Exercise 16
Assign/devise subject headings for the following topics:
a. Hunting in British Colombia (A province of Canada): Hunting - Canada; British Columbia (Canada)
b. Communism in Japan: Communism - Japan
c. School libraries in Australia: Cannot subdivide geographically, therefore: School libraries; Australia (?)
Let's check... The first two are right... I guess the third one is right? It does not say 'Australia' as a subject heading, but I think you could have it as a separate one. I will see if it says anything in the forum... Nope, it doesn't, so I'm going to leave it at that for now.
Tuesday, August 30, 2011
Restricted subdivisions
Exercise 15
Using the list of restricted subdivisions, and the notes given at their entries in SCISSHL, determine appropriate headings for the following topics.
a. Career prospects in Information Technology: Information technology - Careers
b. Aboriginal education: Aboriginal peoples - Education
c. Reviews of children’s books: Children's literature - Reviews
Yes, I got them perfect again (except for one little capital which I just fixed because it wasn't worth commenting on... and now I've commented on it anyway!).
I think I'm getting the hang of this! I hope I can do the right thing for the assignment... Just five more exercises to do and I will be finished this section - it's been pretty intense! Two days of teaching ahead of me now, so not much study time :-S Studying tomorrow night with my study buddy though, so hopefully will get a lot out of that for the assignment. I hope I don't hold her back by not having all these done. We'll see.
Maybe I'll quickly do another one before I go to bed...
Using the list of restricted subdivisions, and the notes given at their entries in SCISSHL, determine appropriate headings for the following topics.
a. Career prospects in Information Technology: Information technology - Careers
b. Aboriginal education: Aboriginal peoples - Education
c. Reviews of children’s books: Children's literature - Reviews
Yes, I got them perfect again (except for one little capital which I just fixed because it wasn't worth commenting on... and now I've commented on it anyway!).
I think I'm getting the hang of this! I hope I can do the right thing for the assignment... Just five more exercises to do and I will be finished this section - it's been pretty intense! Two days of teaching ahead of me now, so not much study time :-S Studying tomorrow night with my study buddy though, so hopefully will get a lot out of that for the assignment. I hope I don't hold her back by not having all these done. We'll see.
Maybe I'll quickly do another one before I go to bed...
Exercise 14
Using the heading ‘Bushrangers’, the list of standard subdivisions on p.19 in Guidelines, plus notes given at the entries for these subdivisions in SCISSHL determine appropriate headings for the following topics. Note that some of these headings may already exist on the SCIS database.
a. A novel about bushrangers: Bushrangers - Fiction
b. Folktales about bushrangers: Bushrangers - Folklore
c. An encyclopaedia of bushrangers: Bushrangers - Encyclopaedias
d. A set of maps showing where bushrangers roamed: Bushrangers - Maps
e. A collection of jokes about bushrangers: Bushrangers - Humour
Yay, I got them all right :)
Using the heading ‘Bushrangers’, the list of standard subdivisions on p.19 in Guidelines, plus notes given at the entries for these subdivisions in SCISSHL determine appropriate headings for the following topics. Note that some of these headings may already exist on the SCIS database.
a. A novel about bushrangers: Bushrangers - Fiction
b. Folktales about bushrangers: Bushrangers - Folklore
c. An encyclopaedia of bushrangers: Bushrangers - Encyclopaedias
d. A set of maps showing where bushrangers roamed: Bushrangers - Maps
e. A collection of jokes about bushrangers: Bushrangers - Humour
Yay, I got them all right :)
Subdivided headings
Exercise 13
Identify the number of subdivided headings for each of the following headings in SCISSHL.
a. Private schools: zero
b. Science: Six (plus 2 non-allowed)
c. Mongolia: zero, but it does say you can subdivide it the same as "Australia", and there are HEAPS of subdivisions for Australia!
Note that subdivisions are always preceded by a long dash. Some terms existing as subdivisions in SCISSHL are also there as headings in their own right. Examine, as an example, the heading ‘Diseases’. The note at this heading indicates that it can be used also as a subheading to create subdivided headings such as ‘Blood-Diseases’.
It is important to recognise that the only headings in SCISSHL which can be used as subdivisions are those where there is a note allowing this usage. For example, the subdivided heading ‘Earth-Atmosphere’ cannot be created as there is no note at ‘Atmosphere’ allowing it to be used as a subdivision.
Note also that some terms only exist as subdivisions, they cannot be used as headings. See, for example, the terms ‘Policy’, ‘Safety measures’ and ‘Rules’ in SCISSHL.
Identify the number of subdivided headings for each of the following headings in SCISSHL.
a. Private schools: zero
b. Science: Six (plus 2 non-allowed)
c. Mongolia: zero, but it does say you can subdivide it the same as "Australia", and there are HEAPS of subdivisions for Australia!
Note that subdivisions are always preceded by a long dash. Some terms existing as subdivisions in SCISSHL are also there as headings in their own right. Examine, as an example, the heading ‘Diseases’. The note at this heading indicates that it can be used also as a subheading to create subdivided headings such as ‘Blood-Diseases’.
It is important to recognise that the only headings in SCISSHL which can be used as subdivisions are those where there is a note allowing this usage. For example, the subdivided heading ‘Earth-Atmosphere’ cannot be created as there is no note at ‘Atmosphere’ allowing it to be used as a subdivision.
Note also that some terms only exist as subdivisions, they cannot be used as headings. See, for example, the terms ‘Policy’, ‘Safety measures’ and ‘Rules’ in SCISSHL.
Subdividing
Exercise 12
What headings would you assign to works on the following topics?
a. Hunting methods used by Aboriginal peoples: Aboriginal peoples - Hunting
Scope Note
Use for works on the methods and equipment used for hunting by Aboriginal peoples during the pre-contact period of Aboriginal history and those methods and equipment that continue to be used in some areas of Australia.
b. Educating Aboriginal children: Aboriginal peoples - Education; Children, Aboriginal
c. Aboriginal place names: Aboriginal peoples - Place names (I searched for 'place names', it said USE Names, geographical, this suggested the above as a narrower term (NT) - exactly describing what I was looking for.)
Note that not all headings relating to Aboriginal peoples are in this form, e.g. ‘Aboriginal peoples - Art’ is a non-allowed term, the heading being ‘Art, Aboriginal’.
What headings would you assign to works on the following topics?
a. Hunting methods used by Aboriginal peoples: Aboriginal peoples - Hunting
Scope Note
Use for works on the methods and equipment used for hunting by Aboriginal peoples during the pre-contact period of Aboriginal history and those methods and equipment that continue to be used in some areas of Australia.
b. Educating Aboriginal children: Aboriginal peoples - Education; Children, Aboriginal
c. Aboriginal place names: Aboriginal peoples - Place names (I searched for 'place names', it said USE Names, geographical, this suggested the above as a narrower term (NT) - exactly describing what I was looking for.)
Note that not all headings relating to Aboriginal peoples are in this form, e.g. ‘Aboriginal peoples - Art’ is a non-allowed term, the heading being ‘Art, Aboriginal’.
Exercise 11
I will actually remember to check the SCIS OPAC first this time!!!
Give the appropriate phrase headings for works on the following topics
a. Italians in Australia: Italians in Australia (94 examples in SCIS OPAC)
b. Taking photographs of birds: Photography of birds (3 examples in SCIS OPAC) - reverted to using SCISSHL to work out subject heading as could not find it using the OPAC, then searched what I thought it would be with results.
c. The women of New Zealand: Women in New Zealand (once again used SCISSHL to work out what it would be: "The adjectival form for a national* or ethnic* group may be added as needed, e.g. Women, Jewish. See also phrase headings in the form Women in [country], e.g. Women in Australia." I was confused because I did not remember that we were looking for a "phrase heading")
I will actually remember to check the SCIS OPAC first this time!!!
Give the appropriate phrase headings for works on the following topics
a. Italians in Australia: Italians in Australia (94 examples in SCIS OPAC)
b. Taking photographs of birds: Photography of birds (3 examples in SCIS OPAC) - reverted to using SCISSHL to work out subject heading as could not find it using the OPAC, then searched what I thought it would be with results.
c. The women of New Zealand: Women in New Zealand (once again used SCISSHL to work out what it would be: "The adjectival form for a national* or ethnic* group may be added as needed, e.g. Women, Jewish. See also phrase headings in the form Women in [country], e.g. Women in Australia." I was confused because I did not remember that we were looking for a "phrase heading")
Exercise 10
Give the appropriate subject headings for works on the following topics.
a. A Malaysian cook book: Cookery, Malaysian
Specific Example Note
The adjectival form for a national* or ethnic* group/style may be added as needed, e.g. Cookery, French. For cookery with specific ingredients use phrase headings in the form Cookery with [subject], e.g. Cookery with fruit.
b. The literature of Indonesia: Indonesian Literature
Specific Example Note
See also names of literatures*, e.g. African literature; Australian literature; English literature; Pacific Island literature; Soviet literature. For works about a particular theme in literature use phrase headings in the form [Subject] in literature, e.g. Food in literature. The subject may be further subdivided by century, e.g. Literature - 20th century.
c. Zulu art: Art, Zulu
Specific Example Note
The adjectival form for a national*, regional*, ethnic* or indigenous* group/style may be added as needed, e.g. Art, European; Art, New Zealand; Art, Pacific Island. See also phrase headings in the form [Subject] in art, e.g. Animals in art; Plants in art; Space in art.
d. Chinese music: Music, Chinese
Specific Example Note
The adjectival form for a national* or ethnic* group/style may be added as needed, e.g. Music, African; Music, Maori. The subject may be further subdivided by century, e.g. Music - 20th century.
Give the appropriate subject headings for works on the following topics.
a. A Malaysian cook book: Cookery, Malaysian
Specific Example Note
The adjectival form for a national* or ethnic* group/style may be added as needed, e.g. Cookery, French. For cookery with specific ingredients use phrase headings in the form Cookery with [subject], e.g. Cookery with fruit.
b. The literature of Indonesia: Indonesian Literature
Specific Example Note
See also names of literatures*, e.g. African literature; Australian literature; English literature; Pacific Island literature; Soviet literature. For works about a particular theme in literature use phrase headings in the form [Subject] in literature, e.g. Food in literature. The subject may be further subdivided by century, e.g. Literature - 20th century.
c. Zulu art: Art, Zulu
Specific Example Note
The adjectival form for a national*, regional*, ethnic* or indigenous* group/style may be added as needed, e.g. Art, European; Art, New Zealand; Art, Pacific Island. See also phrase headings in the form [Subject] in art, e.g. Animals in art; Plants in art; Space in art.
d. Chinese music: Music, Chinese
Specific Example Note
The adjectival form for a national* or ethnic* group/style may be added as needed, e.g. Music, African; Music, Maori. The subject may be further subdivided by century, e.g. Music - 20th century.
Using SENs (specific example notes)
Exercise 9
Find and apply the specific example notes in SCISSHL which enable you to create subject headings for the following topics. There were no subject headings for these topics on the SCIS database at the time of writing.
a. The town of Nevertire in Western New South Wales: Nevertire (N.S.W.)
Specific Example Note
See also names of cities* and towns*, e.g. Melbourne (Vic.); Picton (N.Z.); New York (City).
b. Squash (the vegetable): Squashes
Specific Example Note
See also names of vegetables*, e.g. Potatoes.
c. The television program ‘Daria’: Daria
Specific Example Note
See also names of specific television programs*, e.g. Sesame Street (Television program).
Whoops, I forgot qualifiers! The first one is right, the second one should have the qualifier (vegetable) - in fact the answers read 'Squash (Vegetable), so I am not sure if it needs to be plural or how we know this for sure. The example in the SEN was a plural. I will ask.
c. should read 'Daria (Television program), which I should definitely have picked up from the SEN which I obviously didn't read closely!
Find and apply the specific example notes in SCISSHL which enable you to create subject headings for the following topics. There were no subject headings for these topics on the SCIS database at the time of writing.
a. The town of Nevertire in Western New South Wales: Nevertire (N.S.W.)
Specific Example Note
See also names of cities* and towns*, e.g. Melbourne (Vic.); Picton (N.Z.); New York (City).
b. Squash (the vegetable): Squashes
Specific Example Note
See also names of vegetables*, e.g. Potatoes.
c. The television program ‘Daria’: Daria
Specific Example Note
See also names of specific television programs*, e.g. Sesame Street (Television program).
Whoops, I forgot qualifiers! The first one is right, the second one should have the qualifier (vegetable) - in fact the answers read 'Squash (Vegetable), so I am not sure if it needs to be plural or how we know this for sure. The example in the SEN was a plural. I will ask.
c. should read 'Daria (Television program), which I should definitely have picked up from the SEN which I obviously didn't read closely!
Name headings
Exercise 8
Name headings for the following topics do not exist in SCISSHL but can be found by doing a Headings/Subject search on SCIS OPAC. Use SCIS OPAC to determine the subject heading which has been created by a SCIS cataloguer for each of the following topics.
a. The tiger snake: tiger snake
b. The human kidneys : Human anatomy; kidneys
c. The ‘Titanic’: Ships; Titanic (Ship)
d. The band, Red Hot Chili Peppers: Bands (music); Red Hot Chili Peppers (Band)
e. The Powerhouse Museum in Sydney: Sydney - Galleries and museums; Powerhouse Museum. (The answers stated 'Powerhouse Museum (N.S.W.), I am not sure why at this stage...)
So what I understand from this exercise is that you can create a subject heading that is not of the list. It will just be in your catalogue so it does not impact the SCIS list and make it unmanageable. You can only add these headings if there is a specific example note stating that you can. For example:
"Snakes
Specific Example Note
See also names of particular snakes*, e.g. Cobras."
I have to say, secretly I am kind of enjoying these exercises... :)
Name headings for the following topics do not exist in SCISSHL but can be found by doing a Headings/Subject search on SCIS OPAC. Use SCIS OPAC to determine the subject heading which has been created by a SCIS cataloguer for each of the following topics.
a. The tiger snake: tiger snake
b. The human kidneys : Human anatomy; kidneys
c. The ‘Titanic’: Ships; Titanic (Ship)
d. The band, Red Hot Chili Peppers: Bands (music); Red Hot Chili Peppers (Band)
e. The Powerhouse Museum in Sydney: Sydney - Galleries and museums; Powerhouse Museum. (The answers stated 'Powerhouse Museum (N.S.W.), I am not sure why at this stage...)
So what I understand from this exercise is that you can create a subject heading that is not of the list. It will just be in your catalogue so it does not impact the SCIS list and make it unmanageable. You can only add these headings if there is a specific example note stating that you can. For example:
"Snakes
Specific Example Note
See also names of particular snakes*, e.g. Cobras."
I have to say, secretly I am kind of enjoying these exercises... :)
Subject headings for fiction, Exercise 7
Exercise 7
Assign subject headings to the following works of fiction:
(I have checked the answers and written comments relating to them in brackets)
a. A science fiction novel about time travel.
SH: Time travel - fiction; Science fiction
(Yay, I got these ones right!)
b. A fictional picture book about American Indians and cattle ranchers set in western USA in the 19th century.
SH: American Indians - Fiction; Cowhands - Fiction; Westerns; Western United States - History - 19th Century. (note: I thought 'cattle ranchers' was referring to cowboys, I think it should have been 'cattle ranches' as in the property, therefore an appropriate subject heading would be: Cattle stations - Fiction. Actually, upon checking the forum, it does say ranchers, but they are in charge of the cattle station, so are not cowhands, so cattle stations is still more appropriate apparently!).
c. A murder mystery written in French.
SH: Mystery and suspense stories; Murder - Fiction; French language text.
(Murder - Fiction was not in the answers list - I am not sure if this means it is inappropriate).
d. A wordless picture book about Christmas which was awarded the Kid’s Own Australian Literature Award.
SH: Christmas; wordless stories; KOALA (Literary prize)
(Whoops I forgot to include 'fiction', the first subject heading should read 'Christmas - Fiction')
e. A novel on the theme of bullying. There is a factual section on bullying at the end of the story.
SH: Bullying - Fiction; Bullying;
(YES! :) I wrote exactly the right subject headings for this one!)
Assign subject headings to the following works of fiction:
(I have checked the answers and written comments relating to them in brackets)
a. A science fiction novel about time travel.
SH: Time travel - fiction; Science fiction
(Yay, I got these ones right!)
b. A fictional picture book about American Indians and cattle ranchers set in western USA in the 19th century.
SH: American Indians - Fiction; Cowhands - Fiction; Westerns; Western United States - History - 19th Century. (note: I thought 'cattle ranchers' was referring to cowboys, I think it should have been 'cattle ranches' as in the property, therefore an appropriate subject heading would be: Cattle stations - Fiction. Actually, upon checking the forum, it does say ranchers, but they are in charge of the cattle station, so are not cowhands, so cattle stations is still more appropriate apparently!).
c. A murder mystery written in French.
SH: Mystery and suspense stories; Murder - Fiction; French language text.
(Murder - Fiction was not in the answers list - I am not sure if this means it is inappropriate).
d. A wordless picture book about Christmas which was awarded the Kid’s Own Australian Literature Award.
SH: Christmas; wordless stories; KOALA (Literary prize)
(Whoops I forgot to include 'fiction', the first subject heading should read 'Christmas - Fiction')
e. A novel on the theme of bullying. There is a factual section on bullying at the end of the story.
SH: Bullying - Fiction; Bullying;
(YES! :) I wrote exactly the right subject headings for this one!)
Monday, August 29, 2011
Subject headings for fiction
Study task
I looked at:
ISBN: 9781846054792
Title: 10th anniversary / James Patterson and Maxine Paetro.
Subject Headings: Murder - Fiction. scisshl
Mystery and suspense stories. scisshl
Crime stories. scisshl
Title: The 13th hour / written by Rob Reger ; art and colors by Buzz Parker.
Other Titles: Thirteenth hour
Series: Emily the strange ; 3.
Subject Headings: Individuality - Fiction. scisshl
Gifts - Fiction. scisshl
Diary stories. scisshl
ISBN: 9781905490707
Title: 22 Britannia Road / Amanda Hodgkinson.
Subject Headings: Poles in Great Britain - Fiction. scisshl
Married persons - Fiction. scisshl
Parent and child - Fiction. scisshl
World War, 1939-1945 - Fiction. scisshl
ISBN: 9780593063057
Title: 44 Charles Street : a novel / Danielle Steel.
Subject Headings: Hotels, motels, etc. - Fiction. scisshl
Human relations - Fiction. scisshl
New York (City) - Fiction. scisshl
New York (City) scisshl
Do you believe that the access SCIS is providing to works of fiction through SCISSHL is:
1. taking full advantage of the provisions for access described in SCISSHL and the standards document?
I am actually rather undecided about this at this point. The subject headings used seem at times to be too specific, though I suppose that is a good thing. It seems to subdivide well with subject headings for themes, but not so much with genres from the few books I looked at.
2. appropriate to the access needs to users in a school with which you are familiar?
My school library experience is limited, I look forward to seeing just how effective the subject headings for fiction are in the future. I think that searching for ideas for something to read using the subject headings would be a bit cumbersome and perhaps they are not as detailed as they could be, but students tend to just browse the shelves anyway.
Not completely sure about this study task, other than the fact that I have done a terrible job of it. Too much to do though, must move on!
I looked at:
ISBN: 9781846054792
Title: 10th anniversary / James Patterson and Maxine Paetro.
Subject Headings: Murder - Fiction. scisshl
Mystery and suspense stories. scisshl
Crime stories. scisshl
Title: The 13th hour / written by Rob Reger ; art and colors by Buzz Parker.
Other Titles: Thirteenth hour
Series: Emily the strange ; 3.
Subject Headings: Individuality - Fiction. scisshl
Gifts - Fiction. scisshl
Diary stories. scisshl
ISBN: 9781905490707
Title: 22 Britannia Road / Amanda Hodgkinson.
Subject Headings: Poles in Great Britain - Fiction. scisshl
Married persons - Fiction. scisshl
Parent and child - Fiction. scisshl
World War, 1939-1945 - Fiction. scisshl
ISBN: 9780593063057
Title: 44 Charles Street : a novel / Danielle Steel.
Subject Headings: Hotels, motels, etc. - Fiction. scisshl
Human relations - Fiction. scisshl
New York (City) - Fiction. scisshl
New York (City) scisshl
Do you believe that the access SCIS is providing to works of fiction through SCISSHL is:
1. taking full advantage of the provisions for access described in SCISSHL and the standards document?
I am actually rather undecided about this at this point. The subject headings used seem at times to be too specific, though I suppose that is a good thing. It seems to subdivide well with subject headings for themes, but not so much with genres from the few books I looked at.
2. appropriate to the access needs to users in a school with which you are familiar?
My school library experience is limited, I look forward to seeing just how effective the subject headings for fiction are in the future. I think that searching for ideas for something to read using the subject headings would be a bit cumbersome and perhaps they are not as detailed as they could be, but students tend to just browse the shelves anyway.
Not completely sure about this study task, other than the fact that I have done a terrible job of it. Too much to do though, must move on!
BT, NT and RT
Exercise 6
Use Broader Terms, Narrower Terms and Related Terms to guide you in determining which of the subject headings from the following groups you would assign to a work on the set topics.
a. Topic: Needlework
Subject headings:
Handicrafts (BT)
Embroidery (NT)
Needlework
Sewing (RT)
Appropriate subject heading: Needlework
b. Topic: Children's diseases
Subject headings:
Children - Care and health (BT)
Children - Diseases
Children's hospitals (RT)
Terminally ill children (NT)
Appropriate subject heading: Children - Diseases
c. Topic: Sea shanties
Subject headings:
Sea poetry (BT)
Sea songs
Appropriate subject heading: Sea songs
d. Topic: The process of banning books and films
Subject headings:
Freedom of information (RT)
Pornography (NT)
Censorship
Libraries and censorship (NT)
Appropriate subject heading: Censorship
Use Broader Terms, Narrower Terms and Related Terms to guide you in determining which of the subject headings from the following groups you would assign to a work on the set topics.
a. Topic: Needlework
Subject headings:
Handicrafts (BT)
Embroidery (NT)
Needlework
Sewing (RT)
Appropriate subject heading: Needlework
b. Topic: Children's diseases
Subject headings:
Children - Care and health (BT)
Children - Diseases
Children's hospitals (RT)
Terminally ill children (NT)
Appropriate subject heading: Children - Diseases
c. Topic: Sea shanties
Subject headings:
Sea poetry (BT)
Sea songs
Appropriate subject heading: Sea songs
d. Topic: The process of banning books and films
Subject headings:
Freedom of information (RT)
Pornography (NT)
Censorship
Libraries and censorship (NT)
Appropriate subject heading: Censorship
Exercise 5
Which term in each of the following groups of terms is the allowed term chosen to represent that concept. Use the guidance given at the non-allowed terms to take you to the allowed term. The allowed term is confirmed by its bold type face and by the non-allowed terms being listed at ‘used for’ under the subject heading.
I will put an * next to the words that are the allowed term...
a. Chefs
Cooks *
b. German measles *
Rubella
c. Automobiles
Cars
Motor cars *
d. Soy
Soya beans *
Soybeans
e. Gaols
Jails
Penal institutions
Penitentiaries
Prisons *
Reformatories.
That was actually really straightforward. Nice to be able to think that I am learning, and that I have some of the skills I will need for the assignment!
Which term in each of the following groups of terms is the allowed term chosen to represent that concept. Use the guidance given at the non-allowed terms to take you to the allowed term. The allowed term is confirmed by its bold type face and by the non-allowed terms being listed at ‘used for’ under the subject heading.
I will put an * next to the words that are the allowed term...
a. Chefs
Cooks *
b. German measles *
Rubella
c. Automobiles
Cars
Motor cars *
d. Soy
Soya beans *
Soybeans
e. Gaols
Jails
Penal institutions
Penitentiaries
Prisons *
Reformatories.
That was actually really straightforward. Nice to be able to think that I am learning, and that I have some of the skills I will need for the assignment!
Sunday, August 28, 2011
Scope notes
Exercise 4
Use scope notes at headings to assist you in determining the subject heading for each of these topics.
a. Animated films featuring animals: Film animation (searched for animated films, led to "animation, film", which said "USE film animation". This had "animal films" as a related term. The scope note for animal films said "For animated cartoon films featuring animals use Film animation".)
b. Handwriting as an expression of the writer’s character: Graphology (searched for handriting, scope note indicated the need to use this term).
c. Native plants of Australia: Native plants - Australia (searched for "native plants", came up with "native plants" as an allowed term. Indexing note said "May subdiv. geog.")
d. Teacher education: teachers - training (searched for "teacher education", found "teacher training" in the list produced. It said USE teachers - training)
e. Designing gardens: landscape gardening (searched for "garden design". "Garden design" said "USE landscape gardening".)
f. A collection of myths and legends: Folklore (searched for "myths and legends" (just to try it!) and it did not work. Searched for "myths". Scope note included this: "For works containing both myths and legends, use Folklore.")
g. Films made by children: Children as film makers (Searched for "films made by children". Selected "films, children's". It said "USE children's films". Scope note said: "For films by children or about children as film makers use Children as film makers".)
Please note that I am just having a go myself, and will not necessarily always get things right, or express them clearly - what I am showing is my own learning journey. I will check the answers afterwards, and perhaps add a comment if I think it necessary...
Use scope notes at headings to assist you in determining the subject heading for each of these topics.
a. Animated films featuring animals: Film animation (searched for animated films, led to "animation, film", which said "USE film animation". This had "animal films" as a related term. The scope note for animal films said "For animated cartoon films featuring animals use Film animation".)
b. Handwriting as an expression of the writer’s character: Graphology (searched for handriting, scope note indicated the need to use this term).
c. Native plants of Australia: Native plants - Australia (searched for "native plants", came up with "native plants" as an allowed term. Indexing note said "May subdiv. geog.")
d. Teacher education: teachers - training (searched for "teacher education", found "teacher training" in the list produced. It said USE teachers - training)
e. Designing gardens: landscape gardening (searched for "garden design". "Garden design" said "USE landscape gardening".)
f. A collection of myths and legends: Folklore (searched for "myths and legends" (just to try it!) and it did not work. Searched for "myths". Scope note included this: "For works containing both myths and legends, use Folklore.")
g. Films made by children: Children as film makers (Searched for "films made by children". Selected "films, children's". It said "USE children's films". Scope note said: "For films by children or about children as film makers use Children as film makers".)
Please note that I am just having a go myself, and will not necessarily always get things right, or express them clearly - what I am showing is my own learning journey. I will check the answers afterwards, and perhaps add a comment if I think it necessary...
subdiv. geog.
I keep coming across this term and it has been confusing me, because I don't remember reading an explantion of it anywhere... So I Googled it. I found this website which made it abundantly clear to me:
http://www.csun.edu/~htang/thsubhed.html (Under Subdivision practice towards the bottom of the page. Alternatively press 'ctrl + f' and search for the term subdivision... a neat little trick that I cannot believe I only learned recently!).
I then had a quick look through the documents we had been given to refer to for these exercises, and realised I had read about it, it just wasn't put as clearly as I would have liked. The four types of subdivision are discussed at the top of page 17 of the SCISSL Guidelines document.
Geographical location refers to the location of the topic - makes sense, and is as I suspected, but I am glad I have sorted out that mystery!
http://www.csun.edu/~htang/thsubhed.html (Under Subdivision practice towards the bottom of the page. Alternatively press 'ctrl + f' and search for the term subdivision... a neat little trick that I cannot believe I only learned recently!).
I then had a quick look through the documents we had been given to refer to for these exercises, and realised I had read about it, it just wasn't put as clearly as I would have liked. The four types of subdivision are discussed at the top of page 17 of the SCISSL Guidelines document.
Geographical location refers to the location of the topic - makes sense, and is as I suspected, but I am glad I have sorted out that mystery!
Exercise 3
Using SCISSHL examine the following terms and determine which are allowed terms and which are non-allowed terms and which can only be used as subdivisions.
a. A.L.I.A. - USE Australian Library and Information Association
b. Abbeys - Allowed term (? What is meant by: Indexing Note: May subdiv. geog.?)
c. Abduction - USE kidnapping
d. Abominable snowman - Allowed term (Used for Yeti)
e. Aboriginal children - USE children, aboriginal
f. Audiovisual aids - subdivisions: "Specific Example Note: Use names of subjects with the subdivision Audiovisual aids, e.g. Social sciences - Audiovisual aids."
g. Analysis - Causes your computer to blue screen apparently... and is to be used as subdivisions: "Specific Example Note: Use types of substances* and names of chemicals* with the subdivision Analysis, e.g. Food - Analysis."
Using SCISSHL examine the following terms and determine which are allowed terms and which are non-allowed terms and which can only be used as subdivisions.
a. A.L.I.A. - USE Australian Library and Information Association
b. Abbeys - Allowed term (? What is meant by: Indexing Note: May subdiv. geog.?)
c. Abduction - USE kidnapping
d. Abominable snowman - Allowed term (Used for Yeti)
e. Aboriginal children - USE children, aboriginal
f. Audiovisual aids - subdivisions: "Specific Example Note: Use names of subjects with the subdivision Audiovisual aids, e.g. Social sciences - Audiovisual aids."
g. Analysis - Causes your computer to blue screen apparently... and is to be used as subdivisions: "Specific Example Note: Use types of substances* and names of chemicals* with the subdivision Analysis, e.g. Food - Analysis."
Saturday, August 27, 2011
Controlled vocabularies
I've joined a study group! :) Well, two of us have decided to get together to study once a week so we can tackle this next assignment head on, and to help each other understand the concepts. Should be good. We had a sesh on Wednesday and talked through the answers to some of these questions which was helpful. I wasn't up to this module yet, which made it a little tricky, but we got there, and it made it easy to finish the module when I did get up to it today! :)
5.6 Exercise 2
1. Explain what is meant by specificity in indexing.
How precise the terms are – they need to be specific to that item. Not talking about the genre, but the example of the genre that is being indexed. A book about possums should be indexed under the heading possums rather than marsupials (Hider, p. 135).
2. Explain what is meant by co-extensive entry.
If there is more than one subject in the document, there needs to be headings for all of them, not one heading to summarise. So a book called ‘frogs and toads’ would have both frogs and toads as headings. A book about marsupials and mammals will require terms for both (Hider, p. 135).
3. They do it that way because the system was originally devised for card catalogues and hasn’t been changed. It is not appropriate for an online environment – it is unnecessary, and does not feel natural.
4. Free floating subdivisions – subdivisions that fit under many different headings, e.g. research would fit under library as well as business (and probably many others too). A subdivision is a qualifier under a heading to make it more specific (p. 138).
5. The main differences between thesauri and lists of subject headings:
Thesauri are used in defined subject fields (such as psychology or geology), whereas subject heading lists cover a wide range of subjects. Thesauri use specific terms, whereas subject heading lists usually use more general terms. Subject heading lists can have subdivided headings, unlike thesauri. Thesauri use single terms, so cannot use pre-coordinate searching, unlike subject heading lists. And Thesauri closely define the relationships among terms, whereas the subject heading lists do not always do so. (Hider & Harvey, p. 146.)
6. A scope note (SN) “indicates when to use the descriptor, defines scope” – it gives a definition of the descriptor so it is obvious when it is appropriate.
5.6 Exercise 2
1. Explain what is meant by specificity in indexing.
How precise the terms are – they need to be specific to that item. Not talking about the genre, but the example of the genre that is being indexed. A book about possums should be indexed under the heading possums rather than marsupials (Hider, p. 135).
2. Explain what is meant by co-extensive entry.
If there is more than one subject in the document, there needs to be headings for all of them, not one heading to summarise. So a book called ‘frogs and toads’ would have both frogs and toads as headings. A book about marsupials and mammals will require terms for both (Hider, p. 135).
3. They do it that way because the system was originally devised for card catalogues and hasn’t been changed. It is not appropriate for an online environment – it is unnecessary, and does not feel natural.
4. Free floating subdivisions – subdivisions that fit under many different headings, e.g. research would fit under library as well as business (and probably many others too). A subdivision is a qualifier under a heading to make it more specific (p. 138).
5. The main differences between thesauri and lists of subject headings:
Thesauri are used in defined subject fields (such as psychology or geology), whereas subject heading lists cover a wide range of subjects. Thesauri use specific terms, whereas subject heading lists usually use more general terms. Subject heading lists can have subdivided headings, unlike thesauri. Thesauri use single terms, so cannot use pre-coordinate searching, unlike subject heading lists. And Thesauri closely define the relationships among terms, whereas the subject heading lists do not always do so. (Hider & Harvey, p. 146.)
6. A scope note (SN) “indicates when to use the descriptor, defines scope” – it gives a definition of the descriptor so it is obvious when it is appropriate.
Searching on title keywords
5.6 Activity
Locate a library catalogue on the web and carry out five searches using its title keyword search function. You may like to use the CSU Library Catalogue for this activity. Make sure you include some common words in your title search (e.g., 'families', 'roads', 'trees'). Carefully note your search results and answer these questions:
*
Calculate the percentage of your search results that matched the meaning of the word (or words) that you used in each of your keyword searches. What percentage was relevant for each search?
*
Did the records you retrieved give subject terms that enabled you to retrieve search results that had a higher percentage of documents that were relevant to your initial searches?
I used the Port Stephens Library OPAC for my first two searches, and the Charles Sturt University library for the other three.
Words used, and how they fared:
- Home
Lots of cooking and DIY books. Some novels and picture books with the word 'home' in the title. Home mostly referred to as the house one lives in, though in a few cases referring to the community/country.
Very few titles had 'subjects' listed, and when they did there tended to only be one of these. Clicking on it brought up a list of similar subjects which linked to books fitting with those subjects. There were very few of these though, fitting with the fact that few texts have been allocated subjects to begin with.
- Trees
This was a successful search that brought up lots of texts about trees.
Once again linked to other similar subjects, but did not link to very many texts within each subject. Subjects appear to be very specific in some cases, and some texts are not allocated with one at all, both of these things explain why many subjects only have one text attached to them.
- Pencils
Produced many texts with information about pencils, but even more on how to use them.
CSU has different linking technique to Port Stephens library - takes you to other resources with the same subject, rather than a list of similar subjects. Most subject terms did not link to another text at all, but took you to the same text you had linked from. Some subjects however did have lots of texts linked to them (e.g. Text: 'The coloured pencil', subject: 'coloured pencils', linked to 21 items (narrowing it down from 32,282).
- Cats
Lots of resources about cats or with cats in them (i.e. stories about cats).
Many links to newspaper and scientific articles. Clicking on subjects seemed to increase the percentage of these types of articles.
- Water
Lots of resources about the substance (rather than the verb) which is appropriate to what I was thinking of.
Some texts had subjects that narrowed down the search, e.g. 'water conservation' which led to resources on this topic specifically.
It is interesting to see how different OPACS function using subject headings. It was also interesting to see the speed with which I was able to undertake the task increase as I got to know each OPAC and to get a feel for it. Now, on to the next chunk of reading... Lots to do, it's almost assignment time again! :-S
Locate a library catalogue on the web and carry out five searches using its title keyword search function. You may like to use the CSU Library Catalogue for this activity. Make sure you include some common words in your title search (e.g., 'families', 'roads', 'trees'). Carefully note your search results and answer these questions:
*
Calculate the percentage of your search results that matched the meaning of the word (or words) that you used in each of your keyword searches. What percentage was relevant for each search?
*
Did the records you retrieved give subject terms that enabled you to retrieve search results that had a higher percentage of documents that were relevant to your initial searches?
I used the Port Stephens Library OPAC for my first two searches, and the Charles Sturt University library for the other three.
Words used, and how they fared:
- Home
Lots of cooking and DIY books. Some novels and picture books with the word 'home' in the title. Home mostly referred to as the house one lives in, though in a few cases referring to the community/country.
Very few titles had 'subjects' listed, and when they did there tended to only be one of these. Clicking on it brought up a list of similar subjects which linked to books fitting with those subjects. There were very few of these though, fitting with the fact that few texts have been allocated subjects to begin with.
- Trees
This was a successful search that brought up lots of texts about trees.
Once again linked to other similar subjects, but did not link to very many texts within each subject. Subjects appear to be very specific in some cases, and some texts are not allocated with one at all, both of these things explain why many subjects only have one text attached to them.
- Pencils
Produced many texts with information about pencils, but even more on how to use them.
CSU has different linking technique to Port Stephens library - takes you to other resources with the same subject, rather than a list of similar subjects. Most subject terms did not link to another text at all, but took you to the same text you had linked from. Some subjects however did have lots of texts linked to them (e.g. Text: 'The coloured pencil', subject: 'coloured pencils', linked to 21 items (narrowing it down from 32,282).
- Cats
Lots of resources about cats or with cats in them (i.e. stories about cats).
Many links to newspaper and scientific articles. Clicking on subjects seemed to increase the percentage of these types of articles.
- Water
Lots of resources about the substance (rather than the verb) which is appropriate to what I was thinking of.
Some texts had subjects that narrowed down the search, e.g. 'water conservation' which led to resources on this topic specifically.
It is interesting to see how different OPACS function using subject headings. It was also interesting to see the speed with which I was able to undertake the task increase as I got to know each OPAC and to get a feel for it. Now, on to the next chunk of reading... Lots to do, it's almost assignment time again! :-S
Sunday, August 21, 2011
An activity for Module 5
Activity
Visit Metadata and use the find facility in your web browser (e.g., in Internet Explorer use Ctrl+F) to search on the word Warwick. The result from this search lead you to three kinds of occurrences of the word Warwick.
*
What are they?
"Warwick Framework": a model for handling metadata; "Warwick University"; "Paper given by Dr. Warwick Cathro".
*
Were the results of this search very precise?
They were precise in that they found the word "Warwick", but they had no concept of meaning, so if I were looking for this word within a particular context it may have been an issue.
You might also like to use the find facility to search on other web pages which contain a lot of text, and identify the kinds of issues which arise.
I went to heyjude.wordpress.com and did a search for the word "Google". It came up with "Google" in all sorts of contexts (Google+, Google search engine, Google Scholar...). Then I got distracted reading all the interesting things about Google and had to make sure I had Google Scholar set up properly... I think I get the idea about the search function and the idea of a full-text search. It's a handy thing, but if it's a common word in a large document/web page then it could be more trouble than it's worth. I wonder what we can do to make it more specific...?
Visit Metadata and use the find facility in your web browser (e.g., in Internet Explorer use Ctrl+F) to search on the word Warwick. The result from this search lead you to three kinds of occurrences of the word Warwick.
*
What are they?
"Warwick Framework": a model for handling metadata; "Warwick University"; "Paper given by Dr. Warwick Cathro".
*
Were the results of this search very precise?
They were precise in that they found the word "Warwick", but they had no concept of meaning, so if I were looking for this word within a particular context it may have been an issue.
You might also like to use the find facility to search on other web pages which contain a lot of text, and identify the kinds of issues which arise.
I went to heyjude.wordpress.com and did a search for the word "Google". It came up with "Google" in all sorts of contexts (Google+, Google search engine, Google Scholar...). Then I got distracted reading all the interesting things about Google and had to make sure I had Google Scholar set up properly... I think I get the idea about the search function and the idea of a full-text search. It's a handy thing, but if it's a common word in a large document/web page then it could be more trouble than it's worth. I wonder what we can do to make it more specific...?
Friday, August 19, 2011
Module 5 - subject access
5.3 has thrown some questions my way:
Exercise 1 – Review questions
1. Explain the difference between derived indexing and assigned indexing.
Derived indexing involves using words that are within the resource itself for subject access; assigned indexing involves using words from a predermined list of vocabulary.
2. Explain the concept of exhaustivity.
Exhaustivity refers to the level of detail gone into when providing subject access. It refers to the number of terms selected to describe a resource, and how much information they cover - i.e. how much of a range of the information contained within the resource is indicated by its indexing terms.
3. Outline the main weaknesses associated with the use of a controlled vocabulary.
There is a potential for the terms to not be specific enough, as they have not been created or decided by the author and there may not be terms that directly match with the author's intended meaning. The terms are likely to be less exhaustive than natural language would be, as whoever is choosing them does not know the text as well as the author, and cost effectiveness may mean not much time is spent allocating terms. The terms may not be up to date either, so some important aspects may be missed. Finally, the searchers will need to know the language to search for the terms - they may need to learn these.
Exercise 1 – Review questions
1. Explain the difference between derived indexing and assigned indexing.
Derived indexing involves using words that are within the resource itself for subject access; assigned indexing involves using words from a predermined list of vocabulary.
2. Explain the concept of exhaustivity.
Exhaustivity refers to the level of detail gone into when providing subject access. It refers to the number of terms selected to describe a resource, and how much information they cover - i.e. how much of a range of the information contained within the resource is indicated by its indexing terms.
3. Outline the main weaknesses associated with the use of a controlled vocabulary.
There is a potential for the terms to not be specific enough, as they have not been created or decided by the author and there may not be terms that directly match with the author's intended meaning. The terms are likely to be less exhaustive than natural language would be, as whoever is choosing them does not know the text as well as the author, and cost effectiveness may mean not much time is spent allocating terms. The terms may not be up to date either, so some important aspects may be missed. Finally, the searchers will need to know the language to search for the terms - they may need to learn these.
Thursday, August 11, 2011
Well that sums it up...
Thanks for sharing this find Judy :) Shows what a digital world we're living in.
http://www.go-gulf.com/60seconds.jpg
http://www.go-gulf.com/60seconds.jpg
Saturday, August 6, 2011
Word of the day
Word of the day:
Festschrift
A book/volume written to honour someone for the academic achievement, usually published at a milestone in their career or life.
Merriam-Webster: http://www.merriam-webster.com/dictionary/festschrift
Dictionary.com: http://dictionary.reference.com/browse/festschrift
Wikipedia: http://en.wikipedia.org/wiki/Festschrift
Curiosity was provoked by page 73 of my textbook: Hider (2008).
Reference: Hider, P (with Harvey, R) 2008, ‘What makes information retrieval systems effective?’, in Organising knowledge in a global society, rev. edn. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW, pp. 21-23.
Festschrift
A book/volume written to honour someone for the academic achievement, usually published at a milestone in their career or life.
Merriam-Webster: http://www.merriam-webster.com/dictionary/festschrift
Dictionary.com: http://dictionary.reference.com/browse/festschrift
Wikipedia: http://en.wikipedia.org/wiki/Festschrift
Curiosity was provoked by page 73 of my textbook: Hider (2008).
Reference: Hider, P (with Harvey, R) 2008, ‘What makes information retrieval systems effective?’, in Organising knowledge in a global society, rev. edn. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW, pp. 21-23.
Friday, August 5, 2011
ISBD
ETL505 Topic 4 study task 1
Prepare a description for the textbook (Hider, 2008), using the 8 areas of ISBD.
The 8 areas are:
1. Title and statement of responsibility area
2. Edition area
3. Material (or type of publication) specific details area
4. Publication, distribution, etc. area
5. Physical description area
6. Series area
7. Note area
8. Standard number and terms of availability area.
They are separated by a full stop and a dash (. - )
Here we go...
Organising knowledge in a global society: principles and practices in libraries and information centres / Philip Hider with Ross Harvey. - Revised Edition. - Wagga Wagga : Centre for Information Studies, 2008. -
Ok, I'm not sure what else to add and where, so I'm going to scroll down in my readings and see what it should look like...
And here it is:
Organising knowledge in Australia : principles and practice in libraries and information centres / Ross Harvey. - Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University-Riverina, 1999. - xiv, 317 p. : ill. ; 25 cm. - Topics in Australasian library and information studies ; 15. - Bibliography. - ISBN 0 949060 86 0.
I have a feeling this is the previous edition. Overall, I didn't do too badly really! I put the year in the right place (indicated by the previous examples we'd been given), spaced the punctuation (mostly) correctly and used the right punctuation. I'm not sure where the "Charles Sturt University-Riverina" part has come from. I didn't put the page numbers in - so they go in the "physical description section", as does whether it is (ill.)ustrated, and how big it is (25 cm.). I am not sure where the 2nd and 3rd last sections have come from/what they mean. ISBN I understand and should have thought about.
I am also not sure about the /s and ;s and when to use them - why have they been chosen for particular roles, what do they mean in this layout. But the module does say not to worry about not getting it right just yet, so I will continue on and see what else I can learn tonight.
Prepare a description for the textbook (Hider, 2008), using the 8 areas of ISBD.
The 8 areas are:
1. Title and statement of responsibility area
2. Edition area
3. Material (or type of publication) specific details area
4. Publication, distribution, etc. area
5. Physical description area
6. Series area
7. Note area
8. Standard number and terms of availability area.
They are separated by a full stop and a dash (. - )
Here we go...
Organising knowledge in a global society: principles and practices in libraries and information centres / Philip Hider with Ross Harvey. - Revised Edition. - Wagga Wagga : Centre for Information Studies, 2008. -
Ok, I'm not sure what else to add and where, so I'm going to scroll down in my readings and see what it should look like...
And here it is:
Organising knowledge in Australia : principles and practice in libraries and information centres / Ross Harvey. - Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University-Riverina, 1999. - xiv, 317 p. : ill. ; 25 cm. - Topics in Australasian library and information studies ; 15. - Bibliography. - ISBN 0 949060 86 0.
I have a feeling this is the previous edition. Overall, I didn't do too badly really! I put the year in the right place (indicated by the previous examples we'd been given), spaced the punctuation (mostly) correctly and used the right punctuation. I'm not sure where the "Charles Sturt University-Riverina" part has come from. I didn't put the page numbers in - so they go in the "physical description section", as does whether it is (ill.)ustrated, and how big it is (25 cm.). I am not sure where the 2nd and 3rd last sections have come from/what they mean. ISBN I understand and should have thought about.
I am also not sure about the /s and ;s and when to use them - why have they been chosen for particular roles, what do they mean in this layout. But the module does say not to worry about not getting it right just yet, so I will continue on and see what else I can learn tonight.
Library challenges
I am not sure if I have mentioned in a previous post, but I have recently started working two days a week in the library of a small school (approx 85 students, four classes). I am learning a lot very quickly, and there are plenty of things I want to change if I can only find the time to do so, and can prevent my day from disappearing with me on the phone to IT with OASIS problems...
My big question at the moment is to do with overdue books. Nearly every student has overdue books. The students of this school are not keen readers, nor keen borrowers in a lot of cases. Many avoid the library at all costs. I am not sure what I should do to encourage them to borrow, and increase the amount of borrowers, but to encourage them to return and respect the books they borrow/have borrowed at the same time.
I am thinking that I will turn it into a bit of a class competition, counting how many borrow each week and displaying the results. I am wondering whether to allow students to borrow but only count that in the tally if they have returned all their overdue books, or to not allow them to borrow at all if they have overdue items.
I will try to decide and get it organised in the next couple of weeks - let me know what you think!
My big question at the moment is to do with overdue books. Nearly every student has overdue books. The students of this school are not keen readers, nor keen borrowers in a lot of cases. Many avoid the library at all costs. I am not sure what I should do to encourage them to borrow, and increase the amount of borrowers, but to encourage them to return and respect the books they borrow/have borrowed at the same time.
I am thinking that I will turn it into a bit of a class competition, counting how many borrow each week and displaying the results. I am wondering whether to allow students to borrow but only count that in the tally if they have returned all their overdue books, or to not allow them to borrow at all if they have overdue items.
I will try to decide and get it organised in the next couple of weeks - let me know what you think!
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