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Why I don’t let non-Librarians put books away.

Posted by arlekeno on February 20, 2014

IMG_20131121_090641[1] IMG_20131121_090802[1] IMG_20131121_090922[1] IMG_20131121_090926[1]Welcome to 2014 people. The new school year is well underway and I thought I would change things up. Staring with the reason I don’t like letting those who are not librarians put books away. This could be my relief, my patrons or the Goblins who live here.
I think they have an IDEA of dewey, but sometimes a little knowledge is a dangerous thing…. though I suspect most of the time it is not caring.




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Future trends in information organisation

Posted by arlekeno on September 20, 2012

It is always useful – and interesting – to try to look a little way into the future. If we can get our predictions right, then we are positioning ourselves well, and the organisations we work for, to cope effectively into the future.

You have already seen that this subject looks at a broad view of the world of information organisation. In Module 1, for example, you thought about the convergence of libraries, archives and museums in the digital environment, and examples have been used from different kinds of information centres throughout the subject. This convergence is one of the likely trends in the near future – in fact, it is already happening.  (ETL505, Module 7)

Reading Hider Chapter 15. Talks about how internet has changed catalogs (for the better) with the focus now on information, not physical location.  No idea about this really.

A future info bibliographic organisation or Resource access and description 😉 may be.

  1. Self-describing info resources – created with embedded tags for metadata
  2. More selective of use of cataloging and indexing expertise – Price pressures will mean catalogers only do a Core of books, and maintain the vocabulary and standards while the rest is done by creators or para-professionals/amateurs.
  3. A more complex network of information retrieval systems. – resources more than books, more than one location. requiring greater interoperability and cross institute co-operation.

Librarians will still be info-mediaries, but use different tools. (pg 314)

Ranganathan’s 5 laws of library science.

  1. Information is for use,
  2. To every user his information,
  3. To all information its user,
  4. Save the time of the user,
  5. An information centre is a growing organisation.

Hider (2008) lists major factors which will have significant impact on how information professionals organise knowledge in the near future. They include:

  • Change is always present
  • Doing more with less
  • The catalogue as gateway to global information sources
  • The Internet as the primary mechanism for networking information resources and services
  • Different kinds of information resources
  • Library professionals are collaborating with other information professionals to improve the organisation of knowledge
  • Auto-cataloguing and metadata
  • Users of library and information retrieval systems have a strong voice

Hider (2008) also notes (page 301) that:  

Even the terminology is changing. No longer do we talk about cataloguing, or even bibliographic organisation or bibliographic control: now it is resource description

… This term emphasises one important aspect of the present information/library reality – that we are primarily interested in resources, not only those in our own information centres but also those whose existence we want to bring to the attention of our users, no matter where these resources are located.

Why do you think that information professionals increasingly prefer to talk about resource description rather than cataloguing, about metadata rather than bibliographic data? Does it matter?

WE no longer only do books, so it makes more sense to talk about Resources. It doesn’t matter much, we still talk about records/albums, but this is more accurate.

Some of the major issues in contemporary bibliographic organisation are mentioned by Hider (2008) on pages 301-308. Which do you think is the most important issue for metadata specialists (or cataloguers) to address in the next few years?

Finding something that matches google, and setting a standard we can work too and user

There are many issues, of course, which may impact on the future of information organisation. Two issues will be highlighted here: the ‘bibliographic chaos’ of the World Wide Web, and the very survival of cataloguers in a changing world.

Organising the internet

Given the centrality of the internet in the modern information world, one challenge that librarians and other information professionals certainly have is how to make the most of the millions of web resources now available. Often information seekers resort to ‘surfing’ the net. Just as the catalogue supplements library patrons’ browsing of physical shelves, so gateways and other bibliographic tools are needed to help users find the best web resources. Subject access to these resources is particularly challenging – we have already seen how keyword searching, even via sophisticated and powerful search engines, does not always produce satisfactory results.

Read pages 312-314 of the textbook, the section on the semantic web. In a way this parallels the old library vision of universal bibliographic control (see Module 6). The semantic web promises to be a much more proactive, intelligent type of network than what we search through at present; indeed, advocates argue that we are on the cusp of another information retrieval revolution. Even the most optimistic advocate, though, would admit that it’s not going to happen overnight.

For more on this concept, read an Introduction to the semantic web by Sean B. Palmer.

Will cataloguers survive?

Janet Swan Hill and Sheila S. Intner believe that the traditional skills of the library cataloguer in describing and analysing information resources, with the aims of providing access to them for users, will be critical as we move into knowledge management. They ask:
Who will provide knowledge management? Library catalogers probably know more about the processes for organising knowledge than anyone.
However, new skills and new ways of thinking will be needed to make the conversion from cataloguer to knowledge manager:
Organizing knowledge supposes being able to connect user queries and the contents of library materials … [and] In order to function as a knowledge management tool, the new catalog must be designed to identify and control knowledge itself, not the packages in which it is distributed. Janet Swan Hill & Sheila S. Intner (1999). ‘Preparing for a cataloging career: from cataloging to knowledge management’.
In a similar vein Webster states:
… librarians already catalogue images, maps, music and seminar presentations, so cataloguing people seems a logical next step … (Webster, M. (2007). The role of library in knowledge management. Knowledge management: social, cultural and theorethical perspectives. Ed. R. Rikowski. Oxford: Chandos publishing; 77-91.)
Michael Gorman (who was the original editor of AACR2) frequently comments on the place of cataloguing in today’s information universe. Gorman sees a natural continuation of the skills and expertise of the library cataloguer into the internet-dominated environment libraries are now part of. He asserts that:
… we librarians have the tools, experience, and the capability to preserve and organize recorded knowledge and information on a global scale, to realize the ideals of Universal Bibliographic Control … For cataloguers particularly, the future is challenging and bright. … Some have speculated that cataloguing and cataloguers may be obsolete – I firmly believe that the opposite is true and that cataloguers will have an increasingly important role to play in the future of libraries and of society. (Gorman, M. (1997). What is the future of cataloguing and cataloguers? 63rd IFLA General Conference – Conference Programme and Proceedings, August 31 – September 5, 1997.)

We will leave you to make up your own minds about whether Gorman’s view is likely to be correct, or not.

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Creating a call number to SCIS standards

Posted by arlekeno on September 18, 2012

This is a brief  summary of the process you have learnt for creating call numbers to DDC and SCIS standards:

1. Analyse the item carefully.

2. Determine if it is fiction or non-fiction by SCIS standards for classification (3:E2).

3. If the item is fiction assign an F.

4. If the item is non-fiction determine its specific subject, then locate/build the appropriate DDC23/WebDewey 2.0 number for that subject.

5. Check the appropriate section of SCIS standards for classification (3:E3-3:E18 plus 3:C and 3:D where appropriate) to determine what changes, if any, need to be made to the class number.

6. Assign the appropriate book number (3:E1).

Test your understanding of this process by completing the following exercise. You are not expected to create the book number, just the class number.

Exercise 26

Create full call numbers to SCIS standards for the following items. Answers are at the end of this module.

a. A critical work on the short stories of Henry Lawson by Pat Le Bruin.

Class number  = A823.2 following SCIS decision (3:E18) to use the optional A.Book no.         =  LAW following SCIS decision (3:E1 special book number) for commentaries and critical works.  (21.4A1 AACR2)
Call no. A823.2
b. Seven little Australians (a picture book version of this novel created by John Horne. Original work by Ethel Turner).

Class number   = F following SCIS decision (3:E2) with regard to fiction.Book no.          =  TUR following SCIS decision (3:E1) on abridgements and adaptions of fiction.  (21.10A AACR2)
Call no F
c. Traumatic incidents in schools: Guidelines for staff for counselling students (title) by D. Owen, M. Lankford, P. Hehir and S. Zhang.REALLY had to poke around a lot to get this one. Was in pastoral care in 200s, then Psychology in 600s.

Class number      =  371.46, no SCIS decision for this number.
Book no              = TRA (3:E1 simple book number, title main entry)  (21.6C2    AACR2)
Call no 371.46
d. The illustrated collection of Mother Goose’s nursery rhymes illustrated by Jane Surrey.Have to remember to Use MOTHER GOOSE as main entry here.

Class number
Book no.Call no.
=  398.8, using SCIS decision 3:E2 ‘Picture books’.
=  MOT (3:E1 simple book number, title main entry)
(21.5A1 AACR2)
=  398.8
e. The Wagga Wagga Agricultural Show edited by Allan Gibbons-Fly.394.60994 (Fairs + 09 Aus)    GIB See 3:E15

630.74 p. 295
Class here agricultural shows. Class general works
on fairs, that is, where there is an equal emphasis
on sideshows in 394.6.\

And it is EDITED By GIB, not written.

Class number
Book no.Call no.
=  630.74 following SCIS decision (3:E15) on agricultural shows
=  WAG  (3:E1 simple book number, title main entry)
(21.6C2 AACR2)
=  630.74
f. The discovery and exploration of Antarctica by Peter Hi.I don’t understand the .9 Maybe because teh .92 and .91 for discovery and explorers are subordinate to the 9?

f. Class number       = 998.9 following SCIS decision (3:E18) on exploration and explorers.
Book no.              = HI following SCIS decision (3:E1 simple book number)
(21.4A1 AACR2)
Call no. 998.9
g. A play closely based on the traditional tale The three little pigs by the German Playwright, Heidi Van Moln.I disagreed, i thought they wanted it placed with the original. BUT here is what SCIS 3 says

In general, not
much weight is given to the level of presentation when determining where to class adaptations,
and it is preferable to put them with the original unless the form of the new version is
important. For example, a play version of a children‟s fiction title or folk tale is classed in drama
rather than with the original.

Class number  =  832 following SCIS decision (3:E17) on translations, retellings and adaptions.
Book no. =  VAN as Van Moln is the author of the play which SCIS recognises as separate to the original work.  (21.10A AACR2)
(3:E1 simple book number)
Call number 832
h. A fictional Christmas story in French by Pierre Lüddecke.

Class number  =  F following SCIS decision 3:E2 ‘Relation to DDC 800’
Book no.         =  LUD following SCIS decision (3:E1 simple book number, author main entry)  (21.4A AACR2)
Call number F
i. The harvesting of rice crops in northeastern India by Mary MacPherson.At least I had 633.1  and the 09541, not sure about the 8 or double 5.

 Class number  =  633.185509541 (building within schedules plus Tables 1 and 2)Following SCIS guidelines on truncation (3:D4) a logical point to cut would be 633.1855 (Harvesting rice crops)
Book no.         =  MAC following SCIS decision (3:E1 simple book number, author main entry)  (21.4A AACR2)
Call no. 633.1855
j. Workshop manual for EH Holdens (sedan passenger car) produced by General Motors Holden.Had the 629.8 and I get the 7, note sure about the 22 (unless that is teh specifically named bit and the 7 joins).

j. Class Number
Book no.
= 629.28722
= HOL following SCIS decision at 3:E16 (629.2222) and 3:E1 ‘Special book numbers- Dewey instructions for subarrangement’.
Call no. 629.28722


Further practise in creating call numbers to SCIS standards can be obtained by classifying items which you know are on the SCIS database and checking your work. SCIS call numbers are normally, though not always, correct and there is, on occasion, an element of subjectivity.

Classification and the individual school library

While SCIS provides classification numbers on its bibliographic records, there are still decisions that the individual teacher librarian needs to make on classification.

The first decision the teacher librarian must make on classification is which level of classification ADDC14 (soon to be ADDC15) or DDC23 is most appropriate to the users and the collection. Frequently this decision is made for the teacher librarian by the education authority there school belongs to. Where the school has freedom to choose the level of classification it uses the decision needs to be carefully considered as it has long term implications.

The teacher librarian must also decide what location devices need to be added to SCIS call numbers within the school library catalogue to reflect the organisation of, and subdivisions within, the collection and to assist in the exact location of materials. SCIS recognises the need for location devices but leaves that decision to individual libraries.


3:C5 and 3:C7 (p. 3-5) which give the SCIS position on location devices.

When a school library acquires an item for which there is no cataloguing record on SCIS then the teacher librarian is responsible for creating a call number which is compatible with SCIS classification standards so that the classification of material within that collection is logical and consistent.


3:C1  (p. 3-4) which recognises that there will be some local cataloguing.

The appropriate level of Dewey Decimal Classification and SCIS Standards are the appropriate tools to apply here. Even with these tools at hand it is not uncommon to also check if there is already a DDC number assigned for the work. This may be taken from the CIP for the work, where there is one, or major catalogues, where DDC numbers are assigned to records, can be used, for example, Libraries Australia.   Dewey numbers located from such sources should of course be checked against DDC23 or ADDC14 and SCIS classification standards.

Teacher librarians sometimes feel the need to alter call numbers on SCIS catalogue records when they believe the place SCIS has assigned certain items to is not in the best interests of their users. Aspects of SCIS decisions on what is fiction and what is non fiction, for example, frequently raise the ire of some teacher librarians who feel that SCIS decisions in this regard do not accurately reflect the needs/circumstances of their users. Another common point of contention is the length of Dewey class numbers. In both instances the teacher librarian must carefully weigh any advantages of making such changes to SCIS records against the time and effort required to make them, now and into the future.

For all these areas a record of decisions made should be recorded as policy, while detailed information on how they will be carried out should be included in a procedures manual.



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Classification: Book Numbers (Exercise 25)

Posted by arlekeno on September 17, 2012

A call number is defined in the Glossary of DDC23 as ‘A set of letters, numerals or other symbols (in combination or alone) used by a library to identify a specific copy of a work. A call number may consist of the class number, book number, and other data as date, volume number, copy number and location symbol.’

The book number is ‘The part of the call number which distinguishes a specific item from other items within the same class number’.

The form of book number employed by SCIS, is normally the first three letters of the ‘main entry’ (an AACR2 concept). This is generally, but not always, the first three letters of the author’s surname.



3:C4 which gives SCIS policy on the creation of book numbers. Note particularly that the book number is normally comprised of the first three letters of the first filing work of the main entry heading. For example, if an item entitled The purple plum had title as main entry the book number would be PUR rather than THE. Hence it is necessary to have a knowledge of the AACR2 rules for determining main entry to be able to create book numbers to current SCIS standards. Note that there are several exceptions to using the first 3 letters of the main entry heading, known as special book numbers and there are also exceptions to the use of special book numbers. Hopefully the introduction of RDA will simplify the assigning of book numbers.

Overview 3:E1 which gives the decisions and interpretations by which book numbers are currently determined.

SCIS book numbers are always given as capitals and are normally placed immediately below the first 3 digits of the classification number (or as close as the type used will allow) e.g.



Or they can be given at the end of the classification number, eg. 791.4572 STA



a. A novel by Robin Klein. KLE (simple book number, author main entry, p. 3-10)  (21.4A AACR2)
b. A colour atlas of the world (title – no known author). COL (simple book number, title main entry)  (21.5A AACR2)
c. A book by Joseph Patrick McNamara. MCN (simple book number, author main entry)  (21.4A AACR2)
d. A book by Joseph Patrick McNamara.

TI (simple book number, author main entry)  (21.4A AACR2) … I THINK SOMEONE STUFFED THE QUESTION UP! I think it is the same as c

e. An item entitled 20 ways to impress a cataloguer – contributions by 7 writers, edited by Mary B. Quiet.

TWE (simple book number, title main entry)  (21.6C2 AACR2)

f. A novel by Julie Anderson-Jones, illustrated by Rolf Clive. AND (simple book number, author main entry)  (21.4A AACR2)
g. A biography of Ned Kelly, the bushranger, by Peter Raddy. KEL (special book number, individual biography, p. 3-9)  (21.4A AACR2)
h. A critical analysis of Jane Austen’s Persuasion by William Clive. AUS (special book number, commentaries and critical works, p. 3-11)  (21.4A AACR2)
i. A Vietnamese folktale, The red wind, (origin unknown) retold by Richard La Sonta. RED (special book number, retellings and adaptions of folk literature, title main entry, p. 3-12).  (21.10A AACR2)


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Classifying fiction (according too the Schools Catalogue Information Service)

Posted by arlekeno on September 17, 2012

Classifying fiction

A major classification variation from Dewey Decimal Classification made by SCIS is the decision to class all fiction items, including those in another language or in non book form at ‘F’. In other words instead of giving these items a DDC number they are given the letter F as their classification. The difficulty which arises here is that the distinction between what is fiction and what is non-fiction is not always clear cut.

Read3:C6 (3-5) which states the SCIS policy on the classification of fiction materials. And closely read 3E:2 (p.3-13 – 3-14) which gives the decisions and interpretations by which SCIS determines what is a fiction item and what is not.

Test your understanding of these decisions by completing the following exercise.

Exercise 24Using 3:E2 determine which of the following items would be classed as fiction and which would be classed as non fiction by SCIS standards. The answers are at the end of the study guide.

a. a collection of short (fictional) stories by Henry Lawson.No note in Scis beyond preferring F to 800s, class as F LAW
b. A novel written specifically for remedial readers.Fiction (see readers – individual work))
c. A critical work on the short (fictional) stories of Henry Lawson.Non-Fiction – Class in 800s as critical work.
d. A collection of ‘liberated’ fairy tales written by a feminist writer.F (see Fairy-Tales 3:E2)
e. A video tape of ‘Thomas the tank engine’ stories.F (see Films)
f. A simple picture book on farm animals.Non-Fiction (see picture books)
g. A picture book without words where the pictures tell a logical story.Fiction (see Picture books)
h. Mother Goose nursery rhymes.Non-Fiction (traditional rhymes, p 3-13)
i. A set of readers written by top Australian children’s novelists.Non-Fiction (its a set)
j. Ronald Dahl’s Revolting rhymes (a collection of short illustrated stories in verse form).Non-Fiction (rhymes/poetry, not fiction).

Can you see the logic that SCIS is following in the decisions it has made?

Are you comfortable with these decisions, or are there areas where you wish the decisions were different?

I am comfortable with the SCIS logic and decisions. I do wonder about some of the readers, but the decisions are understandable.

Quite frankly, I don’t think there would be enough room in a DDC using library if we did it another way.

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Learning to Classify to SCIS standards.

Posted by arlekeno on September 17, 2012

Will try these modules when I have time, but they are quite long and this is a DENSE subject.

But onwards to Module 6- SCIS (and how we adapt Dewey Decimal Classification in Australia)

Examine 3:C1 (p. 3-4) which gives the rationale for SCIS decisions on and adaptations to DDC23 and ADDC14. Do you agree with the logic used here?
Yes, I agree, we do not need a great deal of detail in School libraries. It just makes it harder to locate a book. And for us all to use the same editions.

Read 3:C3 (p. 3-4). In the last paragraph SCIS is effectively arguing that the assigning of access points (descriptive cataloguing) and subject headings, plus cross references, is more important in assisting users to locate the resources they need than the creation of call numbers. Do you agree?   Probably, especially with modern search engines. (But then again SCIS does make teh subject headings, but only assigns the DDC 😛  )

Read 3:C4 through 3:C7 (p. 3-5). These are effectively policy statements rather than introductory comments. Note that both 3:C4 and 3:C6 bypass 3:D leading directly to 3:E. These are significant policies that you will need to be aware of.

Read 3:D1 (p. 3-6). Note that SCIS cataloguers are required to have a thorough knowledge of both DDC23 and ADDC14 in order to apply these standards. You are only required to use DDC23 and the SCIS standards which apply to that edition of DDC. The knowledge you have already gained of DDC23 is crucial to your understanding of SCIS’s classification standards.

3:D2 and 3:D3 (pp. 3-6 – 3-7) reinforce SCIS policy of faithfulness to DDC23 and ADDC14 as published. The last paragraph of 3:D3 seeks to explain how this faithfulness can be maintained while meeting the special classification needs of schools.

3:D4 (pp. 3-7 – 3-8) treats an area which is of keen interest to many teacher librarians – how long should classification numbers be in school libraries? All of 3:D4 needs to be thoroughly read. Note that the cut off points given are guides rather than absolutes, and that ‘A logical cut-off point will be the criterion’. Some elements of the guidance given for determining cut off points are clear, such as the use of table 2. While others, such as the second paragraph under the heading ‘Appropriateness: useful and sensible groupings’, while sound principles, are more subjective.

Exercise 22 Using DDC23/WebDewey 2.0 create the classification number for ‘School libraries in Wagga Wagga’. Then truncate, if necessary, your classification number to SCIS standards following the guidelines in 3:D4. The answer is at the end of the module.

Well, school libraries is 327.8.  (both secondary and junior I think).  NSW is 944, So I am guessing 327.8 – 944. Just need to check if there is a 0 in there.

Check the answer…

Exercise 22

DDC22 = 027.8099448

This number has 10 digits which is over the suggested limit of 9 set by SCIS.  Hence truncation to 027.809944 would be acceptable by SCIS standards as this is a logical point to cut at.  It is an acceptable number and results in a logical grouping, i.e. school libraries in New South Wales.

Ok, need to check the -48 and why the 0

(Option: Add to each number in

(Option: Add to each number in T2–1 as follows:

Specific continents, countries, localities

Add to 0 notation T2–3-T2–9 from Table 2, e.g., Asia 05, Torrid zone of Asia T2–1305, rivers of Asia T2–169305, cities of Asia T2–173205

Segmentation Instruction: Option not used in abridged edition

I think that is the 0, now for the 48  

New South Wales
Southern district

Must be a 09, not a 0 .

from the forum

Priscilla Curran Date: Wed 12-Sep-12 08:30 pm
To: 06 Module Six Forum
Subject: Re: Module exercise 22
Yes, I think it is something like that. Web dewey lists 027.8093-027.8099 as the numbers for Specific continents, countries, localities, so I assume 027.809 is the base number then you add 9448 to that. Not sure what the 09 actually stands for though – is it the 09 from Table 1 standard subdivisions – History, geographic treatment, biography.
OK, i need to go look at the table 1 standard subdivision rules.
IT is listed in -09 but does this mean that this is what I use to divide/designate the country? If so it is starting to make sense.. If not I am still lost.
I shall just read the rest of Section 3 of Scis standards and then do Ex23.
 3:D5 to 3:D7 (p. 3-9) are important areas of policy to note. Note 3:D5 in particular as it is not reinforced in 3:E and has important implications when using ADDC14 or DDC23.
Ooh, this is an interesting local rule for Australian Schools.
To give emphasis and a shorter number to religion, spirituality and creation stories of the
Australian Aboriginal peoples, the permanently unassigned number 298 is used with both
ADDC14 and DDC23.
in webdewey 2.0
(298) (Permanently unassigned)
Other religions
(Permanently unassigned)
3:E, Decisions and interpretations can be divided into 4 subsections. 3:E1 (pp. 3-10 – 3-13) is concerned with book numbers, 3:E2  (pp. 3-13 – 3-14) defines works of fiction, 3:E3 to 3:E8 (3-15 – 3-21) describe SCIS decisions on DDC tables, while 3:E9 to 3E:18 (3-21 – 3-37) cover SCIS decisions on DDC schedules. 3:E1 and 3:E2 will be examined later in this section. Our focus now is on 3:E3 to 3:E18 which give the specific decisions and interpretations made by SCIS to both DDC23 and ADDC14 tables and schedules.
Examine the structure of the information given at 3:E3. The aspect of DDC being treated, in this case Table 1 Standard Subdivisions, is given as a heading. This is followed by a statement describing SCIS’s use of Table 1, which is followed in turn by specific SCIS decisions on the use of aspects of table 1. These specific decisions are listed in two columns. The left hand column gives decisions relating to ADDC14 while the right hand column lists decisions relating to DDC23.
I am really, Really lost!Browse through following parts of 3:E noting that this is the structure used throughout, except that there is not always a statement describing SCIS use of that aspect of DDC. Note that 3:E4 deals with Table 2, 3:E5 deals with Table 3, 3:E9 deals with schedules 000 to 099, 3:E10 deals with 100 to 199 and so on. It will be evident to you that the decisions generally only make sense when they are read in conjunction with ADDC14 or DDC23.
This is not a subject which should be done by distance Education!
Anyway, I shall try exercise 23

Exercise 23

Determine the classification number which would be assigned to items on the following subjects using DDC23 and the SCIS interpretations and decisions on this classification tool. Answers are at the end of the module.

a. An American English language general encyclopaedia
b. Model kite making
c. William Shakespeare’s love poems
d. Australian Aboriginal spirituality and dreamtime
e. Adopted children
f. Teaching reasoning and problem solving
g. Eucalyptus trees
h. Henry Lawson’s poetry
i. The architecture of castles in Spain
j. Bird watching in Australia.
a) 031, (WRong, its 030 because)

3:E9 000 Computer science, information & general works


American emphasis

The American emphasis built into several of the divisions of this main class is thought to be

unnecessary and inappropriate for Australian and New Zealand school libraries. For example, it

is not particularly helpful to separate American encyclopaedias from those originating in

Australia, New Zealand or the United Kingdom. To avoid the separation, 031 and 032 are not

used and all English-language encyclopaedias are classed at 030. Similar changes are made in

other divisions to avoid inconvenient fragmentation.

Okay, I CANNOT agrree with this!
DDC23 =  796.15 (Kites-Recreation)
=  745.592 (Toys-Handicrafts)=  745.5928 (Models-Handicrafts)
SCIS decision (3:E16) 745.592 is the selected number. No truncation needed (3:D4).
Correct answer  =  745.592

I cannot see Making a kite as a “Decorative Art” yes it is decoration, but it is a practical recreation.

and I typed in Kite and did not get ANY of the three initial search results listed above.

I know there is a Specific example in SCIS notes for Kites, but if I am not given any hint by the DEWEY its here, how am I mean to have ANY IDEA! I am not looking forward to this task!

c) 821.3 ( using e17) But I would have used this anyway solely from Dewey as it is poetry not drama

822.33/Y p. 803
Do not use. Prefer 821.3 for Shakespeare‟s poems
and critical appraisal of the poems. Class criticism
of Shakespeare‟s work in general in 822.33/D.

d) 298 (because of E11) but otherwise 299.92 (15)

Local emphasis
The permanently unassigned number 298 is used to give emphasis and a shorter notation to
materials on the religious beliefs and creation stories of the Australian Aboriginal peoples. All
works about the Dreamtime and the Dreaming are classed in 298.


First I though 346.01, for adopted children, But I649 (adopted children home care) was pretty close. BUT

DDC23 = 306.874 (Parent-child relationship, ‘Including adopted children’)
No SCIS decision on this number, therefore use as given (3:D3). No truncation needed (3:D4)
Correct answer = 306.874

I cannot see how I was expected to work out it was Parent-Child relationship from either the Dewey Display or the Information on the book.

f) I would go 153.43 BUT again there is a specific example in SCIS

153.43 p. 129
Avoid using, unless the work is clearly a work of
psychology. Class „how to‟ works on thinking skills
and works on teaching reasoning and problemsolving
at 160.

g)  This time I just searched SCIS  583.766 (or 582.16 for trees, but since the DDC search shows Eucalyptus that makes more sense and specificity).

582.16 p. 1202
Do not use this number for works on specific
kinds of trees. Prefer 583–588. For example,
Eucalyptus 583.766

h) 821.2 9 ( I forgot the A)

DDC23 =  821 (English poetry) or A821.2 (Australian poetry, 1890-1945) (Using optional A and Australian period table)
SCIS decision (3:E17) is to take up the option to add an A to distinguish Australian literature and to use of the period table for Australia.
Correct answer  =  A821.2

Its funny though, i put in 821.2 in Dewey and it comes up with

English poetry–1400-1558, . . .
Cmopletely wrong, but from Building and the answer sheet and what we have in SCIS its right.
i) 728.810946 (Yay, I got one right!)
DDC23 =  728.810946 (Castles-Architecture at 728.81, then build as instructed at 721-729)
No SCIS decision on this number, therefore use as given (3:D3). No truncation needed (3:D4) as the number is 9 digits long (the recommended maximum)
Correct answer = 728.810946

J) 598.0723494 (should I knock of the last 4, for the brevity? .. in Scis it is down to .0234)

Add to base number 598.07234 notation T2–4-T2–9 from Table 2, e.g., bird watching in East Africa 598.07234676




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Dewey Decimal Classification Exercises M.Ed (Teacher-Librarianship)

Posted by arlekeno on September 12, 2012

Module 6: Cont…

Study activity

Access the Dewey website (part of OCLC’s website) at and have a look at the ‘Presentation for adults’ powerpoint which provides a brief practical overview of DDC and its role in libraries. It is very ‘book’ oriented, and you might like to consider the role Dewey Decimal Classification can/does play in providing access to other types of resources commonly held in libraries such as DVDs. 

 You may also be interested in the ‘Presentation for kids’ which reformats the same material for use with students.

Well that was a waste of time.

Lets hope the web dewey tutorial is more help.

No, that was pretty pathetic too.

Ok, lets read the Introduction to DDC.

WOW! I think we need to do that one section a day for two weeks! that is DENSE! I think Dewey rules are like English Spelling. I before E except after C (and a few other words we don’t mention). Hopefully the GLOSSARYwill help. it’s only 12 pages~!!

Summaries are always handy


By providing classification numbers from both the full and abridged editions SCIS gives education departments/authorities, or in some instances individual teacher librarians, the opportunity to choose the classification standard most appropriate to their needs. Most primary/elementary school libraries use the abridged version as do many secondary school libraries.

SCIS makes some adaptions and amendments to the Dewey Decimal Classification to make it more suitable to the needs of school libraries. These changes are given in section 3 of SCIS standards for cataloguing and data entry. While you may choose to quickly browse these standards now, detailed instruction in their use will be provided later in this module.

Just a note on our work book : Mortimer, M. (2004). Learn Dewey Decimal Classification Edition 22.

Working your way through the Mortimer workbook is the most time consuming and critical aspect of this module. You need to ensure you allow time over several days to complete the workbook. Two to three hours a night over a week should be seen as a minimum. The time is needed to absorb what you are learning, to gain confidence in your ability to use DDC, to gain familarity with the structure and language of DDC, and to discuss any concerns on the subforum.

2 to 3 hours a night, Every night. this subject is WAY to heavy for a working TL!

Final note for today: I have been read by interneters in Sweeden and SPAIN today. I wonder what they see in my blog?



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ETL505: Classification module.

Posted by arlekeno on September 11, 2012

The act of classification when applied to libraries can be described as the systematic arrangement of resources by subject in an order relevant to users’ needs. (Mod6)

Hider Chap 7:

I really need to understand the Dif between Hierarchical schemes, Enumerative schemes and faceted schemes? LCC is Enumerative, and DDC is Hierarchical.

I also REALLY want to know how to Number build.

Exercise 21

1. Explain what a facet is, in bibliographic classification. A single concept, often within a larger subject area.A facet is described as a constituent part of a subject and as a single concept.  Facets are the characteristics that are created when a subject is broken down into smaller aspects, for example, the subject wine is broken down into facets such as colour.
21 Explain the term literary warrant. The scheme should include only resources that actually exist, not what could in future.
.2 Identify the main difference between a general classification scheme and a special one. General C, cover all or wide topics, Special only one or few areas, e.g. map schemes.
3. Explain the following aspects of a classification scheme:schedules : List of concepts in an arranged order
notation : Symbols used to denote and arrange the scheme, e.g. DDC 324.6 or Cutter numbers.
hospitality : Ability of notation to accommodate new concepts.
4. Discuss (briefly) the difference between an enumerative classification scheme and a faceted scheme and give one example that best illustrates each type of scheme.

  1. An enumerative classification scheme lists or enumerates subjects, only loosely grouping together related subjects or aspects of a subject, whereas in faceted schemes, subjects are broken down into single concepts (the facets), each facet is assigned a notation, and facets are combined or synthesised in order to construct notation that will represent complex subjects.  Library of Congress Classification is the most enumerative of the general schemes and Ranganathan’s Colon Classification best illustrates faceted features.
5. Explain what citation order is. The order in which facets are listed.
6. Harvey identifies two distinct purposes of classification schemes in libraries. What are they? Subject access, shelf location
7. What are the main criticisms of Dewey Decimal Classification, according to Hider?

  • social and cultural bias;
  • crowding of some schedules (e.g., technology);
  • decimal base of ten limits hospitality;
  • insufficient specificity, e.g., in highly technical fields; and
  • notation can be long.

Just checked out UDC at

looks interesting, more flexible than DDC, but I wonder how it would be used for shelf location ( as the module suggests it is not as good). It would prob be better for a virtual library or an automated one… which may be UDC big advantage?

How can the Dewey Decimal Classification be used to organise information on the Web? Same as in normal library, you can just use it to group like subjects together.  
Is it effective for this purpose? Yes, but maybe more work not needed for just listing the subject headings without the complete numbers.  
Why? it is not a physichal location?  

Edit: At home watching an old Indian Library Science Video on DDC. First 10 min is pretty basic but it looks like improving for what I need ( I.e. the tables) Interesting that they say not to use the DDC index, work out the main class first. I wonder if that still counts for Dewey online?

and part 2

Sound is terrible, but it is  helpful and better explained than anything else I have found thus far. 

Just checked my Stats. 61 People visted my blog/learning Journal today! Who is so interested in one guy trying to pass one subject?

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ETL 505 Subject Heading Exercise 4:

Posted by arlekeno on September 4, 2012

Climate Change – Future

Global Warming – Future

Australia – Climate

New Zealand – Climate. scisshl

Papua New Guinea – Climate.

A documentary (recorded to DVD from free to air television) on the projected global warming of Antarctica, Australia, New Zealand Papua New Guinea over the twenty first century. Each country is treated separately.

To start, Global warming looks pretty obvious.

Global warming

Used For
Global temperature change
Warming, Global

May also use Climate change, as this covers the future and is only a related term. Climate chnage DUE to global warming.

Climate change

Scope Note
Use for works on significant changes in the Earth’s global atmosphere and climatic condition over time, including changes due to natural events and those attributed to human activity.
Used For
Atmospheric change
Change, Climate
Climatic change
Global climate change
Broader Term
Related Term
Global warming
Greenhouse effect


Scope Note
Use for works on the state of the atmosphere with respect to wind, temperature, cloudiness, moisture, pressure etc. For works on recording the atmosphere use Meteorology.
Specific Example Note
See also names of particular regions* or countries* with the subdivision Climate, e.g. Australia – Climate.

Australia – Climate

Example heading
Example under Weather
(Will also use for NZ and PNG).
And an example in SCIS. opac

WIll also look to Use FUTURE. behind Climate Change and global warming I tihnk


Scope Note
Use for works on physical, technological, social and political developments of future periods. For works on life after death, use Future life.
Specific Example Note
See also subjects with the subdivision Future, e.g. Australia – Future.

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ETL 505 Subject Heading Exercise 2:

Posted by arlekeno on August 30, 2012

Student Assessment

Mathematics – Computer – Assisted instruction (chnge to Aritmmetic, due to specificity).

Mathematics – Examinations (, No scrap that, Arithmetic -Examinations).

Education, Primary Examinations, questions, etc. instead of the above. There are SO many options and I can’t find a clear answer for any  of them\!

A software program of graded tests in arithmetic. The tests are designed to be used by primary (elementary) teachers to assess the abilities of their students in arithmetic.

Computer-assisted instruction

Scope Note
Use for works on the interactive, instructional technique in which a computer is used to present instructional materials, monitor learning and select additional instructional material in accordance with individual learning needs. For works on the use of a computer to maintain and analyse data on learner performance use Computer-managed instruction.
Specific Example Note
See also subjects with the subdivision Computer-assisted instruction, e.g. Mathematics – Computer-assisted instruction.

Looks lie we start with Mathematics – Computer – Assisted instruction.

This one looks promising.

Mathematics – Problems, exercises, etc.

Example heading
Example under Curriculum planning; Exercises and examples; Lesson plans; Problems, exercises, etc.; Revision aids; Study guides

PROVIDED, there is not a seperate heading for gradings for example.

Assessment and reporting (Education)

Specific Example Note
For works consisting of guidelines for teachers to use in assessment of student achievement in specific subjects, use educational subjects with the subdivision Assessment, e.g. Mathematics – Assessment. For examples or sets of examination questions, use the name of the subject with the subdivision Examinations, questions etc., e.g. Mathematics – Examinations, questions, etc. For works on assessing student performance and/or behaviour in general, use Student assessment. For works on communicating to parents and the community on the achievements of students and schools use Reporting (Education). For works on the assessment of educational objectives, nationally, statewide or locally, use Educational evaluation.
So the question is, is this about the tests, or making rubrics etc. Will look at Ed evaluation

Educational evaluation

Scope Note
Use for works on the assessment of educational objectives, nationally, statewide or locally.

This may be closer. Lets try grading

Grading and marking (Students)

Used For
Marking (Students)
Students – Grading and marking

( I would LOVE a scope note here)!.   LLOK< I FOUND ONE IN TESTS AND MEASUREMENTS)

Educational tests and measurements

Scope Note
Use for works on discussions of the tests themselves. For works on the evaluation of students’ progress, use Grading and marking (Students).

Just looked at the TORCH test, they use

Examinations, questions, etc.

Specific Example Note
Use subjects (except names of groups of people) with the subdivision Examinations, questions, etc., e.g. Mathematics – Examinations, questions, etc. See also the headings Examinations; Quizzes.

(so I would go MATHEMATICS – Examinations, questions, etc. ) ,

Not using study and teaching because the scope note suggests its only for teaching methods.

Trying to figure out if I can use Numeracy – Assessment.

I think I might just go Student Assessment.  as per scope note of Assessment and reporting.

Student assessment

Scope Note
Use for works on assessing student performance and/or behaviour.
also found –
Education, Primary Examinations, questions, etc.

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