GRADUATE
LIS 703-03 Organization
of Knowledge
Fall 2007
Sept. 5-
Wednesdays,
Marjorie E. Bloss, Lecturer
Lewis Annex 2C
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
These
works will be available to you either in print form or on the Web.
Borges,
Jorge Luis. “The Library of
http://jubal.westnet.com/hyperdiscordia/library_of_babel.html (last viewed
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.
FAQs. 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. Available online at:
You will
be given the authorization codes on a separate hand-out.
Sears List of Subject Headings.
18th ed.
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.
One
session of this class will be conducted via Blackboard. You will be expected to participate.
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.
Because
this is a graduate class and because communication in a variety of formats is
essential to a librarian’s work, you are expected to know how to know how to
write. In “knowing how to write”, I
include your ability to construct sentences, paragraphs and essays using
correct sentence structure, grammar and spelling. This involves taking the time to use
spell-checker, re-reading what you wrote, and editing it. It also includes properly citing works in
bibliographies and notes. I will deduct
points if your work does not meet these criteria.
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, both in class and over
Blackboard, 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%
Midterm exam 25%
Ungraded assignments 5%
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)
15%
Library Visits
Web assessment
“One More Monograph” 25%
Final exam 25 %
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
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.
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 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 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.
Tennant,
Roy. “Digital Libraries: Metadata Leadership”. Library Journal, August 2004.
Text
Encoding Initiative. (http://www.tei-c.org/)
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 703-03
FALL 2007
September 5-
The topics identified are not
necessarily inclusive.
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
Sept. 5 |
-- Introduction to the class -- Organization of Knowledge --
History |
|
Assignment 1: due Sept. 12
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
finding them. Write a 4-5 page essay for grading,
describing your observations of and reactions to the library. (See
separate assignment sheet for more details.) |
|
Sept. 12 |
Class discussion: -- Library visits -- Borges and Goldberger articles -- Lecture: Retrieval Tools |
Borges, “The Library of Babel” (online
citation) Goldberger, “The Skyline: High-Tech
Bibliophilia” Taylor/Org: Chapters 1- 2 |
Assignment 1 due. Discussion of observations. |
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
|
SEPT. 19 |
How is knowledge organized: -- Libraries and their catalogs
-- Card
catalogs and shared cataloging -- The creation of library databases -- OPACs -- ILSs -- Introduction to MARC |
Taylor/Org: Chapter 3 Taylor/Cat:
Chapter 3 Understanding MARC Bibliographic (see URL in the reading list) |
Assignment 2: Interpreting the MARC Format: Assignment due Sept. 26, ungraded: Search OCLC’s WorldCat for three assigned titles.
De-code the fixed and variable fields, indictors, and subfields for two out of the three records. (See separate hand-out for instructions.) One More Monograph assignment
discussed. (This
assignment is due on Dec 5.) |
|
|
SEPT. 26 |
Discussion of the MARC Format
Bibliographic |
Taylor/Org: Chapter 4, pp. 78-97, Chapters
6-7 |
Assignment 2 due. |
|
|
Oct. 3 |
Beyond MARC21
-- Z39.50 -- The “ML”s (HT, SG and X) -- GILS --EAD --
MARC/XML -- Open URL Introduction to Cataloging Codes |
Tennant, Roy “Digital Libraries: Metadata
Leadership”, Library Journal, Aug.
2004 Taylor/Cat: Chapters 1-2, 4, 20 AACR2, Part 1: Introduction, Chapters
0, 1 and 2 |
Assignment 3, AACR2, part 1: due Oct. 10 for discussion, Oct. 24 for
submission, ungraded: (1)
Memorize the 8 areas of a descriptive cataloging record and their order. (2)
Select two books (monographs) of your choice both non-fiction. Provide descriptive cataloging records for
them. (3)
Indicate the rules you used for descriptive cataloging. (See
separate assignment sheet for more details.) |
|
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
Oct. 10 |
AACR2, part 1 AACR2R:
Describing
the items we organize -- Concepts of descriptive cataloging -- ISBD punctuation -- AACR2R and monographs |
AACR2, Part 1: Introduction, Chapters
0, 1, and 2 Taylor/Cat: Chapters 1-2, 4, 20 |
Assignment 3, AACR2, part 1 due
for discussion. Due for submission on
Oct. 24. Assignment 4: Search Engines due for Blackboard discussion
on Oct. 17. Graded written papers will be due on Oct. 24th . Evaluate a search engine of your choice. Look up 4 of the 9 listed people using your
search engine of choice and explain their relevance to the field of library
and information science. Write up your
findings in a 4-6 page essay. (See separate assignment sheet and Blackboard for more details.) |
|
Oct. 17 |
CLASS Search Engines and Library
Pioneers – Discussion
on Blackboard |
HELD Review AACR2, Part 1: Introduction, Chapters
0, 1, and 2 Taylor/Cat: Chapters 1-2, 4, 20 |
REMOTELY Blackboard discussions on search
engines and library pioneers due.
Written paper due on Oct. 24th. |
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
Oct. 24 |
Descriptive cataloging,
conclusion. Choice and Form of entry and
Authority Control |
AACR2, part 2, chapters
21-24: Choice and Form of Entry Taylor/Org: Chapter 8 Taylor/Cat:
Chapters 6-8 |
Assignments 3 & 4 due. Assignments 5 and 6: Choice and
Form of Entry, due Oct. 31 (ungraded). (1) Using AACR2’s chapter 21, determine the main entry and any other access
points for the two monographs previously worked on, citing the rules used. (2)
Using AACR2’s chapters 22-24,
determine the format for the main and added entries, citing the rules used. (See
separate assignment sheet for more details.) |
|
Oct. 31 |
Choice and Form of Entry: Discussion Uniform
Titles References |
Review AACR2, part 2, chapters 21-24 AACR2, ch. 25 AACR2, ch. 26 |
EXAM 1 DISTRIBUTED – DUE NOV. 7 Assignments 5 and 6 due. In-class
exercise on chapters 23 and 24. |
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
Nov. 7 |
Life after AACR2 -- FRBR -- Resource
Description and Access Verbal subject analysis: Indexing and searching systems Full-text natural languages vs. controlled
vocabulary Determining which terms to use Sears
Subject Headings |
Tillett, What is FRBR? (See Assigned readings for URL) JSC
Website: FAQ Sears
Introduction and Principles NOTE: Because you have an exam due on this date, you will not
be expected to do these readings for this date. I will expect you to complete them
afterwards, however. |
EXAM 1 DUE AT THE BEGINNING OF CLASS Assignment 7 (ungraded): Sears
Subject Headings Assignment, due Nov. 14
|
|
Nov. 14 |
Verbal subject analysis,
continued: -- Sears --
Library of Congress Classification, call numbers and
shelving methods: -- Purpose of call numbers -- How subject headings and call numbers
work together |
Sears, Introduction and Principles Dewey Decimal Classification, Vol. 1, Introduction, Manual, Tables |
Sears Subject Headings Assignment
due Assignment 8 (ungraded), Dewey
Decimal, due Nov. 28. Classification and Cutter numbers
(1)
Memorize the 10 broad DDC categories (2) Using the two monographs previously
cataloged, assign one call number and one shelf mark to each using DDC and
Cutter. (3) Where there other call number
possibilities? What were they? (4)
Why did you reject them and choose what you did? Reminder: One More Monograph assignment due Dec. 5 |
|
DATE |
TOPIC |
ASSIGNED |
ASSIGNMENT |
|
Nov. 21 |
NO CLASS |
HAPPY |
THANKSGIVING |
|
Nov. 28 |
Dewey Decimal Classification Cutter Sanborn Tables |
DDC Taylor/Org: Chapter 11 Taylor/Cat: Chapters 9-10, 12 |
Assignment 8, Dewey Decimal
Classification and Cutter numbers due. Reminder: One More Monograph assignment due Dec. 5 |
|
Dec. 5 |
Library of Congress
Classification Introduction. |
Taylor/Cat: Chapters 14-15, 17 |
ONE MORE MONOGRAPH Assignment due |
|
Dec. 12 |
Library of Congress
Classification, call numbers and shelving methods: Library of Congress Classification (In
class assignment) |
|
FINAL EXAM DISTRIBUTED – DUE ON DEC. 19 |
|
Dec. 19 |
Cooperative cataloging programs How library standards are created |
Taylor/Org: Chapter 12 Taylor/Cat:
Chapter 19 |
FINAL EXAM DUE AT BEGINNING OF
CLASS |
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