GRADUATE
LIS 703-50 Organization
of Knowledge
Summer I 2008 – May
13-June 26, 2008
Tuesdays and Thursdays,
Marjorie E. Bloss, Lecturer
Crown 342
E-mail:
mbloss@dom.edu
Office hours:
By appointment
1-708-524-6468
COURSE DESCRIPTION:
Bulletin Description of the Course: An overview of principles, methods and
systems in the organization of all types of library materials and information. An introduction to the basic level use and
interpretation of principles for AACR2R, subject headings, Dewey Decimal
Classification, OCLC (Online Computer Library Center), MARC21 formats, and
Library of Congress Classification.
TEXT BOOKS AND REQUIRED
TEXTBOOKS
Anglo-American
Cataloging Rules, 2nd revised edition,
2002 with the 2005 updates.
Taylor,
Arlene G. The Organization of
Information. 2nd edition.
Taylor,
Arlene G. Introduction to Cataloging and
Classification. 10th ed.
ADDITIONAL REQUIRED
Borges,
Jorge Luis. “The Library of
http://jubal.westnet.com/hyperdiscordia/library_of_babel.html (last viewed 5/8/2008)
Catalogers
Desktop. Available on the computers at
the Rebecca Crown GSLIS Computer Lab only.
At this writing, this cannot be accessed via the Web.
Cutter
Sanborn Three-Figure Author Table.
Dewey Decimal
Classification. Four vol. set available
in Room 203. Online version, see:
http://www.oclc.org/dewey/versions/ddc22print/
“
Dewey and
the Alien. http://www.columbia.k12.mo.us/dre/dewey/Alien/alien.htm
Goldberger,
Paul. “The Skyline: High-Tech
Bibliophilia (Rem Koolhaas’s Seattle Public Library.)” New Yorker, v. 80, no. 13,
Joint
Steering Committee for the Revision of AACR2.
http://www.collectionscanada.ca/jsc/index.html
Library of
Congress Authorities. Available online
at:
http://www.authorities.loc.gov
Library of
Congress. LC Classification
Outline.
http://lcweb.loc.gov/catdir/cpso/lcco/lcco.html
Library of
Congress Classification Tables (latest editions). Available in Room 203. Also available online at:
http://lcweb.loc.gov/catdir/cpso/lcco/lcco.html
Library of
Congress. MARC21 format.
http://www.loc.gov/marc/bibliographic/ecbdhome.html
Also
available at http://connexion.oclc.org
(See
separate document for authorization numbers and passwords.)
Library of
Congress. Understanding MARC
Bibliographic.
Library of
Congress Subject Headings. Available in
Room 203. Also available through
Classification Web.
It is
expected that you will explore and become familiar with the Library of
Congress’ online services and catalog (they use the same system as Dominican)
as well as their other cataloging and classification services, including tools
for cataloging and classification.
MARC
Format, Bibliographic: http://www.oclc.org/bibformats/en/default.shtm
OCLC
Connexion. See separate hand-out.
Sears List
of Subject Headings. 18th
ed.
Search
Engines. Here is a URL for various
search engines you may wish to review. http://www.readwriteweb.com/archives/top_100_alternative_search_engines.php
Tillett,
Barbara. What is FRBR?
Understanding
MARC Bibliographic Machine-Readable Cataloging.
OCLC ACCESS:
The
Searching WorldCat Reference Card is available in HTML format at:
http://www.oclc.rg/support/documentation/worldcat/searching/refcard/
It is also
available in PDF format at:
http://www.oclc.org/support/documentation/worldcat/searching/refcard/searchworldcatquickref.pdf
There is a laboratory on the third
floor (next to the office) that is set up with computers giving you access to Catalogers
Desktop, OCLC’s WorldCat and Connexion, Dublin Core Metadata standards,
Authorities User Guide, Authority Record Format. You are also able to access the various
subject databases subscribed to by Dominican.
It is expected that you will explore and become familiar with the OCLC
URLs in particular.
The
Instructor assumes the right to modify the assigned readings during the
semester as is appropriate.
BLACKBOARD ACCOUNTS:
An online Blackboard (http://Blackboard.dom.edu) has been set
up to facilitate the sharing of information, either administrative or questions
about the class content. This is a
private Blackboard accessible only to students currently enrolled in the
course. I will provide instruction on
setting up your Blackboard account during the first class session. I will also set up Discussion Groups so we
can share questions and ideas by e-mail.
Please feel free to post Blackboard messages to communicate and share
ideas with each other. Also fee free to
contact me directly if you feel your questions or comments are not appropriate
for Blackboard. You will be responsible for checking Blackboard routinely for
announcements, clarification of assignments and general discussion.
LEARNING OBJECTIVES
Three of the “Objectives of the MLIS
degree program” are especially relevant to this course. They are:
1.
“Articulating and applying a philosophy of service that incorporates
an awareness of the legacy of libraries
and information centers within our cultures” ,
3.
“Identifying and analyzing information needs and opportunities of
individuals and organizations, both within the traditional information service
areas as well as the broader information sector” and
5.
“Designing, implementing and evaluating systems, technologies, services
and products that connect users with information”.
In order
to accomplish these objectives, this course will provide students with the
ability to:
(1) Provide both an historical and
current perspective of the organization of knowledge;
(2) Provide an overview of the
principles, methods and systems for describing materials (e.g., AACR2R,
Dublin Core, FRBR, etc.) so that today’s users can find the materials they are
looking for regardless of format;
(3) Provide an overview of
organizational concepts that affect how information can be retrieved/accessed
in order to meet user needs in diverse environments (authority work,
classification schemes);
(4) Provide an overview of various
encoding standards and practices (e.g., MARC21, SGML and its offshoots
(e.g., Dublin Core, HTML, XML) and how
they are used in today’s online environments through online library systems and
the Web;
(5) Describe the above objectives
within a library setting in order to understand how they are relevant to
real-life library operations and administration;
(6) Encourage analytical thinking about
the overlapping organization of knowledge within and outside a library context
by synthesizing, generalizing, and extrapolating concepts facing today’s
library professionals.
ASSIGNMENTS AND COURSE REQUIREMENTS
There are two types of
assignments: one that is turned in for
feedback; the other that is turned in for grading. Each will be identified accordingly in the
Syllabus.
All turned in assignments (graded and
ungraded) must contain a cover sheet with the name and number of the course,
the name and number of the assignment, the date and, of course, the
individual’s name doing the assignment.
An example will be posted on Blackboard.
All assignments must be double-spaced, the exceptions being AACR2R
examples and work forms specially designed for specific assignments. Please
include page numbers. Additionally,
please use nothing smaller than a #10 font size. Further instructions will be given in class.
Common Assessment Assignment
To help in GSLIS program assessment,
all students are required to submit a final assignment that will be anonymously
evaluated by the GSLIS Assessment Committee.
Its purpose is to assist with the GSLIS program assessment for
accreditation. This evaluation process will be separate from the grading of your
assignment by your professor and will have no influence on your grade for the
course.
Students will be asked to submit two
copies of this assignment, one of which will contain a cover sheet including on
the course number and the section number.
This assignment will be due towards
the end of the semester
Specific information about the
assignment will be distributed at the appropriate time in the course.
Any essays (be it for assignments or
for exams) will be evaluated on the following criteria:
Persuasive presentation of position
(where appropriate)
Supporting reasons are
sufficient and appropriate
Position is effectively supported
Evidence of reading and
reflection
Clarity of exposition
Logical train of thought
Adequate connections between
ideas, examples, etc.
Quality of writing
Proper grammar, spelling and
sentence structure
Bibliography, as needed
IMPORTANT COURSE INFORMATION:
Course approach:
Teaching strategies may include assigned readings,
lectures, demonstrations, class participation, in-class assignments, projects
and presentations. Theoretical concepts,
practical applications and technical definitions will typically be presented
through class lecture and assigned readings.
Students will then demonstrate their understanding by applying the
concepts to simulated situations and by presenting these projects orally in
class and in writing.
Participating in class discussion will be one of the
factors in the final grade. It is
therefore expected that students will not only read the assignments but think
about them and thoughtfully evaluate them.
Questions will be posed to you during the class that will provoke
thought, analysis and evaluation.
ASSESSMENT:
There will be three exams during
the semester: a mid-term, a test of your
cataloging and classification knowledge, and a final exam. All three tests will be take-home. There will be four other assignments that
will be graded in addition to ungraded assignments. The following describes the composition of
your final grade.
Class participation (includes
Blackboard) 5%
Library
organization analysis
Midterm exam 25%
Ungraded assignments 10%
AACR2 descriptive
cataloging
AACR2 choice/form
of entry
Sears Subject
Headings
Dewey Decimal
Classification
and Cutter numbers
Library of Congress
Classification
MARC Format
Graded assignments (averaged)
10%
Library visit
Web assessment
“One More Monograph” 25%
Final exam 25 %
Grades and Grade Point Equivalents:
The
following grades and their grade point equivalents for the Dominican University
Graduate Schools are:
|
Alpha grade |
Numerical equivalent |
Point span |
|
A |
4.0 |
100-95 |
|
A- |
3.67 |
94-90 |
|
B+ |
3.33 |
89-85 |
|
B |
3.0 |
84-80 |
|
B- |
2.67 |
79-75 |
|
C+ |
2.33 |
74-70 |
|
C |
2.0 |
69-65 |
|
C- |
1.67 |
64 and
below |
|
F |
0.0 |
Below 59 |
Interpretations of Grades
The
faculty of the Graduate School of Library and Information Science use the
following guidelines in their grading:
Numeric
Grade Equivalent Definition
A 4.0 Outstanding achievement. Student performance
demonstrates full command of the course
materials
and evinces a high level of originality
and/or creativity
that far surpasses course
expectations; nearly flawless work.
A- 3.67 Excellent achievement. Student performance demonstrates
thorough knowledge of the course materials
and exceeds
course expectations by completing all requirements
in a
superior manner.
B+ 3.33 Good solid work. Student performance demonstrates strong
comprehension of the course materials and
exceeds
course expectations on all tasks as defined
in the course syllabus.
B 3.0 Satisfactory acceptable work. Student performance meets
designated course expectations, demonstrates understanding
of the course materials and performs at an
acceptable level.
B- 2.67 Marginal work. Student performance demonstrates incomplete,
substandard understanding of course materials, or
absence of required work; indicates danger of
falling below acceptable grading standard.
C+ 2.33 Unsatisfactory work. Student performance demonstrates
unsatisfactory understanding of course materials
and inability to meet course requirements.
C 2.0 Unacceptable work. Student performance demonstrates
incomplete
and inadequate understanding of course materials.
C- 1.67 Poor work.
F 0.0 Failing grade.
Policies regarding completion of
assignments:
It is the student’s responsibility
to complete assignments and turn
them in on time. Late assignments are
strongly discouraged and the grade will lowered one full grade for each session
an assignment is late. If the student
has a crisis, s/he must bring this to my attention immediately if s/he expects
any adjustment to the assignment schedule.
I will then decide on a case-by-case basis if late penalties will be
reduced or waived.
Class room policies regarding
attendance and late arrival:
Students are expected to arrive to
class on time and stay for the entire session.
You are graduate students and adults and are responsible for your
actions. Consequently, attendance will
rarely be taken as a method of checking up on you. However, if you are frequently late or miss
classes, this will be held against you in the final grade.
Students who must miss a class due to
religious observance, illness or other emergency should notify me by e-mail or
phone before class time. Students are
responsible for obtaining class materials and information distributed during
their absence, for ensuring their familiarity with the material covered in
class, and for completing any assignments on schedule.
You are expected to turn off all cell
phones and pagers during class so that full attention can be given to the work
at hand.
Statements about consequences for
failure to meet the requirements of the course or classroom policies:
Students are expected to attend class,
read the assigned texts, participate in class discussions, complete in-class
and homework assignments in the time frames stated and to be present on exam
days to turn in their exams. If problems
arise in meeting these expectations, I am willing to work with you to resolve
them but it is your responsibility to tell me if you are running into
difficulties. If problems
continue on an ongoing basis and it becomes apparent to me that you are unable
to meet the criteria for completing this course, the dean or acting dean will
be notified and you will receive and “I”, “WX”, “WF” or “NC” for the course as
is appropriate.
Taping or videoing the class
There will be no taping or videoing of
the class unless the reason is to conform with
Academic Honesty and Integrity:
“All students of the GSLIS are
expected to observe high standards of academic honesty and integrity. Any student whose conduct violates such
standards [to include plagiarism] may be subject to disciplinary action as
determined by due process” (GSLIS Bulletin, p. 48). Please see the Dominican University Student
Handbook for the full statement on academic integrity.
BIBLIOGRAPHY
URLs have been checked for currency
and will be verified prior to any assignment.
About
Art &
Architecture Thesaurus (http://www.getty.edu/research/tools/vocabulary/aat)
American
Library Association. Anglo-American
Cataloguing Rules, Second edition, 2003 revision.
A
Beginner’s Guide to HTML. (http://www.ncsa.uiuc.edu/General
Internet/WWW/HTMLPrimer.html)
Borges,
Jorge Luis. “The Library of
Bowen,
Jennifer. “FRBR: Coming Soon to Your
Library?” Library Resources &
Technical Services, v. 49, no. 3 (July 2005), pp. 175-188.
Caplan,
Priscilla. Metadata Fundamentals for All
Librarians.
Cutter-Sanborn
Three Figure Table (http://librarian.or.kr/reference/mark/cutter1.htm)
Dewey
Decimal Classification, 4 volume set, 22nd ed. (http://www.oclc.org/dewey/)
Dixon,
Larry E. Z39.50 and Its Use in Library
Systems (Part one), ALCTS Newsletter 5, no. 6 (1994) and Part two, ALCTS
Newsletter 6, no. 1 (1995).
Encoded
Archival Description (EAD) DTD. (http://lceb.loc.gov.ead/)
Evans, G.
Edward, Sheila S. Intner, and Jean Weihs.
Introduction to Technical Services.
7th ed.,
Hagler,
Ronald. The Bibliographic Record and
Information Technology. 3rd
ed.
Intner,
Sheila S. and Jean Weihs. Standard Cataloging
for School and Public Libraries. 3rd
ed.
Library of
Congress Classification, latest ed. (http://classweb.loc.gov/)
Library of
Congress Subject Headings, latest edition.
(http://classweb.loc.gov.Auto/)
(OCLC CONNEXCION/PRISM Authority File)
Library of
Congress Home Page. (http://www.loc.gov)
Mann,
Thomas. Library Research Models: A Guide
to Classification, Cataloging, and Computers.
Maxwell,
Robert L. Maxwell’s Handbook for AACR2: Explaining and Illustrating the
Anglo-American Cataloguing Rules through the 2003 Update.
Medical
Subject Headings. MeSH
Introduction.
Medical Subject Headings (http://www.nlm.nih.gov/mesh/meshhome.html)
Fact Sheet: Medical Subject Headings
(MESH) (http://www.nlm.nih.gov/pubs/factsheets/mesh.html)
Fact Sheet: UMLS Metathesaurus (http://www.nlm.nih.gov/pubs/factsheets/ulsmeta.html)
Miska,
Francis L. The DDC, the Universe of
Knowledge, and the Post-Modern Library.
OCLC
Connexion. (http://www.oclc.org/connexion/)
Overview
SGML. (http://jefferson.village.virginia.edu/iath/treport/sgml.html)
Riva,
Pat. “Mapping MARC21 Linking Entry
Fields to FRBR and Tillett’s Taxonomy of Bibliographic Relationships.” Library
Resources & Technical Services. v. 48, no. 2 (April 2004), pp. 130-143.
Rowley,
Jennifer E. and John Farrow. Organizing
Knowledge: An Introduction to Managing Access to Information. 3rd ed.
Sears List
of Subject Headings, 18th ed.
Joseph Miller, ed.
Smiraglia,
Richard P. The Nature of “A Work”: Implications for the Organization of
Knowledge.
Taylor,
Arlene G. The Organization of
Information. 2nd ed.
Taylor,
Arlene G. Introduction to Cataloging and
Classification. 10th ed.
Tennant,
Roy. “Digital Libraries: Metadata Leadership”. Library Journal, August 2004.
Text Encoding
Initiative. (http://www.tei-c.org/)
Tillett,
Barbara. What is FRBR?
Understanding
MARC Bibliographic Machine-Readable Cataloging.
Vellucci,
Sherry L. Herding Cats: Options for Organizing Electronic Resources. Internet Reference Services Quarterly 1, no.
4 (1996): 9-30.
Weibel,
Stuart. The
What is
GILS? (http://www.gils.net/intro.html)
Winke, R.
Conrad. “The Contracting World of
Cutter’s Expansive Classification.”
Library Resources & Technical Services, vol. 48, no. 2 (April 2004)
pp. 122-129.
COURSE CALENDAR
GSLIS 703-50,
ORGANIZATION OF KNOWLEDGE
SUMMER 2008
May 13-June 26
The topics identified are not
necessarily inclusive.
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
May 13 |
-- Introduction to the class -- Libraries – Where they came from -- How is knowledge organized in
libraries? |
|
Assignment 1, graded, due May 20th
: Library organization Visit a library of your choice. Observe the ways in which materials in the
library are organized and how the lay-out of the library helps or hinders. Write up your library visit in a 4-5 page
paper for handing in on May 20th. (See
separate assignment sheet for more details.) |
|
May 15 |
Discuss on Blackboard: -- Library visits -- Borges and Goldberger articles -- Information vs. Knowledge -- How Knowledge is Organized
-- Retrieval Tools
-- Libraries and their catalogs -- Book, card catalogs -- Online catalogs -- Introduction to MARC |
Borges, “The Library of Babel” (online
citation) Goldberger, “The Skyline: High-Tech
Bibliophilia” (online citation) Taylor/Org, Chapters 1, 3 |
Assignment 1 due Discussions of readings Assignment 2, ungraded due May 22nd: the MARC Format (See separate assignment sheet
for details) |
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
May 20 |
The MARC Format |
Taylor/Cat, Chapter 1 Taylor/Org, Chapter 2 Understanding MARC Bibliographic (see URL in the required reading
list) |
Assignment 2, ungraded, due May 22nd : Interpreting the MARC
Format. |
|
May 22 |
Discussion of the MARC Format
Bibliographic |
Taylor/Cat, Chapter 3 Taylor/Org, Chapter 4, pp. 69-78, Chapter 5 |
Assignment 2 due Review of MARC Format assignment |
|
May 27 |
AACR2R: Describing the items we organize -- Concepts of descriptive cataloging -- ISBD -- AACR2R and monographs |
|