Chapter 7 of the DDC 13 Workbook

 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

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...

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...

Reflective zone: Be warned

As I have mentioned, I am on placement at the moment. I have realised that it makes sense to do a daily reflection, thinking over the things I have learned. I reflect best by putting it in words, either on paper or screen. So I have decided: why not bore whoever might happen across this little blog with more details of my learning! Because I am a little slow on the uptake sometimes, I am starting this way too late and will only be able to reflect on 5 of the 10 wintry days this way. Here goes.


cc licensed ( BY NC ) flickr photo shared by CaptPiper

Today disappeared super quickly, as have the others, and I am sad to think that this placement is going to be over before I am ready for it to be. I only taught one lesson today. It was one I planned myself sticking with the TLs theme of children in stories. I read "Imagine" to them, my favourite Alison Lester picture book. I then had them lay on the floor, with peaceful music playing, and to imagine a place that would make them happy and relaxed. They then drew beautiful pictures of their places. Even though time was tight, I was really happy with how this lesson went. I love the idea of using books to encourage children to use their imaginations. I think imagination is so important, and needs to be fostered. As I have been doing in my other lessons, I had the children do their borrowing etc first. I feel that it is more tidy this way as a lesson, though it may make the time a little bit tighter. I am beginning to think that perhaps I should once again try to do it the other way around.

Today I was very excited to be able to help one of the teachers with a technology matter! She was talking about referencing pictures, and I told her about FlickrCC and showed it to her as well as the TL. They were very interested and it was a nice feeling to be able to share some of the wonderful things I have learned this year. I also gave her this blog address so that if she thinks it would be helpful she can learn about Greasemonkey and how to make it easier to attribute images like I have.

I covered a new kind of book today (learned to cover paperback and hardcover books last week): the book with a dust jacket. The covering is so simple and clever; I found it a very exciting experience! Easily amused, I know.

I spent some more time doing the basic library processes using "Alice". Hoping to have confidence and understanding before I come back on Friday to a new operating system - "Oliver". I feel reasonably confident doing the processes, but not confident in my ability to retain the information in the long term at this stage. I am hoping if I do need to use these operating systems again I will have some support. I am concerned that I am not getting practice with OASIS which is the system I will be using in terms 3 and 4, but I'm sure I will pick it up.

What else happened today... I shared my homemade soup and it appeared to be a hit - I hope they weren't just being nice! I made one more tree to decorate the windows with, and the kids made lots more snowflakes (and mess). Pretty wintry classroom here we come. Oh, the TL showed me the budget she uses, and I will be able to get a copy of it to use in the future which is great. And I finished the day with a bit of food/sleep deprived delirium - I hope my reputation isn't ruined!

Looking forward to another fun day in the library tomorrow :)

Embedding Google Books

Learning new skills all the time. Today I am learning how to embed a Google book into my blog. Let's see if I can do it, then I'll explain the process...



This document explains the process clearly (I will embed it as well):

Google for Teachers



Basically, you find the eBook you want to embed (selecting Google books in the advanced search window will ensure you have a public domain book (I think... the options differ from the description in the document above), then you click on the 'link' button up the top right of the screen, copy the embed code, and paste it into your new post window. To change the size you need to adjust the width and height numbers within the code.

If you haven't already, give it a try! Embedding things is somehow very exciting and rewarding.

Teaching ourselves

I am all for learning by doing, Being thrown in the deep end to figure out processes the hard way... But this is usually after the learning experience has occurred! Particularly when the concept is such an abstract one and not something you can quickly work out by doing some research. Definitely feeling challenged by this assignment (EER500: Introduction to Educational Research, Assignment 1B).

I have to say though, that venting here is making me remember those assignments I've done in the past where at the time it is frustrating and hard to see the logic of not having more support, but later you realise that it was a very rewarding learning experience. I am also realising that my automatic response is to ask someone for help, when I CAN do some research myself - there will be resources out there that help me to understand the concepts I am struggling with. If there weren't then our lecturer wouldn't have told us to find them. She has given us a starting point, and we are to find more to expand upon and back up what we already have.

Sounds like a familiar concept - something I will do in the future as a teacher librarian perhaps? Support students in the beginning and give them a starting point, but encourage them to use their own skills to extend their research.

Sounds like learning for life. Life long learning. Time to (re)embrace it for myself, not just my students.

Time to remember how little time I have to get this assignment done... better get back on task!

  by  Jinx! 

Learning moment

I know that this idea is perfectly obvious, but it is obvious in a way that means many people miss it. I am completing my readings for topic two of ETL523 and came across this paragraph:

We are well aware, of course, of the many challenges that
teachers currently face: increased high-stakes testing; a bewildering
array of national, state, and local standards; new
demands for higher qualifications and recertification. Given
these challenges, it is difficult to find time to teach even core
subjects, much less anything new. This is why we believe that a
detailed understanding of the nine elements of digital citizenship
(and the issues that accompany them) will help teachers
recognize the “teachable moments” that may occur as they are
teaching other content, and use those moments to reinforce
digital citizenship principles. When discussions about technology
use arise, digital citizenship can act as a cornerstone
of that discussion.
(p73)

Sometimes the myriad of things that need to be covered in the classroom can become overwhelming - I know this, and I have not even done any full time teaching yet! What we need to remember is that a lot of the 'new' things are about learning itself - whether it be the learning process, or learning for life, or life-long learning - and as such, they can often be incorporated into other learning that happens in the classroom. If you are pausing the class for a tiny amount of time for a teachable moment regarding technology, or being a digital citizen, then it does not necessarily need to be planned (though it may happen to be), and it is likely to help students rather than hold them back.

Ultimately, we need to remember the absolute importance of preparing our students for the future, ensuring that they are going to be good digital citizens.

Reference:
CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). International Society for Technology in Education.

Becoming informed

"Do you know what augmented reality is?"
"No..."
"Oh! I do!"

This is becoming an almost regular exchange it seems. As I learn about new technologies and how they might apply to Education in the future, I realise that I am becoming a resident expert. Though I still turn to James for support when it comes to things not working, or the Internet not connecting, there are things that I now know about that he has not heard of.

I quite like this... more learning here I come!

Recent inspirations have come from the Horizon Report, which looks at up and coming technologies (such as cloud computing, augmented reality, and mobiles), suggests when they may be regularly used in Education, and explains their applications in this area.

Be prepared...

As we said when we were girl guides. Though now I ask you to be prepared for an onslaught of seemingly random thoughts and ideas, as I rapidly progress through my readings in order to rapidly progess through my assignments.

Firstly focussing on 'Information Environment', with that assignment being due... very soon...

Three key factors I think a primary school teacher librarian would need to take into account before providing an information service to teachers:


- How the teachers would like that information provided - with busy schedules, it's going to be important that teachers feel that they are being helped, not just having more of their time consumed. What actions will make teachers feel that the TL is saving them time by providing them with information? What can the TL say to make this clear?

- What information teachers want - It is important that as professionals we continue to expand our knowledge of our field; as such, things like professional journals and new information on teaching/learning are important, but once again these can be time consuming. The TL needs to find out which information is important to which teachers, and to inform them appropriately as they find articles/information, rather than just throwing whatever they find at everyone.

- The TL would particularly need to take into account the attitudes of the teachers - how they percieve the role of the TL. They may need to clarify their position and capabilities to the teachers as a whole, and to outline just what they can do to help them. If the role that they wish to play is not clear, this could end up with frustration in both camps: The TL frustrated that the teachers do not seem to respect them in their role and are not making the most of such a great resource, the teachers feeling that the TL is not available as a resource as they have not made their commitment clear and have not clarified what they can do to help.