supporting the school library program through effective organizational strategies
DESCRIPTION
Supporting the school library program through effective organizational strategies. Introduction Standards : International Standard Bibliographic Description (ISBD); Anglo-American Cataloguing Rules (AACR2R); MAchine Readable Catalogue (MARC21) Subject cataloging Classification - PowerPoint PPT PresentationTRANSCRIPT
August 9,2007
Supporting the school library program through effective organizational strategies
• Introduction• Standards :
– International Standard Bibliographic Description (ISBD); Anglo-American Cataloguing Rules (AACR2R); MAchine Readable Catalogue (MARC21)
• Subject cataloging • Classification• Copy cataloging• Access, catalogs and the school library
August 9,2007
Cataloguing is…
• A subset of a larger function:– Bibliographic control or the
organization of information• And Arlene Taylor states that retrieving
information can only be done if it is organized. And organizing information allows us to keep a usable record of human activities for historical purposes.
August 9,2007
The universe of knowledge
• How many of you have written a bibliography for a paper?
• In this process, you have organized a small part of what we call the “universe of knowledge.”– The universe of knowledge includes all knowledge,
even that which cannot be expressed verbally. Within our universe of knowledge, there is a part which has been written down or recorded in some other way, eg. painted, digitized, taped. This is the bibliographic universe.
August 9,2007
Yes, we’re amazing, but… • You can probably see why only the
bibliographic universe can be controlled • However, in order to have this control, we
need a specific set of standards to deal with the information.
• And thus, we need to define common data elements within each item so we can arrange them in the same way, using the same pieces of data every time.
August 9,2007
Why is cataloging
about access?
August 9,2007
The haystack• How would you describe
searching for information on the Internet? What are the major problems in finding information?
• How do you look for information at the library?
• Do you think library catalogues are easy for users to use? Consider the challenges.
August 9,2007
How do children search?
• Use the GVPL catalog
• http://catalogue.gvpl.ca
• Try car as keyword
• Try searching for cars as subject
Where do you think the average kid would look for a magazine article?
August 9,2007
Browsing
• Many authors have discussed the power of browsing. When users do not have a known item search: when they have a title and/or author.
• Other experts believe that a controlled vocabulary is better. Hagler--Canada’s cataloging guru--among them.
• He writes that the days of the manual catalogue was limited, but this was advantageous. Users had to know their search strategy before opening the drawer.
August 9,2007
Why are library catalogs difficult to use?
• In your searching, what confused you?
• Other reflections on library catalogs?
• One study found people spelled Tchaikovsky 21 different ways!
• Try spelling it incorrectly eg.
Tchaikovzky and entering in author, then in keyword, then in Google
August 9,2007
What is this?
University of Hong Kong Press
Teaching as a leader: A guide to best practice
Chan Siu Ming
August 9,2007
How did you know that?
• Would a computer give me the same answers?
• How must we communicate with a computer?
August 9,2007
027.8
P9
Prostano, Emanuel T.
The school library media center / Emanuel T. Prostano, Joyce S. Prostano. -- 4th ed. -- Littleton, CO : Libraries Unlimited c1987.
xiv, 257 p. : ill. ; 24 cm.
Includes index.
1. School libraries. I. Prostano, Joyce S. II. Title.
A catalog card
August 9,2007
Web catalogue screen
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MARC display
August 9,2007
Bibliographic control
Bibliographic control uses common data elements. It also uses bibliographic tools:– Bibliographies– Indexes– Catalogues– Finding aids– Bibliographic databases
August 9,2007
Bibliographic tools
• Catalogs in a library organize information about their holdings. But indexes cover information from a wide range or materials kept in different collections.
August 9,2007
What do bibliographic tools do?
Taylor lists three basic functions: 1. Finding information. Allows a user to find a
known item. (Title or author search). Which is, of course limited by the tool the user is
consulting eg. a library catalogue. A user can find
items only in that library.
2. Collecting information. Our term is collocating which means to put a whole group of items on the same subject or related in some other way, together.
August 9,2007
Taylor Three functions cont.
3. Evaluating. Allows a user to select a specific item according to edition etc.
August 9,2007
This discussion originally began with Charles Ammi Cutter, the man who developed cataloguing procedures a very long time ago. His “Rules for a Dictionary Catalog” are:
August 9,2007
To enable a person to find a book of which either:
a. the author or b. the title or c. the subject is knownTo show what a library
has d. by a given authore. on a given subjectf. in a given literature
To assist the user in the choice of book g. as to the editionh. as to its character
And when we catalogue an item, we pay close attention to:
• An author entry the catalogue supplies (a and d)
• Title entry (b)• Subject entry, cross-
references and classed subject tables (c and e)
• And we add notes to our catalogue records so that users can choose (f, g and h)
(Taylor 2000)
August 9,2007
*But we do need to modernize
The boxes on the previous slide should state: an item, whether print or non-print
And the catalogue does have a function in collocating. Describing the relationships between items. Subjects relating to other subjects, books by the same author, etc.
August 9,2007
Cataloguing
• Is the activity of creating a catalogue.
• This usually begins with descriptive cataloguing and continues in subject analysis and guided throughout by authority control.
Encoding• The data from cataloguing, subject and
authority work is all encoded so that records can be read and stored in a computer.
August 9,2007
Stages of cataloguing
There are two distinct aspects to cataloguing• Descriptive cataloguing
– Describing the item– Allocating access points
(this is reflected in how AACR2 is arranged)
• Subject cataloguing (physical access)– Classification– Subject headings
August 9,2007
Let’s begin at the end…
Classification• In small groups, and in only about five
minutes, name and note all the ‘things’ you would need to take camping.
• Put the objects in groups according to some type of general characteristic (label the groups with a heading too).
Feel free to debate.
August 9,2007
Dewey Decimal Classification
• What is the purpose of classification?– Organizing information
• How does DDC work?– Classify knowledge in notations
• Advantages of notations?
August 9,2007
History of Dewey Decimal Classification
• Conceived by Melvil Dewey in 1873• Published in 1876• Owned and published by OCLC in print and
electronic format• Developed and maintained by Library of Congress• Most widely used classification system in the world
(used in 135 countries)• Used primarily by public and school libraries
August 9,2007
The Dewey Decimal System
• DDC is divided into 10 main classes
- then 10 divisions
- then each division into 10 sections
• The first digit in each three-digit number represents the main class.
– “500” = natural sciences and mathematics.
August 9,2007
DDC continued
• The second digit in each three-digit number indicates the division.
– “500” is used for general works on the sciences
– “510” for mathematics
– “520” for astronomy
– “530” for physics
August 9,2007
Try searching to see how numbers are ‘built’
Search the www.gvpl.ca catalog in the SUBJECT fieldSearch mammals
Then felidae
Then tigers
And try a search for cats
Search hockey; then search Coaching hockey
Search KEYWORD Tiger Woods biography, note inconsistencies And compare to searching biography golf; and biography athletes
August 9,2007
The DDC classes
• The Thompson Nicola library system has provided a detailed Dewey page for their users
http://www.tnrdlib.bc.ca/dewey.html
August 9,2007
More (fun?) DDC sites
DDC lesson ideas from LM_NET
http://mte.anacortes.k12.wa.us/library/dewey/dewles.htm
OCLC multimedia tour
http://www.oclc.org/dewey/resources/tour/ddc7.html
August 9,2007
Descriptive cataloguing
• Identifying and describing an information package or format. The recent term is package. Literally how is the item put and kept together.
• Cataloguing aims to uniquely identify an entity so that it cannot be confused with another. Multiple copies of a book will share the same data, but will also be described with other data that sets them apart.
August 9,2007
Areas of description
• Description of an item is an important task - the rules for description are collected in AACR2
• Elements of the description:
Title and statement of responsibility
Edition
Material specific details
Imprint
Physical description
Series
Notes
Standard numbers
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We also have information packages which cannot be physically touched or held.– Internet documents– Also are described by title, statement of
responsibility– Edition– Date of creation– Location (URL)
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Structure of the rule book: AACR2R
• AACR2r is divided into 2 parts:– Pt 1 covers description of an item (chs. 1-12)– Pt 2 covers access points and headings (chs. 21 –
26)
• In addition there are appendices:– A Capitalisation– B Abbreviations– C Numerals– D Glossary– E Initial articles
August 9,2007
Content of AACR2r Part 1
• Chapter 1 has a very general approach & covers many types of materials
• Chapters 2-12 deal with specific formats (books, maps, manuscripts, music etc.) These chapters often refer back to Ch.1. The same numbering system used in Ch.1 also applies to subsequent chapters, e.g. date of publication will be in .4D for all formats
• Chapter 13 is only about analytical entries
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Content of AACR2r Part 2
• Chapter 21 is about the choice of access points as the main heading entry & added entries
• Chapter 22 is headings for persons• Chapter 23 is geographical names• Chapter 24 is headings for corporate bodies• Chapter 25 is uniform titles• Chapter 26 is about references
August 9,2007
Access
• In a manual catalogue, an item’s record is filed under…– Author? Title?– The point is, we need to put our records
somewhere and again, we must make a decision based on what we think provides access.
August 9,2007
Access points criteriaAnd so access points are really answers to
possible questions. Our job is thus to guess, what the questions might be.
And so access points are generally, according to Hagler:'a characteristic' we can easily and accurately
remember after reading or viewing a documentor 'a characteristic' someone else would likely record
when making reference to it.
• Such as?
August 9,2007
Access points criteria
What about color? http://portia.nesl.edu/screens/well_its_red.html
Hagler also suggests that the most useful characteristics are those that are permanent, associated with the content and unique…common to few documents
August 9,2007
Where do you put it?
• Imagine…In the days of catalog cards you had different sets of card drawers.
• Traditional access points: – Author– Title – Subject– Series
• What goes at the top of the ISBD? Ie. under what field are items entered?
• So you have a MAIN entry, then other entries
August 9,2007
Access point
• As technology has become incorporated into many library processes, the terminology has also evolved
• Another name for access point is heading• The term heading is still in use but its
origins are in the card catalogue• Headings are divided into two kinds: 1. Main entry 2. Added entry
August 9,2007
Still today…
• The limitations of the card catalog still influence automated (machine readable) cataloging– We still have a main entry – Technically an access point is author, title or
subject– Allowed only two authors in added entries (a
manual catalog accommodation)
• But this is not relevant with the computer age!
August 9,2007
Imagine
• Typing (or even handwriting) catalog cards
• The main entry was the most complete record (if author)– Added entries: Title and subject less
complete
• What do we do with items that have no author?
August 9,2007
AACR2R and access
• When AACR2R came around, even with automated catalogues, it was still assumed that libraries needed to determine an access point.
• This is one of the argued limitations of AACR2…
• But, even in an automated catalogue, we still need to standardise the way we formulate our access points.
August 9,2007
Main entry & added entry
• The main entry is the most important access point
• In an online catalogue, main and added access points are effectively equal
• In the card catalogue the main entry was a more detailed record which also included tracings of all the added entries
• AACR2 still retains the distinction between main entry and added entry
August 9,2007
Access points
• AACR2 chapter 21 is all about access points• In addition to the access points detailed in AACR2,
the online catalogue can provide other entry points, e.g. publisher, keyword, material type. Many catalogues can limit by date
• Control numbers such as LC control numbers or ISBN do not feature as access points in AACR2 – they are a direct result of computerisation
• But, in a machine readable catalogue almost any part of the record can be used as an access point
August 9,2007
Access point definition
• An access point is the heading
• A way for an item in a library catalogue or bibliography to be retrieved or at least located.
• What are the traditional access points?
August 9,2007
Access points cont.
• How do we decide…
• An admittedly western approach to the process:
–Author• The person (mainly) responsible for the
creation of the work in hand
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Authorship• Can include personal authorship
AACR2 Ch. 22– a person prominently named responsible
for the work.
Remember, this is anyone principally responsible.
A child’s picture Hebrew dictionary illustrated by Ita Meshi
Entry under Meshi, Ita the illustrator
August 9,2007
Author isn’t just a guy who writes the text
• Creation includes the intellectual and artistic content of a work. The person responsible for this is the “author”
• Illustrator, photographer, compiler, editor, adapter (retelling of folktales), translater, reviser,
• producer, director of multimedia• And the rules for this are in AACR2
August 9,2007
Corporate Author
• This is a named group of people who are acting as a single unit
• Examples: government bodies or departments, institutions, associations, named conferences, musical groups, etc.
• AACR2 Ch. 21 and 24 all the rules to determine and format
August 9,2007
Some hints
• With an item in hand…look for:• People’s names• Corporate names• A title, a variant title (begins with Or)• Any relevant subtitles• Series (important for children’s
materials)
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Choice of main entry
• Whatever kind of item, the main entry will be under one of the following:
• Personal authorship 21.1A• Corporate body 21.1B• Title 21.1C
• There are no other possibilities
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Title proper
• This is the formal name used in AACR2R for the main title of an item (excludes the subtitle, $b)
• Every item you catalogue must have a title• If there is no title you are allowed to make
one up, enclosed in square brackets […]• This is necessary if you are cataloguing an
object or poster
August 9,2007
Multi-part itemsEqual importance of items
• When items are in different formats and of equal importance the item is catalogued as a kit (multimedia)
• When all the pieces of the item have to be used together – it is considered a kit
• Games are not regarded as kits and should follow the rules in chapter 10
August 9,2007
The rules
• You cannot be expected to memorise all the rules – you should be familiar with where to check in AACR2R
• You will be copy cataloging and we’ll discuss this later
• However, as the person responsible for the organization of your library, you should be informed of the framework for that standardization: the tools and standards
August 9,2007
Good news!
• When in doubt, the cataloguer’s judgement is ultimate authority
• It is best to make a judgement promptly and make the item available to users
• Catalogue records can always be updated to reflect a change of condition
• Expertise comes with practice
August 9,2007
Exercise
• In groups, and using the sheet ‘Determining main and added entries” have a look at the records for the title pages that are distributed in class
• Try to determine the main entry (personal or corporate author or title) and consider what you would choose as added entries (other authors or persons responsible for the creation of the work, title)
August 9,2007
International Standard Bibliographic Description
• The development of this standard dates back to 1974 (the need first evolved after the release of the first edition of AACR, 1967)
• ISBD lays down description standards for each physical form of publication: These describe:– The sources of information to be used in the
description– The order in which the elements are transcribed– The punctuation that should be used to separate
the elements
August 9,2007
• The ISBD (International Standard Bibliographic Description)
• Descriptive part of cataloging, not access points, or determining what to put an item ‘under’– Eg. Choice of entry or form of entry
• Not how catalog records are formatted now however, it laid the foundation for machine readable records.
August 9,2007
Learning these areas is the first step
in standard cataloguing
Area 1: Title
Area 2: Edition
Area 3: Material specific details
Area 4: Publication, distribution, etc.
Area 5: Physical description
Area 6: Series
Area 7: Notes
Area 8: Standard numbers
Eight areas for description
August 9,2007
A standard manual bibliographic record: Monograph
Title proper : other title information or subtitle / first statement of responsibility ; subsequent statement of responsibility. — Edition statement / statement of responsibility relating to this edition. — Place of publication : Publisher, Date of publication.
Pagination : Illustrative matter ; Size. — (Series title, ISSN ; Series number)
Notes. ISBN
August 9,2007
Example of a manual catalog record:
Linden, Tracy. Hockey hippos / by Tracy Linden ; illustrated by Jennifer Lait. – New York : H. Holt, c 1984.
[33] p. : col. Ill. ; 26 cm.
ISBN 0-7040-0730-1
August 9,2007
ISBD card catalog
• Punctuation was standard
• Use rules in AACR2R
• Eg. Transcribe the title exactly as it appears on the chief source of information– Eg. title page
August 9,2007
Chief source of information
• Rule 1.0A1 states that information must come from the chief source, outlined in each respective chapter of AACR2R
• Standard source, but the sources are not all standard, later you will try some ISBD data element identification, note how different title pages are
August 9,2007
Other sources of information
• Also use the verso of the title page
• Often this is where the CIP is
August 9,2007
Titles and statements of responsibility
Mice : everything about care, nutrition, diseases, behavior, and breeding / Horst Bielfeld ; with 33 color photographs by outstanding animal photographers and 30 drawings by Fritz W. Köhler ; translated by Maria Cooper.
Michael Bolton : the passion, secrets, soul, & truths / by Layne A. Seeloff ... [et al.]
August 9,2007
Title with statement of responsibility
Oooh-la-la : (Max in love) / Maira
Kalman.
—
Hooray for Diffendoofer Day! / by Dr. Seuss
Anne Frank in the world : essays and reflections / edited by Carol Ann Rittner
August 9,2007
ISBD areas 3-6
• Self-explanatory, we’ll focus on determining these areas when we look at the MARC format later
• Notes (area 7) are very important for catalog records for young people.
August 9,2007
ISBN details
• 10 digit numbers sets of numbers separated by hyphens
• Unique to an item• Assigned by R.R. Bowker in the United States• The first digit is for the country of publication,
the next digits, represent the publisher, another set identifies the work, and the final digit is a “check digit”
August 9,2007
Exercise
• Look at some of the items and books.
• Determine ISBD areas of description
• Specifically 1, 2, 4, 6, 8
Don’t worry about the punctuation, but try to identify these common data elements
August 9,2007
The aims of ISBD
• To help make catalogue records more interchangeable – libraries can use each other’s records
• To assist in interpreting records across language barriers
• To assist in converting records to machine-readable form
(punctuation is a fundamental feature of AACR2)
August 9,2007
AACR2R and description
• Cataloguers are only allowed to take information from specific places in the item e.g. the title and statement of responsibility of a book must come from the title page (other elements may be permitted a greater range of sources, e.g. edition)
• If you need to take information from a non- prescribed source, it must be enclosed in square brackets […..]
August 9,2007
Levels of information• AACR2 recognises that not all libraries will want
the same amount of detail in their catalogues• There are 3 different ‘levels’ of description e.g. in
level 1, the place of publication can be omitted, but still display publisher and date
• The library can also choose not to display all the information from a more detailed record
• Most academic libraries & cataloguing co-operatives use level 2, which is not much different to level 3
August 9,2007
The skill of copying
• Much of cataloguing consists of being able to copy or transcribe carefully
• You are not allowed to standardise on spellings (organisation / organization)
• You must also copy an error as you find it, but show that you have noticed the mistake by inserting [sic] after the mistake
• An added entry should be created for the correct format – that brings us to the other part of cataloguing – access points
August 9,2007
The importance of standardisation
• Sharing resources – copy cataloguing can only exist if the same codes apply, fostering communication of information
• Users benefit by using catalogues that are compiled in the same way
• Economic reasons – to benefit from being able to acquire quality records, in a timely fashion, at a cost-effective rate
• Enables libraries to use automated library systems to manage library operations – to assist migration to new technology
August 9,2007
Some areas are not copied• There are exceptions to copying accurately
from the title page to the catalogue record and these are:
• Punctuation– For example ….a dotted line in a title is replaced by
a dash – (because ….dots can also mean the omission of words)
• Capitalisation– Title pages can put text in capitals for many reasons– Use of capitals can vary depending upon language– Check in appendix A if you are undecided
August 9,2007
The automated catalog
• ISBD is the groundwork
• But we use computers to catalog and display, the ISBD punctuation is not relevant
• Data is standardized using MARC records
August 9,2007
MARC Records
• A MARC record is a bibliographic record in a specific format that can be displayed on a computer. It contains: – A description of the item– Main entry & added entries– Subject headings– Classification or call number
• MARC records often contain more information than is required by AACR2
August 9,2007
The aims of MARC
• Speed up the cataloguing process
• Standards usable for all kinds of library materials (not just books)
• Usable in automated systems
August 9,2007
MARC21 – the new code• By the 1990s there were nearly 50 different
kinds of MARC formats in use in various countries
• These were mostly based on either the British or American original
• But varied…not completely standard across• In 2001 the British Library discontinued its
own format, UKMARC, and adopted the LC version renamed MARC 21
August 9,2007
MARC & AACR2
• AACR2 gives you the rules to follow when producing catalog records
• MARC gives a structure for the records that are produced according to the rules
• MARC is not a cataloguing code in itself• The MARC format divides the catalogue
record into fields that correspond to areas of description in AACR2 & also includes access points
August 9,2007
MARC format
A MARC record has 3 main parts:
1. The record leader– Coded data at the beginning of the record
2. The directory– Index to the record
3. The fields themselves (008, 100, etc.)– These are 3 digit numbers called tags
August 9,2007
Field, subfield, delimiter & field end
• MARC fields are divided into subfields, using subfield codes
• The subfield code has two characters:
- A ‘delimiter’ is the character that introduces the subfield
- A lower case letter, or occasionally a number• The LC manual uses $ (dollar) sign as the delimiter but
other systems may use an*, (asterisk) | (pipe) or a double dagger sign
e.g. 260 $aLondon : $bMacmillan :$c2003#Some systems require an end of field sign, e.g. #
August 9,2007
Indicators, fixed & variable length fields
• Each field starts with a 3 digit number, followed by 2 spaces – for the indicators, if they are required
• The indicator is always a numeric value – but sometimes do not contain data
• Most MARC fields are of variable length (authors and titles can vary) Some fields are fixed e.g. 008 field has 40 character positions (00-39) The data is coded and is useful for retrieval & management purposes
August 9,2007
MARC tags online
• Explore www.loc.gov/marc/bibliographic
• We will try some MARC field identification (and coding if you wish) with some examples in a moment.
• First, familiarize yourself with the MARC record: Exercise sheet “Looking at MARC records”
August 9,2007
Main entry MARC fields
• These are:– Personal author (100)– Corporate author (110)– Conference proceedings (111)– Uniform title (130) Example: Bible– Collective title (240) Example: poems– Title (245)
August 9,2007
Other access points
• Series entry (440, 490, 840)• Author added entries (700)• Corporate body (710)• Title (745)• References (See & see also - chapter 26)• Added entries may be made for headings that
cataloguers consider appropriate
August 9,2007
MARC exercises
• Using the item samples, try searching on the Library of Congress:www.loc.gov Compare the record: fields, sub-fields, etc. to the item in hand to get a feel for its description in MARC format. OR
• A MARC worksheet is provided for any wishing to try to create a MARC record. Use the online site on the sheet with corresponding information for the fields, etc.
August 9,2007
Authority control
August 9,2007
What is it?
August 9,2007
What is the impact on access to information?
August 9,2007
We need to control
• This is called authority control
• Bogan cites Doris Clack who states this is based on uniqueness, standardization and linkages (p. 42)
This includes names and subjects
Subject authority control will be discussed later.
August 9,2007
Authority control aims to:• Give unique names to people, bodies, objects
and concepts;• Use the names chosen consistently in reference
to them and in describing them• Identify other possible names users might
search for and link those with preferred terms– So in a catalog, we should be directed to automobiles
if we type in cars (subject authority control) SEE– And we should be directed to Twain, Mark if we type
in Clemens, Sam SEE– And we should be directed to Classical education
when looking for Education, humanistic SEE ALSO
August 9,2007
More on the subject AC later
• Names• Personal names• Corporate names• Geographic names• Time consuming! Normally an AC list is
purchased through the Library of Congress or through a bibliographic utility like OCLC. http://www.oclc.org/about/default.htm
And uploaded to a library automated system.
August 9,2007
Name AC• Most common factor is uniqueness
– Search author in http://lib.hku.hkfor Smith, J. A.
– Note the use of dates– If they were very close, they would add a qualifier
eg. Smith, J.A., composer
• Also need to account for the different ways people will enter information into a catalog– Now search author -> Wong
August 9,2007
Most familiar form
• How to decide what is THE form of a name?
• AACR2R ch 22
• Rules on pseudonyms, name changes, hyphenation, other languages
• In most cases you would add a see reference for variant forms of names
August 9,2007
Add references
• In most cases you would add a see reference for variant forms of names
• Read the rules 22.17 and 22.18• Note examples• Read Rule 22.24 & 22.26E• Distinguishing identical names, common
names, dates help to add uniqueness
August 9,2007
Classification
(DDC)
•Numerical order•A work has only one class number and can stand in only one place• Less precise
Subject Headings
(Sears)
•Alphabetical order•A work can be entered under many points of entry• More precise
Classification and Subject Headings
August 9,2007
BOOKS:
•Examine the table of contents
•Read the preface and introduction
•Examine the text
•Other formats:
•Examine the container, label, guides, etc.
IMPORTANTIMPORTANT: Consider the subject from your reader’s viewpoint!
How to determine the subjects ?
August 9,2007
Symbols used in Sears
UF = Used for SA = See also
BT = Broader term NT = Narrower term
RT = Related term [Former heading] = Term that has been canceled ; formerly used
(May subdivide Geog.) = Heading may be subdivided by place
“X” before a term means “see”; “XX” means “see also”
Look at your sheet of LCSH for comparison
August 9,2007
1. TOPICAL HEADINGS- words & phrases for common things that represent the work’s content Ex: Gun control, Abortion, Seals
2. FORM HEADINGS- headings that are created based on the “form” of the literary work. Ex: Almanacs, Directories, Gazetteers, Dictionaries, Encyclopedias, Essays, Drama.
3. GEOGRAPHIC HEADINGS- established names of individual places. Ex: United States, Ohio, Great Britain
Types of subject headings in Sears
August 9,2007
4. PROPER NAME HEADINGS- unique names given to various people, businesses, and organizations
A. Individual or Personal Names Ex: Clinton, Bill
B. Corporate Names (institutions, buildings, sports teams, business firms) Ex: The University of Hong Kong
C. Uniform titles (established names of periodicals, computer programs, TV programs, radio programs, and certain literary works) Ex: Eudora (Computer File)
Types of subject headings in Sears, cont.
August 9,2007
Forms of headings
Single Noun
Compound headings (ex. Bow and arrow)
Adjective and noun, (Tropical fish)
Phrase
Subheadings (for a specialized aspect or point of view)
Key headings - pattern for subdivision (World War, 1939-1945)
Forms of Sears
August 9,2007
• Special topics-specific to individual topic (Airplanes-Piloting)
•Time-specific chronology (Europe-History-1789-1900)
•Geographic-a) area or b) subject – (Geography-Bolivia)
•Themes of Literature (Science Fiction)
Order of subdivisions (set by conference in May 1991)
•Topical, Geographic, Chronological, Form
Forms of subject headings continued
August 9,2007
Note: If you must create subject headings, keep these tips in mind. The creation process involves a lot of personal preferences and therefore undermines uniformity. Always try to use what SEARS provides. Remember, You can use subdivisions and formulate combinations, using Sears subject headings.
Tips:
American spelling & terminology should always be used. Labor not Labour
•Create terms that are commonly used by your patrons.
Extending Sears
August 9,2007
•Choose the term that is most inclusive.
*Use “Regional Planning” rather than many smaller ones like: county planning, state planning.
•Keep the headings clear and unambiguous
* Consider homonyms
Eg: Depression (too broad)
Use: Depression (Economic) or Depression (Psychology)
More tips
August 9,2007
Problem Area
Rule(s) Example(s)
Biography Collective (3+)
Individual
•Biography•Baseball-Biography•Shakespeare, William
Nationalities Geog. subdivision after topical subject area, except: Authors, Novelists, Dramatists, and Poets
•Architecture-France•American poets
Literature Works about Literature: use forms themselves
Literary Works: anthologies or individual
•Drama•British Literature•Latin American literature•Poetry-Collections
August 9,2007
Problem Area
Rule(s) Example(s)
Wars & Events
Wars & battles: name, date
Events: name, place, date
•World War, 1939-1945•Gettysburg (Pa.), Battle of, 1863•Tiananmen Square Incident, Beijing (China), 1989
Non-book Materials
Treat the same as a book Biographical films
More basic principles
August 9,2007
•Keep a Local Authority File
• Revise headings regularly
Subject headings: More tips
August 9,2007
Web pages for examples and tips
August 9,2007
Copy cataloging• When a cataloger searches for a record on a
database or cataloging service, downloads an appropriate record and edits the record to meet local policy. This is standard practice, rather than descriptive cataloging.
• There are many places to find records.• Some libraries belong to OCLC• A large consortium of libraries. Membership in
OCLC gains access to catalog records. You can read more at:
• http://www.oclc.org/about/default.htm
August 9,2007
Copy catalogingOpen the ALA Notable Children’s books page at
http://www.ala.org/ala/alsc/awardsscholarships/childrensnotable/notablecbooklist/currentnotable.htm
Search, retrieve, and check a few of the titles as if you were copying the records for your library catalog. Compare DDC numbers for any non-fiction to other catalogs. Double-check subject headings to confirm you agree with them, again, feel free to compare these in other catalogs.
Sites to use on next slide.
August 9,2007
Places to find copy cataloging
• National Library of Canada
http://www.collectionscanada.ca/amicus/index-e.html
• Library of Congress http://www.loc.gov
• Infohio (Ohio schools) http://www.infohio.org
• Public libraries are also a good place to find records, however only some have MARC display:
New York Public Library http://www.nypl.org
Seattle Public Library http://www.spl.lib.wa.us
August 9,2007
• Resources for school librarianshttp://www.edu.gov.mb.ca/k12/docs/support/catalogue/index.html http://www.sldirectory.com/libsf/resf/catalog.htmlhttp://tpot.ucsd.edu/Cataloging/catwebsource.html \http://dante.uark.edu/webdocs/cataloging/kits.pdfhttp://www.ipl.org/div/subject/browse/hum45.40.40Idaho libraries online tutorials for staff development, eg. Copy
cataloginghttp://libraries.idaho.gov/ableBoulder CO was once considered cutting edge in designing search
tools for young peoplehttp://www.boulder.lib.co.us/youth/
Take some time to explore these Web pages
August 9,2007
Enhancing records for young people
• We can improve the basic display by including more data.
• This can be something provided by the cataloguing agency, ie. you, if you are doing the cataloguing. Or a collective effort, like the district centralized cataloging for school libraries. Or they may be provided by the vendor, from whom you purchase your records.
• Most enhancements are the notes fields, and generally, there are no limits, AACR2R offers flexibility here.
August 9,2007
505 Contents note• A list of the titles of a collection, on a sound recording or video.
Also useful for identifying parts of a collection. Example:
505 8# $aContents on sound disk: A suitable tone ; Left hand colouring ; Rhythm and accent ; Tempo ; Flexibility ; Ornaments -- Sonata in D major, op. V, no. 1 / Corelli -- Sonata in G minor / Purcell (with Robert Donington, gamba) -- Forlane from Concert royal no. 3 / Couperin.
See MARC site for more examples.• http://lcweb.loc.gov/marc/bibliographic/ecbdnot1.html#mrcb505
August 9,2007
511 Participant or performer note
• Enter any names of players, narrators, presenters, or performers in plays, films or recordings.
Example:511 0# $aVoices: Peter Ustinov, Cloris Leachman, Sally Kellerman, Andy Devine.
See MARC site for more examples.• http://lcweb.loc.gov/marc/bibliographic/
ecbdnot1.html#mrcb511
August 9,2007
520 Summary note.
• Here, the cataloguer adds a note describing the item. A summary should give the user a good sense of what the book or item is about but it should not evaluate the work. There should be no hint of positive or negative statements about the contents. (Association for Library Collections and Technical Services/CCS Cataloging of Children’s Materials Committee)
• *520 not required if a contents note is included (505)
August 9,2007
520 and 538 notes examples
520 ##$a Pig Pig refuses to grow up until one day, he solves a problem on his own.
See MARC site for more examples.• http://lcweb.loc.gov/marc/bibliographic/ecbdnot1.html#mrcb520
538 System requirements note. Include for sound recordings, video recordings and computer files any notes for users to play or access an item.
Example of a video:538 ## $a VHS.Interactive media.
August 9,2007
More 538 examples
538 ## $a System requirements (PC): IBM PC or compatible with 486/ 100MHz or better processor; 16MB RAM; Windows 95/98/2000 or NT4.0 or later; color monitor with 800x600x256 resolution; double-speed CD-ROM drive; sound card.
See MARC page for more examples.• http://lcweb.loc.gov/marc/bibliographic/
ecbdnot2.html#mrcb586
August 9,2007
586 Awards note
Enter a note if the item has won an award.
Example:
586 ##$a Caldecott Medal, 1979
See MARC page for more examples:
• http://lcweb.loc.gov/marc/bibliographic/ecbdnot2.html#mrcb586
August 9,2007
658 Index term—Curriculum ObjectiveExamples
658 ##$aReading objective 1 (fictional)$bunderstanding language, elements of plots, themes, motives, characters, setting by responding to the multiple-meaning word$cNRPO2-1991$dhighly correlated.$2ohco
658 ## $aMath manipulatives$dhighly correlated.$2local
658 ##$aDrug abuse awareness$bpeer pressure$bunderstanding the law.$2local
August 9,2007
Works consulted:
Association for Library Collections and Technical Services/CCS Cataloging of Children’s Materials Committee, 1998, Guidelines for Standardized Cataloging of Children’s Materials, in Cataloging correctly for kids: An introduction to the tools, 3rd edn, Sharon Zuiderveld, ed., ALA, Chicago.
Hagler, Ronald, 1997 The bibliographic record and information technology, 3rd edn. Chicago, ALA.
Jacobsen, L. (1998). How children search. In Zuiderveld, S. (Ed.) Cataloging correctly for kids: an introduction to the tools. Chicago: ALA.
August 9,2007
Works consulted cont.
Nebraska Library Commission –Library Services Development. Retrieved June 2, 2003, from http://www.nlc.state.ne.us/libdev/basic/organizationoflibrarymaterials/sears.html
Reitz, J., 2001, Online dictionary of Library and Information Science, (Online) http://vax.wcsu.edu/library/odlis [Accessed 5 January 2002].
The Six Essentials…Plus. Retrieved June 3, 2003, from http://www.sisess.htm
Subject Heading Tips. Retrieved June 3, 2003, from:http://www.subjtips.htm
Taylor, A. (2000). Introduction to cataloging and classification. Westport, CT, Libraries Unlimited.
Wynar, B. & Taylor, A., 2000, Wynar’s introduction to cataloging and classification, 9th edn. Englewood, CO, Libraries Unlimited.