Colonial Girls’ Literature and the Politics of Archives in the Digital Age
Bibliographic record
Abstract
The history of colonial children’s literature is intriguingly complex. Most of the books and magazines that colonial children read, by both British and colonial authors, were produced in London and then shipped to the colonies. Yet alongside these texts are others that were written and published in the colonies themselves, only occasionally making their way back to the metropole. Some colonial novels for young people remain well known, like Mary Grant Bruce’s Billabong series or L.M. Montgomery’s Anne of Green Gables. But what of the many other texts, the ones that were published in Canada, in Australia, in New Zealand, and seem to have disappeared from the history of children’s literature? Attempts to recover this history are complicated by the canonisation of particular children’s texts, a process that narrows the definition of the field to texts popularised by the academy through teaching and research. Moreover, historical children’s literature can be difficult to make accessible to scholars and students because many of the texts are out of print, which may have contributed to the under-representation of certain texts in undergraduate and postgraduate courses. Critical editions of historical children's literature tend to concentrate on frequently taught texts, which reinforces those texts as the most interesting and important in the field.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".