Competency G
understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge
In the library and information science field standardizing the methodology used to control information aids professionals tremendously with the organization and classification of information. Standards facilitate collaboration and communication, help maintain consistency, expedite the creation and maintenance of efficient collections, and make information readily accessible to users. There are a variety of standards to accomplish different things. Whereas some standards may relate to cataloging, others deal with indexing, and yet others dictate how to create databases. Thus, it is important for librarians and information professionals to understand the methods used to create and organize information structures and be knowledgeable of the basic principles governing the representation of information. As I show in my understanding of this competency, I believe the MLIS program has equipped me with the necessary background to identify and employ appropriate standards and methods to create and control information frameworks.
Before I start I would like to introduce a quote that was presented in my LIBR 248 (Beginning Cataloging and Classification) class by Professor Gregory Cotton:
"And it came to pass that when Kutta the Book God made the first Library, She saw that it was good. She called the librarians together and divided them as a herder divides the sheep and the goats. To the first group she spoke, saying, 'You shall dwell in the light and serve the readers and your glory shall be great.' Then she turned to the second group and spoke, saying, 'You shall dwell in the darkness, secret shall be your ways, and hidden your practices. You shall not know the public, nor shall any reader know you. Go forth and classify.'" (Gorman, 1979).
This quote elicits a chuckle every time I read it. But that does not retract from its powerful meaning. Perhaps one of the most heavily standardized aspects of our field is cataloging. That is why I have elected to concentrate on my learnings of it as proof of my understanding of this competency. Cataloging or classifying, that is organizing and creating records for each item in a collection (basically all the information in a collection!), is a difficult, detail oriented, and involved task that completely influences the accessibility and thus ultimate success of a collection. Some of the standards of cataloging are: Library of Congress Subject Headings, Dewey Decimal Classification, Library of Congress Classification, and others. My knowledge of all the different cataloging standards was shaped in the LIBR248 Beginning Cataloging and Classification class, incidentally, at least for me, one of the most enjoyable classes in the program.
In order to construct something as complex as a library catalog it is useful to have a rule book to guide its construction. There is a lot of detail involved in constructing the simplest of item descriptions so following a methodology to standardize across the board can only help. In Professor Cotton's class I was introduced to the Anglo-American Cataloguing Rules, 2nd edition, 2004 revision (i.e. AACR2), a cataloging code that covers the description of, and the provision of access points for, all library materials commonly collected at the present time. In this class I learned that AACR2 is actually divided in two parts, the first one covers description (i.e. how to properly describe a bibliographic item) and the second one covers choice of access points (i.e. what to use for names, how to determine proper headings, etc.). I had the chance to familiarize myself with this codebook by creating catalog entries of items guided by AACR2'S cataloging standards during several exercises (Exercise 5, Exercise 6, Exercise 14) as well as learn the principles of provenance (i.e. item origin or chief source of information) and describing what is in hand rather than inferring information from external sources. This class was extremely important for me in order to learn the best practices for constructing a successful library catalog and understanding how AACR2 provides a harmonized and uniform blueprint for proper cataloging and how it instructs catalogers on listing and using terms, punctuation, spacing, abbreviations, etc. so that all records are cataloged uniformly.
Whereas AACR2 is a compilation of the rules of catalog description, the Machine Readable Cataloging standards (MARC) provides the framework in a data storage/transmission format to apply the rules described in AACR2. It is basically how a catalog gets accessed by the user in an electronic environment. MARC is what makes automated library systems possible so it is no surprise that it is a widely accepted method for organizing information in many institutions. A MARC record format is a set of codes and content designators defined for encoding machine-readable records that are primarily designed to provide specifications for the exchange of bibliographic and related information between systems. Formats are defined for five types of data: bibliographic, holdings, authority, classification, and community information. As I came to realize during class utilizing MARC standards allow libraries and information centers to avoid effort duplication, use commercially available automation systems, and easily move from one system to the next without losing data.
Also in LIBR 248 I was introduced to the Dewey Decimal Classification (DDC) system, the world's most widely used library classification system. After a library has cataloged all its items according to the rules set forth in AACR2 and input them in MARC format, it is time to organize them so that they are easily located by users. This is what DDC accomplishes. Devised by library pioneer Melvil Dewey in the 1870s, DDC provides a logical framework for organizing the items in a collection. It organizes knowledge into ten main classes, which are subdivided into ten divisions, and subdivided again into ten more sections (can be summarized in 10 main classes, 100 divisions, and 1000 sections - like a tree with many branches!). Through a variety of exercises I learned that the DDC methodology involves subject classification and the use decimals for its categories which allow it to be purely numerical and infinitely hierarchical. These features make the system flexible and easy to use. I found this class and assignments useful in helping me understand the reasoning behind the organization of items in a collection. Before taking the class I was only vaguely aware of the neat order in which books were kept at my local libraries. Now I have a firm grasp on the complexity, standards, and features of a system that offers users all over the world familiarity and consistency when searching for information.
In a rather fun exam (p. 10) for this class I, under the guise of a freshly hired technical services librarian, was tasked with writing an essay in which I had to convince the library director of the importance of cataloging. In my essay I stress the importance of meticulous classification of records and how it ultimately adds value to the collection. In the same exam I also demonstrated my knowledge of the classification systems listed in the preceding paragraphs.
Looking over my class notes and examples used in this competency, I realize the need to understand and apply methodology and standards to the organization of information. Doing so creates structure and homogeneity, and provides a consistent framework that it is both efficient and accessible to users. In addition, standards allow libraries and information centers to share, disseminate, exchange, and collaborate on information easily. After taking this class, I feel that I am better prepared to assist with the creation and updating of several standards of information structures organization. Whether I use DDC or the Library of Congress Classification system my organization of knowledge must be guided by a set of parameters. By using a system of standards to control and create information structures I can help ensure that knowledge is represented in the most efficacious manner so that its accessibility is enhanced.
References
Gorman, M. (1979, July/August). On doing away with technical services. American Libraries, 10, 435-7. Retrieved September 12, 2008, from the Academic Search Premier (EBSCO Host) web site:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/pdf?vid=2&hid=115&sid=19c4ff2c-f0e4-444e-858f-8f3a5bd9209b@sessionmgr108
Evidentiary
LIBR 248 - Beginning Cataloging and Classification - AACR2 Exercise 5
LIBR 248 - Beginning Cataloging and Classification - AACR2 Exercise 6
LIBR 248 - Beginning Cataloging and Classification - AACR2 Exercise 14
LIBR 248 - Beginning Cataloging and Classification - Dewey Exercise
LIBR 248 - Beginning Cataloging and Classification - Exam 1