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ETL505 – Bibliographic Standards in Education

Posted by arlekeno on July 9, 2012

Greetings all and welcome to a new semester of Teacher-Librarianship studies. This subject is all about bibliographic standards, and once again, they want us to use our lovely learning journals, so here I am again, typing away. Anyhow, to begin, the goals.

Organising information is concerned with establishing systems that arrange and manage information in a systematic manner. The primary goal of the system is to provide access to information.

This subject requires you to:

  • gain a knowledge of bibliographic organisation; and
  • examine bibliographic organisation as it applies in school libraries.

All pretty logical if you work in information management really. We need to know how to do this stuff, and it will take us roughly 10 hours a week for 14 weeks.  I am expecting some overlap with the study previosly of Boolean search logic, and I hope that makes life a little easier. Now, to teh subject content.

The subject covers seven topics:

  1. The need for information resource description
  2. Information retrieval tools
  3. Introducing metadata
  4. Metadata standards
  5. Providing subject access to information resources
  6. Classification
  7. Future trends in information organisation

And Assesments are due, 1) 13th August, 2a) 10th September and 2b) 8 October.

With hope my text bok and work book will arrive soon ( there was a stock shortage).  Hider, P. (with Harvey, R.) (2008). Organising knowledge in a global society and Mortimer, M. (2004). Learn Dewey Decimal Classification, Edition 22 I guess there is no workbook for Dewey 23 yet.

Speaking of DDC 23, we get web access to the online version (since the print version is $400) at   Password pending. As well as SCIS, Which I already have access to.

OK, Assesment time. All standards are according to the (link not found, guideline for presentation … ) uh oh. THey PRobably mean and lets not forget APA referencing

Assessment item 1
Bibliographic description
Value: 30%
Due date: 13-Aug-2012
Return date: 03-Sep-2012
Length: 2000 words (+ or minus 10%)
Submission method options
EASTS (online)
Post (option applies to DE only)

Answer the following question drawing upon relevant and current literature.


RDA will replace AACR2 in 2013. What are the advantages of the change from AACR2 to RDA?


The purpose of this assignment is to assess your understanding of the purposes and processes involved in descriptive cataloguing.

Marking criteria

You will be assessed on:

The clarity and depth of your understanding of RDA (in particular) and AACR2 (10 marks)

The effectiveness of your overview of the advantages of RDA including:

  • theoretical structure
  • compatibility with the digital environment and emerging technologies
  • potential use and users, including school libraries 
  • rationalisation and potential extension of bibliographic records (10 marks)
  • continuity with existing standards

Your demonstrated understanding of the following areas within your discussion:

  • FRBR and FRAD
  • FRBR user tasks – find, select, identify, obtain
  • FRAD user tasks – find , identify, contextualise, justify
  • FRBR entities, attributes and relationships – work, expression, manifestation, item
  • The RDA Toolkit (10 marks)

The clarity and structure of your presentation and the accuracy of your referencing (marks can be deducted from the above areas)


You should use the presentation standards for teacher librarianship assessment items.

Ok, Honestly that is a whole lot of initials that mean nothing to me. now I REALLY hope the text books get here soon!


Assessment item 2A
Subject access: subject headings
Value: 35%
Due date: 10-Sep-2012
Return date: 01-Oct-2012
Submission method options
EASTS (online)
Post (option applies to DE only)

Using the following tools:

  • SCIS subject headings online
  • Section 4, Subject headings, in SCIS standards for cataloguing and data entry

assign SCIS standard subject headings for works on the five topics that will be posted on the subject forum. Write the subject headings as they would appear on bibliographic records on SCIS OPAC (except there is no need to underline your subject headings, to add ‘scisshl’ at the end of the headings, or to include ‘scot’ headings). State briefly the decisions followed in determining/deriving the subject headings (approximately 200 words per item).

Provide a reference list of tools used and works consulted.


You should use the time before the five topics are posted to work systematically through the relevant parts of, and exercises in, module 5.

Example exercise

A work which names and describes a number of sources of historical materials used in writing narrative school histories. This work is specifically concerned with sources used for the writing of narrative histories of Queensland government schools.

Example subject heading devised

State schools – Queensland – History – Sources

Example key decisions followed

SN at ‘History’
SN and SEN at ‘History – Sources’
‘Government schools’ USE ‘State Schools’
IN at ‘State schools’
Guidelines, Part 6.7 Multi concept headings
Guidelines, Part 2 Specificity


This assignment assesses your practical understanding of, and ability to apply, a controlled vocabulary approach to providing access by subject.

Marking criteria

The assignment will be assessed on:

  • The appropriateness and accuracy of subject headings assigned (20 marks).
  • The understanding shown of the processes by which these subject headings are determined (15 marks) 
  • The clarity of your presentation (marks can be deducted from above)

Ok, This task seems a bit easier to understand and I have done something similar before, My only problem is I will be out of the country the weekend it is due, so I will need to get a move on.

Assessment item 2B
Subject access: classification
Value: 35%
Due date: 08-Oct-2012
Return date: 29-Oct-2012
Submission method options
EASTS (online)
Post (option applies to DE only)

Using DDC23/WebDewey in conjunction with section 3, Classification in SCIS standards for cataloguing and data entry, create SCIS standard classification numbers for the ten items that will be posted on the subject forum. Do not add any locational devices or make any adaptations which are individual library practices.


Show the process by which you reached your answers by setting out your working by which you determined your answer. Create the full Dewey number, then truncate it, if necessary, to SCIS classification standards.

Include a reference list of tools and works used. In particular you must clearly state whether you used the online (Web Dewey) or print version of DDC23.

You should use the time before the items are posted to work systematically through module 6 and the related workbook.

Example Raising goats for their wool by Patrick Leary

Using print version of DDC23


Example based on DDC22 636 Animal husbandry
  .3 Smaller ruminants Sheep
  .39 Goats
  .391 Goats for specific purposes (add to base no.
636.391 the numbers following 636.088 in
636.0882-636.0889) [v.3, p.341]
  (636.088)45 Animals raised for hair and feathers
    Including bristles, wool [v.3, p.336]
  636.39145 DDC22 number. truncation not required
(3:D4 SCIS)
Example based on ADDC14 636 Animal husbandry
  636.3 Smaller ruminants Sheep
    Including goats [p.626]
(wool growing in relative index = 636.3) [p.1047]
  636.3 ADDC14 number. Truncation not required (3:D4 SCIS)


If you use WebDewey concisely describe the searches performed plus the links, instructions and SCIS decisions followed to construct your classification number.

For example:

Performed search for keyword ‘xyz’.

followed link on number 567.89.

Under the number 123.456 observed note: ‘Class at 234.567…’.



This assessment task assesses your practical understanding and application of bibliographic classification.

Marking criteria

This assessment task will be assessed on:

  • How accurately you have applied DDC rules and SCIS decisions (20 marks).
  • How clearly you have described the determination of the classification numbers including, where appropriate, the number building process used (15 marks).
  • The clarity of your presentation (marks can be deducted from above). 

NOW THIS I REALLY WANT TO KNOW! ( though I will have to remember to record every search step).

But I can’t find the modules to start work. Makes me a little happy really to be ready before the lecture notes are even available. A good sign for my last ever subject!


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