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Posts Tagged ‘Librarian’

Books on Tour

Posted by arlekeno on June 24, 2015

IMG_20150604_122304[1] IMG_20150604_122309[1] IMG_20150604_122319[1]

These books have obviously been taken off the shelf, and then just dumped back on any shelf ( rather than returns trolley) regardless of the books actual location. Leaving it NEAR its location is understandable? but taking the book on tour to show it other call numbers? Maybe they felt the book needed to see a bit more of the library, learn more about other categories etc.

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Library as Refuge.

Posted by arlekeno on July 18, 2013

I am looking at a lot of articles mentioning the library as a refuge or haven. These links were sent to me by Ian McLean, the Editor of the NSW School Libraries Assoc. Journal, iLeader.

Kevin Jennings.  Librarians make a difference. 

Libraries were a refuge for me in high school as well, but for a different reason. School was a hostile place where I got harassed daily, as four out of five lesbian, gay, bisexual, and transgender (LGBT) youth do, according to the 2003 Gay, Lesbian, and Straight Education Network National School Climate Survey <www.glsen.org/cgi-bin/iowa/home.html>. The school library became my physical and psychic refuge: physical, in that our librarians never permitted harassment of any kind; and psychic, as the books and resources I found there allowed me to escape from the grim reality of my average school day. The library was also the first place I found any information about gay people that was objective and gave me a sense that I might have a future. I probably would not be exaggerating to say libraries saved my life
Perhaps the most surprising of these three major roles of the public library is the library as a beneficial physical environment. Some of the teens who used the library in this way viewed it as a place of refuge, either from a dangerous home or neighborhood environment, or from the higher noise levels of home and of public places.

IMPACT OF SCHOOL LIBRARY SERVICES ON ACHIEVEMENT AND LEARNING                                      

Professor Dorothy Williams & Caroline Wavell and Louisa Coles

An important, if poorly researched, link can be made between school libraries and
enrichment of the learning experience within the curriculum. Research covering this area
is limited in both the scale and type. Action research contributes important but poorly
documented evidence on specific contributions to particular areas, such as vulnerable
students seeking refuge as volunteer librarians or disadvantaged students, i.e. those
with special needs.

School Libraries 21C:  By Ross Todd and Lyn hay.

Moving from teacher librarian ‘actions’ to student outcomes
Considerable attention was given to specifying the actions undertaken by teacher librarians
presumed to generate learning outcomes, and these encompassed a wide range of instructional
and service initiatives. One respondent summed these up cogently:
Libraries impact on Student learning by: 1. Promote a love of literature and learning. 2.
Provides a calm place for undertaking research. 3. Provides a cross over between technology
and print. 4. Promotes independent research. 5. They can be a place of belonging and a refuge.
6. They back up and support classroom teaching (1B.37).

 and regarding Equity

A pervasive concept was that of safety. The school library provides a safe place, a safe haven
for students (recess/lunch/before school/after school) (1A.43) for learning to work with diverse
and conflicting sources available through the internet, as well as a place for the investigation of
controversial and conflicting topics in safety. According to respondents: The library presents a
real, yet safe environment to explore the expanse of information available (1A.8); have fun, feel safe
and enjoy literature (1A.10); and Some students need the space as a “refuge” and others come into
the space because they “need to be needed” while others get the opportunity to develop leadership
skills through years of mentoring and helping others in the library (1A.9).

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Last assignment to do.

Posted by arlekeno on October 5, 2012

I am currently travelling through north America and as such do not always have ready access to internet or a suitable place to complete my work.

Currently I am trying to get my last ever task done, on Dewey Decimal classification. Which is tricky as they have given us about 4 weeks to do what should be 4 months worth of learning imho.

I am not overly worried though, I just got my results back from Ass 2A and I have already passed this subject. I am hoping to pass Ass2B so I can at least get a Credit.

After that, it is trying to get a real job time!

But First I have three days in Ontario to complete this last piece of work, and then back to real life.

In other news, My blog had 45 views yesterday, Again, I don’t know who you are, or why you are looking at a library students blog, but thank you, and I wish us both good luck.

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Chapter 2: Introduction to Dewey Decimal Classification

Posted by arlekeno on July 10, 2012

The History of Melvil Dewey’s system, Odd to think that before books were classified by where they were. Also interesting to think that the original was 44 pages considering how big my Abridged Vol 12 is! I shall have to download it for free on my iPad. http://www.gutenberg.org/files/12513/12513-h/12513-h.htm

Would love to get in on the panel that decides the new DDC numbers, I bet that gets a bit heated after a few Sherrys. Anyway, I can get to Dewey online these days via http://www.dewey.org/webdewey thanks to being a student, though i don’t want to know how much the subscription to that costs!

Ok, DEWEY

First Summary = the 10 classes   Second Summary = 10 Divisions  Third Summary = 10 Sections, and after the . Dewey’s Decimal 😛  you get EVEN MORE specific in the hierachy

NUMBER BUILDING ( i.e. the stuff I want and need to know)

Numbers are constructed by taking a number from the Schedules, and adding to it digits from the tables 1-6, or from another part of the schedules (pg 11) Ok, this is the bit I don’t get, the tables. We have some explanation on pg 12, but its only vaguley clearer than mud. I need examples! I vaguely get we can use table 2 to add a location after the decimal, but I need to know in what order we read the tables, what order do we add numbers, and can I look at the bits after the Decimal to work out what it means like I can before the dot?

The Relative index on the other hand makes sense, I will have to look at my copy of the DDC abridged for it, I know we have it for the SCIS subjects in a manner. (am using my town library’s copy, there are NOTES in it EVERYWHERE!)

Advantages of DDC (pg 13 and the Answer to the quiz 2.2 Q4 )

  1. DDC was the first to use the concept of a relative location to organise materials on the shelf.
  2. The Pure Notation (ie all Arabic Numerals) is recognised internationally.
  3. The straightforward numerical sequence facilitates filing and shelving.
  4. The Relative Index brings together different aspects of the same subject which are scattered in different disciplines.
  5. The hierarchical notation expresses the relationship between the class numbers.
  6. The decimal system theoretically enables infinite expansion and subdivision.
  7. the Mnemonic notation helps user to memorise and recognise class numbers (hmmm)
  8. Periodic revision keeps it up to date.

Disadvantages of DDC (pg 13 and the answer to Quiz 2.2 Q5 )

  1. Its Anglo-American bias is evident in its emphasis on American, English and European language, literature and history in the 400s, 800s and 900s, Protestantism/Christianity in the 200s.
  2. Some related disciplines are seperated: 400/800; 300/900.
  3. Some subjects are not very comfortably placed: e.g – Library science in 000; Psychology as part of Philosophy in 100.
  4. In the 800s, Literary works by the same author are scattered according to form: E.g. Shakespeare’s poems are seperated from plays.
  5. Decimal numbering limits its capacity for accomidating subjects on the same level – There can only be 9 divisions (+ 1 general division)
  6. Different rates of growth of some disciplines have resulted in an uneven structure: e.g. 300 & 600 are particularly overcrowded.
  7. Although theoretically expansion is infinite, it doesn’t allow infinite insertion between related numbers, e.g. 610 and 619.
  8. Specificity results in long numbers, which can be awkward for shelving on spine labels.
  9. Altering numbers because of a new edition creates practical problems in libraries, e.g. the need for reclassification, relabelling and reshelving ( I wonder which DDC the SCIS uses for school stuff, I think it is 21, I shall have to check).

Exercise 2.1 is something I do everyday at work, SO I am ok with that. Onto 2.2. The QUIZ

Q1) Describe the Overall Structure of the Dewey Decimal System.

The DDC is divided into 10 main classes, then 10 divisions, then 10 sections.

Q2) What is the purpose of the First, second and Third Summaries? When would you use them?

(ok, I am quoting the answer from the book for this one)

The 1st, 2nd and 3rd summaries list the main classes, divisions and sections with their headings. They are used to become familiar with the overall structure of the DDC, and to locate numbers which relate to each other. (I think the first reason is a bit of a stretch and not mentioned in the book!)

Q3) Why is the relative index so called?

Because it is an idex which relates like or related subjects. (So if a topic has several aspects, you can find the one best suited by looking at all the numbers)

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Learn Dewey Decimal Classification (ed 22) has arrived! Chapter one.

Posted by arlekeno on July 9, 2012

Introduction to Classification.

I like the aims so far.

Purposes of library classification is to

  1. Bring related items together in a helpful sequence.
  2. Provide Formal orderly access to the shelves through browsing or catalogue searching
  3. Enable easy re-shelving of material
  4. Provide an order for the classification catalogue.

All good and well so far. the Features of a classification scheme are also pretty obvious. Interesting to hear the types of Classification schemes though.

  • Enumerative- all of the subject concepts, e.g. LCC
  • Synthetic –  A mix of single and composite subjects, e.g. Colon Classification
  • Hierarchical – DIvision by subjetc, general to specific, e.g. DDC.

This of course makes me wish I knew more about the other classifiers, I am at least aware of Library of Congress, but not the others.

The Criteria for a good Classifcation scheme on Page 7 all make sense.

As for Exercise 1.2: My first choice would be geography, then climate, then species etc.

for 1.1. I went again with Animals, (I thought music was a bit general)

All in all though, I like the acknowledgement of the need of the user. If we are not meeting the needs of the user, we are userless and soon useless.

Revision Quiz 1.3

1)  Give 3 reasons for classifying a library

Easy enough, I already typed them in. To bring like books together, so that they can be found using a catalogue or by browsing. And for easy re-shelving.

2) What is the difference between Enumerative and synthetic classification? give examples. 

Enumerative classification tries to include all Single and Composite subjects required, e.g. LCC  whereas Synthetic lists numbers for Single concepts and allows the synthesising of numbers for composite subjects, e.g. Universal Decimal Classification

OK, I have a problem here, what exactly is meant by Single v Composite subjects, and I still need to find out about these other systems. 

3) In what orders are classification schedules arranged? Why?

Numeric? I am not sure if I should include the notation-index-number building part here or the Generalities class-form classes-form divisions. I think I have missed the crux of this question, time to check the back of the book Ok, they mean, in number order, so we can see the relationships between the numbers, I wonder if they mean close numbers, or when the DDC books talk about a number V another number.

4) What is number building? Why is it a desirable feature of a classification scheme? 

Using numbers already existing to build a new number for a subject not specifically mentioned, good for flexibility. Also allows to save space in the schedules, will this be relevant when the schedules are online and space is not that big a deal? 

5) What is Hierarchical classification? how does it work? 

Subjects are divided from General to Specific, E.g. DDC 500s for sciences, then broken down into branches of science and then specialties there in.

6) Why should a library consider the nature of its client group when it classifies its materials?

I would say our first job is making a library useful to its users, arranging items so they are easier for the students to locate would make sense. Not doing so would diminish our usefulness and waste everyone’s times. (though the book says something about classifications and numbers together to be most useful, which is what I said).

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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 http://connexion.oclc.org/   Password pending. As well as SCIS, http://www2.curriculum.edu.au/scis/home.html 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 http://www.csu.edu.au/faculty/educat/sis/subjectfolio and lets not forget APA referencing http://student.csu.edu.au/__data/assets/pdf_file/0005/186962/APA-Referencing-Summary-revised-2011.pdf

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)
Task

Answer the following question drawing upon relevant and current literature.

Question

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

Rationale

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)

Presentation

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

http://www.csu.edu.au/faculty/educat/sis/subjectfolio

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)
Task

Using the following tools:

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

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.

THE TOPICS WILL BE POSTED AS AN ANNOUNCEMENT ON THE INTERACT SITE TWO WEEKS BEFORE THE ASSESSMENT TASK IS DUE.

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

Rationale

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)
Task

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.

THE ITEMS WILL BE POSTED IN ANNOUNCEMENTS ON THE INTERACT SITE TWO WEEKS BEFORE THE ASSESSMENT TASK IS DUE.

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…’.

 

Rationale

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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