117 Implementing Antiracism in Technical Services Leslie A. Engelson, Murray State University Brinna Michael, Emory University Caitlin Soma, Emory University ABSTR AC T It is a sad reality that racist bias is inherent in cataloging standards and collection development practices. Whether racism in cataloging and collection development practices is intentional or not, Technical Service librarians can be intentional about combat- ting it. This article presents three antiracist projects implemented to address racism in collection development and classification. Leslie Engelson discusses the results of an effort initiated by the music faculty to determine the representation of BIPOC in the music score collection at Waterfield Library. Brinna Michael demonstrates how racist language is represented in the Library of Congress Classifica- tion schedule and her efforts at Pitts Theology Library to update call numbers. Finally, Caitlin Soma details a diversity audit of the books assigned on course reserve at Candler School of Theology to iden- tify potential collection gaps and to encourage faculty to develop curricula that include more diverse voices. ANTIRACISM AND LIBRARIAN NEUTRALITY Conversations related to racism/antiracism can be divisive. To those who think that it is not a topic for theological or religious studies librarians to discuss, I would say that, other than the home and reli- gious institutions, I can’t think of a better place to both model and teach about the inherent value, dignity, and equality of all persons than in our libraries. It is our hope that what we discuss here is infor- mative and helpful; our intention is not to be divisive. It is important also to acknowledge that our whiteness affords us opportunity to address this issue in a public forum and compels us to approach this topic with humility and open-mindedness. Neutrality. It’s an ideal to which librarians aspire. In fact, it’s explicitly stated in our Code of Ethics. (Freedom 2012; Cataloging 2021) We strive to be unbiased in our interactions with our patrons, 118 AT L A 202 1 PROCEEDINGS our collection management decisions, word choices in how we describe resources, selection of subject access points, and where we decide to place a physical item within the broader collections. Yet we know that all those activities and decisions can be wrought with bias. Bias which can silence voices and ideas. Even the effort to counter that bias towards neutrality is not as straightforward as I first thought. Nora Schmidt, in her thesis The Privilege to Select (Schmidt 2020), has helpfully distinguished three different types of neutrality as practiced by librarians. The first category is what she calls passive neutrality and is guided or informed by the user’s needs. When functioning at this level of neutrality, resources are selected by the user through a DDA program or by librarians through approval plans and packages. They are described according to library standards, and vocabulary from estab- lished thesauri are used by catalogers to assign subject access points. Likewise, long-established classification schemes are used to orga- nize those resources. Using these standardized purchasing plans and thesauri may be efficient and attractive from a financial perspective, but it results in homogenous collections that are described and orga- nized in culturally insensitive and biased ways. The second category of neutrality is active neutrality. Librarians operating at this level of neutrality are more aware of the impact of social systems and actively try to balance access to knowledge and ideas. They do this by pressing vendors to include independent and Southern-Hemisphere publishers in their DDA and approval plan packages in order to have a better representation of the global communication taking place in various subject areas. Their advo- cacy for better representation in classification schemes as well as changes in terminology in subject thesauri to better represent all people groups is also an act of active neutrality. The third type of neutrality is what Schmidt calls culturally humble neutrality. In this mode of neutrality, the librarian is aware that the systemic privileging of some voices over others has resulted in bias in the collection, its organization, and its description, and actively works toward balancing that bias through intentional selection of resources. This also involves catalogers adjusting the classification scheme and standardized terminology in thesauri even if this results in more time-consuming application and maintenance of these standards. Dr. Ibram X. Kendi argues that because every policy either produces or sustains racial inequality or equity between racial groups, there is no such thing as nonracist or race-neutral policy. Panel Discussions 119 (Kendi 2019) The three projects detailed below are antiracist in their endeavors to produce a measure of equity in our libraries. REPRESENTATION OF BIPOC IN THE MUSIC COLLECTION OF WATERFIELD LIBRARY Leslie A. Engelson, Murray State University Background The impetus for the analysis of the music collection in Waterfield Library was a request by the music faculty at Murray State University in the fall of 2020 to run a report of the titles that were classified in the Library of Congress Classification M class. They indicated their desire to analyze the collection for Black, Indigenous, and people of color representation. Whether or not as a result of their analysis, in this past academic year, the music faculty recommended the library purchase only seven titles that represent racial diversity. These titles focus on Latin Ameri- can and African American musicians as well as an additional title that covers diversity in course development. None of the recommenda- tions were for either notated or recorded music, and so I thought a closer look at the diversity of these collections was warranted. Collection Analysis Methods A common method of collection analysis mentioned in the literature is comparing the holdings of a library to bibliographies of recom- mended works, awards lists, and reviews. However, this can be prob- lematic because of the racism that is built into the publishing process. Publishers are interested in making money, so they tend to publish only those titles they determine are worth the risk and will sell. This usually means staying away from unknown authors and marginalized perspectives, resulting in many people of color turning to independent publishing houses or self-publishing. Scholars who create bibliographies of recommended works often unintentionally incorporate bias into their selection of titles because of their limited awareness of or even marginalization of alternative perspectives. Even awards lists that are intended to highlight non-white voices primarily include only works published by these large North Ameri- can or European publishing houses, not independent publishers, let alone publishers based in the Southern Hemisphere. 120 AT L A 202 1 PROCEEDINGS One antiracist approach to collection analysis involves analyzing the creators and publishers represented in the collection for race and location. This is a time-consuming process as each creator might need to be researched in order to determine their race or ethnicity. Research would also need to be done to determine the location and scope of unknown publishers. Librarians at Howard-Tilton Memo- rial Library have tried to address this time-consuming method with a workflow they created that uses MarcEdit, OpenRefine, and Python to compare directors in their DVD collection with lists of female directors. They have made their workflow and script available in GitHub. (Howard 2018; Tillay 2019) Scope Using the report I ran for the music faculty, I initially looked at the subject access points for references to people groups or geographic locations in order to determine the race or ethnic representation in notated or recorded music. Later analysis will include composers and performers. The total number of titles in the M classes, which includes ML and MT, is 18,999. 70% of those are classified in M. This is not surprising given the performance focus of the department. Formats included for notated and recorded music are printed and electronic books, audio-visual, microform, and streaming media. Because records for electronic resources often do not include classification codes, only eight e-books are included. Additionally, I excluded the 90 streaming media titles as these resources are available through a subscription database and not a permanent part of the collection. Of the remain- ing 13,214 titles, 18 did not include subject access points, so those were also excluded from the analysis. Race is a construct and is not represented clearly by LCSH. Deter- mining which subject access points and subdivisions represented non-White people groups was challenging. Whenever I needed to decide whether or not to include a subject access point or subdivi- sion, I looked for those access points that referenced topics that were outside the traditional classical music canon which is essentially dominated by White, male, and Christian. Some were very easy to determine such as Chinese and Jamaican. Others required decisions that could arguably have been made differently. For instance, I did not include Russia and, after much back-and-forth, excluded Spanish when it was associated with Spain. In the interest of broadening the Panel Discussions 121 scope, I included ethnoreligious groups such as Jews and hyphen- ated people groups such as Korean-American. Some subject access points included the names of composers and authors. I included the titles associated with those access points if I could determine that the people represented by those names fit the criteria. However, I did not include a title with the subject access point for Hiawatha when it was associated with a work that is not a viable representation of the Iroquois people. Finally, I included titles that had subject access points for dances, instruments, and musical modal systems, such as Dastgāh or Gambuh, that are associated with non-White or non-Christian people groups. The result is that only 297 titles have subject access points or subdivisions that associate the musical work with people groups that are not represented by the classical music canon. This is only 2.25% of the titles in the M class, a disappointingly miniscule representa- tion of racial diversity (Figure 1). FIGURE 1: Percentage of titles that represent diversity in the M class. However, within that small part of the collection is a rich repre- sentation of diversity (Figure 2). It is not surprising that both Latin America and Asia are the two largest groups as they represent a significant number of countries and people groups. African Ameri- can representation falls in third place; however, once an analysis of composers and performers is complete, I’m sure that representation will greatly increase. 122 AT L A 202 1 PROCEEDINGS FIGURE 2: Breakdown of diversity representation in the M class. Once I have completed the analysis of the composers and perform- ers, I plan to present my findings to the Research and Instruction Librarians and Dean. We have had conversations previously about the diversity of our collections and I think this will be helpful infor- mation for continuing the conversation. Hopefully, the R&I librarian who is responsible for collection development in the M classes will be proactive about selecting resources that will bring more repre- sentation of voices that have been marginalized and ignored for too long. I look forward to the positive impact exposure to these people groups and cultures through music will have on our students. Works Cited Cataloging Ethics Steering Committee. 2021. “Cataloging Code of Ethics.” https://sites.google.com/view/cataloging-ethics/ home?authuser=0. Freedom of Access to Information and Freedom of Expression Advi- sory Committee. 2012. “IFLA Code of Ethics for Librarians and Other Information Workers (full version).” https://www.ifla.org/ publications/node/11092. Panel Discussions 123 Howard-Tilton-Library. 2018. “Analyze Collection Creators.” GitHub repository. https://github.com/Howard-Tilton-Library/ AnalyzeCollectionCreators. Kendi, Ibram X., 2019. How to Be an Antiracist. New York: Random House. Schmidt, Nora. 2020. The Privilege to Select. Lund University, Facul- ties of Humanities and Theology, Lund Studies in Arts and Cultural Sciences, Lund, Sweden. DOI: https://doi.org/10.5281/ zenodo.4011295. Tillay, Rachel and Chapman, CC. 2019. “A New Digital Method for Assessing the Diversity of Creator Identities in the Howard-Tilton Memorial Library Media Services DVD Collection.” Music Refer- ence Services Quarterly 22, no.1-2: 57-64. https://doi.org/10.1080/1 0588167.2019.1601421. ADDRESSING RACIST BIAS IN THE LIBRARY OF CONGRESS CLASSIFICATION Brinna Michael, Emory University Introduction In fall of 2020, within the context of broader discussions of ethics in technical services and cataloging at Emory University, Pitts Theology Library staff began conceptualizing a project to replace certain cutters in LC call numbers. The project was inspired by a post originally made by Amber Billey on Cataloging Lab (“Replace .N3-5 cutter for Negro” 2021), an online space for catalogers and metadata professionals to share ideas and collaborate on issues surrounding controlled vocabularies. Historically, the Library of Congress Classification (LCC) schedules have codified various racist views and perspectives, centering the White experience over BIPOC experiences. Billey’s post addressed this by raising the issue of the continued use of cutters like .N4 which are derived from the term “Negro/s” and the inconsistent way in which these cutters have been maintained or changed over the years of LCC reviews and updates. Expansions on the original post provided further reading and links to similar projects, including Netanel Ganin’s discussion of the origins and structural use of the .N4 cutter and his list of prominent classes still using the cutter (Ganin 2016), as well as David Heilbrun’s addi- 124 AT L A 202 1 PROCEEDINGS tion of the local mappings used at George Mason University to update their holdings (“N Cutter Revision”). After consideration, the Pitts staff determined that a call number update project had potential as a local way to start the process of addressing racism in the catalog and on the shelves. Preparation Identifying Affected Classes and Proposing Changes The first step was to compile an initial list of affected classifications by combining those already created by Netanel Ganin and David Heilbrun. This list was then cross-referenced with the LCC schedules to 1) add any relevant classes that had been missed, 2) include notes on any officially updated classes by LC, and 3) add any similar classes in need of updating, specifically those based on the term “Orientals.” We conducted a survey of the LCC schedules, searching specifically for uses of the term “Negro/s” and the subcategory “Elements of the population,” which generally includes racial and ethnic subdivisions within a topic, and represents one of the major structural elements within the schedules that reinforces the centering of White male perspectives. We recorded each class as it appeared in the schedule as well as the hierarchy associated with those classes, mirroring the format of Heilbrun’s original list. FIGURE 1: LCC Class list with LCC Hierarchy and proposed updates The final list was then assessed on a class-by-class basis and proposed updates were created based on the following principles: • Is there an existing, official update to this class in the schedule? • Is there an existing precedent for this change in another clas- sification? Panel Discussions 125 Where we found existing, official updates, we listed and marked them in green under our proposed column (Fig. 1). For classes that had not been updated by LC, our proposed update was kept consis- tent with the precedent of similar classes that had been officially updated. This generally meant that for classes addressing Black communities and individuals within the US, the new cutter would be .A35, using “African American” as the source term, while classes addressing Black communities and individuals outside of the US received a new cutter of .B5 or the nearest variation. Classes previ- ously using cutters derived from “Oriental/s” were assigned the new cutter .A75 using “Asian” as the source term, although in cases where a more specific cutter could be used, such as .J3 for Japanese, we added a note recommending the use of the specific cutter over a general one. This approach is not without faults. In response to a concern raised by one of our patrons following the project announcement, we reassessed the use of the .N4 cutter specifically regarding Span- ish- and Portuguese-speaking regions where the term “Negro” is the language equivalent of the English term “Black” and does not necessarily carry the same history and connotations as the use of “Negro” within primarily English-speaking regions. After researching and discussing the issue, we decided to continue with our proposed updates based on the term “Black” for these regions 1) because this accurately reflects the way members of Spanish and Portuguese speaking communities refer to themselves in English, and 2) to maintain consistency and clarity, since LCC is a primarily English- based classification. In the same way that the decision to use existing changes in the LCC schedules as precedents maintains the struc- tural situating of these materials within a classification scheme that normalizes the White male experience, the decision to maintain an English-centric approach somewhat highlights the limitations of LCC. In the end, the scope of this project necessitated striking a balance between making a meaningful change and retaining consistency on the shelves. Establishing the Project Scope The second step in preparing to implement this project was to inves- tigate and establish the scope of such a project at Pitts Theology Library. This was accomplished by creating a report using Alma Analytics using the compiled list of affected classes (Fig. 2, 3). This report was created by pulling the MMS Id, Barcode, Title, Author, 126 AT L A 202 1 PROCEEDINGS Subjects, Permanent Call Number, and Location code fields and applying filters to limit the holding library and the relevant call numbers. We chose to include descriptive information, such as author, title, and subjects for two reasons: 1) to allow for an additional layer of confirmation when relabeling the books, and 2) to have the informa- tion readily available for future subject assessment work. FIGURE 3: Alma Analytics report interface with results FIGURE 2: Alma Analytics report interface with selected columns and filters Panel Discussions 127 The report showed that five hundred items held onsite at Pitts and thirty-seven items stored offsite matched our criteria, the bulk of which fell into class BR563.N4, the history of Christianity amongst African Americans. It was determined that 537 items constituted an extremely feasible project, and after obtaining the approval of the Library Director, Bo Adams, and the Head of Cataloging, Armin Siedlecki, we began the process of updating the call numbers. Process and Implementation The first step towards implementing the project was to develop a method of progress tracking. At the time that this project was begun, Pitts was operating almost entirely remotely, with an extremely limited number of staff on site. The Stacks Specialist, Yasmine Green, and I determined the best approach would be to process the mate- rials in batches. To prepare for processing, we ordered the results first by onsite/offsite location and then by call number. We then split the items into ten batches of materials that were onsite and a single batch of materials that needed to be requested from our offsite stor- age facility. Each batch was then arranged into separate sheets in a single shared spreadsheet in Box (later migrated to OneDrive) where we could track the processing progress (Fig. 4). With a means of tracking our progress remotely arranged, we established a two-stage workflow split between updating the catalog and updating the physical items. Going one batch at a time, I searched in Alma using the MMS Id of the record and added an additional 050 field with second indicator 4 to the bibliographic record with the full call number as it appeared in the “New Call Number” column of the project spreadsheet. It was important for us to leave the previous call FIGURE 4: Progress tracking spreadsheet 128 AT L A 202 1 PROCEEDINGS numbers for several reasons, including the fact that some of these records had items attached that were being held at other libraries in the Emory system, but more importantly, to avoid erasing the history of the call number usage. Before updating the holding record, I checked the item list and confirmed that the barcode(s) matched those on the project spread- sheet. If any barcodes were missing, they were marked on the spread- sheet by highlighting the row. If any barcodes were shown as on loan or otherwise not available, a note would be made in the spreadsheet with the reason and any additional notes. For items that were on loan, we added a fulfillment note to the item record so they could be pulled and processed when they were returned. I then selected the Pitts holding record, leaving any other holdings as they were, and changed the call number to match the spreadsheet and biblio- graphic record. When the changes had been made, the cataloger checked the “Holdings Updated” column for that item. Once the batch was completed and all notes were made, I informed Yasmine that the batch was ready for physical relabeling. At that point, Yasmine and her student assistants began the process of pulling the physical materials. They pulled items based on the call numbers listed in the “Former Call Number” column of the shared spreadsheet, noting any items that were not on the shelves. Items gathered, they checked each barcode against the shared spreadsheet and by scanning it into Alma to confirm the record matched the physical item. Then they printed and applied the new spine label. As each item was relabeled, they checked the “Label Updated” column. For items not found on the shelf, they either confirmed that the item already had a note saying it was on loan or in another location or added an additional note stating the item was not pulled and that it was on the shelf. Once a batch was done with all physical updating, the items were reshelved and approval was given for the next batch to be started. Outcomes and Lessons The initial processing period took about two and a half months to complete. As of June 23, 2021, 85.3% of all identified items were completely updated, including bibliographic records, holdings records, and physical item labels. Items still waiting for full process- ing include forty items still on loan, and fourteen items requiring Panel Discussions 129 unique processing due to their format (e.g., microfiche, media). Of all items, twenty-five could not be updated as they were either marked as lost in Alma (0.6% of the total), marked as inactive in Alma (3%), or not physically on the shelf or on loan (1.1%). (Table 1) TABLE 1. Project Progress as of June 23, 2021 Completed Holdings Only Bib Only On Loan Marked Lost Inactive in Alma Not on Shelf TOTAL Batch 1 42 1 0 3 0 4 0 50 Batch 2 43 0 0 5 1 1 0 50 Batch 3 40 4 0 6 0 0 0 50 Batch 4 42 2 0 1 1 3 1 50 Batch 5 45 1 0 2 0 2 0 50 Batch 6 47 0 1 1 1 0 0 50 Batch 7 41 2 0 3 0 1 3 50 Batch 8 42 2 0 2 0 3 1 50 Batch 9 36 0 0 13 0 1 0 50 Batch 10 44 1 0 4 0 0 1 50 Batch LSC 36 0 0 0 0 1 0 37 TOTAL 458 13 1 40 3 16 6 537 Completed: Bib and Holdings records updated, Physical Item relabeled Holdings Only: Bib and Holdings records updated, Physical Item not relabeled, not currently on Loan Bib Only: Bib record updated, Holdings record not updated, Physical Item not rela- beled, not currently on Loan On Loan: Bib and Holdings records updated, Physical Item not relabeled, Currently on Loan Marked Lost: Marked with the “Lost” status in Alma Inactive in Alma: All records deactivated in Alma following deaccessioning Not on Shelf: Bib and Holdings records updated, Physical Item not located on shelves It is important to note that we encountered sixteen items that were not present in Alma despite appearing in our original Analyt- ics reports. After some investigation, we found that these items had been deaccessioned and their records marked as Inactive in Alma yet were still part of the dataset passed to Analytics. We updated our report parameters to only show Active records to streamline the process as we run regular checks for new items that may have been cataloged using the old call numbers. 130 AT L A 202 1 PROCEEDINGS Overall, this project is just one small change that can be made with relatively little effort on a local scale. However, it is by no means a comprehensive solution to the underlying structural racism that permeates the LCC scheme. As previously mentioned, the decision to use existing changes in the LCC schedules as precedents maintains the fact that we continue to situate these materials within a classifi- cation scheme that normalizes the White male experience. It is also important to note that as the instigator and lead on this project, my biases and perspectives as a White person certainly influenced the outcomes. We hope to mitigate this effect in future projects as my colleagues and I develop a stakeholder group (e.g., students, faculty, researchers) to solicit feedback on challenges they face related to search and discovery in the catalog with particular focus on equi- table and ethical description. Such future projects may include: identifying and enhancing records using the “Indians of North America” heading to include more specific and accurate naming of Indigenous communities in order to counteract the historical homogenization of these communi- ties by colonizing forces (Association for Manitoba Archives MAIN- LCSH Working Group 2017), and identifying and enhancing records using “othering” headings to also include “normalized” headings to counter the effects of “normalized” headings affecting search and discovery (Library of Congress 2013). These will both require coor- dination with the larger Emory Libraries system and could poten- tially expand and improve our efforts to enact critical cataloging practices in the catalog. Within Pitts itself, we hope to use the call number project as a starting point to begin integrating more trans- parent discussion of the underlying structural biases of the catalog as part of regular library instruction sessions and help encourage students to critically examine not only the sources they are using in their research, but also the process of locating those resources. Works Cited Association for Manitoba Archives MAIN-LCSH Working Group. 2017. “Changes to the Library of Congress Subject Headings Related to Indigenous Peoples: for use in the AMA MAIN Data- base.” http://hdl.handle.net/1993/31177. Ganin, Netanel. 2017. “Every Occurrence of N4 in the Library of Congress Classification Scheme.” I Never Metadata I Didn’t Like Panel Discussions 131 (blog), March 25, 2016. https://inevermetadataididntlike.word- press.com/2016/03/25/every-occurrence-of-n4-in-the-library-of- congress-classification-scheme/. Library of Congress. 2013. “H1330, Biography.” Subject Headings Manual. Last updated September 2013, https://www.loc.gov/aba/ publications/FreeSHM/H1330.pdf. “N Cutter Revision.” 2021. George Mason University, https://docs. google.com/spreadsheets/d/1eZLHdSSN1wJk6synjvv8LvHDnNEN lRAQkHST7DCrX3c/edit#gid=1697951160. “Replace .N3-5 Cutter for Negro,” The Cataloging Lab (blog), last updated February 2021, https://cataloginglab.org/kb/replace- n4-cutter/. A DIVERSITY AUDIT OF COURSE RESERVES AT CANDLER SCHOOL OF THEOLOGY Caitlin Soma, Emory University Introduction In order to create diverse collections, we must first analyze our current ones. While there are many methods of collection analysis available, applying a detailed method to an entire library collection can easily take more time and effort than librarians have to give. Therefore, in this project, I conducted a diversity audit on a specific subset of our collection that is indicative of how the library collec- tion relates to the curriculum of the theology school that we support. Scope At Pitts Theology Library, we purchase every textbook assigned for a Candler School of Theology course and place it on reserve for students to use. Therefore, course reserve books represent the core intersection of the Pitts collection and the Candler curriculum. Candler courses run on a three-year cycle, so a three-year section of course reserves includes all courses regularly taught at Candler. For this project, I analyzed books assigned for courses from Fall 2017 through Spring 2020. I did not include content beyond books, such as articles, videos, or other media because we do not purchase all of that material for the library’s collection. Additionally, the dataset 132 AT L A 202 1 PROCEEDINGS was already quite large for this type of individual analysis at more than 2,000 items. When analyzing each book, I noted each author’s race and ethnic- ity according to IPEDS standards (Integrated 1997). I also noted each author’s gender, religious affiliation, and region of origin. All of this data was based upon publicly available information in which the author self-identified in each of these categories. I recognize that the IPEDS standards are an imperfect system of classification and that I, as a White, cis, woman, bring my own biases to the project, but my intent was to use an established system to ensure clarity and consis- tency in my data collection and reporting. Additionally, using self- identification on the part of the authors as well as allowing for those authors who did not self-identify in a specific category provides an accurate dataset for analysis. I initially wanted to include the relationship of the author to the content but doing that accurately would involve more intensive research than was possible in this project, and the results would be difficult to portray quantitatively. I also would like to acknowledge the importance of including neurodiverse authors and authors with physical disabilities in our collections, but that information was not available for this project. Method This method is based on the work of Karen Jensen, who initially wrote instructions for conducting diversity audits in youth fiction collections in Library Journal (Jensen 2018). Although her methods are comprehensive, there are significant differences between youth fiction and graduate-level theology collections. As a result, I have adapted her methodologies to create a process that is more effective for analyzing academic works. The first step was getting the dataset of book titles from our course reserve system. Our Course Reserves Specialist, Elizabeth Miller, pulled this information from Ares, our course reserves program. She put together a spreadsheet that included the title, author, ISBN, and publication information. After getting the initial dataset, I removed duplicate titles but kept duplicate authors. This is so that the data accurately represents whether many different works by one author are assigned across the curriculum but is not skewed by books assigned for courses that are taught more than once. Panel Discussions 133 To find the information about each author, I searched each author’s first and last name in Google. If the results from the Google search were inconclusive or if an author’s name was particularly common, I added keywords that related to their work. I used Google to search each author because the information I needed was more readily available from Google than from library databases. Informa- tion about an author’s race, gender, and religious affiliation is not readily available from MARC records, so I used alternative sources for this project. These sources frequently included university website biographies, online curricula vitae, speaker biographies associated with special events, and obituaries. I kept a record of where I got the information for each author and used multiple sources where neces- sary to obtain as much information as possible. Results The results of this data can be broken down many different ways, but I have found that some of the simplest representations are the most telling. Figure 1 contains the initial results for author distribution by region. This is the region where each author is from, not where the book was published. I broke this data down by continent, with the exception of the Middle East. Countries in this dataset that are included in the Middle East designation are Afghanistan, Egypt, Iran, Israel, Palestine, Pakistan, and Turkey. FIGURE 1: Breakdown of authors by region of origin. 134 AT L A 202 1 PROCEEDINGS Figure 2 contains the results of author gender. Authors for whom I was unable to find a gender designation are represented in the “n/a” portion of the chart. FIGURE 2: Breakdown of authors by gender. Figure 3 contains the results of author race and ethnicity. The “Classical Author” designation refers to those authors whose race is disputed or for whom modern racial identifiers would be inaccurate. Examples of these authors include Augustine, Irenaeus, and Plato. Panel Discussions 135 It is important to note that in each of these charts, the major- ity group holds around 70% of the content. In the region category, North America is 67% of the content. In the gender category, male authors make up 70% of the books. Finally, 71% of the books assigned for Candler School of Theology courses are by white authors. This means that throughout the Candler curriculum, White, male, and North American voices are given priority. In each category, more than two-thirds of the content is from these traditionally overrep- resented groups. Use As of June 2021, I presented the initial findings of this project to a small group of faculty and staff who make up the Library, Media, and Technology committee at Candler. I received positive feedback from this group, and they will connect me with additional stakeholders in each area of the school of theology. I am working on creating an interactive Tableau dashboard with this data so that charts can be manipulated and additional data breakdowns can be viewed more FIGURE 3: Breakdown of authors by race and ethnicity. 136 AT L A 202 1 PROCEEDINGS easily. This resource will then be helpful in facilitating upcoming discussions with faculty from each of the four areas of study. When presenting this data, I emphasize to faculty that the goal is not to single anyone out or critique a certain class. The data is in aggregate so faculty identities are protected, and the intent is for this information to be helpful to theology faculty. As a library, we provide many tools that faculty can use to inform their pedagogy. This is one that can help them view course materials in a way they might not have considered. Finally, throughout my presentation of this project, I emphasize that the reason for it is to promote engagement with the content, not just acquisition of the content. It’s not enough to just buy books by authors from different backgrounds and with different identities. It’s important that we find ways of engaging students with these materials and one of the best ways of doing that is by incorporat- ing it into the curriculum. Course reserves are the most-used items in our library and so should be the best representation of what we want our curriculum to include. Considerations When I mention this project to faculty or to other librarians, one of the first questions that arises is the availability of books on theol- ogy topics written by BIPOC scholars, female scholars, and scholars from outside North America. My initial response to this question is to invite them to investigate further what titles are available and why those titles would or would not be suitable for their classes. In many cases, it’s not that there aren’t books by people from these groups on a specific subject. The problem is that people from these groups have a perspective that does not fit with the established curriculum. Faculty may need to adjust their pedagogy to include more perspectives. However, I do not want to overlook the fact that there are far fewer books published each year authored by women and BIPOC than those authored by men or by White authors. Therefore, I invite faculty, librarians, publishers, scholars, and professionals in every area of academia to consider the systems within our industries. Reports from the Council of Graduate Schools demonstrate that graduate enrollment in women, people of color, and students origi- nating from outside the United States has risen steadily over the past ten years (Council 2020). However, barriers at every point in the Panel Discussions 137 process keep people who do not fit into the typical perception of what constitutes an academic or theologian from gaining the notability necessary to get their work published or have their work assigned in graduate courses. From the point of admission and recruitment in graduate schools, we should look at who theology schools are recruiting. Who are our admissions departments pursuing? Who is being granted scholar- ships? Once students arrive on campus, how are they welcomed? Are faculty creating inclusive environments? What content is being taught? During their graduate studies, are students assigned advisors with whom they share an identity? Which students are encouraged to pursue postgraduate studies? From the perspective of publish- ers, what qualifications are necessary to be published? What type of scholarship does your company prioritize? In the library, what resources are we teaching students to use? What content are we spending our limited budgets on? Why do we prioritize books by some authors over others? These are just a few of the many considerations that must be considered in every area of academia when viewing our library collections through an anti-racist lens. Each of these factors contrib- utes to the overall makeup of what books are ultimately assigned for theology courses. It’s easy to look at the magnitude of this situation and blame the parts of this system that we can’t individually control. However, when we look to point fingers at others, we are abandon- ing the responsibility we have to change our own areas of influence. Identifying the statistical realities of our textbooks is not a solu- tion to racial inequities in theological education. In How to Be an Antiracist, Ibram X. Kendi writes, “We can knowingly strive to be an antiracist. Like fighting an addiction, being an antiracist requires persistent self-awareness, constant self-criticism, and regular self- examination.” (Kendi 2019, 23) A collection diversity audit is one form of self-awareness and self-examination. I encourage you to use this as inspiration for implementing anti-racist projects in your own libraries. You can’t expect any one project to be a solution for such a huge issue, but you can help create a culture of self-examination that works towards anti-racist goals. 138 AT L A 202 1 PROCEEDINGS Works Cited Council of Graduate Schools. 2020. Graduate Enrollment and Degrees: 2009 to 2019. (2020). https://cgsnet.org/ckfinder/userfiles/files/ CGS_GED19_Report_final2.pdf Integrated Postsecondary Education Data System. 1997. Definitions for New Race and Ethnicity Categories. https://nces.ed.gov/ipeds/ report-your-data/race-ethnicity-definitions Jensen, Karen. 2018. “Diversity Auditing 101: How to Evaluate Your Collection.” School Library Journal. (October 22, 2018). https:// www.slj.com/?detailStory=diversity-auditing-101-how-to-evalu- ate-collection Kendi, Ibram X. 2019. How to Be an Antiracist. New York: Random House. REFERENCES Alliance Cataloging Standing Group. 2019. Providing Alternative Subject Headings for Controversial Library of Congress Subject Headings in the Alliance Shared ILS. Orbis Cascade Alliance. https://digital.lib.washington.edu/researchworks/bitstream/ handle/1773/45609/CSG%20-%20Alternative%20SH%20in%20 the%20Alliance%20SILS.pdf?sequence=1&isAllowed=y Archives for Black Lives in Philadelphia. 2019. Anti-racist Descrip- tion Resources. 2019. https://archivesforblacklives.files.word- press.com/2019/10/ardr_final.pdf Bone, Christine, Brett Lougheed, Camille Callison, Janet La France, and Terry Reilly. 2015. Changes to Library of Congress Subject Headings Related to Indigenouse Peoples: For Use in the AMA MAIN Database. http://hdl.handle.net/1993/31177 Canadian Federation of Library Associations. 2018. Truth and Reconciliation Report and Recommendations. http://cfla-fcab.ca/ wp-content/uploads/2018/10/Truth-and-Reconciliation-Commit- tee-Report-and-Recommendations-ISBN1.pdf Daniels, Laura E., Jacqueline K. Magagnosc, and Margaret F. Nich- ols. 2021. “Making Change that Matters in the Library Catalog.” Catalogue and Index 202: 19-23. https://cdn.ymaws.com/www. Panel Discussions 139 cilip.org.uk/resource/collection/CC45A47F-BE48-4BA1-B6D4- 25BF10F1BC41/C&I202Daniels_Magagnosc_Nichols_change_ matters.pdf Evangelestia-Dougherty, Tamar. 2021. “Drawing Inclusive Collec- tions from Exclusive Narratives.” [Webinar]. Presented May 27, 2021 through the Association of College and Research Librar- ies. https://drive.google.com/file/d/1cj3ryDZEB-N-57KstVWB- H1qB5E2mPwtC/view?usp=sharing Fox, Violet, Nick Bennyhoff, Kelsey George, Erin Grant, Tina Gross, Cate Kellett, Arden Kirkland, Karla Jurgemeyer, Treshani Perera, Karl Pettitt, Jeanne Piascik, Lisa Robinson, and Deborah Tomaras. 2020. Report of the SAC Working Group on Alternatives to LCSH “Illegal aliens”. http://hdl.handle.net/11213/14582 Hobart, Elizabeth. 2020. “Ethical Cataloging and Racism in Special Collections. In Archives and Special Collections as Sites of Contes- tation, edited by Mary Kandiuk, 203-221. Sacramento, CA: Library Juice Press. Howard-Tilton-Library. 2018. Analyze Collection Creators. GitHub repository. https://github.com/Howard-Tilton-Library/ AnalyzeCollectionCreators Rice, John. 2020. “The Pipeline Isn’t the Problem.” Interview by Kara Swisher and Scott Galloway Pivot, Intelligencer, June 23, 2020. Transcribed, https://nymag.com/intelligencer/2020/06/the-pipe- line-isnt-the-problem.html “List of Statements on Bias in Library and Archives Description.” 2021. Cataloging Lab (blog). Last updated March 24, 2021. http:// cataloginglab.org/list-of-statements-on-bias-in-library-and- archives-description/ Littletree, Sandra and Cheryl A. Metoyer. 2015. “Knowledge Orga- nization from an Indigenous Perspective: The Mashantucket Pequot Thesaurus of American Indian Terminology Project.” Cataloging & Classification Quarterly, 53, no. 5-6: 640-657. https:// doi.org/10.1080/01639374.2015.1010113. National Indigenous Knowledge and Language Alliance. (2019- ). First Nations, Metis, and Inuit - Indigenous Ontol- ogies. Accessed June 30, 2021. https://docs.google.com/ 140 AT L A 202 1 PROCEEDINGS spreadsheets/u/1/d/e/2PACX-1vSOKcm9HB-28iSqNN3sQd5h- V7bMLMGpCeGL0dkQgyg2AiZAMWUF0sp98GyxIvLXYIWqSZ3n X_j_q4UN/pubhtml Smith-Yoshimura, Karen. 2019. “Strategies for Alternate Subject Headings and Maintaining Subject Headings.” Hanging Together: The OCLC Research blog. (October 29, 2019). https://hangingto- gether.org/?p=7591 SSDN Metadata Working Group. 2020. Inclusive Metadata & Conscious Editing Resources. https://docs.google.com/document/ d/1APavAd1p1f9y1vBUudQIuIsYnq56ypzNYJYgDA9RNbU/previe w?pru=AAABd41kP4s*sxoVKFTqTGElbAipHy6OuQ Tupamahu, Ekaputra. 2020. The Stubborn Invisibility of Whiteness in Biblical Scholarship: The Politics of Scripture. Political Theology Network. (November 12, 2020). https://politicaltheology.com/the- stubborn-invisibility-of-whiteness-in-biblical-scholarship/