in employment. kfw4592.2 law of the united states. wyoming. right to education. admission. discrimination and segregation. kfw4611 law of the united states. wyoming. civil and political rights. general. kfw4611.5.a34 law of the united states. wyoming. civil and political rights. african americans. kfw4660.5.d5 law of the united states. wyoming. housing. city redevelopment. slum clearance. discrimination. kfw4739.d56 law of the united states. wyoming. courts. trial. trial practice. discrimination. kjc5144.m56 comparative law of europe. constitutional law. human rights. civil and political rights. minorities. kjc8781.i63 comparative law of europe. inciting acts against minorities. kje5144.m56 european communities. community law. equality before the law. antidiscrimination in general. minorities. kjk2467.m56 law of belgium. equality before the law. antidiscrimination in general. kjr2467.m56 law of denmark. equality before the law. antidiscrimination in general. kjv4207.m56 law of france. equality before the law (antidiscrimination in general). minorities. kjv4534 law of france. code noir. laws regarding the black populace. kk2945.e84 law of germany. prohibition of discrimination in employment. equal opportunity. ethnic groups. minorities. kk3712 law of germany. the legal profession. minorities. kk4493-4495 law of germany. constitutional history. equality before the law. minorities. kk4742 law of germany. nationality and citizenship. minorities. kk4747.m55 law of germany. fundamental rights and constitutional guaranties. equality before the law. minorities. kk5144.m56 law of germany. human rights. fundamental rights and constitutional guaranties. equality before the law. antidiscrimination in general. minorities. kk8794 law of germany. inciting acts against minorities. kkh2467.m56 law of italy. equality before the law. antidiscrimination in general. kkm2467.m56 law of the netherlands. equality before the law. antidiscrimination in general. kkq2467.m56 law of portugal. equality before the law. antidiscrimination in general. kkt2467.m56 law of spain. equality before the law. antidiscrimination in general. kkw2467.m56 law of switzerland. equality before the law. antidiscrimination in general. lb2843.n4* teaching personnel. salaries. pensions. fringe benefits. incentive awards. african american teachers. lb3062* segregation in education. lc212-212.43 discrimination in education. lc212.5 segregation in education. racial separation. lc212.6 de facto segregation in education. lc212.7 segregation in higher education. lc2699 education. blacks. african americans. general works. lc2701 education. blacks. african americans. united states. periodicals. collections. lc2703 education. blacks. african americans. united states. societies. lc2707 education. blacks. african americans. united states. educational funds and charities. lc2717 education. blacks. african americans. united states. general works. lc2725 education. blacks. african americans. united states. teachers’ handbooks, etc. lc2731 education. blacks. african americans. united states. general special. 32 library trends/summer 2018 table 1. (continued) call number lc classification tree lc2741 education. blacks. african americans. united states. history. lc2751 education. blacks. african americans. united states. moral and religious education. lc2761 education. blacks. african americans. united states. private school education. lc2765 education. blacks. african americans. united states. preschool education. lc2771-2778 education. blacks. african americans. united states. elementary and public school education. lc2779 education. blacks. african americans. united states. secondary education. lc2780 education. blacks. african americans. united states. vocational education. general works. lc2780.2 education. blacks. african americans. united states. agricultural education. lc2780.4 education. blacks. african americans. united states. business education. lc2780.5 education. blacks. african americans. united states. technical and industrial education. lc2780.8 education. blacks. african americans. united states. adult education. lc2781 education. blacks. african americans. united states. higher education. lc2782 education. blacks. african americans. united states. teacher training. lc2785 education. blacks. african americans. united states. professional education. lc2802-2803 education. blacks. african americans. united states. local. by region, state, or city. lc2804-2810 education. blacks. african americans. other regions or countries. lc2851.a-.z education. blacks. african americans. united states. individual higher institutions. lc2852.a-.z education. blacks. african americans. united states. other schools. lc2861-2913 education. blacks. african americans. other regions or countries. higher institutions and other schools. lc3601-3643 education. racially mixed people. lj165 student fraternities and societies, united states. other fraternities, a-z (includes african american fraternities and sororities). m1366 instrumental music. jazz ensembles. m1670-1671 folk, national, and ethnic music. united states. african american. m1920.n3* fraternal society songs. negro actors guild. m2131.s5 hymnals. hymn collections. african american spiritual churches. m2198 sacred vocal music. popular religious and devotional music (including gospel music). ml102.b5 literature on music. dictionaries. encyclopedias. big bands (including jazz bands). ml102.b6 literature on music. dictionaries. encyclopedias. blues. ml102.b63 literature on music. dictionaries. encyclopedias. blues rock music. ml102.g6 literature on music. dictionaries. encyclopedias. gospel music. ml102.j3 literature on music. dictionaries. encyclopedias. jazz. ml102.r27 literature on music. dictionaries. encyclopedias. rap. ml102.r6 literature on music. dictionaries. encyclopedias. rock music. ml102.s65 literature on music. dictionaries. encyclopedias. soul music. ml102.t43 literature on music. dictionaries. encyclopedias. techno music. ml120.n49* literature on music. bibliography. black music. african american music. ml128.b45 literature on music. bibliography. black music. african american music. ml128.b49 literature on music. bibliography. blues. ml128.j3 literature on music. bibliography. jazz. ml128.n4* literature on music. bibliography. negro spirituals. ml128.r28 literature on music. bibliography. rap music. ml128.r6 literature on music. bibliography. rock music. ml128.s4 literature on music. bibliography. spirituals. ml156.4.b6 literature on music. blues. rhythm and blues. ml156.4.j3 literature on music. discography. jazz. ml156.4.r25 literature on music. discography. ragtime music. browsing through bias/howard & knowlton 33 table 1. (continued) call number lc classification tree ml156.4.r27 literature on music. discography. rap music. ml156.4.r36 literature on music. discography. reggae music. ml156.4.r6 literature on music. discography. rock music. ml156.4.s6 literature on music. discography. soul music. ml158.6.a35 literature on music. discography. african american music. ml410 .e44 ellington, duke. ml410 .h476 hendrix, jimi. ml410 .j75 joplin, scott. ml410 .m82 morton, jelly roll. ml417 .m846 monk, thelonious. ml418 .m45 mingus, charles. ml419 .a75 armstrong, louis. ml419 .c645 coltrane, john. ml419 .d39 davis, miles. ml419 .p4 parker, charlie. ml420 .a6 anderson, marian. ml420 .b32 belafonte, harry. ml420 .b818 brown, james (1933–2006). ml420 .f52 fitzgerald, ella. ml420 .h58 holiday, billie. ml420 .j175 jackson, michael (1958–2009). ml420 .k473 king, b. b. ml420 .p974 prince. ml420.r73 robeson, paul. ml420 .s667 smith, bessie (1894–1937). ml422 .b25 basie, count. ml3186.8-3187 sacred vocal music. christian. gospel music. ml3478-3479 literature on music. history and criticism. popular music. african american music. ml3505.8-3509 literature on music. history and criticism. popular music. jazz. ml3518 literature on music. history and criticism. popular music. big band music. jazz band music. ml3520.8-3521 literature on music. history and criticism. popular music. blues. rhythm and blues. ml3527.8 literature on music. history and criticism. popular music. funk. ml3527.84 literature on music. history and criticism. popular music. go-go music. ml3528.5 literature on music. history and criticism. popular music. house music. ml3530 literature on music. history and criticism. popular music. ragtime. ml3531 literature on music. history and criticism. popular music. rap music. ml3532 literature on music. history and criticism. popular music. reggae music. ml3532.5 literature on music. history and criticism. popular music. reggaeton music. ml3533.8-3534 literature on music. history and criticism. popular music. rock music. ml3537 literature on music. history and criticism. popular music. soul music. ml3540 literature on music. history and criticism. popular music. techno music. ml3540.5 literature on music. history and criticism. popular music. underground dance music. ml3556 literature on music. history and criticism. folk, national, and ethnic music. united states. african american. ml3561.j3 literature on music. history and criticism. folk, national, and ethnic music. united states. songs. jazz. ml3918.b57 social and political aspects of music. blues. ml3918.f86 social and political aspects of music. funk. ml3918.j39 social and political aspects of music. jazz. ml3918.r37 social and political aspects of music. rap music. ml3918.r44 social and political aspects of music. reggae music. ml3918.r63 social and political aspects of music. rock music. 34 library trends/summer 2018 table 1. (continued) call number lc classification tree ml3918.t43 social and political aspects of music. techno music. ml3921.8.b68 religious aspects of music. blues. ml3921.8.j39 religious aspects of music. jazz. ml3921.8.r36 religious aspects of music. rap music. ml3921.8.r63 religious aspects of music. rock music. mt73.5 instrumentation and orchestration. jazz band, dance band, etc. mt239 instrumental techniques. piano. performance of popular music (including ragtime, jazz, boogie-woogie). mt279.3 instrumental techniques. violin. styles of playing. blues. mt279.7 instrumental techniques. violin. styles of playing. jazz. mt733.7 instrumental techniques. ensembles. big band. dance band. jazz band. mt868 singing and vocal technique. jazz vocals. n128.3.a35 visual arts. study and teaching. research. history. african americans. negroes. blacks n6538.n5 visual arts. history. modern art. negroes. african americans. blacks. n7912.3.a35 religious art. christian art. history. african americans. negroes. blacks. n8224 special subjects of art. minorities. n8232 special subjects of art. negroes. african americans. blacks. n8356.b55 art as a profession. artists. blacks. n8356.n4* art as a profession. artists. blacks. n8928.3.a35 government support of art. public art. african americans. negroes. blacks na738.n5 architecture. history. negroes. african americans. blacks. na2128.3.a35 architecture. study and teaching. research. african americans. negroes. blacks. na2543.r37 architecture in relation to race. na4228.3.a35 architecture. public buildings. african americans. negroes. blacks na5238.n5 religious buildings. religious architecture. negroes. african americans. blacks. na7239.3.a35 domestic architecture. houses. dwellings. african americans. negroes. blacks. na9128.3.a35 aesthetics of cities. city planning and beautifying. african americans. negroes. blacks. nb237 .p89 puryear, martin. nb238.n5 sculpture. history. negroes. african americans. blacks. nb1528.3.a35 sculptured monuments. african americans. negroes. blacks. nc139.3.a35 history of drawing. african americans. negroes. blacks. nc428.3.a35 drawing. design. illustration. study and teaching. history. african americans. negroes. blacks. nc961.7.a37  illustration. special subjects. african americans. nc1766.5.a35 animated films. special topics. african americans. nc1878.a37 picture postcards. special topics. african americans. nd237 .l38 lawrence, jacob. nd237.b273 basquiat, jean-michel. nd238.n5 painting. history. negroes. african americans. blacks. nd1839.3.a35 watercolor painting. history. african americans. negroes. blacks. nd2639.3.a35 mural painting. african americans. negroes. blacks. nd3039.3.a35 illuminating of manuscripts and books. history. african americans. negroes. blacks. ne539.3.a35 history of printmaking. african americans. negroes. blacks. nk139.3.a35 decorative arts. applied arts. decoration and ornament. study and teaching. african americans. negroes. blacks. nk839.3.a35 decorative arts. applied arts. decoration and ornament. history. african americans. negroes. blacks. nk1412.3.a35 decoration and ornament. design. history. african americans. negroes. blacks. nk1678.c38 religious art. candomble. nk1678.v66 religious art. voodooism. nk2115.3.a47  interior decoration. house decoration. for african americans. browsing through bias/howard & knowlton 35 table 1. (continued) call number lc classification tree nk2439.3.a35 furniture. history. african americans. negroes. blacks. nk3225.3.a35 upholstery. drapery. history. modern. african americans. negroes. blacks. nk3425.3.a35 wallpapers. history. african americans. negroes. blacks. nk4028.3.a35 ceramics. history. african americans. negroes. blacks. nk4428.3.a35 porcelain. african americans. negroes. blacks. nk4725.3.a35 costume and its accessories. african americans. negroes. blacks. nk4894.3.b53 dolls and dollhouses. black dolls. nk5125.3.a35 glass. african americans. negroes. blacks. nk5325.3.a35 stained glass. glass painting. history. african americans. negroes. blacks. nk5612.3.a35 gems (engraved stones). history. african americans. negroes. blacks. nk5912.3.a35 ivory carving. ivories. history. african americans. negroes. blacks. nk6425.3.a35 metalwork. african americans. negroes. blacks. nk6625.3.a35 arms and armor. history. african americans. negroes. blacks. nk6725.3.a35 swords. sword guards. sword mounting. african americans. negroes. blacks. nk6925.3.a35 firearms. guns and pistols. african americans. negroes. blacks. nk7325.3.a35 jewelry. african americans. negroes. blacks. nk7825.3.a35 brasses. african americans. negroes. blacks. nk8125.3.a35 copperwork. african americans. negroes. blacks. nk8225.3.a35 ironwork. african americans. negroes. blacks. nk9112 textile arts and art needlework (including quilts). united states (including african american). nx164.b55  the arts as a profession. artists. blacks. african americans. nx164.n4* the arts as a profession. artists. blacks. african americans. nx180.r3 the arts in relation to racism. nx512.3.a35 history of the arts. african american. negroes. blacks. nx512.3.n5* history of the arts. african american. negroes. blacks. nx629 arts of minority groups. nx650.r34 arts in general. special subjects or topics. race awareness. nx652.a37 arts in general. characters, persons, classes of persons, and ethnic groups. african americans. p40.5.b42 philology. linguistics. relation to sociology. sociolinguistics. blacks. p94.5.a37communication. mass media. relation to african americans. .a372 p94.5.b55communication. mass media. relation to blacks. .b552 p94.5.m55communication. mass media. relation to minorities. .m552 p96.b53 communication. mass media. black english. p120.r32 philosophy, origin, etc. of language. other aspects. racism. p410.b33 black slang. pe1125.5.b5 modern english. grammar. readers for black muslims. pe1127.b55 modern english. grammar. readers on blacks. african americans. pe1127.m5 modern english. grammar. readers on minorities. pe1599.r34 modern english. lexicology. etymology. particular words. race. pe3102.n4linguistic geography. dialects, etc. united states. negroes. african americans. .n48 pe3727.n4 slang. argot. vulgarisms. negroes. african americans. blacks. pg3358.r33 pushkin, aleksandr sergeevich. criticism and interpretation. race awareness. pj7525.4.b55 arabic literature. history and criticism. black authors. pm5626 black carib language. pm7831-7834 creole languages. general and miscellaneous. pm7836-7839 creole languages. danish. pm7844.s36 creole languages. spanish. palenque. pm7846-7849 creole languages. portuguese. pm7854.f7 creole languages. french. french guiana. .f795 36 library trends/summer 2018 table 1. (continued) call number lc classification tree pm7854.g8creole languages. french. guadeloupe. .g895 pm7854.h3creole languages. french. haiti. .h395 pm7854.m25 creole languages. french. martinique. .m2595 pm7875.d58 creole languages. djuka. pm7875.g8 creole languages. gullah dialect. sea islands creole. pm7875.k74 creole languages. kriol. pm7875.s27 creole languges. saramaccan. pm7875.s67 creole languages. sranan. .s6795 pm7895.p3creole languages. papiamento. .p395 pm7875.n4* creole languages. english. “negro-english.” pn56.r16 literature (general). theory. philosophy. esthetics. relation to and treatment of race. pn56.r18 literature (general). theory. philosophy. esthetics. relation to and treatment of racism. pn56.3.b55 literature (general). theory. philosophy. esthetics. relation to and treatment of blacks. pn56.3.n4* literature (general). theory. philosophy. esthetics. relation to and treatment of blacks. pn490 literary history. biography. black authors. pn491.5 literary history. biography. minority authors. pn841 literary history. black literature (general). pn1009.5.r32 literary history. juvenile literature. special topics. racism. pn1025 poetry. indexes. black poetry. pn1083.b55 poetry. relations to, and treatment of, blacks. pn1083.n4* poetry. relations to, and treatment of, blacks. pn1590.b53 the performing arts. show business. blacks. pn1969.m5 vaudeville. varieties. minstrel shows. pn1990.9.m56 broadcasting. special topics. minorities. pn1991.8.a35 radio broadcasts. special topics. african americans. blacks. pn1992.4 .w56 winfrey, oprah. pn1992.8.a34 television broadcasts. special topics. african americans. blacks. pn1992.8.m54 television broadcasts. special topics. minorities. pn1995.9.m56 motion pictures. special topics. minorities. pn1995.9.m57 motion pictures. special topics. miscegenation. pn1995.9.n4 motion pictures. special topics. negroes. blacks. african americans. pn1995.9.r23 motion pictures. special topics. racially mixed people. pn1998.3.l44 lee, spike. pn1998.3.m494 micheaux, oscar. pn2071.b58 dramatic representation. the theater. acting. blackface. pn2270.a35 african american theater. pn2286 dramatic representation. the theater. united states. biography. african americans. pn2287.p57 poitier, sidney. pn2582.b52 dramatic representation. the theater. great britain. history. blackface. pn2595.13.b34 dramatic representation. the theater. great britain. history. black theater. pn3195 minstrel shows. pn3423 prose. prose fiction. blacks. pn4305.n5 oratory. elocution, etc. recitations (in english). negroes. blacks. pn4305.n6* oratory. elocution, etc. recitations (in english). negroes. blacks. pn4871.5 journalism. the periodical press, etc. biography of editors, journalists, etc. collective. african americans. browsing through bias/howard & knowlton 37 table 1. (continued) call number lc classification tree pn4874.p595 poston, ted. pn4882 journalism. the periodical press, etc. united states. ethnic press. minority press. pn4882.5 african american press. pn4888.m56 minorities in the press. pn4888.n4* african american press. pn4888.r3 journalism. the periodical press, etc. united states. special topics. racism. pn4914.b55 journalism. the periodical press, etc. canada. black press. pn4914.m53 journalism. the periodical press, etc. canada. minorities. pn4914.r28 journalism. the periodical press, etc. canada. race problems. pn4914.r29 journalism. the periodical press, etc. canada. racism. pn4917.n5* journalism. the periodical press, etc. other countries. black press. pn4937.n4* journalism. the periodical press, etc. other countries. black press. pn4974.b55 journalism. the periodical press, etc. mexico. black press. pn4974.m53 journalism. the periodical press, etc. mexico. minorities. pn4974.r28 journalism. the periodical press, etc. mexico. race problems. pn4974.r29 journalism. the periodical press, etc. mexico. racism. pn5124.b55 journalism. the periodical press, etc. great britain. black press. pn5124.m53 journalism. the periodical press, etc. great britain. minorities. pn5124.r28 journalism. the periodical press, etc. great britain. race problems. pn5124.r29 journalism. the periodical press, etc. great britain. racism. pn5184.b55 journalism. the periodical press, etc. france. black press. pn5184.m53 journalism. the periodical press, etc. france. minorities. pn5184.r28 journalism. the periodical press, etc. france. race problems. pn5184.r29 journalism. the periodical press, etc. france. racism. pn5214.b55 journalism. the periodical press, etc. germany. black press. pn5214.m53 journalism. the periodical press, etc. germany. minorities. pn5214.r28 journalism. the periodical press, etc. germany. race problems. pn5214.r29 journalism. the periodical press, etc. germany. racism. pn6068 collections of general literature. black authors. pn6071.b57 collections of general literature. collections, extracts, etc. by subject. blacks. pn6071.n4* collections of general literature. collections, extracts, etc. by subject. blacks. pn6071.r23 collections of general literature. collections, extracts, etc. by subject. race discrimination. pn6081.3 quotations. english. black authors. pn6109.7 collections of general literature. poetry. black authors. pn6109.95.m55 collections of general literature. poetry. minority authors. pn6119.7 drama. black authors. pn6120.n4 drama. by subject. negroes. blacks. pn6120.92.b45 fiction. black authors. pn6231.n5 wit and humor. collections on negroes. blacks. pn6231.r25 wit and humor. collections on race problems. pn6518.c8 proverbs. modern. creole. pq145.4.r33 history of french literature. special subjects. race relations. pq1110.b53 collections of french literature. special topics. blacks. pq1110.n4* collections of french literature. special topics. blacks. pq3940-3949 french literature outside of france. west indies. pq3950-3959.3 french literature outside of france. south america. pq4209.5.m56 collections of italian literature. minority authors. pq6046.r27 history of spanish literature. special subjects. race. pq6047.b5 history of spanish literature. blacks. pq7081.7.b55 spanish literature. spanish america. black authors. pq7471.7.b55 spanish literature. central america. black authors. pq7551.7.b55 spanish literature. south america. black authors. pq8651.7.b55 spanish literature. asia. black authors. pq9034.n4 portuguese literature. history and criticism. black authors. pr120.b55 history of english literature. black authors. 38 library trends/summer 2018 table 1. (continued) call number lc classification tree pr120.m55 history of english literature. minority authors. pr149.i65 history of english literature. treatment of interracial marriage. pr408.r34 history of english literature. modern. general. special topics. race. pr408.s57 history of english literature. modern. general. special topics. slavery. pr428.m55 history of english literature. modern. general. special topics. minorities. pr428.r35 history of english literature. modern. elizabethan era (1550–1640). special topics. race. pr448.r33 history of english literature. modern. 18th century. special topics. race. pr448.s55 history of english literature. modern. 18th century. special topics. slavery. pr468.b53 history of english literature. modern. 19th century. special topics. blacks. pr468.r3 history of english literature. modern. 19th century. special topics. race. pr468.s55 history of english literature. modern. 19th century. special topics. slavery. pr525.s53 history of english literature. poetry. 15th-16th centuries. special topics. slavery. pr535.s53 history of english literature. poetry. elizabethan era (1550–1640). special topics. slavery. pr565.s53 history of english literature. poetry. restoration and augustan era (1660– 1750). special topics. slavery. pr575.s53 history of english literature. poetry. romanticism. return to nature (1750– 1830). special topics. slavery. pr585.s53 history of english literature. poetry. 19th century. special topics. slavery. pr658.r34 history of english literature. drama. elizabeth era (1550–1640). special topics. race. pr678.r34 history of english literature. drama. 17th century. special topics. race. pr698.r34 history of english literature. drama. restoration (1660–1700). special topics. race. pr708.r34 history of english literature. drama. 18th century. special topics. race. pr728.r34 history of english literature. drama. 19th century. special topics. race. pr830.r34 history of english literature. prose fiction. the novel. special topics. race. pr1110.b5 collections of english literature. black authors. pr1110.m55 collections of english literature. minority authors. pr1178.b55 collections of english literature. poetry. black authors. pr1195.s44 collections of english literature. poetry. special forms and subjects. slavery. pr1246.b53 collections of english literature. drama. black authors. pr1286.b53 collections of english literature. prose. black authors. pr3069.r33 shakespeare. william. criticism and interpretation. treatment and knowledge of race. pr9205 english literature outside of great britain. caribbean area. pr9210-9218.2 english literature outside of great britain. west indies. pr9220 english literature outside of great britain. bahamas. pr9230 english literature outside of great britain. barbados. pr9260 english literature outside of great britain. haiti. pr9265 english literature outside of great britain. jamaica. pr9272 english literature outside of great britain. trinidad. pr9275 english literature outside of great britain. other west indies islands. pr9280 english literature outside of great britain. belize. pr9272.9.w3 walcott, derek. pr9320 english literature outside of great britain. guyana. ps153.m56 history of american literature. minority authors. ps153.n5 history of american literature. negro. african american. black authors. ps169.r28 history of american literature. treatment of racism. ps173.e8 history of american literature. treatment of ethnic minorities. ps173.n4 history of american literature. treatment of negroes. african americans. blacks. ps173.r33 history of american literature. treatment of racially mixed people. ps217.b55 history of american literature. 19th century. special topics. blacks. ps217.s55 history of american literature. 19th century. special topics. slavery (including abolitionism). browsing through bias/howard & knowlton 39 table 1. (continued) call number lc classification tree ps228.i69 history of american literature. 20th century. special topics. interracial adoption. ps228.r32 history of american literature. 20th century. special topics. race. ps231.r34 history of american literature. 21st century. special topics. racially mixed people. ps309.b55 history of american literature. poetry. blues lyrics. ps310.n4 history of american literature. poetry. special topics. negroes. african americans. blacks. ps310.r34 history of american literature. poetry. special topics. race. ps338.n4 history of american literature. drama. special topics. negroes. african americans. blacks. ps366.a35 history of american literature. prose. special topics. negroes. african americans. blacks. ps374.b63 history of american literature. prose fiction. special forms. black english. ps374.n4 history of american literature. prose fiction. special topics. negroes. african americans. blacks. ps374.r32 history of american literature. prose fiction. special topics. race. ps374.r34 history of american literature. prose fiction. special topics. racism. ps374.s58 history of american literature. prose fiction. special topics. slavery and slaves. ps508.m54 collections of american literature. minority authors. ps508.n3 collections of american literature. negro. african american. black authors. ps509.b7 collections of american literature. special topics. brooks, gwendolyn. ps509.m5 collections of american literature. special topics. minorities. ps509.n4 collections of american literature. special topics. negroes. african americans. blacks. ps509.s436 collections of american literature. special topics. slavery. ps509.x24 collections of american literature. special topics. malcolm x. ps591.m5445 collections of american literature. poetry. minority authors. ps591.n4 collections of american literature. poetry. negro. african american. black authors. ps595.a22 collections of american literature. poetry. by subject. abu-jamal, mumia. ps595.a32 collections of american literature. poetry. by subject. african american women. ps595.b6 collections of american literature. poetry. by subject. blues (music). ps595.l5* collections of american literature. poetry. by subject. malcolm x. ps595.n3 collections of american literature. poetry. by subject. negro (african american, black) rimes and songs. ps595.r32 collections of american literature. poetry. by subject. race relations. ps595.s65 collections of american literature. poetry. by subject. slavery. ps595.x24 collections of american literature. poetry. by subject. malcolm x. ps627.m5 collections of american literature. drama. special topics. minorities. ps627.n4 collections of american literature. drama. special topics. negroes. african americans. blacks. ps647.a35 collections of american literature. prose (general). african americans. black authors. ps647.e85 collections of american literature. prose (general). minority authors. ps647.n35* collections of american literature. prose (general). african americans. blacks as authors. ps648.s55 collections of american literature. prose (general). special forms and topics. slavery. ps663.m55 collections of american literature. oratory. minority authors. ps663.n4 collections of american literature. oratory. negro. african american. black authors. ps683.a35 collections of american literature.essays. african american authors. black authors. ps683.n4* collections of american literature.essays. african american authors. black authors. 40 library trends/summer 2018 table 1. (continued) call number lc classification tree ps866.w5 wheatley, phillis. ps1292.c6 chesnutt, charles waddell. ps1806 harris, joel chandler. nights with uncle remus. ps1808 harris, joel chandler. uncle remus and his friends. ps1809 harris, joel chandler. uncle remus, his songs and sayings. ps2265 longfellow, henry wadsworth. poems on slavery. ps1557 dunbar, paul laurence. ps3503.r7244 brooks, gwendolyn. ps3515.a515 hansberry, lorraine. ps3515.i713 himes, chester. ps3515.u274 hughes, langston. ps3515.u789 hurston, zora neale. ps3539.o478 toomer, jean. ps3545.r815 wright, richard (1908–1960). ps3551.n464 angelou, maya. ps3552.a45 baldwin, james. ps3552.u827 butler, octavia e. ps3554.o884 dove, rita. ps3563.o8749 morrison, toni. ps3568.e365 reed, ishmael. ps3573.i26 wideman, john edgar. pt149.b55 german literature. special subjects. blacks. pt363.r3 history of german literature. romanticism. special topics. race. pt1109.m55 collections of german literature. minority authors. qb36.b22 banneker, benjamin. r693 minorities in medicine. r695 blacks in medicine. black physicians. (including african americans). ra408.m54 health status indicators. medical statistics and surveys. minority older people. ra413.7.m57 state medical care plans. socialized medicine. national health insurance. compulsory insurance. minorities. ra448.5.n4 public health. hygiene. preventive medicine. negroes. african americans. ra645.s53 chronic and noninfectious diseases and public health. sickle cell anemia. ra562 public health. hygiene. preventive medicine. blacks. ra563.n56 public health. hygiene. preventive medicine. minorities. ra564.86 public health. hygiene. preventive medicine. minority women. ra778.4.a36 personal health and grooming guides for african americans. ra981.a45 african american hospitals. rc282.b55 neoplasms. tumors. oncology. blacks. rc282.n4* neoplasms. tumors. oncology. blacks. rc312.7.b55 tuberculosis. blacks. rc312.7.n4* tuberculosis. blacks. rc313.a57 tuberculosis. united states. african americans. rc314.5 tuberculosis. west indies. rc451.4.s7 psychiatry. students (including minority students). rc451.4.m58 psychiatry. minority women. rc451.5.n4 psychiatry. negroes. blacks. african americans. rc564.6.a35 psychiatric aspects of personality and behavior condition. drug abuse. substance abuse. african americans. rc565.6.m56 psychiatric aspects of personality and behavior condition. drug abuse. substance abuse. minorities. rc641.7.s5 diseases of the blood and blood-forming organs. sickle cell anemia. rd37.3.s53 anesthesia in special medical conditions, emergencies, and the at-risk patient. sickle cell anemia. rj416.s53 diseases of the hemic and lymphatic systems. hematologic diseases. pediatric hematology. sickle cell anemia. browsing through bias/howard & knowlton 41 table 1. (continued) call number lc classification tree rj507.m54 mental disorders of children and adolescents. child psychiatry. child mental health services. minority children. rk55.3.b52 dentistry. blacks. african americans. rk60.45 blacks in dentistry. black dentists. rt83.3 minorities in nursing. rt83.5 black nurses. s417.c3 carver, george washington. sb457.527 african american gardens. tr140.p35 parks, gordon, sr. tr647 .p367 parks, gordon, sr. tx361.a27 diet and nutrition of african americans. ub416 minorities, women, etc., in armed forces. ub418.a47 minorities, women, etc., in armed forces. united states. african americans. ug830 minorities, women, etc., in air forces. ug834.a37 minorities, women, etc., in air forces. united states. african americans. vb320 minorities, women, etc., in navies. vb324.a47 minorities, women, etc., in navies. united states. african americans. z42.3.a35 autographs of african americans. z682.4.a37 library science. information science. personnel. african americans. z682.4.m56 library science. information science. personnel. minorities. z688.a55 library science. information science. special collections. by subject. african americans. z695.1.b57 library science. information science. cataloging. by subject. blacks. african americans. z695.1.n4* library science. information science. cataloging. by subject. blacks. african americans. z711.8 library science. information science. library service to special groups. minorities. z711.9 library science. information science. library service to special groups. blacks. african americans. z1039.b56 books for blacks. african americans. z1039.m56 books for minorities (including children of minorities and minority teenagers) z1039.n4* books for blacks. african americans. z1229.n39 national bibliography. united states. american literature. negro. african american. z1231.m5 national bibliography. united states. american literature. minorities z1249.s6 national bibliography. united states. history and description. slavery. z1361.e4 national bibliography. united states. special topics. elements in the population. ethnic groups (general). z1361.n39 national bibliography. united states. special topics. negroes. african americans. z1376.b55 national bibliography. canada. canadian literature. black authors. z1395 national bibliography. canada. special topics. blacks. z1609.b65 national bibliography. south america. latin america. blacks as an element in the population. z1637.m54 national bibliography. argentina. minorities. z1637.n4 national bibliography. argentina. negroes (blacks) as an element in the population. z1637.r3 national bibliography. argentina. race question. z1667.m54 national bibliography. bolivia. minorities. z1667.n4 national bibliography. bolivia. negroes (blacks) as an element in the population. z1667.r3 national bibliography. bolivia. race question. z1697.m54 national bibliography. brazil. minorities. z1697.n4 national bibliography. brazil. negroes (blacks) as an element in the population. z1697.r3 national bibliography. brazil. race question. z1727.m54 national bibliography. chile. minorities. 42 library trends/summer 2018 table 1. (continued) call number lc classification tree z1727.n4 national bibliography. chile. negroes (blacks) as an element in the population. z1727.r3 national bibliography. chile. race question. z1757.m54 national bibliography. colombia. minorities. z1757.n4 national bibliography. colombia. negroes (blacks) as an element in the population. z1757.r3 national bibliography. colombia. race question. z1787.m54 national bibliography. ecuador. minorities. z1787.n4 national bibliography. ecuador. negroes (blacks) as an element in the population. z1787.r3 national bibliography. ecuador. race question. z1827.m54 national bibliography. paraguay. minorities. z1827.n4 national bibliography. paraguay. negroes (blacks) as an element in the population. z1827.r3 national bibliography. paraguay. race question. z1877.m54 national bibliography. peru. minorities. z1877.n4 national bibliography. peru. negroes (blacks) as an element in the population. z1877.r3 national bibliography. peru. race question. z1907.m54 national bibliography. uruguay. minorities. z1907.n4 national bibliography. uruguay. negroes (blacks) as an element in the population. z1907.r3 national bibliography. uruguay. race question. z1937.m54 national bibliography. venezuela. minorities. z1937.n4 national bibliography. venezuela. negroes (blacks) as an element in the population. z1937.r3 national bibliography. venezuela. race question. z2127.m54 national bibliography. austria. minorities. z2127.n4 national bibliography. austria. negroes (blacks) as an element in the population. z2127.r3 national bibliography. austria. race question. z2187.m54 national bibliography. france. minorities. z2187.n4 national bibliography. france. negroes (blacks) as an element in the population. z2187.r3 national bibliography. france. race question. z2247.m54 national bibliography. germany. minorities. z2247.n4 national bibliography. germany. negroes (blacks) as an element in the population. z2247.r3 national bibliography. germany. race question. z2307.m54 national bibliography. greece. minorities. z2307.n4 national bibliography. greece. negroes (blacks) as an element in the population. z2307.r3 national bibliography. greece. race question. z2367.m54 national bibliography. italy. minorities. z2367.n4 national bibliography. italy. negroes (blacks) as an element in the population. z2367.r3 national bibliography. italy. race question. z2457.m54 national bibliography. netherlands. minorities. z2457.n4 national bibliography. netherlands. negroes (blacks) as an element in the population. z2457.r3 national bibliography. netherlands. race question. z2587.m54 national bibliography. denmark. minorities. z2587.n4 national bibliography. denmark. negroes (blacks) as an element in the population. z2587.r3 national bibliography. denmark. race question. z2617.m54 national bibliography. norway. minorities. z2617.n4 national bibliography. norway. negroes (blacks) as an element in the population. z2617.r3 national bibliography. norway. race question. z2647.m54 national bibliography. sweden. minorities. browsing through bias/howard & knowlton 43 z2647.n4 national bibliography. sweden. negroes (blacks) as an element in the population. z2647.r3 national bibliography. sweden. race question. z2707.m54 national bibliography. spain. minorities. z2707.n4 national bibliography. spain. negroes (blacks) as an element in the population. z2707.r3 national bibliography. spain. race question. z2737.m54 national bibliography. portugal. minorities. z2737.n4 national bibliography. portugal. negroes (blacks) as an element in the population. z2737.r3 national bibliography. portugal. race question. z2797.m54 national bibliography. switzerland. minorities. z2797.n4 national bibliography. switzerland. negroes (blacks) as an element in the population. z2797.r3 national bibliography. switzerland. race question. z2857.m54 national bibliography. turkey & the balkan states (general). minorities. z2857.n4 national bibliography. turkey & the balkan states (general). negroes (blacks) as an element in the population. z2857.r3 national bibliography. turkey & the balkan states (general). race question. z5118.b5 subject bibliography. anthropology and ethnology. black race. z5118.m5 subject bibliography. anthropology and ethnology. miscegenation. z5118.n4* subject bibliography. anthropology and ethnology. black race. z5633.a37 subject bibliography. communication. mass media. african americans. z5784.b56 subject bibliography. black drama. african american drama. z5784.n4* subject bibliography. black drama. african american drama. z5814.b4 subject bibliography. education. blacks. african americans. z5814.d5 subject bibliography. education. discrimination. segregation. integration. z5814.m5 subject bibliography. education. minorities. z5814.n3* subject bibliography. education. blacks. african americans. z5943.a37 subject bibliography. african american architecture and architects. z5956.a47 subject bibliography. african american art and artists. black art and artists. z6611.b63 subject bibliography. manuscripts. by subject. blacks. african americans. z6611.n4* subject bibliography. manuscripts. by subject. blacks. african americans. z6675.b53 subject bibliography. blacks and health. z6675.m68 subject bibliography. minorities and health. z6944.n39 subject bibliography. negro (african american, black) newspapers. z7124 subject bibliography. philology and linguistics. mixed languages (including creole, pidgin english, etc.) z7164.r12 subject bibliography. political and social sciences. race problems. z7164.s6 subject bibliography. political and social sciences. slavery. z7514.b43 subject bibliography. sports. amusements. recreation. blacks. african americans. z7774 subject bibliography. black theology. z7835.b5 subject bibliography. black muslims. z8068.74 personal bibliography. baldwin, james. z8150.7 personal bibliography. carver, g. w. z8166.2 personal bibliography. chesnutt, c. w. z8167.47 personal bibliography. chisholm, shirley z8238.85 personal bibliography. douglass, frederick. z8244.9 personal bibliography. du bois, w. e. b. z8247.4 personal bibliography. dunbar, p. l. z8324.49 personal bibliography. garvey, marcus. z8385.64 personal bibliography. hansberry, lorraine. z8406.8 personal bibliography. himes, c. b. z8423.3 personal bibliography. hughes, langston. z8428.66 personal bibliography. hurston, z. n. table 1. (continued) call number lc classification tree 44 library trends/summer 2018 table 2: index to library of congress classification numbers applicable to materials for african american studies aaron, hank: gv865.a25 abolition of slavery see also antislavery movements united states: e453 agitation for: e449 abu-jamal, mumia in american literature, collections, poetry: ps595.a22 academies (general), west indies: as71-75 actors, actresses, and acting, african american: pn2286 adoption, interracial/transracial: hq875.6 in literature, american, literary history, 20th century: ps228.i69 aesthetics, black: bh301.b53 affirmative action programs: hf5549.5.a34, kf4755.5 alabama: jk4560.a33 alaska: jk9560.a33 arizona: jk8260.a33 arkansas: jk5160.a33 california: jk8760.a33 colorado: jk7860.a33 connecticut: jk3360.a33 delaware: jk3760.a33 district of columbia: jk2760.a33 florida: jk4460.a33 georgia: jk4360.a33 idaho: jk7560.a33 illinois: jk5760.a33 indiana: jk5660.a33 iowa: jk6360.a33 kansas: jk6860.a33 kentucky: jk5360.a33 louisiana: jk4760.a33 maine: jk2860.a33 maryland: jk3860.a33 massachusetts: jk3160.a33 michigan: jk5860.a33 minnesota: jk6160.a33 mississippi: jk4660.a33 z8464.44 personal bibliography. king, m. l. z8519.7 personal bibliography. louis, joe. z8595.5 personal bibliography. morrison, toni. z8736.32 personal bibliography. reed, ishmael. z8747.74 personal bibliography. robeson, paul. z8947.36 personal bibliography. walcott, derek. z8947.42 personal bibliography. walker, alice. z8949.9 personal bibliography. washington, b. t. z8950.2 personal bibliography. washington, harold. z8969.285 personal bibliography. wheatley, phyllis z8986.323 personal bibliography. wright, richard. z8989.7 personal bibliography. x, malcolm. table 1. (continued) call number lc classification tree browsing through bias/howard & knowlton 45 table 2. (continued) missouri: jk5460.a33 montana: jk7360.a33 nebraska: jk6660.a33 nevada: jk8560.a33 new hampshire: jk2960.a33 new jersey: jk3560.a33 new mexico: jk8060.a33 new york: jk3460.a33 north carolina: jk4160.a33 north dakota: jk6460.a33 ohio: jk5560.a33 oklahoma: jk7160.a33 oregon: jk9060.a33 pennsylvania: jk3660.a33 rhode island: jk3260.a33 south carolina: jk4260.a33 south dakota: jk6560.a33 tennessee: jk5260.a33 texas: jk4860.a33 utah: jk8460.a33 vermont: jk3060.a33 virginia: jk3960.a33 washington: jk9260.a33 west virginia: jk4060.a33 wisconsin: jk6060.a33 wyoming: jk7660.a33 african american studies: e184.7 african americans actors and actresses: pn2286 air force personnel: e185.63, ug834.a37 alabama: e185.93.a3, f335.n4 alaska: e185.93.a4, f915.n4 albany (new york): f129.a39.n4 annapolis (maryland): f189.a69.n4 anthropometry: gn57.a35 appalachian region: e185.912 architecture and architects bibliography: z5943.a37 domestic buildings: na7239.3.a35 history: na738.n5 public buildings: na4228.3.a35 religious buildings: na5238.n5 arizona: e185.93.a7, f820.n4 arkansas: e185.93.a8, f420.n4 armed forces: e185.63 arms and armor, history: nk6625.3.a35 art and artists see also individual forms of art bibliography: z5956.a47 history: nx512.3.a35, nx512.3.n5* modern: n6538.n5 public: n8928.3.a35 religious: n7912.3.a35 visual, study and teaching: n128.3.a35 in art: n8232, nc961.7.a37, nx164.n4*, nx652.a37, nc1878.a37 in the arts: nx164.b55, nx164.n4* artisans: e185.8 astrology: bf1714.a37 46 library trends/summer 2018 table 2. (continued) atlanta (georgia): f294.a89.n4 austin (texas): f394.a99.n4 authors collections: ps508.n3 drama: ps628.n4 essays: ps683.a35, ps683.n4* oratory: ps663.n4 poetry: ps591.n4 prose: ps647.a35, ps647.n35* literary history: ps153.n5 autographs: z42.3.a35 baltimore (maryland): f189.b19.n4 baptists: bx6440-6460.9 missions: bv2521 birmingham (alabama): f334.b69.n4 boston (massachusetts): f73.9.n4 brasses: nk7825.3.a35 buffalo (new york): f129.b89.n4 business associations: e185.8 businessmen: e185.8 california: e185.93.c2, f870.n4 catholic church: bx1407.n4 ceramics: nk4028.3.a35 charleston (south carolina): f279.c49.n4 chattanooga (tennessee): f444.c49.n4 chicago (illinois): f548.9.n4 church work with: bv4468.2.a34 churches: br563.n4 cincinnati (ohio): f499.c59.n4 city planning: na9128.3.a35 civil and political rights; kf4756-4757 clergy education: bv4080-4085 episcopal church: bx5967 cleveland (ohio): f499.c69.n4 colorado: e185.93.c6, f790.n4 columbus (ohio): f499.c79.n4 communication. mass media: p94.5..a37-.a372 congregationalists: bx7147.a35 congress, united states: jk1321.a37 congresses: e184.5 connecticut: e185.93.c7, f105.n4 copperwork: nk8125.3.a35 costume and accessories: nk4725.3.a35 dallas (texas): f394.d219.n4 dance: gv1624.7.a34. gv1624.7.n4* dayton (ohio): f499.d29.n4 delaware: e185.93.d4, f175.n4 denver (colorado): f784.d49.n4 detroit (michigan): f574.d49.n4 district of columbia: e185.93.d6, f205.n4 discrimination: kf4756-4757 drama, bibliography: z5784.b56, z5784.n4* drapery: nk3225.3.a35 drawing: nc139.3.a35, nc428.3.a35 drug use: rc564.6.a35 east africa: dt429.5.a38 browsing through bias/howard & knowlton 47 table 2. (continued) economic conditions: e185.8 education: lc2699, lc2717, lc2731, lc2802-2803, lc2804-2810 history: lc2741 english language: pe3102.n4-.n48 episcopal church: bx5979 ethnobotany: e185.89.e8 etiquette: bj1857.a37 farmers: e185.8 firearms: nk6925.3.a35 florida: e185.93.f5, f320.n4 folklore: gr103, gr111.a47 in foreign countries: e185.94 france, paris: dc718.a36 furniture, history: nk2439.3.a35 gardens: sb457.527 gems: nk5612.3.a35 genealogy: e185.96-.97 georgia: e185.93.g4, f295.n4 ghana: dt510.43.a37 grooming: ra778.4.a36 hawaii: e185.93.h3 historiography: e184.65 history collections: e185.5 general: e185 to 1863: e185.18 1863–1877: e185.2 1877–1964 general: e185.6 museums, exhibitions, etc: e185.53 race relations: e185.61 1964-present (including race relations) e185.615 periodicals: e185.5 societies: e185.5 homosexuality: hq76.27.a37 hospitals: ra981.a45 house of representatives, united states: jk1321.a37 houston (texas): f394.h89.n4 idaho: e185.93.i15, f755.n4 illinois: e185.93.i2, f550.n4 indiana: e185.93.i4, f535.n4 indianapolis (indiana): f534.i39.n4 indians, relations with: e98.r28 intellectual life: e185.89.i56 interior decoration: nk2115.3.a47 interracial marriage: e185.62 insurrections: e447 iowa: e185.93.i64, f630.n4 ironwork: nk8225.3.a35 islam, history: bp62.b56, bp62.n4* ivory carving: nk5912.3.a35 jersey city (new jersey): f144.j59.n4 jewelry: nk7325.3.a35 journalists, collective biography: pn4871.5 kansas city: f474.k29.n4 kansas: e185.93.k16, f690.n4 48 library trends/summer 2018 table 2. (continued) kentucky: e185.93.k3, f460.n4 lawyers: kf299.a35, kf299.n3* libraries cataloging: z695.1.b57, z695.1.n4* personnel: z682.4.a37 service to: z711.9 special collections: z688.a55 in literature bibliography: z1229.n39 collections: ps509.n4 drama: ps627.n4 literary history: ps173.n4 drama: ps338.n4 poetry: ps310.n4 prose: ps366.a35 prose fiction: ps374.n4 los angeles (california): f869.l89.n4 louisiana: e185.93.l6, f380.n4 louisville (kentucky): f459.l89.n4 lutheran churches: bx8060.n5 madison (wisconsin): f589.m19.n4 maine: e185.93.m15, f30.n4 maryland: e185.93.m2, f190.n4 massachusetts: e185.93.m3, f75.n4 medicine: r695 memphis (tennessee): f444.m59.n4 mennonites: bx8116.3.a37 metalwork: nk6425.3.a35 methodist churches, missions: bv2551 michigan: e185.93.m5, f575.n4 middle west and old northwest: e185.915 milwaukee (wisconsin): f589.m69.n4 minneapolis (minnesota): f614.m59.n4 minnesota: e185.93.m55, f615.n4 missions, united states: bv2783 mississippi: e185.93.m6, f350.n4 missouri: e185.93.m7, f475.n4 montana: e185.93.m8, f740.n4 montgomery (alabama): f334.m79.n4 mormons: bx8643.a35 mortality (demography): hb1323.b5-b52z motion pictures: pn1995.9.n4 music: ml120.n49*, ml128.b45 see also individual genres of music film catalogs: ml158.6.a35 history and criticism: ml3478-3479 video catalogs: ml158.6.a35 names: e185.89.r45 nashville (tennessee): f444.n29.n4 nebraska: e185.93.n5, f675.n4 nevada: e185.93.n52, f850.n4 new england: e185.917, f15.n4 new hampshire: e185.93.n53, f45.n4 new haven (connecticut): f104.n69.n4 new jersey: e185.93.n54, f145.n4 new mexico: e185.93.n55, f805.n4 new orleans (louisiana): f379.n59.n4 new york (city): f128.9.n4 browsing through bias/howard & knowlton 49 table 2. (continued) new york (state): e185.93.n6, f130.n4 newark (new jersey): f144.n69.n4 newspapers, bibliography: z6944.n39 north (united states region): e185.9 north carolina: e185.93.n6, f265.n4 north dakota: e185.93.n7, f645.n4 nutrition: tx361.a27 ohio: e185.93.o2, f500.n4 oklahoma: e185.93.o4, f705.n4 old northwest: f485.n4 omaha (nebraska): f674.o59.n4 oregon: e185.93.o7, f885.n4 pacific northwest: f855.n4 party affiliation, united states: jk2275.n4 pennsylvania: e185.93.p41, f160.n4 pentecostal churches: bx8762.5 pentecostals: br1644.3 philadelphia (pennsylvania): f158.9.n4 philosophy: b944.a37 physicians: r695 pittsburgh (pennsylvania): f159.p69.n4 porcelain: nk4428.3.a35 portland (oregon): f884.p89.n4 presbyterians: bx8946.a35, bx8946.n4* press: pn4882.5, pn4888.n4* providence (rhode island): f89.p99.n4 public assistance: hv3181-3185 public health: ra448.5.n4 quilts: nk9112 race identity: e185.625 race relations: e185.61, e185.615 radio broadcasts: pn1991.8.a35 rhode island: e185.93.r4, f90.n4 relations with indians: e98.r28 jews, american: e184.36.a34 religious life: bl625.2 reparations: e185.89.r45 rhymes and songs, american, collections: ps595.n3 richmond (virginia): f234.r59.n4 rochester (new york): f129.r79.n4 sailors: e185.63, vb324.a47 st. louis: f474.s29.n4 salt lake city (utah): f834.s29.n4 san antonio (texas): f394.s2119.n4 san francisco (california): f869.s39.n4 santa fe (new mexico): f804.s29.n4 sculpture: nb238.n5, nb1528.3.a35 seattle (washington): f899.s49.n4 sermons: bv4241.5 swords: nk6725.3.a35 social conditions: e185.86 soldiers: e185.63, ub418.a47 revolutionary war: e269.n3 war of 1812: e359.9.a35, e359.9.n4* civil war confederate army: e585.a35, e585.n3* 50 library trends/summer 2018 table 2. (continued) union army: e540.n3 regiments: e492.9 war of 1898: e725.5.n3 sources: e184.6 south (united states region): e185.92 south atlantic states: f220.n4 south carolina: e185.93.s7, f280.n4 south dakota: e185.93.s8, f660.n4 spiritual churches: bx6194.a46-.a468 hymns: m2131.s5 on stamps: he6183.a35 suffrage: jk1924-1929, kf4893 sunday schools: bv1523.a37 teachers handbooks: lc2725 salaries: lb2843.n4* television broadcasts: pn1992.8.a34 tennessee: e185.93.t3, f445.n4 texas: e185.93.t4, f395.n4 textile arts: nk9112 theater: pn2270.a35 trenton (new jersey): f144.t79.n4 tucson (arizona): f819.t99.n4 unitarians: bx9833.48.a47 united states: e184.5-185.97 bibliography: z1361.n39 universities and colleges: kf4232 upholstery: nk3225.3.a35 utah: e185.93.u8, f835.n4 vermont: e185.93.v4, f60.n4 virginia: e185.93.v8, f235.n4 voters: jk1924-1929 wallpaper: nk3425.3.a35 washington (d.c.) see district of columbia washington state: e185.93.w3, f900.n4 west (united states region): e185.925 west virginia: e185.93.w5, f250.n4 wilmington (delaware): f174.w79.n4 wisconsin: e185.93.w58, f590.n4 women in literature, american, collections, poetry: ps595.a32 world war i: d639.n4 world war ii: d810.n4 wyoming: e185.93.w9, f770.n4 young men’s christian association, work with: bv1190 young women’s christian association, work with: bv1393.b58, bv1393.n4* african diaspora: dt16.5 african hebrew israelite nation of jerusalem: bp605.b63 african methodist episcopal church: bx8435-8473 african methodist episcopal zion church: bx8435-8473 african orthodox church: bx6194.a4 african orthodox church of new york: bx6194.a43 african religions and christianity: br128.a16 in south america: bl2592 in the west indies and caribbean: bl2532 survival in america: african union methodist protestant church: bx8435-8473 browsing through bias/howard & knowlton 51 table 2. (continued) african universal church: bx6194.a45 africans in asia: ds28.a35 in australia: du122.a35 in austria: db34.a47 vienna: db851.57.a37 in belgium: dh492.a34 in europe: d1056.2.a38 in france: dc34.5.a37 paris: dc718.a34 in germany: dd78.a47 berlin: dd867.5.a37 in india: ds428.a25 in italy: dg457.a35 in madrid: dp358.3.a36 in milan: dg659.6.a37 in portugal: dp534.a37 in russia, moscow: dk600.3.a35 in southern asia: ds339.3.a34 in spain: dp53.a35 in sweden: dl641.a47 in switzerland: dq49.a49 in the united states: e184.a24 in turkey, istanbul: dr727.a38 africans, discovery of america: e109.a35 afro-brazilian cults: bl2590.b7 afro-caribbean cults: bl2565 agricultural education african americans: lc2780.2 blacks: lc2780.2 ailey, alvin: gv1785.a38 air force personnel: african american: e185.63, ug834.a37 minorities: ug830 akan in america: e29.a43 alabama affirmative action programs: jk4560.a33 african americans: e185.93.a3, f335.n4 antislavery movements: e445.a3 civil rights: kfa411 african americans: kfa411.5.a34 civil service african americans: jk4560.5.a34 minorities: jk4560.5.m5 discrimination in education: kfa392.2 in employment, labor law: kfa334.5.d5 in housing: kfa460.5.d5 in mortgage loans: kfa130.5.d58 trial practice: kfa539.d56 alaska affirmative action programs: jk9560.a33 african americans: e185.93.a4, f915.n4 civil rights: kfa1611 african americans: kfa1611.5.a34 civil service african americans: jk9560.5.a34 52 library trends/summer 2018 table 2. (continued) minorities: jk9560.5.m5 discrimination in education: kfa1592.2 in employment, labor law: kfa1534.5.d5 in housing: kfa1660.5.d5 in mortgage loans: kfa1330.5.d58 trial practice: kfa1739.d56 albany (new york), african americans: f129.a39.n4 alcohol and ethnic minorities: hv5199.5 ali, muhammad: gv1132.m84 allen, richard: bx8459.a4 almanacs (general), west indies: ay510-581 america discovery of and early explorations, african: e109.a35 elements in the population: akan: e29.a43 blacks, negroes: e29.n3 canary islanders: e29.c35 yoruba: e29.y67 amistad (slave ship): e447 anderson, marian: ml420.a6 angelou, maya: ps3551.n464 angolans in portugal: dp534.a54 annapolis (maryland), african americans: f189.a69.n4 ansaru allah community: bp212 anthropology black race: gn645 periodicals, etc.: gn643 race: gn269 anthropometry african americans: gn57.a35 blacks: gn57.b5 antislavery leaders, united states: e449 antislavery movements, united states: e441, e445 individual states: e445+ john brown’s raid on harper’s ferry: e451 kansas troubles: f685 apostolic overcoming holy church of god: bx6194.a8 architectural education, african american: na2128.3.a35 architecture african american bibliography: z5943.a37 domestic buildings: na7239.3.a35 history: na738.n5 public buildings: na4228.3.a35 religious buildings: na5238.n5 and race: na2543.r37 archives national association for the advancement of colored people: cd3065.n37 history and statistics, west indies: cd3860-3985 argentina blacks: f3021.b55, f3021.n3* buenos aires: f3001.9.b55, f3001.9.n4* minorities: f3021.a1 race relations: f3021.a1 arizona affirmative action programs: jk8260.a33 browsing through bias/howard & knowlton 53 table 2. (continued) african americans: e185.93.a7, f820.n4 civil rights: kfa2811 african americans: kfa2811.5.a34 civil service african americans: jk8260.5.a34 minorities: jk8260.5.m5 discrimination in education: kfa2792.2 in employment, labor law: kfa2734.5.d5 in housing: kfa2860.5.d5 in mortgage loans: kfa2530.5.d58 trial practice: kfa2939.d56 arkansas affirmative action programs: jk5160.a33 african americans: e185.93.a8, f420.n4 civil rights: kfa4011 african americans: kfa4011.5.a34 civil service african americans: jk5160.5.a34 minorities: jk5160.5.m5 discrimination in education: kfa3992.2 in employment, labor law: kfa3934.5.d5 in housing: kfa4060.5.d5 in mortgage loans: kfa3730.5.d58 trial practice: kfa4139.d56 armed forces, african americans in: e185.63 arms and armor, decorative arts, african american: nk6625.3.a35 armstrong, louis: ml419.a75 art african american bibliography: z5956.a47 history: nx512.3.a35, nx512.3.n5* modern: n6538.n5 public: n8928.3.a35 and race awareness: nx650.r34 and racism: nx180.r3 religious: n7912.3.a35 as subjects: nx652.a37 visual, study and teaching: n128.3.a35 minorities: nx629 artists african american, black: nx164.b55, nx164.n4* ashe, arthur: gv994.a7 asia, africans: ds28.a35 astrology, african american: bf1714.a37 atlanta (georgia), african americans: f294.a89.n4 austin (texas), african americans: f394.a99.n4 australia, africans: du122.a35 austria africans: db34.a47 blacks: db34.b43 vienna, blacks: db851.57.a37 authors african american collections: ps508.n3 drama: ps628.n4 54 library trends/summer 2018 table 2. (continued) essays: ps683.a35, ps683.n4* oratory: ps663.n4 poetry: ps591.n4 prose: ps647.a35, ps647.n35* literary history: ps153.n5 black american collections: ps508.n3 drama: ps628.n4 essays: ps683.a35 poetry: ps591.n4 prose: ps647.a35 literary history: ps153.n5 arabic literature, literary history: pj7525.4.b55 canadian literature: z1376.b55 english collections: pr1110.b5 drama: pr1246.b53 poetry: pr1178.b55 prose: pr1286.b53 literary history: pr120.b55 general collections: pn6068 drama: pn6119.7 fiction: pn6120.92.b45 poetry: pn6109.7 quotations, english: pn6081.3 wit and humor: pn6231.n5 literary history, biography: pn490 portuguese, literary history: pq9034.n4 spanish asia: pq7551.7.b55 central america: pq7081.7.b55 south america: pq7471.7.b55 spanish america: pq8651.7.b55 minorities american literature collections: ps508.m54 oratory: ps663.m55 poetry: ps591.m5445 prose: ps647.e85 literary history: ps153.m56 english literature collections: pr1110.m55 literary history: pr120.m55 general literature collections, poetry: pn6109.95.m55 literary history, biography: pn491.5 german literature, collections: pt1109.m55 italian literature, collections, poetry: pq4209.5.m56 autographs, african american: z42.3.a35 azoreans in the united states: e184.a95 bahamas history: f1650-1660 literature, english: pr9220 bank management, minorities: hg1615.7.m5 browsing through bias/howard & knowlton 55 table 2. (continued) baldwin, james: ps3552.a45 bibliography: z8068.74 baltimore (maryland), african americans: f189.b19.n4 banneker, benjamin: qb36.b22 baptist churches, african american: bx6440-6460.9 missions: bv2521 barbados, literature: pr9230 basie, count: ml422.b25 basquiat, jean-michel: nd237.b273 belafonte, harry: ml420.b32 belgium africans: dh492.a34 minorities, discrimination against: kjk2467.m56 belize blacks: f1457.b55 literature, english: pr9280 race relations: f1457.a1 beninese in france: dc34.5.b46 in spain: dp53.b39 bermuda blacks: f1640.b55 minorities: f1640.a1 race relations: f1640.a1 bethune, mary mcleod: e185.97.b34 bible (see also new testament; old testament) black interpretations: bs521.2 blacks: bs680.b48 creole versions: bs350 prophecy of future special events, blacks: bs649.n5 race: bs680.r2 big bands, dictionaries: ml102.b5 biography, general collective cuba: ct510-518 dominican republic: ct540-548 haiti: ct530-538 west indies: ct339-448 birmingham (alabama), african americans: f334.b69.n4 black caribs: f1505.2.c3 language: pm5626 black hebrew israelite nation: bp605.b63 black hebrews: bp605.b64 black muslim readers, english language: pe1125.5.b5 black muslims: bp221-223 bibliography: z7835.b5 black panthers trial, new york, 1970–1971: kf224.b55 black race: ht1581 bibliography, anthropology and ethnology: z5118.b5, z5118.n4* popular ethnology: ht1589 blackface acting: pn2071.b58 theater, great britain: pn2582.b52 blacks aesthetics: bh301.b53 america: e29.n3 anthropometry: gn57.b5 56 library trends/summer 2018 table 2. (continued) argentina: f3021.b55, f3021.n3* buenos aires: f3001.9.n4* art and artists: n8356.b55, n8356.n4* bibliography: z5956.a47 in the arts: nx164.b55, nx164.n4* austria: db34.b43 authors american collections: ps508.n3 drama: ps628.n4 essays: ps683.a35 poetry: ps591.n4 prose: ps647.a35 literary history: ps153.n5 arabic literature, literary history: pj7525.4.b55 canadian literature: z1376.b55 english collections: pr1110.b5 drama: pr1246.b53 poetry: pr1178.b55 prose: pr1286.b53 literary history: pr120.b55 general collections: pn6068 drama: pn6119.7 fiction: pn6120.92.b45 poetry: pn6109.7 quotations, english: pn6081.3 wit and humor: pn6231.n5 literary history, biography: pn490 portuguese, literary history: pq9034.n4 spanish asia: pq7551.7.b55 central america: pq7081.7.b55 south america: pq7471.7.b55 spanish america: pq8651.7.b55 belize: f1457.b55 bermuda: f1640.b55 in the bible: bs680.b48 bible prophecies: bs649.n5 bibliography manuscripts: z6611.b63 sports and recreation: z7514.b43 bolivia: f3359.b55 la paz, bolivia: f3351.l29.n4* books for: z1039.b56, z1039.n4* brazil: f2659.n4 brasilia: f2647.9.b55 recife: f2651.r49.n4 rio de janeiro: f2646.9.b55 salvador: f2651.s19.n4 são paulo (brazil): f2651.s29.n4 canada: f1035.n3, z1395 montreal (quebec): f1054.m89.n4 toronto (ontario): f1059.5.t689.n4 central america: f1440.b55 browsing through bias/howard & knowlton 57 table 2. (continued) chile: f3285.b53 santiago: f3271.9.n4* church work with: bv4468.2.b55 civilization: cb235 craniometry: gn130.b56 colombia: f2299.b55, f2299.n4* bogotá: f2291.b69.b55, f2291.b69.n4* communication. mass media: p94.5.b55-.b552 costa rica: f1557.b55 cuba: f1789.b37 havana: f1799.h39.n4 dentistry: rk55.3.b52, rk60.45 diseases neoplasms: rc282.b55, rc282.n4* tuberculosis: rc312.7.b55, rc312.7.n4* united states: rc313.a57 west indies: rc314.5 dolls, decorative arts: nk4894.3.b53 dominican republic: f1941.b55, f1941.n4* santo domingo: f1939.s49n4 drama, bibliography: z5784.n4* see also theater ecuador: f3799.b55, f3799.n4* quito: f3781.9.n4* education: lc2699, lc2717, lc2731, lc2802-2803, lc2804-2810 bibliography: z5814.b4 history: lc2741 el salvador: f1497.b55 as an element in the population, bibliography argentina: z1637.n4 austria: z2127.n4 bolivia: z1667.n4 brazil: z1697.n4 chile: z1727.n4 colombia: z1757.n4 denmark: z2187.n4 ecuador: z1787.n4 france: z2247.n4 germany: z2307.n4 greece: z2367.n4 italy: z2457.n4 netherlands: z2587.n4 norway: z2617.n4 paraguay: z1827.n4 peru: z1877.n4 portugal: z2647.n4 south america: z1609.b65 spain: z2707.n4 sweden: z2737.n4 switzerland: z2797.n4 turkey & the balkan states (general): z2857.n4 uruguay: z1907.n4 venezuela: z1937.n4 england: da125.n4 london: da676.9.b55, da676.9.n4* english language: pe3102.n4-.n48 communication, mass media: p96.b53 58 library trends/summer 2018 table 2. (continued) in literature, american, literary history, prose fiction: ps374.b63 slang: pe3727.n4 english language readers: pe1127.b55 ethnology: gn643, gn645 europe: d212.2.b53, d1056.2.b55 renaissance: d233.2.b44 france: dc34.5.b55, dc34.5.n4* paris: dc718.b56 revolution: dc158.8 freemasonry among: hs875-891 french guiana: f2471.b55 germany: dd78.b55 greco-roman world: de73.2.b55 guyana: f2391.n4* haiti: f1930.b55 and health, bibliography: z6675.b53 holocaust victims: d804.5.b55 honduras: f1517.b55 humor: pn6231.n5 immigrants to united states: jv6895.c3, jv6895.h34, jv6895.n4 intelligence testing: bf432.n5 and islam, history: bp62.b56, bp62.n4* jamaica: f1896.n4 juvenile periodicals: ap230 labor: hd6305.b56 latin america: f1419.n4 libraries, cataloging: z695.1.b57 library service to: z711.9 life insurance: hg8799 literature american collections: ps509.n4 drama: ps627.n4 literary history: ps173.n4, ps310.n4 19th century: ps217.b55 drama: ps338.n4 prose fiction: ps374.n4 english, literary history, 19th century: pr468.b53 french, collections: pq1110.b53, pq1110.n4* general: pn841 collections: pn6071.b57, pn6071.n4* drama: pn6120.n4 german, literary history: pt149.b55 literary history: pn56.3.b55, pn56.3.n4* poetry: pn1083.b55, pn1083.n4* prose: pn3423 spanish, literary history: pq6047.b5 methodists: bx8435-8473 missions: bv2551 mexico: f1392.b55, f1392.n4* mexico city: f1386.9.n4* monterrey (mexico): f1391.m79.n4 middle east: ds59.b55 mormons: bx8643.n4* mortality (demography): hb1323.b5-.b52z motion pictures: pn1995.9.n4 netherlands: dj92.b53 browsing through bias/howard & knowlton 59 table 2. (continued) newspapers, bibliography: z6944.n39 nicaragua: f1537.b55 nurses: rt83.5 oddfellowship among: hs1171-1179 in the old testament: bs1199.b48 panama: f1577.b55 paraguay: f2699.n4 performing arts: pn1590.b53 periodicals for: ap270-271 peru: f3619.b55, f3619.n4* lima, peru: f3601.9.n4* relations with indians: f3429.3.r27 physicians: r695 poetry, indexes: pn1025 press canada: pn4914.b55 france: pn5184.b55 germany: pn5214.b55 great britain: pn5124.b55 mexico: pn4974.b55 other countries: pn4917.n5*, pn4937.n4* psychiatry: rc451.5.n4 public health: ra562 puerto rico: f1983.b55, f1983.n4* radio broadcasts: pn1991.8.a35 recitations: pn4305.n5, pn4305.n6* rhymes see rimes and songs, american, collections: ps595.n3 russia: dk34.b53 saudi arabia: ds219.b56 slang: p410.b33 societies: hs2253-2265 sociology and philology: p40.5.b42 south america: f2239.b55, f2239.n4* soviet union: dk34.b53 spain: dp53.b45 suriname: f2431.n3 television broadcasts: pn1992.8.a34 theater, great britain: pn2595.13.b34 theology: bt82.7 bibliography: z7774 united states, civil service: jk721.a34, jk723.n4* uruguay: f2799.n3 venezuela: f2349.b55, f2349.n4* caracas: f2341.c29.n4 vietnam war: ds559.8.b55 working class: hd6305.b56 world war i: d639.n4 english operations: d547.n4 world war ii: d810.n4 blues (music) in literature, american, literary history: ps595.b6 blues (music) bibliography: ml128.b49 dictionaries: ml102.b6 discography: ml156.4.b6 history and criticism: ml3520.8-3521 blues lyrics, american, literary history: ps309.b55 political aspects: ml3918.b57 60 library trends/summer 2018 table 2. (continued) religious aspects: ml3921.8.b68 social aspects: ml3918.b57 technique, violin: mt279.3 blues rock music, dictionaries: ml102.b63 bolivia blacks: f3359.b55 la paz: f3351.l29.b55 minorities: f3359.a1 race relations: f3359.a1 boni in suriname: f2431.b64 books for blacks: z1039.b56, z1039.n4* minorities: z1039.m56 boston (massachusetts), african americans: f73.9.n4 brass ankles in the united states: e184.b676 brasses, african american: nk7825.3.a35 brazil blacks: f2659.n4 brasilia: f2647.9.b55 recife: f2651.r49.n4 rio de janeiro: f2646.9.b55 salvador: f2651.s19.n4 são paulo: f2651.s29.n4 minorities: f2659.a1 race relations: f2659.a1 broadcasting, minorities: pn1990.9.m56 see also radio, television brooks, gwendolyn: ps3503.r7244 in literature, american, collections: ps509.b7 brown, james (1933–2006): ml420.b818 brown, john, raid at harpers ferry, w. va., 1859: e451 buffalo (new york), african americans: f129.b89.n4 burundians in the united states: e184.b89 business, african americans in: e185.86 business education african americans: lc2780.4 blacks: lc2780.4 business enterprises, minority: hd2358 butler, octavia e.: ps3552.u827 california affirmative action programs: jk8760.a33 african americans: e185.93.c2, f870.n4 civil service african americans: jk8760.5.a34 minorities: jk8760.5.m5 discrimination in education: kfc654.5 discrimination in employment, labor law: kfc572-573 cameroonians in france: dc34.5.c34 canada blacks: f1035.n3 montreal (quebec): f1054.m89.n4 toronto (ontario): f1059.5.t689.n4 civil service, minorities: jl111.m54 ethiopians: f1035.e89 haitians: f1035.h34 minorities: f1035.a1 civil and political rights: ke4395 minority lawyers: ke332.m56 browsing through bias/howard & knowlton 61 table 2. (continued) nigerians: f1035.n52 race relations: f1035.a1 racial discrimination, employment: ke3254 alberta: kea406.4-406.5 british columbia: keb406.4-406.5 manitoba: kem406.4-406.5 new brunswick: ken406.4-406.5 newfoundland: ken1606.4-1606.5 northwest territories: ken5806.4-5806.5 nova scotia: ken7806.4-7806.5 ontario: keo659 prince edward island: kep406.4-406.5 quebec: keq671 saskatchewan: kes406.4-406.5 yukon territory: key406.4-406.5 somalis: f1035.s65 canary islanders america: e29.c35 latin america: f1419.c26 peru: f3619.c34 united states: e184.c22 venezuela: f2349.c35 candomble, religious art: nk1678.c38 cape verdeans in the united states: e184.c24 caribbeans in the united states: e184.c27 immigrants: jv6895.c3 caribs, black: f1505.2.c3 carver, george washington: s417.c3 bibliography: z8150.7 catholic church african americans: bx1407.n4 race relations: bx1795.r33 teachings on miscegenation: bx1759.5.m5 central america blacks: f1440.b55 minorities: f1440.a1 race relations: f1440.a1 ceramics, history, african american: nk4028.3.a35 charities, educational, united states african americans: lc2707 blacks: lc2707 charleston (south carolina), african americans: f279.c49.n4 chattanooga (tennessee), african americans: f444.c49.n4 chesnutt, charles waddell: ps1292.c6 bibliography: z8166.2 chicago (illinois), african americans: f548.9.n4 chicago seven (criminal trials): kf224.c47 children african american: e185.86 education: lc2701 minority books for: z1039.m56 psychiatry: rj507.m54 psychology, race awareness: bf723.r3 racially mixed: hq777.9 chile blacks: f3285.b53 santiago: f3271.9.b55, f3271.9.n4* 62 library trends/summer 2018 table 2. (continued) minorities: f3285.a1 race relations: f3285.a1 chisholm, shirley: e840.8.c48 bibliography: z8167.47 christian methodist episcopal church: bx8460-8469 christianity history, african american: br563.n4 relation to african religions: br128.a16 christology, african american: bt304.912 church and minorities: bv639.m56 church schools (see sunday schools) church unity, african influences: bx9.5.a37 church work with african americans: bv4468.2.a34 with black (outside the u.s.): bv4468.2.b55 churches see names of individual denominations cincinnati (ohio), african americans: f499.c59.n4 citizenship, united states, african american: jk1781 city planning, african american: na9128.3.a35 civil rights alabama: kfa411 alaska: kfa1611 arizona: kfa2811 arkansas: kfa4011 colorado: kfc2211 delaware: kfd411 district of columbia: kfd1611 florida: kff411 georgia: kfg411 hawaii: kfh411 idaho: kfi411 illinois: kfi1611 indiana: kfi3411 iowa: kfi4611 kansas: kfk411 kentucky: kfk1611 louisiana: kfl411 maine: kfm411 maryland: kfm1611 massachusetts: kfm2811 michigan: kfm4611 minnesota: kfm5811 mississippi: kfm7011 missouri: kfm8211 montana: kfm9411 nebraska: kfn411 nevada: kfn1011 new hampshire: kfn1611 new jersey: kfn2211 new mexico: kfn4011 north carolina: kfn7811 north dakota: kfn9011 ohio: kfo411 oklahoma: kfo1611 oregon: kfo2811 pennsylvania: kfp411 rhode island: kfr411 browsing through bias/howard & knowlton 63 table 2. (continued) south carolina: kfs2211 south dakota: kfs3411 tennessee: kft411 texas: kft1611 united states, african americans: e185.61, kf4756-4757 utah: kfu411 vermont: kfv411 virginia: kfv2811 washington state: kfw411 west virginia: kfw1611 wisconsin: kfw2811 wyoming: kfw4611 civil service african americans alabama: jk4560.5.a34 alaska: jk9560.5.a34 arizona: jk8260.5.a34 arkansas: jk5160.5.a34 california: jk8760.5.a34 colorado: jk7860.5.a34 connecticut: jk3360.5.a34 delaware: jk3760.5.a34 district of columbia: jk2760.5.a34 florida: jk4460.5.a34 georgia: jk4360.5.a34 idaho: jk7560.5.a34 illinois: jk5760.5.a34 indiana: jk5660.5.a34 iowa: jk6360.5.a34 kansas: jk6860.5.a34 kentucky: jk5360.5.a34 louisiana: jk4760.5.a34 maine: jk2860.5.a34 maryland: jk3860.5.a34 massachusetts: jk3160.5.a34 michigan: jk5860.5.a34 minnesota: jk6160.5.a34 mississippi: jk4660.5.a34 missouri: jk5460.5.a34 montana: jk7360.5.a34 nebraska: jk6660.5.a34 nevada: jk8560.5.a34 new hampshire: jk2960.5.a34 new jersey: jk3560.5.a34 new mexico: jk8060.5.a34 new york: jk3460.5.a34 north carolina: jk4160.5.a34 north dakota: jk6460.5.a34 ohio: jk5560.5.a34 oklahoma: jk7160.5.a34 oregon: jk9060.5.a34 pennsylvania: jk3660.5.a34 rhode island: jk3260.5.a34 south carolina: jk4260.5.a34 south dakota: jk6560.5.a34 tennessee: jk5260.5.a34 texas: jk4860.5.a34 64 library trends/summer 2018 table 2. (continued) united states: jk721.a34, jk723.n4* utah: jk8460.5.a34 vermont: jk3060.5.a34 virginia: jk3960.5.a34 washington: jk9260.5.a34 west virginia: jk4060.5.a34 wisconsin: jk6060.5.a34 wyoming: jk7660.5.a34 minorities: jl1659.m56 alabama: jk4560.5.m5 alaska: jk9560.5.m5 arizona: jk8260.5.m5 arkansas: jk5160.5.m5 california: jk8760.5.m5 canada: jl111.m54 colorado: jk7860.5.m5 connecticut: jk3360.5.m5 delaware: jk3760.5.m5 district of columbia: jk2760.5.m5 florida: jk4460.5.m5 georgia: jk4360.5.m5 idaho: jk7560.5.m5 illinois: jk5760.5.m5 indiana: jk5660.5.m5 iowa: jk6360.5.m5 kansas: jk6860.5.m5 kentucky: jk5360.5.m5 louisiana: jk4760.5.m5 maine: jk2860.5.m5 maryland: jk3860.5.m5 massachusetts: jk3160.5.m5 michigan: jk5860.5.m5 minnesota: jk6160.5.m5 mississippi: jk4660.5.m5 missouri: jk5460.5.m5 montana: jk7360.5.m5 nebraska: jk6660.5.m5 nevada: jk8560.5.m5 new hampshire: jk2960.5.m5 new jersey: jk3560.5.m5 new mexico: jk8060.5.m5 new york: jk3460.5.m5 north carolina: jk4160.5.m5 north dakota: jk6460.5.m5 ohio: jk5560.5.m5 oklahoma: jk7160.5.m5 oregon: jk9060.5.m5 pennsylvania: jk3660.5.m5 rhode island: jk3260.5.m5 south carolina: jk4260.5.m5 south dakota: jk6560.5.m5 tennessee: jk5260.5.m5 texas: jk4860.5.m5 united states: jk723.m34 state governments: jk2480.m5 local governments: js362.5 utah: jk8460.5.m5 browsing through bias/howard & knowlton 65 table 2. (continued) vermont: jk3060.5.m5 virginia: jk3960.5.m5 washington: jk9260.5.m5 west virginia: jk4060.5.m5 wisconsin: jk6060.5.m5 wyoming: jk7660.5.m5 united states, african americans: jk721.a34, jk723.n4* civilization and race black race: cb235 intercultural education: cb197 cleveland (ohio), african americans: f499.c69.n4 code noir, france: kjv4534 coins, west indies: cj2070-2089 collectors and collecting, west indies: am323-329 college fraternities, african american: lj165 college sororities, african american: lj165 colleges, african americans: lc2851.a-.z, lc2861-2913 colombia blacks: f2299.b55, f2299.n4* bogotá: f2291.b69.b55, f2291.b69.n4* minorities: f2299.a1 race relations: f2299.a1 colonization movement, united states: e448 colorado affirmative action programs: jk7860.a33 african americans: e185.93.c6, f790.n4 civil rights: kfc2211 civil rights, african americans: kfc2211.5.a34 civil service african americans: jk7860.5.a34 minorities: jk7860.5.m5 discrimination in education: kfc2192.2 discrimination in employment, labor law: kfc2134.5.d5 discrimination in housing: kfc2260.5.d5 discrimination in mortgage loans: kfc1930.5.d58 discrimination, trial practice: kfc2339.d56 colored methodist episcopal church, hymnals: bv416.m7-.m8 coltrane, john: ml419.c645 columbus (ohio), african americans: f499.c79.n4 confederate states of america african american troops: e585.a35 slavery: e453 congolese (brazzaville) in france: dc34.5.c65 congolese (democratic republic) france: dc34.5.c66 switzerland: dq49.z35 congregationalists, african american: bx7147.a35 congress, united states, african americans: jk1321.a37 congresses, african american: e184.5 congressional black caucus: jk1415 connecticut affirmative action programs: jk3360.a33 african americans: e185.93.c7, f105.n4 antislavery movements: e445.c7 civil service african americans: jk3360.5.a34 minorities: jk3360.5.m5 66 library trends/summer 2018 table 2. (continued) constitutional law fourteenth amendment: kf455814th slavery: kf4545.s5 suffrage, african americans: jk1924-1929, kf4893 consumer research, minorities: hf5514.332.m56 copperwork, african american: nk8125.3.a35 costa rica blacks: f1557.b55 minorities: f1557.a race relations: f1557.a costume design, african american: nk4725.3.a35 costume and dress, west indies: gt655-673 craniometry, blacks: gn130.b56 creole languages (including pidgin english, etc.) bibliography: z7124 danish: pm7836-7839 djuka: pm7875.d58 english. “negro-english”.: pm7875.n4* french french guiana: pm7854.f7-.f795 guadeloupe: pm7854.g8-.g895 haiti: pm7854.h3-.h395 martinique: pm7854.m25-.m2595 general and miscellaneous: pm7831-7834 kriol: pm7875.k74 papiamento: pm7895.p3-.p395 portuguese: pm7846-7849 saramaccan: pm7875.s27 spanish. palenque: pm7844.s36 sranan: pm7875.s67-.s6795 creole proverbs: pn6518.c8 creoles louisiana: f380.c9 new orleans: f379.n59.c87 crime see also police; lynching and race: hv6191 racial, provision against: hv8069 victims, minorities: hv6250.4.e75 cuba biography, general collective: ct510-518 blacks: f1789.b37 havana (cuba): f1799.h39.n4 minorities: f1789.a1 race relations: f1789.a1 yoruba: f1789.y6 cults afro-brazilian: bl2590.b7 afro-caribbean: bl2565 south america: bl2592 special, religious movements (including special cults and religious movements of the west indies and caribbean area): bl 2532 dallas (texas), african americans: f394.d219.n4 dance, african american: gv1624.7.a34, gv1624.7.n4* dating, interracial: hq801.8 davis, miles: ml419.d39 dayton (ohio), african americans: f499.d29.n4 browsing through bias/howard & knowlton 67 table 2. (continued) de facto segregation in education: lc212.6 decoration and ornament, history, african american: nk1412.3.a35 decorative arts education, african american: nk139.3.a35 history, african american: nk839.3.a35 delany, martin robinson: e185.97.d4 delaware affirmative action programs: jk3760.a33 african americans: e185.93.d4, f175.n4 antislavery movements: e445.d3 civil rights: kfd411 african americans: kfd411.5.a34 civil service african americans: jk3760.5.a34 minorities: jk3760.5.m5 discrimination in education: kfd392.2 discrimination in employment, labor law: kfd334.5.d5 discrimination in housing: kfd460.5.d5 discrimination in mortgage loans: kfd130.5.d58 discrimination, trial practice: kfd539.d56 denmark, minorities, discrimination against: kjr2467.m56 dentistry, blacks: rk55.3.b52, rk60.45 denver (colorado), african americans: f784.d49.n4 detroit (michigan), african americans: f574.d49.n4 developmental psychology, adolescent, race awareness: bf724.3 diaspora, african: dt16.5 diplomatics, west indies: cd351-362 disabilities, people with, minorities: hv1569.3.m55 discrimination in education: kf4151-4155 alabama: kfa392.2 alaska: kfa1592.2 arizona: kfa2792.2 arkansas: kfa3992.2 california: kfc654.5 colorado: kfc2192.2 delaware: kfd392.2 district of columbia: kfd1592.2 florida: kff392.2 georgia: kfg392.2 hawaii: kfh392.2 idaho: kfi392.2 illinois: kfi1592.2 indiana: kfi3392.2 iowa: kfi4592.2 kansas: kfk392.2 kentucky: kfk1592.2 louisiana: kfl392.2 maine: kfm392.2 maryland: kfm1592.2 massachusetts: kfm2792.2 michigan: kfm4592.2 minnesota: kfm5792.2 mississippi: kfm6992.2 missouri: kfm8192.2 montana: kfm9392.2 nebraska: kfn392.2 68 library trends/summer 2018 table 2. (continued) nevada: kfn992.2 new hampshire: kfn1592.2 new jersey: kfn2192.2 new mexico: kfn3992.2 north carolina: kfn7792.2 north dakota: kfn8992.2 ohio: kfo392.2 oklahoma: kfo1592.2 oregon: kfo2792.2 pennsylvania: kfp392.2 rhode island: kfr392.2 south carolina: kfs2192.2 south dakota: kfs3392.2 tennessee: kft392.2 texas: kft1592.2 utah: kfu392.2 vermont: kfv392.2 virginia: kfv2792.2 washington state: kfw392.2 west virginia: kfw1592.2 wisconsin: kfw2792.2 wyoming: kfw4592.2 discrimination in employment, labor law: kf3464 alabama: kfa334.5.d5 alaska: kfa1534.5.d5 arizona: kfa2734.5.d5 arkansas: kfa3934.5.d5 california: kfc572-573 colorado: kfc2134.5.d5 delaware: kfd334.5.d5 district of columbia: kfd1534.5.d5 florida: kff334.5.d5 georgia: kfg334.5.d5 hawaii: kfh334.5.d5 idaho: kfi334.5.d5 illinois: kfi1534.5.d5 indiana: kfi3334.5.d5 iowa: kfi4534.5.d5 kansas: kfk334.5.d5 kentucky: kfk1534.5.d5 louisiana: kfl334.5.d5 maine: kfm334.5.d5 maryland: kfm1534.5.d5 massachusetts: kfm2734.5.d5 michigan: kfm4534.5.d5 minnesota: kfm5734.5.d5 mississippi: kfm6934.5.d5 missouri: kfm8134.5.d5 montana: kfm9334.5.d5 nebraska: kfn334.5.d5 nevada: kfn934.5.d5 new hampshire: kfn1534.5.d5 new jersey: kfn2134.5.d5 new mexico: kfn3934.5.d5 new york: kfn5572-5573 north carolina: kfn7734.5.d5 north dakota: kfn8934.5.d5 browsing through bias/howard & knowlton 69 table 2. (continued) ohio: kfo334.5.d5 oklahoma: kfo1534.5.d5 oregon: kfo2734.5.d5 pennsylvania: kfp334.5.d5 rhode island: kfr334.5.d5 south carolina: kfs2134.5.d5 south dakota: kfs3334.5.d5 tennessee: kft334.5.d5 texas: kft1534.5.d5 utah: kfu334.5.d5 vermont: kfv334.5.d5 virginia: kfv2734.5.d5 washington state: kfw334.5.d5 west virginia: kfw1534.5.d5 wisconsin: kfw2734.5.d5 wyoming: kfw4534.5.d5 discrimination in housing: kf5740 alabama: kfa460.5.d5 alaska: kfa1660.5.d5 arizona: kfa2860.5.d5 arkansas: kfa4060.5.d5 colorado: kfc2260.5.d5 delaware: kfd460.5.d5 district of columbia: kfd1660.5.d5 florida: kff460.5.d5 georgia: kfg460.5.d5 hawaii: kfh460.5.d5 idaho: kfi460.5.d5 illinois: kfi1660.5.d5 indiana: kfi3460.5.d5 iowa: kfi4660.5.d5 kansas: kfk460.5.d5 kentucky: kfk1660.5.d5 louisiana: kfl460.5.d5 maine: kfm460.5.d5 maryland: kfm1660.5.d5 massachusetts: kfm2860.5.d5 michigan: kfm4660.5.d5 minnesota: kfm5860.5.d5 mississippi: kfm7060.5.d5 missouri: kfm8260.5.d5 montana: kfm9460.5.d5 nebraska: kfn460.5.d5 nevada: kfn1060.5.d5 new hampshire: kfn1660.5.d5 new jersey: kfn2260.5.d5 new mexico: kfn4060.5.d5 north carolina: kfn7860.5.d5 north dakota: kfn9060.5.d5 ohio: kfo460.5.d5 oklahoma: kfo1660.5.d5 oregon: kfo2860.5.d5 pennsylvania: kfp460.5.d5 rhode island: kfr460.5.d5 south carolina: kfs2260.5.d5 south dakota: kfs3460.5.d5 tennessee: kft460.5.d5 70 library trends/summer 2018 table 2. (continued) texas: kft1660.5.d5 utah: kfu460.5.d5 vermont: kfv460.5.d5 virginia: kfv2860.5.d5 washington state: kfw460.5.d5 west virginia: kfw1660.5.d5 wisconsin: kfw2860.5.d5 wyoming: kfw4660.5.d5 discrimination in mortgage loans: kf697.d5 alabama: kfa130.5.d58 alaska: kfa1330.5.d58 arizona: kfa2530.5.d58 arkansas: kfa3730.5.d58 colorado: kfc1930.5.d58 delaware: kfd130.5.d58 district of columbia: kfd1330.5.d58 florida: kff130.5.d58 georgia: kfg130.5.d58 hawaii: kfh130.5.d58 idaho: kfi130.5.d58 illinois: kfi1330.5.d58 indiana: kfi3130.5.d58 iowa: kfi4330.5.d58 kansas: kfk130.5.d58 kentucky: kfk1330.5.d58 louisiana: kfl130.5.d58 maine: kfm130.5.d58 maryland: kfm1330.5.d58 massachusetts: kfm2530.5.d58 michigan: kfm4330.5.d58 minnesota: kfm5530.5.d58 mississippi: kfm6730.5.d58 missouri: kfm7930.5.d58 montana: kfm9130.5.d58 nebraska: kfn130.5.d58 nevada: kfn730.5.d58 new hampshire: kfn1330.5.d58 new jersey: kfn1930.5.d58 new mexico: kfn3730.5.d58 north carolina: kfn7530.5.d58 north dakota: kfn8730.5.d58 ohio: kfo130.5.d58 oklahoma: kfo1330.5.d58 oregon: kfo2530.5.d58 pennsylvania: kfp130.5.d58 rhode island: kfr130.5.d58 south carolina: kfs1930.5.d58 south dakota: kfs3130.5.d58 tennessee: kft130.5.d58 texas: kft1330.5.d58 utah: kfu130.5.d58 vermont: kfv130.5.d58 virginia: kfv2530.5.d58 washington state: kfw130.5.d58 west virginia: kfw1330.5.d58 wisconsin: kfw2530.5.d58 wyoming: kfw4330.5.d58 browsing through bias/howard & knowlton 71 table 2. (continued) discrimination in public accommodations: kf4756-4757 discrimination constitutional law: kf4755 employment: kf3464 in literature: pn6071.r23 racial, united states, african americans: e185.61, kf4756-4757 suffrage: jk1924-1929, kf4893 trial practice: kf8925.d5 alabama: kfa539.d56 alaska: kfa1739.d56 arizona: kfa2939.d56 arkansas: kfa4139.d56 colorado: kfc2339.d56 delaware: kfd539.d56 district of columbia: kfd1739.d56 florida: kff539.d56 georgia: kfg539.d56 hawaii: kfh539.d56 idaho: kfi539.d56 illinois: kfi1739.d56 indiana: kfi3539.d56 iowa: kfi4739.d56 kansas: kfk539.d56 kentucky: kfk1739.d56 louisiana: kfl539.d56 maine: kfm539.d56 maryland: kfm1739.d56 massachusetts: kfm2939.d56 michigan: kfm4739.d56 minnesota: kfm5939.d56 mississippi: kfm7139.d56 missouri: kfm8339.d56 montana: kfm9539.d56 nebraska: kfn539.d56 nevada: kfn1139.d56 new hampshire: kfn1739.d56 new jersey: kfn2339.d56 new mexico: kfn4139.d56 north carolina: kfn7939.d56 north dakota: kfn9139.d56 ohio: kfo539.d56 oklahoma: kfo1739.d56 oregon: kfo2939.d56 pennsylvania: kfp539.d56 rhode island: kfr539.d56 south carolina: kfs2339.d56 south dakota: kfs3539.d56 tennessee: kft539.d56 texas: kft1739.d56 utah: kfu539.d56 vermont: kfv539.d56 virginia: kfv2939.d56 washington state: kfw539.d56 west virginia: kfw1739.d56 wisconsin: kfw2939.d56 wyoming: kfw4739.d56 diseases in blacks see also names of individual diseases 72 library trends/summer 2018 table 2. (continued) cancer: rc282.b55, rc282.n4* tuberculosis: rc312.7.b55, rc312.7.n4* united states: rc313.a57 west indies: rc314.5 district of columbia affirmative action programs: jk2760.a33 african americans: e185.93.d6, f205.n4 civil rights: kfd1611 african americans: kfd1611.5.a34 civil service african americans: jk2760.5.a34 minorities: jk2760.5.m5 discrimination in education: kfd1592.2 discrimination in employment, labor law: kfd1534.5.d5 discrimination in housing: kfd1660.5.d5 discrimination in mortgage loans: kfd1330.5.d58 discrimination, trial practice: kfd1739.d56 doctrine, african american holiness: bx7990.h615 doctrinal theology interracial marriage: bt707.3 man and race (includes race problems and segregation): bt734-734.3 dolls, black: nk4894.3.b53 dominican republic biography, general collective: ct540-548 blacks: f1941.b55, f1941.n4* santo domingo: f1939.s49.n4 haitians, santo domingo: f1939.s49.h3 history: f1931-1941 douglass, frederick: e449.d75 bibliography: z8238.85 dove, rita: ps3554.o884 drama see also theater american african american: ps338.n4, ps627.n4 minorities: ps627.m5 black: pn6119.7, pn6120.n4, pr1246.b53 english, about race: pr658.r34, pr378.r34, pr698.r34, pr708.r34, pr728.r34, pr3069.r33 drapery, african american: nk3225.3.a35 drawing, african american: nc139.3.a35, nc428.3.a35 dress, manners and customs, west indies: gt655-673 drug use african americans: rc564.6.a35 minorities: hv5824.e85 du bois, w. e. b.: e185.97.d73 bibliography: z8244.9 dunbar, paul laurence: ps1557 bibliography: z8247.4 east africa, african americans: dt429.5.a38 economic conditions, african americans: e185.8 ecuador blacks: f3799.b55  quito: f3781.9.b55, f3781.9.n4* minorities: f3799.a1 race relations: f3799.a1 education african americans: lc2699, lc2701, lc2717, lc2731 browsing through bias/howard & knowlton 73 table 2. (continued) bibliography: z5814.b4 history: lc2741 african american children: lc2701 african american ministers: bv4080-4085 african american youth: lc2701 blacks: lc2699, lc2717, lc2731 history: lc2741 de facto segregation: lc212.6 discrimination: kf4151-4155, lc212-212.43 bibliography: z5814.d5 law: kf4151-4155 higher, african american: kf4232 intercultural: cb197 segregation: lb3062*, lc212.5 bibliography: z5814.d5 law: kf4151-4155 el salvador blacks: f1497.b55 minorities: f1497.a1 race relations: f1497.a1 elementary education african americans: lc2771-2778 blacks: lc2771-2778 racially mixed people: lc3601-3643 ellington, duke: ml410.e44 emancipation of slaves, united states: e453 employees, minority: hd8081.a1-.a6 employment discrimination, labor law: kf3464 minority women: hd6057 england blacks: da125.n4 london blacks: da676.9.b55, da676.9.n4* mauritians: da676.9.m38 mauritians: da125.m38 minorities: da125.a1 somalis: da125.s56 enslaved people: see slaves episcopal church african american clergy: bx5967 african americans: bx5979 ethiopians canada: f1035.e89 sweden: dl641.e86 employees, united states: hd8081.e8 united states: e184.e74 ethnic groups and races: gn495.4 ethnic identity: gn495.6 ethnic psychology: bf730-738 ethnicity: gn495.6 ethnobotany, african american: e185.89.e8 ethnocentrism: gn495.8 ethnology, african (including blacks in general): gn643, gn645 etiquette, african american: bj1857.a37 europe africans: d1056.2.a38 74 library trends/summer 2018 table 2. (continued) blacks: d212.2.b53, d1056.2.b55 renaissance: d233.2.b44 minorities, discrimination against, constitutional law: kjc5144.m56, kje5144.m56 inciting acts against minorities: kjc8781.i63 minorities, discrimination against: kjc5144.m56, kje5144.m56 constitutional law: kje5144.m56 european community, minorities: jn34.7 expatriates, african american: e185.94 ex-slaves, african americans: e185.2, e185.93.a-.w faculty, higher education, african americans: lc2781 fiction, black authors: pn6120.92.b45 see also prose firearms, decorative arts, african american: nk6925.3.a35 fitzgerald, ella: ml420.f52 florida affirmative action programs: jk4460.a33 african americans: e185.93.f5, f320.n4 antislavery movements: e445.f6 civil rights: kff411 african americans: kff411.5.a34 civil service african americans: jk4460.5.a34 minorities: jk4460.5.m5 discrimination in education: kff392.2 discrimination in employment, labor law: kff334.5.d5 discrimination in housing: kff460.5.d5 discrimination in mortgage loans: kff130.5.d58 discrimination, trial practice: kff539.d56 folklore african american: gr103, gr111.a47 west indies: gr120-121 folk music, african american: m1670-1671 fourteenth amendment: kf455814th france africans: dc34.5.a37 beninese: dc34.5.b46 blacks: dc34.5.b55, dc34.5.n4* cameroonians: dc34.5.c34 code noir: kjv4534 congolese (brazzaville): dc34.5.c65 congolese (democratic republic): dc34.5.c66 malians: dc34.5.m34 mauritians: dc34.5.m38 minorities, equality before the law: kjv4207.m56 paris african americans: dc718.a36 africans: dc718.a34 blacks: dc718.b56 senegalese: dc718.s35 togolese: dc718.t64 racially mixed people: dc34.5.r33 revolution, blacks: dc158.8 sengegalese: dc34.5.s45 togolese: dc34.5.t64 fraternities, african american: lj165 free african americans: e185 biography (general): e185.97.a-z south to 1863: e185.18 browsing through bias/howard & knowlton 75 table 2. (continued) free states (u.s.), slaves in: e450 freedmen: ht731 freemasonry, african americans: hs875-891 french guiana, blacks: f2471.b55 fugitive slaves, united states: e450 funds, educational, united states african americans: lc2707 blacks: lc2707 funk music history and criticism: ml3527.8 political aspects: ml3918.f86 social aspects: ml3918.f86 furniture, history, african american: nk2439.3.a35 gambians in the united states: e184.g24 gardens, african american: sb457.527 garvey, marcus: e185.97.g3 bibliography: z8324.49 gems, history, african american: nk5612.3.a35 genealogy african americans: e185.96-.97 west indies: cs200-261 georgia affirmative action programs: jk4360.a33 african americans: e185.93.g4, f295.n4 antislavery movements: e445.g3 civil rights: kfg411 african americans: kfg411.5.a34 civil service african americans: jk4360.5.a34 minorities: jk4360.5.m5 discrimination in education: kfg392.2 discrimination in employment, labor law: kfg334.5.d5 discrimination in housing: kfg460.5.d5 discrimination in mortgage loans: kfg130.5.d58 discrimination, trial practice: kfg539.d56 germany africans: dd78.a47 berlin, africans: dd867.5.a37 blacks: dd78.b55 inciting acts against minorities: kk8794 minorities citizenship: kk4742 civil rights: kk4747.m55 discrimination constitutional history: kk4493-4495, kk5144.m56 labor law: kk2945.e84 minority lawyers: kk3712 mozambicans: dd281.2.m68 namibians: dd281.2.n36 senegalese: dd78.s46 ghana, african americans: dt510.43.a37 ghanaians italy, naples: dg845.66.g53 united states: e184.g44 glass, african american: nk5125.3.a35 stained: nk5325.3.a35 go-go music, history and criticism: ml3527.84 76 library trends/summer 2018 table 2. (continued) gospel music: m2198 dictionaries: ml102.g6 history and criticism: ml3186.8-3187 grand united order, black oddfellows: hs1171-1179 greco-roman world, blacks: de73.2.b55 grenadians in the united states: e184.g75 grooming, african american: ra778.4.a36 guatemala minorities: f1477.a1 race relations: f1477.a1 guineans (guinea-bissau) in portugal: dp534.g85 guyana blacks: f2391.b55 literature, english: pr9320 maroons: f2391.m37 guyanese in the united states: e184.g86 haiti biography, general collective: ct530-538 blacks: f1930.b55 history: f1900-1930 literature, english: pr9260 minorities: f1930.a1 race relations: f1930.a1 haitians american revolution: e269.h3 canada: f1035.h34 immigrants to united states: jv6895.h34 santo domingo (dominican republic): f1939.s49.h3 refugee relief: hv640.5.h2 united states: e184.h27 hamer, fannie lou: e185.97.h35 hampton institute: e97.6.h3 hansberry, lorraine: ps3515.a515 bibliography: z8385.64 harris, joel chandler nights with uncle remus: ps1806 uncle remus and his friends: ps1808 uncle remus, his songs and sayings: ps1809 hawaii african americans: e185.93.h3 civil rights: kfh411 african americans: kfh411.5.a34 discrimination in education: kfh392.2 discrimination in employment, labor law: kfh334.5.d5 discrimination in housing: kfh460.5.d5 discrimination in mortgage loans: kfh130.5.d58 discrimination, trial practice: kfh539.d56 hendrix, jimi: ml410.h476 henson, matthew: g635.h4 heraldry, west indies: cr304-350, cr1360-1369 higher education african americans: lc2780.8 blacks: lc2781 racially mixed people: lc3601-3643 himes, chester b.: ps3515.i713 bibliography: z8406.8 historiography, african american: e184.65 browsing through bias/howard & knowlton 77 table 2. (continued) history, african american collections: e185.5 general: e185 to 1863: e185.18 1863–1877: e185.2 1877–1964 general: e185.6 museums, exhibitions, etc: e185.53 race relations: e185.61 1964-present (including race relations): e185.615 periodicals: e185.5 societies: e185.5 history of scholarship and learning, west indies: az535-537 holiday, billie: ml420.h58 holiness churches, african american: bx7990.h615 holocaust victims, black: d804.5.b55 homosexuality, african americans: hq76.27.a37 honduras blacks: f1517.b55 minorities: f1517.a1 race relations: f1517.a1 hospitals, african american: ra981.a45 house music, history and criticism: ml3528.5 house of representatives, united states: jk1321.a37 houses, manners and customs, west indies: gt247-258 housing, minority: hd7288.7-.72 discrimination see discrimination in housing houston (texas), african americans: f394.h89.n4 hughes, langston: ps3515.u274 bibliography: z8423.3 humanities (general), west indies: az535-547 humor about blacks: pn6231.n5 about race problems: pn6231.r25 hurston, zora neale: ps3515.u789 bibliography: z8428.66 hymnals colored methodist: bv416.m7-8 spiritual churches: m2131.s5 idaho affirmative action programs: jk7560.a33 african americans: e185.93.i15, f755.n4 civil rights: kfi411 african americans: kfi411.5.a34 civil service african americans: jk7560.5.a34 minorities: jk7560.5.m5 discrimination in education: kfi392.2 discrimination in employment, labor law: kfi334.5.d5 discrimination in housing: kfi460.5.d5 discrimination in mortgage loans: kfi130.5.d58 discrimination, trial practice: kfi539.d56 illinois affirmative action programs: jk5760.a33 african americans: e185.93.i2, f550.n4 antislavery movements: e445.i2 78 library trends/summer 2018 table 2. (continued) civil rights: kfi1611 african americans: kfi1611.5.a34 civil service african americans: jk5760.5.a34 minorities: jk5760.5.m5 discrimination in education: kfi1592.2 discrimination in employment, labor law: kfi1534.5.d5 discrimination in housing: kfi1660.5.d5 discrimination in mortgage loans: kfi1330.5.d58 discrimination, trial practice: kfi1739.d56 illumination of manuscripts and books, african american: nd3039.3.a35 immigrants black: jv6895.n4* caribbean: jv6895.c3 haitian: jv6895.h34 inciting acts against minorities: kjc8781.i63 germany: kk8794 indexes, poetry, black: pn1025 india, africans: ds428.a25 indiana affirmative action programs: jk5660.a33 african americans: e185.93.i4, f535.n4 antislavery movements: e445.i3 civil rights: kfi3411 african americans: kfi3411.5.a34 civil service african americans: jk5660.5.a34 minorities: jk5660.5.m5 discrimination in education: kfi3392.2 discrimination in employment, labor law: kfi3334.5.d5 discrimination in housing: kfi3460.5.d5 discrimination in mortgage loans: kfi3130.5.d58 discrimination, trial practice: kfi3539.d56 indianapolis (indiana), african americans: f534.i39.n4 indians, relations with african americans: e98.r28 industrial education african americans: lc2780.5 blacks: lc2780.5 instrumentation and orchestration ( jazz ensemble): mt73.5 intellectual life, african americans: e185.89.i56 intelligence testing, blacks, african americans: bf432.n5 intercultural education: cb197 interior decoration, african americans: nk2115.3.a47 intermarriage: e185.62, hq1031 internal slave trade, united states: e442 international law minorities: jx4237.m5* slavery and slave trade: jx4447* interracial adoption: hq875.6 in literature, american, literary history, 20th century: ps228.i69 interracial cooperation, united states, african americans: e185.61 interracial dating: hq801.8 interracial marriage: e185.62, hq1031 doctrinal theology: bt707.3 in literature, english, literary history: pr149.i65 iowa affirmative action programs: jk6360.a33 browsing through bias/howard & knowlton 79 table 2. (continued) african americans: e185.93.i64, f630.n4 civil rights: kfi4611 african americans: kfi4611.5.a34 civil service african americans: jk6360.5.a34 minorities: jk6360.5.m5 discrimination in education: kfi4592.2 discrimination in employment, labor law: kfi4534.5.d5 discrimination in housing: kfi4660.5.d5 discrimination in mortgage loans: kfi4330.5.d58 discrimination, trial practice: kfi4739.d56 ironwork, african american: nk8225.3.a35 islam history, african americans, blacks: bp62b56, bp62.n4* race, race problems: bp190.5.r3 italy africans: dg457.a35 milan africans: dg659.6.a37 senegalese: dg659.6.s45 minorities, discrimination against: kkh2467.m56 naples, ghanaians: dg845.66.g53 rome, nigerians: dg807.8.n54 senegalese: dg457.s45 somalis: dg457.s62 ivorians in the united states: e184.i96 ivory carving, history, african american: nk5912.3.a35 jackson, jesse l., sr.: e185.97.j25 jackson, michael (1958–2009): ml420.j175 jamaica blacks: f1896.n4 history: f1861-1896 literature, english: pr9265 minorities: f1896.a1 race relations: f1896.a1 jamaicans in the united states: e184.j27 jazz: m1366 bibliography: ml128.j3 dictionaries: ml102.j3 discography: ml156.4.j3 history and criticism: ml3505.8-3509, ml3518 political aspects: ml3918.j39 religious aspects: ml3921.8.j39 songs: ml3561.j3 technique band: mt733.7 piano: mt239 violin: mt279.7 vocal: mt868 jersey city (new jersey), african americans: f144.j59.n4 jesus christ, african american interpretations: bt304.912 jewelry, african american: nk7325.3.a35 jews, american, relations with african americans: e184.36.a34 johnson, jack (1878–1946): gv1132.j7 jonathon lemmon slave case, 1860: e450 joplin, scott: ml410.j75 jordan, barbara: e838.5.j67 80 library trends/summer 2018 table 2. (continued) jordan, michael: gv884.j67 journalism and racism canada: pn4914.r29 france: pn5184.r29 germany: pn5214.r29 great britain: pn5124.r29 mexico: pn4974.r29 united states: pn4888.r3 journalists african american, collective biography: pn4871.5 minorities: pn4888.m56 kansas city (missouri), african americans: f474.k29.n4 kansas affirmative action programs: jk6860.a33 african americans: e185.93.k16, f690.n4 antislavery movements: e445.k16 civil rights: kfk411 african americans: kfk411.5.a34 civil service african americans: jk6860.5.a34 minorities: jk6860.5.m5 discrimination in education: kfk392.2 discrimination in employment, labor law: kfk334.5.d5 discrimination in housing: kfk460.5.d5 discrimination in mortgage loans: kfk130.5.d58 discrimination, trial practice: kfk539.d56 slavery, proand anti-slavery struggles: f685 kentucky affirmative action programs: jk5360.a33 african americans: e185.93.k3, f460.n4 antislavery movements: e445.k5 civil rights: kfk1611 african americans: kfk1611.5.a34 civil service african americans: jk5360.5.a34 minorities: jk5360.5.m5 discrimination in education: kfk1592.2 discrimination in employment, labor law: kfk1534.5.d5 discrimination in housing: kfk1660.5.d5 discrimination in mortgage loans: kfk1330.5.d58 discrimination, trial practice: kfk1739.d56 kenyans in the united states: e184.k42 kidnapping of slaves: e450 king, b. b.: ml420.k473 king, martin luther, jr.: e185.97.k5 bibliography: z8464.44 kongo (african people) in south america: f2239.k65 labor unions, minority membership: hd6490.r2-.r22 language and language arts see also slang african americans: lc2771-2778 blacks: lc2771-2778 and racism: b120.r32 latin america blacks: f1419.n4 canary islanders: f1419.c26 minorities: f1419.a1 race relations: f1419.a1 browsing through bias/howard & knowlton 81 table 2. (continued) latter-day saints, church of see mormons lawrence, jacob: nd237.l38 lawyers african american: kf299.a35, kf299.n3* minority: kf299.m56 lee, spike: pn1998.3.l44 legislative branch, archives, west indies: cd3860-3985 lesser antilles, history: f2001-2191 liberians in the united states: e184.l53 libraries cataloging, african american: z695.1.b57, z695.1.n4* personnel african american: z682.4.a37 minorities: z682.4.m56 service to african americans: z711.9 minorities: z711.8 special collections, african american: z688.a55 life insurance, blacks: hg8799 linguistic and cultural rights of minorities: k3259 literature american african americans: ps153.n5, ps173.n4, ps217.b55, ps508.n3, ps509.n4 about interracial adoption: ps228.i69 minorities: ps153.m56, ps173.e8, ps508.m54, ps509.m5 about race: ps228.r32 about racially mixed people: ps173.r33, ps231.r34 about racism: ps169.r28 about slavery: ps217.s55, ps509.s436 black: pn841 and blacks: pn56.3.b55, pn56.3.n4*, pn6071.b57, pn6071.n4* english black authors: pr120.b55, pr1110.b5 about blacks: pr468.b53 about interracial marriage: pr149.i65 about minorities: pr428.m55 minority authors: pr120.m55, pr1110.m55 outside of great britain bahamas: pr9220 barbados: pr9230 belize: pr9280 caribbean area: pr9205 guyana: pr9320 haiti: pr9260 jamaica: pr9265 other west indies islands: pr9275 trinidad: pr9272 west indies: pr9210-9218.2 about race: pr408.r34, pr428.r35, pr448.r33, pr468.r3 about slavery: pr408.s57, pr448.s55, pr468.s55 french about blacks: pq1110.b53, pq1110.n4* about race relations: pq145.4.r33 south america: pq3950-3959.3 west indies: pq3940-3949 german blacks: pt149.b55 82 library trends/summer 2018 table 2. (continued) minorities: pt1109.m55 about race: pt363.r3 italian, minority authors: pq4209.5.m56 portuguese, black authors: pq9034.n4 and race: pn56.r16 and race discrimination: pn6071.r23 and racism: pn56.r18 spanish blacks: pq6047.b5 black authors: asia: pq8651.7.b55 central america: pq7471.7.b55 south america: pq7551.7.b55 spanish america: pq7081.7.b55 about race: pq6046.r27 locke, alain: e185.97.l79 longfellow, henry wadsworth, poems on slavery: ps2265 los angeles (california), african americans: f869.l89.n4 louis, joe: gv1132.l6 bibliography: z8519.7 louisiana affirmative action programs: jk4760.a33 african americans: e185.93.l6, f380.n4 antislavery movements: e445.l8 civil rights: kfl411 african americans: kfl411.5.a34 civil service african americans: jk4760.5.a34 minorities: jk4760.5.m5 creoles: f380.c9 discrimination in education: kfl392.2 discrimination in employment, labor law: kfl334.5.d5 discrimination in housing: kfl460.5.d5 discrimination in mortgage loans: kfl130.5.d58 discrimination, trial practice: kfl539.d56 louisville (kentucky), african americans: f459.l89.n4 lutheran churches, history, african americans: bx8060.n5 lynching: hv6455-6469 madison (wisconsin), african americans: f589.m19.n4 maine affirmative action programs: jk2860.a33 african americans: e185.93.m15, f30.n4 civil rights: kfm411 african americans: kfm411.5.a34 civil service african americans: jk2860.5.a34 minorities: jk2860.5.m5 discrimination in education: kfm392.2 discrimination in employment, labor law: kfm334.5.d5 discrimination in housing: kfm460.5.d5 discrimination in mortgage loans: kfm130.5.d58 discrimination, trial practice: kfm539.d56 malcolm x: bp223.z8.l5745 bibliography: z8989.7 in literature, american collections: ps509.x24 poetry: ps595.x24, ps595.l5* browsing through bias/howard & knowlton 83 table 2. (continued) malians in france: dc34.5.m34 in the united states: e184.m33 pre-columbian discovery of america: e109.a35 maroons in guyana: f2391.m37 marriage, interracial: e185.62, hq1031 marshall, thurgood: kf8745.m34 maryland affirmative action programs: jk3860.a33 african americans: e185.93.m2, f190.n4 antislavery movements: e445.m3 civil rights: kfm1611 african americans: kfm1611.5.a34 civil service african americans: jk3860.5.a34 minorities: jk3860.5.m5 discrimination in education: kfm1592.2 discrimination in employment, labor law: kfm1534.5.d5 discrimination in housing: kfm1660.5.d5 discrimination in mortgage loans: kfm1330.5.d58 discrimination, trial practice: kfm1739.d56 massachusetts affirmative action programs: jk3160.a33 african americans: e185.93.m3, f75.n4 antislavery movements: e445.m4 civil rights: kfm2811 african americans: kfm2811.5.a34 civil service african americans: jk3160.5.a34 minorities: jk3160.5.m5 discrimination in education: kfm2792.2 discrimination in employment, labor law: kfm2734.5.d5 discrimination in housing: kfm2860.5.d5 discrimination in mortgage loans: kfm2530.5.d58 discrimination, trial practice: kfm2939.d56 mauritians in england: da125.m38 london: da676.9.m38 in france: dc34.5.m38 medals and decorations, west indies: cj5911-5915 media, mass, relation to african americans: p94.5.a37-.a372 blacks: p94.5.b55-.b552 minorities: p94.5.m55-.m552 medical care plans, minorities: ra413.7.m57 melungeons in the united states: e184.m44 memphis (tennessee), african americans: f444.m59.n4 mennonites, african american: bx8116.3.a37 metalwork, african american: nk6425.3.a35 methodists, black: bx8435-8473 hymnals: bv416.m7-.m8 missions: bv2551 mexico blacks: f1392.b55, f1392.n4* mexico city: f1386.9.b55 monterrey: f1391.m79.n4 84 library trends/summer 2018 table 2. (continued) minorities: f1392.a1 race relations: f1392.a1 micheaux, oscar: pn1998.3.m494 michigan affirmative action programs: jk5860.a33 african americans: e185.93.m5, f575.n4 civil rights: kfm4611 african americans: kfm4611.5.a34 civil service african americans: jk5860.5.a34 minorities: jk5860.5.m5 discrimination in education: kfm4592.2 discrimination in employment, labor law: kfm4534.5.d5 discrimination in housing: kfm4660.5.d5 discrimination in mortgage loans: kfm4330.5.d58 discrimination, trial practice: kfm4739.d56 middle east, blacks: ds59.b55 milwaukee (wisconsin), african americans: f589.m69.n4 mingus, charles: ml418.m45 ministers, african american, education: bv4080-4085 minneapolis (minnesota), african americans: f614.m59.n4 minnesota affirmative action programs: jk6160.a33 african americans: e185.93.m55, f615.n4 civil rights: kfm5811 african americans: kfm5811.5.a34 civil service african americans: jk6160.5.a34 minorities: jk6160.5.m5 discrimination in education: kfm5792.2 discrimination in employment, labor law: kfm5734.5.d5 discrimination in housing: kfm5860.5.d5 discrimination in mortgage loans: kfm5530.5.d58 discrimination, trial practice: kfm5939.d56 minorities air forces: ug830 alcohol use: hv5199.5 argentina: f3021.a1, z1637.m54 armed forces: ub416 in art: n8224 in the arts (general): nx629 austria: z2127.m54 authors american literature collections: ps508.m54 oratory: ps663.m55 poetry: ps591.m5445 prose: ps647.e85 literary history: ps153.m56 english literature collections: pr1110.m55 literary history: pr120.m55 general literature collections, poetry: pn6109.95.m55 literary history, biography: pn491.5 german literature, collections: pt1109.m55 italian literature, collections, poetry: pq4209.5.m56 browsing through bias/howard & knowlton 85 table 2. (continued) bank management: hg1615.7.m5 bermuda: f1640.a1 bolivia: f3359.a1 bolivia: z1667.m54 books for: z1039.m56 brazil: f2659.a1, z1697.m54 and broadcasting: pn1990.9.m56 business enterprises: hd2358 canada: f1035.a1 civil service: jl111.m54 central america: f1440.a1 children, psychiatry: rj507.m54 chile: f3285.a1, z1727.m54 church and: bv639.m56 citizenship, germany: kk4742 civil and political rights: k3242 canada: ke4395 england and wales: kd4095 germany: kk4747.m55 united states: kf4755 civil service: jc1659.m56, jl1659.m56 canada: jl111.m54 u.s. state governments: jk2480.m5 colombia: f2299.a1, z1757.m54 consumers: hf5514.332.m56 costa rica: f1557.a crime victims: hv6250.4.e75 cuba: f1789.a1 denmark: z2587.m54 dentistry: rk55.3.b52, rk60.45 discrimination against: kjc5144.m56, kje5144.m56 belgium: kjk2467.m56 constitutional law: kje5144.m56 denmark: kjr2467.m56 italy: kkh2467.m56 netherlands: kkm2467.m56 portugal: kkq2467.m56 spain: kkt2467.m56 switzerland: kkw2467.m56 discrimination, constitutional history, germany: kk4493-4495, kk5144.m56 discrimination, labor law, germany: kk2945.e84 dominican republic: f1941.a1 drug use: hv5824.e85, rc565.6.m56 ecuador: f3799.a1 ecuador: z1787.m54 education, bibliography: z5814.m5 el salvador: f1497.a1 employees, united states: hd8081.a1-.a6 england: da125.a1 english language readers: pe1127.m5 equality before the law, france: kjv4207.m56 european community: jn34.7 france: z2187.m54 germany: z2247.m54 greece: z2307.m54 guatemala: f1477.a1 haiti: f1930.a1 86 library trends/summer 2018 table 2. (continued) health, bibliography: z6675.m68 honduras: f1517.a1 housing: hd7288.7-.72 international law: jx4237.m5* italy: z2367.m54 jamaica: f1896.a1 labor: hd6304 labor unions: hd6490.r2-.r22 latin america: f1419.a1 lawyers: kf299.m56 canada: ke332.m56 germany: kk3712 libraries, personnel: z682.4.m56 library service to: z711.8 linguistic and cultural rights: k3259 literature in the united states, bibliography: z1231.m5 in literature american collections: ps509.m5 drama: ps627.m5 literary history: ps173.e8 english, literary history, modern: pr428.m55 medical care plans: ra413.7.m57 in medicine: r693 mexico: f1392.a1 in motion pictures: pn1995.9.m56 and nationalism: jc312 navies: vb320 netherlands: z2457.m54 nicaragua: f1537.a1 norway: z2617.m54 nurses: rt83.3 older people, medical statistics: ra408.m54 panama: f1577.a1 paraguay: f2699.a1, z1827.m54 people with disabilities: hv1569.3.m55 personnel management: hf5549.5.m5 peru: f3619.a1, z1877.m54 physicians: r693 portugal: z2737.m54 press france: pn5184.m53 germany: pn5214.m53 great britain: pn5124.m53 mexico: pn4974.m53 united states: pn4882, pn4914.m53 in the press, united states: pn4888.m56 public health: ra563.n56 puerto rico: f1983.a1 services for, police social work: hv8079.35 south america: f2239.a1 spain: z2707.m54 sports: gv709.5 minority students, psychiatry: rc451.4.s7 suicide: hv6545.5 suriname: f2431.a1 sweden: z2647.m54 browsing through bias/howard & knowlton 87 table 2. (continued) switzerland: z2797.m54 in television broadcasts: pn1992.8.m54 and tobacco: hv5741 turkey & the balkan states (general): z2857.m54 united states: e184.a1, z1361.e4 civil service: jk723.m54 local government: js362.5 state government: jk2480.m5 uruguay: f2799.a1, z1907.m54 venezuela: f2349.a1, z1937.m54 women employment: hd6057 psychiatry: rc451.4.m58 public health: ra564.86 working class: hd6304 minority rights, civil and political rights: k3242 minstrel shows: pn1969.m5, pn3195 miscegenation see also interracial marriage, racially mixed people: e185.62, gn237*, gn254 bibliography: z5118.m5 catholic teachings on: bx1759.5.m5 in motion pictures: pn1995.9.m57 missions african american baptist: bv2521 african american methodist: bv2551 mississippi affirmative action programs: jk4660.a33 african americans: e185.93.m6, f350.n4 antislavery movements: e445.m6 civil rights: kfm7011 african americans: kfm7011.5.a34 civil service african americans: jk4660.5.a34 minorities: jk4660.5.m5 discrimination in education: kfm6992.2 discrimination in employment, labor law: kfm6934.5.d5 discrimination in housing: kfm7060.5.d5 discrimination in mortgage loans: kfm6730.5.d58 discrimination, trial practice: kfm7139.d56 missouri affirmative action programs: jk5460.a33 african americans: e185.93.m7, f475.n4 antislavery movements: e445.m67 civil rights: kfm8211 african americans: kfm8211.5.a34 civil service african americans: jk5460.5.a34 minorities: jk5460.5.m5 discrimination in education: kfm8192.2 discrimination in employment, labor law: kfm8134.5.d5 discrimination in housing: kfm8260.5.d5 discrimination in mortgage loans: kfm7930.5.d58 discrimination, trial practice: kfm8339.d56 mixed marriages, the state and marriage: hq1031 monk, thelonious: ml417.m846 montana affirmative action programs: jk7360.a33 african americans: e185.93.m8, f740.n4 88 library trends/summer 2018 table 2. (continued) civil rights: kfm9411 african americans: kfm9411.5.a34 civil service african americans: jk7360.5.a34 minorities: jk7360.5.m5 discrimination in education: kfm9392.2 discrimination in employment, labor law: kfm9334.5.d5 discrimination in housing: kfm9460.5.d5 discrimination in mortgage loans: kfm9130.5.d58 discrimination, trial practice: kfm9539.d56 montgomery (alabama), african americans: f334.m79.n4 moorish science temple of america: bp232 moral education, african americans: lc2751 mormons, african american: bx8643.a35, bx8643.n4* morrison, toni: ps3563.o8749 bibliography: z8595.5 mortality (demography) african americans, blacks: hb1323.b5-.b52z mortgage loans, discrimination: kf697.d5 morton, jelly roll: ml410.m82 motion pictures african americans, blacks: pn1995.9.n4 interracial marriage: pn1995.9.m57 minorities: pn1995.9.m56 racially mixed people: pn1995.9.r23 mountain people, ramapo mountains: e184.r3 mozambicans in germany: dd281.2.m68 muhammad, elijah: bp223.z8.e4 mulattoes see racially mixed people multiculturalism in the workplace: hf5549.5.m5 museums history, african american: e185.53 west indies: am29-30 music, african american: m6478-6479 see also individual genres of music film catalogs: ml158.6.a35 history and criticism: ml3478-3479 video catalogs: ml158.6.a35 names, african american: e185.89.n3 namibians in germany: dd281.2.n36 nashville (tennessee), african americans: f444.n29.n4 nation of islam: see black muslims national association for the advancement of colored people, archives: cd3065.n37 nationalism and minorities: jc312 nebraska affirmative action programs: jk6660.a33 african americans: e185.93.n5, f675.n4 antislavery movements: e445.n2 civil rights: kfn411 african americans: kfn411.5.a34 civil service african americans: jk6660.5.a34 minorities: jk6660.5.m5 discrimination in education: kfn392.2 discrimination in employment, labor law: kfn334.5.d5 discrimination in housing: kfn460.5.d5 discrimination in mortgage loans: kfn130.5.d58 discrimination, trial practice: kfn539.d56 browsing through bias/howard & knowlton 89 table 2. (continued) negro actors guild, songs: m1920.n3* netherlands blacks: dj92.b53 minorities, discrimination against: kkm2467.m56 nevada affirmative action programs: jk8560.a33 african americans: e185.93.n52, f850.n4 civil rights: kfn1011 african americans: kfn1011.5.a34 civil service african americans: jk8560.5.a34 minorities: jk8560.5.m5 discrimination in education: kfn992.2 discrimination in employment, labor law: kfn934.5.d5 discrimination in housing: kfn1060.5.d5 discrimination in mortgage loans: kfn730.5.d58 discrimination, trial practice: kfn1139.d56 new england african americans: f15.n4 antislavery movements: e445.n5 new hampshire affirmative action programs: jk2960.a33 african americans: e185.93.n53, f45.n4 civil rights: kfn1611 african americans: kfn1611.5.a34 civil service african americans: jk2960.5.a34 minorities: jk2960.5.m5 discrimination in education: kfn1592.2 discrimination in employment, labor law: kfn1534.5.d5 discrimination in housing: kfn1660.5.d5 discrimination in mortgage loans: kfn1330.5.d58 discrimination, trial practice: kfn1739.d56 new haven (connecticut), african americans: f104.n69.n4 new jersey affirmative action programs: jk3560.a33 african americans: e185.93.n54, f145.n4 antislavery movements: e445.n54 civil rights: kfn2211 african americans: kfn2211.5.a34 civil service african americans: jk3560.5.a34 minorities: jk3560.5.m5 discrimination in education: kfn2192.2 discrimination in employment, labor law: kfn2134.5.d5 discrimination in housing: kfn2260.5.d5 discrimination in mortgage loans: kfn1930.5.d58 discrimination, trial practice: kfn2339.d56 new mexico affirmative action programs: jk8060.a33 african americans: e185.93.n55, f805.n4 antislavery movements: e445.n55 civil rights: kfn4011 african americans: kfn4011.5.a34 civil service african americans: jk8060.5.a34 minorities: jk8060.5.m5 90 library trends/summer 2018 table 2. (continued) discrimination in education: kfn3992.2 discrimination in employment, labor law: kfn3934.5.d5 discrimination in housing: kfn4060.5.d5 discrimination in mortgage loans: kfn3730.5.d58 discrimination, trial practice: kfn4139.d56 new orleans (louisiana) african americans: f379.n59.n4 creoles: f379.n59.c87 new testament, blacks: bs2417.r3 new york (city), african americans: f128.9.n4 new york (state) affirmative action programs: jk3460.a33 african americans: e185.93.n56, f130.n4 antislavery movements: e445.n56 civil service african americans: jk3460.5.a34 minorities: jk3460.5.m5 discrimination in employment, labor law: kfn5572-5573 new york negro plot, 1741: f128.4 newark (new jersey), african americans: f144.n69.n4 newton, huey: e185.97.n48 nicaragua blacks: f1537.b55 minorities: f1537.a1 race relations: f1537.a1 nigerians in canada: f1035.n52 in italy, rome: dg807.8.n54 in russia: dk34.n53 in soviet union: dk34.n53 in the united states: e184.n55 north (united states region), african americans: e185.9 north america see america north carolina affirmative action programs: jk4160.a33 african americans: e185.93.n6, f265.n4 antislavery movements: e445.n8 civil rights: kfn7811 african americans: kfn7811.5.a34 civil service african americans: jk4160.5.a34 minorities: jk4160.5.m5 discrimination in education: kfn7792.2 discrimination in employment, labor law: kfn7734.5.d5 discrimination in housing: kfn7860.5.d5 discrimination in mortgage loans: kfn7530.5.d58 discrimination, trial practice: kfn7939.d56 north dakota affirmative action programs: jk6460.a33 african americans: e185.93.n7, f645.n4 civil rights: kfn9011 african americans: kfn9011.5.a34 civil service african americans: jk6460.5.a34 minorities: jk6460.5.m5 discrimination in education: kfn8992.2 discrimination in employment, labor law: kfn8934.5.d5 browsing through bias/howard & knowlton 91 table 2. (continued) discrimination in housing: kfn9060.5.d5 discrimination in mortgage loans: kfn8730.5.d58 discrimination, trial practice: kfn9139.d56 numismatics, west indies: cj2070-2089 nurses black: rt83.3 minorities; rt83.3 nutrition, african american: tx361.a27 obama, barack: e891.5.o33, e907-909 obama, michelle: e907-e909 oddfellowship, african americans: hs1171-1179 ohio affirmative action programs: jk5560.a33 african americans: e185.93.o2, f500.n4 civil rights: kfo411 african americans: kfo411.5.a34 civil service african americans: jk5560.5.a34 minorities: jk5560.5.m5 discrimination in education: kfo392.2 discrimination in employment, labor law: kfo334.5.d5 discrimination in housing: kfo460.5.d5 discrimination in mortgage loans: kfo130.5.d58 discrimination, trial practice: kfo539.d56 oklahoma affirmative action programs: jk7160.a33 african americans: e185.93.o4, f705.n4 civil rights: kfo1611 african americans: kfo1611.5.a34 civil service african americans: jk7160.5.a34 minorities: jk7160.5.m5 discrimination in education: kfo1592.2 discrimination in employment, labor law: kfo1534.5.d5 discrimination in housing: kfo1660.5.d5 discrimination in mortgage loans: kfo1330.5.d58 discrimination, trial practice: kfo1739.d56 old northwest, african americans: f485.n4 old testament, blacks: bs1199.b48 older people, minorities, medical statistics: ra408.m54 omaha (nebraska), african americans: f674.o59.n4 oratory american african american: ps683.a35, ps683.n4* minorities: ps663.m55 black: pn4305.n5, pn4305.n6* oregon affirmative action programs: jk9060.a33 african americans: e185.93.o7, f885.n4 civil rights: kfo2811 african americans: kfo2811.5.a34 civil service african americans: jk9060.5.a34 minorities: jk9060.5.m5 discrimination in education: kfo2792.2 discrimination in employment, labor law: kfo2734.5.d5 discrimination in housing: kfo2860.5.d5 92 library trends/summer 2018 table 2. (continued) discrimination in mortgage loans: kfo2530.5.d58 discrimination, trial practice: kfo2939.d56 pacific northwest, african americans: f855.n4 paige, satchel: gv865.p3 painting, african american: nd238.n5 mural: nd2639.3.a35 watercolor: nd1839.3.a35 panama blacks: f1577.b55 minorities: f1577.a1 race relations: f1577.a1 paraguay blacks: f2699.n4 minorities: f2699.a1 race relations: f2699.a1 parker, charlie: ml419.p4 parks, gordon: tr140.p35, tr647.p367 parks, rosa: f334.m753 party affiliation, united states, african americans: jk2275.n4 pennsylvania affirmative action programs: jk3660.a33 african americans: e185.93.p41, f160.n4 antislavery movements: e445.p3 civil rights: kfp411 african americans: kfp411.5.a34 civil service african americans: jk3660.5.a34 minorities: jk3660.5.m5 discrimination in education: kfp392.2 discrimination in employment, labor law: kfp334.5.d5 discrimination in housing: kfp460.5.d5 discrimination in mortgage loans: kfp130.5.d58 discrimination, trial practice: kfp539.d56 pensions, slave: e185.2 pentecostals, african american: br1644.3 pentecostal churches, african american: bx8762.5 performing arts, blacks: pn1590.b53 people with disabilities, minorities: hv1569.3.m55 periodicals for blacks: ap270-271 history, african american: e185.5 personal narratives fugitive slaves: e450 slaves: e444 persons other than african americans identified primarily with african americans, biography: e185.98 peru blacks: f3619.b55, f3619.n4* lima: f3601.9.b55, f3601.9.n4* relations with indians: f3429.3.r27 canary islanders: f3619.c34 minorities: f3619.a1 race relations: f3619.a1 philadelphia (pennsylvania), african americans: f158.9.n4 philosophy, african american: b944.a37 physicans african american: r695 black: r693 browsing through bias/howard & knowlton 93 table 2. (continued) piano, instruction and study jazz: mt239 ragtime music: mt239 pittsburgh (pennsylvania), african americans: f159.p69.n4 plantation life south atlantic states: f214 united states: f213 slave life: e443 poetry american african american: ps310.n4, ps591.n4 blues lyrics: ps309.b55 about race: ps310.r34, ps595.r32 rhymes and songs, african american: ps595.m3 about slavery: ps595.s65 about blacks: pn1083.b55, pn1083.n4* black authors: pn6109.7, pr1178.b55 english about slavery: pr525.s53, pr535.s53, pr565.s53, pr575.s53, pr585.s53, pr1195.s44 minority authors: pn6109.95.m55 poitier, sidney: pn2287.p57 police racial crimes, provision against: hv8069 racial profiling: hv7936.r3 service to minorities: hv8079.35 porcelain, african american: nk4428.3.a35 portland (oregon), african americans: f884.p89.n4 portraits african american: e444 of african americans: e185.96 portugal africans: dp534.a37 angolans: dp534.a54 guineans (guinea-bissau): dp534.g85 minorities, discrimination against: kkq2467.m56 poston, ted: pn4874.p595 powell, adam clayton, jr.: e748.p86 powell, colin: e840.8.p68 presbyterians, african american: bx8946.a35, bx8946.n4* preschool education african americans: lc2765 blacks: lc2765 press african american: pn4882.5, pn4888.n4* black canada: pn4914.b55 france: pn5184.b55 germany: pn5214.b55 great britain: pn5124.b55 mexico: pn4974.b55 other countries: pn4917.n5*, pn4937.n4* minority france: pn5184.m53 germany: pn5214.m53 great britain: pn5124.m53 mexico: pn4974.m53 united states: pn4882, pn4914.m53 and race problems 94 library trends/summer 2018 table 2. (continued) canada: pn4914.r28 mexico: pn4974.r28 great britain: pn5124.r28 france: pn5184.r28 germany: pn5214.r28 and racism canada: pn4914.r29 mexico: pn4974.r29 great britain: pn5124.r29 france: pn5184.r29 germany: pn5214.r29 prince (musician): ml420.p974 printmaking, history, african american: ne539.3.a35 private education african americans: lc2761 blacks: lc2761 professional education african american: lc2785 blacks: lc2785 prose (incl. prose fiction) american: african american: ps366.a35, ps374.n4, ps647.a35, ps647.n35* black english: ps374.b63 minorities: ps+58 about slavery: ps648.s55 e96 about race: ps374.r32 about racism: ps374.r34 about slavery: ps374.s58 black: pn3423, pr1286.b53 about race: pr830.r34 proverbs, creole: pn6518.c8 providence (rhode island), african americans: f89.p99.n4 psychiatry african american: rc451.5.n4 minorities children: rj507.m54 students: rc451.4.s7 women: rc451.4.m58 psychoanalysis, relation to racism: bf175.4.r34 psychology child, race awareness: bf723.r3 developmental, adolescent: bf724.3.r3 race and ethnic: bf730-738* race: gn270-279 racism in: bf76.45 psychosocial factors, african american: e185.625 public art, african american: n8928.3.a35 public assistance, african americans: hv3181-3185 public finance, west indies: hj2066.5-2073.7, hj22.5-29.7, hj2479-2490, hj4304-4312, hj4674-4681, hj5384.5-5392.3, hj6799-6838, hj7684-7698.5, hj844.3-889.5, hj8540.58555.4, hj9369.5-9379.5 public health african americans: ra448.5.n4 blacks: ra562 minorities: ra563.n56 women: ra564.86 browsing through bias/howard & knowlton 95 table 2. (continued) public school education african americans: lc2771-2778 blacks: lc2771-2778 puerto rico blacks: f1983.b55, f1983.n4* minorities: f1983.a1 race relations: f1983.a1 puryear, martin: nb237.p89 pushkin, aleksandr sergeevich, race awareness: pg3358.r33 quakers, race problems: bx7748.r3 quilts, african american: nk9112 quotations, black: pn6081.3 race: gn280* in anthropology: gn269 and architecture: na2543.r37 and civilization black: cb235, intercultural education: cb197 and crime: hv6191 doctrinal theology: bt734-734.3 economics: ht1501-1561 english language, etymology: pe1599.r34 ethics: ht1501-1561 in the bible: bs680.r2 in literature american literary history 20th century: ps228.r32 prose fiction: ps374.r32 english literary history elizabethan era: pr428.r35 18th century: pr448.r33 19th century: pr468.r3 modern: pr408.r34 fiction: pr830.r34 shakespeare: pr3069.r33 general, literary history: pn56.r16 german, literary history, romanticism: pt363.r3 spanish, literary history: pq6046.r27 islam: bp190.5.r3 and religion: bl65.r3 physical anthropology: gn269 and slavery: ht925 theology: bt734-734.3 race awareness child psychology: bf723.r3 developmental psychology, adolescent: bf724.3.r3 in the arts, arts in general: nx650.r34 race identity, african american: e185.625 race problems in literature see also racism american, collections, poetry: ps310.r34 general collections: pn6071.r23 wit and humor: pn6231.r25 literary history: pn56.r16 juvenile literature: pn1009.5.r32 96 library trends/summer 2018 table 2. (continued) race problems see also racism bibliography: z7164.r12 doctrinal theology: bt734-734.3 humor: pn6231.r25 islam: bp190.5.r3 journalism canada: pn4914.r28 france: pn5184.r28 germany: pn5214.r28 great britain: pn5124.r28 mexico: pn4974.r28 in literature american, collections, poetry: ps310.r34 general collections: pn6071.r23 wit and humor: pn6231.r25 literary history: pn56.r16 juvenile literature: pn1009.5.r32 quakers; bx7748.r3 teachings of jesus: bs2417.r3 world war i: d639.a7 world war ii: d810.r3 race psychology: gn270-279 race question see also race problems, racism argentina: z1637.r3 austria: z2127.r3 bolivia: z1667.r3 brazil: z1697.r3 chile: z1727.r3 colombia: z1757.r3 denmark: z2187.r3 ecuador: z1787.r3 france: z2247.r3 germany: z2307.r3 greece: z2367.r3 italy: z2457.r3 netherlands: z2587.r3 norway: z2617.r3 paraguay: z1827.r3 peru: z1877.r3 portugal: z2647.r3 spain: z2707.r3 sweden: z2737.r3 switzerland: z2797.r3 turkey & the balkan states (general): z2857.r3 uruguay: z1907.r3 venezuela: z1937.r3 race relations argentina: f3021.a1 belize: f1457.a1 bermuda: f1640.a1 bolivia: f3359.a1 brazil: f2659.a1 canada: f1035.a1 catholic church: bx1795.r33 central america: f1440.a1 chile: f3285.a1 browsing through bias/howard & knowlton 97 table 2. (continued) in cities: ht221 colombia: f2299.a1 communication, mass media.: p94.5.m55-.m552 costa rica: f1557.a cuba: f1789.a1 dominican republic: f1941.a1 ecuador: f3799.a1 el salvador: f1497.a1 in general: ht1501-1561 guatemala: f1477.a1 haiti: f1930.a1 honduras: f1517.a1 jamaica: f1896.a1 labor unions: hd6490.r2-.r22 latin america: f1419.a1 in literature american, collections, poetry: ps595.r32 french, literary history: pq145.4.r33 mexico: f1392.a1 nicaragua: f1537.a1 panama: f1577.a1 paraguay: f2699.a1 peru: f3619.a1 puerto rico: f1983.a1 south america: f2239.a1 suriname: f2431.a1 united states: e184.a1 african americans: e185.61 history 1877-1964: e185.61 1964-present: e185.615 uruguay: f2799.a1 venezuela: f2349.a1 races: ht1501-1561 as social groups: ht1501-1561 racial attitudes in sunday schools: bv1523.r2 racial crimes, provision against: hv8069 racial crossing, physical anthropology: gn237*, gn254 racial discrimination see also discrimination and sports: gv706.32 in education: lb3062*, lc212-212.43 employment, canada: ke3254 alberta: kea406.4-406.5 british columbia: keb406.4-406.5 manitoba: kem406.4-406.5 new brunswick: ken406.4-406.5 newfoundland: ken1606.4-1606.5 northwest territories: ken5806.4-5806.5 nova scotia: ken7806.4-7806.5 ontario: keo659 prince edward island: kep406.4-406.5 quebec: keq671 saskatchewan: kes406.4-406.5 yukon territory: key406.4-406.5 in literature: pn6071.r23 united states, african americans: e185.61 racial profiling by police: hv7936.r3 98 library trends/summer 2018 table 2. (continued) racially mixed people children: hq777.9 education: lc3601-3643 in france: dc34.5.r33 in literature, american, literary history: ps173.r33, ps231.r34 in motion pictures: pn1995.9.r23 in united states: e185.62 racism: gn280*, ht1501-1561 see also race problems, race question and psychoanalysis: bf175.4.r34 and the arts, arts in general: nx180.r3 journalism canada: pn4914.r29 france: pn5184.r29 germany: pn5214.r29 great britain: pn5124.r29 mexico: pn4974.r29 united states: pn4888.r3 language: p120.r32 in literature american, literary history: ps169.r28 prose fiction: ps374.r34 general, literary history: pn56.r18 personnel management: hf5549.5.r23 in psychology: bf76.45 radio broadcasts, african americans, blacks: pn1991.4.w56 ragtime music discography: ml156.4.r25 history and criticism: ml3530 technique, piano: mt239 ramapo mountain people: e184.r3 randolph, a. philip: e185.97.r27 rap music bibliography: ml128.r28 dictionaries: ml102.r27 discography: ml156.4.r27 history and criticism: ml3531 political aspects: ml3918.r37 religious aspects: ml3921.8.r36 social aspects: ml3918.r37 readers (anthologies) black muslims: pe1125.5.b5 blacks: pe1127.b55 minorities: pe1127.m5 reading african americans: lc2771-2778 blacks: lc2771-2778 reconstruction (united states history): e668 reed, ishmael: ps3568.e365 bibliography: z8736.32 reggae music discography: ml156.4.r36 history and criticism: ml3532 political aspects: ml3918.r44 social aspects: ml3918.r44 reggaeton music, history and criticism: ml3532.5 regiments, african american, civil war: e492.9 religion browsing through bias/howard & knowlton 99 table 2. (continued) african, survival in america: bl2490 in relation to race: bl65.r3 slavery and: ht910-921 religious art, african american: n7912.3.a35 see also individual religions religious education african americans: lc2751 blacks: lc2751 religious life, african american: bl625.2 reparations, african americans: e185.89.r45 rhode island affirmative action programs: jk3260.a33 african americans: e185.93.r4, f90.n4 antislavery movements: e445.r4 civil rights: kfr411 african americans: kfr411.5.a34 civil service african americans: jk3260.5.a34 minorities: jk3260.5.m5 discrimination in education: kfr392.2 discrimination in employment, labor law: kfr334.5.d5 discrimination in housing: kfr460.5.d5 discrimination in mortgage loans: kfr130.5.d58 discrimination, trial practice: kfr539.d56 rhythm and blues discography: ml156.4.b6 history and criticism: ml3520.8-3521 rice, condoleezza: e840.8.r48 richmond (virginia), african americans: f234.r59.n4 rituals, black freemasons: hs875-891 robeson, paul: e185.97.r6, ml420.r73 bibliography: z8747.74 robinson, jackie: gv865.r6 rochester (new york), african americans: f129.r79.n4 rock music bibliography: ml128.r6 dictionaries: ml102.r6 discography: ml156.4.r6 history and criticism: ml3533.8-3534 political aspects: ml3918.r63 religious aspects: ml3921.8.r63 social aspects: ml3918.r63 russia blacks: dk34.b53 moscow, africans: dk600.3.a35 nigerians: dk34.n53 rwandans in the united states: e184.r93 sailors african american: e185.63, vb324.a47 minorities: vb320 saint louis (missouri), african americans: f474.s29.n4 salt lake city (utah), african americans: f834.s29.n4 san antonio (texas), african americans: f394.s2119.n4 san francisco (california), african americans: f869.s39.n4 santa fe (new mexico), african americans: f804.s29.n4 santiago de chile, blacks: f3271.9.b55 saudi arabia, blacks: ds219.b56 schools, african americans: lc2852.a-.z 100 library trends/summer 2018 table 2. (continued) sculpture, african american: nb238.n5, nb1528.3.a35 sea islands creole dialect: pm7875.g8 seals, west indies: cd5701-5710 seattle (washington), african americans: f899.s49.n4 secondary education african americans: lc2779 blacks: lc2779 segregation in education: lb3062*, lc212.5 higher education: lc212.7 law: kf4151-4155 segregation, racial, theology: bt734-734.3 senegalese in france: dc34.5.s45 paris: dc718.s35 in germany: dd78.s46 in italy: dg457.s45 milan: dg659.6.s45 in the united states: e184.s48 sermons african american: bv4241.5 to slaves: bv4316.s6 services for minorities, police social work: hv8079.35 sickle cell anemia: rc641.7.s5 anesthetics: rd37.3.s53 pediatrics: rj416.s53 public health: ra645.s53 sierra leoneans in the united states: e184.s54 slang black: p410.b33 black english: pe3727.n4 slave auctions: e442 slave insurrections, united states: e447, e450 charleston (s.c.), 1822: f279.c4 new york negro plot, 1741: f128.4 richmond insurrection, 1800: f234.r5 southampton insurrection, 1831: f232.s7 slave labor: hd4861-4865 slave trade general: ht975 international law: jx4447* modern: ht985-991 suppression of: ht993-999 united states: e442 mutiny on slave ships: e447 slavery abolition of: ht1025-1033 see also antislavery movements africa: ht1321-1427 america: ht1048-1152 arab countries: ht1316-1317 asia: ht1240.5-1315 bibliography: z7164.s6 biography of slaves: ht869 confederate states of america: e453 constitutional law: kf4545.s5 economic aspects: ht901-905 europe: ht1155-1240 general: ht851-893 browsing through bias/howard & knowlton 101 table 2. (continued) international law: jx4447* in literature american collections: ps509.s436 poetry: ps595.s65 prose: ps648.s55 literary history 19th century: ps217.s55 prose fiction: ps374.s58 english collections, poetry: pr1195.s44 drama elizabethan era: pr658.r34 17th century: pr678.r34 restoration: pr698.r34 18th century: pr708.r34 19th century: pr728.r34 literary history 19th century: pr468.s55 modern: pr408.s57 poetry 15th-16th centuries: pr525.s53 elizabethan era: pr535.s53 restoration and augustan era: pr565.s53 19th century: pr585.s53 romanticism: pr575.s53 literary history, 18th century: pr448.s55 middle east: ht1316-1317 oceania: ht1430-1444 and race: ht925 religion and: ht910-921 united states: e441 abolition: e453 agitation: e449 antislavery movements: e441, e445 kansas: f685 bibliography: z1249.s6 civil war: e453 compromise attempts: e440.5 economic aspects: e441 extension to kansas: f685 extension to the territories 1849–1853: e423 1853–1857: e433 1856–1861: e438 free state slaves: e450 fugitive slaves: e450 history: e441 1830–1863: e449 to 1830: e446 individual states of the u.s.: e445.a-.w justification: e449 moral aspects: e441 personal liberty laws: e450 political aspects 1830–1863: e449 1849–1853: e423 102 library trends/summer 2018 table 2. (continued) 1853–1857: e433 1857–1861: e438 1857–1861: e440.5 civil war: e453 slaves biography: ht869 freed: ht731 pensions: e185.2 sermons to: bv4316.s6 united states biography: e444 colonization: e448 emancipation: e453 free state slaves: e450 fugitive slaves: e450 kidnapping: e450 law: kf482 legal status in free states: e450 life, duties, etc.: e443 markets and auctions: e442 personal liberty laws: e450 personal narratives: e444 smith, bessie (1894–1937): ml420.s667 social conditions, african american: e185.86 sociedad abakua: hs1355.s6 societies african american history: e185.5 black: hs2253-2265 society of friends see quakers sociolinguistics, blacks: p40.5.b42 soldiers african american: e185.63, ub418.a47 minorities: ub416 somalis in canada: f1035.s65 in england: da125.s56 in italy: dg457.s62 in sweden: dl641.s65 in the united states: e184.s67 songs, jazz: ml3561.j3 sororities, african american: lj165 soul music dictionaries: ml102.s65 discography: ml156.4.s6 history and criticism: ml3537 sources, african american: e184.6 south africans in foreign countries: dt1770 south america see also america blacks: f2239.b55, f2239.n4* cults: bl2592 kongo (african people): f2239.k65 literature, french: pq3950-3959.3 minorities: f2239.a1 race relations: f2239.a1 south atlantic states, african americans: f220.n4 south carolina affirmative action programs: jk4260.a33 browsing through bias/howard & knowlton 103 table 2. (continued) african americans: e185.93.s7, f280.n4 antislavery movements: e445.s7 civil rights: kfs2211 african americans: kfs2211.5.a34 civil service african americans: jk4260.5.a34 minorities: jk4260.5.m5 discrimination in education: kfs2192.2 discrimination in employment, labor law: kfs2134.5.d5 discrimination in housing: kfs2260.5.d5 discrimination in mortgage loans: kfs1930.5.d58 discrimination, trial practice: kfs2339.d56 south dakota affirmative action programs: jk6560.a33 african americans: e185.93.s8, f660.n4 civil rights: kfs3411 african americans: kfs3411.5.a34 civil service african americans: jk6560.5.a34 minorities: jk6560.5.m5 discrimination in education: kfs3392.2 discrimination in employment, labor law: kfs3334.5.d5 discrimination in housing: kfs3460.5.d5 discrimination in mortgage loans: kfs3130.5.d58 discrimination, trial practice: kfs3539.d56 southern asia, africans: ds339.3.a34 soviet union blacks: dk34.b53 nigerians: dk34.n53 spain africans: dp53.a35 beninese: dp53.b39 blacks: dp53.b45 madrid, africans: dp358.3.a36 minorities, discrimination against: kkt2467.m56 spiritual churches, african american: bx6194.a46-.a468 hymnals: m2131.s5 spirituals (music), bibliography: ml128.n4*, ml128.s4, ml3556 sports and racial discrimination: gv706.32 sports for minorities: gv709.5 st. louis (missouri), african americans: f474.s29.n4 stained glass, african american: nk5325.3.a35 stamps, african americans: he6183.a35 statistical data, west indies: ha855.5-928 student life african americans: lc2781 blacks: lc2781 students, minority, psychiatry: rc451.4.s7 sudanese in the united states: e184.s77 suffrage, african american: kf4893 suicide, minorities: hv6545.5 sunday schools african american: bv1523.a37 racial attitudes: bv1523.r2 suriname blacks: f2431.n3 boni: f2431.b64 104 library trends/summer 2018 table 2. (continued) minorities: f2431.a1 race relations: f2431.a1 sweden africans: dl641.a47 ethiopians: dl641.e86 somalis: dl641.s65 switzerland africans: dq49.a49 congolese (democratic republic): dq49.z35 minorities, discrimination against: kkw2467.m56 swords, decorative arts, african american: nk6725.3.a35 teacher education and training african americans: lc2782 blacks: lc2782 teachers, african american handbooks: lc2725 salaries: lb2843.n4* technical education african americans: lc2780.5 blacks: lc2780.5 techno music dictionaries: ml102.t43 history and criticism: ml3540 political aspects: ml3918.t43 social aspects: ml3918.t43 teenagers, minority, books for: z1039.m56 television broadcasts african american, blacks: pn1992.8.a34 minorities: pn1992.8.m54 tennessee affirmative action programs: jk5260.a33 african americans: e185.93.t3, f445.n4 antislavery movements: e445.t3 civil rights: kft411 african americans: kft411.5.a34 civil service african americans: jk5260.5.a34 minorities: jk5260.5.m5 discrimination in education: kft392.2 discrimination in employment, labor law: kft334.5.d5 discrimination in housing: kft460.5.d5 discrimination in mortgage loans: kft130.5.d58 discrimination, trial practice: kft539.d56 texas affirmative action programs: jk4860.a33 african americans: e185.93.t4, f395.n4 antislavery movements: e445.t47 civil rights: kft1611 african americans: kft1611.5.a34 civil service african americans: jk4860.5.a34 minorities: jk4860.5.m5 discrimination in education: kft1592.2 discrimination in employment, labor law: kft1534.5.d5 discrimination in housing: kft1660.5.d5 discrimination in mortgage loans: kft1330.5.d58 discrimination, trial practice: kft1739.d56 browsing through bias/howard & knowlton 105 table 2. (continued) textile arts, african american: nk9112 theater african american: pn2270.a35 black, great britain: pn2595.13.b34 theology, black: bt82.7 thomas, clarence: kf8745.t48 titles of honor (heraldry), west indies: cr3700-3750 tobacco and minorities: hv5741 togolese in france: dc34.5.t64 paris: dc718.t64 tokens, west indies: cj4961-4964 toomer, jean: ps3539.o478 transracial adoption: hq875.6 trenton (new jersey), african americans: f144.t79.n4 trinidad, literature, english: pr9272 truth, sojourner: e185.97.t8 tubman, harriet: e444.t897 tucson (arizona), african americans: f819.t99.n4 turkey, istanbul, africans: dr727.a38 turner, nat: f232.s7 negro insurrection, 1831: f232.s7 underground dance music, history and criticism: ml3540.5 unitarians, african american: bx9833.48.a47 united states affirmative action: kf4755.5 antislavery movements: e441 john brown’s raid on harper’s ferry: e451 civil service african americans: jk721.a34, jk723.n4* minorities; jk723.m54 state governments: jk2480.m5 civil rights minorities: kf4755 colonization movements: e447 congress, african americans: jk1321.a37 discrimination, law: kf4755 housing: kf5740 elements in the population africans: e184.a24 african americans: e184.5-.7 azoreans: e184.a95 brass ankles: e184.b676 burundians: e184.b89 canary islanders: e184.c22 cape verdeans: e184.c24 caribbean: e184.c27 ethiopians: e184.e74 gambians: e184.g24 ghanaians: e184.g44 grenadians: e184.g75 guyanese: e184.g86 haitians: e184.h27 ivorians: e184.i96 jamaicans: e184.j27 kenyans: e184.k42 liberians: e184.l53 malians: e184.m33 106 library trends/summer 2018 table 2. (continued) melungeons: e184.m44 nigerians: e184.n55 ramapo mountain people: e184.r3 rwandans: e184.r93 senegalese: e184.s48 sierra leoneans: e184.s54 somalis: e184.s67 sudanese: e184.s77 yoruba: e184.y66 history see also african americans, history american revolution african americans: e269.n3 haitians: e269.h3 war of 1812, african americans: e359.9.a35, e359.9.n4* civil war, african americans: e492.9, e540.n3, e585.a35, e585.n3* reconstruction: e668 spanish-american war, african americans: e725.5.n3 house of representatives, african americans: jk1321.a37 immigrants, black: jv6895.n4* caribbean: jv6895.c3 haitian: jv6895.h34 party affiliation, african americans: jk2275.n4 slavery fugitive slaves: e450 history to 1830: e446 slave insurrections: e447 1830–1863: e449 personal narratives of slaves: e444 slave life: e443 slavery question 1849–1853: e423 1853–1857: e433 1857–1861: e438 november 1860-march 4, 1861: e440.5 slave trade: e442 suffrage, african american: jk1924-1929, kf4893 united states presidents, relations with african americans: e176.472.a34 universities and colleges, african american: kf4232 upholstery, history, african american: nk3225.3.a35 uruguay blacks: f2799.n3 montevideo: f2781.9.b55 minorities: f2799.a1 race relations: f2799.a1 utah affirmative action programs: jk8460.a33 african americans: e185.93.u8, f835.n4 civil rights: kfu411 african americans: kfu411.5.a34 civil service african americans: jk8460.5.a34 minorities: jk8460.5.m5 discrimination in education: kfu392.2 discrimination in employment, labor law: kfu334.5.d5 discrimination in housing: kfu460.5.d5 discrimination in mortgage loans: kfu130.5.d58 discrimination, trial practice: kfu539.d56 browsing through bias/howard & knowlton 107 table 2. (continued) venezuela blacks: f2349.b55 , f2349.n4* caracas: f2341.c29.n4 canary islanders: f2349.c35 minorities: f2349.a1 race relations: f2349.a1 vermont affirmative action programs: jk3060.a33 african americans: e185.93.v4, f60.n4 civil rights: kfv411 african americans: kfv411.5.a34 civil service african americans: jk3060.5.a34 minorities: jk3060.5.m5 discrimination in education: kfv392.2 discrimination in employment, labor law: kfv334.5.d5 discrimination in housing: kfv460.5.d5 discrimination in mortgage loans: kfv130.5.d58 discrimination, trial practice: kfv539.d56 vietnam war, blacks: ds559.8.b55 violin, instruction and study blues: mt279.3 jazz: mt279.7 virginia affirmative action programs: jk3960.a33 african americans: e185.93.v8, f235.n4 antislavery movements: e445.v8 civil rights: kfv2811 african americans: kfv2811.5.a34 civil service african americans: jk3960.5.a34 minorities: jk3960.5.m5 discrimination in education: kfv2792.2 discrimination in employment, labor law: kfv2734.5.d5 discrimination in housing: kfv2860.5.d5 discrimination in mortgage loans: kfv2530.5.d58 discrimination, trial practice: kfv2939.d56 vocational education african americans: lc2780 blacks: lc2780 voodooism: bl2490 religious art: nk1678.v66 walcott, derek: pr9272.9.w3 bibliography: z8947.36 walker, alice, bibliography: z8947.42 walker, madam c. j.: hd9970.5.c672 wallpapers, history, african american: nk3425.3.a35 washington (d.c.) see district of columbia washington state affirmative action programs: jk9260.a33 african americans: e185.93.w3, f900.n4 civil rights: kfw411 african americans: kfw411.5.a34 civil service african americans: jk9260.5.a34 minorities: jk9260.5.m5 discrimination in education: kfw392.2 discrimination in employment, labor law: kfw334.5.d5 108 library trends/summer 2018 table 2. (continued) discrimination in housing: kfw460.5.d5 discrimination in mortgage loans: kfw130.5.d58 discrimination, trial practice: kfw539.d56 washington, booker t.: e185.97.w4 bibliography: z8949.9 washington, harold: f548.54.w36 bibliography: z8950.2 welfare see public assistance wells-barnett, ida: e185.97.w55 west indies academies and learned societies: as71-75 almanacs: ay510-581 archives, history and statistics: cd3860-3985 biography, national: ct339-448 coins: cj2070-2089 collectors and collecting, collectibles, private collections: am323-329 costume and dress: gt655-673 diplomatics: cd351-362 folklore: gr120-121 genealogy: cs200-261 heraldry: cr304-350, cr1360-1369 history: f1601-1629 history of scholarship and learning: az535-547 houses, manners and customs: gt247-258 humanities (general): az535-547 literature english: pr9205, pr9210-9218.2, pr9275 french: pq3940-3949 medals and medallions: cj5911-5915 museums: am29-30 public finance: hj2066.5-2073.7, hj22. 5-29.7, hj2479-2490, hj4304-4312, hj4674 4681, hj5384.5-5392.3, hj6799-6838, hj7684-7698.5, hj844.3-889.5, hj8540.5 8555.4, hj9369.5-9379.5 seals: cd5701-5710 statistical data: ha855.5-928 titles of honor: cr3700-3750 tokens: cj4961-4964 west virginia affirmative action programs: jk4060.a33 african americans: e185.93.w5, f250.n4 civil rights: kfw1611 african americans: kfw1611.5.a34 civil service african americans: jk4060.5.a34 minorities: jk4060.5.m5 discrimination in education: kfw1592.2 discrimination in employment, labor law: kfw1534.5.d5 discrimination in housing: kfw1660.5.d5 discrimination in mortgage loans: kfw1330.5.d58 discrimination, trial practice: kfw1739.d56 wheatley, phillis: ps866.w5 bibliography: z8969.285 white, walter: e185.97.w6 wideman, john edgar: ps3573.i26 wilmington (delaware), african americans: f174.w79.n4 winfrey, oprah: pn1992.4.w56 browsing through bias/howard & knowlton 109 table 2. (continued) wisconsin affirmative action programs: jk6060.a33 african americans: e185.93.w58, f590.n4 antislavery movements: e445.w8 civil rights: kfw2811 african americans: kfw2811.5.a34 civil service african americans: jk6060.5.a34 minorities: jk6060.5.m5 discrimination in education: kfw2792.2 discrimination in employment, labor law: kfw2734.5.d5 discrimination in housing: kfw2860.5.d5 discrimination in mortgage loans: kfw2530.5.d58 discrimination, trial practice: kfw2939.d56 women, african american: e185.86 women, minority: rc451.4.m58 woods, tiger: gv964.w66 working class: african americans: hd8081.a65 blacks: hd6305.b56 ethiopians in the united states: hd8081.e8 minorities: hd6304 world war i african americans: d639.n4 blacks: d639.n4 english operations: d547.n4 race problems: d639.a7 world war ii african americans: d810.n4 blacks: d810.n4 holocaust: d804.5.b55 race problems: d810.r3 wright, richard (1908-1960): ps3545.r815 bibliography: z8986.323 wyoming affirmative action programs: jk7660.a33 african americans: e185.93.w9, f770.n4 civil rights: kfw4611 african americans: kfw4611.5.a34 civil service african americans: jk7660.5.a34 minorities: jk7660.5.m5 discrimination in education: kfw4592.2 discrimination in employment, labor law: kfw4534.5.d5 discrimination in housing: kfw4660.5.d5 discrimination in mortgage loans: kfw4330.5.d58 discrimination, trial practice: kfw4739.d56 x, malcom: see malcolm x yoruba in america: e29.y67 in cuba: f1789.y6 in the united states: e184.y66 young men’s christian association, work with blacks: bv1190 young women’s christian association, work with blacks: bv1393.b58, bv1393.n4* youth, african american: e185.86 education: lc2701, lc2703 110 library trends/summer 2018 table 3. library of congress classification numbers applicable to materials for lgbtqia studies call number lc classification tree *indicates a classification number that is no longer used, but may appear in older catalog records b350-398 plato. b2430.f724 foucault, michel. bf723.h67 developmental psychology. child psychology. special topics. homophobia. bf1571.5.g39 witchcraft. special classes of persons. gays. bf1728.2.g39 astrology. horoscopes. special groups. gay men. bf1729.h66 astrology. special topics. homosexuality. bl65.h64 religions. religion in relation to other subjects. homosexuality. bl325.b45 religion. the myth. comparative mythology. topics in comparative mythology. bisexuality. androgyny. hermaphroditism. bl625.9.g39 religion. religious life. special classes of persons. gays. bl795.b57 religion. classical religion and mythology greece. special topics. bisexuality. bl795.h6 religion. classical religion and mythology. greece. special topics. homosexuality. bm729.h65 practical judaism other special topics. gays. bp188.14.h65 islam. sins. vices. homosexuality. bp190.5.h7* islam. topics not otherwise provided. homosexuality. bq4570.a37 doctrinal and systematic buddhism. special topics (nondoctrinal) and relations to special subjects. aids (disease). bq4570.h65 doctrinal and systematic buddhism. special topics (nondoctrinal) and relations to special subjects. homosexuality. bv199.g39 practical theology. worship (public and private). liturgy and ritual service books. liturgies other special, a-z. gays, services for. bv4437.5 practical theology. church work with special classes. gays. lesbians. homosexuals. bv4460.7 pastoral theology. church work with special classes. people with disabilities, sick, etc. aids. bv4596.g38 practical theology. practical religion. the christian life. religious works for special classes of persons. other. gays. bv4910.3 practical religion. the christian life. works for special classes of persons. the sick and the crippled. aids patients. bx2347.8.a52 catholic church. practical religion. church work. social service. work with, and attitude towards, special groups, classes. aids patients. bx2347.8.h65 catholic church. practical religion. work with, and attitude towards, special groups, classes. homosexuals. d804.5.g38 world war ii (1939–1945). holocaust. special groups of jewish victims. gays. d810.g39 world war ii (1939–1945). other special topics. gays. gay military participation. e98.s48 indians of north america. other topics. sexual behavior. including homosexuality. f869.s353 m547 milk, harvey. gn484.35 anthropology. sexual behavior. sex customs. homosexuality. gv183.2 recreation for special classes of persons. gay men. lesbians. gv708.8 sports. sports for special classes of persons gay men. lesbians. gv722.5.g36 sports. athletic contests. sports events. other contests and events. gay games gv838.l68 louganis, greg. gv1469.34.h66 computer games. special topics. homosexuality. gv1785.a38 ailey, alvin. gv1749.5 gay and lesbian dance parties. hd2359-2359.5 industry. other special categories of businesses. gay business enterprises. hd6285 labor. work. working class. classes of labor. gays. lesbians. general works. browsing through bias/howard & knowlton 111 table 3. (continued) call number lc classification tree hd6285.5 labor. work. working class. classes of labor. gays. lesbians. by region or country, a-z. he6183.h57 postage stamps. postmarks. by topic. homosexuals. hf5382.68business. vocational guidance for specific (non-occupational) groups. 5382.69 gays. hf5415.332. business. marketing research. particular groups of consumers. gays. g39 hf5549.5.s47 business. personnel management. employment management. by topic. sexual orientation (including homosexuality and bisexuality). hf5827.82 business. advertising. gays in advertising. hq18.5 human sexuality. sex. sexual orientation. hq18.32.k56 kinsey, alfred. hq74 bisexuality. general works. hq74.2 bisexuality. by region or country, a-z. hq75 homosexuality. lesbianism. periodicals. serials. hq75.115 homosexuality. lesbianism. congresses. hq75.12 homosexuality. lesbianism. societies. hq75.13 homosexuality. lesbianism. dictionaries. hq75.14 homosexuality. lesbianism. computer networks. electronic information resources (including the internet and digital libraries). hq75.15-75.16 gay and lesbian studies. hq75.2 homosexuality. lesbianism. biography (collective). hq75.25-75.26 homosexuality. lesbianism. travel. hq75.27-75.28 homosexuality. lesbianism. gay parents. hq75.3 lesbians. biography. collective. hq75.4 lesbians. biography. individual, a-z. hq75.5 lesbians. general works. hq75.51 lesbians. sex instruction. hq75.53 lesbian mothers. hq75.55 middle-aged lesbians. older lesbians. hq75.6 lesbians. by region or country, a-z. hq75.7 gay men. biography. collective. hq75.8 gay men. biography. individual, a-z. hq75.8.k35 kameny, frank. hq76 gay men. general works. hq76.1 gay men. sex instruction. hq76.13 gay fathers. hq76.14 middle-aged gay men. older gay men. hq76.2 gay men. by region or country, a-z. hq76.25 homosexuality. lesbianism. general works. hq76.26 homosexuality. lesbianism. juvenile works. hq76.27 special classes of gay people, a-z. hq76.27.a37 special classes of gay people. african americans. hq76.27.o44 special classes of gay people. older gays. hq76.27.y68 special classes of gay people. youth. hq76.3 homosexuality. lesbianism. by region or country, a-z. hq76.34 same-sex relationships. general works. hq76.35 same-sex relationships. by region or country, a-z hq76.4 homophobia. heterosexism. general works. hq76.45 homophobia. heterosexism. by region or country, a-z. hq76.5 gay rights movement. gay liberation movement. homophile movement. general works. hq76.8 gay rights movement. gay liberation movement. homophile movement. by region or country, a-z. hq76.85 gay conservatives. 112 library trends/summer 2018 table 3. (continued) call number lc classification tree hq76.9 gay press publications. general works. hq76.95 gay press publications. by region or country, a-z hq76.96 gay and lesbian culture. general works. hq76.965 gay and lesbian culture. special topics, a-z. hq76.965.b38 gay and lesbian culture. bathhouses. saunas. steam baths. hq76.965.b45 gay and lesbian culture. bears. hq76.965.g38 gay and lesbian culture. gay pride parades. hq76.965.h35 gay and lesbian culture. handkerchief codes. hq76.965.o54 gay and lesbian culture. online chat groups. hq76.97 transvestism. biography. collective. hq76.98 transvestism. biography. individual, a-z. hq77 transvestism. general works. hq77.2 transvestism. by region or country, a-z hq77.7 transsexualism. biography. collective. hq77.8 transsexualism. biography. individual, a-z. hq77.8.j67 jorgensen, christine. hq77.9 transsexualism. general works. hq77.95 transsexualism. by region or country, a-z. hq759.9145 parents of gay men or lesbians. hq777.8 children of gay parents. hq825 same-sex divorce. gay divorce. hq1033 same-sex marriage. general works. hq1034 same-sex marriage. by region or country, a-z. hq1035-1035.5 the family. marriage. women. bisexuality in marriage. hs3357.l47 girls’ societies (including guides, scouts, and campfire). special topics. lesbianism. hv875.715 gay and lesbian adoption. general works. hv875.72 gay and lesbian adoption. by region or country, a-z. hv1426 protection, assistance and relief. special classes. gay youth. lesbian youth. hv1449 protection, assistance and relief. special classes. gay men. lesbians. hv2394 protection, assistance and relief. special classes. deaf gays. hv5139 alcohol and gay people. hv5824.g3 drug habits. drug abuse. drugs and special classes of persons. gays. hv6250.4.h66 criminology. victims of crimes. victimology. special classes of persons as victims. homosexuals. hv6545.4 suicide among special classes of persons. gays. hv8024 gay and lesbian police officers. hv8838 criminal justice administration. prison methods and practice. prison hygiene. medical service. aids (disease) in prisons. hx550.h65 communism/socialism in relation to other topics. homosexuality. jj1012.z13h6 political institutions and public administration. north america. executive branch. civil service. special topics. homosexual men and women. jk723.h6 united states. government. public administration. executive branch. civil service. special classes of employees. other special, a-z. homosexual men and women. jl206.z13h6 political institutions and public administration. canada. newfoundland. executive branch. civil service. special topics. homosexual men and women. jl216.z13h6 political institutions and public administration. canada. prince edward island. executive branch. civil service. special topics. homosexual men and women. jl226.z13h6 political institutions and public administration. canada. nova scotia. executive branch. civil service. special topics. homosexual men and women. jl236.z13h6 political institutions and public administration. canada. new brunswick. executive branch. civil service. special topics. homosexual men and women. jl252.z13h6 political institutions and public administration. canada. quebec. executive branch. civil service. special topics. homosexual men and women. browsing through bias/howard & knowlton 113 table 3. (continued) call number lc classification tree jl272.z13h6 political institutions and public administration. canada. ontario. executive branch. civil service. special topics. homosexual men and women. jl292.z13h6 political institutions and public administration. canada. manitoba. executive branch. civil service. special topics. homosexual men and women. jl312.z13h6 political institutions and public administration. canada. saskatchewan. executive branch. civil service. special topics. homosexual men and women. jl332.z13h6 political institutions and public administration. canada. alberta. executive branch. civil service. special topics. homosexual men and women. jl432.z13h6 political institutions and public administration. canada. british columbia. executive branch. civil service. special topics. homosexual men and women. jl472.z13h6 political institutions and public administration. canada. northwest territories. executive branch. civil service. special topics. homosexual men and women. jl486.z13h6 political institutions and public administration. canada. nunavut. executive branch. civil service. special topics. homosexual men and women. jl495.a69h6 political institutions and public administration. canada. yukon territory. executive branch. civil service. special topics. homosexual men and women. jl596.z13h6 political institutions and public administration. bermuda. executive branch. civil service. special topics. homosexual men and women. jl599.2.a69h6 political institutions and public administration. greenland. executive branch. civil service. special topics. homosexual men and women. jl599.4.a69h6 political institutions and public administration. saint pierre and miquelon. executive branch. civil service. special topics. homosexual men and women. jl599.5.a69h6 political institutions and public administration. west indies. caribbean area. executive branch. civil service. special topics. homosexual men and women. jl606.z13h6 political institutions and public administration. british west indies. english-speaking caribbean. executive branch. civil service. special topics. homosexual men and women. jl609.2.a69h6 political institutions and public administration. anguilla. executive branch. civil service. special topics. homosexual men and women. jl616.z13h6 political institutions and public administration. bahamas. executive branch. civil service. special topics. homosexual men and women. jl626.z13h6 political institutions and public administration. barbados. executive branch. civil service. special topics. homosexual men and women. jl629.5.a69h6 political institutions and public administration. cayman islands. executive branch. civil service. special topics. homosexual men and women. jl629.6.a69h6 political institutions and public administration. grenada. executive branch. civil service. special topics. homosexual men and women. jl636.z13h6 political institutions and public administration. jamaica. executive branch. civil service. special topics. homosexual men and women. jl646.z13h6 political institutions and public administration. leeward islands (general). executive branch. civil service. special topics. homosexual men and women. jl649.2.a69h6 political institutions and public administration. antigua and barbuda. executive branch. civil service. special topics. homosexual men and women. jl649.5.a69h6 political institutions and public administration. montserrat. executive branch. civil service. special topics. homosexual men and women. jl649.7.a69h6 political institutions and public administration. saint kitts and nevis. executive branch. civil service. special topics. homosexual men and women. jl656.z13h6 political institutions and public administration. trinidad and tobago. executive branch. civil service. special topics. homosexual men and women. jl666.z13h6 political institutions and public administration. windward islands (general). executive branch. civil service. special topics. homosexual men and women. jl669.2.a69h6 political institutions and public administration. dominica. executive branch. civil service. special topics. homosexual men and women. jl669.5.a69h6 political institutions and public administration. saint vincent and the grenadines. executive branch. civil service. special topics. homosexual men and women. 114 library trends/summer 2018 table 3. (continued) call number lc classification tree jl669.4.a69h6 political institutions and public administration. saint lucia. executive branch. civil service. special topics. homosexual men and women. jl676.z13h6 political institutions and public administration. belize. executive branch. civil service. special topics. homosexual men and women. jl686.z13h6 political institutions and public administration. guyana. british guiana. executive branch. civil service. special topics. homosexual men and women. jl696.z13h6 political institutions and public administration. falkland islands. executive branch. civil service. special topics. homosexual men and women. jl766.z13h6 political institutions and public administration. netherlands antilles. dutch west indies (general). executive branch. civil service. special topics. homosexual men and women. jl769.3.a69h6 political institutions and public administration. aruba. executive branch. civil service. special topics. homosexual men and women. jl769.5.a69h6 political institutions and public administration. bonaire. executive branch. civil service. special topics. homosexual men and women. jl776.z13h6 political institutions and public administration. curacao. executive branch. civil service. special topics. homosexual men and women. jl779.2.a69h6 political institutions and public administration. saba. executive branch. civil service. special topics. homosexual men and women. jl779.5.a69h6 political institutions and public administration. saint eustatius. executive branch. civil service. special topics. homosexual men and women. jl779.7.a69h6 political institutions and public administration. sint maarten. executive branch. civil service. special topics. homosexual men and women. jl786.z13h6 political institutions and public administration. suriname. dutch guiana. executive branch. civil service. special topics. homosexual men and women. jl796.z13h6 political institutions and public administration. french west indies (general). executive branch. civil service. special topics. homosexual men and women. jl816.z13h6 political institutions and public administration. french guiana. executive branch. civil service. special topics. homosexual men and women. jl826.z13h6 political institutions and public administration. guadeloupe. executive branch. civil service. special topics. homosexual men and women. jl836.z13h6 political institutions and public administration. martinique. executive branch. civil service. special topics. homosexual men and women. jl962.z13h6 political institutions and public administration. cuba. executive branch. civil service. special topics. homosexual men and women. jl1012.z13h6 political institutions and public administration. latin america. executive branch. civil service. special topics. homosexual men and women. jl1052.z13h6 political institutions and public administration. puerto rico. executive branch. civil service. special topics. homosexual men and women. jl1092.z13h6 political institutions and public administration. haiti. executive branch. civil service. special topics. homosexual men and women. jl1132.z13h6 political institutions and public administration. dominican republic. executive branch. civil service. special topics. homosexual men and women. jl1132.z13h6 political institutions and public administration. virgin islands of the united states. executive branch. civil service. special topics. homosexual men and women. jl1249.h6 political institutions and public administration. mexico. executive branch. civil service. special topics. homosexual men and women. jl1412.z13h6 political institutions and public administration. central america (general). executive branch. civil service. special topics. homosexual men and women. jl1452.z13h6 political institutions and public administration. costa rica. executive branch. civil service. special topics. homosexual men and women. jl1492.z13h6 political institutions and public administration. guatemala. executive branch. civil service. special topics. homosexual men and women. jl1532.z13h6 political institutions and public administration. honduras. executive branch. civil service. special topics. homosexual men and women. browsing through bias/howard & knowlton 115 table 3. (continued) call number lc classification tree jl1572.z13h6 political institutions and public administration. el salvador. executive branch. civil service. special topics. homosexual men and women. jl1612.z13h6 political institutions and public administration. nicaragua. executive branch. civil service. special topics. homosexual men and women. jl1652.z13h6 political institutions and public administration. panama. executive branch. civil service. special topics. homosexual men and women. jl1676.z13h6 political institutions and public administration. panama canal zone. executive branch. civil service. special topics. homosexual men and women. jl1862.z13h6 political institutions and public administration. south america (general). executive branch. civil service. special topics. homosexual men and women. jl2049.h6 political institutions and public administration. argentina. executive branch. civil service. special topics. homosexual men and women. jl2249.h6 political institutions and public administration. bolivia. executive branch. civil service. special topics. homosexual men and women. jl2449.h6 political institutions and public administration. brazil. executive branch. civil service. special topics. homosexual men and women. jl2649.h6 political institutions and public administration. chile. executive branch. civil service. special topics. homosexual men and women. jl2849.h6 political institutions and public administration. colombia. executive branch. civil service. special topics. homosexual men and women. jl3049.h6 political institutions and public administration. ecuador. executive branch. civil service. special topics. homosexual men and women. jl3249.h6 political institutions and public administration. paraguay. executive branch. civil service. special topics. homosexual men and women. jl3449.h6 political institutions and public administration. peru. executive branch. civil service. special topics. homosexual men and women. jl3649.h6 political institutions and public administration. uruguay. executive branch. civil service. special topics. homosexual men and women. jl3849.h6 political institutions and public administration. venezuela. executive branch. civil service. special topics. homosexual men and women. jl1862.z13h6 political institutions and public administration. south america (general). executive branch. civil service. special topics. homosexual men and women. jn96.a69h6 political institutions and public administration. western europe. executive branch. civil service. special topics. homosexual men and women. jn94.a69h6 political institutions and public administration. central europe. eastern europe. executive branch. civil service. special topics. homosexual men and women. jn97.a69h6 political institutions and public administration. balkan peninsula. executive branch. civil service. special topics. homosexual men and women. jn1156.z13h6 political institutions and public administration. wales. executive branch. civil service. special topics. homosexual men and women. jn1176.z13h6 political institutions and public administration. isle of man. executive branch. civil service. special topics. homosexual men and women. jn1572.a69h6 political institutions and public administration. northern ireland. executive branch. civil service. special topics. homosexual men and women. jn1573.a69h6 political institutions and public administration. channel islands. executive branch. civil service. special topics. homosexual men and women. jn1576.a69h6 political institutions and public administration. gibraltar. executive branch. civil service. special topics. homosexual men and women. jn1586.z13h6 political institutions and public administration. malta. executive branch. civil service. special topics. homosexual men and women. jn2201.a69h6 political institutions and public administration. slovenia. executive branch. civil service. special topics. homosexual men and women. jn2202.a69h6 political institutions and public administration. croatia. executive branch. civil service. special topics. homosexual men and women. 116 library trends/summer 2018 table 3. (continued) call number lc classification tree jn2203.a69h6 political institutions and public administration. bosnia and herzegovina. executive branch. civil service. special topics. homosexual men and women. jn2222.z13h6 political institutions and public administration. czech republic. czechoslovakia. bohemia. executive branch. civil service. special topics. homosexual men and women. jn2240.a69h6 political institutions and public administration. slovakia. executive branch. civil service. special topics. homosexual men and women. jn2282.z13h6 political institutions and public administration. liechtenstein. executive branch. civil service. special topics. homosexual men and women. jn3112.z13h6 political institutions and public administration. andorra. executive branch. civil service. special topics. homosexual men and women. jn3142.z13h6 political institutions and public administration. monaco. executive branch. civil service. special topics. homosexual men and women. jn3971.5.a69h6 political institutions and public administration. german democratic republic, 1949–1990. executive branch. civil service. special topics. homosexual men and women. jn4012.z13h6 political institutions and public administration. germany. alsace-lorraine. executive branch. civil service. special topics. homosexual men and women. jn4032.z13h6 political institutions and public administration. germany. anhalt. executive branch. civil service. special topics. homosexual men and women. jn4089.h6 political institutions and public administration. germany. baden. executive branch. civil service. special topics. homosexual men and women. jn4139.5.a69h6 political institutions and public administration. germany. baden-wurttemberg. executive branch. civil service. special topics. homosexual men and women. jn4189.h6 political institutions and public administration. germany. bavaria. executive branch. civil service. special topics. homosexual men and women. jn4239.3.a69h6 political institutions and public administration. germany. brandenburg. executive branch. civil service. special topics. homosexual men and women. jn4239.5.a69h6 political institutions and public administration. germany. brandenburg (state, 1990). executive branch. civil service. special topics. homosexual men and women. jn4252.z13h6 political institutions and public administration. germany. bremen. executive branch. civil service. special topics. homosexual men and women. jn4272.z13h6 political institutions and public administration. germany. brunswick. executive branch. civil service. special topics. homosexual men and women. jn4279.5.a69h6 political institutions and public administration. germany. friesland. executive branch. civil service. special topics. homosexual men and women. jn4292.z13h6 political institutions and public administration. germany. hamburg. executive branch. civil service. special topics. homosexual men and women. jn4299.5.a69h6 political institutions and public administration. germany. hanover. executive branch. civil service. special topics. homosexual men and women. jn4312.z13h6 political institutions and public administration. germany. hesse. executive branch. civil service. special topics. homosexual men and women. jn4332.z13h6 political institutions and public administration. germany. lippe. executive branch. civil service. special topics. homosexual men and women. jn4339.5.a69h6 political institutions and public administration. germany. lower saxony. executive branch. civil service. special topics. homosexual men and women. jn4352.z13h6 political institutions and public administration. germany. lubeck. executive branch. civil service. special topics. homosexual men and women. jn4359.5.a69h6 political institutions and public administration. germany. mainz. executive branch. civil service. special topics. homosexual men and women. jn4359.7.a69h6 political institutions and public administration. germany. mecklenburg (state, 1990). executive branch. civil service. special topics. homosexual men and women. jn4372.z13h6 political institutions and public administration. germany. mecklenburg browsing through bias/howard & knowlton 117 table 3. (continued) call number lc classification tree schwerin. executive branch. civil service. special topics. homosexual men and women. jn4392.z13h6 political institutions and public administration. germany. mecklenburg-strelitz. executive branch. civil service. special topics. homosexual men and women. jn4399.5.a69h6 political institutions and public administration. germany. nassau. executive branch. civil service. special topics. homosexual men and women. jn4399.7.a69h6 political institutions and public administration. germany. north rhinewestphalia. executive branch. civil service. special topics. homosexual men and women. jn4412.z13h6 political institutions and public administration. germany. oldenburg. executive branch. civil service. special topics. homosexual men and women. jn4420.z13h6 political institutions and public administration. germany. pomerania. executive branch. civil service. special topics. homosexual men and women. jn4732.z13h6 political institutions and public administration. germany. reuss (younger line). executive branch. civil service. special topics. homosexual men and women. jn4739.3.a69h6 political institutions and public administration. germany. rhine province. executive branch. civil service. special topics. homosexual men and women. jn4739.5.a69h6 political institutions and public administration. germany. rhineland-palatinate. executive branch. civil service. special topics. homosexual men and women. jn4739.7.a69h6 political institutions and public administration. germany. ruhr region. executive branch. civil service. special topics. homosexual men and women. jn4739.8.a69h6 political institutions and public administration. germany. saarland. executive branch. civil service. special topics. homosexual men and women. jn4752.z13h6 political institutions and public administration. germany. saxe-altenburg. executive branch. civil service. special topics. homosexual men and women. jn4772.z13h6 political institutions and public administration. germany. saxe-meiningen. executive branch. civil service. special topics. homosexual men and women. jn4832.z13h6 political institutions and public administration. germany. saxony. executive branch. civil service. special topics. homosexual men and women. jn4839.5.a69h6 political institutions and public administration. germany. saxony (state, 1990 ). executive branch. civil service. special topics. homosexual men and women. jn4839.7.a69h6 political institutions and public administration. germany. saxony-anhalt. executive branch. civil service. special topics. homosexual men and women. jn4852.z13h6 political institutions and public administration. germany. schaumburg-lippe. executive branch. civil service. special topics. homosexual men and women. jn4859.5.a69h6 political institutions and public administration. germany. schleswig-holstein. executive branch. civil service. special topics. homosexual men and women. jn4872.z13h6 political institutions and public administration. germany. schwarzburgrudolstadt. executive branch. civil service. special topics. homosexual men and women. jn4892.z13h6 political institutions and public administration. germany. schwarzburgsondershausen. executive branch. civil service. special topics. homosexual men and women. jn4906.z13h6 political institutions and public administration. germany. thuringia (1920– 1952). executive branch. civil service. special topics. homosexual men and women. jn4910.a69h6 political institutions and public administration. germany. thuringia (1990). executive branch. civil service. special topics. homosexual men and women. jn4916.a69h6 political institutions and public administration. germany. westphalia. executive branch. civil service. special topics. homosexual men and women. jn4932.z13h6 political institutions and public administration. germany. wurttemberg. executive branch. civil service. special topics. homosexual men and women. jn4944.a69h6 political institutions and public administration. germany. wurzburg. executive branch. civil service. special topics. homosexual men and women. 118 library trends/summer 2018 table 3. (continued) call number lc classification tree jn5695.a69h6 political institutions and public administration. san marino. executive branch. civil service. special topics. homosexual men and women. jn5697.a69h6 political institutions and public administration. vatican city. executive branch. civil service. special topics. homosexual men and women. jn5700.a69h6 political institutions and public administration. benelux countries. executive branch. civil service. special topics. homosexual men and women. jn6392.z13h6 political institutions and public administration. luxembourg. executive branch. civil service. special topics. homosexual men and women. jn6549.h6 political institutions and public administration. soviet union. russia. former soviet republics. executive branch. civil service. special topics. homosexual men and women. jn6615.a69h6 political institutions and public administration. estonia. executive branch. civil service. special topics. homosexual men and women. jn6636.z13h6 political institutions and public administration. ukraine. executive branch. civil service. special topics. homosexual men and women. jn6646.z13h6 political institutions and public administration. belarus. executive branch. civil service. special topics. homosexual men and women. jn6762.z13h6 political institutions and public administration. poland. executive branch. civil service. special topics. homosexual men and women. jn6686.z13h6 political institutions and public administration. moldova. executive branch. civil service. special topics. homosexual men and women. jn6696.z13h6 political institutions and public administration. russia (federation). executive branch. civil service. special topics. homosexual men and women. jn6729.a69h6 political institutions and public administration. baltic states (general). executive branch. civil service. special topics. homosexual men and women. jn6736.z13h6 political institutions and public administration. latvia. executive branch. civil service. special topics. homosexual men and women. jn6745.a69h6 political institutions and public administration. lithuania. executive branch. civil service. special topics. homosexual men and women. jn7376.z13h6 political institutions and public administration. greenland. executive branch. civil service. special topics. homosexual men and women. jn7386.z13h6 political institutions and public administration. iceland. executive branch. civil service. special topics. homosexual men and women. jn7396.z13h6 political institutions and public administration. finland. executive branch. civil service. special topics. homosexual men and women. jn9112.z13h6 political institutions and public administration. switzerland. aargau. executive branch. civil service. special topics. homosexual men and women. jn9132.z13h6 political institutions and public administration. switzerland. appenzell inner rhoden. executive branch. civil service. special topics. homosexual men and women. jn9172.z13h6 political institutions and public administration. switzerland. baselland. executive branch. civil service. special topics. homosexual men and women. jn9192.z13h6 political institutions and public administration. switzerland. basel-stadt. executive branch. civil service. special topics. homosexual men and women. jn9212.z13h6 political institutions and public administration. switzerland. bern. executive branch. civil service. special topics. homosexual men and women. jn9232.z13h6 political institutions and public administration. switzerland. fribourg. executive branch. civil service. special topics. homosexual men and women. jn9252.z13h6 political institutions and public administration. switzerland. geneva. executive branch. civil service. special topics. homosexual men and women. jn9272.z13h6 political institutions and public administration. switzerland. glarus. executive branch. civil service. special topics. homosexual men and women. jn9292.z13h6 political institutions and public administration. switzerland. graubunden. executive branch. civil service. special topics. homosexual men and women. jn9299.5.a69h6 political institutions and public administration. switzerland. jura. executive branch. civil service. special topics. homosexual men and women. browsing through bias/howard & knowlton 119 table 3. (continued) call number lc classification tree jn9312.z13h6 political institutions and public administration. switzerland. lucerne. executive branch. civil service. special topics. homosexual men and women. jn9332.z13h6 political institutions and public administration. switzerland. neuchatel. executive branch. civil service. special topics. homosexual men and women. jn9352.z13h6 political institutions and public administration. switzerland. st. gall. executive branch. civil service. special topics. homosexual men and women. jn9372.z13h6 political institutions and public administration. switzerland. schaffhausen. executive branch. civil service. special topics. homosexual men and women. jn9392.z13h6 political institutions and public administration. switzerland. schwyz. executive branch. civil service. special topics. homosexual men and women. jn9412.z13h6 political institutions and public administration. switzerland. solothurn. executive branch. civil service. special topics. homosexual men and women. jn9432.z13h6 political institutions and public administration. switzerland. thurgau. executive branch. civil service. special topics. homosexual men and women. jn9452.z13h6 political institutions and public administration. switzerland. ticino. executive branch. civil service. special topics. homosexual men and women. jn9472.z13h6 political institutions and public administration. switzerland. unterwalden nid dem wald. nidwalden. executive branch. civil service. special topics. homosexual men and women. jn9492.z13h6 political institutions and public administration. switzerland. unterwalden nid dem wald. obwalden. executive branch. civil service. special topics. homosexual men and women. jn9512.z13h6 political institutions and public administration. switzerland. uri. executive branch. civil service. special topics. homosexual men and women. jn9532.z13h6 political institutions and public administration. switzerland. valais. executive branch. civil service. special topics. homosexual men and women. jn9552.z13h6 political institutions and public administration. switzerland. vaud. executive branch. civil service. special topics. homosexual men and women. jn9572.z13h6 political institutions and public administration. switzerland. zug. executive branch. civil service. special topics. homosexual men and women. jn9592.z13h6 political institutions and public administration. switzerland. zurich. executive branch. civil service. special topics. homosexual men and women. jn9606.z13h6 political institutions and public administration. bulgaria. executive branch. civil service. special topics. homosexual men and women. jn9616.z13h6 political institutions and public administration. montenegro. executive branch. civil service. special topics. homosexual men and women. jn9632.z13h6 political institutions and public administration. romania. executive branch. civil service. special topics. homosexual men and women. jn9652.z13h6 political institutions and public administration. serbia. executive branch. civil service. special topics. homosexual men and women. jn9672.z13h6 political institutions and public administration. yugoslavia. executive branch. civil service. special topics. homosexual men and women. jn9679.5.a69h6 political institutions and public administration. macedonia. executive branch. civil service. special topics. homosexual men and women. jn9686.z13h6 political institutions and public administration. albania. executive branch. civil service. special topics. homosexual men and women. jq98.a69h6 political institutions and public administration. south asia (general). executive branch. civil service. special topics. homosexual men and women. jq249.h6 political institutions and public administration. india (general). executive branch. civil service. special topics. homosexual men and women. jq332.z13h6 political institutions and public administration. india. assam. executive branch. civil service. special topics. homosexual men and women. jq379.5.a69h6 political institutions and public administration. india. west bengal. executive branch. civil service. special topics. homosexual men and women. 120 library trends/summer 2018 table 3. (continued) call number lc classification tree jq412.z13h6 political institutions and public administration. india. bombay (state). executive branch. civil service. special topics. homosexual men and women. jq372.z13h6 political institutions and public administration. india. bengal. executive branch. civil service. special topics. homosexual men and women. jq492.z13h6 political institutions and public administration. india. madhya pradesh. central provinces. executive branch. civil service. special topics. homosexual men and women. jq532.z13h6 political institutions and public administration. india. tamil nadu. madras. executive branch. civil service. special topics. homosexual men and women. jq572.z13h6 political institutions and public administration. india. punjab. executive branch. civil service. special topics. homosexual men and women. jq612.z13h6 political institutions and public administration. india. uttar pradesh. united provinces of agra and oudh. executive branch. civil service. special topics. homosexual men and women. jq628.a69h6 political institutions and public administration. nepal. executive branch. civil service. special topics. homosexual men and women. jq628.5.a69h6 political institutions and public administration. bhutan. executive branch. civil service. special topics. homosexual men and women. jq629.a69h6 political institutions and public administration. pakistan. executive branch. civil service. special topics. homosexual men and women. jq636.z13h6 political institutions and public administration. bangladesh. executive branch. civil service. special topics. homosexual men and women. jq639.5.a69h6 political institutions and public administration. maldives. executive branch. civil service. special topics. homosexual men and women. jq656.z13h6 political institutions and public administration. sri lanka. ceylon. executive branch. civil service. special topics. homosexual men and women. jq750.a69h6 political institutions and public administration. southeast asia. indochina (general). executive branch. civil service. special topics. homosexual men and women. jq751.a69h6 political institutions and public administration. burma. myanmar. executive branch. civil service. special topics. homosexual men and women. jq772.z13h6 political institutions and public administration. indonesia. executive branch. civil service. special topics. homosexual men and women. jq790.a69h6 political institutions and public administration. timor-leste. east timor. executive branch. civil service. special topics. homosexual men and women. jq849.h6 political institutions and public administration. vietnam. executive branch. civil service. special topics. homosexual men and women. jq936.z13h6 political institutions and public administration. cambodia. kampuchea. executive branch. civil service. special topics. homosexual men and women. jq956.z13h6 political institutions and public administration. laos. executive branch. civil service. special topics. homosexual men and women. jq1062.a69h6 political institutions and public administration. malaysia. malaya. executive branch. civil service. special topics. homosexual men and women. jq1063.a69h6 political institutions and public administration. singapore. executive branch. civil service. special topics. homosexual men and women. jq1064.a69h6 political institutions and public administration. brunei. executive branch. civil service. special topics. homosexual men and women. jq1082.z13h6 political institutions and public administration. central asia (general). executive branch. civil service. special topics. homosexual men and women. jq1090.a69h6 political institutions and public administration. kazakhstan. executive branch. civil service. special topics. homosexual men and women. jq1092.a69h6 political institutions and public administration. kyrgyzstan. executive branch. civil service. special topics. homosexual men and women. jq1093.a69h6 political institutions and public administration. tajikistan. executive branch. civil service. special topics. homosexual men and women. browsing through bias/howard & knowlton 121 table 3. (continued) call number lc classification tree jq1094.a69h6 political institutions and public administration. turkmenistan. executive branch. civil service. special topics. homosexual men and women. jq1095.a69h6 political institutions and public administration. uzbekistan. executive branch. civil service. special topics. homosexual men and women. jq1149.h6 political institutions and public administration. siberia (russia). executive branch. civil service. special topics. homosexual men and women. jq1262.z13h6 political institutions and public administration. philippines (spanish regime, to 1898). executive branch. civil service. special topics. homosexual men and women. jq1349.h6 political institutions and public administration. philippines (during united states rule, 1898–1946). executive branch. civil service. special topics. homosexual men and women. jq1412.z13h6 political institutions and public administration. philippines (republic, 1946-). executive branch. civil service. special topics. homosexual men and women. jq1499.a69h6 political institutions and public administration. east asia. far east (general). executive branch. civil service. special topics. homosexual men and women. jq1512.z13h6 political institutions and public administration. china. executive branch. civil service. special topics. homosexual men and women. jq1519.3.a69h6 political institutions and public administration. tibetan government-in-exile. central tibetan administration-in-exile. executive branch. civil service. special topics. homosexual men and women. jq1519.5.a69h6 political institutions and public administration. macau. executive branch. civil service. special topics. homosexual men and women. jq1532.z13h6 political institutions and public administration. taiwan. executive branch. civil service. special topics. homosexual men and women. jq1539.5.a69h6 political institutions and public administration. hong kong. executive branch. civil service. special topics. homosexual men and women. jq1649.h6 political institutions and public administration. japan. executive branch. civil service. special topics. homosexual men and women. jq1726.z13h6 political institutions and public administration. korea (including south korea). executive branch. civil service. special topics. homosexual men and women. jq1729.5.a69h6 political institutions and public administration. north korea. executive branch. civil service. special topics. homosexual men and women. jq1730.a69h6 political institutions and public administration. mongolia. outer mongolia. executive branch. civil service. special topics. homosexual men and women. jq1746.z13h6 political institutions and public administration. thailand. executive branch. civil service. special topics. homosexual men and women. jq1758.a69h6 political institutions and public administration. middle east. near east. southwest asia. islamic empire (general). executive branch. civil service. special topics. homosexual men and women. jq1759.a69h6 political institutions and public administration. caucasus (general). executive branch. civil service. special topics. homosexual men and women. jq1759.3.a69h6 political institutions and public administration. armenia. executive branch. civil service. special topics. homosexual men and women. jq1759.5.a69h6 political institutions and public administration. azerbaijan. executive branch. civil service. special topics. homosexual men and women. jq1759.7.a69h6 political institutions and public administration. georgia (republic). executive branch. civil service. special topics. homosexual men and women. jq1766.z13h6 political institutions and public administration. afghanistan. executive branch. civil service. special topics. homosexual men and women. jq1786.z13h6 political institutions and public administration. iran. executive branch. civil service. special topics. homosexual men and women. jq1806.z13h6 political institutions and public administration. turkey. executive branch. civil service. special topics. homosexual men and women. 122 library trends/summer 2018 table 3. (continued) call number lc classification tree jq1811.a69h6 political institutions and public administration. cyprus. executive branch. civil service. special topics. homosexual men and women. jq1826.a69h6 political institutions and public administration. syria. executive branch. civil service. special topics. homosexual men and women. jq1828.a69h6 political institutions and public administration. lebanon. executive branch. civil service. special topics. homosexual men and women. jq1830.a69h6 political institutions and public administration. israel. palestine (including gaza and west bank). executive branch. civil service. special topics. homosexual men and women. jq1833.a69h6 political institutions and public administration. jordan. executive branch. civil service. special topics. homosexual men and women. jq1841.a69h6 political institutions and public administration. saudi arabia. executive branch. civil service. special topics. homosexual men and women. jq1842.a69h6 political institutions and public administration. yemen. executive branch. civil service. special topics. homosexual men and women. jq1843.a69h6 political institutions and public administration. oman. muscat and oman. executive branch. civil service. special topics. homosexual men and women. jq1844.a69h6 political institutions and public administration. united arab emirates. trucial states. executive branch. civil service. special topics. homosexual men and women. jq1845.a69h6 political institutions and public administration. qatar. executive branch. civil service. special topics. homosexual men and women. jq1846.a69h6 political institutions and public administration. bahrain. executive branch. civil service. special topics. homosexual men and women. jq1848.a69h6 political institutions and public administration. kuwait. executive branch. civil service. special topics. homosexual men and women. jq1849.a69h6 political institutions and public administration. iraq. executive branch. civil service. special topics. homosexual men and women. jq1850.a69h6 political institutions and public administration. arab countries. executive branch. civil service. special topics. homosexual men and women. jq1852.a69h6 political institutions and public administration. islamic countries. executive branch. civil service. special topics. homosexual men and women. jq1876.z13h6 political institutions and public administration. africa (general). executive branch. civil service. special topics. homosexual men and women. jq1892.z13h6 political institutions and public administration. english-speaking africa (general). executive branch. civil service. special topics. homosexual men and women. jq1949.h6 political institutions and public administration. south africa. executive branch. civil service. special topics. homosexual men and women. jq2720.a69h6 political institutions and public administration. southern africa. central africa (general). executive branch. civil service. special topics. homosexual men and women. jq2721.a69h6 political institutions and public administration. swaziland. executive branch. civil service. special topics. homosexual men and women. jq2726.z13h6 political institutions and public administration. zimbabwe. southern rhodesia. executive branch. civil service. special topics. homosexual men and women. jq2740.a69h6 political institutions and public administration. lesotho. basutoland. executive branch. civil service. special topics. homosexual men and women. jq2760.a69h6 political institutions and public administration. botswana. bechuanaland. executive branch. civil service. special topics. homosexual men and women. jq2786.z13h6 political institutions and public administration. rhodesia. federation of rhodesia and nyasaland. british central african protectorate. executive branch. civil service. special topics. homosexual men and women. jq2849.h6 political institutions and public administration. zambia. northern rhodesia. executive branch. civil service. special topics. homosexual men and women. browsing through bias/howard & knowlton 123 table 3. (continued) call number lc classification tree jq2941.a69h6 political institutions and public administration. malawi. executive branch. civil service. special topics. homosexual men and women. jq2945.a69h6 political institutions and public administration. east africa (general). executive branch. civil service. special topics. homosexual men and women. jq2947.a69h6 political institutions and public administration. kenya. executive branch. civil service. special topics. homosexual men and women. jq2951.a69h6 political institutions and public administration. uganda. executive branch. civil service. special topics. homosexual men and women. jq2998.a69h6 political institutions and public administration. west africa (general). executive branch. civil service. special topics. homosexual men and women. jq3001.a69h6 political institutions and public administration. the gambia. executive branch. civil service. special topics. homosexual men and women. jq3032.z13h6 political institutions and public administration. ghana. gold coast. executive branch. civil service. special topics. homosexual men and women. jq3092.z13h6 political institutions and public administration. nigeria. executive branch. civil service. special topics. homosexual men and women. jq3121.a69h6 political institutions and public administration. sierra leone. executive branch. civil service. special topics. homosexual men and women. jq3158.a69h6 political institutions and public administration. indian ocean islands (general). executive branch. civil service. special topics. homosexual men and women. jq3159.a69h6 political institutions and public administration. maldives. executive branch. civil service. special topics. homosexual men and women. jq3172.z13h6 political institutions and public administration. mauritius. executive branch. civil service. special topics. homosexual men and women. jq3185.a69h6 political institutions and public administration. seychelles. executive branch. civil service. special topics. homosexual men and women. jq3188.a69h6 political institutions and public administration. kerguelen islands. executive branch. civil service. special topics. homosexual men and women. jq3198.a69h6 political institutions and public administration. north africa (general). executive branch. civil service. special topics. homosexual men and women. jq3249.h6 political institutions and public administration. algeria. executive branch. civil service. special topics. homosexual men and women. jq3332.z13h6 political institutions and public administration. tunisia. executive branch. civil service. special topics. homosexual men and women. jq3346.z13h6 political institutions and public administration. libya. executive branch. civil service. special topics. homosexual men and women. jq3362.z13h6 political institutions and public administration. french-speaking west africa (general). executive branch. civil service. special topics. homosexual men and women. jq3376.a69h6 political institutions and public administration. benin. dahomey. executive branch. civil service. special topics. homosexual men and women. jq3381.a69h6 political institutions and public administration. guinea. executive branch. civil service. special topics. homosexual men and women. jq3386.a69h6 political institutions and public administration. côte d’ivoire. ivory coast. executive branch. civil service. special topics. homosexual men and women. jq3389.a69h6 political institutions and public administration. mali. french sudan. executive branch. civil service. special topics. homosexual men and women. jq3391.a69h6 political institutions and public administration. mauritania. executive branch. civil service. special topics. homosexual men and women. jq3394.a69h6 political institutions and public administration. niger. executive branch. civil service. special topics. homosexual men and women. jq3396.a69h6 political institutions and public administration. senegal. executive branch. civil service. special topics. homosexual men and women. jq3398.a69h6 political institutions and public administration. burkina faso. upper volta. executive branch. civil service. special topics. homosexual men and women. 124 library trends/summer 2018 table 3. (continued) call number lc classification tree jq3403.a69h6 political institutions and public administration. french-speaking equatorial africa (general). executive branch. civil service. special topics. homosexual men and women. jq3404.a69h6 political institutions and public administration. central african republic. ubangi-shari. executive branch. civil service. special topics. homosexual men and women. jq3405.a69h6 political institutions and public administration. chad. executive branch. civil service. special topics. homosexual men and women. jq3406.a69h6 political institutions and public administration. congo (brazzaville). middle congo. executive branch. civil service. special topics. homosexual men and women. jq3407.a69h6 political institutions and public administration. gabon. executive branch. civil service. special topics. homosexual men and women. jq3421.a69h6 political institutions and public administration. djibouti. french territory of the afars and issas. french somaliland. executive branch. civil service. special topics. homosexual men and women. jq3462.z13h6 political institutions and public administration. madagascar. malagasy republic. executive branch. civil service. special topics. homosexual men and women. jq3486.z13h6 political institutions and public administration. reunion. executive branch. civil service. special topics. homosexual men and women. jq3494.a69h6 political institutions and public administration. comoros. executive branch. civil service. special topics. homosexual men and women. jq3495.a69h6 political institutions and public administration. mayotte. executive branch. civil service. special topics. homosexual men and women. jq3506.z13h6 political institutions and public administration. german east africa. executive branch. civil service. special topics. homosexual men and women. jq3516.z13h6 political institutions and public administration. tanzania. tanganyika. zanzibar. executive branch. civil service. special topics. homosexual men and women. jq3526.z13h6 political institutions and public administration. cameroon. executive branch. civil service. special topics. homosexual men and women. jq3536.z13h6 political institutions and public administration. togo. executive branch. civil service. special topics. homosexual men and women. jq3546.z13h6 political institutions and public administration. namibia. southwest africa. executive branch. civil service. special topics. homosexual men and women. jq3566.a69h6 political institutions and public administration. burundi. executive branch. civil service. special topics. homosexual men and women. jq3567.a69h6 political institutions and public administration. rwanda. executive branch. civil service. special topics. homosexual men and women. jq3580.a69h6 political institutions and public administration. italian east africa. executive branch. civil service. special topics. homosexual men and women. jq3583.a69h6 political institutions and public administration. eritrea. executive branch. civil service. special topics. homosexual men and women. jq3585.a69h6 political institutions and public administration. somalia. italian somaliland. executive branch. civil service. special topics. homosexual men and women. jq3650.a69h6 political institutions and public administration. portuguese-speaking africa. executive branch. civil service. special topics. homosexual men and women. jq3651.a69h6 political institutions and public administration. angola. portuguese west africa. executive branch. civil service. special topics. homosexual men and women. jq3661.a69h6 political institutions and public administration. cabo verde. executive branch. civil service. special topics. homosexual men and women. jq3671.a69h6 political institutions and public administration. mozambique. portuguese east africa. executive branch. civil service. special topics. homosexual men and women. browsing through bias/howard & knowlton 125 table 3. (continued) call number lc classification tree jq3681.a69h6 political institutions and public administration. guinea-bissau. portuguese guinea. executive branch. civil service. special topics. homosexual men and women. jq3685.a69h6 political institutions and public administration. sao tome and principe. executive branch. civil service. special topics. homosexual men and women. jq3701.a69h6 political institutions and public administration. western sahara. spanish sahara. executive branch. civil service. special topics. homosexual men and women. jq3702.a69h6 political institutions and public administration. equatorial guinea. executive branch. civil service. special topics. homosexual men and women. jq3762.z13h6 political institutions and public administration. ethiopia. abyssinia. executive branch. civil service. special topics. homosexual men and women. jq3849.h6 political institutions and public administration. egypt. united arab republic. executive branch. civil service. special topics. homosexual men and women. jq3926.z13h6 political institutions and public administration. liberia. executive branch. civil service. special topics. homosexual men and women. jq3946.z13h6 political institutions and public administration. morocco. executive branch. civil service. special topics. homosexual men and women. jq3980.a69h6 political institutions and public administration. south sudan. executive branch. civil service. special topics. homosexual men and women. jq3981.a69h6 political institutions and public administration. sudan. executive branch. civil service. special topics. homosexual men and women. jq3981.5.a69h6 political institutions and public administration. atlantic ocean islands (general). executive branch. civil service. special topics. homosexual men and women. jq3982.a69h6 political institutions and public administration. azores. executive branch. civil service. special topics. homosexual men and women. jq3983.a69h6 political institutions and public administration. madeira islands. executive branch. civil service. special topics. homosexual men and women. jq3984.a69h6 political institutions and public administration. canary islands. executive branch. civil service. special topics. homosexual men and women. jq3986.a69h6 political institutions and public administration. saint helena. executive branch. civil service. special topics. homosexual men and women. jq3986.5.a69h6 political institutions and public administration. tristan da cunha. executive branch. civil service. special topics. homosexual men and women. jq3986.7.a69h6 political institutions and public administration. falkland islands. executive branch. civil service. special topics. homosexual men and women. jq3995.a69h6 political institutions and public administration. australasia. executive branch. civil service. special topics. homosexual men and women. jq4049.h6 political institutions and public administration. australia (general). executive branch. civil service. special topics. homosexual men and women. jq4449.h6 political institutions and public administration. australia. australian capital territory. executive branch. civil service. special topics. homosexual men and women. jq4549.h6 political institutions and public administration. australia. new south wales. executive branch. civil service. special topics. homosexual men and women. jq4652.z13h6 political institutions and public administration. australia. northern territory. executive branch. civil service. special topics. homosexual men and women. jq4749.h6 political institutions and public administration. australia. queensland. executive branch. civil service. special topics. homosexual men and women. jq4949.h6 political institutions and public administration. australia. south australia. executive branch. civil service. special topics. homosexual men and women. jq5149.h6 political institutions and public administration. australia. tasmania. executive branch. civil service. special topics. homosexual men and women. jq5349.h6 political institutions and public administration. australia. victoria. executive branch. civil service. special topics. homosexual men and women. 126 library trends/summer 2018 table 3. (continued) call number lc classification tree jq5549.h6 political institutions and public administration. australia. western australia. executive branch. civil service. special topics. homosexual men and women. jq5849.h6 political institutions and public administration. new zealand. executive branch. civil service. special topics. homosexual men and women. jq6012.z13h6 political institutions and public administration. guam. executive branch. civil service. special topics. homosexual men and women. jq6232.z13h6 political institutions and public administration. samoan islands. american samoa. executive branch. civil service. special topics. homosexual men and women. jq6240.a69h6 political institutions and public administration. trust territory of the pacific. micronesia (federated states). executive branch. civil service. special topics. homosexual men and women. jq6241.a69h6 political institutions and public administration. marshall islands. executive branch. civil service. special topics. homosexual men and women. jq6242.a69h6 political institutions and public administration. mariana islands (including northern marianas). executive branch. civil service. special topics. homosexual men and women. jq6301.a69h6 political institutions and public administration. fiji. executive branch. civil service. special topics. homosexual men and women. jq6311.a69h6 political institutions and public administration. papua new guinea. executive branch. civil service. special topics. homosexual men and women. jq6312.a69h6 political institutions and public administration. kiribati. gilbert islands. executive branch. civil service. special topics. homosexual men and women. jq6313.a69h6 political institutions and public administration. tuvalu. ellice islands. executive branch. civil service. special topics. homosexual men and women. jq6321.a69h6 political institutions and public administration. tonga. executive branch. civil service. special topics. homosexual men and women. jq6340.a69h6 political institutions and public administration. cook islands. executive branch. civil service. special topics. homosexual men and women. jq6341.a69h6 political institutions and public administration. solomon islands. executive branch. civil service. special topics. homosexual men and women. jq6345.a69h6 political institutions and public administration. tokelau. executive branch. civil service. special topics. homosexual men and women. jq6400.a69h6 political institutions and public administration. vanuatu. new hebrides. executive branch. civil service. special topics. homosexual men and women. jq6401.a69h6 political institutions and public administration. new caledonia. executive branch. civil service. special topics. homosexual men and women. jq6431.a69h6 political institutions and public administration. french polynesia. executive branch. civil service. special topics. homosexual men and women. jq6591.a69h6 political institutions and public administration. palau. executive branch. civil service. special topics. homosexual men and women. jq6651.a69h6 political institutions and public administration. samoa. western samoa. executive branch. civil service. special topics. homosexual men and women. jz1253.2 international relations. relation to other discplines and topics. gender theory and feminist theory in international relations. k3242.3 comparative law. international uniform law constitutional law. human rights. civil and politcal rights. gays. k5196.s6 comparative law. international uniform law. criminal law and procedure. criminal law. individual crimes. crimes against the person. sex crimes. unnatural sexual intercourse. special offenses. sodomy kb529.7.h47 religious law in general. comparative religious law. jurisprudence. interdisciplinary discussion of subjects. persons. hermaphrodites. kb3082.a53 religious law in general. comparative religious law. jurisprudence. interdisciplinary discussion of subjects. public health. aids. kb4172 religious law in general. comparative religious law. jurisprudence. browsing through bias/howard & knowlton 127 table 3. (continued) call number lc classification tree interdisciplinary discussion of subjects. individual criminal offenses. sodomy. kbm496.9.h47 jewish law. halakah. sources. rabbinic literature. special topics. hermaphroditism. kbm529.7.h47 jewish law. halakah. mishpat ivri. natural persons. personality, capacity and incapacity. other types of natural persons. hermaphrodites. androginos. persons of uncertain gender. kbm2467.g37 jewish law. halakah. mishpat ivri. constitutional law. constitutional principles of the jewish community. equality before the law. legal and social equality. particular groups. gays. lesbians. kbm3082.a53 jewish law. halakah. mishpat ivri. public health. aids. kbp3082.a53 islamic law. shari’ah. furū‘ al-fiqh. substantive law. branches of law. public health. aids. kbp4216 islamic law. shari’ah. furū‘ al-fiqh. substantive law. branches of law. crimes and punishment. offenses against sexual integrity. sodomy. kbr3774.s64 history of canon law. penal (criminal) law. de lege poenali. individual offenses. de poenis in singula delicta. sodomy. m1977.g38 secular vocal music. songs of specific groups or on specific topics. collections. gays. m1978.g38 secular vocal music. songs of specific groups or on specific topics. gays. ml156.4.g4 discography. by topic. gay music. ml410.j58 john, elton. n72.a34 visual arts. special topics. aids (disease). n72.h64 visual arts. special topics. homosexuality. n8012.g46 christian art. christian symbolism. gender identity. n8217.h67 special subjects of art. homosexuality. nc1849.g45 posters. special topics. gender identity. nd259.k33 kahlo, frida. nx164.l47 special classes of artists. lesbians. nx180.h6 the arts in relation to other subjects. homosexuality. nx650.g44 arts in general. special subjects or topics. gender identity. nx652.g38 characters, persons, classes of persons, and ethnic groups. gay artists. lesbian artists. p94.5.g38-.g382 communication. mass media. relation to special groups of people. gays. p96.a39-.a392 communication. mass media. special aspects. aids (disease). p96.g44-.g442 communication. mass media. special aspects. gender identity. p96.h63-.h632 communication. mass media. special aspects. homosexuality. pa3015.h58 classical literature. literary history. knowledge, treatment, and conception of special subjects. homosexuality. pa3624.h64 greek literature. translations. english. poetry. by subject. homosexuality, male. pa4408-4409 sappho. pc4977.g39 spanish language. slang. argot. special groups of persons. gays. pe1599.h65 modern english language. lexicology. etymology. particular words. “homo”. pe3727.g39 english language. slang argot. vulgarisms. special groups of persons. gay men. pg3205.h65 russian literature. collections. special topics. homosexuality. gays. pg5006.3.g46 czech literature. history. 19th century. special topics. gender identity. pg7102.g45 polish literature. history. prose. special topics. gender identity. pg7148.a36 polish literature. collections. prose. special. by form or subject. aids (disease). pj5030.h65 hebrew literature. literary history and criticism. prose. fiction. special topics. homosexuality. pj7542.h6 arabic literature. literary history and criticism. poetry. special topics. homosexuality. pj7632.h6 arabic literature. collections. poetry. special topics. homosexuality. pl721.g44 japanese literature. history and criticism. special topics. gender identity. 128 library trends/summer 2018 table 3. (continued) call number lc classification tree pl721.h59 japanese literature. history and criticism. special topics. homosexuality. pl722.l47 japanese literature. history and criticism. treatment of special classes, races, etc. lesbians. pn56.g45 literature (general). relation to and treatment of special elements, problems, and subjects. gender identity. pn56.h57 literature (general). relation to and treatment of special elements, problems, and subjects. homosexuality (including male homosexuality). pn56.l45 literature (general). relation to and treatment of special elements, problems, and subjects. lesbianism. pn491.3 literature (general). literary history. biography. gay authors. pn682.h65 literature (general). literary history. medieval (to 1500). special topics. homosexuality. pn1083.h66 poetry. relation to, and treatment of, special subjects. homosexuality. pn1590.g39 the performing arts. show business. special topics. gays. pn1990.9.h64 broadcasting. special topics. homosexuality. gays. pn1992.8.h64 television broadcasts. special topics. homosexuality. pn1992.8.l47 television broadcasts. special topics. lesbianism. pn1993.44.g39 motion pictures. special topics. gay and lesbian film festivals. pn1995.9.a435 motion pictures. special topics. aids (disease). pn1995.9.b57 motion pictures. special topics. bisexuality. pn1995.9.h45 motion pictures. special topics. homosexuality (including male homosexuality). pn1995.9.l48 motion pictures. special topics. lesbianism. pn1995.9.s47 motion pictures. special topics. sex role (includes gender). pn1998.3.a46 almodovar, pedro. pn1998.3.d58 divine (performer). pn1998.3.w38 waters, john (b. 1946). pn2270.g39 dramatic representation. the theater. united states. history. twentieth century. special topics. gay theater. pn2270.l47 dramatic representation. the theater. united states. history. twentieth century. special topics. lesbian theater. pn2286.5 dramatic representation. the theater. united states. biography. collective. gays. pn2287.c692 cumming, alan. pn2287.d35 degeneres, ellen. pn2287.d477 divine (performer). pn3352.h65 prose. prose fiction. relation to and treatment of special subjects. homosexuality. pn4888.g38 journalism. the periodical press, etc. united states. special topics. gay parents (including children of gay parents). pn4888.h65 journalism. the periodical press, etc. united states. special topics. homophobia. pn4888.h66 journalism. the periodical press, etc. united states. special topics. homosexuality. pn4914.a44 journalism. the periodical press, etc. canada. special topics. aids. pn4914.h55 journalism. the periodical press, etc. canada. special topics. homosexuality. pn4974.a44 journalism. the periodical press, etc. mexico. special topics. aids. pn4974.h55 journalism. the periodical press, etc. mexico. special topics. homosexuality. pn5124.a44 journalism. the periodical press, etc. great britain. england. special topics. aids. pn5124.h55 journalism. the periodical press, etc. great britain. england. special topics. homosexuality. pn5184.a44 journalism. the periodical press, etc. france. special topics. aids. pn5184.h55 journalism. the periodical press, etc. france. special topics. homosexuality. pn5214.a44 journalism. the periodical press, etc. germany. special topics. aids. pn5214.h55 journalism. the periodical press, etc. germany. special topics. homosexuality. pn5517.a44 journalism. the periodical press, etc. australia. special topics. aids. pn5517.h55 journalism. the periodical press, etc. australia. special topics. homosexuality. browsing through bias/howard & knowlton 129 table 3. (continued) call number lc classification tree pn6071.h724 collections of general literature. by subject. homosexuality. pn6071.l47 collections of general literature. by subject. lesbians. pn6084.g35 collections of general literature. quotations. english. special topics. gays. pn6084.l45 collections of general literature. quotations. english. special topics. lesbians. pn6110.h65 collections of general literature. poetry. by subject or form. homosexuality. pn6120.g34 collections of general literature. drama. special. by subject or form. gay men. pn6231.h57 collections of general literature. wit and humor. collections on special topics. homosexuality. pn6231.l43 collections of general literature. wit and humor. collections on special topics. lesbians. pq145.1.h66 french literature. history of french literature. special subjects, classes, etc., not limited to one period or form. homosexuality. pq155.l47 french literature. history of french literature. medieval. old french. special subjects. lesbians. pq155.s48 french literature. history of french literature. medieval. old french. special subjects. sex. sex role. gender identity. pq295.h65 french literature. history of french literature. 1850/70–1900. special topics. homosexuals. pq307.a52 french literature. history of french literature. 20th century. special topics. aids. pq307.g35 french literature. history of french literature. 20th century. special topics. gender identity. pq307.h6 french literature. history of french literature. 20th century. special topics. homosexuals. pq637.g35 french literature. history of french literature. special topics. prose fiction. gender identity. pq637.h65 french literature. history of french literature. special topics. prose fiction. homosexuality. pq4181.h65 italian literature. literary history and criticism. prose. special topics. prose fiction. homosexuality. pq4203.5.h65 italian literature. collections of italian literature. special classes of authors. homosexuals, male. pq4209.5.h65 italian literature. collections of italian literature. poetry. special classes of authors. homosexuals. pq4249.6.g39 italian literature. collections. prose. by subjects. gays. pq6073.h65 spanish literature. history of spanish literature. by period. 19th-20th centuries. special topics. homosexuality. pq6073.l47 spanish literature. history of spanish literature. by period. 19th-20th centuries. special topics. lesbians. pq6140.h64 spanish literature. history of spanish literature. prose fiction. general works. special topics. homosexuality. pq6208.h65 spanish literature. collections of spanish literature. poetry. by subject. homosexuality. pr83.g35 english literature. history of english literature. prose fiction. the novel. special topics. gender identity. pr120.g38 english literature. history of english literature. special classes of authors. gays. pr120.l45 english literature. history of english literature. special classes of authors. lesbians. pr149.l47 english literature. history of english literature. special topics not limited to, or identified with, one period or form. treatment of special subjects. lesbianism. pr179.h65 english literature. history of english literature. ango-saxon (beginnings through 1066). special topics. homosexuality. pr275.g44 english literature. history of english literature. medieval. middle english (1066–1500). special topics. gender identity. pr428.g43 english literature. history of english literature. elizabethan era (1550–1640). special topics. gender identity. 130 library trends/summer 2018 table 3. (continued) call number lc classification tree pr408.h65 english literature. history of english literature. modern. special topics. homosexuality. pr428.h66 english literature. history of english literature. modern. elizabethan era (1550–1640). special topics. homosexuality. pr448.h65 english literature. history of english literature. modern. 18th century. special topics. homosexuality. pr468.h65 english literature. history of english literature. modern. 19th century. special topics. homosexuality. pr478.h65 english literature. history of english literature. modern. 20th century. special topics. homosexuality. pr508.h6 english literature. history of english literature. poetry. special topics. homosexuality. pr525.h65 english literature. history of english literature. poetry. 15th-16th centuries. special topics. homosexuality, male. pr535.h65 english literature. history of english literature. poetry. elizabethan era (1550– 1640). special topics. homosexuality, male. pr545.h65 english literature. history of english literature. poetry. 17th century. special topics. homosexuality, male. pr555.h65 english literature. history of english literature. poetry. 18th century. special topics. homosexuality, male. pr565.h65 english literature. history of english literature. poetry. restoration and augustan era. special topics. homosexuality, male. pr575.h65 english literature. history of english literature. poetry. romanticism. return to nature. special topics. homosexuality, male. pr585.h65 english literature. history of english literature. poetry. 19th century. special topics. homosexuality, male. pr595.h65 english literature. history of english literature. poetry. victorian era. special topics. homosexuality, male. pr605.h65 english literature. history of english literature. poetry. 20th century. special topics. homosexuality, male. pr635.h65 english literature. history of english literature. drama. special topics. homosexuality. pr658.h58 english literature. history of english literature. drama. elizabethan era (1550– 1640). special topics. homosexuality, male. pr678.h58 english literature. history of english literature. drama. 17th century. special topics. homosexuality, male. pr698.h58 english literature. history of english literature. drama. restoration. special topics. homosexuality, male. pr708.h58 english literature. history of english literature. drama. 18th century. general. special topics. homosexuality, male. pr728.h58 english literature. history of english literature. drama. 19th century. general. special topics. homosexuality, male. pr739.h65 english literature. history of english literature. drama. 20th century. special topics. homosexuality. pr830.g34 english literature. history of english literature. prose fiction. the novel. special topics. gay men. pr830.h67 english literature. history of english literature. prose fiction. the novel. special topics. homosexuality. pr830.l46 english literature. history of english literature. prose fiction. the novel. special topics. lesbians. pr1110.g39 english literature. collections of english literature. special classes of authors. gays. pr1111.h57 english literature. collections of english literature. special topics (prose and verse). homosexuality. pr1178.g39 english literature. collections of english literature. poetry special classes of authors. gay men. browsing through bias/howard & knowlton 131 table 3. (continued) call number lc classification tree pr1195.a44 english literature. collections of english literature. poetry. special subjects. aids (disease). pr1195.h58 english literature. collections of english literature. poetry. special subjects. homosexuality. pr1259.h65 english literature. collections of english literature. drama. special subjects. homosexuality. pr1259.l47 english literature. collections of english literature. drama. special subjects. lesbianism. pr1309.h57 english literature. collections of english literature. prose (general). special subjects and forms. homosexuality. pr1309.l47 english literature. collections of english literature. prose (general). special subjects and forms. lesbianism. pr1875.h66 english literature. chaucer, geoffrey. criticism. special topics. homosexuality. pr5810-5828 wilde, oscar. pr6045.o72 woolf, virginia. ps153.g38 american literature. history of american literature. special classes of authors. gays. ps153.l46 american literature. history of american literature. special classes of authors. lesbians. ps153.s39 american literature. history of american literature. special classes of authors. sexual minorities (general). ps169.g45 american literature. history of american literature. treatment of special subjects. gender identity. ps169.h65 american literature. history of american literature. treatment of special subjects. homosexuality. ps217.h65 american literature. history of american literature. 19th century. special topics. homosexuality. ps228.g38 american literature. history of american literature. by period. 20th century. special topics. gay culture. ps228.l47 american literature. history of american literature. by period. 20th century. special topics. lesbianism. ps310.h66 american literature. history of american literature. poetry. special topics. homosexuality. ps338.h66 american literature. history of american literature. drama. special topics. homosexuality. ps374.h63 american literature. history of american literature. prose fiction. special forms and topics. homosexuality. ps508.g39 american literature. collections of american literature. special classes of authors. gays. ps508.l47 american literature. collections of american literature. special classes of authors. lesbians. ps508.s49 american literature. collections of american literature. special classes of authors. sexual minorities. ps508.t73 american literature. collections of american literature. special classes of authors. transsexuals. ps509.h57 american literature. collections of american literature. special topics (prose and verse). homosexuality. ps509.l47 american literature. collections of american literature. special topics (prose and verse). lesbianism. ps591.g38 american literature. collections of american literature. poetry. special groups of authors. gay authors. ps591.l47 american literature. collections of american literature. poetry. special groups of authors. lesbians. ps595.h65 american literature. collections of american literature. poetry. special subjects. homosexuality. ps595.l46 american literature. collections of american literature. poetry. special subjects. lesbianism. 132 library trends/summer 2018 table 3. (continued) call number lc classification tree ps595.s76 american literature. collections of american literature. poetry. special subjects. sodomy. ps627.h67 american literature. collections of american literature. drama. special forms and topics. homosexuality. ps627.l48 american literature. collections of american literature. drama. special forms and topics. lesbians. ps647.g39 american literature. collections of american literature. prose (general). special classes of authors. gays. ps648.b57 american literature. collections of american literature. prose (general). special forms and topics. bisexuality. ps648.h57 american literature. collections of american literature. prose (general). special forms and topics. homosexuality. ps648.l47 american literature. collections of american literature. prose (general). special forms and topics. lesbianism. ps3200-3248 whitman, walt. ps3505.a59 capote, truman. ps3551.l25 albee, edward. pt134.h73 german literature. history of german literature. special subjects not limited to one period or form. homosexuality. pt1340.g36 german literature. collections of german literature. prose fiction. short stories. “novellen.” special forms, subjects, etc. gay men. pt2200.h65 german literature. johann wolfgang von goethe, 1749–1832. criticism and interpretation. relation to special subjects. sociology. special. homosexuality. pt5085.h6 dutch literature. history of dutch literature. treatment of special subjects. homosexuality. pt7073.l47 scandinavian literature. history of scandinavian literature. special topics. lesbianism. pt7762.h65 danish literature. history of danish literature. 20th century. special topics. homosexuality. pt8437.h65 norwegian literature. history of norwegian literature. 19th century. special subjects. homosexuality. qa29.t8 turing, alan. qp81.6 physiology. phenomena of animal life (general). sexual orientation. homosexuality qr189.5.a33 immunology. vaccines. by disease or type. aids (disease). qr201.a37 immunology. pathogenic microorganisms. by disease. aids (disease). hiv infections. ra564.87 public health. hygiene. preventive medicine. by age group, class, etc. lesbians. ra564.9.h65 public health. hygiene. preventive medicine. by age group, class, etc. homosexuals. ra564.9.t73 public health. hygiene. preventive medicine. by age group, class, etc. transsexuals. ra643.75-643.86 public health. hygiene. preventive medicine. aids. hiv infections. ra644.a25* public health. hygiene. preventive medicine. aids. hiv infections. ra778.2 public health. hygiene. preventive medicine. personal health and grooming guides for classes of people. lesbians. rc200.7.g38 internal medicine. sexually transmitted diseases. venereal diseases. by age group, class, etc. gay men. rc440.84 psychiatry. psychiatry as a profession. gay psychiatrists. gay psychotherapists. lesbian psychiatrists. lesbian psychotherapists. rc451.4.b57 psychiatry. by age group, profession, etc. bisexuals. rc451.4.g39 psychiatry. by age group, profession, etc. gay men and lesbians. rc455.4.s45 psychiatry. special aspects of mental illness. sex-role aspects of mental illness. gender role. rc552.a45 psychiatry. neuroses. aids phobia. rc558 psychiatry. psychiatric aspects of personality and behavior conditions. sexual browsing through bias/howard & knowlton 133 table 3. (continued) call number lc classification tree and psychosexual conditions. homosexuality. general works. (class here works on the psychiatric issues associated with homosexuality). rc558.3 psychiatry. psychiatric aspects of personality and behavior conditions. sexual and psychosexual conditions. homosexuality. male homosexuality. (class here works on the psychiatric issues associated with homosexuality). rc558.5 psychiatry. psychiatric aspects of personality and behavior conditions. sexual and psychosexual conditions. homosexuality. female homosexuality. lesbianism. (class here works on the psychiatric issues associated with homosexuality). rc560.b56 psychiatry. psychiatric aspects of personality and behavior conditions. sexual and psychosexual conditions. other special problems. bisexuality. (class here works on the psychiatric issues associated with bisexuality.) rc560.c4* psychiatry. psychiatric aspects of personality and behavior conditions. sexual and psychosexual conditions. other special problems. change of sex. transsexualism. rc560.g45 psychiatry. psychiatric aspects of personality and behavior conditions. sexual and psychosexual conditions. other special problems. gender identity disorders. transsexualism. rc564.5.g39 psychiatry. psychiatric aspects of personality and behavior conditions. drug abuse. substance abuse. by age group, profession, etc. gay men and lesbians. rc606.5-606.7 specialties of internal medicine. immunologic diseases. aids. hiv infections. rc607.a26* specialties of internal medicine. immunologic diseases. aids. hiv infections. rd54.3.h58 surgery. surgical care in special medical conditions, emergencies, and the atrisk patient. special conditions. hiv patients. aids patients. rf511.t73 laryngology. diseases of the larynx, vocal cords, epiglottis, and trachea. by age group, class, etc. transsexuals. rg580.a44 obstetrics. pregnancy. diseases and conditions in pregnancy. aids (disease). rj101.3 pediatrics. child health services. preventive health services for children. by class, etc. gay and lesbian teenagers. rj387.a25 pediatrics. diseases of children. aids. rj506.g35 pediatrics. diseases of children. mental disorders of children and adolescents. child psychiatry. child mental health services. gender identity disorders. rk55.h58 dentistry. by age group, class, etc. hiv patients. aids patients. rt82.9 nursing. gay nurses. lesbian nurses. rx226.a35 homeopathy. diseases due to specific infections. aids. tr140.r53 ritts, herb. tr647.r543 ritts, herb. tr681.a38 photography. artistic photography. portraits. special classes of persons. aids patients. tr681.h65 photography. artistic photography. portraits. special classes of persons. homosexuals. ub418.g38 military administration. minorities, women, etc. in armed forces. by region or country. united states. individual groups. gays. ub418.t72 military administration. minorities, women, etc. in armed forces. by region or country. united states. individual groups. transgender people. vb324.g38 naval administration.minorities, women, etc. in navies. by region or country. united states. individual groups. gays. z675.l48 libraries. classes of libraries. lesbian libraries. z682.4.g39 libraries. personnel. gay men and lesbians. z688.s47 libraries. special collections. by subject. sexual minorities. z695.1.h67 libraries. cataloging. by subject. homosexuality. z695.1.s43 libraries. cataloging. by subject. sexual minorities. z711.92.g37 libraries. library service to special groups. gays. z711.92.s49 libraries. library service to special groups. sexual minorities. z1229.g25 national bibliography. united states. american literature. special classes or groups of writers. gays. 134 library trends/summer 2018 z1623.5.g39 national bibliography. argentina. special classes or groups of writers. gays. z1653.5.g39 national bibliography. bolivia. special classes or groups of writers. gays. z1683.5.g39 national bibliography. brazil. special classes or groups of writers. gays. z1713.5.g39 national bibliography. chile. special classes or groups of writers. gays. z1743.5.g39 national bibliography. colombia. special classes or groups of writers. gays. z1773.5.g39 national bibliography. ecuador. special classes or groups of writers. gays. z1833.5.g39 national bibliography. paraguay. special classes or groups of writers. gays. z1863.5.g39 national bibliography. peru. special classes or groups of writers. gays. z1893.5.g39 national bibliography. uruguay. special classes or groups of writers. gays. z1923.5.g39 national bibliography. venezuela. special classes or groups of writers. gays. z2113.5.g39 national bibliography. austria. special classes or groups of writers. gays. z2173.5.g39 national bibliography. france. special classes or groups of writers. gays. z2233.5.g39 national bibliography. germany. special classes or groups of writers. gays. z2293.5.g39 national bibliography. greece. special classes or groups of writers. gays. z2353.5.g39 national bibliography. italy. special classes or groups of writers. gays. z24433.5.g39 national bibliography. netherlands. special classes or groups of writers. gays. z2573.5.g39 national bibliography. denmark. special classes or groups of writers. gays. z2603.5.g39 national bibliography. norway. special classes or groups of writers. gays. z2633.5.g39 national bibliography. sweden. special classes or groups of writers. gays. z2693.5.g39 national bibliography. spain and portugal. spain. special classes or groups of writers. gays. z2783.5.g39 national bibliography. portugal. special classes or groups of writers. gays. z2723.5.g39 national bibliography. switzerland. special classes or groups of writers. gays. z2843.5.g39 national bibliography. turkey and the balkan states (general works). special classes or groups of writers. gays. z4023.5.g39 national bibliography. australia (general). special classes or groups of writers. gays. z4053.5.g39 national bibliography. australia. new south wales. special classes or groups of writers. gays. z4113.5.g39 national bibliography. new zealand. special classes or groups of writers. gays. z4173.5.g39 national bibliography. australia. northern territory. special classes or groups of writers. gays. z4263.5.g39 national bibliography. australia. queensland. special classes or groups of writers. gays. z4203.5.g39 national bibliography. australia. south australia. special classes or groups of writers. gays. z4323.5.g39 national bibliography. australia. tasmania. special classes or groups of writers. gays. z4383.5.g39 national bibliography. australia. victoria. special classes or groups of writers. gays. z4443.5.g39 national bibliography. australia. western australia. special classes or groups of writers. gays. z5866.l4 subject bibliography. erotic literature, facetiae, curiosa, etc. special topics. lesbianism. z5956.h64 subject bibliography. fine arts (visual arts). the arts (general). special topics. homosexuality. z6664.a27 subject bibliography. medicine. internal medicine. diseases and manifestations. aids. z6675.h73 subject bibliography. medicine. other. homosexual men and women, and health. z6675.7.g44 subject bibliography. medicine. psychiatry. psychopathology. special topics. gender identity disorders. z7164.h74 subject bibliography. political and social sciences. special topics. homosexuality. lesbianism. gay and lesbian studies. z8021.17 personal bibliography. albee, edward. z8145.17 personal bibliography. capote, truman. table 3. (continued) call number lc classification tree browsing through bias/howard & knowlton 135 table 4. index to library of congress classification numbers applicable to materials for lgbtqia studies actors, homosexuals: pn2286.5 adoption by homosexual parents: hv875.715+ advertising professionals, homosexuals: hf5827.82 african americans, homosexuals: hq76.27.a37 aids (disease) and art: n72.a34 bibliography: z6664.a27 and buddhism: bq4570.a37 in children: rj387.a25 and dentistry: rk55.h58 and homeopathy: rx226.a35 immunology: qr201.a37 journalism australia: pn5517.a44 canada: pn4914.a44 france: pn5184.a44 germany: pn5214.a44 great britain: pn5124.a44 mexico: pn4974.a44 in literature french, 20th century: pq307.a52 polish: pg7148.a36 in motion pictures: pn1995.9.a435 in poetry, english: pr1195.a44 in prisons: hv8838 mass media: p96.a39+ medical care: rc606.5+, rc607.a26*, rd54.3.h58 patients, photographic portraits: tr681.a38 phobia: rc552.a45 and pregnancy: rg580.a44 public health: ra643.75+, ra644.a25* comparative religious law: kb3082.a53 islamic religious law: kbp3082.a53 jewish religious law: kbm3082.a53 aids patients church work: bv4460.7 catholic: bx2347.8.a52 religious works for: bv4910.3 ailey, alvin: gv1785.a38 albee, edward: ps3551.l25 bibliography: z8021.17 alcohol and homosexuals: hv5139 almodovar, pedro: pn1998.3.a46 table 3. (continued) call number lc classification tree z8310.8 personal bibliography. foucault, michel. z8696 personal bibliography. plato. z8783 personal bibliography. sappho. z8971.5 personal bibliography. whitman, walt. z8975 personal bibliography. wilde, oscar. z8984.2 personal bibliography. woolf, virginia. 136 library trends/summer 2018 table 4. (continued) androginos, jewish religious law: kbm529.7.h47 androgyny, comparative mythology: bl325.b45 animal life, homosexuality: qp81.6 anthropology, homosexuality: gn484.35 art and aids (disease): n72.a34 and homosexuality: n72.h64, homosexuality: n8217.h67 artists homosexuals: nx652.g38 lesbians: nx164.l47 the arts gender identity: nx650.g44 homosexuality: nx180.h6 bibliography: z5956.h64 assistance to homosexuals: hv1449 youth: hv1426 astrology, homosexuality: bf1729.h66 authors see also literature gay men american: ps153.g38, ps508.g39 italian: pq4203.5.h65 homosexual: pn491.3 american: ps647.g39 bibliography: z1229.g25+ english: pr120.g38, pr1110.g39 lesbian american: ps153.l46, ps508.l47 english: pr120.l45 sexual minorities, american: ps153.s39, ps508.s49 transgender people, american: ps508.t73 bathhouses in homosexual culture: hq76.965.b38 bears (gay culture): hq76.965.b45 bisexuality: hq74-75 see also sexual minorites comparative mythology: bl325.b45 greek religion and mythology: bl795.b57 in literature, american: ps648.b57 in marriage: hq1035+ in motion pictures: pn1995.9.b57 psychiatry: rc451.4.b57, rc560.b56 bisexuals see also sexual minorities broadcasting see also television and homosexuality: pn1990.9.h64 buddhism aids (disease): bq4570.a37 homosexuality: bq4570.h65 business enterprises, homosexuals: hd2359-2359.5 capote, truman: ps3505.a59 bibliography: z8145.17 chaucer, geoffrey, homosexuality in his writings: pr1875.h66 children of homosexual parents: hq777.8 journalism, united states: pn4888.g38 psychology, homophobia: bf723.h67 christian symbolism, gender identity: n8012.g46 church work see also law, religious, canon with aids patients: bv4460.7 with homosexuals: bv4437.5 browsing through bias/howard & knowlton 137 table 4. (continued) roman catholic with aids patients: bx2347.8.a52 with homosexuals: bx2347.8.h65 civil and political rights, homosexuals: k3242.3 jewish religious law: kbm2467.g37 civil service, homosexuals: jj1012+ communication and gender identity: p96.g44+ and homosexuality: hx550.h65, p96.h63+ and homosexuals: p94.5.g38+ conservatives (political alignment), homosexuals: hq76.85 consumers, homosexuals: hf5415.332.g39 crime victims, homosexual: hv6250.4.h66 criminal law, sodomy: k5196.s6 cross-dressing see transvestism culture, homosexual bathhouses: hq76.965.b38 bears: hq76.965.b45 gay pride parades: hq76.965.g38 general works: hq76.96 handkerchief codes: hq76.965.h35 in literature, american, 20th century: ps228.g38 online chat groups: hq76.965.o54 saunas: hq76.965.b38 steam baths: hq76.965.b38 cumming, alan: pn2287.c692 dance parties, homosexuals: gv1749.5 deaf people, homosexual, assistance: hv2394 degeneres, ellen: pn2287.d35 divine (performer): pn1998.3.d58, pn2287.d477 divorce, same-sex: hq825 drag balls: gv1749.5 drama see also theater american homosexuality: ps338.h66, ps627.h67 lesbianism: ps627.l48 english homosexuality: pr635.h65, pr1259.h65 homosexuality, male elizabethan: pr658.h58 17th century: pr678.h58 restoration and augustan era: pr698.h58 18th century: pr708.h58 19th century: pr728.h58 20th century: pr739.h65 lesbianism: pr1259.l47 general, gay men: pn6120.g34 drug abuse and homosexuals: hv5824.g3, rc564.5.g39 employment, homosexuals: hd6285+ english language homo (word), etymology: pe1599.h65 slang, homosexuals: pe3727.g39 erotic literature, lesbianism, bibliography: z5866.l4 etymology, homo (english language word): pe1599.h65 fathers see parents film festivals, lesbian: pn1993.44.g39 see also motion pictures: 138 library trends/summer 2018 table 4. (continued) foucault, michel: b2430.f724 bibliography: z8310.8 gay and lesbian studies: hq75.15-75.16 bibliography: z7164.h74 gay games: gv722.5.g36 gay liberation movement: hq76.5+ gay men see also homosexuals, sexual minorities authors american: ps153.g38, ps508.g39 italian: pq4203.5.h65 biography: hq75.7-.8 drama, general: pn6120.g34 fathers: hq76.13 general works: hq76+ horoscopes: bf1728.2.g39 in literature, english: pr830.g34 middle-aged: hq76.14 older: hq76.14, older: hq76.27.o44 poets american: ps591.g38 english: pr1178.g39 italian: pq4209.5.h65 psychiatry: rc558.3 sex instruction: hq76.1 sports: gv708.8 venereal diseases: rc200.7.g38 gay rights movement: hq76.5+ gender identity see also sex role and art christian symbolism: n8012.g46 posters: nc1849.g45 and the arts in general: nx650.g44 communication: p96.g44+ in literature american: ps169.g45 czech: pg5006.3.g46 english: pr83.g35 medieval: pr275.g44 elizabethan: pr428.g43 french, 20th century: pq307.g35, pq637.g35 general: pn56.g45 japanese: pl721.g44 polish: pg7102.g45 mass media: p96.g44+ psychiatry bibliography: z6675.7.g44 children: rj506.g35 gender role, psychiatry: rc455.4.s45 gender theory in international relations: jz1253.2 girl scouts, lesbians: hs3357.l47 goethe, johann wolfgang von, homosexuality in his writings: pt2200.h65 greek religion and mythology bisexuality: bl795.b57 homosexuality: bl795.h6 handkerchief codes (gay culture): hq76.965.h35 health, personal homosexuals, bibliography: z6675.h73 lesbians: ra778.2 browsing through bias/howard & knowlton 139 table 4. (continued) health, public see public health: hermaphroditism comparative mythology: bl325.b45 comparative religious law: kb529.7.h47 jewish religious law: kbm496.9.h47 heterosexism: hq76.4+ holocaust victims, homosexuals: d804.5.g38 homo (english language word), etymology: pe1599.h65 homophile movement: hq76.5+ homophobia child psychology: bf723.h67 journalism, united states: pn4888.h65 homophobia: hq76.4+ homosexuality animal life: qp81.6 anthropology: gn484.35 and art: n72.h64 in art: n8217.h67 and the arts in general: nx180.h6 bibliography: z5956.h64 astrology: bf1729.h66 buddhism: bq4570.h65 communication: p96.h63+ general works: hq75+ greek religion and mythology: bl795.h6 and broadcasting: pn1990.9.h64 and communism: hx550.h65 in drama american: ps338.h66, ps627.h67 english: pr635.h65, pr1259.h65 in literature: american: ps169.h65, ps374.h63, ps509.h57, ps648.h57 19th century: ps217.h65 arabic: pj7632.h6 classical: pa3015.h58 danish: pt7762.h65 dutch: pt5085.h6 english: pr179.h65, pr830.h67, pr1111.h57, pr1309.h57 modern: pr408.h65 elizabethan: pr428.h66 18th century: pr448.h65 19th century: pr468.h65 20th century: pr478.h65 french: pq145.1.h66, pq637.h65 19th century: pq295.h65 general: pn56.h57, pn3352.h65, pn6071.h724 german: pt134.h73, pt1340.g36 goethe, johann wolfgang von: pt2200.h65 greek: pa3015.h58 hebrew: pj5030.h65 italian: pq4181.h65 japanese: pl721.h59 medieval: pn682.h65 norwegian: pt8437.h65 spanish: pq6073.h65, pq6140.h64 in motion pictures: pn1995.9.h45 in poetry 140 library trends/summer 2018 table 4. (continued) american: ps310.h66, ps595.h65 arabic: pj7542.h6 general: pn1083.h66, pn6110.h65 greek: pa3624.h64 english: pr508.h6, english: pr1195.h58 chaucer, geoffrey: pr1875.h66 spanish: pq6208.h65 indians of north america: e98.s48 islam: bp188.14.h65, bp190.5.h7* journalism australia: pn5517.h55 canada: pn4914.h55 france: pn5184.h55 germany: pn5214.h55 great britain: pn5124.h55 mexico: pn4974.h55 united states: pn4888.h66 judaism: bm729.h65 juvenile works: hq76.26 libraries, cataloging: z695.1.h67 mass media: p96.h63+ personnel management: hf5549.5.s47 and religion: bl65.h64 and socialism: hx550.h65 and television: pn1992.8.h64 video games: gv1469.34.h66 wit and humor, general: pn6231.h57 homosexuality, male in drama, english elizabethan: pr658.h58 17th century: pr678.h58 restoration and augustan era: pr698.h58 english, 18th century: pr708.h58 english, 19th century: pr728.h58 english, 20th century: pr739.h65 in poetry english 15th-16th centuries: pr525.h65 elizabethan: pr535.h65 17th century: pr545.h65 18th century: pr555.h65 restoration and augustan era: pr565.h65 romantic era: pr575.h65 19th century: pr585.h65 victorian: pr595.h65 20th century: pr605.h65 homosexuals see also gay men, lesbians, sexual minorities actors: pn2286.5 advertising professionals: hf5827.82 african american: hq76.27.a37 and alcohol: hv5139 artists: nx652.g38 assistance: hv1449 authors: pn491.3 american: ps647.g39 english: pr120.g38, pr1110.g39 biography, collective: hq75.2 browsing through bias/howard & knowlton 141 table 4. (continued) business enterprises: hd2359-2359.5 church work with: bv4437.5 roman catholic: bx2347.8.h65 civil and political rights: k3242.3 jewish religious law: kbm2467.g37 communication: p94.5.g38+ conservatives (political alignment): hq76.85 consumers: hf5415.332.g39 crime victims: hv6250.4.h66 culture: hq76.965 bathhouses: hq76.965.b38 bears: hq76.965.b45 gay pride parades: hq76.965.g38 general works: hq76.96 handkerchief codes: hq76.965.h35 in literature, american, 20th century: ps228.g38 online chat groups: hq76.965.o54 saunas: hq76.965.b38 steam baths: hq76.965.b38 dance parties: gv1749.5 deaf, assistance: hv2394 and drug use: hv5824.g3, rc564.5.g39 employment: hd6285+ english language, slang: pe3727.g39 health, personal, bibliography: z6675.h73 holocaust victims: d804.5.g38 in literature french 20th century: pq307.h6 italian: pq4249.6.g39 russian: pg3205.h65 libraries personnel: z682.4.g39 service: z711.92.g37 mass media: p94.5.g38+ military administration: ub418.g38 naval administration: vb324.g38 nurses: rt82.9 as parents: hq75.27-75.28 parents of: hq759.9145 performing artists: pn1590.g39 photographic portraits: tr681.h65 police officers: hv8024 postage stamps: he6183.h57 press: hq76.9+ psychiatrists and psychotherapists: rc440.84 psychiatry: rc451.4.g39. rc558 public health: ra564.9.h65 quotations, english: pn6084.g35 recreation: gv183.2 relationships see same-sex relationships: religious life: bl625.9.g39 religious works for: bv4596.g38 sailors: vb324.g38 slang english: pe3727.g39 spanish: pc4977.g39 soldiers: ub418.g38 142 library trends/summer 2018 table 4. (continued) songs and music about: m1978.g38 songs and music of: m1977.g38 discography: ml156.4.g4 spanish language, slang: pc4977.g39 special classes of people: hq76.27+ and suicide: hv6545.4 teenagers, health, personal: rj101.3 theater: pn2270.g39 travel: hq75.25-75.26 vocational guidance: hf5382.68-5382.69 witchcraft: bf1571.5.g39 world war ii: d810.g39 worship services for: bv199.g39 youth: hq76.27.y68 assistance: hv1426 horoscopes, gay men: bf1728.2.g39 indians of north america, homosexuality: e98.s48 international relations, gender theory: jz1253.2 islam, homosexuality: bp188.14.h65, bp190.5.h7* see also law, religious, islamic john, elton: ml410.j58 jorgensen, christine: hq77.8.j67 journalism aids (disease) australia: pn5517.a44 canada: pn4914.a44 france: pn5184.a44 germany: pn5214.a44 great britain: pn5124.a44 mexico: pn4974.a44 children of homosexuals, united states: pn4888.g38 homophobia, united states: pn4888.h65 homosexuality australia: pn5517.h55 canada: pn4914.h55 france: pn5184.h55 germany: pn5214.h55 great britain: pn5124.h55 mexico: pn4974.h55 united states: pn4888.h66 homosexuals, parents, united states: pn4888.g38 judaism, homosexuality: bm729.h65 see also law, religious, judaic kahlo, frida: nd259.k33 kameny, frank: hq75.8.k35 kinsey, alfred: hq18.32.k56 law criminal, sodomy: k5196.s6 religious canon, sodomy: kbr3774.s64 comparative aids (disease), public health: kb3082.a53 hermaphroditism: kb529.7.h47 sodomy: kb4172 islamic aids (disease), public health: kbp3082.a53 sodomy: kbp4216 jewish aids (disease), public health: kbm3082.a53 browsing through bias/howard & knowlton 143 table 4. (continued) androginos: kbm529.7.h47 hermaphroditism: kbm496.9.h47 homosexuals, civil and political rights: kbm2467.g37 persons of uncertain gender: kbm529.7.h47 lesbianism: hq76.25 see also homosexuality erotic literature, bibliography: z5866.l4 general works: hq76.25 in drama american: ps627.l48 english: pr1259.l47 juvenile works: hq76.26 in literature american: ps509.l47, ps648.l47 20th century: ps228.l47 english: pr149.l47, pr1309.l47 general: pn56.l45 scandinavian: pt7073.l47 in motion pictures: pn1995.9.l48 in poetry, american: ps595.l46 by region or country: hq76.3 and television: pn1992.8.l47 lesbians see also homosexuals, sexual minorities artists: nx164.l47 authors authors, american: ps153.l46, ps508.l47 english: pr120.l45 biography: hq75.3-.4 film festivals: pn1993.44.g39 general works: hq75.5+ health, personal: ra778.2 in girl scouts: hs3357.l47 in literature english: pr830.l46 french medieval: pq155.l47 general: pn6071.l47 japanese: pl722.l47 spanish: pq6073.l47 libraries: z675.l48 middle-aged: hq75.55 mothers: hq75.53 older: hq75.55 poets, american: ps591.l47 psychiatry: rc558.5 public health: ra564.87 quotations, english: pn6084.l45 sex instruction: hq75.51 theater: pn2270.l47 wit and humor: pn6231.l43 libraries cataloging homosexuality: z695.1.h67 sexual minorities: z695.1.s43 for lesbians: z675.l48 personnel, homosexuals: z682.4.g39 service to homosexuals: z711.92.g37 sexual minorities: z711.92.s49 special collections, sexual minorities: z688.s47 144 library trends/summer 2018 table 4. (continued) literature see also drama, poetry american bisexuality: ps648.b57 gender identity: ps169.g45 homosexuality: ps169.h65, ps374.h63, ps509.h57, ps648.h57 19th century: ps217.h65 gay culture: ps228.g38 lesbianism: ps509.l47, ps648.l47 20th century: ps228.l47 arabic, homosexuality in: pj7632.h6 classical, homosexuality in: pa3015.h58 czech, gender identity: pg5006.3.g46 danish, homosexuality: pt7762.h65 dutch, homosexuality: pt5085.h6 english gay men: pr830.g34 gender identity: pr83.g35 homosexuality: pr179.h65, pr830.h67, pr1111.h57, pr1309.h57 modern: pr408.h65 elizabethan: pr428.h66 18th century: pr448.h65 19th century: pr468.h65 20th century: pr478.h65 lesbianism: pr149.l47, pr1309.l47 lesbians: pr830.l46 gender identity elizabethan: pr428.g43 medieval: pr275.g44 erotic, lesbianism, bibliography: z5866.l4 french aids (disease), 20th century: pq307.a52 gender identity, 20th century: pq307.g35, pq637.g35 homosexuality: pq145.1.h66, pq637.h65 homosexuals 19th century: pq295.h65 20th century: pq307.h6 lesbians: pq155.l47 sex role, medieval: pq155.s48 general gender identity: pn56.g45 homosexuality: pn56.h57, pn6071.h724 lesbianism: pn56.l45 lesbians: pn6071.l47 german, homosexuality: pt134.h73, pt1340.g36, pt2200.h65 greek, homosexuality in: pa3015.h58 hebrew, homosexuality in: pj5030.h65 homosexuality: pn3352.h65 italian homosexuality: pq4181.h65 homosexuals: pq4249.6.g39 japanese gender identity: pl721.g44 homosexuality: pl721.h59 lesbians: pl722.l47 medieval, homosexuality: pn682.h65 norwegian, homosexuality: pt8437.h65 browsing through bias/howard & knowlton 145 table 4. (continued) polish aids (disease): pg7148.a36 gender identity: pg7102.g45 russian, homosexuals: pg3205.h65 scandinavian, lesbianism: pt7073.l47 spanish homosexuality: pq6073.h65, pq6140.h64 lesbians: pq6073.l47 louganis, greg: gv838.l68 marriage bisexuality in: hq1035+ same-sex: hq1033+ mass media aids (disease): p96.a39+ gender identity: p96.g44+ homosexuality: p96.h63+ homosexuals: p94.5.g38+ middle-aged people gay men: hq76.14 lesbians: hq75.55 military administration homosexuals: ub418.g38 transgender people: ub418.t72 milk, harvey: f869.s353 m547 mothers see parents motion pictures see also film festivals aids (disease): pn1995.9.a435 bisexuality: pn1995.9.b57 homosexuality: pn1995.9.h45 lesbianism: pn1995.9.l48 sex role: pn1995.9.s47 music see also songs mythology, comparative androgyny: bl325.b45 bisexuality: bl325.b45 hermaphroditism: bl325.b45 naval administration, homosexuals: vb324.g38 nurses, homosexuals: rt82.9 older people gay men: hq76.14+ lesbians: hq75.55 online chat groups in homosexual culture: hq76.965.o54 orientation, sexual: hq18.5 parades, gay pride: hq76.965.g38 parents gay men: hq76.13 homosexual: hq75.27+ children of: hq777.8 journalism, united states: pn4888.g38 of homosexuals: hq759.9145 lesbians: hq75.53 performing arts, homosexuals in: pn1590.g39 personnel management, homosexuality: hf5549.5.s47 persons of uncertain gender, jewish religious law: kbm529.7.h47 photographic portraits aids patients: tr681.a38 homosexuals: tr681.h65 146 library trends/summer 2018 table 4. (continued) plato: b350-398 bibliography: z8696 poetry american homosexuality: ps310.h66, ps595.h65 lesbianism: ps595.l46 sodomy: ps595.s76 arabic, homosexuality in: pj7542.h6 english aids (disease): pr1195.a44 homosexuality: pr508.h6, pr1195.h58, pr1875.h66 homosexuality, male 15th-16th centuries: pr525.h65 elizabethan: pr535.h65 17th century: pr545.h65 18th century: pr555.h65 restoration and augustan era: pr565.h65 romantic era: pr575.h65 19th century: pr585.h65 victorian: pr595.h65 20th century: pr605.h65 general, homosexuality: pn1083.h66, pn6110.h65 greek, homosexuality in: pa3624.h64 spanish, homosexuality: pq6208.h65 poets gay men: ps591.g38 english: pr1178.g39 italian: pq4209.5.h65 lesbians, authors: ps591.l47 police officers, homosexual: hv8024 postage stamps, homosexuals: he6183.h57 posters, gender identity: nc1849.g45 press, homosexual: hq76.9+ prisons, aids (disease) among inmates: hv8838 psychiatrists and psychotherapists, homosexuals: rc440.84 psychiatry aids phobia: rc552.a45 bisexuals: rc451.4.b57, rc560.b56 children, gender identity: rj506.g35 gay men: rc558.3 gender identity bibliography: z6675.7.g44 children: rj506.g35 gender role: rc455.4.s45 homosexuals: rc451.4.g39, rc558 lesbians: rc558.5 transgender people: rc560.c4*, rc560.g45 psychology, child, homophobia: bf723.h67 public health aids (disease): ra643.75+, ra644.a25* comparative religious law: kb3082.a53 jewish religious law: kbm3082.a53 islamic religious law: kbp3082.a53 homosexuals: ra564.9.h65 lesbians: ra564.87 transgender people: ra564.9.t73 quotations, english browsing through bias/howard & knowlton 147 table 4. (continued) homosexuals: pn6084.g35 lesbians: pn6084.l45 recreation, homosexuals: gv183.2 relationships, same-sex: hq76.34+ see also marriage, same-sex religion and homosexuality: bl65.h64 greek bisexuality: bl795.b57 homosexuality: bl795.h6 religious life, homosexuals: bl625.9.g39 religious works for aids patients: bv4910.3 for homosexuals: bv4596.g38 ritts, herb: tr140.r53, tr647 .r543 sailors, homosexuals: vb324.g38 same-sex relationships: hq76.34+ see also marriage, same-sex sappho: pa4408-4409 bibliography: z8783 saunas, in homosexual culture: hq76.965.b38 sex instruction gay men: hq76.1 lesbians: hq75.51 sex role see also gender identity: in literature, french medieval: pq155.s48 in motion pictures: pn1995.9.s47 sexual minorities see also homosexuals, gay men, lesbians authors, american: ps153.s39, ps508.s49 libraries cataloging: z695.1.s43 service: z711.92.s49 special collections: z688.s47 sexual orientation: hq18.5 slang english, homosexuals: pe3727.g39 spanish, homosexuals: pc4977.g39 socialism and homosexuality: hx550.h65 sodomy comparative religious law: kb4172 criminal law: k5196.s6 law, religious canon law: kbr3774.s64 islamic: kbp4216 in poetry, american: ps595.s76 soldiers, homosexuals: ub418.g38 songs and music about homosexuals: m1978.g38 of homosexuals: m1977.g38 discography: ml156.4.g4 spanish language, slang, homosexuals: pc4977.g39 sports, gay men: gv708.8 steam baths, in homosexual culture: hq76.965.b38 suicide, homosexuals: hv6545.4 television and homosexuality: pn1992.8.h64 and lesbianism: pn1992.8.l47 theater see also drama homosexuals: pn2270.g39 lesbians: pn2270.l47 148 library trends/summer 2018 table 4. (continued) transgender people: hq77.7+ authors, american: ps508.t73 laryngology: rf511.t73 military administration: ub418.t72 psychiatry: rc560.c4*, rc560.g45 public health: ra564.9.t73 transvestism: hq76.97+ travel, homosexuals: hq75.25-75.26 turing, alan: qa29.t8 venereal diseases, gay men: rc200.7.g38 video games, homosexuality: gv1469.34.h66 vocational guidance, homosexuals: hf5382.68-5382.69 waters, john: pn1998.3.w38 whitman, walt: ps3200-3248 bibliography: z8971.5 wilde, oscar: pr5810-5828 bibliography: z8975 wit and humor homosexuality: pn6231.h57 lesbians: pn6231.l43 witchcraft, gays: bf1571.5.g39 woolf, virginia: pr6045.o72 bibliography: z8984.2 world war ii, homosexuals: d810.g39 worship services, homosexuals: bv199.g39 youth, homosexuals: hq76.27.y68, hv1426 health, personal: rj101.3 browsingthroughbias1 browsingthroughbias2 cataloging ethics steering committee website working groups search this site skip to main content skip to navigation cataloging ethics steering committee website home cataloging ethics definition updates working groups case studies presentation recordings cataloging ethics steering committee website home cataloging ethics definition updates working groups case studies presentation recordings more home cataloging ethics definition updates working groups case studies presentation recordings working groups working group descriptions authority work: will look at ethical issues faced by catalogers in creating, maintaining, and using authority data and records. liaison: jane daniels classification: will look at ethical issues related to library classification systems, such as library of congress and dewey decimal systems of classification, especially in the areas of literature, history, and religion. liaison: karen snow subject headings/controlled vocabularies: will look at ethical issues faced by catalogers in the use of subject headings and application of classification. while lcsh is the most common, this group will focus on all subject vocabularies. liaison: sarah furger access scope and infrastructure: will address the various decisions cataloging/technical services staff and management face regularly. liaison: may chan staffing/work conditions: will look at working conditions for cataloging staff. this includes paraprofessionals as well as cataloging librarians. liaison: beth shoemaker resource discovery and accessibility: will address descriptive cataloging and types of materials catalogers deal with regularly as well as data interoperability. liaison: diane pennington report abuse google sites report abuse powerpoint presentation trying to mean more with metadata prepared for the sorting libraries out symposium, march 13th 2019 by sue andrews ubc library outline • challenges • goals • strategies • details of xwi7xwa enhancements • future plans and aspirations limitations of our traditional library approaches to cataloguing • readily available information on title page ; and first named author focus • settler terminology and vocabulary • “official” subject headings use dated/obsolete language • a few major publishers and/or vendors get most of the business • focus on roman alphabet and the qwerty keyboard surfacing first nations content • how to make contributions to scholarship by and about indigenous people more “findable” in our catalogue • how to improve/increase the descriptive language in the metadata • how to use more meaningful ontologies • how to better represent the original language and script of writers in our metadata • how to lead researchers to discover the xwi7xwa part of our massive ubc library collection rda core record xwi7xwa enhancements ensuring the endurance of our enhancements • “owning” library • prevention of accidental editing • all requested xwi7xwa staff can participate • updates from • vendors • oclc • special treatments and instructions for authority services • overlay protection (e-versions, micro versions) • less confusion over appropriateness/reliability of terms – other thesauri vs. local – when not all mixed up in one record enhancement: statements of responsibility • transcribed from title pages and elsewhere. • title: dah dz̲āhge es̲igits = we write our language / contributions, angela dennis [and four others] • title: dah dz̲āhge es̲igits = we write our language / contributions, angela dennis, regina louie, odelia dennis, hostełma ̄ pauline hawkins, edōsdi dr. judy thompson ; illustrations, peter morin, una-ann moyer, ts̲ēma igharas. enhancement: additional access points • listing additional contributors as additional names (100/700) enhancement: alternative titles • cover/container/jacket titles • title page: “the okanagon …” • cover title: “the okanogan …” • title screen: art of drum making • container title: making a drum • other language titles • title page: li minoush • cover has additional title in english: thomas and his cat • standard romanization rules (for example: ॽ = ʻ or ə = ä ) vs. more user-friendly romanization? • actual characters: xwiॽxwa • xwiʻxwa or xwi7xwa ? • actual characters: tənəmén • tänämén or tenemén enhancement: additional contents of interest to note • maps • includes maps of stoney highway and morley reserve and bow valley. • glossaries • includes glossary of dene words • portraits • the illustrated song cards have portraits of gitxsan elders and can be used as posters or for shared reading and singing. • timelines • includes timeline: “indian residential schools in british columbia” p. 10 enhancement: places • locations of conferences, workshops • proceedings of a conference held may 12-14, 1994, in bkejwanong, ontario • locations of studies/research • this study explores the conditions that contribute to teacher success in first nations communities by focusing on the experiences of educators and community members from the ermineskin reserve, which is located in central alberta. • places or nations of authors and other contributors of content • ten sto:lo elders … shared traditional and personal life experience stories about traditional ways of becoming a storyteller. enhancement: contents notes • www.worldcat.org/oclc/939203554 enhancement: subjects of contents worldcat ubc catalogue enhancement: summaries, credits, participants in videos credits: written, directed and produced by shane belcourt ; editor, jordan o'connor ; director of photography, shane belcourt. cast: melanie mclaren, duane murray, cheri maracle, lorne cardinal. summary: "ray and jolene discover an unexpected connection when their paths cross in tkaronto (the original mohawk word for "toronto"). through their chance meeting they reveal their hopes, dreams, fears and failures, and realize their common struggle: to stake claim to their urban aboriginal identity"-container. enhancing access to language content • multilingual publications • identifying the multiple languages, recording alternative titles, noting presentation of texts (facing pages, etc) • language groups vs. languages vs. dialects • “sal” salishan -> halkomelem (and variant spellings) -> island/downriver/upriver dialects (wikipedia terminology!) • scripts (syllabics) • identifying presence of scripts other than roman • transcribing • wysiwyt whenever possible • fonts : international : canadian aboriginal syllabics • fonts: local : first nations unicode font • art that speaks (symbolic figures) : example, susan point • respectful language for our records (notes and summaries) • ubc's 2018 indigenous peoples : language guidelines • terminology guide from the government of canada: terminology guide : research on aboriginal heritage • gregory younging’s 2018: elements of indigenous style (younging) https://jrgraphix.net/r/unicode/1400-167f https://fnel.arts.ubc.ca/resources/font/ http://www.spiritwrestler.com/catalog/index.php?products_id=8718 https://brand.ubc.ca/october-16-2018-updated-indigenous-peoples-language-guidelines/ http://publications.gc.ca/pub?id=9.838448&sl=0 xwi7xwa collection name • dedicated added entry : xwi7xwa collection • persists into storage locations • preserves the trail of where (at xwi7xwa branch) the material entered the collection • donor name added if needed or desired future work possibilities : our aspirations • thesaurus software • sharing terms locally • involving community in validating/updating/expanding/correcting • identity management • cross references in existing nars • corrections (dates, etc.) • disambiguation • providing canadian context • filling gaps with new nars • location identification • names of places (alternatives) • names of nations (preferred and alternative) • mapping • enriching our local metadata with community input and scholar guidance • enriching metadata at the co-operative level, to enhance discovery of indigenous content north america wide thank you ! trying to mean more with metadata outline� limitations of our traditional library approaches to cataloguing surfacing first nations content rda core record xwi7xwa �enhancements ensuring the endurance of our enhancements enhancement: � statements of responsibility enhancement: � additional access points enhancement: alternative titles enhancement: � additional contents of interest to note enhancement: � places enhancement: contents notes enhancement: subjects of contents enhancement:� summaries, credits, participants in videos enhancing access to language content xwi7xwa collection name future work possibilities : our aspirations slide number 19 jla 47(3-4) tandf 5-16-08.vp full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wjla20 journal of library administration issn: 0193-0826 (print) 1540-3564 (online) journal homepage: https://www.tandfonline.com/loi/wjla20 the ethics and integrity of cataloging anna m. ferris to cite this article: anna m. ferris (2008) the ethics and integrity of cataloging, journal of library administration, 47:3-4, 173-190, doi: 10.1080/01930820802186514 to link to this article: https://doi.org/10.1080/01930820802186514 published online: 12 oct 2008. submit your article to this journal article views: 845 view related articles citing articles: 2 view citing articles https://www.tandfonline.com/action/journalinformation?journalcode=wjla20 https://www.tandfonline.com/loi/wjla20 https://www.tandfonline.com/action/showcitformats?doi=10.1080/01930820802186514 https://doi.org/10.1080/01930820802186514 https://www.tandfonline.com/action/authorsubmission?journalcode=wjla20&show=instructions https://www.tandfonline.com/action/authorsubmission?journalcode=wjla20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/01930820802186514 https://www.tandfonline.com/doi/mlt/10.1080/01930820802186514 https://www.tandfonline.com/doi/citedby/10.1080/01930820802186514#tabmodule https://www.tandfonline.com/doi/citedby/10.1080/01930820802186514#tabmodule the ethics and integrity of cataloging anna m. ferris abstract. through a review of the professional values and responsibilities with which catalogers identify most, i.e., patron service and the integrity of the catalog, this paper explores the significance of the professional catalogers’ role when faced with major challenges to their ability to provide service and maintain the integrity of the catalog. keywords. cataloging, ethics, values, librarianship, bibliographic control, catalogers’ judgment “ethics is a social matter, concerning the obligations of individuals to others, a set of shared expectations about each other, and the world we share.”1 librarians and ethics librarianship is quintessentially a service profession. the role and the duties of professional librarians are based on their obligation to serve the needs of a library’s patrons. for good reason, the key areas within a library are often called public services, reference services or technical services; and an important aspect of an academic librarian’s job is dedicated to professional service. with such a commitment to service, it follows that the professional librarian is guided by a high sense anna m. ferris is assistant professor and head of special collections & archives cataloging, university libraries, university of colorado at boulder, 184 ucb, boulder, colorado 80309-0184 (e-mail: nna.ferris@colorado.edu). the author is indebted to christopher cronin for his editorial and ethical guidance. available online at http://jla.haworthpress.com © 2008 by the haworth press. all rights reserved. doi:10.1080/01930820802186514 173 of ethical obligation. in fact the following definition of ethics could easily be used to define the role of the professional librarian as well: “ethics is concerned with personal conduct and ethical behavior that defines a high standard of personal responsibility. acting ethically means making decisions based on principles of responsiveness, fairness, efficiency, expertise, service, and security.”2 as individuals, librarians hold their own personal views on what constitutes ethical behavior, but librarians are also taught about the importance of ethics in the context of librarianship while in library school. in particular, they learn about the conflicts of interest that may arise when librarians are placed in situations where their judgment is challenged while providing service to the patrons of the library–for example, when reference librarians are asked to provide confidential patrons’ records; when acquisitions librarians are offered gifts when negotiating contracts with vendors; or when demands are made upon media specialists to ban certain children’s books from their collections. in recent years, highly publicized cases involving the implementation of the u.s. patriot act and the children’s internet protection act have required librarians to voice their concerns about ethical issues. within the american library association (ala), the social responsibilities round table (srrt), with a current membership of 2,176,3 provides a public forum for librarians to discuss their professional obligations in the context of the ethical challenges librarians now face. codes of ethics for information professionals organizations of information professionals (which also include librarians) have realized the need to provide formal codes of ethics to direct their members when conflicts of interest must be resolved. taylor points out, “in the complex society in which we live, information technology professionals are sometimes faced with predicaments in which it is difficult to decide what is the ‘right’ thing to do.”4 some of these organizations include: the association for computing machinery (acm),5 the association of independent information professionals (aiip),6 the american society for information science and technology (asis&t),7 the american society for public administration (aspa),8 the society of competitive intelligence professionals (scip),9 the society of american archivists (saa),10 and the american library association (ala).11 the guidelines offered by many of these organizations are remarkably similar. some of the principles they have in common 174 journal of library administration are: (1) providing the highest quality of service; (2) maintaining professional competence; (3) honoring confidentiality; (4) refraining from advancing personal interests; (5) applying fair business practices; (6) promoting equal access and intellectual freedom; and (7) maintaining collegial relationships. while the general purpose of a code of ethics is to guide professionals to make sound decisions in situations of ethical conflict, it is important to note that guidance may not always be available for every situation. one may question the usefulness of such generalized codes for professional librarians with specialized skills and job responsibilities. the ala’s code of ethics has been criticized for offering too generalized a view for professional librarians to follow since the ala code encompasses all types of library information providers, including paraprofessionals, library workers, administrators as well as professional librarians. concerning highly-skilled professional librarians, bierbaum and alcts recognized the need to offer a code of ethics for technical services12 and acquisitions librarians,13 respectively. more specifically, bair understood that “ . . . catalogers are professionals with special skills that set them apart from the profession in general and give them unique ethical responsibilities”14 and proposed a formal code of ethics for cataloging. it is worth noting that, despite the existence of numerous codes of ethics for information professionals, including librarians and catalogers, compliance with ethical codes is left entirely up to the discretion of the individual. when the ala code of ethics was published in 1995, the committee on professional ethics issued a report to the ala council which stated: “a professional code of ethics by its very nature ought to be voluntary, and should not have the force of any ‘legal’ weight behind it . . . enforcement of the code is a moot point.”15 going beyond codes of ethics for catalogers in situations where catalogers with specialized skills are not able to resolve conflicts of interest by referring to a code of ethics, guidance can be sought from other catalogers or managers who may have had experience in resolving such conflicts. in this context, such a situation is illustrated in a fictional case study by fay zipkowitz in which a copy cataloger is resistant to cataloging works that she finds objectionable–for example, a book claiming that the holocaust never happened; and a book by a tv evangelist who claims that aids can be transmitted anna m. ferris 175 through the mail. she proposes to the head of cataloging that she alter each catalog record to indicate that the content is not authentic or is the product of warped minds. the head, upon examining each work, finds that the catalog records are usable lc-copy (i.e., complete and authorized according to the standards of the library of congress). he reminds the copy cataloger that the library’s policies are to accept the catalog record unless there are serious errors. they are not to pre-censor anything in the library, should avoid providing viewpoints on a particular topic, and are to let the reader decide what is true or not true.16 this example demonstrates that catalogers have an ethical obligation to serve the needs of other catalogers, other librarians, and their institution as well as the general users of the library’s catalog. yet, it is important to point out that, beyond an ethical obligation to serve, there are other professional obligations at work defining the role and duties of practicing catalogers. in the following sections, we will explore what the professional priorities are for librarians in general and then explain what constitutes the highest priority for catalogers in particular. professional priorities for librarians values in the library literature, the subject of values is closely linked to discussions about ethics in librarianship. gorman has defined a value as, “. . . something that is of deep interest (even self-interest) to an individual or a group. . . . [t]he individual has to believe and hold a value before she or he can associate with others who hold the same values to form a community of interest.”17 peterson explains that: “all human beings have a set of values . . . it has long been one of the recognizable signs of a professional group that it have a code of ethics or commonly held standards of professional behavior.”18 while professional librarians may have issues with the ala’s code of ethics, most nevertheless recognize a set of core professional values. in a survey of information workers, koehler identified the following 11 core professional values identified by librarians: (1) service to the client, (2) equality of access, (3) information literacy, (4) intellectual freedom, (5) preservation of the cultural record, (6) literacy, (7) professional neutrality, (8) diversity of opinion, (9) confidentiality of records, (10) cultural diversity, and (11) copyright and intellectual property rights.19 176 journal of library administration in a related study, dole observes that the most identified value among academic librarians in north america was patron service. in addition, she reports that “there is differentiation of values among librarians . . . [which is] . . . probably a function of the different information roles and responsibilities of these information professionals.”20 gorman’s definition of librarianship describes what these roles and responsibilities are: “librarianship [is] the field of professionals who (1) assemble and give access to selected sub-sets of the human record; (2) organize and list those sub-sets so they can be retrieved; (3) give help and instruction in the use of the human record; (4) work to ensure that the records are integrated to allow universal access to the whole human record; and (5) are dedicated to the preservation and onward transmission of the human record.”21 roles and responsibilities gorman also stresses the importance of our role in passing on the human record–“that vast assemblage of messages and documents (textual, visual, sound and symbolic) in all formats created by humans since the invention of written and visual communication millennia ago”22–because this is the one activity that distinguishes us from all other information professionals. as professional librarians, we have a vested interest in seeing that each of these responsibilities is carried out as competently as possible. yet few librarians are entrusted with each of these responsibilities at the same time (unless they are school media specialists or special librarians working solo in a corporate library). it is the acquisition librarian’s responsibility, for example, to assemble and give access to selected sub-sets of the human record, the reference librarian’s responsibility to give help and instruction in the use of the human record, and it is the cataloger’s responsibility to organize and list those sub-sets of the human record so they can be retrieved. these are the different information roles and responsibilities to which dole was referring. the differentiation of values, on the other hand, explains why the members of srrt, mentioned earlier, are compelled to join like-minded colleagues in defending the values that define their particular job responsibilities. for example, it is understandable that archivists would identify predominantly with preservation of the cultural record; or that school media specialists would rank information literacy above the other values; or that law librarians would identify most with intellectual property rights. academic librarians believe that patron service is their most fundamenanna m. ferris 177 tal value. yet, where catalog librarians are concerned, there may still be further differentiation found among academic librarians. we propose that there is an additional core professional value for which catalogers have a deep-seated commitment and that identifies their primary responsibility as librarians: the promotion and preservation of the integrity of the catalog. professional priorities for catalogers bringing order to chaos of gorman’s five fundamental responsibilities of librarianship, the one that distinguishes catalogers from other librarians is their role in organizing information so that it can be useful to the persons seeking that information. there are two specific processes by which this task– commonly referred to as bringing order to chaos–is accomplished: bibliographic control and catalogers’ judgment. bibliographic control the process of bibliographic control involves the following steps: (1) evaluating an item to determine the level of description required; (2) describing it in a unique catalog record; (3) identifying the significant aspects of its content; and (4) collocating it with other similar pieces of information so that it can be easily located and retrieved when searched in the library’s catalog or browsed on the shelf. through the years catalogers have refined the process of bibliographic control and, at each step, have documented the rules and standards of practice for other catalogers to follow. the process continues to be a flexible one as witnessed by the remarkable changes to cataloging codes and practice that have occurred in the last few decades. for example, bibliographic control has accommodated innovations in technology and the effects of global interconnectedness and, as a result, has become a more effective process as standards have become internationalized. additionally, national databases and union catalogs have expanded in scope, local cataloging systems have been automated and made accessible on the web, and libraries’ holdings now encompass virtual as well as physical collections. the value of bibliographic control is that it assures timely access to specific pieces of information being sought by users of the library’s cat178 journal of library administration alog. more importantly, because the information has received bibliographic control, users can be confident that the information they retrieve is relevant to their needs as well as objective and reliable in its stated content. what is more, bibliographic control is one of the important ways that the practicing cataloger provides a direct service to the users of the catalog. catalogers’ judgment another way that catalogers contribute to the organization of information is through exercising their own catalogers’ judgment. that is, the level of expertise attained by each cataloger after years of having interpreted and applied the principles of bibliographic control. santamauro and adams explain: “while catalogers’ judgment is often assumed to be common sense, it is actually the result of cataloging culture, hands-on experience, and education.”23 the value of catalogers’ judgment is that it supports the idea that one size does not fit all in applying the rules of bibliographic control. the expert cataloger recognizes that blind adherence to the rules does not always lead to better access. holley observes that “the emphasis [is] on problem solving and on understanding the larger issues rather than on mastering small, picky points.”24 on a related note, an in-depth exploration of the validity of standardized cataloging data from bibliographic utilities was the subject of the conference, cataloging heresy: challenging the standard bibliographic product, held at st. johns university in 1991. the conference chair, bella hass weinberg concludes that, “centrally supplied bibliographic data must be evaluated by the local library . . . this assumes mastery of cataloging and classification theory by the local cataloger and the wisdom to modify the central bibliographic record when this is in the best interests of the library’s user community.”25 given that a differentiation of roles and responsibilities exists even among practicing catalogers (e.g., the copy cataloger, the original cataloger, the monographic cataloger, the serials cataloger, and the special formats cataloger), each cataloger is likely to follow prescribed procedures that may differ from those of the other catalogers. for example, when transcribing titles monographic catalogers are instructed to use the title page of the item in-hand as the chief source of information, whereas catalogers of archival collections are instructed to treat the whole collection as the chief source. santamauro and adams observe that: “there is often more than one way to accurately describe a resource. . . . the essence of catalogers’ judgment is the idea that a different choice is not a mistake. sometimes cataloging is about following specific cataloging codes and other issues can only be solved by making anna m. ferris 179 a subjective decision.”26 it is the cataloger’s specialized viewpoint that permits him or her to know how best to interpret a rule–one could say to bend the rule–in order to enhance access for the users of the library’s catalog. in a sense, by applying catalogers’ judgment, the individual cataloger is providing an “added value” to the process of bibliographic control. this is not an insignificant contribution on the part of the cataloger in fulfilling his or her responsibility to help users find what they need. the integrity of the catalog as seen earlier, the promotion and preservation of the integrity of the catalog is the core value that defines the raison d’être of the practicing cataloger. (the term integrity is used because it connotes consistency, dependability, and reliability.) the catalog, without a doubt, represents what is of deepest interest (even self-interest according to gorman) to all catalogers. it is the result of years of mastered principles and practices that catalogers have used to bring order and significance to recorded instances of the human record. the existence of the catalog justifies the cataloger’s own existence as a highly skilled member of a learned profession. yet, in their daily routines, catalogers rarely have the opportunity to interact directly with the users of the library’s catalog as their public services colleagues do. instead, catalogers interact directly with the catalog on behalf of the users (who, incidentally, also include their public services colleagues). they are, according to iliff, “the architects, construction workers, and maintenance workers of the information infrastructure that we call our library catalogs.”27 with such an in-depth knowledge of the catalog, one can understand why catalogers would be so committed to ensuring that it continues to be the place that patrons will turn to in order to find information that is reliable, timely and relevant to their needs. ethical shortcomings of cataloging codes and standards an important aspect of preserving the integrity of the catalog concerns the catalogers’ ability to impact the accessibility and quality of the information being cataloged. bair states, “catalogers recognize and accept the privilege and responsibility that is ours as gatekeepers of infor180 journal of library administration mation and architects of the information infrastructure to provide fair and equitable access to relevant, appropriate, accurate and uncensored information in a timely manner and free of personal or cultural bias.”28 over the years, critics have questioned the use of cataloging policies and practices that have impeded access or encouraged biases in information. for example, in 1991, examples of objectionable applications of cataloging rules and standards were published in the proceedings of the cataloging heresy conference mentioned earlier. berman,29 nuckolls,30 and others have been outspoken about the library of congress subject headings’ (lcsh) use of biased terminology. the following section highlights some examples of the more representative issues. issues with descriptive cataloging rules anderson observes that “our cataloging rarely takes account of the different canons of the different religious traditions. . . . instead, it glosses over the differences and adopts terminology that fits no tradition in any consistent way.”31 for example, based on rule 25.18.a5 from the anglo-american cataloguing rules, 2nd ed., 2002 revision, (aacr2), apocrypha is to be used for “collections of texts of those books excluded from only the protestant and jewish canons of the old testament.”32 based on aacr2 rule 25.18.a14, apocryphal books is to be used for “collections of texts of those books excluded from both the catholic canon and the protestant and jewish canons of the old testament and from the catholic and protestant canons of the new testament.”33 problem: patrons may find it difficult to locate particular religious works, unless they know beforehand which version of a bible has been defined by a specific religion. resolution: a resolution is yet to be found for this problem. olson identifies problems of cataloging three-dimensional artifacts and realia as a result of the minimal treatment given these materials in chapter 10 of the aacr2. she provides detailed guidelines in “cataloging three-dimensional artifacts and realia.”34 resolution: other cataloging communities have developed standards to deal with the cataloging of non-bibliographic format-specific materianna m. ferris 181 als, i.e., describing archives: a content standard (dacs) for archival collections; cataloging cultural objects: a guide to describing cultural works and their images (cco) for art and architectural visual resources. issues with subject analysis rules library of congress subject headings have traditionally been based on the concept of literary warrant. in other words, the terms used in their controlled vocabulary thesaurus were formulated exclusively from lc’s own collections of cataloged materials of mostly american publications intended for an average reader who, as marshall observes, to a large extent, “has been identified as american/western european, christian, white, heterosexual and male.”35 problem: libraries with collections of materials outside the american mainstream were at a disadvantage when trying to apply the lcsh for their own specialized purposes. resolution: today, lc accepts subject headings based on the collections of other libraries who contribute new headings as participants of lc’s cooperative cataloging programs. olson identifies two problems with lc subject headings–(1) a lack of inclusive language and (2) sex-biased assumptions reflected in the choice of terms. in the first case, olson objects to the use of man, a male-as-normative term, to describe all of humanity. in the second case, the term contraception points to a narrower term, male contraception, but there is no equivalent term for female contraception. olson concludes that, “here lcsh is undoubtedly reflecting the societal assumption that contraception is a female responsibility, while male contraception is exceptional.”36 resolution: the use of the heading (man), to describe humanity, has since been changed to human beings in the lcsh. (there is still no subject heading for female contraception.) issues with lc as the cataloging standard for years, lc’s descriptive cataloging policies and practices have been accepted as the de facto standard for bibliographic control by libraries and library networks across the united states. this is understandable since lc developed the standards and systems it needed to 182 journal of library administration organize its own collection of national repository materials at a time when there were no comparable standards or systems available. in 1991, sheila intner questioned the logic of such a widespread adoption of lc’s practices since “what the library of congress does for itself is not necessarily the best thing for all other libraries in the nation. . . . the environment, patrons, resources, and goals of most individual libraries differ considerably from those of the library of congress.”37 lc series decision today, the prescience of intner’s observation is noteworthy in light of the recent decision (in june 2006) by lc cataloging directors to discontinue the practice of tracing series in bibliographic records. (tracing refers to the process of providing controlled access to the title of a bibliographic series in a catalog record by linking it to a unique series authority record (sar) in the lc name authority file). for those catalogers who perform series authority control and contribute sars to the national authority file on a regular basis, the decision by lc to discontinue such an efficient mechanism for collocating related titles constitutes a drastic move. the dilemma for many catalogers, besides the fact that lc chose to give little advanced notice of their decision, is reflected in the statement issued by the board of directors of the association for library collections & technical services (alcts): “libraries accepting unedited lc copy will now lose controlled series access in their catalogs. if they elect to take on this task themselves, it will mean a great deal of labor intensive checking and editing of records–labor that was not previously needed.”38 in addition, lc was seen to be relinquishing its leadership role in bibliographic control, a role it had historically performed for close to a century. in fairness to lc, the decision to discontinue a practice that has a limited application for select sets of bibliographic materials is an example of what lc has been doing for many years–taking the initiative to develop policies and practices that affect its own collections of institutional repository (in this case, congressional) materials. in its own way, lc is responding to the shift that has occurred in the way its patrons search for and expect to find information, in other words, remotely and instantaneously. patron preferences have shifted away from a bibliocentric model for information retrieval (the status quo for many librarians) to a pervasively electronic model characterized by “the userdriven, participatory, personalized web as manifested in such sites as myspace, . . . wikipedia, and other online gathering places.”39 the fact anna m. ferris 183 that many catalogers may be finding it difficult to make the shift as lc has done is an ethical dilemma that each cataloger is forced to resolve individually. steps being taken towards ethical resolutions as noted in some of the examples above, catalogers have been able to resolve many of the more objectionable misapplications of cataloging rules and standards. regarding the lcsh, steven a. knowlton reports on the changes implemented since the publication of berman’s critique: “concentrated attention to the issue of bias in lcsh has borne fruit in the three decades since the publication of [prejudices and antipathies], and the library community can point to these precedents as hopeful milestones in the continuing effort to provide equal access to all users.”40 the library of congress continues to be amenable to revising the lcsh as witnessed by a major change announced earlier this year at the american library association 2007 midwinter conference in seattle, washington: “[r]ecognizing the increased diversity in religious backgrounds of americans and other populations that use lcsh, cpso [cataloging policy and support office] revised headings for god to provide a distinction in access between general and comparative works (under the unqualified heading god) and works from a christian perspective (under the heading god (christianity)). these provisions provide a uniform treatment for the concept in all religions, since the headings for other religions were already established as god (islam); god (judaism); etc.”41 regarding the lc decision to discontinue series authority control, a general outcry and numerous discussions from catalogers around the world resulted in a formal petition, prevent the library of congress from abandoning the creation of series authority record, decrying the lc decision.42 as a result, practicing catalogers who are members of the program for cooperative cataloging (pcc) have agreed to maintain the policies and practices of series authority control and to continue contributing sars to the series author184 journal of library administration ity file. in support of this move, oclc has agreed to retain the controlled series access fields used for that purpose in marc formatted bibliographic records. regarding the aacr2 descriptive cataloging rules, catalogers from a variety of cataloging communities (e.g., libraries, archives, museums, publishers, etc.) are developing a new descriptive cataloging code, resource description and access (rda), to replace the predominantly bibliocentric codes in the aacr2. rda is being described as “a new standard designed for the digital environment . . . includ[ing] guidelines and instructions that would cover description and access for all digital and analog resources, resulting in records that could be used in a variety of digital environments (the internet, web opacs, etc.).”43 in spite of this forwardthinking approach, there are conflicting views within the ranks of the revisors as to how drastic the revision of the rules should be. coyle and hillman, proponents of the web-centric model for transmitting information resources, write: “the library’s signature service, its catalog, uses rules for cataloging that are remnants of a long departed technology: the card catalog. modifications to the rules, such as those proposed by the resource description and access (rda) development effort, can only keep us rooted firmly in the 20th, if not the 19th century. a more radical change is required that will contribute to the library of the future, re-imagined and integrated with the chosen workflow of its users.”44 conclusion the ethics of cataloging comes down to one thing–the cataloger’s personal obligation to bring order to information and to make it accessible to the persons seeking that information. the role catalogers play in organizing and providing access to information is their most significant contribution in serving the needs of the library’s patrons. however, catalogers also have a fundamental obligation to preserve the integrity of the catalog. by so doing, they are ensuring that the library’s catalog is a reliable source of current, coherent, and objective information that is appropriate to the needs of the catalog’s users. the significance of what catalogers do in order to meet their users’ needs is the subject of the value of cataloging librarians, a document published by the alcts ccs executive committee. this document emphasizes the various roles catalogers play as leaders, collaborators, anna m. ferris 185 creators, and facilitators of access who are committed to professional development. the document lists the activities performed by catalogers, some of which include: • [cataloging librarians] envision bibliographic control . . . to create . . . catalogs and digital access systems. • create standards . . . [including] newer metadata standards . . . by working with national and international organizations. • work with digital library projects to develop local policies and to create metadata records, following local and international standards. • contribute to the creation and ongoing development of international databases, catalogs and authority files. • describe and provide access to . . . unique items in special formats and foreign languages, and items of local interest. • educate themselves in new technologies and changing standards and apply those . . . to local workflows. • work collaboratively in local, regional, national and international groups, both in person and online, to solve problems, learn, grow and develop.45 these activities show the critical role that practicing catalogers play in enhancing the functionality of the catalog. as experts in bibliographic control, capable of implementing the newest standards and technologies, catalogers have succeeded in transforming the library’s catalog into a dynamic, all-purpose research tool that is continually being tailored to accommodate user preferences. catalogers have modified their library’s catalog to accommodate patron needs since the turn of the century. decades ago, catalogers served their local patrons exclusively by means of hand-typed catalog cards representing their local collections. with the advance of automation (i.e., the marc format) in the 1960s, catalogers could share catalog records through national bibliographic utilities and thereby expose their collections to a broader group of catalog users. the scenario has changed significantly for catalogers these days as patrons’ expectations and search habits have shifted away from a bibliocentric model for information retrieval. as coyle and hillman observe, “today’s library users have a different set of information skills from those of just a few decades ago. they live in a highly interactive, networked world and routinely turn to web search engines for their information needs.”46 attuned to the changes in patrons’ needs, catalogers have enhanced catalog records to include extensive tables-of-contents, abstracts that allow for 186 journal of library administration detailed keyword searches, links to remote digital repositories and to related resources such as digital images and audio recordings. it is important to note that the codes and standards for bibliographic description have undergone changes comparable to the modifications made to the public interface of the library’s catalog. in the early 1900s, catalogers looked to the lc cataloging rules and standards for guidance when cataloging their own local collections. with the shift to cooperative cataloging in the 1990s, new cataloging guidelines were developed by the pcc for the participants of their various programs: the monographic bibliographic record program (bibco), the name authority cooperative program (naco), the subject authority cooperative program (saco), and the cooperative online serials program (conser). recent innovations in digital technology and new access systems have obliged catalogers to undertake a major revision of the outdated aacr2 code and to draft a new code (rda). new standards have also been developed by other cataloging communities (dublin core (dc), vra core, pbcore and cco) to process the growing number of media and web resources being sought through the library’s catalog. out of a personal sense of obligation, catalogers render the extremely valuable service of “passing on the human record”47 to those who seek it. through their efforts to preserve the integrity of the catalog for the benefit of their library’s patrons, catalogers embody gorman’s sentiment in his president’s message editorial in american libraries: “the ultimate state of being to which we should aspire and to which all our effort should be directed is universal access to high-quality library services.”48 notes 1. geoffrey vickers, human systems are different (london: harper & row, 1983). 2. florence mason, “ethics and the electronic society,” from thinking robots, an aware internet, and cyberpunk librarians, ed. by r. bruce miller and milton t. wolf (chicago: library and information technology association, 1992). 3. alison lewis, srrt coordinator, e-mail message to author, july 30, 2007. 4. m. j. taylor, m. j. and e. moynihan, “analysing it ethics,” systems research and behavioral science 19 (2002): 49. doi: 10.1002/sres.393. 5. association for computing machinery (acm) web site, http://www.acm.org/ constitution/code.html (accessed august 21, 2007). 6. association of independent information professionals (aiip) web site, http://www. aiip.org/aboutaiip/aiipethics.html (accessed august 21, 2007). anna m. ferris 187 7. american society for information science and technology (asis&t) web site, http://www.asis.org/aboutasis/professional-guidelines.html (accessed august 21, 2007). 8. american society for public administration (aspa) web site, http://www. aspanet.org/scriptcontent/index_codeofethics.cfm (accessed august 21, 2007). 9. society of competitive intelligence professionals (scip) web site, http://www. scip.org/2_code.php (accessed august 21, 2007). 10. society of american archivists (saa) web site, http://www.archivists.org/ governance/handbook/app_ethics.asp (accessed august 21, 2007). 11. american library association web site, http://www.ala.org/ ala/oif/statementspols/ codeofethics/codeethics.htm (accessed august 21, 2007). 12. esther green bierbaum, “searching for the human good: some suggestions for a code of ethics for technical services,” technical services quarterly 11(3) (1994), 1-18. 13. alcts acquisitions section ethics task force, “statement on principles and standards of acquisitions practice” (1994), http://www.ala.org/contentmanagement/ contentdisplay.cfm?contentid = 162505 (accessed august 21, 2007). 14. sheila bair, “toward a code of ethics for cataloging,” technical services quarterly 23(1) (2005), 13. doi: 10.1300/j124v23n01_02. 15. edie mccormick, et al., “american libraries conference draws record crowd,” includes related article, “council approves new code of ethics,” american libraries 26 (7) (july/aug 1995), 676. 16. fay zipkowitz, professional ethics in librarianship: a real life casebook. (jefferson, n.c.: mcfarland & co., 1996). 17. michael gorman, “new libraries, old values,” australian library journal (february 1999), 46-47. 18. kenneth g. peterson, “ethics in academic librarianship: the need for values,” journal of academic librarianship 9 (3) (1983), 132. 19. wallace c. koehler, jitka m. hurych, wanda v. dole & joanna wall, “ethical values of information and library professionals–an expanded analysis,” international information & library review 32 (2000), 497. doi: 10.1006/iilr.2000.0141. 20. wanda v. dole, jitka m. hurych & wallace c. koehler, “values for librarians in the information age: an expanded examination,” library management 21 (6) (2000), 285-297. 21. michael gorman, “the wrong path & the right path: the role of libraries in access to, and preservation of, cultural heritage,” progressive librarian 28 (winter 2006/2007), 91. 22. ibid. 23. britta santamauro and katherine c. adams, “are we trained monkeys or philosopher-kings? the meaning of catalogers’ judgment,” technicalities 26(5) (september/october 2006), 13. 24. robert p. holley, “cataloging: an exciting subject for exciting times,” cataloging and classification quarterly 34 (1/2) (2002), 46. 25. cataloging heresy: challenging the standard bibliographic product, edited by bella hass weinberg (medford, nj: learned information, inc., 1992), 10. 188 journal of library administration 26. santamauro, catalogers’ judgment, 14. 27. julie moore iliff, “cataloging: it’s all about connecting people with information,” pnla quarterly 68(2) (winter 2004), 15. 28. bair, toward a code of ethics, 22. 29. sanford berman, “things are seldom what they seem: finding multicultural materials in library catalogs,” in alternative library literature 1990-1991 (jefferson, n.c.: mcfarland & co., 1992), 132-136. 30. karen a. nuckolls, “subject access to diversity materials: the library of congress subject heading shortfall,” the reference librarian 45/46 (1994), 241-251. 31. cataloging heresy, 18-19. 32. lc subject authorities, scope note for lccn: sh 85013778 (bible. o.t., apocrypha). 33. lc subject authorities, scope note for lccn: sh 85006006 (apocryphal books). 34. nancy a. olson, “cataloging three-dimensional artefacts and realia,” cataloging and classification quarterly 31 (3/4) (2001), 139-150. 35. joan k. marshall, on equal terms: a thesaurus for nonsexist indexing and cataloging (new york: neal-schuman, 1977). 36. cataloging heresy, 161. 37. cataloging heresy, 120. 38. association for library collections & technical services, “alcts issues statement on the library of congress series authority record decision,” ala web site, http://www.ala.org/ala/pressreleases2006/may2006/alctsstatementlcseries.htm (accessed august 21, 2007). 39. laura b. cohen, “a manifesto for our times,” american libraries 38(7) (august 2007), 47. 40. steven a. knowlton, “three decades since “prejudices and antipathies”: a study of changes in the library of congress subject headings, cataloging & classification quarterly 40(2) (2005), 128. doi: 10.1300/j104v40n02_0842. 41. “library of congress report on subject cataloging ala alcts ccs subject analysis committee (sac),” [sac07-mid/10], midwinter meeting, seattle, washington, january 21, 2007 [rev. february 1, 2007], submitted by lynn el-hoshy, http://www.ala.org/ala/alctscontent/catalogingsection/catcommittees/subjectanalysis/ sacmw07.doc. (accessed august 21, 2007). 42. elaine sanchez and robert bratton, “prevent the library of congress from abandoning the creation of series authority records,” http://www.petitiononline. com/marc830/petition.html (accessed aug. 20, 2007). 43. resource description and access, faqs, “what happened to aacr3?” http://www.collectionscanada.ca/jsc/rdafaq.html (accessed august 20, 2007). 44. karen coyle and diane hillman, “resource description and access (rda): cataloging rules for the 20th century,” d-lib magazine, 13 (1/2) (january/february 2007). 45. association for library collections & technical services (alcts) cataloging & classification section (ccs) executive committee, “the value of cataloging librarians,” (june 13, 2006), ala web site, http://www.ala.org/ala/alctscontent/ anna m. ferris 189 alctspubsbucket/webpublications/cataloging/valuecatlibs/0707catlibvalue.htm (accessed 20 aug, 2007). 46. coyle and hillman, rda. 47. gorman, wrong path, 91. 48. michael gorman, “what’s it all about? beyond equity of access,” american libraries, 36(10) (november 2005), 5. 190 journal of library administration 30 “the pictures do not change, but we look at them through the favorable or unfavorable prevailing public opinion.” (frederick douglass, “lecture on pictures,” 1861) in a lecture on the social and moral power of images, the african american abolitionist and orator frederick douglass encapsulated in one line the complexity of the interpretive act: the images don’t change, but how people interpret them does, and this is a function of societal influences that change over time. 1 how humans perceive images has been the subject of many scientific studies since douglass’ time, and the consensus confirms the two truths that he already knew and used to his advantage: not just that visual perceptions are malleable social constructs, but also that images are potent carriers of meaning. 2 in 21st century cultural heritage institutions, these two truths meet and intertwine with increased energy. first, people are more drawn to the power of visual culture than ever, and cultural heritage repositories are seeing rising percentages of visual formats. second, after more than a century of prejudice and racism during which institutions and researchers alike tended to devalue and underrepresent the history of people of color in favor of attention to white history, researchers and their allies are now doubly energized to uncover materials illuminating the lives of african americans and other marginalized groups. they are increasingly interested in seeking out historic images of people of color, which offer rich visual details into social histories, but are more difficult to find – and sometimes more challenging to describe – than paper records. the ability to connect users with what they seek relies heavily on good description subject headings, tags, narrative, and structured metadata – created by catalogers and other information professionals; furthermore, inclusive, equitable description is crucial in bringing to light under-represented histories. this article will attempt to describe one institution’s efforts to analyze and reshape its descriptive practices as part of its commitment to connect researchers with previously under-described materials, with a focus on photographic collections, and will suggest practices that may be helpful to others on the same path. the author acknowledges and indeed hopes that the list of questions provoked by this essay is longer than the list of sure answers. 1 douglass gave this lecture on photography and society in december, 1861 in boston. it has a number of variant titles; douglass originally titled it “lecture on pictures.” the library of congress has published a manuscript copy available online: https://www.loc.gov/ resource/mfd.22004/?st=gallery [accessed 05/02/2021]. douglass sat for many portraits, as did his fellow activist, sojourner truth; they both distributed these carefully managed images as part of their strategy in the fight for civil rights for enslaved and free people of color. see also henry louis gates’ marvelous article, (2015) “frederick douglass's camera obscura: representing the antislave ‘clothed and in their own form.’” critical inquiry 42:1, 31-60 (https://www.journals.uchicago.edu/doi/10.1086/682995) 2 there are many studies on racial bias and visual perception. a few to start with: blair, irene v., c. m. judd, m. s. sadler, and c. jenkins (2002), “the role of afrocentric features in person perception: judging by features and categories.” journal of personality and social psychology 83 (1): 5–25. maddox, keith b. (2004), “perspectives on racial phenotypicality bias.” personality and social psychology review 8 (4): 383–401. todorov, alexander, chris p. said, andrew d. engell, and nikolaas n. oosterhof. 2008. “understanding evaluation of faces on social dimensions.” trends in cognitive sciences 12 (12): 455–60. c a t a l o g u e a n d i n d e x the ethics of describing images: representing racial identities in photographic collections paula jeannet, visual materials processing archivist, duke university libraries https://www.loc.gov/resource/mfd.22004/?st=gallery https://www.loc.gov/resource/mfd.22004/?st=gallery https://www.journals.uchicago.edu/doi/10.1086/682995 31 good descriptions of photographic materials fill in as much basic context as possible: who created them, when and where, their explicit visual content, as well as possible implicit functions or meanings their “aboutness” (it must be noted here that the need to record as much contextual information as possible exists in a tensioned, shifting balance between available institutional resources – time, funding, and space – and the need to get users to within striking distance of the information they are seeking). 3 when describing photographic works, archivists and others who create the metadata are confronted with two main challenges specific to images. first, unlike textual works, photographs often come with little or no explanatory context. in the professional world, many photographers choose not to title their works or identify locations or the people appearing in them. in the case of personal collections, as most of us can relate from looking through family photos, individuals and locations may not be identified, dates are absent, captions may be lacking. over time, human memory fails, or the documentation that existed is lost from its object. second, when viewing images, people react much more quickly and present stronger responses (many of them unconscious), than when reading a text. 4 physical features, expressions, dress, posture, and other traits prompt viewers to form instant, deep-seated, and often divergent judgements about the person in the photograph. 5 this is the power of the image – and especially of the interpretive act – that frederick douglass understood so well. add to this the fact that of course photographs also can be accompanied by text-based information contributed by photographers, editors, and collectors – titles, captions, keywords, and artists’ statements; this information must also be considered image metadata and must be preserved as an integral part of the image object – and may carry with it its own human-generated biases and assumptions. the challenge of overcoming biased reactions belongs not only to researchers and other end-users: archivists are in no way immune from this process and may consciously or unconsciously introduce bias in their descriptions of historical materials. given this common challenge, how do we go about choosing ways in which to describe race in images – or for that matter, any personal identities such as ethnicity, gender, and sexual identity? who decides what constitutes a “problematic” term? how do we avoid the pitfalls of previous generations’ descriptive practices? one activity is to analyze the language of past descriptions and recognize patterns of description that result in inequitable, judgmental, or incomplete description. 3 for an excellent guide to describing photos and photo collections, see: zinkham, helena (2006), “description and cataloging”, in m. l. ritzenthaler & d. vogt-o’connor (eds.) photographs: archival care and management. chicago: society of american archivists: 164206. 4 the science of visual processing is clear: humans recognize images thousands of times faster and retain the memory much longer than for text. mary c. potter et al., “detecting meaning in rsvp at 13 ms per picture.” attention perception & psychophysics 76 (2), 2014: 270-279. https://www.academia.edu/5618048/detecting_meaning_at_13_ms_per_picture [accessed february 10, 2021] 5 again, one can choose from many studies that investigate how people generate social inferences from images of others. see: todorov, alexander, chris p. said, andrew d. engell, and nikolaas n. oosterhof. (2008). “understanding evaluation of faces on social dimensions.” trends in cognitive sciences 12 (12): 455–460. https://oxford.universitypressscholarship.com/view/10.1093/ acprof:oso/9780195316872.001.0001/acprof-9780195316872-chapter-4 c a t a l o g u e a n d i n d e x https://www.academia.edu/5618048/detecting_meaning_at_13_ms_per_picture https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195316872.001.0001/acprof-9780195316872-chapter-4 https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195316872.001.0001/acprof-9780195316872-chapter-4 32 ethical missteps in description can be summarized as three behaviors to be aware of: • making assumptions about the identity or character of a person or persons; • perpetuating structural racism and inequity by consciously or unconsciously using the same language and terms; • erasing or suppressing identities and voices by not referring to them when they are present. correcting these patterns of behavior means facing history in its completeness and presenting sometimes uncomfortable truths to the public eye. for example, if an image clearly conveys a stereotype or is clearly meant as propaganda, then the description can and must state this underlying functional meaning. at the david m. rubenstein rare book & manuscript library at duke university, the technical services department has long been committed to inclusive descriptive practices, but recently its staff has undertaken a more formalized effort outlined in a newly released “guiding principles for description.” 6 as part of this work, the staff are reviewing thousands of catalog records and collection guides (inventories or finding aids) for collections which contain outdated, incomplete, or offensive description, particularly in race-related materials. some of this work is termed “reparative,” addressing harmful past practices and rectifying them: in some cases, the staff are changing or adding subject terms and editing descriptions; in other cases, they are inserting contextual notes regarding offensive but historically accurate terms and names, rather than erasing them. 7 this work of creating more inclusive descriptions extends to the photo archivist and other staff who work with photographs. we have targeted image collections containing photographs of african americans and other people of color, reviewed their descriptions, and modified them as needed to call attention to the presence (or absence) of identities who previously might have been misidentified, overlooked, or suppressed. what follows are examples of photograph collections which received this retroactive work. an early digitization project at the david m. rubenstein rare book & manuscript library made visible to the public a compelling set of early 20 th century portraits taken by michael francis blake, one of charleston, south carolina's first african american studio photographers. 8 the digitized collection can be viewed here: https://repository.duke.edu/dc/blake. the blake collection is an example of a collection that came with little item-level contextual information – because of the lack of captions, just 36 individuals out of the 118 photographs have been identified. 6 https://blogs.library.duke.edu/rubenstein/2020/09/14/now-live-guiding-principles-for-description/ [accessed january 2, 2021] 7 it may be interesting to note here the commonalities between the discussion over whether to eliminate or keep offensive language in archives and the debate over what to do with statues of u.s. confederate soldiers and officers. c a t a l o g u e a n d i n d e x https://repository.duke.edu/dc/blake https://blogs.library.duke.edu/rubenstein/2020/09/14/now-live-guiding-principles-for-description/ 3 3 c a t a l o g u e a n d i n d e x no copyright united states images in this collection are in the public domain https://rightsstatements.org/page/noc-us/1.0/?language=en 34 in the original collection-level overview, the 118 original photographs of men, women, and children were described at the group level as representing african americans. however, as seen in the illustrations above, there are also portraits of people who are racially ambiguous, and in fact, at the item-level, these images were not tagged as “african american.” thus, 104 portraits out of the 118 are actually tagged as “african american.” the reviewing archivist changed the collection-level narrative descriptions in the catalog record and online collection guide to read “the majority of the subjects appear to be african american” [italics added]. to support keyword and subject searches, the reviewing archivist also added the library of congress subject heading (lscsh) “racially mixed people” in the catalog record and added natural language narrative in the collection and series-level abstracts in the collection guides, indicating the presence of multiracial people in the photographs. the choice of terminology is critical. while one goal is to provide standard subject terms found in controlled vocabularies and shared amongst international bibliographic databases, another goal is to include keywords in more widely accessible natural language, while also maintaining ethical standards of respectful language and non-pejorative terms. following the guidance gleaned from many workshops on the best practices for equitable, inclusive description, the rubenstein library staff have agreed to use a set of controlled vocabularies for terms describing personal identities, relying on mainstream authority records (lcsh, tgm, aat, naco), while borrowing from other, more recently generated vocabularies for terms and concepts not yet accepted into the mainstream. a list of suggested mainstream and alternate vocabularies follows this article. closely following additions and proposals for new subject headings is also important. recently, the library of congress was forced by the u.s. house of representatives to keep the heading “illegal aliens,” for which alternative, less negative terms had been proposed; the rubenstein library decided to adopt the term also chosen by other institutions, “undocumented immigrants.” 9 8 michael francis blake, a graduate of avery normal institute, was one of charleston, south carolina's first african american studio photographers. he was born in 1879 on johns island, s.c., and moved to charleston with his family around 1900. he began to work professionally as a photographer in 1912, setting up a studio downtown as well as photographing in outdoor locations. blake died in charleston in 1934 at age 55. 9 for an overview of the conflicted events related to one subject heading, see the blog post, “controversies in the library of congress subject headings (lcsh): the case of illegal aliens.” (2020), librarianship studies and information technology blog site, april 13, 2020 (https://www.librarianshipstudies.com/2020/04/controversies-in-library-of-congress.html [accessed march 12, 2021]). it also includes a link to the documentary about the struggle over changing pejorative subject terms, “change the subject,” produced by dartmouth college student activists. c a t a l o g u e a n d i n d e x http://www.loc.gov/pictures/collection/tgm/ https://www.getty.edu/research/tools/vocabularies/aat/ https://www.librarianshipstudies.com/2020/04/controversies-in-library-of-congress.html 35 when working with collections lacking accurate data in the form of names, titles, and so on, choosing aggregate-level terms for race and other identities seems the best course, leaving the detective work of individual identity to others. it is also very time-consuming to change item-level tags in legacy digital collections. if one has the resources, and the collection is small, this kind of detailed work may be possible. in the case of the michael blake portrait collection, there are some intriguing single portraits. one charleston, south carolina family appears to be of asian descent, but any contextual information has been lost. there is a woman who could pass as white, but considering that blake seems to have had only people of color as clients, she may have identified as african american. another family which appears in multiple portraits goes by the name “rodrigues.” although due to lack of information or time constraints it is not always possible to investigate further, in the case of the latter family the archivist was able to easily find this family through an ancestry.com search, and found that “rodrigues” spelled with an “s” is commonly a portuguese name. the family had a scottish ancestor (apparently there was a significant population of portuguese jews in scotland) who emigrated to south carolina from the caribbean. the rodrigues family was classified in the late 19 th century as “mulatto,” and by the 1940s as “negro,” an excellent historical example of the social malleability of racial identity. other image collections in the rubenstein library have undergone similar retrospective editing to account for racial identities and to call out under-represented groups. a similar portrait collection targeted for a review is the hugh mangum photographs collection, which contains turn of the 20th century images of people who were originally tagged as african american but who may be of other ancestry. some of these images appear below. this collection’s glass plates were also digitized and published and can be viewed at https:// repository.duke.edu/dc/hmp. the item-level photograph metadata in the digital collection has not been altered, but again, to support keyword and subject searches, the reviewing archivist has added the lscsh “racially mixed people” to collection and series-level descriptions, and has added natural language keywords in the collection overview and abstract to indicate the presence of multiracial individuals. c a t a l o g u e a n d i n d e x https://repository.duke.edu/dc/hmp https://repository.duke.edu/dc/hmp 3 6 c a t a l o g u e a n d i n d e x hugh mangum photographs, david m. rubenstein rare book & manuscript library, duke university no copyright united states images in this collection are in the public domain https://rightsstatements.org/page/noc-us/1.0/?language=en 3 7 c a t a l o g u e a n d i n d e x hugh mangum photographs, david m. rubenstein rare book & manuscript library, duke university no copyright united states images in this collection are in the public domain https://rightsstatements.org/page/noc-us/1.0/?language=en 3 8 c a t a l o g u e a n d i n d e x hugh mangum photographs, david m. rubenstein rare book & manuscript library, duke university no copyright united states images in this collection are in the public domain https://rightsstatements.org/page/noc-us/1.0/?language=en 39 the frank espada collection offers an example of assigning descriptive metadata when a community selfidentifies as a single ethnicity but may include multi-racial individuals. the photographer frank espada was of puerto rican heritage, and spent a considerable part of his career documenting the puerto rican diaspora. in this case, the archivist has respected the community’s ethnic identity as puerto rican (established by the photographer) but has added language in the collection overview and series-level description, as well as subject headings, indicating that individuals of racially mixed heritage may be present in the photographs. finally, one of the more unusual examples of self-determined identity is found in the series “wesorts” in the henry horenstein photographs collection. the name was coined by a maryland (u.s.) community whose inhabitants are almost all tri-racial (black, native american, and white); the single word “wesorts” is how they commonly refer to themselves, as in “we sorts of people.” the photographer documenting this community used their term as a mark of respect; the cataloger also chose to add contextual mainstream subject terms to reflect the presence of multi-racial people. another challenging ethical issue is whether or not to keep original descriptors now considered to be outdated or pejorative. what if a photographer had chosen the term “mulatto” to describe a person? what can a cataloger do with outright offensive descriptions that sometimes appear in titles or captions? even if they are biased or offensive, keeping original descriptions and terminologies makes it possible for researchers and others to study past patterns of racism as they were originally presented to audiences. for images, racist elements and stereotypes can be transmitted through the visual content, but may not be specifically called out in the original title or caption. to mitigate either the presence of racist language or visually offensive subjects, one solution is to add the subject term “stereotypes (social psychology)” (lcsh) or “ethnic stereotypes” as a facet (tgm). 10 other strategies to call attention to potentially offensive language are to include a general alert in the collection inventory, and in the case of some graphic imagery, to attach warning labels to manuscript boxes 10 the scope note for the tgm term reads: “images that depict stereotypical traits of people classed according to shared racial, national, tribal, religious, linguistic, or cultural background… also index under name of ethnic group.” c a t a l o g u e a n d i n d e x https://archives.lib.duke.edu/catalog/espadafrank https://archives.lib.duke.edu/catalog/horensteinhenry 40 conclusion these examples of how archivists at duke university’s rubenstein library have initiated retroactive cataloging serve as a glimpse into the challenging work of re-examining our catalogs and our descriptive practices for all materials, whether visual or textual, and creating an inclusive space for all histories and voices in our collections. it will keep us occupied for a long period of time – a time in which we can reflect on what it means to be human. we are made to tell stories, as flawed as they are, and in telling these stories we can also come to grips with painful national, regional, and local past histories. as frederick douglass looked out on his mostly white bostonian audience in december 1861, he left them with this thought: “…the great cheapness and universality of pictures must exert a powerful, though silent, influence upon the ideas and sentiment of present and future generations.” if archivists and librarians desire to connect researchers and other users with long-hidden or newly acquired images of people of color in our collections, and if we desire to “influence the ideas and sentiment of present and future generations” of students, researchers, and members of our own professions, then we must move these collections into the light of public opinion. at the same time, we must be aware of our own assumptions and biases when we create the language that describes them, so that we no longer contribute to the systemic prejudices of the past, and respectfully prepare the way for new conversations about race. guidelines for description of race and other identities in images 1. whenever possible, keep the artist’s own captions and titles, and let them serve as the main descriptive elements; supplement or contextualize where needed. 2. provide explanatory text for language that contains racist, dated, or offensive language. point out propaganda when obvious, but be careful not to editorialize. 3. when there is no information at all, start with a place name and time period. avoid guessing at identities; limit descriptive terms to “men,” “women,” “people,” “adults,” and “children,” if it is accurate to do so. 4. when identities are ambiguous, use nationalities when possible, for example “cubans,” rather than try to assign racial identities, particularly in communities with high racial and ethnic diversity. 5. rather than attempting to identify race or other identities in individual photographs with no contextual information, note the possible presence of identities at the collection level description. 6. whenever possible, use terms that individuals or communities use to describe themselves. recognize that people use different terms in different contexts, and study possible terms before using them. 7. always clearly state the source for titles, captions, and other descriptive metadata, at multiple levels of description. c a t a l o g u e a n d i n d e x 41 appendix a david m. rubenstein rare book & manuscript library duke university, durham, n.c. (usa) technical service department “guiding principles for description” (summer 2020) the rubenstein library technical services department acknowledges the historical role of libraries and archives, including our own institution, in amplifying the voices of those with political, social, and economic power, while omitting and erasing the voices of the oppressed. we have developed these guiding principles for description as the first step in our ongoing commitment to respond to this injustice. 1. we will use inclusive and accessible language when describing the people represented by or documented in our materials. we commit to continually educate ourselves on evolving language and practices of inclusivity and accessibility. 2. we will prioritize facts and accuracy, and resist editorializing, valorizing, or euphemistic narratives or phrases in our description. this includes a commitment to revisit and revise our past description. 3. when describing our collections, we will purposefully seek and document the presence and activities of marginalized communities and voices. 4. we welcome and will seek to incorporate input and feedback on our descriptive choices from the communities and people represented by and in our materials. 5. we will be transparent about the origin of our description, and our role in adding or replacing description. we will also commit to increased transparency about our own institution’s past descriptive practices. 6. we will advocate for and celebrate library description, and the essential labor and expertise of the library practitioners who create and maintain that description, as crucial for any ongoing preservation of, access to, and research within library collections. c a t a l o g u e a n d i n d e x 42 appendix b glossaries, thesauri, and style guides for inclusive cataloging and metadata practices anti-racist description resources created by the archives for black lives in philadelphia (october 2020) https://archivesforblacklives.files.wordpress.com/2019/10/ardr_final.pdf art & architecture thesaurus® online – getty research institute https://www.getty.edu/research/tools/vocabularies/aat/ when creating authority records for creators, the a&at uses the “nationalities” facet rather than racial identity, although they do use the term african american under “nationalities,” for example, when referring to african american artists’ names. homosaurus https://homosaurus.org/ linked data vocabulary of lgbtq terms that supports improved access to lgbtq resources within cultural institutions. designed to serve as a companion to broad subject term vocabularies. library of congress authorities and controlled vocabularies (lcsh and other authority databases) https://authorities.loc.gov/ (the lc’s main subject, genre, title, and name authority search interface) https://www.loc.gov/librarians/controlled-vocabularies/ (includes subjects, rare book and manuscript terms, and the thesaurus for graphic materials) https://www.loc.gov/aba/publications/freelcdgt/freelcdgt.html (demographic group terms) diversity style guide https://www.diversitystyleguide.com/ https://www.diversitystyleguide.com/topic-glossaries/raceethnicity-glossary/ from the “about” page: “the diversity style guide is a resource to help journalists and other media professionals cover a complex, multicultural world with accuracy, authority and sensitivity. the guide includes terms and phrases related to race/ethnicity; religion; sexual orientation; gender identity; age and generation; drugs and alcohol; and physical, mental and cognitive disabilities.” racial equity tools glossary https://www.racialequitytools.org/glossary from home page: “racial equity tools is designed to support individuals and groups working to achieve racial equity. it offers tools, research, tips, curricula, and ideas for people who want to increase their understanding and to help those working for racial justice at every level – in systems, organizations, communities, and the culture at large. we curate resources that use language and analysis reflecting an understanding of systemic racism, power, and privilege and are accessible on-line and free to users.” c a t a l o g u e a n d i n d e x https://archivesforblacklives.files.wordpress.com/2019/10/ardr_final.pdf https://www.getty.edu/research/tools/vocabularies/aat/ https://homosaurus.org/ https://authorities.loc.gov/ https://www.loc.gov/librarians/controlled-vocabularies/ https://www.loc.gov/aba/publications/freelcdgt/freelcdgt.html https://www.diversitystyleguide.com/ https://www.diversitystyleguide.com/topic-glossaries/raceethnicity-glossary/ https://www.racialequitytools.org/glossary 43 references adler, melissa. (2020). “the strangeness of subject cataloging,” afterword to special issue “strange circulations: affect and the library,” library trends 68, no. 3, 549-556. https://muse.jhu.edu/article/752711 antracoli, alexis a., annalise berdini, kelly bolding, faith charlton, amanda ferrara, valencia johnson, and katy rawdon. (october 2020). “archives for black lives in philadelphia: anti-racist description resources.” archives for black lives in philadelphia. [pdf] https://archivesforblacklives.files.wordpress.com/2019/10/ardr_final.pdf antracoli, alexis a., and katy rawdon. (2019). "what's in a name? archives for black lives in philadelphia and the impact of names and name authorities in archival description." in ethical questions in name authority control, ed. jane sandberg. sacramento: library juice press: 307. http://hdl.handle.net/20.500.12613/377 blair, irene v., c. m. judd, m. s. sadler, and c. jenkins. (2002). “the role of afrocentric features in person perception: judging by features and categories.” journal of personality and social psychology 83, no. 1: 5–25. “controversies in the library of congress subject headings (lcsh): the case of illegal aliens.” (2020). librarianship studies and information technology blog site. https://www.librarianshipstudies.com/2020/04/controversies-in-library-ofcongress.html [accessed march 12, 2021] david m. rubenstein rare book & manuscript library, duke university, technical services department. (2020). “guiding principles for description.” https://library.duke.edu/rubenstein/about/technical-services-department/guiding-principles-description https://blogs.library.duke.edu/rubenstein/2020/09/14/now-live-guiding-principles-for-description/ douglass, frederick. (1861). "lecture on pictures." [title variant: “pictures and progress.”] library of congress, manuscript/mixed material. https://www.loc.gov/resource/mfd.22004/?st=gallery potter mary c., wyble b., hagmann c. e., mccourt e. s. (2014). “detecting meaning in rsvp at 13 ms per picture.” attention perception & psychophysics 76 (2): 270-279. https://www.academia.edu/5618048/detecting_meaning_at_13_ms_per_picture schwartz, joan m. (2002). “coming to terms with photographs: descriptive standards, linguistic ‘othering,’ and the margins of archivy.” archivaria 54: 142-171. https://archivaria.ca/index.php/archivaria/article/view/12861 schwartz, joan m. (1995). “we make our tools and our tools make us: lessons from photographs for the practice, politics and poetics of diplomatics.” archivaria 40: 40-74. https://archivaria.ca/index.php/archivaria/article/view/12096 todorov, alexander. (2011). “evaluating faces on social dimensions.” chapter 4 in social neuroscience: toward understanding the underpinnings of the social mind. oxford scholarship online. https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195316872.001.0001/acprof-9780195316872chapter-4 c a t a l o g u e a n d i n d e x https://muse.jhu.edu/article/752711 https://archivesforblacklives.files.wordpress.com/2019/10/ardr_final.pdf http://hdl.handle.net/20.500.12613/377 https://www.librarianshipstudies.com/2020/04/controversies-in-library-of-congress.html https://www.librarianshipstudies.com/2020/04/controversies-in-library-of-congress.html https://library.duke.edu/rubenstein/about/technical-services-department/guiding-principles-description https://blogs.library.duke.edu/rubenstein/2020/09/14/now-live-guiding-principles-for-description/ https://www.loc.gov/resource/mfd.22004/?st=gallery https://www.academia.edu/5618048/detecting_meaning_at_13_ms_per_picture https://archivaria.ca/index.php/archivaria/article/view/12861 https://archivaria.ca/index.php/archivaria/article/view/12096 https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195316872.001.0001/acprof-9780195316872-chapter-4 https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195316872.001.0001/acprof-9780195316872-chapter-4 lindsey, nerissa, greta kuriger suiter, and kurt hanselman. 2022. ethical considerations of including gender information in open knowledge platforms. kula: knowledge creation, dissemination, and preservation studies 6(3). https://doi.org/10.18357/kula.228 research article ethical considerations of including gender information in open knowledge platforms nerissa lindsey san diego state university greta kuriger suiter ohio university kurt hanselman san diego state university in recent years, galleries, libraries, archives, and museums (glams) have sought to leverage open knowledge platforms such as wikidata to highlight or provide more visibility for traditionally marginalized groups and their work, collections, or contributions. efforts like art + feminism, local edit-a-thons, and, more recently, glam institution-led projects have promoted open knowledge initiatives to a broader audience of participants. one such open knowledge project, the program for cooperative cataloging (pcc) wikidata pilot, has brought together over seventy glam organizations to contribute linked open data for individuals associated with their institutions, collections, or archives. however, these projects have brought up ethical concerns around including potentially sensitive personal demographic information, such as gender identity, sexual orientation, race, and ethnicity, in entries in an open knowledge base about living persons. glam institutions are thus in a position of balancing open access with ethical cataloging, which should include adhering to the personal preferences of the individuals whose data is being shared. people working in libraries and archives have been increasingly focusing their energies on issues of diversity, equity, and inclusion in their descriptive practices, including remediating legacy data and addressing biased language. moving this work into a more public sphere and scaling up in volume creates potential risks to the individuals being described. while adding demographic information on living people to open knowledge bases has the potential to enhance, highlight, and celebrate diversity, it could also potentially be used to the detriment of the subjects through surveillance and targeting activities. in this article we seek to investigate the changing role of metadata and open knowledge in addressing, or not addressing, issues of under and misrepresentation, especially as they pertain to gender identity as described in the sex or gender property in wikidata. we report findings from a survey investigating how organizations participating in open knowledge projects are addressing ethical concerns around including personal demographic information as part of their projects, including what, if any, policies they have implemented and what implications these activities may have for the living people being described. keywords: metadata; ethics; open knowledge; data privacy; linked data; wikidata; gender introduction the trend towards moving to linked open data environments has galleries, libraries, archives, and museums (glams) seeking to leverage open knowledge platforms such as wikidata to highlight or provide more visibility for traditionally marginalized groups and their work, collections, or contributions. efforts like art + feminism, local edit-a-thons, and larger coordinated glam institution-led projects have promoted https://doi.org/10.18357/kula.228 page 2 of 15 lindsey et al.: ethical considerations of including gender information open knowledge initiatives to a broad audience of participants. for the purposes of this paper, we define open knowledge projects as any project where members of glam institutions contribute data about their collections or institutions to structured linked open data platforms that are freely available to anyone on the web to view and in some cases edit. one such open knowledge project, the program for cooperative cataloging (pcc) wikidata pilot, has brought together over seventy glam organizations to contribute linked open data for individuals associated with their institutions, collections, or archives. this project began in august 2020, when many institutions were physically closed and required many staff to work remotely due to the covid-19 pandemic. brought together by the pcc wikidata pilot project, participants from mit and san diego state university collaborated on this paper. conversations about linked open data initiatives have focused on workflows and other technical issues, but very little discussion has focused on the ethics of including certain personal demographic information in these open knowledge bases. personally identifiable information (pii) is defined by the us department of labor as information (i) that directly identifies an individual (e.g., name, address, social security number or other identifying number or code, telephone number, email address, etc.) or (ii) by which an agency intends to identify specific individuals in conjunction with other data elements, i.e., indirect identification. (these data elements may include a combination of gender, race, birth date, geographic indicator, and other descriptors). (us department of labor n.d.) for the purpose of this paper, we will use the term personal demographic information (pdi) to refer specifically to gender identity, sexual orientation, race, and ethnicity. this paper will focus on the inclusion of gender identity in open knowledge projects. as glam institutions contribute information to open knowledge bases like wikidata, there is a collision of ethics, values, and community norms. the ld4 ethics in linked data affinity group is one entity considering the ethical implications of personal information circulating widely. this group is working on developing a code of ethics and a toolkit of resources, both of which will be beneficial for the glam community. having internal policies or adhering to external group policies around the inclusion of pii or pdi in open knowledge bases should be a high concern for glam participants, especially if they are considering including information about living persons. this paper will first discuss reparative description and cataloging standards as important efforts to make descriptive practices in glam institutions more inclusive and examine ethical considerations of including gender as part of open knowledge work. the paper then provides data from a survey the authors conducted to identify existing policies around these practices for open knowledge projects and gives recommendations informed by the findings. background reparative description and cataloging standards in her essay “praxis for the people: critical race theory and archival practice,” rachel e. winston (2021, 285) points out some of the problematic history of archival description. she states that even with attempted “objectivity,” finding aids and descriptions created for archives of people of color or ethnic communities and authored by someone from outside of that community are often discernable. the outside gaze reveals itself through language. here, word choice creates barriers to access for those most likely to use and see themselves represented in a particular collection, and intentionality aside, the inclusion of problematic, offensive terminology or the exclusion of informed detail that leads to erasure is troubling. efforts to revise past description and create new standards for writing description can be found across glam institutions. the practice of revising description to be more inclusive is referred to as reparative description1 or description remediation. reparative work takes many forms and is happening across the glam community. the goal of reparative description work is to create anti-racist, anti-oppressive description (archives for black lives 2019) that will provide better context and representation in glam collections. locating and articulating institutional silences and highlighting underrepresented people is a major part of this work, and more 1 the society of american archivists (2021) defines reparative description as “remediation of practices or data that exclude, silence, harm, or mischaracterize marginalized people in the data created or used by archivists to identify or characterize archival resources.” lindsey et al.: ethical considerations of including gender information page 3 of 15 places are writing about and sharing policies around this work. a few examples include harvard university’s comprehensive “guidelines for inclusive and conscientious description” (lellman et al. 2020), new york university’s blog post on updating descriptions related to japanese american wartime incarceration titled “righting and (writing) wrongs” (o’neill and searcy 2020), and, in canada, the work of museums such as the western development museum, which are striving to update texts to better describe indigenous populations (hannah and scott 2020). these are just a few examples of the work being done in glams to address social inequities in collection descriptions. there is also work being done at the national level. when it comes to glams and name authority records, the most established database is the library of congress name authority cooperative program (lc/naco) authority file (lcnaf), with over ten million authority records (cannan, frank, and hawkins 2019). name authorities are used across glam institutions for consistent description. authority records provide established forms of names of people and corporations included in bibliographic and collection descriptions. the lcnaf contains information on persons, works, corporate bodies, and more. it is maintained by members of the name authority cooperative program (naco), which is a part of the pcc. there are over nine hundred institutions around the world that contribute to the lcnaf (pcc standing committee on training 2020). in archival description, biographical notes for people and families and historical notes for corporate bodies have often accompanied collection descriptions. the narrative section of a finding aid or resource record provides additional context for the creator or subject of a collection. the standard encoded archival context for corporate bodies, persons, and families (eac-cpf), adhered to by the society for american archivists, encourages the use of more structured data and the attachment of contextual description to agent records as well as, or in place of, biographical notes in collection records. adding eac-cpf agent records to archival records changes how archivists work: instead of writing narratives about people, they can now focus on data points that identify and differentiate individuals from each other. these expanded description processes are part of a shift in the glam metadata landscape from authority control to identity management. “transitioning to the next generation of metadata,” an oclc report by karen smith-yoshimura, describes this shift as “the transition to linked data and identifiers” (2020, 3). some of the changes include moving from original cataloging to entity description, utilizing link management rather than copy cataloging, and including vocabularies from many sources in addition to library authority control (smith-yoshimura 2020). reparative description and identity management should work in tandem to produce information-rich datasets that can be easily shared and understood by machines as well as humans. even as glam workers seek to distill individuals’ lives down into specific data points, they should keep the goals and practices of reparative description in mind to reduce or eliminate any harm that could result from describing certain characteristics of individuals. at the time of this writing, in the wake of the covid-19 pandemic of 2020–22 and the impact of the black lives matter movement, description remediation has centered on black, indigenous, hispanic, and other marginalized racial identities. while there is a sea change happening in regard to the study of the history of race, there is also a sea change afoot with regard to gender. in the early 1990s, there were recommendations made by individual archivists for adding gender neutrality to language used in description. in “mediating in a neutral environment,” sharon p. larade and johanne m. pelletier stated that updating description should be an ongoing activity based on policies that may change as societal norms do: “the mediating factor in adopting linguistic change is maintaining perspective; it helps to remember that these changes are but steps in a lengthy evolution, not just a passing phase” (1993, 101). gender fluidity is openly accepted by many young people and traditional definitions of gender and sexuality are being challenged and explored as never before (diamond 2020), including in many institutions of higher education, where discussions and practices around gender pronouns are common and teachers are learning how to teach “beyond the gender binary” to make their lessons more gender-inclusive (yarmosky 2019). creating policies with change in mind is the only way to ensure relevance, and updating description practices to correspond to contemporary understandings of gender is an issue of importance with both personal and political implications. to gain a more nuanced understanding of gender, one source we can look to is the gender unicorn infographic. created by trans student educational resources, the gender unicorn is a drawing of a cartoon unicorn which helps us visualize the complexity of gender. this diagram presents five data points that contribute to one’s gender: gender identity, gender expression/presentation, sex assigned at birth, physically attracted to, and emotionally attracted to. it represents each of these data points as existing on a sliding scale that may change over time. name authorities and gender identity glam workers are interested in documenting and accurately describing the full spectrum of gender identity as represented in collections. knowing details about people’s gender identity assists curators with https://transstudent.org/gender/ https://transstudent.org/gender/ page 4 of 15 lindsey et al.: ethical considerations of including gender information understanding strengths and gaps within collections and can make material easier to locate for outreach events and exhibits. how, then, should we and do we document this complexity in authority records? in 2016, the pcc published the “report of the pcc ad hoc task group on gender in name authority records” (billey et al. 2016). this report includes best practices for the lcnaf community for including gender information in authority records and provides expert guidance, recommendations, and best practices for catalogers. it also discusses standards and thesauri in detail and recommends the library of congress demographic group terms (lcdgt)—a controlled vocabulary used to describe the characteristics of two types of entities, the intended audiences of resources and the creators of and contributors to resources—as the thesaurus that best fits the needs of librarians.2 the report also emphasizes the importance of citing sources, whether published or the person being described. yet, utilizing lcdgt in marc records according to resource description and access (rda) rules is of use to trained catalogers, but trained catalogers only. in glam institutions there is only a small subset of employees that are able to create authority records for naco. working in open knowledge platforms allows many more editors to contribute to descriptions of people. the challenge for catalogers is letting go of the control over these entities. a crowd-sourced description may have many points of compromise and may need to adhere to global definitions and understandings. as noted above, in both name authority file cataloging and archival description there is a move towards fuller description of people, families, and corporations. the purpose of this practice is to provide more contextual information along with a person’s name; however, there is an inherent risk in doing so. in “more than a name: a content analysis of name authority records for authors who self-identify as trans,” kelly j. thompson (2016) describes this shift in authority files in detail and warns of the potential harm that catalogers could do by describing people’s gender identity in authority records. she also suggests that linked data or systems like orcid that allow authors to document their own demographic information could be a preferred method of description practices. as these changes occur, so do the systems that support them. since its launch in 2012, wikidata has become the largest user-editable platform for linked open data. it is easily accessible, anyone can edit it, and it works well with sparql (the standard query language for rdf triplestores and linked open data that is available online) for data querying. wikidata has emerged as the most dynamic and open knowledge base in the world. wikidata, wikipedia, and wikimedia commons and many more projects and platforms are supported by the wikimedia foundation and a global network of passionate volunteers. conjoining the wikimedia ecosphere with the world of glam cataloging and description is a tremendous opportunity to strengthen and further link descriptions created by a diversity of individuals, subject experts, and volunteers. an important part of this union is a mutual understanding of editing and behavioral norms and sharing of perspectives and goals. wikidata community guidelines and pdi when it comes to policy, the wikimedia community is also radically open and transparent, as evidenced by community-created documentation and consensus-based policy-making. within the world of wikimedia projects, there are discussion and talk pages open for all to see and edit. consensus-building is very important in the wikimedia community and any active editor can contribute to decisions (ayers, matthews, and yates 2008). in wikidata and wikipedia, there are specific policies for editing information about living persons. first off, who is included in wikidata or wikipedia is a matter of policy. both platforms have notability guidelines, but they are more rigorous for wikipedia. wikidata criteria include: the person has a wikipedia article, there are references about the person in the world, or the person fills a structural need—meaning there is a related wikidata item that could benefit by being linked to this new entity (wikidata 2021a). after one determines notability, there are other policies to know about. the wikipedia page “biographies of living persons” provides lengthy guidance on how to create a biography that is “written conservatively and with regard for the subject’s privacy” (wikipedia 2021). in wikidata, there is a “living people” policy that states, “as we value the dignity of living people, the information that we store about them deserves special consideration” (wikidata 2020). in wikidata, there are similar discussions and policy pages about properties. properties (which have p numbers) are the main way one describes items (which have q numbers) in wikidata. there are currently 8,956 properties, which describe over ninety-four million items. a single item will have properties, which in turn have values that create linked data. for instance, the wikidata item for janet mock (q6153507) has 2 however, the authors recognize that some institutions use alternative thesauri such as the homosaurus, an international linked data vocabulary of lesbian, gay, bisexual, transgender, and queer (lgbtq+) terms maintained by the digital transgender archive. these institutions prefer homosaurus because it uses terms that the communities represented use to describe themselves, which makes for more appropriate description. https://homosaurus.org/ lindsey et al.: ethical considerations of including gender information page 5 of 15 many property statements, including instance of (p31), image (p18), sex or gender (p21), date of birth (p569), occupation (p106), and official website (p856), among others. when describing a person in wikidata, there are 156 “personal properties” that may help in providing context and links relevant to that person’s life. some of these properties have been designated as a “property that may violate privacy.” examples of properties with this designation are unmarried partner (p451, likely to be challenged) and medical condition (p1050, likely to be challenged). wikidata provides the following guidance for these properties: “when this property is used with items of living people it may violate privacy; statements should generally not be supplied unless they can be considered widespread public knowledge or openly supplied by the individual themselves” (wikidata 2021b). often these types of properties will have the built-in constraint that a citation must accompany the statement. for instance, p569 (date of birth) requires a reference to be cited when using that property, but p21 (sex or gender) does not, even though it too is a “property that may violate privacy.” it is possible to create a property without a reference citation, but there will be a triangular flag indicating an error next to it (figure 1). these error signals indicate to other editors that something needs fixing, so it is possible another editor will come along and provide the citation. this is a great example of how wikidata gives editors nudges towards making the platform better and more accurate. the sex or gender property (p21) is recommended for describing “human: male, female, non-binary, intersex, transgender female, transgender male, agender.” and it is also used for describing “gender identity | gender expression | gender | biological sex | man | woman | male | female | intersex | sex” (wikidata 2021c). when it comes to the development of policy on p21, one can visit the discussion history and see how the decisions around the property were made. the very first comment is “the label for this is wrong either it’s sex:male/female/intersex or it’s gender:masculine/feminine/neuter. i’m presuming the former is intended, in which case, should we re-label?” (wikidata 2013–20). this comment was posted in 2013 and the discussion is ongoing today. the history of the development of this property also considers the global nature of wikidata. in the discussion on the above question it was pointed out that “apparently some/lots of languages don’t have the concept of male-ness translated properly as a thing independent of human-ness, so we can’t do that. :-(” (wikidata 2013–20). while there is discussion happening, there is no embargo on using the property, which could be a big takeaway for the glam community: even though the policy is not perfect, it still works. understanding the policy on using p21 and the discussion behind it could be a good starting point for many glam employees who are thinking about contributing this information to open knowledge projects. the challenge is understanding how wikidata policies and glam professional ethics can work together. ethical considerations in describing gender cultural bias, harmful language, and privacy concerns constitute just a few of the many ethical issues glam institutions face across various descriptive contexts, and many librarians and archivists actively engage with these issues in their praxis. in their work on radical empathy in the archives, for instance, michelle caswell and marika cifor (2016) advocate for a feminist ethics of care as a more inclusive and effective approach for pursuing social justice in archival work, one which would integrate radical empathy into archival practice, including descriptive practices. in general, this theoretical framework represents a shift of the moral responsibility of the archivist towards the people they describe and serve rather than towards collections stewardship. in terms of description, this shift is indicative of the responsibilities that glam institutions have towards pdi data and the persons it describes. there are many issues when it comes to data modelling for gender, such as cultural bias and colonialism, and reparative description therefore includes efforts to decolonize descriptions. concepts of sex/gender binaries, trans/cis binaries, etc. are steeped in western normativity. imposing these ideals on non-western folks or people who do not conform to these ideals is a sort of colonialism. kalani adolpho notes that “the cisgender/ transgender binary is a western construction and to classify gender diverse peoples of other cultures as figure 1: date of birth property in wikidata with pop-up note. page 6 of 15 lindsey et al.: ethical considerations of including gender information transgender against their will would be a colonial imposition” (2019, 114), so even the use of the term transgender could be problematic and not inclusive of non-western and indigenous gender identities and gender systems. as such, adolpho (2019) advocates for the use of the terms “gender variant” and “gender diverse,” which are inclusive of transgender people without centering western notions of gender identity classification or forcing those variant and diverse identities to exist within a cis/trans binary. adolpho makes note of a number of issues and criticisms in response to the pcc ad hoc task group’s recommendations on including gender in name authority records (nars), including “the fixedness of gender, cisnormative and regressive understandings of gender, lack of discussion on currency of source material, imposition of western gender classification on indigenous gender systems, and ignorance of the fact that most cataloguers do not possess the level of cultural competency that would be required to record gender in nars” (2019, 116). in the context of the increased use of demographic terms in nars, thomas whittaker echoes similar concerns over the ethical implications of the pcc recommendations, saying “it is unreasonable to expect that the library of congress or the program for cooperative cataloging would require the type of rigid uniformity that would be necessary” and “to assume that catalogers could maintain accurate demographic information in nars given the fluid nature of identity” (2019, 66). multiple scholars have called into question whether it is even possible to distill the spectrum of gender identities (which are not static) into a controlled vocabulary from which to choose appropriate terminology. the instructions for recording gender in rda have also been criticized for reinforcing “regressive conceptions of gender” (billey, drabinski, and roberto 2014, 412), which “continues the work of cisgender and western hegemony by packaging complex and personal gender identities into static, discrete controlled vocabularies” (adolpho 2019, 117). even though it may be challenging, there may still be a use to cataloging and documenting gender in nars, and there are some best practices for the glam community to follow. the lcdgt thesaurus should be the basis for pdi terms, as per the recommendation of the pcc ad hoc task group, along with the best practices for recording information about gender in the task group’s report (billey et al. 2016). this list of best practices emphasizes the importance of self-identification and explicit disclosure. if gender information is included in wikidata, one has the ability to query that information via sparql. there is a lot of potential (both positive and negative) when querying collections that include pdi about living persons. glam communities must recognize that the consequences of including this data could have disproportionate effects on persons from marginalized, minoritized, and/or underrepresented groups. however, there is also the potential to benefit such groups and communities by highlighting their contributions to collections. given the multitude of established ethical concerns surrounding pdi in other metadata contexts, it is important to examine how these might apply in an open knowledge platform context. in order to do this, we conducted a survey to gather data around existing policies on pdi in open knowledge projects. data collection the goal of our research was to identify what kind of pdi members of glam institutions that are contributing to open knowledge projects (wikidata, wikipedia, social networks and archival context, etc.) have been adding as part of their work. an additional purpose was to learn about what policies and practices, if any, glam staff are following regarding contributing demographic information for living persons (e.g., sex or gender, ethnic group, race, sexual orientation, etc.) to open knowledge projects. our survey was shared in may 2021 and was open for a little under a month. it was distributed through email discussion lists (i.e., pcc wikidata pilot, autocat, bibframe, olac, arlis, society of american archivists), posted on the facebook group “troublesome catalogers and magical metadata fairies,” and posted on twitter. data collected from our survey is openly available through the harvard dataverse: https://doi. org/10.7910/dvn/utppn9. we received a total of 126 responses. of these, twenty-eight respondents indicated that they were not working on any open knowledge projects and were automatically withdrawn from the survey, and twenty-five responses were incomplete. these responses were excluded, leaving seventy-three complete responses to base our analysis on. the majority of the respondents work at institutions in the united states (fifty-six responses), followed by canada (five), and the united kingdom (four). other countries represented by respondents include the netherlands (one), italy (two), israel (one), germany (two), brazil (one), and australia (one). we asked respondents from the united states to indicate which state they were from, and the data represented twenty-two different states. the majority of respondents work at academic libraries, followed by academic archives or special collections, museums, government archives or special collections, public libraries, and community archives/historical societies. almost 11 percent3 (n = 8) of the respondents reported working at other types of institutions. 3 all percentages in this paper are rounded. https://snaccooperative.org/ https://doi.org/10.7910/dvn/utppn9 https://doi.org/10.7910/dvn/utppn9 lindsey et al.: ethical considerations of including gender information page 7 of 15 of the seventy-three respondents, sixty-three indicated that they were actively working on open knowledge projects, and ten indicated that they were not actively working on any, but were in the planning stages. we were interested in knowing what kind of open knowledge projects respondents were working on. a majority of the respondents indicated that they were either working on wikidata (n = 30, 47 percent) or wikipedia (n = 20, 31 percent). a small percentage indicated that they were working on social networks and archival context (snac) (n = 8, 13 percent). other projects that respondents listed (n = 6, 10 percent) were a mix of local bibliographic data or local linked data. we also asked respondents how many people were working (part or full-time) on open knowledge projects at their institution. the question had sixty-six responses, and the majority of them (twenty-one) indicated that they had three to five people working on open knowledge projects, followed by twenty respondents who indicated that only one to two people were working on these kinds of projects. nine respondents indicated that they had eleven or more people working on these kinds of projects. methodology all of the data analysis was performed in qualtrics. in order to analyze the data, we used qualtrics filters to run cross-tabulation on only the completed responses (n = 73). these filters allowed us to include only the respondents who indicated they were working on open knowledge projects or were in the planning phases and to leave out those who did not answer the question. we had one open response question for which we used the qualtrics textiq function to manually code and group the twenty-nine responses based on themes. findings one of the main focal points of our research was to find out if people are including pdi as part of their open knowledge work. the question “does your institution include personal demographic information for people who are still living as part of the open knowledge project work?” was designed so that respondents could select all the responses that applied: “sex or gender,” “ethnic group,” “race,” “sexual orientation,” “we don’t include any of this information,” or “other, please list.” there were eighty-four recorded answers in total. twenty-two respondents (26 percent) indicated that they are including sex or gender, fifteen (18 percent) indicated that they are including ethnic group, and twelve (14 percent) indicated that they are including race. four respondents (5 percent) are including sexual orientation, nineteen (22 percent) indicated that they do not include any of the demographic information listed, and twelve (14 percent) indicated that they include other kinds of demographic information not listed in our question. we ran a variety of cross-tabulations for some of our survey questions to see if there was any statistical correlation between them. we did not find any statistical significance or relationships between the variables, but they do provide us an opportunity to look at relationships in terms of raw numbers. for instance, we ran a cross-tabulation comparing institution type to see if there was any connection or correlation between type of institution and whether or not it followed any policy pertaining to including personal demographic information. we were interested in seeing if similar institutions had policies or shared similar policies across the different glam institution types. the data showed that for the fifty-one total respondents that answered the question “does your institution follow any policy or policies pertaining to the inclusion of personal demographic information (sex or gender, ethnic group, race, sexual orientation, etc.) for people who are still living as part of the open knowledge work?,” twenty-six respondents were from academic libraries. respondents from academic libraries accounted for seven (64 percent) of those that indicated that they had written policies, ten (53 percent) that had unwritten/informal policies, five (56 percent) that had both, and only four (33 percent) that indicated they had no policy (table 1). for those respondents that had practices or policies with guidelines for including pdi in open knowledge projects, we asked a follow-up question: “what resources have informed your practices and policies of including or not including personal demographic information as part of your open knowledge work?” this was another “select all that apply” question that included these options: “published articles,” “community best practices,” “workshops,” “listservs,” “conferences,” “word of mouth,” and “other, please list.” there was a total of 148 recorded responses. thirty-seven respondents (25 percent) indicated that they use community best practices. twenty-one respondents (14 percent) indicated that they use both conferences and word of mouth. twenty respondents (14 percent) indicated they use published articles, and nineteen (13 percent) indicated that they use both workshops and listservs. eleven respondents (7 percent) indicated that they use some other resources to inform their practice and policies. a couple of responses referenced pcc guidelines and documentation. one response referenced privacy laws such as the european union’s general data protection regulation (gdpr). we asked respondents another follow-up question: “if you include personal demographic information as part of your open knowledge project work, what sources do you use to get this information?” this was page 8 of 15 lindsey et al.: ethical considerations of including gender information ta b le 1 : ty p es o f p ol ic ie s th at i n st it u ti on s fo ll ow w h en t h ey i n cl u d e p er so n al d em og ra p h ic i n fo rm at io n f or p eo p le w h o ar e st il l li vi n g as p ar t of t h e op en k n ow le d ge p ro je ct , b ro ke n d ow n b y in st it u ti on t yp e (d u e to r ou n d in g, p er ce n ta ge s m ay n ot s u m t o on e h u n d re d ) q 2 : p le as e se le ct t h e o p ti o n t h at b es t d es cr ib es y o u r p la ce o f w o rk . i f yo u w o rk a t m o re t h an o n e in st it u ti o n f ee l f re e to t ak e th e su rv ey m u lt ip le t im es t o r ef le ct o p en k n o w le d ge p ro je ct s (w ik id at a, w ik ip ed ia , s n a c , e tc .) a t ea ch in st it u ti o n . s el ec te d c h o ic e q 8 : d o es y o u r in st it u ti o n f o ll o w a n y p o li cy o r p o li ci es p er ta in in g to t h e in cl u si o n o f p er so n al d em o gr ap h ic in fo rm at io n ( se x o r g en d er , e th n ic g ro u p , r ac e, s ex u al o ri en ta ti o n , et c. ) fo r p eo p le w h o a re s ti ll li vi n g as p ar t o f th e o p en k n o w le d ge p ro je ct w o rk ? (n = 5 1 ) w ri tt en (n = 1 1 ) in fo rm al / u n w ri tt en (n = 1 9 ) b o th (n = 9 ) n o (n = 1 2 ) to ta l (n = 5 1 ) a ca d em ic li b ra ry 7 (6 4 % ) 10 (5 3 % ) 5 (5 6 % ) 4 (3 3 % ) 2 6 (5 1 % ) a rc h iv es , a ca d em ic a n d /o r sp ec ia l c o ll ec ti o n s 1 (9 % ) 3 (1 6 % ) 0 1 (8 % ) 5 (1 0 % ) a rc h iv es , c o rp o ra te 0 0 0 0 0 a rc h iv es , g o ve rn m en t an d /o r sp ec ia l c o ll ec ti o n s 0 2 (1 1 % ) 1 (1 1 % ) 1 (8 % ) 4 (8 % ) a rc h iv es , c o m m u n it y/ h is to ri ca l s o ci et ie s 0 2 (1 1 % ) 0 1 (8 % ) 3 (6 % ) a rc h iv es , r el ig io u s 0 0 0 0 0 a rt g al le ry 0 0 0 0 0 m u se u m 1 (9 % ) 1 (5 % ) 0 2 (1 7 % ) 4 (8 % ) p u b li c li b ra ry 1 (9 % ) 1 (5 % ) 0 1 (8 % ) 3 (6 % ) o th er , p le as e li st 1 (9 % ) 0 3 (3 3 % ) 2 (1 7 % ) 6 (1 2 % ) o ve ra ll s ta t te st o f p er ce n ta ge s 0 .6 6 6 31 18 6 0 8 4 9 21 0 9 lindsey et al.: ethical considerations of including gender information page 9 of 15 ta b le 2 : c ro ss -t ab u la ti on c om p ar in g th e re sp on d en ts w h o re p or te d p ol ic ie s ag ai n st t h e p ro p er ti es t h at r es p on d en ts in d ic at ed t h ey in cl u d e in t h ei r op en k n ow le d ge w or k (d u e to r ou n d in g, p er ce n ta ge s m ay n ot s u m t o on e h u n d re d ) q 8 : d o es y o u r in st it u ti o n f o ll o w a n y p o li cy o r p o li ci es p er ta in in g to t h e in cl u si o n o f p er so n al d em o gr ap h ic in fo rm at io n ( se x o r g en d er , et h n ic g ro u p , r ac e, s ex u al o ri en ta ti o n , e tc .) fo r p eo p le w h o a re s ti ll li vi n g as p ar t o f th e o p en k n o w le d ge p ro je ct w o rk ? q 7 : d o es y o u r in st it u ti o n in cl u d e p er so n al d em o gr ap h ic in fo rm at io n f o r p eo p le w h o a re s ti ll li vi n g as p ar t o f th e o p en k n o w le d ge p ro je ct w o rk ? c h ec k a ll t h at a p p ly : s el ec te d c h o ic e se x o r ge n d er (n = 2 2 ) et h n ic g ro u p (n = 1 5 ) r ac e (n = 1 2 ) se xu al o ri en ta ti o n (n = 4 ) w e d o n ’t in cl u d e an y o f th is in fo rm at io n (n = 1 9 ) o th er , p le as e li st (n = 1 2 ) to ta l (n = 8 4 ) w ri tt en 6 (2 7 % ) 5 (3 3 % ) 6 (5 0 % ) 3 (7 5 % ) 3 (1 6 % ) 2 (1 7 % ) 2 5 (3 0 % ) in fo rm al /u n w ri tt en 8 (3 6 % ) 5 (3 3 % ) 4 (3 3 % ) 0 7 (3 7 % ) 4 (3 3 % ) 2 8 (3 3 % ) b o th 4 (1 8 % ) 3 (2 0 % ) 1 (8 % ) 1 (2 5 % ) 3 (1 6 % ) 3 (2 5 % ) 15 (1 8 % ) n o 4 (1 8 % ) 2 (1 3 % ) 1 (8 % ) 0 6 (3 2 % ) 3 (2 5 % ) 16 (1 9 % ) ta b le 3 : c ro ss -t ab u la ti on c om p ar in g th e re sp on d en ts w h o in cl u d e or d o n ot in cl u d e re fe re n ce s fo r p ro p er ti es a ga in st t h e p ro p er ti es t h at r es p on d en ts in d ic at e th ey in cl u d e in t h ei r op en k n ow le d ge w or k q 1 1 : d o y o u in cl u d e re fe re n ce s fo r an y p er so n al d em o gr ap h ic in fo rm at io n t h at yo u in cl u d e in y o u r d es cr ip ti o n a s p ar t o f th e o p en k n o w le d ge p ro je ct w o rk ? q 7 : d o es y o u r in st it u ti o n in cl u d e p er so n al d em o gr ap h ic in fo rm at io n f o r p eo p le w h o a re s ti ll li vi n g as p ar t o f th e o p en k n o w le d ge p ro je ct w o rk ? c h ec k a ll t h at a p p ly : s el ec te d c h o ic e se x o r ge n d er (n = 2 2 ) et h n ic g ro u p (n = 1 4 ) r ac e (n = 1 1 ) se xu al o ri en ta ti o n (n = 4 ) w e d o n ’t in cl u d e an y o f th is in fo rm at io n (n = 1 2 ) o th er , p le as e li st (n = 1 1 ) to ta l (n = 7 4 ) ye s 2 0 (9 1 % ) 12 (8 6 % ) 9 (8 2 % ) 4 (1 0 0 % ) 4 (3 3 % ) 8 (7 3 % ) 5 7 n o 2 (9 % ) 2 (1 4 % ) 2 (1 8 % ) 0 8 (6 7 % ) 3 (2 7 % ) 17 page 10 of 15 lindsey et al.: ethical considerations of including gender information a “select all that apply” question that included these options: “orcid,” “authority file records,” “directly from the person being described,” “institution website,” “other public website,” “other source, please list,” “social media (facebook, twitter, linkedin, etc.).” the question received 114 recorded answers. twentythree respondents (20 percent) indicated that they get this information from authority file records. twenty-two (19 percent) indicated that they get this information directly from the persons being described themselves, and nineteen (17 percent) that they get their information from either an institutional website or another public website. eleven (10 percent) indicated that they get their information from either orcid or some other source, which they listed. finally, only nine (8 percent) indicated that they used social media (twitter, facebook, linkedin, etc.). as a follow-up to this question, we asked: “do you include references for any personal demographic information that you include in your description as part of your open knowledge work?” for which there were forty-two total responses. twenty-eight (67 percent) indicated that they are including references, and fourteen (33 percent) indicated that they are not. we wanted to know if there was any relationship between people who were including personal demographic information and whether or not they had any type of policy that they were following about the inclusion of these properties. we asked the question “does your institution include personal demographic information for people who are still living as part of the open knowledge work? check all that apply,” which received eighty-four recorded responses. twenty-two respondents (26 percent) include sex or gender information, fifteen (18 percent) include ethnic group, twelve (14 percent) include race, and four (5 percent) include sexual orientation. nineteen (23 percent) indicated that they did not include any of these properties at all, and twelve (14 percent) selected “other.” among those that chose “other,” the responses were varied, with some respondents indicating that they are not consistent in which properties they include and others indicating properties like religion or political party. we ran a cross-tabulation for this question about what demographic information people were including against the question about whether or not respondents had a policy (table 2). surprisingly, the properties included by the lowest number of respondents (race and sexual orientation) also had the highest percentage of respondents indicate that they have a written policy for those particular properties. of the twelve respondents who indicated they included the race property, 50 percent indicated that they had a written policy about including demographic information. for the four respondents who indicated that they include sexual orientation, 75 percent indicated that they have a written policy. we cross-tabulated these responses against the questions about what types of properties people were including to see if there were any properties that our respondents were more likely to include references for (table 3). it was encouraging to us that 100 percent of respondents included references for sexual orientation. in wikidata, the sexual orientation property (p91) has a “citation needed constraint,” so if respondents are providing this information in wikidata they are following the guidelines of the wikidata community (wikidata 2021d). ninety-one percent of respondents indicated that they were including references for the property sex or gender (p21). in wikidata, p21 does not require a citation for inclusion. lower percentages of respondents indicated that they include references for race and ethnic group properties, which we found surprising since in wikidata the property ethnicity group does require a citation. we asked another question specific to those who are including sex or gender as part of their work: “if you include information about gender as part of the open knowledge project work, do you use any kind of controlled vocabularies (e.g. homosaurus, library of congress demographic group terms, or others) to determine what term you use?” of the thirty-eight respondents who answered this question, sixteen (42 percent) indicated that they are using controlled vocabularies, and fourteen (37 percent) indicated that they are not. eight (21 percent) selected “other,” and the responses were varied. some referred to using wikidata items to express gender, while others mentioned using the term used by the person being described. one response specifically brought up the issue of constraints around this in wikidata, noting that “in wikidata we feel constrained by what’s there, which is imperfect so we have an informal policy of just listing male/female/ nonbinary and not trying to say ‘transgender man’ because that seems like a hot mess.” we were particularly interested in the responses to our question “by including pdi as part of your open knowledge project, what is your desired outcome?” this was an open-ended question for which we got twenty-nine responses. we identified two predominant themes among the open responses. the majority of respondents talked about improving discoverability in general around these demographic properties. however, some responses talked about improving discoverability specifically as it related to increasing representation around these demographic properties. for example, one respondent indicated that their desired outcome was “to enhance discovery based on demographic groups, for instance, to allow readers to find all works by women authors on a certain subject.” the second predominant theme was respondents’ emphasis on highlighting or bringing awareness to inequities within their collections or bringing awareness of inequities in general to promote social justice. lindsey et al.: ethical considerations of including gender information page 11 of 15 we asked the question “do you use any specific queries (sparql, or others) related to this personal demographic data that serve a purpose either for research or some other internal use?” among the forty respondents that answered that question, only nine (23 percent) indicated that they were using specific queries. thirty-one (78 percent) indicated that they were not. as a follow-up question, we asked: “which personal demographic data queries do you use?” it was supposed to be a “select all that apply” question, but it was structured as a “choose one” option until someone reported the issue and we fixed it, so that caused a large percentage of the nine respondents to choose “other” and write out which properties they are using the queries for. of the four that wrote out their responses, two indicated that they had queries for all of the property types in question. of the other two, one wrote that they have queries for sex or gender, ethnic group, and sexual orientation. the other wrote that they have queries for sex or gender and ethnic group. among the other respondents who chose a single option, 33 percent indicated that they had queries for sex or gender and 22 percent indicated that they had queries for ethnic group. it is unclear how accurate these numbers are due to the survey design flaw that got corrected halfway through the response period. very few respondents answered the question “are you using data from these queries to inform any equity, diversity, and inclusion initiatives at your institution?” of the eight respondents, five (63 percent) indicated that they are not using queries for this purpose, and three (38 percent) indicated that they are. for those who are using the queries for edi initiatives, it would be interesting to know how they are using that data to inform policy. discussion the data we collected brings up a number of interesting questions that we think would be worth investigating with further research, including why some institutions do not include pdi and how the subjects of this open data might feel about this information. given the large numbers of respondents who indicated that they were including pdi, the low number of comprehensive responses about what respondents were hoping to accomplish by including that data was interesting. does this mean that respondents do not have clear goals for engaging with open knowledge work? it was also curious, given how many people indicated that they were including this information to highlight marginalized groups or inequities in collections, that there were so few responses indicating that this work was at all related to any equity, diversity, and inclusion initiatives. we were surprised that a good portion of respondents indicated that they do not include any pdi as part of their open knowledge work. it would have been enlightening if we had a follow-up question asking specifically why they do not include that information. it would give us a better sense of whether they were taking an ethical stance or had other reasons for not adding it. we definitely encountered some limitations with our survey instrument that prevented a cross-tabulation of certain questions. if we had made some questions “choose one answer only,” it would provide better analysis. an interesting followup line of research might be to develop a way to survey individuals reflected in these open knowledge wikidata items and perhaps do some focus groups on how they feel about the information about them being collected and encoded in these open knowledge bases. what is the harm? in “principles and concepts in information ethics,” burgess (2019, 1) asserts that “if, figuratively speaking, ethics is the story of what it means to be good and all the ways humans remain bad, then information ethics is the story of the good that can be accomplished with information, and all the ways it may be used to harm.” based on the data we collected, it is clear that there are glam staff across all institution types that are including pdi as part of their open knowledge work and that not all of them have policies guiding them on the ethical inclusion of this information. given these findings, we would like to investigate the potential harm that including this personal demographic information can cause, with a focus on sex or gender in particular. much work has been done investigating the harm that language can cause in various contexts. in her article about archival descriptions of lgbtq materials, erin baucom (2018, 70) discusses the harm that can be caused by not using language or terminology that members of a specific community use to describe themselves and how this can lead to negative self-perceptions and other detrimental outcomes for people’s mental well-being. baucom goes into detail about the deficiencies of existing library of congress subject headings that are outdated and at times derogatory. adding further complexity is that there are ever-changing understandings and definitions, and there are times when the “lgbtq community does not always internally agree on terminology” (baucom 2018, 71). the data from our survey showed that less than a quarter of respondents use the people being described as the source of the demographic information being included in descriptions for those people. this, on some levels, could be seen as a violation of privacy. for example, according to grant campbell and scott r. cowan (2016, 501), “privacy, as an operationalized concept, consists not simply of solitude page 12 of 15 lindsey et al.: ethical considerations of including gender information or invisibility but an individual’s power to modulate the extent of his or her self-revelation in specific circumstances.” although some people might understand that inclusion of pdi in open knowledge projects often leads to uncontrollable circulation of that information, making it nearly impossible to retract or delete the information, many may not. only through explicit buy-in, meaning permission or consent directly from an individual, can glam professionals be sure they are not violating a person’s privacy. encoding pdi into open knowledge bases without the explicit buy-in of the living persons being described takes away individuals’ power to decide what information about themselves they want out in an open linked data environment. there is additional harm that can be caused by encoding information for gender information in a publicly accessible knowledge base, which can allow bad actors to quickly collocate and target people of specific demographic groups. amber billey (2019, 11) outlines some of these risks in her article “just because we can, doesn’t mean we should,” pointing out that sharing an email address could put a person at risk for identity theft and that recording a person as transgender could put that person’s safety at risk. the worldwide audience of open knowledge projects means that there are increased risks for discrimination and hate targeting specific gender identities. as vawnet (n.d.) documents, “transgender individuals and communities experience shocking amounts of violence and discrimination.” imagine if anti-trans rights bigots learned how to weaponize sparql to identify all the trans-identifying people who work at a specific institution and used that structured public information to target, dox, or harass them. in her work on barriers to ethical name modelling in current linked data encoding, ruth kitchin tillman (2019) specifically addresses the harm of people deliberately using dead names or other names that living persons no longer go by and how this information can then be reused and referenced elsewhere, spreading the harm even further. there is further concern about how governments might use this information, especially in countries where there are still strict anti-gay and anti-trans laws, some of which are punishable by imprisonment, corporal punishment, and, in some extreme cases, death. according to the latest trans legal mapping report (chiam et al. 2020), it is not legal to change your gender in at least forty-seven united nations countries. in the united states, we are still struggling to pass the equality act (congress.gov 2021), which would provide the same protections to lgbtq+ individuals as the civil rights act, in the senate, despite widespread agreement that this type of protection should be passed (debonis 2021). including pdi in open knowledge projects could potentially cause harm and lead to detrimental outcomes for the people in question; for instance, including this information could out people from minoritized and underrepresented groups who may then have their jobs put in jeopardy. there could also be other privacy issues especially pressing for living persons, such as the inadvertent leaking of confidential medical information. if an author has only ever identified as a woman and has never disclosed publicly that they were trans, encoding data in a public database that lists that person as a trans woman could be an inadvertent leaking of that person’s medical information. this could lead to scenarios where people might face repercussions as a result of having identity and demographic information publicly associated with them. policy recommendations it is important that glam members understand that when they are adding pdi to items describing living persons that it is not a neutral task, and it inherently comes with risks of harm. the safest and arguably most ethical practice is to avoid including pdi as part of your open knowledge work for living persons. however, given the reality that pdi is being included, we have some general policy recommendations for where we are right now given the limitations of the open knowledge platforms that people are working with. long et al. (2017, 123) discuss how problems and solutions are ever changing and how, instead of focusing on a static solution, people should focus on the best solution for the time. they urge librarians, archivists, and information scientists to dispel the myth of neutrality by explicitly documenting their framing and assumptions when creating metadata standards and argue that, to further transparency in creating standards, creators should publish their framing alongside their standard (long et al. 2017, 123). their framework can be applied to open knowledge metadata creation as well. we recommend that people take the time to learn about the gender, ethnicity, and other related properties in wikidata and follow and participate in the discussions that lead up to decision-making for the wikidata community. people should also take the time to learn about data modelling and compare notes with other institutions to see what data elements they are including. take the time to create internal policies or guidelines for which properties you will include that always need a reference citation. add a place for donors to indicate pronouns and how they would like to be identified in terms of race, ethnicity, and gender in gift agreements. if you are unsure of a living person’s preferences, ask them directly or do not include that information. include verifiable references for all pdi statements you include in wikidata. finally, focus your energies by determining which http://congress.gov lindsey et al.: ethical considerations of including gender information page 13 of 15 sparql queries would most effectively assist with diversity, equity, and inclusion initiatives so that you focus only on properties that are most salient to the community that you are trying to highlight or bring awareness to. conclusion as the trend towards linked open data environments and using open knowledge platforms continues, ethical quandaries about what information is included in these platforms will become more salient. as we enter this larger metadata ecosystem, which is harder for institutions to centrally control, more emphasis needs to be placed on coordinating with the broader linked data community on guidelines and policies around what information is included in these systems. glam professionals are going to need to work in tandem with wikidata practitioners from outside glam organizations to understand the implications and impact of practices for including pdi in these systems. our research indicates that some glam practitioners are including pdi as part of their open knowledge work, and this article urges those practitioners to be aware of and make good faith efforts to mitigate some of the ethical issues we have outlined in this paper. while more research could be done to quantify the direct harm that comes from including pdi information in open knowledge ecosystems, the risk of harm is something we all need to keep in mind. many glam professionals who are including this data do not have solid justification for why it is needed or why they are doing it. we need to be more thoughtful and deliberate about balancing the metadata needs of our organizations with the new possibilities that linked open platforms allow, especially around practices that could potentially harm people. acknowledgements the authors would like to thank violet fox and christine malinowski for reviewing and providing feedback and guidance for our survey. we would also like to thank dr. angelique blackburne for meeting with us to discuss tips for data analysis and providing feedback on the data analysis draft. we would like to thank christine malinowski for also meeting with us to discuss research data management protocols for depositing the data collected as part of this project. thanks to all that assisted in editing: phoebe ayers, kate holvoet, and tad suiter. competing interests the authors have no competing interests to declare. references adolpho, kalani. 2019. “who asked you? consent, 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https://saadescription.wordpress.com/2021/03/30/change-is-good-navigating-wikidata-as-a-controlled-descriptive-vocabulary/. archived at: https://perma.cc/8grk-5hh5. o’neill, shannon, and rachel searcy. 2020. “righting (and writing) wrongs: reparative description for japanese american wartime incarceration.” the back table (blog), new york university libraries. https:// wp.nyu.edu/specialcollections/2020/12/11/righting-and-writing-wrongs-reparative-description-for-japanese american-wartime-incarceration/. program for cooperative cataloging (pcc) standing committee on training. 2020. “naco participants’ manual.” program for cooperative cataloging. https://www.loc.gov/aba/pcc/naco/documents/ nacoparticipantsmanual.pdf. smith-yoshimura, karen. 2020. transitioning to the next generation of metadata. dublin, oh: oclc research. https://doi.org/10.25333/rqgd-b343. society of american archivists. 2021. “reparative description.” dictionary of archives terminology. https:// dictionary.archivists.org/entry/reparative-description.html#:~:text=n.,characterize%20archival%20 resources%20(view%20citations). tillman, ruth kitchin. 2019. “barriers to ethical linked data name authority modeling.” in ethical questions in name authority control, edited by jane sandberg, 243–60. sacramento, ca: library juice press. thompson, kelly j. 2016. “more than a name: a content analysis of name authority records for authors who self-identify as trans.” library resources & technical services 60 (3): 140–55. https://doi.org/10.5860/ lrts.60n3.140. us department of labor. n.d. “guidance on the protection of personal identifiable information.” accessed june 21, 2021. https://www.dol.gov/general/ppii. archived at: https://perma.cc/wbp2-weu6. https://doi.org/10.1080/19386389.2019.1589693 https://doi.org/10.1080/19386389.2019.1589693 https://muse.jhu.edu/article/687705 https://ilga.org/trans-legal-mapping-report https://ilga.org/trans-legal-mapping-report https://perma.cc/v3rd-c8nv 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https://perma.cc/wbp2-weu6 lindsey et al.: ethical considerations of including gender information page 15 of 15 vawnet. n.d. “violence against trans and non-binary people.” national resource center on domestic violence. https://vawnet.org/sc/serving-trans-and-non-binary-survivors-domestic-and-sexual-violence/ violence-against-trans-and. whittaker, thomas a. 2019. “demographic characteristics in name authority records and the ethics of a person-centered approach to name authority control.” in ethical questions in name authority control, edited by jane sandberg, 57–68. sacramento, ca: library juice press. wikidata. 2013–20. “wikidata:property talk:p21/archive 1.” https://www.wikidata.org/w/index.php?title=property_talk:p21/archive_1&oldid=1437838048. wikidata. 2020. “wikidata:living people.” last modified august 4, 2020. https://www.wikidata.org/w/ index.php?title=wikidata:living_people&oldid=1246409841. wikidata. 2021a. “wikidata:notability.” last modified june 14, 2021. https://www.wikidata.org/w/index. php?title=wikidata:notability&oldid=1441483998. wikidata. 2021b. “wikidata:property that may violate privacy.” last modified june 4, 2021. https://www. wikidata.org/w/index.php?title=q44601380&oldid=1434739395. wikidata. 2021c. “sex or gender (p21).” last modified june 8, 2021. https://www.wikidata.org/w/index. php?title=property:p21&oldid=1437832753. wikidata. 2021d. “sexual orientation (p91).” last modified june 4, 2021. https://www.wikidata.org/w/index. php?title=property:p91&oldid=1434829665. wikipedia. 2021. “wikipedia:biographies of living persons.” last modified june 25, 2021. https://en.wikipedia.org/w/index.php?title=wikipedia:biographies_of_living_persons&oldid=1030375913. winston, rachel e. 2021. “praxis for the people: critical race theory and archival practice.” in knowledge justice: disrupting library and information studies through critical race theory, edited by sofia y. leung and jorge r. lopez-mcknight, 283–98. cambridge, ma: mit press. https://doi.org/10.7551/mitpress/11969.003.0020. yarmosky, jessica. 2019. “‘i can exist here’: on gender identity, some colleges are opening up.” npr, march 21, 2019. https://www.npr.org/2019/03/21/693953037/i-can-exist-here-on-gender-identity-somecolleges-are-opening-up. archived at: https://perma.cc/7hl3-5qlg. how to cite this article: lindsey, nerissa, greta kuriger suiter, and kurt hanselman. 2022. ethical considerations of including gender information in open knowledge platforms. kula: knowledge creation, dissemination, and preservation studies 6(3). https://doi.org/10.18357/kula.228 submitted: 25 june 2021 accepted: 24 january 2022 published: 27 july 2022 copyright: @ 2022 the author(s). this is an open-access article distributed under the terms of the creative commons attribution 4.0 international license (cc-by 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. see http://creativecommons.org/licenses/by/4.0/. kula: knowledge creation, dissemination, and preservation studies is a peer-reviewed open access journal published by university of victoria libraries. https://vawnet.org/sc/serving-trans-and-non-binary-survivors-domestic-and-sexual-violence/violence-against-trans-and https://vawnet.org/sc/serving-trans-and-non-binary-survivors-domestic-and-sexual-violence/violence-against-trans-and https://www.wikidata.org/w/index.php?title=property_talk:p21/archive_1&oldid=1437838048 https://www.wikidata.org/w/index.php?title=property_talk:p21/archive_1&oldid=1437838048 https://www.wikidata.org/w/index.php?title=wikidata:living_people&oldid=1246409841 https://www.wikidata.org/w/index.php?title=wikidata:living_people&oldid=1246409841 https://www.wikidata.org/w/index.php?title=wikidata:notability&oldid=1441483998 https://www.wikidata.org/w/index.php?title=wikidata:notability&oldid=1441483998 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wccq_a_1027982_o full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 cataloging & classification quarterly issn: 0163-9374 (print) 1544-4554 (online) journal homepage: https://www.tandfonline.com/loi/wccq20 imagining our own approaches linda tuhiwai smith to cite this article: linda tuhiwai smith (2015) imagining our own approaches, cataloging & classification quarterly, 53:5-6, 473-474, doi: 10.1080/01639374.2015.1027982 to link to this article: https://doi.org/10.1080/01639374.2015.1027982 published online: 31 jul 2015. submit your article to this journal article views: 2174 view related articles view crossmark data citing articles: 1 view citing articles https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 https://www.tandfonline.com/loi/wccq20 https://www.tandfonline.com/action/showcitformats?doi=10.1080/01639374.2015.1027982 https://doi.org/10.1080/01639374.2015.1027982 https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/action/authorsubmission?journalcode=wccq20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/01639374.2015.1027982 https://www.tandfonline.com/doi/mlt/10.1080/01639374.2015.1027982 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2015.1027982&domain=pdf&date_stamp=2015-07-31 http://crossmark.crossref.org/dialog/?doi=10.1080/01639374.2015.1027982&domain=pdf&date_stamp=2015-07-31 https://www.tandfonline.com/doi/citedby/10.1080/01639374.2015.1027982#tabmodule https://www.tandfonline.com/doi/citedby/10.1080/01639374.2015.1027982#tabmodule cataloging & classification quarterly, 53:473–474, 2015 published with license by taylor & francis issn: 0163-9374 print / 1544-4554 online doi: 10.1080/01639374.2015.1027982 imagining our own approaches linda tuhiwai smith school of māori and pacific development, university of waikato, hamilton, new zealand i spent some formative years of my life either in the back of museums or their basements helping my father, a scholar of māori studies, and keeping myself out of trouble. in the late 1960s i had one small job in the library basement of the peabody museum in salem, massachusetts, typing new labels for the captains’ log books of ships that were sailing during the american revolution. i read most of those journals that consisted of pages and pages of wind directions with the rare glimpse of an encounter with another ship or a list of supplies. why were we there in salem when we came from aotearoa, new zealand? we were there because salem was the home base for ships that sailed into the pacific and returned home with collections of materials from the various pacific islands countries they visited. my father was studying elaborately carved items from the marquesa islands that looked very much like māori designs. i learned at an early age what riches lay behind the display cabinets and shelves of museums and libraries. i also learned at an early age that many of those riches were somehow connected to me culturally and yet were lying there a long way from home. it took me much longer to understand how significant those cultural resources were to knowledge and society. as a graduate student and then as a researcher i became used to searching for the materials i needed across different floors of the library in different sections and under many different subject headings. i learned to forage in search of the fragmented parts of māori and indigenous knowledge that had become scattered across the classification systems of the societies that had collected them. it helped somewhat that the university of auckland library where i studied had a māori and pacific section where most books of high interest were brought together in one section. my work, and that of others who write about colonialism and de-colonization, has sought to identify how, through diverse processes and mechanisms, colonialism has undermined, ridiculed, diminished, and © linda tuhiwai smith address correspondence to linda tuhiwai smith, private bag 3105, hamilton 3240, new zealand. e-mail: tuhiwai@waikato.ac.nz 473 474 l. t. smith fragmented indigenous knowledge while at the same time it has been enriched by that knowledge. this special issue focuses on how indigenous knowledge frameworks and concepts can be employed to revitalize indigenous knowledge, restore relationships between people and the objects they created, and provide new ways to understand indigenous knowledge in contemporary contexts. the special issue brings together authors from the united states, canada, and new zealand who work with materials and communities and who are transforming current practices of classification, cataloging, and collections. changes in technology, as much as indigenous efforts to recover and repatriate important knowledge, are forcing us to think more creatively and critically about current information systems and practices and their usefulness for the future. the authors in this issue provide some practical and theoretical understandings that can be applied across other international contexts. there are examples about how indigenous worldviews and knowledge frameworks can be applied to reclassify indigenous knowledge and reveal more of its power as a form of knowledge and identity. increasingly, some indigenous communities are developing their own collections documenting their cultures and histories. many tribes have developed archives and some have developed museums of their own. imagining what our own archives and museums might look like and might do is interesting and challenging. from my travels i know there are many examples of indigenous tribally owned museums and archives across the world. i have seen some innovative and exciting attempts to re-present indigenous cultures in indigenous contexts and in new ways designed by indigenous communities. i have no doubt that the articles here will be read by those who wish to re-indigenize the knowledge and materials that were once lost to them. metadata best practices for trans and gender diverse resources trans metadata collective (tmdc) table of contents table of contents 1 1. background/intro/methods 2 1.1: introduction 2 2. general guidelines & principles 5 3. domain-specific & technical details 7 3.1 subject headings and authorities: 7 3.1.1 using existing lcshs 7 3.1.2 identities in lcsh 7 3.1.3 concepts in lcsh 9 3.1.3.1 lived experience 10 3.1.3.2 arts, culture & media 10 3.1.3.3 religion 11 3.1.3.4 law 11 3.1.4 topics requiring special attention in lcsh 11 3.1.4.1 the “t” in lgbt+ 12 3.1.4.2 coming out and disclosure 12 3.1.4.3 passing 12 3.1.5 lcsh to avoid 13 3.1.6 gaps in lcsh and suggested alternatives 14 3.1.6.1 topics currently without authorized subject headings 14 3.1.7 changing lcsh 14 3.1.7.1 proposing a new subject heading 14 3.1.7.2 improving existing subject headings 15 3.1.7.3 suggesting alternatives to existing lcshs 15 3.1.8 cataloguing with other vocabularies 16 3.1.9 additional subject headings & authorities references 18 3.2 name authority records (naco) 18 3.2.1 scope 18 3.2.2 people who can change nars 18 3.2.3 recording gender 19 3.2.4 recording former names 19 3.2.4.1 the author’s wishes 19 3.2.4.2 technical details (marc & rda) 20 3.2.5 other information in nars 21 3.2.6 changed nars & former names in bib records 22 3.2.6.1 technical details (rda) 22 3.2.7 context 23 4. authors, reviewers, and other contributors 24 4.1 authors 24 4.2 reviewers 25 k. adolpho, processing archivist, virginia commonwealth university. kanaka maoli (native hawaiian) and white, trans non-binary and māhū. error! bookmark not defined. 5. appendices: glossary. recommended resources. sources consulted. 26 5.1 glossary of terms 26 5.2 trans lcshs 28 5.3. sources & annotated bibliographies 31 5.3.1. subject headings and authorities. 31 4.4.2. bibliographies & other sources consulted 31 language guides 31 library/archives conversations about redescription/remediation 32 lgbtq+-specific resources 32 name authority records 33 ethical recommendations 33 1. background/intro/methods 1.1: introduction this document is the result of a year of work and collaboration by the trans metadata collective (tmdc; https://transmetadatacollective.org/), a group of dozens of cataloguers, librarians, archivists, scholars, and information professionals with a concerted interest in improving the description and classification of trans and gender diverse people in glams (galleries, libraries, archives, museums and special collections). the collective’s primary goal was to develop a set of best practices for the description, cataloguing, and classification of information resources as well as the creation of metadata about trans and gender diverse people, including authors and other creators. more information about the collective, its history, and its members may be found in section 4. due to the lack of attention paid to trans and gender diverse issues in glams and among the creators of metadata standards, the tmdc realized the need for this document. often, metadata is created about us, our communities, and/or our works by people who aren’t familiar with trans and gender diverse issues. commonly used controlled vocabularies and classification systems underand mis-represent trans and gender diverse people and subjects. furthermore, trans and gender diverse people can be misnamed or misgendered in metadata. this can out trans and gender diverse individuals and put them at risk of harm or violence. https://transmetadatacollective.org/ the structure of this document takes significant inspiration from the cataloguing code of ethics1 and the collective’s charge follows and echoes that of archives for black lives in philadelphia (a4blip): a4blip encourages white archivists and non-black archivists of color who are combatting anti-black archival description to first take time to familiarize yourself with anti-oppressive terms, concepts, and norms in order to deconstruct the white supremacist values that permeate american society, and by extension, the archival field.2 the rest of this document is divided into 4 main sections and several subdivisions. section 2, general guidelines & principals is the most accessible easily-distributable section of this document, offering a top-level overview of tmdc’s recommendations. section 3, domainspecific & technical details serves as an in-depth explanation of the recommendations found in section 2, and includes recommendations for subject headings and authorities and name authority records, as well as detailed instructions on the implementation of these recommendations, especially in library settings. section 4 offers a list of authors and their backgrounds, reviewers and contributors to this document. the individuals listed in the “authors” section have elected to appear in it in alphabetic order. there are several individuals who did not wish to be listed due to concerns of outing or personal danger. we would like to extend our thanks for their participation and wisdom. section 5 appendicesis given over to sources and bibliographies, a list of trans and gender diverse library of congress subject headings, and a glossary of terms used in this document. finally, and most importantly, this document is not meant to be a cure-all or panacea aimed at curing all ills. it does not free its users from other moral, legal, and ethical guidance. information is meant to be accessible and should be especially accessible to those who the information pertains to. we urge you to center and prioritize the needs of the trans and gender diverse communities and individuals that your institution serves through respectful (and paid) collaboration and consultation. 1.2: scope & limitations this document is designed to serve as a resource for workers in cultural heritage institutions who create metadata about trans and gender diverse people, communities, resources and/or topics. as the collective is primarily made up of authors working in libraries and archives, significant portions of this document are based in those contexts. however, the authors have made a conscious effort to supplement this document with museum, gallery, and special collections-relevant advice and have invited supplementation of this advice from reviewers of this document. 1 cataloging ethics steering committee. “cataloging code of ethics.” report. cataloging ethics steering committee, january 2021. https://alair.ala.org/handle/11213/16716. 2 antracoli, alexis, annalise berdini, kelly bolding, faith charlton, amanda ferrara, valencia johnson, and katy rawdon. “archives for black lives: anti-racist descriptions.” philadelphia, usa: archives for black lives in philadelphia (a4blip), october 2019. in this document we use the term “trans and gender diverse” as an umbrella phrase. we use it to refer to individuals and communities who do not identify with the gender they were assigned at birth. our usage of the term equally includes gender expressions and schema that fall outside of the binary conceptions of man and woman central to eurocentric culture.3 we want to emphasize that people understood in white eurocentric4 gender systems as “trans” may (or may not) identify themselves that way and may have alternative cultural conceptions and terminology for their gender. we aim to be respectful of people’s selfidentification in our guidelines and recommendations, and a person’s communicated selfidentification or preference overrides any recommendation below. this document assumes that you have some understanding of transness and gender diversity. if you don’t, take some time to educate yourself in this area, including both subtle and overt manifestations of transphobia.5 resources and additional sources are available at the bottom of this document. the term “resources” is used in this document to refer to anything for which metadata is assigned in a glams context. examples include: books, audiovisual materials, archival collections, artifacts, etc. the best practices in this document apply to resources about: ● transgender people ● non-binary people ● trans and gender diverse people ● trans and gender diverse peoples’ experiences ● gender identity ● gender (if the resource is inclusive of trans and gender diverse identities and experiences in a significant way) the best practices about naming are also applicable to trans and gender diverse authors and other creators of resources. not every recommendation below can be applied to every person, resource, or community in the above list, and we have attempted to capture applicability and nuances below. finally, we realize that not everyone has the authority, power, or funding to implement everything recommended below perfectly. perfect is not always possible, and sometimes you just have to do your best. each of the sections below are aimed to provide tools towards justice. 3 this convention follows the forthcoming volume by adolpho, kalani, stephen g. krueger, and krista mccracken. trans and gender diverse voices in lis. sacramento, ca: library juice press, 2022. 4 we are using ‘eurocentric’ deliberately here. as clair kronk, a peer reviewer of this document, pointed out: "western" is a white nationalist fiction that never really existed as a unified "identity"; i think eurocentric is more specific in this regard, especially since it can easily confuse when people are physically western on the planet, but not "western" in terms of arbitrary classification (such as in central and south america).” 5 be aware that transphobia is not always blatantly obvious. red flags: “rapid onset gender dysphoria,” “gender critical,” “gender ideology,” ideas about protecting women & girls (in the context of bathrooms & sports), ideas about biological sex, etc. 2. general guidelines & principles ● make the process of metadata creation transparent ○ make descriptive standards, rationale, and context publicly available. ○ solicit active collaborations with trans and gender diverse communities in ongoing process changes (and clearly communicate compensation). ○ communities should ideally be able to say whether they want this type of inclusion first. ○ provide clear channels for feedback and workflows to assess and implement those suggestions. ○ implement versioning to track changes in description over time in digital and paper records, including copies of old descriptions for accountability. if changes are being made to a record about a person, follow the guidance below. ● use culturally and contextually appropriate labels for trans and gender diverse communities and subjects ○ different cultures and languages have terms for genders that may not translate into the primary language of description. include terms in the original language (original script and transliterated) alongside added translations and descriptions. ○ there are a multiplicity of trans communities. collaborate with the specific community that is impacted.6 ○ prioritize terms used within a community, which may include reclaimed or self-ascribed slurs or otherwise sensitive language, and retain community terms alongside controlled vocabularies or otherwise authoritative terms. ○ practice respectful and reciprocal collaboration with communities when possible to avoid uncritical application of terms. follow community protocols as part of this process.7 ○ accept that some terms, after consultation, may not be able to be shared publicly. ○ indicate term changes over time and be clear about if a particular term is from the source, or if a more recent term has been applied in your metadata. ● correctly name and identify trans individuals ○ trans and gender diverse individuals may use different names in different points or contexts in their life. rely on self-identification and self-description where possible, including direct consultation with individuals or communities. ○ understand that additional framing or contextualization may be required with self-ascribed slurs or pathologizing language. ○ it is not necessary and not recommended to record information about someone’s gender identity or previous names when resources have nothing 6 for example, if you have a collection focusing on non-binary people, collaborating with a group of binary-identified trans people is not sufficient, or if a collection is about trans people from a specific cultural community, it is not going to be appropriate to collaborate only with white trans people. 7 for more guidance on how to ethically and respectfully collaborate with community partners, see the school for advanced research’s guidelines for collaboration. https://guidelinesforcollaboration.info/ to do with gender identity. however, you may want to consider recording this information if it provides contextual information for trans and gender diverse resources. ○ if changes need to be made, make sure to update all references in publicfacing channels and retain previous information at an administrative level if necessary. ○ for information about names in lc/naco authority records, see section 3.4 name authority records (naco). ● be explicit about transphobia in collections, items, and metadata ○ identify both perpetrators and victims, including the usage of active voice and subject headings to “embed responsibility.” ○ work to proactively identify sensitive language and content, including coded language, rather than relying solely on patron reports. ○ correct offensive or inaccurate language provided by other metadata creators, unless it falls under the criteria detailed below. ○ for sensitive language that is self-ascribed or directly in the material itself (e.g. title, caption, text), include a contextualizing statement and/or content warning in each place the material is described or may be encountered by users. ● identify trans-related content and metadata through regular assessment and prioritize for remediation ○ plan proactively for periodic assessment and remediation, including the identification of materials related to trans and gender diverse communities and individuals, especially when they are parts of larger collections where they are not the focus. collections and materials related to indigenous cultures globally often exhibit a high degree of gender diversity. ○ avoid using automation for batch replacement of terms, and instead use it as a tool to aid assessment, alongside qualitative analysis around the rationale and impact of existing description. 3. domain-specific & technical details 3.1 subject headings and authorities: 3.1.1 using existing lcshs this section serves as an overview of library of congress subject headings (lcsh) that can be used for trans and gender diverse resources. lcsh is the most widely-used subject heading language in the world, and most commonly used in archival and library contexts. it is often supported by additional subject headings; for example, in canada, glams often use canadian subject headings alongside lcsh. this section will largely focus on the use of lcsh. there is a full list of relevant lcsh in appendix 5.2. because lcsh is not very inclusive, this section includes our comments about some of the headings and in some cases advises avoiding particular headings. there are also suggestions of combinations of headings that can be used when no appropriate heading exists. if there is no lcsh for the specific term used in the work, try to include that term elsewhere in the record. this could include: ● adding a variant title (marc tag 246) for a subtitle containing the term; ● including a formatted contents note (marc tag 505), summary (marc tag 520) or general note (marc tag 500) that includes the specific term; ● adding the term as an uncontrolled index term (marc tag 653). uncontrolled index terms are subject terms that do not belong to a controlled subject heading system or thesaurus; ● for dacs compliant finding aids, these terms can be included in the scope and content note (marc tag 520) or biographical and historical note (marc tag 545). abstracts are not encoded in marc. for more information about lcsh, including how subject headings are used and assigned, see the library of congress’ subject headings manual; particularly helpful is h 180 assigning and constructing subject headings. there are also instruction sheets for various formats and topics. in this section, words and phrases in bold are authorized lcshs. a term preceded by “--,” is a subdivision. 3.1.2 identities in lcsh lcsh acknowledges four broad categories of trans identities (see below), and a small number of narrower ones.8 however, there are more than four terms that trans and gender diverse people use to refer to themselves. this is one of the major limitations of lcsh, but there are ways to overcome this: 8 see section 5.2 for all available headings. https://www.loc.gov/marc/bibliographic/bd246.html https://www.loc.gov/marc/bibliographic/bd505.html https://www.loc.gov/marc/bibliographic/bd520.html https://www.loc.gov/marc/bibliographic/bd500.html https://www.loc.gov/marc/bibliographic/bd653.html https://www.loc.gov/marc/bibliographic/bd653.html https://www.loc.gov/marc/bibliographic/bd653.html https://www.loc.gov/marc/bibliographic/bd520.html https://www.loc.gov/marc/bibliographic/bd545.html https://www.loc.gov/aba/publications/freeshm/freeshm.html https://www.loc.gov/aba/publications/freeshm/h0180.pdf https://www.loc.gov/aba/publications/freeshm/h0180.pdf ● you may want to consider using an additional controlled vocabulary that covers gender identity terms more comprehensively (see section 3.2.9 cataloguing with other vocabularies). ● if the term used in the work is not available as a subject heading, consider using the heading that is the “best fit”, including the concept headings outlined in section 3.2.3. while this is less than ideal, including subject headings will help users find resources about transness and gender diversity. ● you may also want to consider proposing the term as a new heading (see section 3.2.8.1 proposing a new heading). the four broad categories of trans identities that lcsh recognizes are: transgender people and transsexuals these are two separate headings, but because they’re related we’ll consider them together here. although the term “transgender” is now predominant, some people do currently identify as transsexuals. the term “transsexual” was coined earlier than the term “transgender” and was the predominant term until the 1980s. definitions of “transsexual” and “transgender” will vary across time, place, and person. in very broad strokes, “transsexual” tends to centre the body and/or physical changes (i.e. biological sex), whereas “transgender” tends to centre the broader concept of gender, which includes its social, cultural, and embodied aspects. it is also common for people who identify as transgender to make physical changes, usually through hormones or surgery. the scope notes and sources in the subject authority records for these headings are out-of-date. lc has established transgender people as a broader term of transsexuals, however many trans people consider these to be distinct identities. use the subject heading that matches the term(s) used in the resource. if the resource just uses "trans", consider adding both, keeping in mind the distinction made above and the needs of your users. also consider adding gendernonconforming headings if the resource uses “trans” as an umbrella term inclusive of those identities. consider using headings containing the word transgender in addition to headings containing the word transsexual(s) for resources published prior to the 1980s. this won't be appropriate in all situations, especially where currency of information is important for trans and gender diverse library users (e.g. works about law, medical transition, etc. in public libraries). for biographies, histories and similar resources that use the term transgender for people who identified as transsexual, consider using both headings. gender-nonconforming people lcsh uses this heading as an umbrella term to cover several experiences of gender. primarily, this term is used for people who experience and express gender in a way that goes against the norms of the culture in which that person lives. this includes genderqueer, gender-creative, non-binary, and gender-variant people, but is not limited to only these terms or identities. not all gender-nonconforming people are transgender, and not all transgender people express or experience gender in a nonconforming way. further, while a person may experience gender in a way that one culture may deem as nonconforming, their gender expression may not be nonconforming within the context of their own culture. special care should be taken when applying this term for works about people from non-eurocentric cultures. two-spirit9 people lcsh uses this term for “north american [indigenous peoples], especially men [sic], who assume the dress, role, and status of the opposite sex [sic].”10 this is an inaccurate interpretation of the term based in colonialism and enforcement of a gender binary. however, the term itself is acceptable. “two-spirit” is sometimes used in indigenous north american communities to refer to sexual and/or gender identity and may also express a spiritual aspect to this identity.11 "the term, two-spirit, was introduced at the third annual international lgbt native american gathering in 1990. elder myra laramee shared the name and it was quickly adopted as a spirit-name. today, indigenous lgbtqqia+ and two-spirit are terms chosen by some indigenous people to describe an aspect of their identity."12 cataloguers should use this heading only when north american indigenous people self-identify as two-spirit. queer, trans, and gender diverse indigenous people may identify in other ways. for example, many indigenous communities have their own terms for specific genders; one should not apply two-spirit as a catch-all term. these terms are also used in headings for more specific identities (e.g. transgender prisoners; gender-nonconforming children; older transsexuals) 3.1.3 concepts in lcsh lcsh identifies three broad concepts relating to gender diversity. these concept headings can also be used when a heading for a specific identity does not exist. these are: gender identity this term refers to a sense of one’s own gender. while it’s most often used when referring to trans and gender diverse people, cisgender people also have a gender identity. gender nonconformity lc uses this heading to cover “the various manifestations of cross-gender orientation, such as cross-dressing, transsexualism, male or female impersonation, intersexuality, etc., treated collectively."13 remember that different cultures have different ideas about 9 two-spirit with a lower case s is used here as it follows lcsh. the correct formatting is two-spirit in all other contexts. 10 https://id.loc.gov/authorities/subjects/sh95004103.html 11 https://apihtawikosisan.com/2012/03/language-culture-and-two-spirit-identity/ 12 https://twospiritmanitoba.ca/we-belong 13https://id.loc.gov/authorities/subjects/sh2007003716.html https://id.loc.gov/authorities/subjects/sh95004103.html https://apihtawikosisan.com/2012/03/language-culture-and-two-spirit-identity/ https://apihtawikosisan.com/2012/03/language-culture-and-two-spirit-identity/ https://twospiritmanitoba.ca/we-belong gender and gender roles, so what looks like nonconformity to the eurocentric gender binary may actually be conformity with the gender schema of another culture. if in doubt, use gender expression or gender identity. gender expression this term refers to behaviour, appearance, and other ways of communicating one’s gender. examples of gender expression include clothing and pronoun usage. while it’s most often used when referring to trans and gender diverse people, cisgender people also use gender expression. there are also headings about gender identity and gender nonconformity in specific areas. for example, gender identity in sports. see appendix 5.2 trans lcshs for a full list. 3.1.3.1 lived experience there are some lcshs that address unique aspects of trans and gender diverse people’s lives. these are: gender transition gender transition--hormone therapy gender reassignment surgery (also consider chest--surgery for top surgery) gender-neutral toilet facilities social work with gender-nonconforming youth social work with transgender people social work with transgender youth transphobia (includes discrimination) also the following subdivisions under classes of persons --abuse of --crimes against --violence against --social conditions (use in addition to transphobia under narrower groups for transphobia/discrimination against a particular group, e.g. for a work on transmisogyny add transgender women--social conditions) 3.1.3.2 arts, culture & media lcsh constructs headings for people and concepts in the arts, culture and media in a fairly standard way and has established some of these headings related to trans concepts and identities. there’s a full list in appendix 5.2 (trans lcshs). [class of persons] in [area of arts/culture/media] for example: transgender people in motion pictures [concept] in [area of arts/culture/media] for example: gender identity in advertising [class of persons’] writings, [nationality] for example: gender-nonconforming people’s writings, american 3.1.3.3 religion some headings exist for gender identity and gender nonconformity in specific religions. these are established by the subdivision --religious aspects further subdivided by the name of the religion. for example, gender identity--religious aspects--buddhism there are also headings for christian and jewish transgender people and transsexuals but no headings currently exist for trans people of other religions. other headings related to religion include: bible--transgender interpretations church work with transgender people gender identity in the bible gender identity in the qur’an gender transition (jewish law) 3.1.3.4 law trans and gender diverse people interact with the law and legal systems in a few ways: laws regulate aspects of our lives such as name changes. in some jurisdictions laws protect us from discrimination while in other places, they actively discriminate against us. the established trans and gender diverse legal headings are: gender identity--law and legislation gender transition (jewish law) gender transition--law and legislation legal assistance to transgender people --law and legislation is free-floating only under headings of certain types (e.g. animals)14. you can also propose new headings with this subdivision if they're needed for cataloguing (see proposing a new subject heading). these would also take the form [topic]--law and legislation. the subdivision --legal status, laws, etc. can be used with any classes of persons heading. for example, two-spirit people--legal status, laws, etc. consider also adding a heading for the area of law being discussed. laws regulating the lives of trans and gender-diverse people are not usually solely about gender identity but deal with areas such as clothing, bathroom access, name changes, sports, and schools. 3.1.4 topics requiring special attention in lcsh there are some lcsh terms that require extra consideration before using them. these headings may use harmful terminology or exclude groups of people. this section explains the major issues with these headings and suggests alternatives. there may be situations 14“legal materials: law and legislation and other subdivisions” subject headings manual (h1705) https://www.loc.gov/aba/publications/freeshm/h1705.pdf where some of these are appropriate; use the contextual information here along with your cataloguer’s judgment and knowledge of your particular institution's needs and policies. 3.1.4.1 the “t” in lgbt+ sexual minorities is the lcsh for lgbt (or a similar acronym). this is unsatisfactory because it’s not a commonly used phrase and because it conflates sexuality and gender, essentially erasing trans and gender-diverse people. not every work that uses lgbt includes gender diversity.15 if a resource using “lgbt” covers trans and/or gender-diverse topics, add the relevant identity and/or concept headings (see above). be flexible with the 20% rule (i.e. only assigning headings for topics that comprise at least 20% of the work)16 if there’s less than 20% of an lgbt work covering trans topics, consider adding trans headings anyway to make the information accessible. 3.1.4.2 coming out and disclosure like queer people, trans and gender-diverse people come out and are outed. unfortunately, lcsh has chosen the headings coming out (sexual orientation) and outing (sexual orientation). there is a distinction between coming out (telling people one's true gender) and disclosing (telling people one's trans status). to describe the latter concept, use the headings self-disclosure and gender identity. while the qualifier is inaccurate, having the terms “coming out” and “outing” indexed as subject headings will be helpful to users. consider adding headings to address the trans aspects as well as adding a note indicating that the work discusses coming out/outing in the context of gender identity. consider gender transition and/or gender expression consider also: --family relationships, --psychology, --professional relationships under classes of persons headings. 3.1.4.3 passing in a trans context, “passing” is used to describe a person’s ability to be perceived as their correct gender. it can also be used to describe a situation where a trans person is perceived to be cisgender. this can be by the trans person’s choice or by others’ perception. it is most commonly used to refer to trans people whose gender expression aligns with the dominant ideas about gender. there is criticism of this term because it implies that trans people are being deceitful when they express their authentic gender.17 it also implies that not being visibly trans is something that a trans person must do correctly18 if you don’t pass, you’ve failed. 15 be aware that some things that seem like lgb issues, may still impact trans or gender diverse people. for example, equal marriage legislation (a straight couple may be barred from marrying because the couple may have matching gender markers on official documents). 16“assigning and constructing subject headings”, subject headings manual, h180 https://www.loc.gov/aba/publications/freeshm/h0180.pdf 17https://www.glaad.org/reference/transgender 18bergman (2009) in trans bodies, trans selves (2014), 136. while the heading passing (identity) exists, the meaning provided in the scope note does not apply in the context of trans and gender diverse people since it talks about individuals presenting themselves as something they’re not through concealing aspects of their identity.19 however, until a heading for passing in the context of gender identity is established, we recommend using the existing heading for resources that use the term “passing” in an explicit and significant way. for resources that more generally discuss how individuals choose to present their gender to others or how gender is socially perceived, use gender expression 3.1.5 lcsh to avoid generally avoid the headings below: gender identity disorders this term treats transness and gender diversity as a medical problem. the medicalization of non-cisgender identities has been and is still used to control and harm trans people. gender identity disorder was a psychiatric diagnosis until 2013. the current diagnostic label is gender dysphoria and is characterized by distress arising from a non-cis gender identity it is the distress rather than the gender identity itself that is considered a problem. unfortunately, lcsh considers gender dysphoria a variant of gender identity disorders consider using --psychological aspects under subjects or --psychology or --mental health under classes of persons. exception: this heading is appropriate for resources that discuss the concept of the psychiatric diagnosis of gender identity disorder. however, consider using the subdivision --social aspects and/or adding the heading medicalization to this type of resources. sex lc uses this to include sexuality, sexual behaviour, and gender. in addition to the heading sex, the word “sex” is used in most headings where the word “gender” should be used (e.g. sex role)20 this usage conflates physical sex characteristics with gender identity which is inaccurate, invalidating and potentially harmful (most transphobia is based on the idea that physical sex characteristics determine one’s gender). consider using headings such as gender expression or gender identity or sex (biology) (for resources about physical sex characteristics etc.) headings using the word “sex” are difficult to avoid and there are such a variety, that it’s difficult to make general recommendations for alternatives. strategies can include using broader terms, use two headings to bring out both aspects of a more complex heading, and using subdivisions such as --psychology and --social conditions under classes of persons and --psychological aspects and --social aspects otherwise. 19 https://id.loc.gov/authorities/subjects/sh95008487.html 20the exceptions are: gender mainstreaming, gender-blindness, and gender in conflict management. 3.1.6 gaps in lcsh and suggested alternatives these are suggested rather than prescribed alternatives. not all of the following subject headings will map perfectly to every situation. cataloguer’s judgment should be used before applying them, and cataloguers should take care to familiarize themselves with trans and gender diverse terminology just as we take care to familiarize ourselves with any subject or topic that we are assigning for, with the added conscientiousness needed for subjects in which real people are involved. resources are available at the bottom of this document if you need to familiarize yourself with trans and gender diverse terminology. 3.1.6.1 topics currently without authorized subject headings for gender markers/name changes, consider: recording and registration names, personal for changes involving government-issued id include headings for types of documents that would be changed: e.g. birth certificates, identification cards, drivers’ licenses, passports as well as gender identity--law and legislation for pronouns, consider: the subdivision --pronoun--social aspects under the headings for individual languages (e.g. english language) subdivision --language under classes of persons 3.1.7 changing lcsh 3.1.7.1 proposing a new subject heading most lcsh are created by lc or members of saco (the subject authority cooperative program). however, it is possible and recommended for people outside of lc and saco to propose new topical lcshs. saco funnels are another avenue to contribute new lcsh from outside a saco institution.21 linked below is a google doc outlining the steps involved in proposing a new lcsh. if you are interested in proposing a topic, you’ll need to have a literary warrant (i.e. a book or other resource about that topic). a good place to start is with headings that follow an established pattern such as those in the arts, culture & media or religion sections of this document or sub-groups of trans or gender diverse people. other areas requiring attention include terms other than gender non-conforming people for non-binary identities and terms in the “topics without headings” section of this document. for further information on how to propose new topical lcsh, please see the document linked here: how to propose a new topical lcsh (https://bit.ly/newlcsh). 21 https://www.loc.gov/aba/pcc/saco/funnelsaco.html https://docs.google.com/document/d/1ryvohtxrs07y9-_buwljtatf_mmni2xpi6tqdpnnadi/edit#heading=h.akcuivhaiesh https://bit.ly/newlcsh https://www.loc.gov/aba/pcc/saco/funnelsaco.html 3.1.7.2 improving existing subject headings ideally, existing headings in lcsh will be updated to more accurately reflect the trans experience. though changing headings can be more difficult than getting new ones approved, the library of congress is open to changing existing headings when a clear case can be made showing that terminology has changed (especially when it’s reflected in reference sources). as with proposals for new headings, change proposals are generally submitted by saco libraries. some examples of headings needing updating: ● updating the heading sexual minorities to more up-to-date terminology, such as lgbtq people ● updating the qualifiers in coming out (sexual orientation) and outing (sexual orientation) to be inclusive of the trans experience ● separating the concept of gender dysphoria from the heading gender identity disorders. ● changing terminology from “sex” to “gender” when appropriate violet b. fox’s cataloging lab is a collaborative resource designed to promote cooperation in proposing revisions and additions to the library of congress subject headings. noncataloguers interested in bringing about changes to headings can work with cataloguers on the research required for successful proposal submission. headings can be suggested via https://cataloginglab.org/suggest-a-heading/ 3.1.7.3 suggesting alternatives to existing lcshs there are some problems with existing lcshs covering gender diversity; however, you can suggest alternatives to lc about these issues. when searching lcshs via the lc linked data service (https://id.loc.gov/authorities/subjects.html), you can provide suggestions by clicking on the “suggest alternative terminology” link it’s below the grey “subject of works” box on the right side of the screen. https://cataloginglab.org/ https://cataloginglab.org/suggest-a-heading/ https://id.loc.gov/authorities/subjects.html https://id.loc.gov/authorities/subjects.html screenshot of a subject authority record from lc linked data service with an arrow pointing to the suggest alternative terminology link you can also email the library of congress with comments about lcsh at policy@loc.gov. if you have documentation it’s helpful to attach or include it in the email. 3.1.8 cataloguing with other vocabularies because lcsh uses literary warrant as a basis for the establishment of subject headings, there have historically been bodies of knowledge excluded from lcsh because they didn’t exist in monographs and other “scholarly” bodies of literature. while the 1980s saw up to 30 lgbt thesauri created in libraries, those thesauri were unique to the collections of the institutions that created them and saw little use outside of those particular collections. today, there are several lgbtq-specific vocabularies that are available for wider use in cataloguing, and a few are detailed below. the pcc now recommends that other vocabularies be used to supplement lcsh to reduce reliance on a single controlled vocabulary that is subject to political pressure from the u.s. congress.22 this section includes thesauri that provide more current, specific descriptive terms for trans and gender diverse people and topics, as well as historical terms that can be used as context allows. this section also includes additional resources for using both lcsh and other vocabularies to bibliographically describe trans and gender diverse people and topics. this document largely focuses on english-language resources, but there are a number of non-english vocabularies. for example, see catalonian department of culture’s termcat vocabulari terminològic lgbt (lèsbic, gai, bisexual i transgènere. gender, sex, and sexual orientation 22 https://listserv.loc.gov/cgi-bin/wa?a2=pcclist;3dea297e.2206 mailto:policy@loc.gov https://www.termcat.cat/ca/diccionaris-en-linia/164 https://www.termcat.cat/ca/diccionaris-en-linia/164 the gender, sex, and sexual orientation (gsso) ontology includes a vast amount of information related to gender identity, gender expression, romantic identity, sexual identity, sexual orientation, sexual behaviour, sexual abuse, and various related topics. its primary function as a vocabulary is to describe lgbtq+ people and lgbtq+ related health topics in biomedical and health science. cataloguers, archivists and other metadata professionals using mesh and struggling with that vocabulary’s limitations in the description of lgbtq+ topics might consider complementing those terms with those from gsso. gsso github: https://github.com/superraptor/gsso gsso website: https://www.ontobee.org/ontology/gsso homosaurus homosaurus is a linked data controlled vocabulary of lgbtq+ terms that has been authorized for use in marc records since 2019. it is a vocabulary meant to supplement more general vocabularies such as lcsh when doing subject assignment. homosaurus terms can be used for resources about lgbtq+ subjects that are more specific than lcsh can account for, or for subjects that lcsh does not otherwise have an appropriate heading for. homosaurus includes historical terms that are meant to be used only in an historical context or when the person being described uses that term themselves. homosaurus: https://homosaurus.org/ colbert’s bibliography of glbt controlled vocabularies and classification schemes jay colbert’s bibliography “relies on dee michel’s inventory (prepared for the round table in 1990) as well as [colbert’s] own research and the research of matt johnson.” for unpublished titles, colbert gives the information which johnson provides about where a copy may be obtained. for secondary literature, abstracts are provided where available. please be aware that this document is credited to the author’s former name. per the author, the correct citation is: colbert, j.l. [orcid: 0000-0001-5733-5168]. “glbt controlled vocabularies and classification schemes.” ala, august 2017. https://www.ala.org/rt/sites/ala.org.rt/files/content/accessibility/glbt%20controlled%20voca bularies%20and%20classification%20schemes.pdf ganin’s queerlcsh netanel ganin’s queerlcsh is a comprehensive and up-to-date list of lcsh, lcdgt, and lcgft for lgbtq+ topics. while our appendix of transgender lcsh is current as of the publication of these best practices, ganin’s queerlcsh is a living database that will remain updated into the indeterminate future. queerlcsh: http://www.netanelganin.com/projects/queerlcsh/queerlcsh.html lgbtq+ life (ebsco) lgbtq+ life provides indexing and abstracts for current lgbtq+ focused scholarly literature, as well as for historical primary sources. this is not an open access resource. https://github.com/superraptor/gsso https://www.ontobee.org/ontology/gsso https://homosaurus.org/ https://www.ala.org/rt/sites/ala.org.rt/files/content/accessibility/glbt%20controlled%20vocabularies%20and%20classification%20schemes.pdf https://www.ala.org/rt/sites/ala.org.rt/files/content/accessibility/glbt%20controlled%20vocabularies%20and%20classification%20schemes.pdf http://www.netanelganin.com/projects/queerlcsh/queerlcsh.html lgbtq+ life’s about section: https://www.ebsco.com/products/research-databases/lgbtqlife 3.1.9 additional subject headings & authorities references for additional resources from the subject headings & authorities working group see: ● 5.1. glossary of terms in this document ● 5.3.1 annotated bibliography, subject headings and authorities ● 6.1 appendix trans lcshs 3.2 name authority records (naco) 3.2.1 scope this document discusses issues related to name changes and recording gender in name authority records (nars) created as part of the name authority cooperative program (naco). if your institution uses a different system or policy please use ones relevant there. 3.2.2 people who can change nars the following people are able to make transition/gender related changes to someone’s nar. if you would like to be added to the below list, please contact brimwats@mail.ubc.ca or bschaefer@osgoode.yorku.ca. beck schaefer bschaefer@osgoode.yorku.ca cataloguing assistant osgoode hall law school library, york university (toronto, canada) michelle cronquist cronquim@email.unc.edu special collections cataloger university of north carolina at chapel hill rachel newlin rnewlin@stdl.org cataloging librarian schaumburg township district library deb degeorge debdegeorge@gmail.com rare books cataloger washington d.c. https://www.ebsco.com/products/research-databases/lgbtq-life https://www.ebsco.com/products/research-databases/lgbtq-life mailto:brimwats@mail.ubc.ca mailto:bschaefer@osgoode.yorku.ca mailto:bschaefer@osgoode.yorku.ca mailto:cronquim@email.unc.edu mailto:debdegeorge@gmail.com naco funnels23 and cataloging lab24 are other avenues to create and update nars. 3.2.3 recording gender as per the pcc ad hoc task group on recording gender in personal name authority records revised report (april 7, 2022): “do not record the rda gender element (marc 375) in personal name authority records. delete existing 375 fields when editing a record for any other reason.”25 as of april 2022, the pcc is in the process of forming another task group to consider recording gender elsewhere as well as recording former names the following instructions apply to recording gender in nars outside of the 375 and apply regardless of the person’s gender identity. ● don’t record information about gender in name authority records.26 ● if you must: question why you think it’s necessary. gender information is not particularly useful or relevant. sharing gender information can be a violation of privacy and can out trans and gender diverse people, potentially putting them in danger. additionally, the gender information you record may be inaccurate now or in the future. for a fuller explanation, see the annotated bibliography (thompson, 2016; billey & drabinski, 2019; billey, 2019). ● if you still must: ○ provide a direct quotation from the person explicitly identifying their gender in a 670 (source data found). an explicit statement would be something like “i am ________” or “i identify as ________”. pronouns, information about a transition, etc. are not explicit identifications of gender. if an explicit statement of gender is not widely publicly available, do not contact the author to ask them what their gender is. ○ get the individual’s informed consent to include their gender information in their nar. let them know the reason that you want to include this information, how it will be used, and how public it will be. while non-public note fields shouldn’t display in library catalogues they do display in sources such as id.loc.gov. make a note in the nar that you have the person’s permission to record their gender. 3.2.4 recording former names 3.2.4.1 the author’s wishes respect the wishes of the author regarding the use of their former name(s) in nars. a request from an author to change their nar is sufficient.27 reach out to the author where 23 https://www.loc.gov/aba/pcc/naco/nacofunnel.html 24 https://cataloginglab.org/kbtopic/names-naco/ 25 https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf 26see 2022 pcc report on recording gender in personal nars https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf 27naco participants manual, p. 93. https://www.loc.gov/aba/pcc/naco/nacofunnel.html https://cataloginglab.org/kbtopic/names-naco/ https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf possible if you are aware that they have changed their name. the pcc standing committee on training has a couple of faqs about contacting creators and contributors: authority control faqs for cataloguers contacting creators and contributors authority control faqs for authors and creators while the faqs don’t specifically address trans-related issues in nars, the recommendations do prioritize the privacy of authors and other creators. communication with authors should be about name changes and other information relevant to a nar (i.e. birthdates, middle initials, etc.) do not ask about or mention someone’s gender/gender identity when reaching out to them. if you know or suspect someone is trans, avoid using their former name in your communications with them. in most cases, you can use a phrase like “previous name” or refer to the resources they’ve created. it is important to let authors and other creators know that we cannot guarantee that former name(s) in an authority record will be hidden, but we will try. if you do not know the author’s wishes, follow these principles: ● someone’s full body of work should be accessible using their current name.28 ● former names that they have previously published under should be used as little as possible and kept private. ● former names that the author has not published under should not be included. be sure to include relevant information from your communication with authors in the 670. this will include the author’s wishes around name usage (e.g. “author requests that former name not display in public catalogue”). consider making a 667 for specific instructions from authors (e.g. “do not add a 400 for former name as per author’s request. former name was used on publications until 1984.” or “author requested former name be kept in the authority record, do not remove”.) 3.2.4.2 technical details (marc & rda) while variant access points (such as former names) are not core elements under rda, they are considered a best practice under naco.29 the variant access point is currently the mechanism that connects a person’s works together when they publish under more than one name. marc does have coding which will suppress the display of a variant access point in opacs and discovery layers. the control subfield ($w) of the see from tracing fields (4xx) consists of “up to four character positions (designated as $w/0, etc.) that indicate whether special instructions apply to the display of the heading in the 4xx or 5xx field and whether a tracing is restricted to the reference structure of a particular type of authority.”30 the fourth character position (/3) is for reference display and the use of “a” in that position indicates that the reference is not displayed. 28https://publicationethics.org/news/vision-more-trans-inclusive-publishing-world 29naco participants manual, p. 60. 30https://www.loc.gov/marc/authority/adtracing.html https://www.loc.gov/aba/pcc/naco/documents/pcc-sct-authority-control-faqs-catalogers-contacting-creators-contributors.pdf https://www.loc.gov/aba/pcc/naco/documents/pcc-sct-authority-control-faqs-authors-creators.pdf https://publicationethics.org/news/vision-more-trans-inclusive-publishing-world https://publicationethics.org/news/vision-more-trans-inclusive-publishing-world https://www.loc.gov/marc/authority/adtracing.html for example: 100 1\ $a name, current 400 1\ $w nnea $a name, former “nne” in a 4xx indicates that the heading is an earlier established form of the heading, this could be because it was formulated under aacr2 or because the person’s name has changed. the addition of an “a” indicates that this reference should not display. “nnea” is currently used for aacr2 forms of name that are no longer valid access points under rda and for former authorized access points with open dates when the date in the authorized access point has been closed. this coding should also be used with a person’s former name to prevent public display. unfortunately, this coding is not always implemented by library systems meaning that these references could still display in an opac or discovery layer. 3.2.5 other information in nars in addition to the name and gender fields, information about someone’s gender identity and history may be found in other places in the authority record. this information should be avoided, as it has the potential to out someone, and can include: ● an associated group that is trans. be aware that not all trans groups have trans in the name, so it is best to determine what a group is before recording it in a nar. ● a field of activity, group, or occupation that is limited to one gender that the author was involved in prior to transitioning. ○ e.g. recording nuns as an occupation in the record for a man who was a nun prior to transitioning ● name qualifiers. ○ in some cases it is necessary to qualify a name to create a unique heading. in lieu of birth/death dates and fuller forms of name, a name may be qualified by other characteristics such as occupation. avoid using anything in the qualifier that could out someone. ■ e.g there are a handful of nars that use the qualifier “writer of transgender fiction.” however, “writer of [title]” is also an acceptable qualifier and should be used instead. ○ information in the source data found field (670). if you feel that potentially outing information is necessary to distinguish two people with similar names, consider recording it in a 667 rather than a 37x. n.b. for writers of books that reference transness or gender diversity in the title, there will be reference to transness in the nar (source citation, 670 $a). keep in mind that this information pertains to what the person has written about, not who they are. it is also public information (the person has published this book and it can be assumed that they are okay with being identified as the author of it). if you routinely add 372s (field of activity) to nars, it is reasonable to add a 372 indicating that transness or gender diversity is someone’s field of activity. however, avoid applying terms for personal identities (e.g. transgender people). instead, employ terms for concepts (e.g. gender identity). since controlled vocabularies are recommended for the 372, see the subject headings section of this document for more details on trans terminology in controlled vocabularies. it is also likely that gender diversity is not someone’s sole field of activity–they are likely writing about transness from a specific disciplinary perspective (e.g. sociology) or in a specific context (e.g. in films). if you are adding a 372 for transness, add one for this other field as well. 3.2.6 changed nars & former names in bib records avoid juxtaposition between current and previous names in a public display as this will usually out someone as being trans.31 library users encounter authors’ names in the catalogue and on the work itself. within a catalogue record, the name can be found in the nar and in various descriptive fields, primarily the statement of responsibility. differences between the nar and the rest of the bib record will be most jarring because the different forms of name will be visible on the same screen. these differences will also be seen more frequently because they are online and accessible to a wider audience; this is especially true with shared records and linked data. because a book is only intellectually linked to its bib record (i.e. both contain pieces of data that a user can match in order to locate the book), the discrepancy is both less jarring and will be seen less frequently. how? ● use the same form of name throughout the bib record (the most likely scenario is to replace any former names with the current name in brackets) ○ rda justification (see below) for use of brackets around current name ● prioritize purchase of new editions etc. with current names ● change the name on the book 3.2.6.1 technical details (rda) from rda 2.2.4 other sources of information: “if information required to identify the manifestation does not appear on a source forming part of the manifestation itself (see 2.2.2.1 rda), take it from one of the following sources … when instructions specify transcription, indicate that the information is supplied from a source outside the manifestation itself by means of a note (see 2.17 rda) or by some other means (e.g., through coding or the use of square brackets). indicate that information is supplied for any of the following transcribed elements: … statement of responsibility relating to title proper, parallel statement of responsibility relating to title proper” application of this rule depends on the interpretation of the phrase "required to identify." is the current name of the author required to select and access the work? is/are the former name(s) required? there is an allowance to choose a statement of responsibility from a source outside the item being catalogued as a last resort if "required to identify," then adding a note indicating the source of information for the statement of responsibility. 31https://publicationethics.org/news/vision-more-trans-inclusive-publishing-world https://publicationethics.org/news/vision-more-trans-inclusive-publishing-world if the cataloguer judges that having someone's chosen name in the statement of responsibility is "required to identify" and/or a former name is not required and there is a statement of responsibility for that work in another source (i.e. chosen name linked to work), then the cataloguer could replace the entire statement of responsibility in the record. this means the name in the record would be different from the name on the work; however, this is unlikely to prevent library users from being able to find a physical book. ctaloguers should utilize or develop methods and policy appropriate to their institution for this process (staff notes, notes in catalogue records, etc.). include other departments or staff necessary to implement these methods and policies. 3.2.7 context pcc ad hoc task group on gender in name authority records revised report on recording gender in personal name authority records (2022) https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf report of the pcc ad hoc task group on gender in name authority records (2016) https://www.loc.gov/aba/pcc/documents/gender_375%20field_recommendationreport.pdf naco is a program of the program for cooperative cataloging (pcc). in 2016 an ad hoc task group released a report with recommendations for recording gender in nars. the report was revised in 2022 and now says: “do not record the rda gender element (marc 375) in personal name authority records. delete existing 375 fields when editing a record for any other reason.”32 the pcc is currently reviewing other issues related to gender and previous names in name authority records. naco participants manual, page 46 https://www.loc.gov/aba/pcc/naco/documents/nacoparticipantsmanual.pdf in addition to following the pcc’s recommendation to not record gender in marc field 375, the manual states that “gender information may optionally be recorded in the 670 field(s) of naco records, based on cataloger’s judgment and only if the information is explicitly presented in the source of information.”33 see section 3.4.3 of this document for our recommendations about recording gender in other areas of a nar. 32 https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf 33 https://www.loc.gov/aba/pcc/naco/documents/nacoparticipantsmanual.pdf, p. 46 https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf https://www.loc.gov/aba/pcc/documents/gender_375%20field_recommendationreport.pdf https://www.loc.gov/aba/pcc/naco/documents/nacoparticipantsmanual.pdf https://www.loc.gov/aba/pcc/documents/gender-in-nars-revised-report.pdf https://www.loc.gov/aba/pcc/naco/documents/nacoparticipantsmanual.pdf 4. authors, reviewers, and other contributors the initial planning for what would become the trans metadata collective was undertaken by k.j. rawson, bri(an) m. watson, beck schaefer, laura horak, magnus berg, clair kronk, djaz zulida in 2021. recognizing the limitations of their perspectives, this planning group launched a broad call for participation on twitter, glams-relevant listservs, and elsewhere. the response to this call was overwhelming, and over a hundred glams (galleries, libraries, archives, museums, and special collections) professionals expressed interest in participation. a couple of large-scale meetings were held to discuss action plans, and this larger group broke out into several working groups in order to allow individuals to play to their own expertise. the initial working groups were called descriptive practices, subject headings & authorities, name authorities & access, and the ethical recommendations working group. a slack workspace was created, and the working groups began meetings to develop individual documents. these documents took a variety of forms, including lists, bibliographies, formal reports and others. on a semi-monthly basis a representative from each working group met in a so-called coordinating committee. one by one as working groups “finished” their self-assigned work or goals they were “rolled up” into the coordinating committee and this final document took shape. during this year-long process, individuals participated as they were able to—several people were involved in the initial work, and several others were not involved until the final stages. the individuals listed in the “authors” section have elected to appear in it in alphabetic order. the ordering of those in the “reviewers” section are listed unordered. there are several individuals who did not wish to be listed in both sections due to concerns of outing or personal danger. we would like to extend our thanks for their participation and wisdom. 4.1 authors ● jasmine burns metadata librarian at cornell university. white, nonbinary, queer person residing on unceded territory of the cayuga nation. ● michelle cronquist special collections cataloger at the university of north carolina at chapel hill. ● jackson huang digital collections librarian at the university of michigan, gender variant han chinese settler living on nisenan territory and working remotely through the historical and ongoing labor of black americans and racialized people globally. ● devon murphy artist & metadata analyst at the university of texas at austin, a white/nonbinary/chronically ill settler based in the american south (currently tonkawa, wichita, coahuiltecan, comanche land.) my knowledge and understandings come from this positionality as well as from my mentors in texas and at the university of north carolina at chapel hill. ● k.j. rawson– associate professor at northeastern university, director of the digital transgender archive, and co-chair of the homosaurus. i am a queer trans guy who is a white settler living on the traditional land of the nipmuc people. ● beck schaefer cataloguing assistant at osgoode hall law school library (york university, toronto, canada). i am a (trans) man and a white settler on the traditional territory of haudenosaunee, huron-wendat, and mississaugas of the credit first nation. ● jaime simons recent ma graduate from carleton university in public history and current museum worker. they are a queer and non-binary white settler living in unceded and unsurrendered algonquin anishinaabeg territory. ● b. m. watson phd. student at the university of british columbia ischool. editorial board member of the homosaurus, archivist and historian for the haslam polyamory collection. white, queer, non-binary, crip/disabled settler in sḵwx̱wú7mesh, stó:lō and səl̓ílwətaʔ, and xʷməθkʷəy̓əm. ● adrian williams cataloging and metadata librarian at the university of kentucky. black, queer, non-binary person residing on unceded shawnee and eastern band cherokee land. 4.2 reviewers ● garth l. tardy, metadata librarian, university of missouri–kansas city (cis, white, queer) ● megan needels, project archivist, glbt historical society. white, nonbinary, queer person residing on unceded ramaytush and muweka ohlone land. ● beck gilmer-osborne, editorial content analyst at netflix (via vaco), transmedia artist and archivist. gender variant, autistic white settler of scottish and british descent born on michi saagiig nishnaabeg territory (southern ontario) and currently living as an uninvited guest on the ancestral land of the beothuk (newfoundland). ● katie berwald, non-binary, queer, early career librarian working as a collections assistant at binghamton university which sits on the traditional lands of the haudenosaunee people, specifically the onondaga, oneida, and tuscarora nations. ● gene melzack (he/him), professional background in data curation and records management. ● rachel newlin, cataloging librarian, schaumburg township district library, queer person residing and living on the unceded, traditional, and ancestral lands of the people of the council of three fires: the ojibwe, odawa, and bodéwadmiakiwe (potowatomi) ● jay l. colbert, metadata & discovery strategy librarian, university of new hampshire. editorial board of the homosaurus. (white, transsexual/trans man/genderqueer, gay). ● clair kronk, postdoctoral fellow, yale center for medical informations; editorial board of homosaurus; creator of the gender, sex, and sexual orientation (gsso) ontology. (white, trans woman, bisexual) ● k. adolpho, processing archivist, virginia commonwealth university. kanaka maoli (native hawaiian) and white, trans non-binary and māhū. ● emory laprade, metadata specialist, william & mary; white nonbinary queer person living on lands traditionally belonging to the cheroenhaka (nottoway), chickahominy, eastern chickahominy, mattaponi, monacan, nansemond, nottoway, pamunkey, patawomeck, upper mattaponi, and rappahannock tribes. 5. appendices: glossary. recommended resources. sources consulted. 5.1 glossary of terms ● aacr2 (anglo-american cataloguing rules 2nd edition): the cataloguing standard by which cataloguers provided bibliographic description for library catalogues and other bibliographic tools until the formal introduction and widespread adoption of rda in 2013. aacr2 is still in use by some libraries. ● cataloguing: within the context of libraries and archives, the creation and revision of bibliographic metadata of library materials such as monographs, video recordings, etc., within a bibliographic tool in order to connect library users with that material. ● controlled vocabulary: an organized index of standardized terms. controlled vocabularies often used in glams metadata. library of congress subject headings (lcsh) is an example of controlled vocabulary. ● creator: a person or group responsible for the content in a resource, e.g. author, choreographer. ● glams sector: an acronym for the types of cultural institutions that provide access to information. the acronym stands for “galleries, libraries, archives, museums, and special collections.” ● linked data: structured data which is interlinked with other data so it can be read and queried by computers ● metadata: broadly, data about data. in the glams context, data that describes the primary resources that the institution collects and/or provides virtual access to. metadata is found in bibliographic records, finding aids, etc. it may be created with reference to standards and controlled vocabularies or in a more locally defined manner. metadata is used to help users find what they’re looking for and for institutions to keep track of what they have. ● metadata worker: a person who creates and maintains descriptive, administrative, and/or structural metadata within the glams sector. ● naco (name authority cooperative program): the cooperative project established by the library of congress where participating institutions contribute authority records for agents, places, works, and expressions to the lc/naco authority file. ● pcc (program for cooperative cataloging): an international cooperative effort aimed at expanding access to library collections by providing useful, timely, and costeffective cataloging that meets mutually-accepted standards of libraries around the world. the pcc has four main programs that coordinate authority and bibliographic record creation. it also includes committees and task groups that consider a broad spectrum of cataloging issues. ● rda (resource description access): the cataloguing standard currently used in most libraries for the bibliographic description. in comparison to aacr2, rda is more flexible and more suitable for use in today’s digital landscape. ● resource: anything for which metadata is assigned in a glams context. examples include: books, audiovisual materials, archival collections, artifacts, etc ● subject headings: a term or phrase used to find and organize resources on a particular topic or range of topics. ● trans and gender diverse resources: fiction or non-fiction about trans and gender diverse people, resources about topics related to trans and gender diverse experience or gender identity, resources about gender that are inclusive of trans and gender diverse identities and experiences. 5.2 trans lcshs this appendix is a list of currently-available (as of 2022-06-09, monthly list 04)34 library of congress subject headings (lcsh) that can be used for trans and gender diverse resources. this section does not include headings established with free-floating or geographic subdivisions. it is useful to consider these headings alongside the recommendations for their usage in section 3.2, which includes comments about some headings and, in some cases, advises avoiding others. there are also suggestions of combinations of headings that can be used when no appropriate heading exists. african american transgender people african american transsexuals bible--transgender interpretations children of transgender parents children of transsexual parents christian transgender people christian transsexuals church work with transgender people female-to-male transsexuals female-to-male transsexuals in art gender expression gender identity gender identity--law and legislation gender identity--religious aspects--buddhism gender identity--religious aspects--catholic church gender identity--religious aspects--christianity gender identity--religious aspects--church of jesus christ of latter-day saints gender identity--religious aspects--hinduism gender identity--religious aspects--islam gender identity--religious aspects--judaism gender identity--religious aspects--mormon church gender identity--religious aspects--neopaganism gender identity--religious aspects--united methodist church gender identity disorders gender identity disorders--religious aspects--christianity gender identity disorders in adolescence gender identity disorders in children gender identity in advertising gender identity in art gender identity in children gender identity in conflict management gender identity in dance gender identity in education gender identity in literature gender identity in mass media 34 https://classweb.org/approved-subjects/ gender identity in motion pictures gender identity in music gender identity in science gender identity in sports gender identity in the bible gender identity in the qur’an gender identity in the theater gender identity in the workplace gender identity on television gender nonconformity gender nonconformity--religious aspects--christianity gender nonconformity--religious aspects--hinduism gender nonconformity--religious aspects--islam gender nonconformity--religious aspects--judaism gender nonconformity--religious aspects--lutheran church gender nonconformity--religious aspects--neopaganism gender nonconformity--religious aspects--united church of canada gender nonconformity in literature gender nonconformity on television gender reassignment surgery gender transition gender transition (jewish law) gender transition in literature gender transition--law and legislation gender transition--hormone therapy gender-neutral toilet facilities gender-nonconforming children gender-nonconforming children in literature gender-nonconforming people gender-nonconforming people’s writings gender-nonconforming people’s writings, american gender-nonconforming youth jewish transgender people jewish transsexuals legal assistance to transgender people libraries and transgender people libraries and transsexuals libraries--special collections--gender identity libraries--special collections--transgender people male-to-female transsexuals minority transgender women older transgender people older transsexuals parents of transgender children parent of transsexuals social work with gender-nonconforming youth social work with transgender people social work with transgender youth subject headings--gender nonconformity subject headings--transsexuals transgender artists transgender athletes transgender children transgender college students transgender college teachers transgender day of remembrance transgender journalists transgender legislators transgender librarians transgender men transgender military personnel transgender musicians transgender parents transgender people transgender people in art transgender people in literature transgender people in motion pictures transgender people in popular culture transgender people’s writings transgender people’s writings, american transgender people’s writings, canadian transgender police officers transgender prisoners transgender singers transgender students transgender superheroes transgender teachers transgender veterans transgender women transgender youth transphobia transsexual college students transsexual librarians transsexual parents transsexual students transsexual youth transsexuals transsexuals in literature transsexuals in motion pictures transsexuals’ writings transsexuals’ writings, american two-spirit people two-spirit people in literature 5.3. sources & annotated bibliographies 5.3.1. subject headings and authorities. billey, a., drabinski, e., & roberto, k. r. (2014). what's gender got to do with it? a critique of rda 9.7. cataloging & classification quarterly, 52(4), 412-421. drabinski, e. (2013). queering the catalog: queer theory and the politics of correction. the library quarterly, 83(2), 94-111. jardine, f. m. (2013). inclusive information for trans* persons. public library quarterly, 32(3), 240-262. johnson, m. (2008). a hidden history of queer subject access in radical cataloging: essays at the front, 18-27. johnson, m. (2010). transgender subject access: history and current practice. cataloging & classification quarterly, 48(8), 661-683. roberto, k. r. (2011). inflexible bodies: metadata for transgender identities. journal of information ethics, 20(2), 56. smith, c. (2021). controlled vocabularies: past, present and future of subject access. cataloging & classification quarterly, 59(2-3), 186-202. for non-english resource, see also: catalonian department of culture. “termcat vocabulari terminològic lgbt (lèsbic, gai, bisexual i transgènere),” june 20, 2022. https://www.termcat.cat/ca/diccionaris-en-linia/164. 4.4.2. bibliographies & other sources consulted archives for black lives in philadelphia anti-racist descriptive resources https://archivesforblacklives.files.wordpress.com/2020/11/ardr_202010.pdf annotated bibliography for cultural assessment of digital collections (dlf) [section on metadata and descriptive practice] (slightly dated, but some good gender/queer resources) https://osf.io/94pgj/ inclusive metadata & conscious editing resources (sunshine state digital network) https://sunshinestatedigitalnetwork.wordpress.com/2020/10/05/inclusive-metadataconscious-editing-resources/ language guides humanizing language for those involved with the criminal justice system. http://www.osborneny.org/resources/resources-for-humanizing-language/ guidelines for achieving bias-free communication https://www.termcat.cat/ca/diccionaris-en-linia/164 https://www.termcat.cat/ca/diccionaris-en-linia/164 https://www.termcat.cat/ca/diccionaris-en-linia/164 https://archivesforblacklives.files.wordpress.com/2020/11/ardr_202010.pdf https://osf.io/94pgj/ https://sunshinestatedigitalnetwork.wordpress.com/2020/10/05/inclusive-metadata-conscious-editing-resources/ https://sunshinestatedigitalnetwork.wordpress.com/2020/10/05/inclusive-metadata-conscious-editing-resources/ http://www.osborneny.org/resources/resources-for-humanizing-language/ https://www.adl.org/education/resources/tools-and-strategies/guidelines-for-achieving-biasfree-communication example of content warnings and other language considerations https://www.findandconnect.gov.au/about/policies/language-policy-the-words-we-use/ list of statements on bias in library and archives description http://cataloginglab.org/list-of-statements-on-bias-in-library-and-archives-description/ library/archives conversations about redescription/remediation berry, dorothy, 2021. “the house archives built” up//root https://www.uproot.space/features/the-house-archives-built berry, dorothy, 2021. “descriptive equity and clarity around blackface minstrelsy in htc collections” https://www.dorothy-berry.com/minstrel-description henniger, ean. april 2020. “multilingualism, neoliberalism, and language ideologies in libraries” in the library with the lead pipe http://www.inthelibrarywiththeleadpipe.org/2020/multilingualism-in-libraries/ heslin, kayla, 2020. “description as an art and craft.” http://kaylaheslin.com/description-as-an-art-and-a-craft/ heslin, kayla, 2021. “redescription as liberatory memory work: revisiting the case of auditing archival description for bias and oppressive language.” http://kaylaheslin.com/redescription-as-liberatory-memory-work-revisiting-the-case-ofauditing-archival-description-for-bias-and-oppressive-language/ proffitt, merilee. 2020. “towards respectful and inclusive description.” hanging together the oclc research blog. december 17. https://hangingtogether.org/?p=8770 tai, jessica. 2020. “cultural humility as a framework for anti-oppressive archival description” in “radical empathy in archival practice”. eds. elvia arroyo-ramirez, jasmine jones, shannon o’neill, and holly smith. journal of critical library and information studies 3. https://journals.litwinbooks.com/index.php/jclis/article/view/120 lgbtq+-specific resources hardesty, j., & nolan, a. (2021). mitigating bias in metadata: a use case using homosaurus linked data. information technology and libraries, 40(3). https://doi.org/10.6017/ital.v40i3.13053 digital transgender archive glossary of trans-related terminology https://www.digitaltransgenderarchive.net/learn/glossary the trevor project. “understanding gender identities.” the trevor project, august 23, 2021. https://www.thetrevorproject.org/resources/article/understanding-gender-identities/. https://www.adl.org/education/resources/tools-and-strategies/guidelines-for-achieving-bias-free-communication https://www.adl.org/education/resources/tools-and-strategies/guidelines-for-achieving-bias-free-communication https://www.findandconnect.gov.au/about/policies/language-policy-the-words-we-use/ http://cataloginglab.org/list-of-statements-on-bias-in-library-and-archives-description/ https://www.uproot.space/features/the-house-archives-built https://www.uproot.space/features/the-house-archives-built https://www.dorothy-berry.com/minstrel-description http://www.inthelibrarywiththeleadpipe.org/2020/multilingualism-in-libraries/ http://kaylaheslin.com/description-as-an-art-and-a-craft/ http://kaylaheslin.com/redescription-as-liberatory-memory-work-revisiting-the-case-of-auditing-archival-description-for-bias-and-oppressive-language/ http://kaylaheslin.com/redescription-as-liberatory-memory-work-revisiting-the-case-of-auditing-archival-description-for-bias-and-oppressive-language/ https://hangingtogether.org/?p=8770 https://journals.litwinbooks.com/index.php/jclis/article/view/120 https://doi.org/10.6017/ital.v40i3.13053 https://www.digitaltransgenderarchive.net/learn/glossary https://www.thetrevorproject.org/resources/article/understanding-gender-identities/ name authority records thompson, k. j. (2016). more than a name: a content analysis of name authority records for authors who self-identify as trans. library resources & technical services, 60(3), 140-155. billey, a., & drabinski, e. (2019). questioning authority: changing library cataloging standards to be more inclusive to a gender identity spectrum. transgender studies quarterly, 6(1), 117-123. billey, a. (2019). just because we can, doesn’t mean we should: an argument for simplicity and data privacy with name authority work in the linked data environment. journal of library metadata, 19(1-2), 1-17. haugen, matthew, and amber billey. “building a more diverse and inclusive cataloging cooperative.” cataloging & classification quarterly 58, no. 3–4 (may 18, 2020): 382–96. doi:10.1080/01639374.2020.1717709. see the section “pcc task group on recording gender in name authority records” for a brief history of the task group and updates to 2020. ethical recommendations the below are only reflective of a minority of consulted resources. see watson, brian m. “the critical cataloging database.” critcat.org, 2021. https://critcat.org/ for the full list. american alliance of museums. “aam code of ethics for museums,” 2000. https://www.aamus.org/programs/ethics-standards-and-professional-practices/code-of-ethics-for-museums/. american library association. “ala core values of librarianship.” text. advocacy, legislation & issues, january 2019. http://www.ala.org/advocacy/intfreedom/corevalues. association for computing machinery. “acm code of ethics and professional conduct,” june 22, 2018. https://www.acm.org/code-of-ethics. canadian federation of library associations. “code of ethics,” june 7, 2019. http://cfla-fcab.ca/en/guidelines-and-positionpapers/attachment/code-of-ethics/. chartered institute of library and information professionals. “cilip ethical framework.” chartered institute of library and information professionals, october 2018. ———. “code of professional practice for library and information professionals.” chartered institute of library and information professionals, 2014. https://www.cilip.org.uk/page/ethics. ———. “ethical framework.” ethics hub, october 11, 2020. https://www.cilip.org.uk/page/ethics. frick, rachel l., and merrilee proffitt. 2022. reimagine descriptive workflows: a community-informed agenda for reparative and inclusive descriptive practice. dublin, oh: oclc research. https://doi.org/10.25333/wd4b-bs51. indian arts research center. 2019. guidelines for collaboration (website). facilitated by landis smith, cynthia chavez lamar, and brian vallo. santa fe, nm: school for advanced research. https://guidelinesforcollaboration.info/. https://critcat.org/ https://critcat.org/ http://cfla-fcab.ca/en/guidelines-and-position-papers/attachment/code-of-ethics/ http://cfla-fcab.ca/en/guidelines-and-position-papers/attachment/code-of-ethics/ https://www.cilip.org.uk/page/ethics. https://doi.org/10.25333/wd4b-bs51 https://guidelinesforcollaboration.info/ international council of museums. “icom code of ethics for museums.” icom, october 8, 2004. https://icom.museum/en/resources/standards-guidelines/code-of-ethics/. international council on archives. “ica code of ethics | international council on archives.” ica, september 6, 1996. https://www.ica.org/en/ica-code-ethics. international federation of library associations and institutions (ifla). “code of ethics for librarians and other information workers.” ifla, december 27, 2016. https://www.ifla.org/publications/node/11092. society of american archivists. “saa core values statement and code of ethics.” saa, august 2020. https://www2.archivists.org/statements/saa-core-values-statement-and-codeof-ethics. watson, brian m. “advancing equitable cataloging.” nasko 8, no. 1 (november 12, 2021): 1–28. https://doi.org/10.7152/nasko.v8i1.15887. watson, brian m., chloe noland, and amber billey. “the homosaurus.” catalogue and index, no. 202 (march 2021): 44–47. https://icom.museum/en/resources/standards-guidelines/code-of-ethics/ https://www.ica.org/en/ica-code-ethics. https://www.ifla.org/publications/node/11092. https://www2.archivists.org/statements/saa-core-values-statement-and-code-of-ethics. https://www2.archivists.org/statements/saa-core-values-statement-and-code-of-ethics. https://doi.org/10.7152/nasko.v8i1.15887 https://doi.org/10.7152/nasko.v8i1.15887 imagining: creating spaces for indigenous ontologies full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 cataloging & classification quarterly issn: 0163-9374 (print) 1544-4554 (online) journal homepage: https://www.tandfonline.com/loi/wccq20 imagining: creating spaces for indigenous ontologies marisa elena duarte & miranda belarde-lewis to cite this article: marisa elena duarte & miranda belarde-lewis (2015) imagining: creating spaces for indigenous ontologies, cataloging & classification quarterly, 53:5-6, 677-702, doi: 10.1080/01639374.2015.1018396 to link to this article: https://doi.org/10.1080/01639374.2015.1018396 published online: 31 jul 2015. submit your article to this journal article views: 14229 view related articles view crossmark data citing articles: 22 view citing articles https://www.tandfonline.com/action/journalinformation?journalcode=wccq20 https://www.tandfonline.com/loi/wccq20 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creating spaces for indigenous ontologies marisa elena duarte program in american indian studies, university of illinois at urbana-champaign, urbana, illinois, usa miranda belarde-lewis northwest indian college, port gamble s’klallam, washington, usa for at least half a century, catalogers have struggled with how to catalog and classify native american and indigenous peoples materials in library, archive, and museum collections. understanding how colonialism works can help those in the field of knowledge organization appreciate the power dynamics embedded in the marginalization of native american and indigenous peoples materials through standardization, misnaming, and other practices. the decolonizing methodology of imagining provides one way that knowledge organization practitioners and theorists can acknowledge and discern the possibilities of indigenous community-based approaches to the development of alternative information structures. keywords indigenous knowledge, knowledge organization, cataloging, classification of knowledge, indigenous peoples, american indians introduction: “we’re all the same, differently” for at least half a century catalogers have experienced difficulty describing native american materials. by the late 1970s, research in critical subject analysis had “forced the library world to recognize that many of the terms used in subject analysis, particularly subject headings, reflected judgments that were highly subjective.”1 challenges include identifying authoritative © marisa elena duarte and miranda belarde-lewis received august 2014; revised february 2015; accepted february 2015. address correspondence to marisa elena duarte, arizona state university, school of social transformation, po box 876403, tempe, az 85287-6403, usa. e-mail: marisa.duarte@asu.edu 677 678 m. e. duarte and m. belarde-lewis names of tribes and peoples, such as navajo or diné; historical periodization within anglo-american cataloging and classification schemes; and identifying accurate terms to reflect the unexpected diversity of indigenous topics. we assert that these are not unrelated and inconvenient phenomena endemic to indigenous knowledge, but rather the evidence of systemic colonial marginalization. however, rather than focusing on the marginalization, we choose to imagine the decolonizing possibilities of indigenous knowledge organization. there are over 600 distinct tribes within u.s. political borders alone, each one representing unique epistemologies, ways of knowing, languages, and histories. in theory, if every tribal government had a library of their own, organized according to the local indigenous epistemology or epistemologies (in the case of multiple peoples in one region), we would have over 600 distinct indigenous knowledge organization systems. but in the contemporary moment, this is not the case. thus, while it is not easy to imagine how even a single indigenous knowledge organization system emerges indigenous knowledge organization systems also represent an integral theoretical question for information professionals serving indigenous communities. we therefore find it of critical importance to highlight (1) how indigenous and non-indigenous imaginaries articulate around a plurality of knowledge systems and (2) what we can learn from the distinctiveness of indigenous knowledge organization efforts. as kanaka maoli philosopher manulani aluli meyer asserts, “specificity leads to universality.”2 understanding distinctiveness leads us to appreciate how “we are all the same, differently.”3 we accomplish this by explaining how colonialism shapes knowledge organization work, presenting the decolonizing technique of imagining, and highlighting a sample of indigenous knowledge organization efforts. decolonization is knowledge work at its most basic, decolonization work is about the divestment of foreign occupying powers from indigenous homelands, modes of government, ways of caring for the people and living landscapes, and especially ways of thinking. for non-indigenous individuals decolonization work means stepping back from normative expectations that (1) all knowledge in the world can be represented in document form, (2) to some degree, already is, and (3) indigenous ways of knowing belong in state-funded university and government library, archive, and museum collections, especially for the benefit of society’s privileged elite. in the contemporary colonial moment, as an outcome of effective marginalization, indigenous peoples have largely had to either make do with inaccurately and imprecisely organized documents by reading through and searching through the interstices of subject headings creating spaces for indigenous ontologies 679 and classification systems, or by collecting and collating their own items in smaller, flexible, sometimes ephemeral, private offline and online locations. thus in sharing this concept of imagining, what we are asking nonindigenous readers to do is step outside of the normative expectations about how the documents written for, by, and about indigenous peoples ought to be organized, and instead acknowledge the reasons why indigenous peoples might prefer to develop their own approaches. meanwhile, indigenous epistemic partners have to imagine the ontological and epistemological ways the documents and knowledge artifacts about their peoples cohere and interrelate, and forge partnerships for building systems that reflect, as appropriate, indigenous epistemologies and local needs. of course, the process of actually building systems is easier said than done. we present the ideas in this article with a few kinds of readers in mind: knowledge organization specialists who are interested in supporting indigenous decolonization and self-determination work, indigenous theorists and information professionals, and information scientists who study how epistemological distinctiveness relates to the cataloging and classification of knowledge. for some readers, the discussion of colonialism is new. for others, it is an everyday reality. indigenous theorists will understand imagining as a means to decolonize. for expert knowledge organization specialists, this may be an introduction to the theoretical nature of indigenous knowledge work as a decolonization prerequisite. while reading, non-indigenous epistemic partners will want to step outside their comfort zone, sensitize themselves to indigenous histories and political realities, learn to listen in new ways, and position themselves as followers in collaborative projects with indigenous specialists leading the way. practices and processes that may frustrate a non-indigenous project member may in fact represent integral decision-making and conceptual processes for tribal communities. indeed, non-indigenous readers should know that what often happens for indigenous peoples when discussing colonialism is a reopening of brutal historical traumas, in which non-indigenous actors are often caught in a guilt/shame/blame cycle with indigenous actors once again taking on the role of mute noble listeners, while at the same time metabolizing the pain of recognizing that much of our ways of knowing have been lost, subjugated, censored, and stolen from our communities, with no substantial return of documents, artifacts, institutions, or status in the foreseeable future. simultaneously, as indigenous thinkers, in order to imagine, we must not allow the trauma of past harms to cloud our future vision. just as non-indigenous partners must not underestimate the near-total devastation of colonialism for indigenous peoples, indigenous partners must also be open to creative new possibilities toward the flourishing of indigenous peoples. 680 m. e. duarte and m. belarde-lewis native americans and colonialism there are many vantage points from which to understand colonialism; many peoples in the world have experienced colonization of different landscapes and oceanscapes at different points in a range of histories. understanding how the concepts of native americans and colonialism fit together reveals how indigeneity provides a lens for perceiving cataloging and classification practices in non-western knowledge domains. classification and the state: who are native americans? the term native american is the latest term the united states federal government designates to refer to the exceptional class of u.s. citizens descended from the original indigenous peoples of what is now u.s. geopolitical terrain. the term was changed from american indian in around the mid 1990s, when the united states began to adopt the social policy of multiculturalism, a move that accepts minority rights as equal rights, but also fails to discern and acknowledge the inherent sovereignty and treaty rights of indigenous peoples. unfortunately, many people now mistake native americans for ethnic minorities, as the term is similar to the terms african american and asian american. however, to do so is to overlook and obscure native peoples’ non-western indigenous philosophies and their inherent sovereignty as self-governing peoples, as well as the profound detrimental legacy of colonialism. the term american indian emerged out of common use by spanish colonial authorities and settlers who, since the late 1500s, were erroneously describing indigenous inhabitants as indios, or “indians.” the terms “native american,” “american indian,” and “indian” are all terms of conflation designed for governmental racial and class management. tribal peoples recognize themselves not by race or class, but by the names of their tribe (i.e., navajo or diné, for navajo nation). in the 1960s, organizers of the american indian movement reclaimed the racist nomenclature “american indian” as a source of intertribal, shared identity and empowerment among the indigenous, non-settler, non-immigrant peoples of the united states. at this point in u.s. history, because of early treaty negotiations and a u.s. policy of equality toward non-white socially disadvantaged citizens, american indians and/or native americans are granted certain rights and support mechanisms, including federal funding for education and healthcare services in exchange for the ongoing illegal and unjust u.s. occupation of sovereign native lands. for theoretical and scientific purposes, it is important to understand the term “native american” as a colonial tool for describing an indigenous u.s. population in aggregate, regardless of the social, political, and philosophical distinctions of the many tribal peoples of the united states. it is also creating spaces for indigenous ontologies 681 important to recognize that native american experiences of u.s. settler colonialism differentiate rights-based movements from those forged by u.s. ethnic minorities. colonialism and the power to name since the 1970s, the information scientific literature has identified the catalogers’ and classificationists’ power to name, including the governmental power to name.4 in the everyday sense, the power to name is a way of organizing, of itemizing, of making information and knowledge accessible to both a specific and imaginary constituent audience. the practice of cataloging and classifying is satisfying; there are approved tools, standards, techniques, languages, instructors, policies, and institutions to support the practice. yet it is precisely all of this structure that makes imagining alternative indigenous approaches so elusive and frustrating, and as some have said, inconvenient. the structure becomes epistemologically self-referential; few catalogers can imagine a world, practice, and bibliographic universe parallel to, much less prior to, the innovation of library of congress, dewey, and the anglo-american cataloguing rules (aacr). thus, when, at an epistemological level, we understand how the single term “native american” occludes and erases a wide range of distinctive epistemologies, philosophies, languages, and experiences, we can appreciate how our contemporary dependence on this imprecise term leads to categorical misunderstanding. when we understand how governments and elite classes of citizens continually benefit from this categorical misunderstanding, we gain an insight into a key mechanism of colonialism. colonialism is both a socioeconomic policy and an expansionist ideology.5 historically, colonialism has manifested in many different ways in many different communities—colonizers tame “wild” terrain accordingly—but at its core, it emerges as a set of relationships in which one social group continually and habitually profits by exploiting the living environments, bodies, social organization, and spiritualities of another social group. colonialism is distinct from occasional exploitation or profiteering, as it is marked by generations of subjugation such that the profiting social group begins to build all social structures and institutions around themselves to support the belief in their superiority as well as their means of exploitative and violent profit-making. a marker of an expansionist ideology is the suppression of indigenous histories. this is reflected in the structure and naming of many nation-state catalogs: “uncomfortable information can be hidden behind inappropriate subject headings: for example the use of terms like aborigines, australia – treatment for works which might more appropriately receive the heading genocide.”6 682 m. e. duarte and m. belarde-lewis native and indigenous scholars are currently in an era of analyzing the many pathways and mechanisms of colonialism. broadly, colonization—the verb, or enactment, of colonialism—is based on four overlapping mechanisms: (1) the classification of diverse indigenous peoples as a single lesserclass of sub-humans deserving of social subjugation at best and extermination at worst; (2) the theft and settlement of indigenous lands and social spaces by an elite settler class; (3) the articulation of institutions to support this class system and the elite control of the environment; and (4) the disciplining of elite forms of knowledge through the marginalization of indigenous languages, philosophies, spiritualities, and modes of self-government.7 colonialism is subtle, insidious, and nearly invisible to privileged citizens of a settler state. it is most visible to those who suffer the worst of its inner workings. while knowledge organization researchers and practitioners may not be able to overhaul generations of social inequalities, adopting and including terms that reflect the experiences and perspectives of the marginalized is a step toward the redress of colonial power. what catalogers need to know about colonialism when we are cognizant of the ways colonialism works through techniques of naming, describing, collocating, classifying, and standardizing, we can better appreciate, formulate, imagine, and support indigenous approaches to knowledge organization. however, before we can create spaces for indigenous ontologies—that is, alternative information structures guided by indigenous concepts of realities—we have to understand when and how cataloging and classification practices become techniques of colonization. the supremacy of the book and the colonial record in the americas, scholars have traced the enlightenment-era supremacy of the book and the written word all the way back to the first encounters between franciscan mendicants and mexica tlamatine, or spiritual leaders.8 with the bible inscribed with the word of a universal god, spanish colonizers entered anahuac, present-day mexico, and surrounding regions intent on converting many indigenous peoples to at least three belief systems. one of these was toward the spanish empire, a political and spatial conversion. another was toward the catholic faith, a spiritual conversion. a third was toward spanish language literacy, an epistemological, and in many ways, spatial, conversion. wrought together, these conflated, elided, and devalued indigenous political, social, spiritual, and linguistic plurality, leading to the spanish rule of anahuac by occupation, and ultimately, over centuries, the foundations of a spanish-speaking, text-based, modern mexican nation-state. creating spaces for indigenous ontologies 683 this is not to say that creativity and self-governance in indigenous spiritualities, philosophies, and ways of knowing were eradicated. indeed, the vividness of modern nation-state imaginaries is very much founded on productive use and domination over indigenous bodies of knowledge.9 but what makes western text-based systems so visible and, therefore, apparently superior to oral, kinesthetic, aesthetic, and communal indigenous ways of knowing—quipu, ceremonies, dances, songs, oral histories, oratory, stories, hunting and growing practices, healing arts, weaving, painting, pottery, carving, dreaming, and vision work—are the institutions through which western text-based systems are legitimated. these institutions include crownand state-funded libraries, museums, archives, and databases.10 from an indigenous perspective, or even from a perspective that appreciates the multiplicity of knowledges, the desire to imagine the bible as a book proscribing universal law is not unrelated to the desire to make the library of congress subject headings (lcsh) a system for describing the world’s knowledge. at this point in history, libraries, museums, and archives, and the cataloging and classification systems promulgated therein, are designed around a western european orientation to texts, reading, and the categorical particularization of knowledge.11 indigenous peoples are not the only ones who can see or who experience this pervasive colonial subjugation. in consideration of the effect of the western european colonization of africa and the resulting african and black diaspora, northwestern university librarian kathleen bethel once wrote: “how comforting it must be, not to mention empowering, for some white men to enter each and every library in the western world and find solid validation of their existence.”12 from the perspective of the systemically oppressed, library catalogs read like a great mirror of the modern western consciousness, post-conquest, post-settlement, and through the rise of industrialization, 1898–beyond. vanishing indians of north america: the blindness of text-based colonialism of course there have been serious efforts by librarians, catalogers, archivists, classificationists, and curators to amend the glaring absence of marginalized voices in all kinds of catalogs. some of these have been through appeals to change standard practices, adopt new terms, create new classes, and invest in linking technologies. scholars and practitioners have identified common ways the works by, for, and about marginalized peoples are repeatedly segregated and “ghettoized” through institutional cataloging and classification practices.13 most commonly, these practices consist of (1) misnaming, or using western-centric terms to describe indigenous phenomena; (2) using parts to describe a more holistic phenomena, or the reduction, removal, and de-linking of a piece of a knowledge system from a greater ontology; (3) 684 m. e. duarte and m. belarde-lewis emphasis on modern nationalist periodization, inclusive of the notion that history as it is written by the colonizers cannot be changed; and (4) emphasis on prohibiting changes to practices that would upset the efficiency of the existing standardized schema. the overall effect is continual subjugation of native systems of knowledge in favor of a centralized modern western system of knowledge, to which all other ontologies that have the potential for describing the world must cohere. a good example of how colonization works through classification and cataloging practices is found in the thomas yen-ran yeh proposals.14 in 1971, in the wake of the civil rights movements, concerned central washington state college librarian thomas yen-ran yeh wrote to library of congress principle subject cataloger eugene frosio, proposing adjustments to the lcsh e–f class treatment of “indians of north america.” associating unjust societal treatment of american indians with the awkward and erroneous description and placement of “indians of north america,” yeh suggested revising classes and creating new headings and classes that would collocate the histories of american indians within modern u.s. eras, rather than within pre-columbian eras. yeh also suggested collocating “indian wars” as a part of modern u.s. history, prefatory to the u.s. wars of expansion, as well as including new classes for new headings “american indians—20th century history” and “american indians—21st century history.” yeh reasoned, american indians were granted full us citizenship in 1924, so there should be a class for this us minority group within modern twentieth-century u.s. history. he also reasoned, if we as catalogers more accurately represent american indians, reducing our colonial bias to structure them bibliographically as prehistoric war-like savages, then perhaps this would also change present conditions for american indians. insightfully, yeh identified the simulacra of cataloging and classification structures: how we structure our knowledge shapes who, what, and how we can know. frosio’s response was disappointing, but also in accord with the internal logic of colonial classification systems. a hallmark of these systems is that they work to reify the hegemonic epistemological order of the dominant class—in this case, western-centric u.s. history. frosio responded that it was not logical to include “indians of north america” within the stream of modern, post-twentieth-century u.s. history, because to do so would no longer signify their existence as “historical remnants.”15 this is a common logic within settler imaginaries; the settler state is built on the righteous subjugation of a permanently dead, dying, or otherwise vanishing indigenous race and world order. frosio added that, at any rate, to adjust the historical classification of “indians of north america” would violate the adherence to literary warrant, which, at that point in u.s. history, largely consisted of, so to speak, the history of the conquerors. frosio also added that any such changes would also prove inefficient, and so could not be managed. appealing to efficiency, a value associated with a pragmatic approach to industrialization, creating spaces for indigenous ontologies 685 we see frosio prioritizing the speedy pace of modern u.s. advance over the conscientious duty to correct misrepresentation of peoples intentionally marginalized through u.s. social policies. yet there is a greater colonial logic at play in the yeh proposals that has to do with the blindness about the full depth and range of native ways of knowing. while frosio dismissed yeh’s recommendations out of, presumably, a duty to retain the internal logic, stability, and authority over the lc bibliographic universe, yeh, in submitting these proposed changes, was also abiding by a colonial logic: the logic of eventual assimilation. yeh presumed, as many settlers do, that the many indigenous peoples residing within u.s. political borders would assimilate to become americans. presumably, their ways of knowing—their distinctly non-western ontologies—would eventually align with the standard ontology designed through literary warrant and described by the lcsh in combination with the anglo-american cataloging rules. this is the blind spot of text-based literacy-based colonial societies. although it is possible to colonize facets of the landscape through re-mapping territories, re-writing histories, re-inscribing institutions, reclassifying sovereign peoples as citizen subjects, and re-naming individuals and phenomena to cohere within dominating epistemologies, it is not possible to completely subdue peoples whose ways of knowing are not primarily text-based, but oral, communal, aesthetic, kinesthetic, and emergent from living landscapes. in spite of early spanish efforts to colonize the americas through the spread of literacy, “the spanish never understood that, if the amerindians lacked letters, they themselves by the same token lacked quipus and amoxtli. and while the spanish had men of letters, the incas had quipucamayac and mexicas tlacuilo.”16 further, “it was the speech of those who knew how to ‘look at the stars and the sky’ and to ‘unfold the pinturas’ that the mexicas referred as authoritative, not to writing and the book.”17 “indians of north america” is a wholly inaccurate term for describing the ways the myriad distinct indigenous peoples of turtle island, anahuac, and tawantinsuyu know themselves. furthermore, embedded in the names they call themselves are whole networks of semiotic interactions that are very likely often incommensurable with anglo-american lists of terms and knowledge structures. being aware of the context of names and the colonial practice of renaming helps us understand the frustration indigenous peoples experience when attempting to research indigenous histories through western-oriented classification and cataloging systems. it also helps us to appreciate the depth of the hegemonic rules of order that, through the disciplining of knowledge and power, makes it challenging for groups of concerned individuals requesting revisions in cataloging and classification systems to see those changes through. as we note above, daily awareness of colonialism cycles can produce in individuals its own suite of affective, psychological, social, 686 m. e. duarte and m. belarde-lewis and political responses. working for revisions in a focused way with groups such as the subject analysis committee of the association for library collections and technical services or the american association of law libraries requires the development of yet another skillset very much built on patience and an appreciation for long-term strategic incremental change. meanwhile, the current impulse by more agile nongovernmental organizations, universities, and economic development groups is to create databases for storing indigenous knowledge. often these databases are designed to capture the medicinal properties of plants, characteristics of indigenous (non-western) communal societies, fragments of language, photographs, and other artifacts. of these kinds of projects, indigenous peoples often remark, you cannot separate the part from the whole. the reductive work—the particularization—inherent to cataloging and classification can elide the many networks of associations—worlds of meaning—that make these artifacts sources of knowledge. as oglala lakota activist russell means warned attendees at the 2009 association of tribal archives, libraries, and museums, “you cannot put my grandmother in a box.”18 the question for us now, as researchers and practitioners in the field of knowledge organization is not, how do we fit more vanishing “indians of north america” into the boxes we made for them, but rather, how do we create new spaces for indigenous ontologies to emerge? what can we learn from their emergence? imagining: creating spaces for indigenous ontologies indigenous peoples reclaim ways of knowing by documenting and preserving knowledge artifacts through library, museum, and archival practices, and through consistent interaction within tribal communities. thus indigenous peoples create multiple formal and informal spaces for learning and knowing. in those spaces indigenous peoples create new tools and adapt existing ones for their own benefit. because such activity is so unexpected, many information professionals are unable to perceive these spaces and tools as innovative methods for connecting with, assembling, describing, organizing, and accessing indigenous knowledge. meanwhile, as non-indigenous knowledge organization practitioners begin to be aware of the value of organizing indigenous knowledge and making it accessible for the general public, they may start building systems, but without including indigenous intellectual leaders in the design process. we join other indigenous scholars asking, “what if we assumed, for a moment, that the practitioners of indigenous knowledge could somehow get into the design room for software, not as sources to be mined, but as epistemic partners?”19 in this section, we position ourselves as those indigenous epistemic partners, imagining ways to support a vision of a bibliographic/indexing creating spaces for indigenous ontologies 687 multiverse that incorporates the realities of indigenous peoples’ approaches to knowledge, memory work, and ways of knowing. in addition to an attentiveness to cycles of colonialism, we carry a respect for the ways tribal peoples relate with their knowledge within their homelands, as well as a respect for how long and under what political and social conditions this process of relating takes place. to that end, we have defined imagining as a technique for others to consider. imagining consists of creating figurative and literal spaces for the work of building, analyzing, and experimenting with indigenous knowledge organization. as a methodology, imagining is based on two decolonizing methodologies: envisioning, and discovering the beauty of our knowledge. envisioning is a strategy that “indigenous peoples have employed effectively to bind people together politically ask[ing] that people imagine a future, that they rise above present-day situations which are generally depressing, dream a new dream and set a new vision.”20 discovering the beauty of our knowledge refers to the processes in which indigenous peoples focus on “making our knowledge systems work” for the benefit of their communities.21 this involves sharing, as indigenous peoples, what we know, understanding how we know, and how our knowing shapes our relationships within our environments and through the categories we create. at present, many indigenous peoples of north america are experiencing a resurgence of languages, cultural practices and artistic traditions, providing strong visions and hope for the resiliency of their communities. this work is in that vein. as a technique, there is an order to imagining. first we have to open our awareness to how colonization works through subjugation of indigenous documents and knowledge artifacts. second, we have to identify and conceptualize the tools, techniques, values, institutions and processes that shape decolonization. third, we have to build partnerships to spread awareness and acquire formal acknowledgment of the epistemic value of indigenous knowledge in context. fourth, we have to identify our indigenous epistemic partners, those community members with deep domain knowledge essential to the design of useful indigenous ontologies. finally, we have to free ourselves to create, as indigenous thinkers, experimental designs and pilot systems, building our theoretical awareness of work in this area, so that we guide each other through the pitfalls of decolonizing knowledge organization efforts. figure 1 depicts these stages as they relate to one another. the goal of imagining is to contribute to the groundwork of others who continue to build indigenous knowledge systems toward decolonization. make no mistake: imagining is a specific, difficult, laborious task. it requires seeing with fresh eyes, and thinking with a new mindset. it requires imagining indigenous futures. the examples in the following sections reflect the second, third, fourth, and fifth stages, and help us learn about conditions shaping indigenous knowledge organization work. 688 m. e. duarte and m. belarde-lewis figure 1 stages in the technique of imagining. identifying the means to decolonize through digital repositories a key task for indigenous peoples seeking to break and resist the colonial cycle is to identify and conceptualize the tools, techniques, knowledge artifacts and ways of knowing, values, institutions, and processes that shape decolonization. in the last decade, groups within tribes have been using social media and other digital repositories to do just this, connecting with each other after generations of forced separation, and collecting, naming, describing, and organizing documents and artifacts once thought lost. creating members-only spaces allows individuals to share sensitive documents, and relate what they know about content and provenance with each other in due time. for tribal peoples, this counteracts the particularization and ghettoization that occurs through the spread of these documents in various state archives, libraries, and private collections. this awareness of wholeness, this restoration of otherwise fragmented tribal histories and ways of knowing, is foundational to the work of designing ontologies, and therein, intellectual decolonization. here, we present two such cases: the texas band of yaqui indians facebook page, and the southern california tribal chairmen’s association tribal digital village intranet. at present, yaqui amateur archivists, historians, and genealogists are using facebook to create a space for community interaction with historical materials. members of the tribe opened an account in 2011, seeking to use creating spaces for indigenous ontologies 689 it as a newsletter for yaqui people living in many places, and also to assist the texas band in identifying and organizing the documents they need to acquire recognition from the state of texas. the recognition process—which is the legal way that the u.s. government and some state governments coordinate and communicate with sovereign tribes—requires that tribes produce documents demonstrating proof of an indigenous (non-european) language, kinship, and residence on the land and deep history prior to the formation of the united states. without recognition, it is very difficult, if not impossible, for tribes residing within u.s. borders to build their own social services programs and express their political and social needs with federal and state government agencies. having no formal relationship with state institutions, both federally recognized and unrecognized tribes have to rely on homegrown archival and records management practices, sometimes in the hands of just one or two individuals, to keep track of integral tribal governmental (i.e., treaties, maps, and claims), historical, and cultural documentation. to this end, the site administrators began posting photographs, historical news articles, and genealogical records curated from their own research in various state archives. sharing these documents online allows friends of the texas band of yaqui indians page to comment on documents, identify people in photographs, establish dates, and describe the events occurring in photos and articles. connecting with each other has allowed tribal members to surface memories and stories about specific events and landscapes, and contributing to tribal memory of historical events. officially, as a whole, the yaqui people reside in many locations, with homelands stretching from the southwest united states into northwest mexico. there is no official tribally sanctioned yaqui historian or archivist, but rather many elders, historians, and spiritual leaders working in many locations—from lubbock to tucson to hermosillo—to pass on yaqui ways of knowing. posting the documents online allows for community interaction independent of the physical proximity of tribal members. the status updates serve as entries in an archive accessible to tribal members linked to the page. typically, site administrators post updates on the western-oriented timeline that instead reflect yaqui references for seasonal changes (i.e., activities for the month of august are actually corn, beans, and squash cultivation). members also share the documents posted there within their own social media networks, including family members, friends, and related tribal and indigenous community groups. the process works toward decolonization—toward divesting u.s. and mexico institutional authority over yaqui histories and documents—as tribal members bring these documents back into their communities of origin, reducing the marginalization and diaspora of yaqui materials previously mislabeled and lost in multiple state archives and library catalogs. while facebook represents an unexpected tool and location for this activity to take place—a 690 m. e. duarte and m. belarde-lewis mainstream american individual might be concerned about corporate ownership, copyright, and redistribution of documents—from the experience of an indigenous people, it also represents a tool that allows tribal peoples who have been forcibly disconnected with each other for generations to reconnect, and forge new relationships with each other, as well as articulate contemporary relationships with historical knowledge artifacts. it affords the texas band of yaqui indians the power to name, a first step in the design of a more formal organization method. at the same time, this activity represents an integral step toward state recognition, the collection of archival evidence for a report proving that yaquis resided in what is now texas prior to the formation of the united states. hosting this archival process through facebook allows the site administrators local control of a usable and familiar gui with sufficient storage space and a sizable number of connected users, many of who submit more documents as they wish to eventually enroll as tribal members. for projects like these, tribal members often do not enjoy the privilege of being able to trust state libraries, museums, and archives because (1) activities are intended to occur only within the safety and privacy of the tribal community, meaning, closed to the general public; (2) activities involve posting sensitive images and documents online, which may challenge strict institutional intellectual property practices limiting redistribution and reproduction; (3) the tribe needs to maintain ownership of documents and copies, which may upset rules whereby state institutions maintain ownership over items; and (4) activities are designed to assist with state and/or federal recognition, a process that many states, state citizens, and state institutions oppose. (states often oppose recognition processes for tribes because it involves giving back large portions of land to tribes, including water, mineral, and hunting rights, as well as allowing another competitor for federal funds into the region.) at this point, if the site administrators need to take their group or select images offline, they can do so, and still retain the documents, lists of names, and knowledge they need for recognition as well as internal tribal memory work and historical work. ultimately, it is an ephemeral online archive—the physical documents exist elsewhere—but as a method for collecting, naming, and describing, it has a powerful social and political function. the southern california tribal chairmen’s association tribal digital village intranet is another homegrown digital repository, built to support cultural revitalization. lacking usable telecommunications and internet infrastructure in many of the 19 reservations, in the late 1990s tribal leaders representing the 19 tribes bordering san diego county won a hewlett packard digital village grant to build out a community broadband network. within this network, tribal community leaders designed a tribally owned and managed intranet, where members could share photos, stories, recipes, and other cultural and archival documents. this tribally owned intranet archive creating spaces for indigenous ontologies 691 ensured tribal rights over the privacy, security, organization, and access to documents, an important feature given the overlapping waves of colonization that separated and silenced southern california tribal peoples into the mission system, resulting in major losses of homelands, languages, historical knowledge, and family connections. ramesh srinivisan, then a doctoral student in information science at the university of california los angeles, assisted elders and community members in designing an ontology based on kumeyaay ways of knowing, and from there creating the locations within the intranet where members could post what they collected from their various communities.22 through many iterations, the process of visiting with community members in different locations, identifying and describing knowledge artifacts, discussing an ontology, designing the interface and the back end, and then encouraging its use not only resulted in a digital platform for preserving disparate documents; it also created a space for community members to outline their ways of knowing through discussion with each other, an important decolonizing intellectual project for any indigenous people. while tribes like the texas band of yaqui indians are using facebook to connect tribal members and archive tribal history, some tribes are still deciding how to approach social media use, especially when it comes to the need to safeguard their most private ceremonies.23 however, as leech lake tribal college librarian gregory chester points out, “we are at the beginning of a new era in knowledge organization, cataloging, and sharing . . . driven by rapid advances in knowledge, technology, and the increasing respect for and influence of indigenous peoples.”24 he contends there is “ever-growing acceptance and use” of technology by an increasing number of tribal leaders, and that indigenous groups are considering “what kind of change do we want and where do we want that change to take us.”25 the goal in many cases is to establish tribal command over the access and descriptive techniques of indigenous knowledge artifacts. our job as information professionals is to recognize the various forms knowledge organization work can take, and find ways to support these projects out of respect for the decolonizing and self-determination efforts of indigenous communities. representing indigenous epistemologies in specialized collections the level of work needed for indigenous peoples to define their own epistemological universe is significant. some indigenous peoples have been working at it longer than others, and in partnership with state agencies, have developed mechanisms for folding indigenous epistemologies into lesson plans, curricula, and even into state-level archival descriptive and cataloging practices. when states formally acknowledge the value of local indigenous epistemologies, information professionals can then justify indigenous knowl692 m. e. duarte and m. belarde-lewis edge work through state institutions. this level of activity represents a third stage in the process of imagining: how can indigenous and non-indigenous groups build partnerships to spread awareness and acquire formal acknowledgment of the epistemic value of local indigenous knowledge? here, we present the examples of descriptive practices at the alaska native languages archive (anla), the development of the brian deer classification system, and for comparative purposes, the maori subject headings project. the anla at the university of alaska fairbanks (uaf) rasmuson library “houses documentation of the various native languages of alaska and helps to preserve and cultivate this unique heritage for future generations.”26 the anla foregrounds the intellectual contribution of native languages: “the collection has enduring cultural, historic, and intellectual value, particularly for alaska native language speakers and their descendants.”27 collections manager stacey baldridge created preserving the past: a basic handbook for archiving in rural alaska, encouraging archivists to consult with tribal elders and elected officials around the naming and identification of documents and artifacts pertaining to alaska native communities. baldridge states the importance of developing a flexible cataloging scheme for small archival collections that both complements the needs of the institution and is also legible for the local tribal community. to do this, baldridge encourages the use of oclc standards for creating records, but also emphasizes that community-based categories and descriptors may be the best fit for smaller tribal collections. it is important to note that the anla’s efforts reflect a statewide culture of recognizing the epistemological and political legitimacy of alaska natives. just this past year, in april 2014, lawmakers passed hb 216, formally recognizing native languages as official languages of the state.28 while still symbolic in victory, the state acknowledgment of the wealth of alaska native ways of knowing contributes to a climate that alaska native peoples can maneuver in toward cultural revitalization, even in partnership with state institutions. indeed, for over ten years, alaska native educators and faculty worked hard to build the alaska native knowledge network (ankn). the ankn, also housed at the uaf, is “designed to serve as a resource for compiling and exchanging information related to alaska native knowledge systems and ways of knowing . . . a knowledge base that alaska natives have acquired through cumulative experience over millennia.”29 including online lesson plans and webliographies, the ankn encourages the use of alaska native knowledge in the areas of science, technology, language, art, subsistence foods, navigation, pedagogy, and includes select cultural resources of the seven major groups of alaskan natives, their respective tribes, and languages. what this example shows us is how, before state libraries and archives can develop the guidelines and techniques for naming and describing indigenous materials, there has to be a process for acknowledging that there is a value to the effort. the anla represents one of these efforts, not creating spaces for indigenous ontologies 693 isolated, but preceded by years of prior work spreading awareness of the depth and range of alaska native ways of knowing. focusing on smaller and specialized collections as a starting point for developing indigenous knowledge organization systems is a logical step. indeed, at the very basis of indigenous thought is the understanding that indigenous knowledges are place-based knowledges, best understood in the richness of context, through the use of indigenous languages, and conceptualized holistically. what this means is that, to some degree, collections of entirely indigenous materials reflect indigenous epistemologies when users are able to holistically view and browse these materials. while knowledge organization specialists in larger academic libraries, for example, may be concerned about the ghettoization of indigenous materials by creating specialized collections, indigenous writers, thinkers, and educators may be more concerned that if they and their students are unable to assess as a whole the range and dynamic relationships between the materials of distinctive indigenous peoples, they may be missing key concepts, unable to identify gaps in collections, literature, and bodies of thought. indeed, this was part of the challenge facing brian deer in the 1970s when he realized he was going to need to develop a more sophisticated and nuanced cataloging system for the small library of the national indian brotherhood—now assembly of first nations—in canada. the collection of books and documents covered topics that continue to be of major significance for the assembly of first nations as they make political decisions shaping policy and practice in first nations’ communities. documents describing topics as integral as fishing, medicine, tribal law, and policy could not be described or collocated with sufficient specificity or accuracy according to an lc or dewey decimal classification (ddc) system. many indigenous information professionals have observed how “the e schedules in lc classification are a dumping ground for all things indian. medicine, education, psychology? you won’t find material on those topics in the r, l, or bf schedules . . . because historic practice segregated us into a historic people.”30 needing a system that worked, deer created a simple, easy-to-use system in the english language based on first nations topics of interest designated through literary warrant and also through deer’s deep knowledge about first nations histories, terminologies, and worldviews. deer constructed specific cataloging systems for a number of smaller libraries, never seeking to build a universal system, but rather preserving the specificity of systems for particular indigenous locales. the brian deer classification system is in use today in various forms in specialized collections throughout first nations canada. it inspires librarians and researchers supporting indigenous knowledge organization.31 in some ways, because of exemplary systems like the brian deer system, there is a temptation to imagine constructing a native north american parallel to the lcsh, in which the range of native north american epistemologies could be, in theory, reflected through a singular thesaurus. 694 m. e. duarte and m. belarde-lewis in some parts of the world work of this magnitude is being accomplished. the maori subject heading project (mshp) in aotearoa/new zealand represents an example of an indigenous knowledge organization system woven into the national library catalog. librarians constructing the mshp are adding maori terms, and therein, perspectives, to existing records. this includes building authority files with maori terms; instructions for faceting western concepts (i.e., “myths and legends”) with maori concepts (i.e., “history and genealogy”); instructions for marking maori eras alongside western historical periodization; and rules for faceting records to include the perspectives of the relevant tribes or iwi elucidated in a document, each perspective, including the western, being “equally valid.”32 however, what distinguishes this project from one that might be undertaken in north america is the political arrangement the maori have within aotearoa/new zealand. the treaty of waitangi defines aotearoa/new zealand as a bicultural state, impressing upon all citizens the need to uphold this dual complementarity. in the united states alone, there are over 600 tribes, 568 federally recognized, and each bearing their own treaty and recognition documents with regard to their responsibilities and rights as nations within the u.s. federal government. the diversity of indigenous peoples, languages, and epistemologies across native north america is significant, and to be respected. in many ways, here in native north america, the upsurge in support for indigenous studies is part of the need to spread awareness of the value of distinctive and unique indigenous epistemologies. understanding these political and social distinctions—understanding how colonialism works—is essential for those seeking to establish projects spanning state institutions and indigenous communities. providing deep domain knowledge through storywork the fourth stage of imagining requires respecting that “the integrity of an indigenous scheme is wholly dependent on the involvement of indigenous peoples in its creation.”33 identifying indigenous epistemic partners, those community members with deep domain knowledge—is integral to the design of indigenous ontologies, definition of user needs, and training of non-indigenous knowledge organization personnel. reflecting on the sensations—the culturally shaped awareness of context and environment—that informs native ways of knowing, chester asks: how many of the catalogers at the library of congress have ridden horseback with jiccarilla apache ranchers to check their fences, herded their cattle, or even attended their go’jiaa ceremony in the fall. the classifier, of necessity, will largely shoot in the dark, guided by cataloging systems creating spaces for indigenous ontologies 695 based on aristotelian logic, views, and organizational systems, which may be anathema to the peoples for whom librarians are cataloging.34 chester’s evocation reveals the need to include those with deep domain knowledge as epistemic partners in system design. sometimes one has to experience first-hand that which he or she is cataloging in order to accurately represent it within a greater organizational system. but in the absence of lived experience, one of the main forms for imparting knowledge and ways of knowing in indigenous communities is through story. indigenous oceania scholar vicente diaz has written about the navigational technique “pookof,” used by south pacific islanders as “an inventory of creatures indigenous to a given island, as well as their travel habits and behavior,” even how an island smells.35 the navigators familiar with an island’s pookof—and the narrative methods such as songs and storylines for recalling a specific taxonomy while sailing on the open ocean—know exactly where they are in the bodies of water and chains of islands, as well as how close they are to arriving at their destination. stories and storywork provide the clues as to the dimensions of the ontological universe at play around indigenous documents and knowledge artifacts. in this section, we describe the kinds of contributions that happen through indigenous storywork in tribal cultural resource centers—specifically through the tamástslikt cultural institute (tci) in pendleton, oregon, and the makah cultural research center (mcrc) in neah bay, washington—explaining how knowledge organization specialists need to be open to this kind of learning in order to understand experts with deep domain knowledge. for most tribal communities, there is not a requisite distinction between the inherent functions of tribal museums, libraries, and archives. indeed, in many tribal communities, these institutions are bundled into single cultural resource centers, where they “can serve as a tool to reclaim practices based upon traditional values.”36 it is often up to the directors to decide how to organize the knowledge artifacts therein using a patchwork of systems. to prevent the particularization that occurs through uses of mainstream cataloging practices, many tribal archive/library/museum directors rely on storywork to restore holism, and in so doing present the epistemic significance of documents and artifacts. the tci in pendleton, oregon, acknowledges the deep impact of the lewis and clark expedition on the lives and history of the tribes living on the umatilla reservation. the walla walla, cayuse, and umatilla natives are part of a history largely celebrated as a story of the “conquering of the west,” which began with the lewis and clark expedition. it is, for many, “an affirmation of the ‘pioneer spirit’ that makes america strong, while simultaneously ignoring the stories, traditions, and ways of life of the many native american tribes in the pacific northwest [who] were lost in the wake of the wave of immigrants who followed in lewis and clark’s footsteps.”37 696 m. e. duarte and m. belarde-lewis drawing on the strengths of walla walla, cayuse, and umatilla oral histories, the tci draws the visitor into this parallel narrative without alienating those celebrating the accomplishments of lewis and clark. this approach allows visitors to appreciate the complex network of semiotic interactions that indicate an indigenous understanding of histories of exploration, american settlement, and native cultural revitalization. storytelling draws visitors into the deep domain knowledge they need to make sense of discrete documents and artifacts, even those they may see elsewhere. the mcrc at neah bay also embraces this practice of presenting documents and artifacts so that visitors can learn from immersion within a network of semiotic interactions. the mcrc houses a collection of archaeological materials from ozette, one of the makah’s ancestral villages. makah tribal members supervised and participated in the excavation of the artifacts, and care for the collection. they labeled and categorized the artifacts by their makah name in their language. they experience firsthand contact with the documents and artifacts they name, describe, and catalog, growing their own epistemological understanding as they do so. the mcrc is engaging in an act of decolonization, an act that includes the work of indigenous peoples taking the lead in discovering the beauty of their knowledge many times in partnership with non-indigenous allies.38 while all libraries, archives, and museums experience a tension between storing and cataloging their collections and providing accurate interpretation and access to the materials, this tension is amplified in tribal cultural resource centers as they balance the need to interpret history and contemporary realities for non-indigenous visitors while still remaining relevant to the tribal community. understanding and including indigenous and western perspectives in the cataloging, arrangement, and presentation of materials is an important lesson for those seeking to support indigenous knowledge organization. both the tci and the mcrc are employing the strengths of their communities, specifically the deep domain knowledge afforded through storywork, as they embed indigenous knowledge systems into their practice. these cases reveal to us how embedded within indigenous oral histories and storytelling are the very associations that can teach knowledge organization specialists how to describe and collocate materials to present indigenous peoples’ experiences. experts with deep domain knowledge can ask, what if we were to design a scheme based on peoplehood, the interrelated concepts of land, language, ceremonial cycle, and sacred history, a conceptual framework integral to understanding native systems of knowledge?39 they can imagine a system based on diné language and ways of knowing, marianas islanders’ way of knowing the inventory of their oceanscapes, or puebloan histories over the longue durée. as we open up to the contours of deep domain knowledge and storywork, imagining the possibilities available to us, it is important to be cognizant of meyer’s words, that we are the same, differently; and to embrace creating spaces for indigenous ontologies 697 how those differences reveal the richness of knowledges and categories of thought specific to our geographic locations. jicarilla apache philosopher cordova described these geographic locations as bounded space, a physical location delineated by natural lines created by rivers, lakes, plains, deserts, and mountains occupied by a group of people for generations.40 the knowledge developed over time is a result of an ongoing, dynamic relationship between people and place, and reflects the unique methods we as indigenous peoples have respectively created to make sense of our bounded spaces. understanding place-based ontologies provides insight into the naming and organizing of knowledge specific to any given community. the respect for bounded spaces, deep domain knowledge, storywork, and indigenous expertise are integral to the work of creating indigenous knowledge systems. designing systems, contributing to theory finally, after all of this conceptual work, as indigenous thinkers we have to free ourselves to create experimental designs and pilot systems, building our theoretical awareness, so that we can continue to guide each other through the pitfalls of decolonizing knowledge organization efforts. practitioners will by now have noted that the aforementioned examples represent projects that take place to a great extent outside of state-funded library institutions, and depend on skillsets beyond formal cataloging training. indeed this is so. indigenous approaches to naming, describing, and organizing documents and various knowledge artifacts represent, in the majority of cases, an ontological alternative to standard cataloging and classification practice. for this reason, as information scientists with advanced methodological training, we can support the work of designing more sensitive and nuanced systems as a mode of scholarship. methods include, first, descriptive case studies of existing indigenous approaches to the range of knowledge organization work; second, comparative case studies of various approaches and objectives; and third, development of experimental schemes. as scientists, we want to understand how indigenous knowledge work, in terms of categorization, methods of association and relatedness, processes of naming and describing, boundaries between privileged and public knowledges, and goals and outcomes of designing and implementing integral tools, processes, and schemes. scholars in the field are already pursuing this as an area of theoretical information scientific work. doyle’s theoretical framework, indigenous knowledge organization at cultural interface, is an example of how scholarly attentiveness to indigenous epistemologies contributes to information scientific understanding of the limits and possibilities within the practice of knowledge organization.41 interviewing experts in indigenous knowledge organization gave doyle the insights to identify the theoretical decisions designers contend with as they 698 m. e. duarte and m. belarde-lewis design systems appropriate for connecting indigenous materials with indigenous communities. doyle has written extensively on the strengths and challenges around using the brian deer system at xwi7xwa library (pronounced whee-whaa), particularly when systems are anticipated to grow and be accessible, and are adjacent to or will eventually merge with a larger system, such as a university library system.42 chester’s detailed comparative analysis of lcsh, ddc, and the brian deer system revealed that “any new systems that would replace or enhance the current systems would need the following qualities: cultural appropriateness, adaptability, simplicity, speed of writing, understandability, and expandability.”43 chester’s work allows us to imagine local possibilities for cataloging, classifying, and arranging literary, aesthetic, and oral history collections that encourage and ensure these qualities. dr. cheryl metoyer worked with the mashantucket pequot nation to develop a thesaurus that reflects an indigenous ontology centered around the physical, mental, spiritual, and social; a design intended for use in the mashantucket pequot museum and research center. what dr. metoyer’s work provides for us is a working model of one of the aforementioned visions of an indigenous knowledge organization system, one out of potentially 600 distinctive systems designed for use in a specific tribal community. david george-shongo, seneca nation archivist, encourages appropriate access, acknowledging the needs of the community instead of the open access championed by the mainstream information field.44 allison b. krebs, anishinaabe information scientist, worked tirelessly on teaching others about proper protocols for treating native american archival materials, particularly sacred and legal documents, such as the birch bark scrolls of the anishinaabe peoples of the great lakes. the scrolls are documents that embody spiritual power, as well as record treaty rights for present day chippewa, ojibwe, and anishinaabe peoples. what these scholars’ research has in common is a singular impulse to center indigenous experience and ways of knowing as a reason in and of itself for developing new or enhanced methods of knowledge organization. these researchers worked conscientiously with indigenous practitioners to develop systems for increasing flows of accurately named and described indigenous knowledge for indigenous community use. by building on the work of these and other scholars, we can continue to develop participatory methods that contribute to the important work of understanding indigenous knowledge organization. ultimately, we want to be able to propose specifications or constraints for the practice of indigenous knowledge organization. another area of work that we can breathe into has to do with practicing building systems based on native ways of knowing. a common challenge in the field generally revolves around dealing with expansion of the topics in the literary corpus that shaped the initial design of schemes. just as creating spaces for indigenous ontologies 699 many librarians acknowledge the anachronism of the ddc, so do indigenous librarians recognize the limitations of the brian deer system. this is not because the brian deer system is inaccurate, but rather that it was designed to be local and specific. since the time of its initial design, the number of native and indigenous authors, scholars, researchers and theorists—and the ideas and topics they have inscribed—has grown exponentially. also, different groups in different locations are seeking to modify the system for the specific community needs. indeed, librarians at the recently constructed aanischaaukamikw cree cultural institute within the cree nation of eeyou istchee are seeking the expertise of librarians who can help modify the system to accommodate not only james bay cree ways of knowing, but also all other quebec aboriginal and inuit groups.45 within the subfield of indigenous knowledge organization, we consistently ask, how do we accommodate the breadth of indigenous thought in our library, museum, and archival collections? practice, experimentation, identifying commonalities and specificities, and sharing our results are essential aspects to this ongoing work. conclusion: “universality in the specificity” when we understand how colonization works through techniques of reducing, mis-naming, particularizing, marginalizing, and ghettoizing, we can better appreciate practices that more accurately and precisely name, describe, and collocate historically subjugated knowledge. in this article we gave examples revealing why and how tribal peoples need to be able to command the tools and techniques for building relationships with their knowledge artifacts toward decolonization. we described how state institutions need to acknowledge the inherent epistemological distinctiveness and value of local indigenous epistemologies prior to setting up collaborative projects. we wrote about how knowledge organization specialists must be willing to partner with native and indigenous communities and listen to the stories that give meaning to the naming, describing, and organization of documents. respect for indigenous holism, political realities, long-term relationship-building, and patience with timelines are essential. willingness to study native systems of knowledge in context, to write about them, and to design experimental approaches is integral to shaping the theory that will inform practice. those who wish to contribute to this area of work, especially in the native american context, must have an understanding of self-determination, sovereignty, autonomy, and decolonization, or, in other words, the values and rules of law and governance in indian country. each of these represents a doorway into the work of imagining indigenous ontologies, and how and where these take shape. we will know that a library or museum has been decolonized when indigenous patrons can both see their experiences reflected therein, and also identify foundational indigenous epistemologies at play. as 700 m. e. duarte and m. belarde-lewis information professionals we should challenge ourselves to create systems that encourage flows of indigenous knowledge for and within indigenous communities. as we experience how we are the same, differently, we can more fully appreciate how our unique ways of knowing inform and transform our responsibilities as facilitators of knowledge work. orcid marisa elena duarte http://orcid.org/0000-0003-3877-2797 notes 1. jessica milstead harris, and doris clack, “treatment of people and peoples in subject analysis,” library resources and technical services 23, no. 4 (1979): 374–390. 2. manulani aluli meyer, “indigenous and authentic: hawaiian epistemology and the triangulation of meaning,” in handbook of critical and indigenous methodologies, ed. norman k. denzin, yvonna s. lincoln, linda tuhiwai smith (los angeles: sage, 2008), 217–232. 3. manulani aluli meyer, “indigenous knowledge: stories of relationship and resurgence.” presentation at the intersectionality research, policy and practice conference, vancouver, british columbia, 2014. 4. sanford berman, prejudices and antipathies: a tract on the lc subject heads concerning people (metuchen, nj: scarecrow press, 1971); geoffrey c. bowker and susan leigh star, sorting things out: classification and its consequences (cambridge: mit press, 1999); michel foucault, power/knowledge: selected interviews and other writings, 1972–1977 (new york: pantheon, 1980); hope a. olson, the power to name: locating the limits of subject representation in libraries (boston: kluwer academic publishers, 2002). 5. thomas r. berger, a long and terrible shadow: white values, native rights in the americas, 1492–1992 (seattle: university of washington press, 1992), 1–183; charles a. conant, “the economic basis of imperialism,” north american review 167, no. 502 (1898): 326–341; benjamin constant, “the spirit of conquest and usurpation and their relation to european civilization,” in constant: political writings, ed. biancamaria fontana (cambridge: cambridge university press, 1988), 1–350; richard drinnon, facing west: the metaphysics of indian-hating and empire-building (norman: university of oklahoma press, 1997), 1–571; norman etherington, theories of imperialism: war, conquest, capital (london, croom helm, 1984), 1–296; walter mignolo, the darker side of the renaissance: literacy, territoriality, and colonization (ann arbor: university of michigan press, 1995), 1–296; walter mignolo, local histories/global designs: coloniality, subaltern knowledges, and border thinking ( princeton, nj: university of princeton press, 1999), 1–371; anı́bal quijano, “colonialidad del poder y clasificacion social,” journal of worldsystems research 11, no. 2 (2000): 342–387; anibal quijano, “coloniality of power, eurocentrism, and latin america,” nepantla: views from the south 1 no. 3 (2000): 549–554; edward w. said, orientalism (new york: vintage books, 1979); james tully, public philosophy in a new key (cambridge: cambridge university press, 2008). 6. heather moorcroft, “ethnocentrism in subject headings,” australian library journal 41, no. 41 (1992): 40. 7. quijano, “colonialidad del poder y clasificacion social,” 373–374; quijano, “coloniality of power, eurocentrism, and latin america,” 549–554. 8. mignolo, darker side of the renaissance, 96–103. 9. richard slotkin, regeneration through violence: the mythology of the american frontier, 1600–1860 (norman: university of oklahoma press, 2000); mignolo, darker side of the renaissance; anı́bal quijano, “colonialidad del poder y clasificacion social,” 342–387. 10. mignolo, darker side of the renaissance; jennifer cram, “colonialism and libraries in third world africa,” australian library journal 42, no. 1 (1993): 13–20; h. o. m. iwuji, “africana in lc and dd classification schemes: a need for an africana scheme?” journal of librarianship 21, no. 1 (1989): 1–18; heather moorcroft, “libraries as sites for contested knowledges: collection development in the area of http://orcid.org/0000-0003-3877-2797 creating spaces for indigenous ontologies 701 aboriginal studies,” collection building 16, no. 3 (1997): 108–112; arun agrawal, “indigenous knowledge and the politics of classification,” international social science journal 54, no. 3 (2002), 287–297; phillip pacey, “the classification of literature in the dewey decimal classification: the primacy of language and the taint of colonialism,” cataloging & classification quarterly 9, no. 4 (1989): 101–107. 11. iwuji, “africana in lc and dd classification schemes”; tamara lincoln, “ethnolinguistic misrepresentations of the alaskan native languages as mirrored in the library of congress system of cataloging and classification,” cataloging & classification quarterly 35, nos. 3/4 (1987): 265–290.; heather moorcroft and alex byrne, “secret and sacred: how should libraries and archives handle aboriginal and islander information resources?” in alternative library literature, 1994/1995: a biennial anthology, ed. sanford berman and james p. danky (jefferson, nc: mcfarland and co., 1994), 248–253. 12. kathleen e. bethel, “culture keepers: cataloging the afrocentric way,” reference librarian 21, no. 45/6 (1994): 222. 13. bethel, “culture keepers”; berman, prejudices and antipathies; george gregory chester, “proposed tribal college cataloging systems: from isolation to association” (phd diss., university of minnesota, 2006); ann doyle, “naming and reclaiming indigenous knowledges in public institutions: intersections of landscapes and experience.” paper presented at the international society for knowledge organization: knowledge organization for a global learning society, vienna, austria, 2006: 435–442; kelly webster and ann doyle, “don’t class me in antiquities! giving voice to native american materials,” in radical cataloging: essays at the front, ed. k. r. roberto (jefferson, nc: mcfarland and co., 2008), 189–197; agrawal, “indigenous knowledge and the politics of classification”; moorcroft, “ethnocentrism in subject headings”; moorcroft, “libraries as sites of contested knowledge”; olson, the power to name; nancy carol carter, “american indians and law libraries: acknowledging the third sovereign,” law library journal 94, no. 1 (2002): 7–26. 14. thomas yen-ran yeh, “the treatment of the american indian in the library of congress e-f schedule,” library resources & technical services 15, no. 2 (1971): 122–126. 15. eugene t. frosio, “comments on the thomas yen-ran yeh proposals,” library resources & technical services 15, no. 2 (1971): 128–131. 16. mignolo, darker side of the renaissance, 93. 17. mignolo, darker side of the renaissance, 109. 18. russell means, “guardians of language, lifeways, matriarchy, memory, and spirituality.” keynote presentation at the association of tribal archives, libraries, and museums, portland, oregon, 2009. 19. geri augusto, ”digitizing iks: epistemic complexity, datadiversity, and cognitive justice,” international information and library review 40, no. 4 (2008): 216. 20. linda tuhiwai smith, decolonizing methodologies: research and indigenous peoples (london: zed books, 2012), 153. 21. smith, decolonizing methodologies, 161. 22. ramesh srinivasan, “ethnomethodological architectures: information systems driven by cultural and community visions,” journal of the american society for information science and technology 58, no. 5 (2007): 723–733. 23. miranda belarde-lewis, “sharing the private in public: indigenous cultural property in online media,” proceedings of the iconference, urbana, illinois, 2011. 24. chester, proposed tribal college cataloging systems, 156. 25. ibid. 26. alaska native language archive, “about the archive,” alaska native language archive at the university of alaska, fairbanks, last updated september 30, 2013, http://www.uaf.edu/anla/about/ 27. ibid. 28. casey kelly, “alaska becomes second state to recognize indigenous languages,” ktoo news, april 21, 2014, http://www.ktoo.org/2014/04/21/alaska-native-languages-bill-passes-15-hour-sit/ 29. sean topkok, “about ankn,” alaska native knowledge network at the university of alaska, fairbanks, last modified june 9, 2014, http://www.ankn.uaf.edu/about.html 30. webster and doyle, “don’t class me in antiquities,” 189. 31. isaac gilman, “from marginalization to accessibility: classification of indigenous materials,” faculty scholarship at pacific university libraries (2006), http://commons.pacificu.edu/libfac/6 32. ibid., 30; robyn east, indigenous subject access/nga upoko tukutuku: maori subject headings, presentation at the 23rd antzla conference, wellington, new zealand, 2008. 33. gilman, “from marginalization to accessibility,” 34–35. 34. chester, proposed tribal college cataloging systems, 20. http://www.uaf.edu/anla/about/ http://www.ktoo.org/2014/04/21/alaska-native-languages-bill-passes-15-hour-sit/ http://www.ankn.uaf.edu/about.html http://commons.pacificu.edu/libfac/6 702 m. e. duarte and m. belarde-lewis 35. vicente m. diaz, “rethinking pacific indigeneity with outrigger canoes.” presentation at the indigenous encounters: navigating the politics of indigeneity, authenticity and gender, seattle, 2011, 17. 36. janine bowechop and patricia pierce erikson, “forging indigenous methodologies on cape flattery: the makah museum as a center of collaborative research,” american indian quarterly 29, no. 1 (2005): 264. 37. jackson b. miller, “coyote’s tale on the old oregon trail: challenging cultural memory through narrative at the tamástslikt cultural institute,” text and performance quarterly 25, no. 3 (2005): 221. 38. ibid., 220–238; smith, decolonizing methodologies, 161. 39. tom holm, j. diane pearson, and ben chavis, “peoplehood: a model for the extension of sovereignty in american indian studies,” wicazo sa review 18, no. 1 (2003): 7–24. 40. v. f. cordova, how it is: the native american philosophy of v.f. cordova, ed. kathleen dean moore (tucson: university of arizona press, 2007). 41. ann doyle, “naming, claiming, and (re)creating: indigenous knowledge organization at the cultural interface” (phd diss., university of british columbia, 2013). 42. ibid. 43. chester, proposed tribal college cataloging systems, 151. 44. aileen runde, “the return of wampum belts: ethical issues and the repatriation of native american archival materials,” journal of information ethics 19, no. 1 (2010): 33–44. 45. raegan swanson, “a quebec version of brian deer,” l’association des bibliothécaires du québec, http://abqla.qc.ca/quebec-version-brian-deer (accessed september 2014). http://abqla.qc.ca/quebec-version-brian-deer mediating queer and trans pasts: the homosaurus as queer information activism full terms & conditions of access and use can be found at https://www.tandfonline.com/action/journalinformation?journalcode=rics20 information, communication & society issn: (print) (online) journal homepage: https://www.tandfonline.com/loi/rics20 mediating queer and trans pasts: the homosaurus as queer information activism marika cifor & k.j. rawson to cite this article: marika cifor & k.j. rawson (2022): mediating queer and trans pasts: the homosaurus as queer information activism, information, communication & society, doi: 10.1080/1369118x.2022.2072753 to link to this article: https://doi.org/10.1080/1369118x.2022.2072753 © 2022 the author(s). published by informa uk limited, trading as taylor & francis group published online: 15 may 2022. submit your article to this journal article views: 1873 view related articles view crossmark data citing articles: 1 view citing articles 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marika cifor a and k.j. rawson b ainformation school, university of washington, seattle, wa, usa; benglish and women’s, gender and sexuality studies, northeastern university, boston, ma, usa abstract libraries and archives have long been rich sites of exploration for lgbtq+ people in search of self-understanding, identification, shared experience, and community. yet the information infrastructures that guide every quest for queer and trans information remain silently powerful mediators of our research processes. through an extended discussion of the homosaurus, an international lgbtq linked data vocabulary that the authors helped to develop, this article explores how queer information activism can confront the impoverished tools available for describing queer and trans resources. by focusing on both “corrective” and “analytic” strategies, the authors argue that the homosaurus must work to expand the queer and trans terminology available for subject description while still challenging the structure and process of classificatory systems as always in tension with our queer aspirations. article history received 24 august 2021 accepted 22 april 2022 keywords information activism; classification; queer; transgender a familiar scene takes place across queer coming-of-age narratives … going to the library to look up the thing you suspect you might be, or might desire. this everyday excursion becomes a palm-sweating event when the information sought is also the locus of shame and a host of other bad feelings: the thing you have been called or the thing you fear. the bibliographic encounter is anxious, exciting, and often remembered as a decisive moment, one where mediation is key. (mckinney, 2018, p. 55) the budding young queer browsing the library catalog and searching its stacks to find themselves is such a familiar scene that it has become an established trope. for queer and trans people, this is a profound, ‘palm-sweating event’ because of the precarity of our present lives and our histories, often sources of pride and shame. the digital corollary – browsing google, youtube, or another platform – has no less transformative power, though the experience may feel less social and public (drushel, 2010; hardy, 2021; lovelock, 2019; rawson, 2014). yet, this impactful process of self-discovery and identification is, as cait mckinney reminds us in the epigraph, always mediated. from library stacks to online searches, queer and trans pasts are mediated by the information infrastructures © 2022 the author(s). published by informa uk limited, trading as taylor & francis group this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. contact marika cifor mcifor@uw.edu information school, university of washington, box 352840, mary gates hall, ste. 370, seattle, wa 98195-2840, usa information, communication & society https://doi.org/10.1080/1369118x.2022.2072753 http://crossmark.crossref.org/dialog/?doi=10.1080/1369118x.2022.2072753&domain=pdf&date_stamp=2022-05-12 http://orcid.org/0000-0002-1645-7158 http://orcid.org/0000-0001-5755-3624 http://creativecommons.org/licenses/by-nc-nd/4.0/ mailto:mcifor@uw.edu http://www.tandfonline.com that organize, describe, and construct those pasts to make them accessible to users. information infrastructures construct rhetorical arguments that facilitate particular interpretations of their resources (feinberg, 2010). one key component of information infrastructures is subject headings, terms assigned to a resource based on its topic (as interpreted by an information professional) to help researchers discover items they seek. when we search a library or archives’ catalog, subject terms assigned to a book, archival collection, article or other resource determine whether it is likely to be retrieved. subject terms function as a representational layer facilitating queer and trans self-discovery processes in information environments. given this important role, subject vocabularies–preestablished and controlled sets of terms–warrant examination that considers the insights of queer theory alongside pragmatic information practice strategies. when subject terms are missing, inaccurate, or inadequate, people are elided, misrepresented, or underrepresented. moreover, it is a fundamental failure of information institutions’ missions to connect users and information. since 2016, we have been part of a collaboration by queer and trans scholars, librarians, and archivists to recuperate, revise, and implement a subject-term vocabulary, or thesaurus, called ‘the homosaurus.’ the homosaurus is a controlled vocabulary of lgbtq+-specific terminology that enhances the discoverability of and improves access to lgbtq+ resources held by archives, libraries, and museums.1 a linked data vocabulary hosted online and available for application in any information retrieval environment, it is frequently used within library catalogs, digital archives, and online exhibitions (hardesty & nolan, 2021). yet, because the homosaurus is used by information professionals who input metadata on the back end of search platforms, most people searching for queer and trans content are unaware of when, where, and how they are interacting with homosaurus terms. however, given the homosaurus’ growing influence, it is increasingly likely that they are. our aims in this article are threefold: to make visible the work of building and maintaining an lgbtq+ subject-term vocabulary; explore the theoretical and practical complexities of queer and trans knowledge making that we conduct in working on this project; and argue for the homosaurus as a form of queer information activism that has widespread impacts on queer and trans epistemologies and information accessibility. by weaving together discussions of our work on the homosaurus with the theoretical paradigms it is based upon, we assert the critical need for queer and trans activist interventions in the information landscapes that shape our worlds. mckinney proposes ‘information activism,’ as a key aspect of late twentieth century lesbian-feminist activism. they argue that organizations and individuals were motivated by the unfulfilled desires for information about women like them – about lesbian life, activism, and history – that was non-existent, erased, or otherwise difficult to find. in response, activists took generating such information into their own hands. mckinney (2020) writes, ‘information activism describes a range of materials and processes constituting the collective, often unspectacular labor that sustains social justice movements’ (p. 2). we, the homosaurus editors, are similarly motivated by a refusal to accept that lgbtq+ lives or resources should be marginalized, hidden, misrepresented, or otherwise difficult for queer and trans people to uncover. our information activism, like our predecessors, is the manifestation of a longing for a collective history and the ‘erotics of being in proximity to a past organized by sexuality – a history built and occupied by 2 m. cifor and k. j. rawson others’ (mckinney, 2020, p. 21). information activism requires reimagining and remaking prevailing standards for information management, including subject-classification (mckinney, 2020, pp. 3–4). such less-than-glamorous labor unites us to reform the media we use to sustain political movements and lives, including the media used to organize, collect, maintain, and provide access to queer and trans information in an environment of continual precarity. we begin this article with a discussion of classification – how it functions and why it matters – and how the homosaurus responds to the impoverished landscape for queer and trans information retrieval. subsequent sections use specific term clusters from the vocabulary as examples of the two distinct information activism strategies that the homosaurus adopts, strategies that can be understood as what emily drabinski (2013) identifies as ‘corrective’ and ‘analytic’ approaches. the ‘corrective’ approach, discussed in our section on family terms, describes the building out of new terms that cannot be found in other vocabularies. we recognize the importance of having language available to fully describe queer and trans resources, yet we are aware, building on melissa adler (2013a, 2018) and d. grant campbell (2013), of the limitations of corrective approaches which are an assimilationist strategy that can further empower classification systems. in response, our subsequent section demonstrates an ‘analytic’ approach to consider the theoretical complexities and implications of the homosaurus’ transgender-themed terms. from a broader perspective, both the corrective and analytic approaches remain unsatisfactory and are, to an extent, designed to fail. filling the gaps in dominant classification schemes is where the homosaurus has and continues to excel. yet, a truly corrective approach that would offer a more inclusive, equitable and just representation of what is lgbtq+ demands a full representation of lgbtq+ communities in all of their richness and diversity. one of the fundamental limits of our ability to do this critical work is the constraints of our board. while the editorial board represents many lgbtq+ identities (notably, more than half of current members are trans), we are acutely aware of our limitations as majority-white and majority us-based. in part, our project’s whiteness reflects the extreme whiteness of cultural heritage fields, where in the us over 85% of professionals identify as white (galvan, 2015; westermann et al., 2019). given the power and impacts of information systems that we have been discussing, including the homosaurus itself, these statistics are deeply concerning due to their far-reaching effects on information access for people of color. we acknowledge also the limitations inherent in the vocabulary’s primacy of ‘homo’ in its name and history, which despite revisions may contribute to the exclusion and marginalization of queer and trans people who are not reflected therein. yet, we continue to invest in the homosaurus as queer information activism because of the worldmaking possibilities that it offers; even as our new information paradigms inherit failures of existing ones, the homosaurus provides opportunities to make those vulnerable moments of queer and trans information seeking more successful and, perhaps, less palm-sweatinducing. classification and its operations our work on the homosaurus contributes to ongoing attention to classification’s significance within information studies scholarship. in sorting things out, geoffrey bowker information, communication & society 3 and susan leigh star (2000) define classification as the ‘spatial, temporal, or spatio-temporal segmentation of the world’ (p. 10). classification represents and constructs knowledge. the homosaurus is a particular classification system, a controlled vocabulary, an organized arrangement of words and phrases applied to resources to index and retrieve content. controlled vocabularies organize knowledge for subsequent retrieval. to achieve subject access, representations of resources with similar subjects are gathered in a system that facilitates naming consistency for collocation (olson, 2001, p. 640). naming, hope olson (2011) highlights, is about ‘the power of controlling subject representation, and, therefore access’ (p. 4). subject classification tools and applications of them are never neutral (rawson, 2018). rather, such tools, even while scholars beyond information studies routinely ignore them, are active, powerful agents in knowledge ecosystems. the decisions made in conferring a name or assigning a label shape access to and use of information. subject classification informs understandings of what is contained within a resource, and the knowledge that can be derived from it. in short, classification is a mechanism through which lgbtq+ worlds, lives, and identities are constructed and contained. controlled vocabularies, olson (2011) asserts, have three distinguishing characteristics: (1) ‘a limited vocabulary from which an indexer or cataloguer exclusively chooses terms for describing the subject content of a document’; (2) ‘only one term … for each concept’; and (3) ‘a structure that defines the relationships between concepts’ (p. 6). controlled vocabularies often include, as the homosaurus does, preferred and variant terms. for example, in the homosaurus, ‘anal sex’ is the preferred label for ‘butt fucking.’ this example suggests the power of controlled vocabularies – for whom is ‘anal sex’ the preferred term? who is controlling the vocabulary and what are the effects of that control? most lgbtq+-focused critical attention to classification targets the us library of congress subject headings (lcsh) (adler, 2009, 2013b, 2015, 2017; angell & roberto, 2014; colbert, 2017; roberto, 2011; howard & knowlton, 2018; watson, 2020). founded in 1898, lcsh is the preeminent controlled vocabulary for subject access globally (angell & roberto, 2014). cataloging routinely relies on lcsh and its counterpart, the library of congress name authority file (lcnaf), which provides the authoritative name to be used for a person, organization, event, place, or title. the purpose of controlled vocabularies is the identification of entities and the provision of uniform access to resources. the power embedded in and the responsibility of such a dominant system shapes whether people and subjects are represented at all and the accuracy of those representations in reflecting the people whose identities and lives are at stake. as lgbtq+ communities are aware, however, ‘one person’s infrastructure may be another’s barrier’ (bowker & star, 2000, p. 34). as infrastructures that present significant barriers, lcsh and lcnaf are critiqued for their inaccuracies, omissions, and pathologization of lgbtq+ persons, organizations, events, places, and titles. subject access for transgender materials is particularly problematic; as katelyn angell and k.r. roberto (2014) document, the subject heading ‘transsexuals’ was created in 1985 and in 1989 was supplemented by ‘transvestites.’ an additional heading for ‘female-to-male transsexuals’ was added in 2002; however, its counterpart ‘male-to-female transsexuals’ was not established until 2006 (johnson, 2010, p. 668). it was only after ‘continued contestation of its meaning,’ that the heading ‘transgender people’ was added in 2007 (johnson, 4 m. cifor and k. j. rawson 2010, p. 666, 667). however, such additions showcase the ongoing limitations of documenting trans knowledge and experiences, such as the conspicuous lack of terminology to describe genderqueer (adler, 2009, p. 310), agender, multigender (angell & roberto, 2014), or non-binary identities, though this is slowly improving. within this impoverished descriptive environment, the homosaurus supplements general knowledge and specialized subject vocabularies, and more specifically, it exists as a complement, alternative, opponent, and critique to/of lcsh. the homosaurus: information activism in practice the homosaurus is not information activists’ first effort at creating and enacting more inclusive, dynamic descriptions of lgbtq+ materials in ways that subvert, open, and make possible lgbtq+ knowledges and lives. information activists, including those quoted above, have worked for decades for queer and trans empowerment through classification. they have critiqued and revised dominant controlled vocabularies, and alternatively, established community-based and community-centric controlled vocabularies that classify and document queer and trans lives and experiences in ways that better reflect evolving identities and community-based knowledges. alarmed by problematic, biased, and violent subject headings, information professionals have challenged, and/or made new subject terms that defy what olson (2001) termed the ‘cultural supremacy of the mainstream patriarchal, euro-settler culture’ (p. 69). efforts to remake mainstream heteronormative controlled vocabularies are traceable to the american library association’s task force on gay liberation formed in 1971. organizers took on the library of congress’s (lc) use of terminology including ‘sexual perversions,’ or ‘social pathologies’ to describe lesbian and gay content. lc catalogers, who set the agenda for catalogers worldwide, then ‘relied on,’ adler (2015) emphasizes, ‘definitions in psychiatric literature to determine the literary warrant of subjects related to sexual variance while ignoring and neglecting audiences and voices from other disciplines’ (p. 491). lgbtq+ materials were pathologically equated with materials on pedophilia and sex crimes. throughout the 1970s and 1980s, with sanford berman’s leadership, proposals were made to lc to address the prejudices and pejoratives in lcsh terms’ structure and verbiage for lgbtq+ topics. berman brought attention to language’s power to ‘underpin often malicious stereotypes, to de-humanize the subjects, transforming them into unsavory or at least worthless objects’ (berman, 1988, p. 5 cited in adler, 2012, p. 28). critiques of subject indexing grounded in queer theory and trans studies contest the catalog record’s purportedly neutral and objective status. insights from queer theory have demonstrated that it is impossible to ‘contain entire fields of knowledge or ways of being in accordance with universalizing systems and structures,’ drabinski (2013) writes. drabinski (2013) suggests that, while needed, making corrections to problematic subject headings will always be contingent and should be iterative. such insights invite critical readings of catalogs and subject headings to propose terms that better reflect community-based and vernacular uses. user-generated tagging, as well as customized folksonomies have been proposed as solutions to supplement dominant vocabularies. for example, adler (2009) compared usergenerated tags for books in librarything to lcsh terms for works on transgender information, communication & society 5 genres and topics. while noting that the ‘tags do tend to lack uniformity because there is no governing body regulating [their] establishment,’ their collective strength was amplified because ‘they allow everyone who is interested in the subject to add to the vocabulary, reflecting all users’ positions without bias and without definitive rules’ (adler, 2009, p. 316). not only can diverse communities find new modes of access to materials through user-recommended cross-references, but minoritized people can develop relationships and mutual support through discussion and sharing. similarly, campbell et al. (2017) examined local descriptive language used by lgbtq + people in cariri, brazil and found that the power derived from this community by naming themselves is an act of survival, a means to share vital cultural information through private, coded mechanisms that shapes their community’s spaces, discourses, and identities (campbell et al., 2017, p. 67). writing on the development of the queer thesaurus – the homosaurus’ precursor – archivist and homosaurus board member wel (1998) explained ‘the absence of a thesaurus of gay and lesbian index terms can be seen as the principal reason for the lack of indexing of gay and lesbian material and information about gay and lesbian existence.’ from its beginnings, then, the homosaurus responded to an absence of descriptive terminology in order to better index ‘gay and lesbian’ materials. the homosaurus began circa 1982 when the staff of homodok (university of amsterdam documentation center for gay and lesbian studies, now ihlia lgbt heritage) created a list of dutch-language keywords used to describe resources as they were added to their new bibliographic database (van der wel, 1998). the homodok list was significantly expanded in 1987 and in 1993 it merged with a similar subject list from anna blaman huis (a ‘multicultural lesbian and gay information center’) (van der wel, 1998). this combined resource, the ‘queer thesaurus,’ was translated into english in 1997 (greenblatt, 2014, p. 159). by 2013, van der wel, with ellen greenblatt, transformed the queer thesaurus into the homosaurus by adding hundreds of new terms and putting more terms in relation. this revision focused on inclusivity and pushing beyond the bias toward white gay cisgender men. after encountering the 2013 revision, k.j. rawson saw its unique potential for describing materials in the then-nascent digital transgender archive, an online repository for trans-related historical materials. in 2015, rawson collaborated with van der wel to develop an editorial board and transform the homosaurus into a linked data vocabulary. the homosaurus editorial board, 6–10 queer and trans identified information professionals and academics, began meeting monthly in 2016 and has worked continuously since. for its first two decades, the homosaurus functioned as a standalone, in-house vocabulary, meaning that lgbtq+ archives could fully describe their resources with this single thesaurus. as a result, early versions had lesbianand gay-specific terms (e.g., lesbian literature) as well as broader terms (e.g., fiction) that were also needed to describe resources. a year into the revision, the board realized that we were continually facing problems of scope as we patched together sections of the vocabulary that went beyond our expertise and that we could not cover with sufficient depth. we were forced to reconcile the limitations of our capacity and expertise as a small, all-volunteer collective doing queer information activism. rather than attempting to comprehensively describe any and all resources that were collected in lgbtq + archives, we determined that the homosaurus should be abridged to 6 m. cifor and k. j. rawson become a lgbtq+-specific vocabulary that could be used in conjunction with broader thesauri in any informational context. this new approach meant that we could be more accurate and thorough in representing lgbtq+ terminology and that the homosaurus could be used by any cultural heritage institution seeking to describe lgbtq+ resources. this was particularly helpful in supporting the vocabulary’s use in lcsh-dominated library catalogs. with this new framing in mind, the board began the joyful and cathartic process of cutting nearly all terminology that was not specifically or sufficiently queer or trans. we vigorously debated terms we were uncertain about including. for example, were non-monagomous relationship configurations (e.g., mononormativity, polyamory) inherently or sufficiently queer? was it helpful to create terms for professions where lgbtq+ people are often found (e.g., actors, artists)? should we include drug-related terminology (e.g., crystal meth, poppers)? there were countless questions where we debated parameters for inclusion and exclusion. ultimately, we evaluated terms and made decisions about inclusion based on three criteria: 1) is the term relevant for lgbtq+ materials? 2) is the term already available in other vocabularies? if so, does it have an accurate scope and sufficient relationships? 3) are there likely use cases for the term? if not, is it important to include the term in anticipation of future use? these criteria developed organically as we deliberated about terms and groupings. given the depth of our conversations, the revision process took years but resulted in the second version of the homosaurus, released in may 2019 (we are now on version 3.1). the board continues to meet monthly to review proposed new terms (from board members and vocabulary users) and discuss the project’s ongoing development. the power of naming in the homosaurus from its inception through its current iteration, the homosaurus has relied on queer and feminist knowledge generation practices – it developed out of community need, we use a collective decision-making process, attempt transparency and openness, and interrogate the power inherent in the systems and structures that we work within and against. yet, we are creating this vocabulary within the preexisting hierarchical framework of controlled vocabulary semantics and a small group of people are in the position to make impactful decisions about which terms get included and how they relate to other terms – often unqueer and nonfeminist practices. homosaurus’s standard hierarchical structure presents an uneasy format for a queer and trans vocabulary. in a controlled vocabulary context, a hierarchy refers to relationships among terms where some terms are broader, others are narrower, and/or related horizontally. as figure 1 shows, any term has relationships to other terms – narrower terms grouped under it, broader terms above it, or related terms across from it – represented as either part-to-whole or same-level relationships. any term can also include a ‘scope note,’ which provides definition and guidance on its application. a ‘use for’ information, communication & society 7 connection might also be made for synonyms or equivalent terms to indicate that users should opt for the approved term. this architecture places terms in meaningful relation, facilitates movement among concepts, and enables resource collocation. operating always within a hierarchy, the information activism we employ falls broadly into what drabinski (2013) labels ‘corrective’ and ‘analytic’ approaches, which are our foci in the following subsections. first, as an example of the corrective approach, we discuss the development of family terms that provide branches of new, interconnected subject terms that are excluded from other vocabularies. having new terms available does not simply allow for more accurate descriptions of the ever-changing configurations and possibilities of queer and trans families, it also provides epistemological visibility and validation for the ways that lgbtq+ people are already creating our worlds. in the second subsection, we turn to attempts to employ an analytic approach to our information activism by considering the transgender-themed terms, which pose a challenge to the vocabulary’s hierarchical structure and reveal the limitations of a corrective approach. queer correctives as has become our board’s standard practice, we take on, individually or in pairs, a part of the vocabulary to extend or revise. in late-2018, marika cifor volunteered to overhaul the homosaurus’ ‘family terms.’ this sub-project illustrates where the homosaurus excels – generating new and interconnected subject terms that cannot readily be found in dominant vocabularies. examining the correctives offered in family terms illustrates the efficacy and practical necessity of this approach to queer and trans classification. the lcsh heading ‘families,’ according to its scope note labels, ‘works on the sociological concept and structure of families as well as works on the everyday life, interactions, and relationships of family members.’ within approved narrower terms is some lgbtq+ content: ‘gay-parent families,’ ‘lesbian-parent families,’ and ‘sexual minorities’ families’ (notably, no ‘transgender families’). similarly, under ‘parents,’ are ‘bisexual parents,’ ‘same-sex parents,’ ‘transgender parents,’ and ‘transsexual parents.’ each of those terms also includes narrower constructions, such as ‘children of … ’ fill-inthe-blank lgbtq+ identity. in this mainstream vocabulary we find some reflection of figure 1. diagram of the possible relationships among terms in the homosaurus. 8 m. cifor and k. j. rawson lgbtq+ families, and at least, of nuclear family-making in which some lgbtq+ people participate. yet, digging deeper into how even such queer and trans nuclear families are made quickly reveals the standardized vocabulary’s limitations. when it comes to adoption – one way that lgbtq+ families are created and, in some places, a politically contested right and process – we get from lcsh only the minor and inadequate ‘gay adoption’ subheading. ‘gay’ is used to encompass, as the scope note denotes, ‘works on adoption of children by gay men or lesbians.’ we get nothing about the particularities of adopting as a bisexual, transgender, or queer-identified person or family unit. there is no narrower heading to address the ubiquitous need for nongestational parents in non-heterosexual relationships to do second-parent adoptions, a pricey, discriminatory legal process by which the non-gestational parent adopts their own child to protect their parental rights. in contrast, in the homosaurus, we offer a heading for ‘lgbtq+ adoption.’ under that term, is the narrower term, ‘second parent adoption,’ alongside subjects like ‘lgbtq+ adoptive children.’ the urgency of interrogating with specificity the terms that shape the legal rights and the dignity and life-experiences of lgbtq+ people and families, become particularly salient as our families are still threatened and our lives open topics for political debate. as we wrote in 2021, the supreme court of the united states declined to take-up box v. henderson, a case that would have stripped of their equal parenting rights married lesbian couples who conceived children with sperm donors’ aid. when a married oppositesex couple used a donor, indiana recognized the non-gestational parent as the child’s parent. however, when a married same-sex couple did the same thing, the state refused to recognize the birth mother’s wife. while the court ultimately declined to hear it, the case indicates an ongoing attack on the rights and protections granted by obergefell v. hodges, the case that extended marital privileges to same-sex spouses. thinking about lgbtq+ adoptions showcases how the homosaurus’s nuanced terminology can make vital information for lgbtq+ people in precarious legal situations retrievable and usable. the homosaurus works beautifully when the aim is to add content, specificity, or nuance in the same hierarchical form to represent lgbtq+-related knowledge and experience. similarly, the revamped lgbtq+ terms offer a potent corrective for thinking about other kinds of queer and trans families we have and create. marlon m. bailey’s powerful first-person performance ethnography, butch queens up in pumps, examines ballroom scenes in detroit and discusses black and brown queer and trans community and family formation at length. beginning in the mid-twentieth century us, black and latinx queer and trans people organized themselves into houses and created balls. ballroom events now happen worldwide and they continue to disrupt dominant constructions of gender, sexuality, community, and, importantly, kinship. as bailey documents, ballroom houses constitute multigenerational chosen families. these families are complete with a queering of family roles including ‘mothers,’ ‘fathers,’ ‘children,’ and grandparents. ‘the kinship system,’ bailey (2019) said, ‘is the unit of safety, of affirmation, of nurturing. you have house parents … you’re a house mother or father, you are often elected or appointed … you nurture your children … there’s a real sophisticated kinship system that is not just about mothers and fathers, but it’s also about aunts and uncles, and siblings.’ the importance of queerer families for lgbtq+ people, who have often been misunderstood by or rejected from their families of origin, should not be underestimated information, communication & society 9 when it comes to building the resilience, care, and connection requisite to survival and thriving, particularly for lgbtq+ communities of color. the machine readable catalog record (marc) for butch queens, one copied by libraries worldwide, includes five lcsh terms: ‘gay and lesbian dance parties–michigan–detroit,’ ‘female impersonators–michigan–detroit,’ ‘gay culture–michigan– detroit,’ ‘african american gays–michigan–detroit,’ and ‘sexual minorities–michigan–detroit.’ setting aside the problematic ‘female impersonators’ as a preferred term, we are left with subjects that address the book’s regional, racial and gay male contexts. missing is any notion of family and kinship, which are fundamental to this project and to black and latinx queer and trans life. perhaps it should come as no surprise, however, that lcsh offers little about the constitution of families by and for lgbtq+ people. even as the scope note for ‘family’ does not use the word, ‘biological,’ there is no subheading for family that is not based on blood lines. in lcsh there is no heading for ‘chosen family,’ much less families that are queer and trans in origin such as ‘ballroom families’ or ‘leather families,’ to name but a few. it is in the corrective of supplying more extensive, precise, and accurate communitydriven language for labeling queer and trans resources that the homosaurus excels. yet, we are keenly aware of this strategy’s limits (adler & harper, 2018; campbell, 2013). moreover, to engage in an adequately corrective approach requires representation – for this project to succeed in creating a representation of what is lgbtq+ would require the full representation of our communities. with knowledge of the myriad limitations that stem from the legacy of a white cisgender gay focus and the whiteness, middle-classness, and euro-american centricity of our board and the field, we remain committed to doing information activism to improve the discoverability of lgbtq+ resources. catalogers are doing crucial work, like supplementing the paucity of the lcsh subject headings applied to bailey’s work with ones from the homosaurus (‘lgbtq+ chosen families,’ ‘ball culture,’ and ‘ballroom families’ would be key additions, for instance). these headings offer measured hope of acknowledging and celebrating the knowledges and experiences of queer and trans people and communities. the homosaurus, while not yet achieving its full potential, has an important advantage when it comes to nimbleness because the vocabulary can readily move and expand to accommodate the forms our families take now and in the future. we can continue to correct, but such efforts still uphold and extend dominant classification systems that are always embedded in power structures. queer and trans people need more than a corrective approach can offer. a trans analytic approach to hierarchies while the ‘family terms’ subset provides an illustration of where the homosaurus offers productive corrective opportunities to expand the available lexicon for describing lgbtq+ resources, an analytic approach reveals that no amount of expansion could ever fully mitigate the logistical and philosophical challenges inherent in an lgbtq+ controlled vocabulary. informed by queer theory, drabinski’s analytic approach offers a sweeping critique that can be applied to the normativizing impulse of the thesaurus structure (see figure 1): it flattens the complexity of lgbtq+ terminologies; puts terms in static and hierarchical relationship to one another; exerts normativizing 10 m. cifor and k. j. rawson power to privilege certain terms and exclude others; and narrowly delineates how the terms should be used. indeed, sometimes it is hard to imagine how we might recuperate any subversive force from this structure, even when our focus is lgbtq+ content. information activists have long grappled with these challenges and the thrust of their work is to rupture the veneer of objectivity that encases knowledge organization systems, reveal their unavoidable bias, and invite critical reflection by users. following that logic, the homosaurus itself warrants queer critique. the subject term ‘transgender people’ is a helpful for unpacking the implications of the homosaurus’ hierarchical structure (and by extension that of many other controlled vocabularies). figure 2 diagrams the entry for ‘transgender people,’ which includes all potential types of relationships in the hierarchical structure. the ‘narrower terms’ show precisely which terms we included, some of which are uncontroversial (e.g., family relationship terms), whereas others are quite contentious (e.g., ‘non-binary people,’ ‘transsexual people’). related terms are generally lower stakes because they do not represent a part-to-whole relationship, though we have included historically outdated terms that are only intended by the editorial board to be applied in particular contexts (e.g., ‘eonist people,’ ‘transvestites’) as well as connections to non-trans terms to call attention to their status as the invisible cisgender norm (e.g., ‘men,’ ‘women’).2 in recognition of the complexity of the term ‘transgender people,’ the scope note instructs users to ‘add figure 2. diagram of connections to the term ‘transgender.’ information, communication & society 11 more specific terms when possible,’ suggesting that it can be helpfully supplemented by more precise terms. importantly, this heading does not contain all of the trans-related terms and many others, such as ‘ftms’ and ‘mtfs’, are included as narrower terms of ‘transsexual people.’ the most vexing of this entire term group is the ‘use for’ list. this section lists the subject terms that are excluded from the homosaurus in favor of ‘transgender people’ as preferred term. as an editorial board, we may be fully committed to the endless proliferation of language in theory, but that would be a problematic approach since nearly identical concepts would become separate and discrete entities within information environments. for example, ‘trans people’ and ‘transgender people,’ which have been used in slightly divergent ways: if we were to include both concepts, information professionals applying the terms would struggle to differentiate between them and the resources they were applied to would become disconnected from one another and, ultimately, they would be less discoverable or hidden altogether. as a point of comparison, lcsh has the same term, ‘transgender people,’ with the broader term of ‘persons’ (as opposed to our lgbtq+-specific framework grouping). it also includes interesting, if idiosyncratic, narrower terms: ‘christian transgender people,’ ‘church work with transgender people,’ ‘jewish transgender people,’ ‘libraries and transgender people,’ ‘older transgender people,’ ‘social work with transgender people,’ ‘transgender men,’ ‘transgender women,’ and ‘transsexuals.’3 it’s noteworthy that three of nine terms concern religion yet there are no narrower relationships to any genderqueer or non-binary terms (lcsh has ‘gender-nonconforming people’ but it is not connected to ‘transgender people’). lcsh terms are added when literary warrant requires; it is only when items catalogued for the lc need a subject heading that is not already available that a new heading is added. as adler (2017) has demonstrated, this process is rife with problematic and oppressive language practices. lcsh has far fewer trans-specific terms than the homosaurus and there are fewer term relationships to parse out – ‘gender-nonconforming people,’ for example, only has a single connection to the broader term ‘persons.’ as a vocabulary that is considerably smaller than lcsh (1,800 + versus 348,000 + terms), the homosaurus can be approached holistically and the relationships that we build among terms can be more closely aligned with community-based language practices. this discussion of a single term illustrates the kinds of decisions the board has struggled with for several years as we have recreated this vocabulary. some of the terms that we invest more time in debating are the grouping terms, which are broader terms that have many narrower terms that they coalesce. these terms are particularly important to the vocabulary because they facilitate a number of relationships (sometimes several dozen) stemming from a single node, which also helps to make the vocabulary more readable. yet at times, grouping terms become pressure points that establish hierarchies and enact epistemologies that we do not endorse. for example, the term ‘culturally-specific gender identities’ had approximately 50 terms grouped under its capacious banner. this term itself was never intended to be used in practice to describe resources because all gender identities are culturally specific. though our aim was to connect terms describing non-western gender identities, predominately in non-english languages, we became increasingly uncomfortable with what this gesture revealed – the problematic and poorly veiled logics of whiteness, colonialism, and 12 m. cifor and k. j. rawson ethnocentrism that undergird the project. in january 2021, the board updated the term to ‘non-euro-american gender and sexual identities.’ we felt thatthis was a slight improvement since it at least named the bias behind the grouping, though the bias itself remains. as amber billey and drabinski (2019) argue, ‘all knowledge organization schemes reflect the ideologies from which they emerge.’ in awareness of this inevitability, we continually ask ourselves: whose queer and trans lexicon are we capturing? one initial answer is that by having an english-only vocabulary, we are only capturing queer and trans lexicons used by english speakers. in discussing the decolonial possibilities of cherokee-language-based digital archives, ellen cushman (2013) argues, ‘english remains the lingua franca of imperialism, knowledge work, and global capitalism’ (p. 121). cushman offers epistemic delinking, a process of replacing the tenets of colonialism by centering decolonial perspectives, as means to begin addressing this structural barrier. in the context of the homosaurus, this is a helpful framework to aspire towards as we begin exploring translation. several homosaurus users are in the process of translating the vocabulary into other languages and we have started to imagine a multi-language platform that does not use english as the standard from which all other languages are mapped. we are imagining ways of building a diffused and collaborative translation model that resists the centralization of an english lgbtq+ lexicon that other languages are forced to fit into. even if we are successful in building a multilingual platform that disrupts the englishlanguage basis of our project, we will need to continue to confront the coercive effects that english-based lgbtq+ discourses have within the us and globally. cathy j. cohen’s (1997) landmark ‘punks, bulldaggers, and welfare queens’ offers a still-compelling critique of ‘a single-oppression framework’ that can ‘misrepresent the distribution of power within and outside of gay, lesbian, bisexual, and transgendered communities’ (p. 441); given the primacy of ‘homo’ in the framing and functioning of our thesaurus, how can we account for the project’s skewed attention to single-issue queer positionality, which, when unmarked, presuppose a white, cisgender gay or lesbian, and otherwise normative subject? in ‘the radical potential of queer? 20 years later,’ cohen (2019) expresses concern that as queer has been adopted more frequently as an identity term, it has lost much of its transformative potential as a collective orientation to power. cohen’s observations demonstrate how queer terminology evolves in complex relation to power, and it is often a give-and-take between individual and collective identities. this give-and-take often plays out a familiar scene where those with less power are forced to adopt the language developed and deployed by those with more. queer and trans linguistic colonization can be traced beyond the us. on the one hand, there is a long a troubling history of what sujata moorti (2016) describes in ‘a queer romance with the hijra’ as the practice of ‘turning to the non-west for spaces of redeeming alterity’ (p. 20). in such cases, strategic attention to ‘foreign’ examples of non-western sexual and gender alterity are used to reinforce, buttress, and consolidate western sexual and gender identity norms and categories. on the other hand, contributors to sexuality and translation in world politics argue, when there are efforts to export u.s.-based lgbt concepts, ‘indigenous sexualities defy contemporary lgbt and queer frameworks,’ result in ‘impossibilities of epistemological translation’ (picq & tikuna, 2019, pp. 60–61). such impossibilities present a significant concern for the homosaurus as we aspire to collaborate globally while mitigating the colonial force of information, communication & society 13 our efforts. while the hierarchies, static terms, and english-language basis of our project present formidable challenges for representing queer and trans epistemologies, the work of the homosaurus is not simply to respond to lacking classification systems such as lcsh (a corrective approach), but it is to continually build knowledge upon and beyond the homosaurus itself as we confront the confines of what a controlled vocabulary is and what effects it can have. conclusion in moments of candor, our board readily and cheerfully admits that our project is destined to fail. after all, how could we possibly maintain an always-up-to-date and comprehensive lgbtq+ vocabulary given how quickly language evolves, how passionately terms are contested, how forcefully queer and trans terms resist hierarchical structures, and the ways that we will inevitably misrepresent, underrepresent, and overrepresent factions of lgbtq+ life? in confronting such shortcomings, we are aligned with queer theoretical reckonings with failure, such as jack halberstam’s (2011) reminder that ‘ … there is something powerful in being wrong, in losing, in failing, and that all our failures combined might just be enough, if we practice them well, to bring down the winner’ (p. 120). indeed, our failing points to the utter impossibility of all subject term vocabularies, from massive thesauri like lcsh to grassroots projects like the homosaurus, to facilitate equitable resource discovery. returning to the trope of queer and trans people turning to libraries and archives to find themselves, we are left to interrogate: which queer and trans people, exactly, have been finding themselves in cultural heritage spaces? the fast pace of language evolution in lgbtq+ communities, especially developed by younger generations, is a survival tactic deployed to transmit and sustain ourselves. it does not seem much of a stretch, then, to imagine that the most marginalized lgbtq+ people are simultaneously those who are most likely to be eager for self-discovery and yet they are the people who are least likely to find themselves. as campbell et al. (2017) note, ‘keeping up with the constantly shifting terminology within marginalized communities is difficult, expensive, time-consuming, and ultimately futile. even as indexers discover fresh concepts and terms and lead-in terms, the community abandons them for even newer terms, unknown to established institutions and law-enforcement bodies’ (p. 589). much of the subcultural power of queer and trans language practices depends on the relative obscurity of the language; as soon as it becomes institutionalized, it loses its power. in this sense, projects like the homosaurus may seem to be working across purposes with community language practices because if we understand the inclusion of lgbtq+ terminology into the homosaurus as a form of institutionalization – or, at least, domestication – are we inadvertently widening the gap between lgbtq+ community lexicons and information systems that strive to facilitate the discovery of materials relevant to our communities? perhaps. yet despite these risks, we persist in developing the homosaurus as a form of ‘information activism,’ queer and trans worldmaking that intervenes in what michelle caswell et al. (2016) refer to as the ‘symbolic annihilation’ that occurs when marginalized groups are systematically misrepresented or excluded from information systems. we have enacted a corrective approach by adding hundreds of lgbtq+ terms that cannot be 14 m. cifor and k. j. rawson found in any other subject term vocabularies, often including terminology before we are aware of the need for it to prepare for materials that may not yet exist (e.g., ‘bisexual buddhists,’ ‘transgender beaches’). we have used the reverse of this approach as well, such as deleting all references to pedophilia given the problematic connection between gayness and pedophilia that persists in popular culture. as drabinski (2013) argues in a foucauldian fashion: ‘knowledge organization structures are productive, not merely representative. they do not smoothly represent reality, but discursively produce it, constituting the field of potential identities users can either claim as true and authentic representations of themselves or resist as not quite correct’ (p. 102). in this spirit, we treat the homosaurus as a tool for discursive production and revision of queer and trans epistemologies. while adding and removing terminology from the vocabulary is central to our work, we are aware that a corrective approach can never be effective without an ongoing analytic approach that critically examines the classificatory process itself, which relies upon controlled vocabularies to function. as information activists, we aspire to what olson (2001) proposed as critical classification’s aim, to make the very ‘limits of our existing information systems permeable’ (p. 659). instead of holding onto the power of voice, construction, and definition, olson (2001) explains, ‘we who are on the inside of the information structures must create holes in our structures where power can leak out’ (p. 659). as a collective, we have endeavored to at once make permeable the systems that dominate our information ecosystems through the creation of the homosaurus, while also recognizing that we also hold some power as those who are inside the homosaurus as an information structure. our hope is that this article provides one of many opportunities for that power to leak – and perhaps eventually pour – out. notes 1. we are intentional in the subtle shifts that we make between ‘queer’ and ‘lgbtq+’ throughout this article. we use lgbtq+ when we are referring to individuals or groups who identify or are referred to as lesbian, gay, bisexual, transgender, queer, or other closely related terms and we use use the phrase ‘queer and trans’ in a similarly broad and inclusive way. we use ‘queer’ by itself when invoking an anti-normative theoretical paradigm or resistance to heteropatriarchy. as we know well, this terminology will continue to evolve and we trust readers will recognize that we are working with our now-current language and our intention is to be as nuanced and inclusive as possible. 2. while the board uses scope notes to instruct users on how a term should be implemented, we have already seen cases of terms being used incorrectly or anachronistically. this highlights a frustrating but perhaps unavoidable gap between our intentions and the implementation of the resource. 3. for more detail, see https://id.loc.gov/authorities/subjects/sh2007003708.html. acknowledgement we would like to thank cait mckinney, the homosaurus editorial board including amber billey, jay l. colbert, janaya kizzie, clair kronk, chloe noland, bri watson,jack van der wel, and adrian williams as well as two anonymous and generous reviewers for their assistance in thinking through and revising this work. we would also like to thank carole palmer and the research services team at the information school at university of washington for their support of open access publication. information, communication & society 15 https://id.loc.gov/authorities/subjects/sh2007003708.html disclosure statement no potential conflict of interest was reported by the author(s). notes on contributors marika cifor is assistant professor in the information school and adjunct faculty in gender, women, & sexuality studies at the university of washington. she is a feminist scholar of archival studies and digital studies. her research investigates how individuals and communities marginalized by gender, sexuality, race and ethnicity, and hiv-status are represented and how they document and represent themselves in archives and digital cultures. cifor is the author or viral cultures: activist archiving in the age of aids (university of minnesota press, 2022). she has been a member of the homosaurus editorial board since 2016. k.j. rawson is associate professor of english and women’s, gender, and sexuality studies at northeastern university. he is also the founder and director of the digital transgender archive, an award-winning online repository of trans-related historical materials, and he is the co-chair of the editorial 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(2019). art museum staff demographic survey 2018. ithaka s + r. https://doi.org/10.18665/sr.310935 18 m. cifor and k. j. rawson https://doi.org/10.14321/qed.3.2.0018 https://doi.org/10.14321/qed.3.2.0018 https://doi.org/10.1086/495624 https://doi.org/10.14321/qed.1.2.0038 https://doi.org/10.1080/02773945.2017.1347951 https://doi.org/10.1080/02773945.2017.1347951 https://doi.org/10.3172/jie.20.2.56 https://doi.org/10.1080/01639374.2020.1796876 https://doi.org/10.1080/01639374.2020.1796876 https://doi.org/10.18665/sr.310935 abstract classification and its operations the homosaurus: information activism in practice the power of naming in the homosaurus queer correctives a trans analytic approach to hierarchies conclusion notes acknowledgement disclosure statement notes on contributors orcid references << /ascii85encodepages false /allowtransparency false /autopositionepsfiles false /autorotatepages /pagebypage /binding /left /calgrayprofile () /calrgbprofile (adobe rgb \0501998\051) 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