More random learnings from the chapters and readings and exercises...
The rule of application: if there are two subjects of the same discipline within a work that are interrelated, go with the one that is "being acted upon". If it is talking about someone/thing's influence on someone/thing else, then the subject would be the one that is being influenced, not the influencor. I think I understand this, though I am apparently not great at explaining it!
If a work is about two separate subjects of the same discipline, class it using the one that has received the fuller treatment.
If a work is about two separate subjects that are treated equally of the same discipline, class it using the one that comes first in the DDC schedule, no matter which comes first in the title or the book. This is unless a note tells you otherwise - for example, birds come before mammals in the DDC, but if there is a book about both they should be classified in the mammals section, as then they are at the number for warm-blooded vertebrates.
If there are 3 or more subjects that are subdivisions of a broader subject, classify them as that subject which encompasses them all. E.g. 3 different countries of Europe would be classified as Europe rather than the first individual number.
Avoid subdivisions beginning with zero (i.e. 266.76092 is better than 266.02373051 because of the 0 after the decimal point - sorry, in the "fourth position"). I can understand that you would want to avoid using zeros, but I am not confident I know how to go about finding the alternatives as yet...
The Table of last resort:
(1) Kinds of things
(2) Parts of things
(3) Materials from which things, kinds, or parts are made
(4) Properties of things, kinds, parts, or materials
(5) Processes within things, kinds, parts, or materials
(6) Operations upon things, kinds, parts, or materials
(7) Instrumentalities for performing such operations
This is to be used if none of the other rules apply, but whatever you do, you must keep the author's intention in mind.
I need to record my thinking for some of these exercises after all...
Suggest appropriate numbers for the following topics:
Foxes and Bears
Foxes - 599.775 (*Vulpes)
Bears - 599.78 (*Ursidae) (Not sure what the asterisk means yet)
Foxes come first in the DDC, and so the number would be 599.775
Bats, bears and bandicoots
Bats - 599.4 (*Chiroptera)
Bears - 599.78 (*Ursidae)
Bandicoots - 599.26 (*Peramelina)
Therefore classified as 599.26... no wait! There are three of them, therefore I need to classify this text as 599 (*Mammalia (Mammals)) as that encompasses them all.
An interdisciplinary work on metals
669 as that is the class number for metals (Metallurgy). It actually says in the notes: "Class here... interdisciplinary works on metals".
Ok, I'm going to bed now...! I will tackle this head on tomorrow... before I get on a plane to Victoria and have a few days of not getting it done :-S I might have to find the time to study down there too... The light is at the end of the tunnel though - I can see it! I passed my second assignment, and I do not have long to go now.
:)
References:
Davis, S., & New, G. (1997). DDC 13 Workbook: a practical introduction to the
abridged Dewey Classification. (pp.1-75). Wagga Wagga, NSW :
Centre for Information Studies.
The introduction to DDC: http://www.oclc.org/dewey/versions/ddc22print/intro.pdf
Showing posts with label activity. Show all posts
Showing posts with label activity. Show all posts
Friday, September 30, 2011
DDC13 Workbook Exercises
I am thinking that rather than put my answers to the exercises here, I will put the things that I learn that may be of importance.
For example:
Search for the narrower term (when using the relative index), so for fire insurance, search for fire insurance, not insurance. You can do it the other way, but this way is much quicker and helps you to make sure you have the specific Dewey number you need.
I need to make sure it's on Abbr. WebDewey, rather than the full version. Click the dropdown box at the top. No wonder I was so confused (not that I'm much less confused now! haha).
I am going to get to know the system, and know the things to look up after a while, for example "perching birds" and "public safety".
I am now up to Chapter 7 of the workbook, and might put the things I learn from that into the next post...
For example:
Search for the narrower term (when using the relative index), so for fire insurance, search for fire insurance, not insurance. You can do it the other way, but this way is much quicker and helps you to make sure you have the specific Dewey number you need.
I need to make sure it's on Abbr. WebDewey, rather than the full version. Click the dropdown box at the top. No wonder I was so confused (not that I'm much less confused now! haha).
I am going to get to know the system, and know the things to look up after a while, for example "perching birds" and "public safety".
I am now up to Chapter 7 of the workbook, and might put the things I learn from that into the next post...
Sunday, September 25, 2011
LCC vs DDC
I briefly had a look at the Library of Congress Classification system (rushing now, as it it time to go cook dinner, and also because I have SO much to do and so little time in regards to study, and I know I need to get to the important (assignment-related) stuff...
LCC starts with the letters of the alphabet - so 26 initial classifications as opposed to 10. It then divides these using letters, before dividing further with numbers. This does not feel as natural to me, mixing the two types of notations, but it does give a wider range of options (which could mean more hospitatlity than DDC?). The sections themselves are obviously different too. With E and F devoted to American history, the LCC has a definite U.S. feel about it. I find the LCC sections a little clearer about their content - though this is not surprising, as with more classficiations to work with, it can be more specific.
I will leave it at that for now - LCC is not the focus, and in not used in schools. I think if I had to learn to use it one day I could manage pretty well; but for now the focus the Dewey Decimal System. I am sure I am going to learn lots about it very soon!
Chief reference: http://www.loc.gov/catdir/cpso/lcco/
LCC starts with the letters of the alphabet - so 26 initial classifications as opposed to 10. It then divides these using letters, before dividing further with numbers. This does not feel as natural to me, mixing the two types of notations, but it does give a wider range of options (which could mean more hospitatlity than DDC?). The sections themselves are obviously different too. With E and F devoted to American history, the LCC has a definite U.S. feel about it. I find the LCC sections a little clearer about their content - though this is not surprising, as with more classficiations to work with, it can be more specific.
I will leave it at that for now - LCC is not the focus, and in not used in schools. I think if I had to learn to use it one day I could manage pretty well; but for now the focus the Dewey Decimal System. I am sure I am going to learn lots about it very soon!
Chief reference: http://www.loc.gov/catdir/cpso/lcco/
Tuesday, September 6, 2011
ScOT or SCISSHL?
After completing 5.10 of Module 5, I have an understanding of what ScOT and SCISSHL are, but I'm not sure I feel any closer to knowing which one is going to last us in the long term. ScOT terms seem to be more simple than SCISSHL ones, and that makes me suspect that it is more likely to be the long term option - people tend to like simplicity. But I am not sure that that is the best way to go. Simplicity feels like the best option in regards to a search, as I am worried some of the SCISSHL subject headings might not come up when someone does a search, particularly someone who does not have a good understanding of them, but then the ScOT ones often feel like they are too broad, they do not give a good idea of what the item is about, and perhaps too many items would come up when you want to do a more narrow search.
I am undecided, and I would say still a little too ignorant to make the decision anyway - but I am interested to see what happens in the long term.
I am undecided, and I would say still a little too ignorant to make the decision anyway - but I am interested to see what happens in the long term.
Sunday, September 4, 2011
SCOT and SCISSHL
Examine and compare the entries for “Atoms”, “Minerals”, “Angles” and “Cars” on SCOT and SCIS Subject Headings Online to see examples of the differences between these two controlled vocabulary approaches.
Atoms: SCISSHL has 'Used for' and 'related terms', as well as broader terms and narrower terms, whereas ScOT only has the latter two.
Minerals: SCISSHL says 'USE mineralogy', ScOT has the term Minerals (Mineralogy). Both have BT, NT and RTs, though SCISSHL has more of each.
Angles: The SCISSHL search puts 'angles' right at the top of the results, whereas the SCOT search appears to show everything with the word angles in it. SCISSHL only has the one broader term for this one, whereas ScOT has HEAPS of narrower terms and some related terms as well.
Cars: ScOT uses the word 'cars' as an allowed term, whereas SCISSHL says to use 'motor cars'. SCISSHL has an indexing note (IN) and a specific example note (SEN) for motor cars, and a number of broader and narrower terms. SCOT has a few of these terms, but no other descriptions. The term TNR has come up for each search result term in ScOT, I wonder what it means... Can't seem to find the answer to that question anywhere...
Very sleepy now - need to decide whether to have a nap or go shopping for tea... Or both....
Atoms: SCISSHL has 'Used for' and 'related terms', as well as broader terms and narrower terms, whereas ScOT only has the latter two.
Minerals: SCISSHL says 'USE mineralogy', ScOT has the term Minerals (Mineralogy). Both have BT, NT and RTs, though SCISSHL has more of each.
Angles: The SCISSHL search puts 'angles' right at the top of the results, whereas the SCOT search appears to show everything with the word angles in it. SCISSHL only has the one broader term for this one, whereas ScOT has HEAPS of narrower terms and some related terms as well.
Cars: ScOT uses the word 'cars' as an allowed term, whereas SCISSHL says to use 'motor cars'. SCISSHL has an indexing note (IN) and a specific example note (SEN) for motor cars, and a number of broader and narrower terms. SCOT has a few of these terms, but no other descriptions. The term TNR has come up for each search result term in ScOT, I wonder what it means... Can't seem to find the answer to that question anywhere...
Very sleepy now - need to decide whether to have a nap or go shopping for tea... Or both....
Saturday, September 3, 2011
Thesauri
Activity
Investigate a thesaurus. You can find many online. An excellent starting point is ANZSI - Australian and New Zealand Society of Indexers' (ANZSI) Indexing Resources.
Perhaps my favourite online thesaurus, and one you might like to investigate, is The Cook’s Thesaurus complete with illustrations.
I looked at this cooking thesaurus. It's quite good actually, I recommend it if you ever have a question about ingredients. I looked up eggplants for example (though I called it an aubergine just to test whether the thesaurus would refer me to the preferred term), and learned some useful information about male and female eggplants!
* Does the thesaurus you have investigated have a clear hierarchical structure? Or are the terms grouped in non-hierarchical categories?
This thesaurus has a hierarchical structure, with categories within categories.
* Does the thesaurus have scope notes, or definitions, of terms?
It has definitions of terms, or advice on the use of them, and has pictures of many terms as well.
* If you search for a term that is not a preferred term, are you referred to the correct term?
Yes, you are. I searched for 'aubergine' and was referred to 'eggplant', searched for 'capsicum' and was referred to 'bell pepper' (so guessing it's an American site?).
Investigate a thesaurus. You can find many online. An excellent starting point is ANZSI - Australian and New Zealand Society of Indexers' (ANZSI) Indexing Resources.
Perhaps my favourite online thesaurus, and one you might like to investigate, is The Cook’s Thesaurus complete with illustrations.
I looked at this cooking thesaurus. It's quite good actually, I recommend it if you ever have a question about ingredients. I looked up eggplants for example (though I called it an aubergine just to test whether the thesaurus would refer me to the preferred term), and learned some useful information about male and female eggplants!
* Does the thesaurus you have investigated have a clear hierarchical structure? Or are the terms grouped in non-hierarchical categories?
This thesaurus has a hierarchical structure, with categories within categories.
* Does the thesaurus have scope notes, or definitions, of terms?
It has definitions of terms, or advice on the use of them, and has pictures of many terms as well.
* If you search for a term that is not a preferred term, are you referred to the correct term?
Yes, you are. I searched for 'aubergine' and was referred to 'eggplant', searched for 'capsicum' and was referred to 'bell pepper' (so guessing it's an American site?).
Saturday, August 27, 2011
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...?
Sunday, July 24, 2011
Controlled vocabularies
Still wrapping my mind around the idea of controlled vocabularies (I am possibly trying to make it more complicated than it needs to be), and when/how they are used, but I am pretty confident I can complete the activity below...
Activity
Locate the Art & Architecture Thesaurus (AAT) online. (Hint: either use a web search engine, or locate it from Michael Middleton’s Controlled vocabularies website.)
Assign terms from this thesaurus to:
1. a book about the architecture of castles
2. a journal article about sculptures of indigenous Australian animals
Using this Thesaurus, it was interesting to note the heirarchy display (by clicking on the symbol to the left of each result). From suggestions made in the forum, I am gathering that we need to be as specific as possible rather than including overarching terms. Because of this, there may only be one term... I think this is ok!
1.
- castles (fortifications)
2.
- constructions (sculpture)
- assemblages (sculpture)
- sculpture (visual work)
- statues
Ok that will do. This could be quite time consuming if you let it be. Also I have stared at the word sculpture for too long, and now it looks strange...
Activity
Locate the Art & Architecture Thesaurus (AAT) online. (Hint: either use a web search engine, or locate it from Michael Middleton’s Controlled vocabularies website.)
Assign terms from this thesaurus to:
1. a book about the architecture of castles
2. a journal article about sculptures of indigenous Australian animals
Using this Thesaurus, it was interesting to note the heirarchy display (by clicking on the symbol to the left of each result). From suggestions made in the forum, I am gathering that we need to be as specific as possible rather than including overarching terms. Because of this, there may only be one term... I think this is ok!
1.
- castles (fortifications)
2.
- constructions (sculpture)
- assemblages (sculpture)
- sculpture (visual work)
- statues
Ok that will do. This could be quite time consuming if you let it be. Also I have stared at the word sculpture for too long, and now it looks strange...
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