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ETL 505 Module 5 Entries and Tables in DDC

Entries in the schedules and tables are composed of a DDC number in the number column (the column at the left margin), a heading describing the class that the number represents, and often one or more notes. DDC numbers are listed in groups of three digits for ease of reading and copying. All entries (numbers, headings, and notes) should be read in the context of the hierarchy.

The first three digits of schedule numbers (main classes, divisions, sections) appear only once in the number column, when first used. They are repeated at the top of each page where their subdivisions continue. Subordinate numbers appear in the number column, beginning with a decimal point, with the initial three digits understood.

Table numbers are given in full in the number column of the tables, and are never used alone.

There are six numbered tables in DDC 23:

T1 Standard Subdivisions

T2 Geographic Areas, Historical Periods, Biography

T3 Subdivisions for the Arts, for Individual Literatures, for Specific Literary Forms

T3A Subdivisions for Works by or about Individual Authors

T3B Subdivisions for Works by or about More than One Author

T3C Notation to Be Added Where Instructed in Table 3B, 700.4, 791.4, 808–809

T4 Subdivisions of Individual Languages and Language Families

T5 Ethnic and National Groups

T6 Languages

Except for notation from Table 1 (which may be added to any number unless there is an instruction in the schedules or tables to the contrary), table notation may be added only as instructed in the schedules and tables

Some numbers in the schedules and tables are enclosed in parentheses or square brackets.

Numbers and notes in parentheses provide options to standard practice. Numbers in square brackets represent topics that have been relocated or discontinued, or are unassigned. Square brackets are also used for standard subdivision concepts that are represented in another location. Bracketed numbers should never be used.

Standard subdivisions are also bracketed under a hook number, that is, a number that has no meaning in itself, but is used to introduce specific examples of a topic. Hook numbers have headings that begin with “Miscellaneous,” “Other,” or “Specific”; and do not contain add notes, including notes, or class-here notes. For example:

652.302 Specific levels of skill

[.302 01–.302 09] Standard subdivisions

Do not use; class in 652.3001–652.3009

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ETL 505 Module 5 Intro to DDC

The ten main classes are:

000 Computer science, information & general works

100 Philosophy & psychology

200 Religion

300 Social sciences

400 Language

500 Science

600 Technology

700 Arts & recreation

800 Literature

900 History & geography

 

Class 000 is the most general class, and is used for works not limited to any one specific discipline, e.g., encyclopedias, newspapers, general periodicals. This class is also used for certain specialized disciplines that deal with knowledge and information, e.g., computer science, library and information science, journalism. Each of the other main classes

(100–900) comprises a major discipline or group of related disciplines.

Class 100 covers philosophy, parapsychology and occultism, and psychology.

Class 200 is devoted to religion.

Class 300 covers the social sciences. Class 300 includes sociology, anthropology, statistics, political science, economics, law, public administration, social problems and services, education, commerce, communications, transportation, and customs.

Class 400 comprises language, linguistics, and specific languages. Literature, which is arranged by language, is found in 800.

Class 500 is devoted to the natural sciences and mathematics.

Class 600 is technology.

Class 700 covers the arts: art in general, fine and decorative arts, music, and the performing arts. Recreation, including sports and games, is also classed in 700.

Class 800 covers literature, and includes rhetoric, prose, poetry, drama, etc. Folk literature is classed with customs in 300.

Class 900 is devoted primarily to history and geography. A history of a specific subject is classed with the subject.

Since the parts of the DDC are arranged by discipline, not subject, a subject may appear in more than one class. For example, “clothing” has aspects that fall under several disciplines. The psychological influence of clothing belongs in 155.95 as part of the discipline of psychology; customs associated with clothing belong in 391 as part of the discipline of customs; and clothing in the sense of fashion design belongs in 746.92 as part of the discipline of the arts.

 Notation

Arabic numerals are used to represent each class in the DDC. The first digit in each three-digit number represents the main class. For example, 500 represents science. The second digit in each three-digit number indicates the division. For example, 500 is used for general works on the sciences, 510 for mathematics, 520 for astronomy, 530 for physics. The third digit in each three-digit number indicates the section. Thus, 530 is used for general works on physics, 531 for classical mechanics, 532 for fluid mechanics, 533 for gas mechanics. The DDC uses the convention that no number should have fewer than three digits; zeros are used to fill out numbers.

A decimal point, or dot, follows the third digit in a class number, after which division by ten continues to the specific degree of classification needed. The dot is not a decimal point in the mathematical sense, but a psychological pause to break the monotony of numerical digits and to ease the transcription and copying of the class number. A number should never end in a 0 anywhere to the right of the decimal point.

Notational hierarchy

Notational hierarchy is expressed by length of notation. Numbers at any given level are usually subordinate to a class whose notation is one digit shorter; coordinate with a class whose notation has the same number of significant digits; and superordinate to a class with numbers one or more digits longer. The underlined digits in the following example demonstrate this notational hierarchy:

600 Technology (Applied sciences)

630 Agriculture and related technologies

636 Animal husbandry

636.7 Dogs

636.8 Cats

“Dogs” and “Cats” are more specific than (i.e., are subordinate to) “Animal husbandry”; they are equally specific as (i.e., are coordinate with) each other; and “Animal husbandry” is less specific than (i.e., is superordinate to) “Dogs” and “Cats.”

Classifying with DDC

The guiding principle of the DDC is that a work is classed in the discipline for which it is intended, rather than the discipline from which the work derives. This enables works that are used together to be found together. For example, a general work by a zoologist on agricultural pest control should be classed in agriculture, not zoology, along with other works on agricultural pest control.

The First-of-Two Rule

If two subjects receive equal treatment, and are not used to introduce or explain one another, class the work with the subject whose number comes first in the DDC schedules. This is called the first-of-two rule. For example, a history dealing equally with the United States and Japan, in which the United States is discussed first and is given first in the title, is classed with the history of Japan because 952 Japan precedes 973 United States.

Sometimes, specific instructions are given to use numbers that do not come first in the schedules. For example, at 598, the note “class comprehensive works on warm-blooded vertebrates in 599” tells the classifier to ignore the first-of-two rule and class a work on birds (598) and mammals (599) in 599, which is the comprehensive number for warm-blooded vertebrates.

Also disregard the first-of-two rule when the two topics are the two major subdivisions of a subject. For example, collection systems (628.142) and distribution systems (628.144) taken together constitute 628.14 Collection and distribution systems. Works covering both of these topics are classed in 628.14 (not 628.142).

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ETL 505 Module 5 Classification

Classification and School Libraries

  • Systematic arrangement
  • Support browsing, filtering and retrieval of bibliographic information in online systems but not often used for this
  • Classification codes are a form of controlled indexing language
  • Classification process  similar to subject vocabulary indexing, Classifier must consider what it’s about and label the concept
  • Language instead is notation -numerical/alphanumerical symbols
  • Classification codes are even more unfamiliar to users than controlled languages
  • Another difference is that classifiers typically try to describe the subject of an information resource using one classification
  • Classification codes can express more complex subjects than most alphabetic indexing languages
  • Similarity between classification schemes and pre-coordinated indexing languages (eg. subject headings lists)
  • Detailed subject description useful in matching user need
  • Classification codes though for the library specialist!

Classification as a Locating Device

  • For locating purposes of specific works and to group like together
  • Purpose of collection affecting method of classification
  • Predominantly grouped by subjects
  • Different types of arrangement are frequently used in conjunction with subject; fiction – author; genre; series; format
  • Other classifications: by language; format; rarity; sensitive/offensive material; special subject collections; special collections (eg. material requested to be kept together)
  • Libraries concerned with providing information hence subject arrangement helps
  • If based on already known items title and author would make sense

 

Is Classification Helpful?

  • In classifying thoroughly using dewey some items are grouped together but others moved apart
  • If searching for something else, resources could be scattered everywhere over the shelves!
  • Hence the catalogue is of importance in considering limits of the shelf arrangement

Choosing a Classification Scheme

  • Determined by which ones are available on a bibliographic/cataloguing network (eg. SCIS)
  • Dewey Decimal Classification usually but large academic libraries sometimes the Library of Congress Classification
  • Advantages: kept up to date; familiar world-wide; easily accessible and workable through MARC, cataloguing services, etc.; history of working!
  •  Universal Decimal Classification more specific (scientific and technical subjects)
  • Specialist subject libraries may used specialist classifications
  • So too formats (maps and atlases Boggs and Lewis)

Dewey Decimal Classification

  • Advantages: include has organisational support; is regularly revised; full and abridged editions
  • Disadvantages of cultural bias; some sections crowded (eg. technology); base 10 limits concepts expressed; long notation
  • Discipline (fields of study) based therefore, subject might appear in a number of classes in the scheme depending on context
  • 10 classes – 10 divisions each class – 10 sections each division
  • First digit in three the class, second the division, and third the section
  • Never 0 in ending a number on the right of the decimal point
  • Applying DDC requires determining subject, disciplinary focus, perhaps approach or form
  • Author’s intent when considering subject
  • Classed in discipline of intention rather than discipline from which derived
  • Class – subject being acted upon
  • The increasingly availability of DDC classification numbers for resources = new emphasis from creating a classification number to ensuring that the classification number assigned fits the classification needs, standards and practices of the library
  • DDC tablesTable 1 Standard SubdivisionsTable 2 Geographic Areas, Historical Periods, Biography

    Table 3A-C Subdivisions for Arts, for Individual

    Literatures, for Specific Literary Forms

    Table 4 Subdivisions of Individual Languages and

    Language Families

    Table 5 Ethnic and National Groups

    Table 6 Languages

Using Webdewey

Hints from annotated powerpoint

  • Home tab top right in starting over a new search re. WebDewey
  • Book icon signals reference to the manual
  • puzzle piece means it is already a built number
  • Be thorough with number bulding or you might miss something!
  • Make sure you refer to the notes
  • Can use truncation, boolean search techniques, and masking (ie. ? or # e.g. wom?n; col#r) with WebDewey Advanced Search but not with Browsing
  • Browse to see if a term exists or to find alternative terms
  • Browse useful in combination with the relative index
  • Decisions about the use of table depending on the format, language, and subject treatment of your item
  • Table 1 will examine format of your resource (standard subdivisions)
  • If you cant find a built number to fit your item, you will need to build it yourself by using the search function, relative index, and then reading the notes

DDC and School Libraries

  • Since the 1980s SCIS continues to adopt and apply the two current editions of Dewey Decimal Classification as its classification tools for Australian and New Zealand school libraries
  • The two editions used are the full edition (DDC23/WebDewey 2.0) and the abridged edition (ADDC15/Abridged WebDewey)
  • By providing classification numbers from both the full and abridged choice based on need is recognised
  • Most primary/elementary school libraries use the abridged version as do many secondary school libraries ( abridged version is rarely used outside school libraries actually)
  • SCIS makes adaptions and amendments to the Dewey Decimal Classification to make it more suitable to the needs of school libraries. These changes are given in SCIS standards for cataloguing and data entry, Section 3, Classification

DDC and SCIS Standards

  • SCIS has chosen to make specific rulings on the use of DDC tools and certain local adaptations to them, in order to make them more appropriate to the particular needs of Australian and New Zealand school libraries
  • SCIS decisions on and adaptations to both editions of DDC are documented in SCIS standards for cataloguing and data entry, Section 3, Classification
  • Structured as an introduction (3:C), general principles (3:D) and specific decisions on how SCIS interprets and adapts DDC (3:E)
  • Be wary. Some statements of principle, or policy, are given in 3:C while 3:D contains some specific decisions
  • Classifier needs to have a good knowledge of all three parts
  • SCIS records shouid include 2 numbers (except for fiction) – one from ADDC15 and one from DDC23
  • “cataloguing decisions are more significant than classification for information retrieval purposes” – hmmmmmmm. Is not the primary purpose of cataloguing to aid information retrieval?
  • “If access via the alphabetical catalogues can be assured, then fine subdivisions of Dewey classes or ingenious shelving devices are not especially valuable ways of linking related materials” more hmmmmmmmmmmmmm
  • Call numbers in the database and SCIS products do not include prefixes or location symbols
  • The policy is to class fiction, regardless of language, as ‘F’
  • LOTE materials treated in the same way as materials in English
  • In shelving LOTE materials in separate sequences, libraries need to supply their own prefixes or location symbols
  • 3:C4 and 3:C6 bypass 3:D leading directly to 3:E – significant policies to be aware of
  • Purpose of system policy is to reduce the diversity in order to promote consistent practice
  • For effectiveness the appropriateness of a given number should always be checked upward through each succeeding level of the hierarchy
  • SCIS Standards limit the number-building allowed by DDC23 and ADDC15
  • Full edition 9 digits with 6 after the decimal point
  • Cataloguers will always test the adequacy of a seven (ADDC15) – or nine-digit number before proceeding further
  • When adding from Table 2 in classes other than history and geography, add only the notation from the country and not its state or regional subdivisions, for all countries except Australia and New Zealand
  • Using T2 avoid adding one area notation to another following instructions such as ‘Add notation 3–9; then … add 0 and to the result add notation 3–9 …’, unless a special decision to do so is recorded in 3:E
  • Using T3 ignore all instructions to add from Table 3-C. This supplementary table is used for reference purposes only
  • T4 cataloguers will limit expansion by ignoring all instructions given in Table 4: Subdivisions of Individual Languages to ‘Add to [Table 4] notation 1–9 (or 2–9) from Table 6’
  • T5/T6 no special limiting rules
  • T1 Cataloguers will follow carefully the guidelines set out in section 8.3-8.10 of the Introduction and the interpretations and instructions given in the Manual
  • Avoid using T1–09 + T2 notation where the base number is already seven digits
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ETL 505 Assignment 2 Part B Dewey Decimal Classification Exercises

Assignment 2 Part B Dewey Decimal Classification Exercises

(20 Marks, 2 marks per item)

These ten items can be found in the SCIS catalogue (SCIS OPAC) and thus, school libraries around Australia and New Zealand that use these resources. The title of each item, its ISBN, and the SCIS Call Number (DDC 22 or 23) are given below. On each catalogue record, locate the full (not abridged) classification number assigned using DDC23 (or DDC22) and section 3, Classification, of SCIS Standards for Cataloguing and Data Entry. Label each level of the number. Determine how the SCIS call number was created by using WebDewey to identify the classification number that DDC would have assigned (drawing on the information given on, and with, the catalogue record, including the subject headings, to determine what the work is about) and then using the SCIS standards, section 3, Classification to see how that number was adapted (or note) by SCIS. It will also be helpful to note and/or consider what number Trove would assign to the resource so you can identify the important rules and nuances followed by SCIS to create the entire call number. Write up the process. Carefully read the marking criteria for this section as well.

(Approximately 100 words per item.)

Provide a reference list of tools used and works consulted in one list for all at the end of the assignment.

_____________________________________________________________________________________________________________My marks

Item 1

Trailblazers : The Road to Equality

ISBN 9780642368515

SCIS Call Number: 305.42092 OSU (DDC 22)

302 – 307 – Specific topics in sociology and anthropology

305 – Groups of people

305.4 – Women

305.42 – Social role and status of women

305.4209 – Feminism–history

305.42092 – Feminists–biography

This work is made up of biographies about legendary women of Australia who were a critical influence on women’s social reform. Trove states the call number for this item as 305.42 as opposed to SCIS which has added a T1 092 – biography which confirms ‘Class here treatment of individuals‘. This is an appropriate addition as stated before, this work is compiled of four individual biographies, each as important as the other. Therefore SCIS has referred tot he standards set out in 3:E18, where a collected biography about a number of persons should be classed within the period of history in which they belong as the base number and then the subdivision 0922 should be notated from table one (Education Services Australia, 2013).

Item 2

Sense, Shape, Symbol : An Investigation of Australian Poetry

ISBN 9781921085857

SCIS Call Number: A821.009 SEN (DDC 23)

821 – 828 – Subdivisions for specific forms of English literature

821 – English poetry

821.009 – English poetry–history and criticism

This item is about the important influence in the development of Australian poetry that five poets played. Trove assigned the dewey number 808.1 – Rhetoric of poetry. This however would lead to a far broader range of resources and is therefore not specific nor suitable for this item which is Australian based. Therefore according to the SCIS standards at 3:E17, “use A820–828 for English-language literature of Australia” (Education Services Australia, 2013, p.3-33). Though in webdewey it does build the number to be 821.00994 – English & Old English literatures–poetry—Australia. However, the A used in conjunction with the SCIS standards applies this addition without having to longate the call number.

 Item 3

Johnny Cash : I See a Darkness

ISBN 9781906838072

SCIS Call Number: 782.421642 KLE (DDC 22)

782 – Vocal Music

782.1 – 782.4 – Vocal forms

782.4 – Secular forms

782.42 – Songs

782.42164 – Western popular songs

782.421642 – Country and western music–songs

Trove has assigned the dewey number 782.421642092 as …092 would make reference to a biography. SCIS however has omitted this as the resource itself is not a biography in its entirety, it only makes references. At SCIS standard 3:E2, graphic fiction is considered a special format. The editor’s recommendation at 741.5 aren’t followed because the SCIS standards state that it should only be used for graphic fiction that form a narrative, which this clearly does not so therefore would be classed in its genre of music/art.

Item 4

Nyoongar Dictionary : A List of Nyoongar Words of the South-West of Western Australia with Special Emphasis on the Mode of Language Commonly Used in the North-Eastern (Yued/Yuat) Area

ISBN 9781741312331

SCIS Call Number: 499.15 ROO

499/ – Non-Austronesian languages of Oceania, Austronesian languages, miscellaneous languages

499/.1 – Awbono language, . . .

499/.15 Aboriginal Australian languages

SCIS policy at 3:E6 is to class all bilingual dictionaries where English is one of the languages, with the other language. The SCIS standards at 3:E13 states ‘499.15 p. 983. Add to the base number notation 01–08 from Table 4’ (Education Services Australia, 2013, p.3-27). Trove has allocated T1 –03 at the end of the call number to label the resource dictionaries, encyclopedias, concordances. However is accordance with the SCIS instruction at table 4, T4 – 03 Encyclopedias and concordances would be applied, thought there is obviously not much variation between the two. However the SCIS call number has omitted this subdivision. It can be assumed that they did this with reference tot he standards laid out in 3:D4, appropriateness: useful and sensible grouping. Clearly SCIS did not deem it to be appropriate to add the subdivision that Trove has. It should also be noted that, „Standard subdivisions should not be used where redundant, i.e., where the subdivision means the same as the base number” (OCLC, 2015).

Item 5

Making Sense: Small-group Comprehension Lessons for English Language Learners

ISBN 1571104097

SCIS Call Number: 428.24071 KEN (DEC 22)

421 – 428 – Subdivisions of English

428 – Standard English usage (Prescriptive linguistics)

428.2 – English language–grammar–prescriptive approach, . . .

428.2/4 – English as a second language–applied linguistics–formal approach

428.2/4 – English & Old English languages–structural approach to expression for people whose native language is different

428.2/4071 – English & Old English languages–structural approach to expression for people whose native language is different–education

The primary subject within this resource is education and how to best teach English learners. Class comprehensive works on education and research in T1 – 071. The SCIS classification has been built in accordance with the principle of hierarchy (Education Services Australia, 2013, p.3-6).

Item 6

Food Lover’s Guide to the World: Experience the Great Global Cuisines

ISBN 9781743210208

SCIS Call Number: 641.3 FOO (DEC 23)

641 – Food and drink

641.3 – Food

Trove has allocated the dewey number 910.202 for this resource as opposed to SCIS allocation of 641.3. The dewey number 910.202 assigned by Trove is subject to world travel guides only with no reference to food, yet as SCIS has clearly noted, the contents of the resource is entirely about food from around the world, it makes reference to food lover’s guide to the world. Therefore SCIS has assigned the dewey number 641.3 appropriately in relation to the subject headings this resource has been allotted. This dewey number confirms that notational hierarchy has been considered, ‘food’ is subordinate to ‘food and drink’ as it is more specific (OCLC, 2015, 4.19).

Item 7

Filipino Celebrations: A Treasury of Feasts and Festivals

ISBN 9780804838214

SCIS Call Number: 394.269599 ROM

394 – General customs

394.2 – Special occasions

394.26 – Holidays

394.269 – History, geographic treatment, biography

394.269599 – History, geographic treatment, biography–Philippines

Both Trove and SCIS agree on this dewey number. This resource is for young children to teach them through illustrations and age appropriate information about the traditions, celebrations and customs in the Phillippines. As set out by the SCIS standards at 3:D4, T2, 599 ‘Phillipines’ has been added, as cataloguers will only add the notation from the country (Education Services Australia, 2013, p.3-7). This SCIS number is also within the appropriate number limit of 9 digits.

Item 8

The World of Angry Birds: Official Guide

ISBN 9781409392699

SCIS Call Number: 793.932 SCO (DEC 22)

793 – Indoor games and amusements

793.9 – Other indoor diversions

793.93 – Adventure games

793.93/2 – Computer adventure games

Trove has assigned the dewey number 794.8, Electronic games which broadens the search inquiry. SCIS has narrowed the call number to be more specific the dewey number allocated by SCIS is deemed more appropriate, (as seen in 3:D4 of the SCIS standards) computer adventure games, when considering the subject headings assigned.

Item 9

Earth’s Hottest Place : And Other Earth Science Records

ISBN 9781476502571

SCIS Call Number: 550 RUS (DEC 23)

550 – Earth Sciences & Geology

550 – Earth Sciences

This resource is all about the Earth, what’s in it, on it etc. SCIS has used caution when creating this call number and has done so by considering the appropriateness and table 2 number reduction at standards 3:D4 (Education Services Australia, 2013). SCIS has followed the first and second principle of useful and sensible grouping when considering the dewey number for this resource. There is no need to add an additional subdivision as the base number itself is sufficient at defining the material that aligns appropriately with the subject headings given.

Item 10

Owen & Mzee : the true story of a remarkable friendship

ISBN 0439829739

SCIS Call Number: 599.635139 HAT (DEC 22)

592 – 599 – Specific taxonomic groups of animals

599 – *Mammalia (Mammals)

599.3 – 599.9 – Eutheria (Placental mammals)

599.6 – *Ungulates

599.63 – *Artiodactyla (Even-toed ungulates)

599.63/5 – *Hippopotamidae (Hippopotamuses)

599.63/5139 – Hippopotamidae (Hippopotamuses)–general topics of natural history of animals–age characteristics

There is no variation between SCIS and Trove in the decision for this dewey number. This resource is clearly subject to notational hierarchy (OCLC, 2015). “Artiodactyla ” and ” Hippopotamidae ” are more specific than (i.e., are subordinate to) ” Mammalia (Mammals)”; they are equally specific as (i.e., are coordinate with) each other; and ” Mammalia (Mammals)” is less specific than (i.e., is superordinate to) “Artiodactyla ” and ” Hippopotamidae ” (OCLC, 2015).

References

Education Services Australia, (2013). SCIS Standards for Cataloguing and Data Entry. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-555090-dt-content-rid-1236121_1/courses/S-ETL505_201560_W_D/SCIS%2BStandards%2Bfor%2BCatloguing%2Band%2BData%2BEntry.pdf

OCLC,. (2015). Introduction to Dewey Decimal Classification. Retrieved from https://www.oclc.org/content/dam/oclc/dewey/versions/ddc22print/intro.pdf

 

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ETL 505 Assignment 2 Part A SCIS Subject Heading Exercises

Assignment Part A SCIS Subject Heading Exercises

(20 marks, 4 marks/item)

Using the following tools:

  • SCIS Subject Headings
  • SCIS Standards for Cataloguing and Data Entry, Section 4 and Appendix A
  • SCIS Catalogue
  • Guidelines to using SCIS Subject Headings

To assign SCIS standard subject headings for the following five topics. Write the subject headings as they would appear on bibliographic records in the SCIS Catalogue (except there is no need to underline your subject headings, to add ‘scisshl,’ at the end of the headings, or to include ‘scot’ headings). Clearly describe the decisions made and process followed in determining/deriving each of the subject headings. Why did you make these decisions? Give evidence and support for your answersCarefully read the marking criteria for this section as well.

(Approximately 200 words per item.)

Provide a reference list of tools used and works consulted in one list for all at the end of the assignment.

_____________________________________________________________________________________________________________My marks

Resource 1

A history of foreign language radio broadcasts on the Wagga Wagga community radio station 2AAAFM. A significant theme in this work is the use made of the broadcasts in language classes in local schools.

2AAAFM (Radio station: Wagga Wagga, N.S.W.) – History

There are no notes at the heading ‘Radio stations’ in SCIS Subject Headings however, Part 6.1 in SCIS, 2011 indicates that proper names can be created ‘without an instruction to do so’. The proper name is 2AAAFM.

Part 2.3.2.3 in SCIS 2015 indicates that qualifiers are frequently used for many proper names. Appendix A in SCIS Standards for Cataloguing and Data Entry gives the appropriate form for the qualifier for a named radio station.

Radio in Education

The term radio broadcasts is a non-allowed term, as per SCIS, 2011, each non-allowed term or phrase has a reciprocal USE reference directing the user to the allowed heading. Non-allowed terms with USE references are not shown in bold typeface. The USE reference for radio broadcasts directs users to the allowed term Radio in Education. The scope note for this term confirms that this subject heading is allocated to works on the use of radio as a teaching method such as this.

Local – History

This resource indicates that a significant theme is its use in local schools. Therefore the scope note for this subject heading confirms that it can be used for works on the collection and storage of local history materials – being how local schools used these broadcasts.

Wagga Wagga, (N.S.W) – History

According to SEN at SCHISSH Local – History, as well as Section 5.3 (SCIS, 2015), in assigning subject headings referring to place, the most specific names of cities and towns is to be used with the subdivision History.

 

Resource 2

A book of photographs depicting Australia’s military involvement in the war in Iraq in 2003.

Australia. Army-History

The main subject within this resource is the Australian military. The BT at SCISSH confirms that the subject heading ‘Australia. Army-History’ is to be used as the main subject heading, however the broader term recognised is ‘Australia – History, Military’.

War Photography

The UF at SCISSH confirms that the subject heading ‘War Photography’ is used for ‘ Military Photography’.

Iraq War, 2003-2010

The IN for this subject heading as per SCISSH confirms that it may be subdivided like World War, 1939-1945. Even though the book of photography only focuses on the year 2003, as per the guidelines (SCIS, 2011) in section 6.5.4 ‘Period Subdivisions’, it states that ‘SCIS is guided by the broad period spans found in the history schedules of Dewey Decimal Classification and Relative Index’.

 

Resource 3

A collection of sayings, on the themes of love, courtship and marriage, drawn from the novels of Jane Austen. An example of one such saying is, “It is truth universally acknowledged, that a single man in possession of good fortune, must be in want of a wife.”

Literature Collections

The UF term at SCISSH confirms that this subject heading may be used for collections containing extracts, just like this resource. The narrower terms also identifies quotations and romances, both of which are highlighted in the resource description.

Love Stories

Jane Austen is typically known for her romantic love stories. Therefore this genre heading is suitable to assign, particularly as this resource has themes of love, courtship and marriage. The scope note for this genre heading states that it is to be used for works of fiction including fictional films which are primarily about romantic love. Works in the genre include…Austen, Jane.

Austen, Jane – Adaptations

Section 6.6 SCIS, 2011 notes that model headings enable similar headings to have the same set of subdivisons applied where necessary. Example, Shakespeare, William has several subdivisions attached to enable an efficient search by users. Therefore the above subject heading assigned, as per section 6.6 may be devised by the cataloguer if needed. Adaptations is appropriate here as it can be used for extracts and paraphrases as well, which then can be used for quotations.

 

Resource 4

Gone missing! (title). A picture book in which the fictional story is told through a series of pictorial puzzles. The story is set in Dunedin in New Zealand where the Australian Rugby Union team has gone missing before a game against the New Zealand All Blacks. Dick Tracy, the famous fictional detective, teams up with the New Zealand police to solve the mystery and get the Australian team to the match on time. The Book won the Sports World Award for Fiction for Boys.

Dunedin, (NZ) – History

This story is set in Dunedin, a town in New Zealand. According to SEN at SCHISSH Local – History, as well as Section 5.3 (SCIS, 2015), in assigning subject headings referring to place, the most specific names of cities and towns is to be used with the subdivision History.

Rugby Union – Fiction

As per SCIS, 2015 section 5.5, ‘Themes in Fiction’ confirms that the Australian Rugby Union team is a specific theme that is entitled to be identified as a subject heading.

Picture books

The scope note for this subject heading confirms that it is to be used for fiction and non-fiction where the theme or subject matter is communicated primarily by pictures.

Illustration of books

With reference to ‘pictorial puzzles’, according to this scope note, this would be classed as a technique and therefore would be assigned under ‘Illustration of books’.

Sports World Award for Fiction for Boys

Under section 5.6 ‘Literary prizes’ SCIS 2011, resources that have won a literary prize are assigned the name of that prize as a subject heading.

Wallabies (Rugby Union Team) – Fiction

Under section 6 in the SCIS guidelines, headings that may be devised by the cataloguer consist of:

  1. proper names, for example names of individuals, peoples, places, organisations and projects
  2. common names belonging to well-known categories including sport, food, animals, chemicals, plants and vehicles.

Therefore, Wallabies has been assigned as a subject heading for this resource as it aligns with this. However, it also needs a qualifier as wallabies could also be noted as the animal, which in this case it isn’t.

New Zealand All Blacks (Rugby Union Team) – Fiction

‘Headings for proper names may be devised whenever appropriate, without an instruction to do so’ (SCIS, 2011) in section 6.1. Therefore New Zealand All Blacks would be assigned as it is an association such as a club or society. The long dash indicates a subdivision, ‘Fiction’ is the pertinent standard subdivision as confirmed by the specific example note at the heading ‘Fiction’ which indicates that this term can be used as a subdivision ‘to give access to topics within works of fiction’. Again a qualifier would need to be used to specify what team it is in reference to as New Zealand has many sporting teams named All Blacks.

Whilst the overview of this resource highlights the name of the famous fictional detective, Dick Tracy, it is current SCIS policy not to assign headings for fictional characters in works of fiction as stated in section 5.2 of SCIS 2015.

 

Resource 5

A biography of Annie Gunn, the first love of John Curtin who later became prime minster of Australia. The work examines the possible long term impact on John Curtin of Annie Gunn’s untimely death.

Gunn, Annie – Biography

Annie Gunn is the primary subject of this resource and therefore this subject heading is instinctively assigned. As per SEN at SCISSH biography, the individual who is the subject of the work is assigned an additional heading with their name.

Australia – Prime Ministers

SEN at SCISSH states that the subdivision Prime ministers under names of countries.

Curtin, John

According to SEN at SCISSH Australia – Prime ministers, see also names of individual Prime ministers.

Australian Labor Party

I have included this heading as John Curtin was the leader of this party, and because the resource examines the possible long term impact on him due to Annie Gunn’s untimely death, this would have inevitably impacted the way the Labor party and Australia was governed during this time.

 

References

SCIS. (2011). Overview and principles of SCIS Subject Headings. Education Services Australia. Retrieved from http://www2.curriculum.edu.au/verve/_resources/Overview.pdf

SCIS. (2015). Guidelines to Using SCIS Subject Headings. Education Services Australia. Retrieved from http://www2.curriculum.edu.au/verve/_resources/SCISSHguidelines.pdf