Cataloguing

ETL533 Assessment 4: Part D – Critical Reflection

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My understanding of digital literature has grown significantly over the last few months. From my early definitions to the creation of my own narrative, I’ve gained a solid understanding of what digital literature is, why it’s beneficial and how it can be implemented to support my school.

My preliminary definitions of digital literature focused on the distinction between the digital and the digitised (Lysaught, 2022, July 19; Lysaught, 2022, July 25). As my research progressed I consolidated these distinctions by combining Unsworth’s (2006, p.2-3) and Allan’s (2017, p.22-23) categories (Lysaught, 2022, August 7). Like my peers (Curtis, 2022, July 19), I believe digital literature should be quality and meet community needs, which led me to consider what makes quality digital literature (Lysaught, 2022, August 14) and to design my own evaluation criteria where I determined three key aspects: multimodality, interactivity, and connectivity (Lysaught, 2022, August 28). Self-evaluations and peer feedback reveals – despite the amateur multimodal features – mine’s an effective, quality text suitable for its intended purpose and audience:

Evaluation of The Shakespeare Chronicles

However, defining digital literature is arguably less important to teacher-librarians than understanding how to incorporate it effectively. Digital literature provides exciting opportunities to move students from passive consumers to active creators of content  (Morra, 2013, para.2; Kitson, 2017, p.66), and as new technologies and communication tools emerge, students require new literacies to ensure they’re critically consuming and ethically creating texts (Walker et al., 2010, p.214-216; Kearney, 2011, p.169; Leu, 2011, p.6-8; Mills & Levido, 2011, p.80-81, 89; Leu et al., 2015, p.139-140; Serafini et al., 2015, p.23; Combes, 2016, p.4). In 2009 students spent an average four hours a day online (Weigel, 2009, p.38); by 2015 US teens consumed between 6-9 hours of media a day (Common Sense Media, 2015, para.6), while Australian teens now spend an average of 14.4 hours a week online (eSafety Commissioner, 2021, p.4). Digital literature therefore harnesses our students’ preferences and familiarity with technological platforms (Figueiredo & Bidarra, 2015, p.323; Skaines, 2010, p.100-104; Stepanic, 2022, p.2; Weigel, 2009, P.38). Digital literature incorporating interactivity, multimodality, and connectivity can develop ‘nöogenic narratives’ wherein personal growth is achieved by viewing our lives as a story (Hall, 2012, p.97), a key element of the English syllabus (NSW Standards Authority, 2019, p.10). Research shows that educators can exploit digital narratives to create meaningful and authentic learning opportunities for students to create personal and academic growth (Bjørgen, 2010, p.171-172; Dockter et al., 2010, p.419; Hall, 2012, p.99; Reid, 2013, p.38-41; Smeda et al., 2014, p.19; Sukovic, 2014, p.222-226).

However, educators must carefully consider the purpose of integrating digital narratives into their programmes. While research reveals digital texts’ benefits supporting young, emerging, or struggling readers and developing transliteracy (Tackvic, 2012, p.428; Cahill & McGill-Franzen, 2013, p.32-33; Matthews, 2014, p.29; McGeehan et al., 2018, p.58), others raise issues regarding reading comprehension, retention, and attention (Cull, 2011, para.35-38; Goodwin, 2013, p.79; Jabr, 2013, p.5-30; McGuire, 2015, para.30-35). Technology should be used as a meaningful tool, not just as a gimmick. Monsen (2016) explored the idea that we are “quintessentially cyborgs” due to the symbiotic relationship between humanity and technology. My research into digital learning frameworks such as the SAMR model (Lysaught, 2022, August 6) revealed that effective implementation of technology should not replace, but co-exist with and supplement existing print literacies. Printed choose-your-own-adventure narratives arguably improve literacy (Chooseco & Hofmann, 2016, para. 8-9) and can be updated using digital features to form powerful digital texts (Farber, 2015, para.1-2). Thus, my own digital narrative was designed as an immersive, interactive, multimodal resource to develop students’ understanding of life in Shakespearean England while supplementing traditional print resources and online information sources.

Throughout ETL533 I have examined how I currently incorporate digital literature into our school and considered ways to increase this in future (Lysaught, 2022, July 31; Lysaught, 2022, August 7; Lysaught, 2022, August 13). As discussed with my peers (Macey, 2022, September 24; Barnett, 2022, September 27; Facey, 2022, September 29) difficulties arise surrounding cost-effectiveness, storage, access, and user preferences that often impede digital literature’s success in schools. Despite these challenges, after creating my own digital narrative I strongly believe that student-created digital texts can enhance their own learning and connections to content, and integrate well with Guided Inquiry units and literary learning (Lysaught, 2022, January 27; Lysaught, 2022, August 14; Lysaught, 2022, September 3; Lysaught, 2022, September 16). Peer feedback also supports this (Lysaught, 2022, September 3). Due to this unit I am more aware of my students’ discussions around digital literature (Lysaught, 2022, July 25; Lysaught, 2022, August 28), revealing these are powerful texts with which students are already engaging. Literature in digital environments allows teacher-librarians to show our value to our school community, as we can support time-poor staff as they include more captivating, rich resources and utilise digital narratives to support our students with various interests and literacy needs.

 

 

Word count: 806

Reference list: https://thinkspace.csu.edu.au/allyoureadislove/2022/10/04/etl533-assessment-4-reference-list/

ETL505 Assessment 3 Part C: Genrefication Essay

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The literature provides good arguments for arranging primary school library collections by genres. Is this also the case for high school library collections? Choose two of the advantages and disadvantages mentioned in the literature and critically discuss these in relation to arranging a high school library collection by genres.

When deciding to genrefy a high-school library’s collection, teacher-librarians should consider the multiple roles a library performs within a school community, the specific needs of their adolescent users, and which aspects of genrefication (if any) best suit these purposes and user needs. While genrefication has gained popularity amongst practitioners for its ability to increase circulation and promote lifelong reading habits, issues around logistics and lack of standardised organisation remain.

Genrefication is a relatively new topic in information sciences (Outhouse, 2017, p.43). Broadly speaking, genrefication constitutes organising resources by a system other than the traditional Dewey Decimal Classification (DDC) (Outhouse, 2017, p.44). Organisation can be based on resources’ formats, literacy levels, subject headings (such as those assigned by SCIS), or literary genres (Wall, 2019, p.11). Genrefication exists on a spectrum, from labelling books in their original DDC location, to separating ‘mini-collections’ in distinct displays, to completely reorganising the layout and position of resources (National Library of New Zealand, n.d., para.33-36; Gray, 2019, p.25; Wall, 2019, p.11). There is also an imbalance in the treatment of fiction and non-fiction collections in genrefication discussions, with greater emphasis on its benefits to fiction collections (Wall, 2019, p.11).

School librarians espouse numerous benefits to genrefying their collections. Increased circulation statistics are cited as one crucial benefit (Gray, 2019, p.18-22). Many practitioners claim that genrefication has made their collections more accessible and more appealing (Davenport, 2017, p.7; Dawson, 2019, p.23; Mathur, 2019, p.6; Wall, 2019, p.14; Davenport, 2021, p.12). Hider (2018, p.24) argues that effective information resource description should help users obtain information, and librarians should therefore understand their users’ specific needs. In high-schools, when student pleasure-reading declines (Dickenson, 2014, p.10), genrefying fiction can be a game-changer. Many teenagers prefer to browse to find interesting and relevant resources (Bessman Taylor et. al., 2019, p.862); therefore, organising fiction according to similar subjects or themes is a useful way to promote positive reading habits in adolescents. Pleasure-reading has numerous academic and social benefits which overcome socio-economic disadvantage (Krashen, 2011, p.1-9), and research shows that access to reading materials increases adolescents’ reading motivation (Manuel and Carter, 2015, p.126). Therefore, genrefication supports adolescent information behaviours, encouraging browsing and selection of resources relevant to their needs, interests, and abilities.

While reading promotion is one aspect of high-school librarianship, promoting information literacy is also crucial. Forsaking standardised methods of organisation like the DDC is a frequent objection to genrefication (Gray, 2019, p.23; Wall, 2019, p.13) since students require the skills to navigate standardised systems utilised by most libraries worldwide. Greater emphasis is placed on genrefication’s benefits to fiction than on non-fiction collections, possibly because the DDC already groups similar resources by discipline to facilitate browsing (Hider, 2017, p.193). However, Outhouse (2017, p.36) argues the DDC is not a browsable system for today’s students due to its technical nature. The DDC has been described as a ‘secret code’ that students today do not understand (LaGarde, 2018, para.10). Outhouse (2017, p.41-42) argues that one of the DDC’s faults is that it is difficult for young children to search effectively due to its reliance on mathematical knowledge and seemingly unrelated subject order; high-school students with poor numeracy or pre-existing negative perceptions about the library would likewise be frustrated by its complicated numerical classification system. Some high-school teacher-librarians have therefore partially genrefied their non-fiction resources to support specific subject areas such as English, or to support specific groups of students, such as senior students (Dawson, 2019, p.23).

One frequently cited disadvantage of genrefication relates to the logistics of such reorganisation. Rearranging sections of a collection, let alone the entire library, takes time, effort, money, and training to ensure effective organisation and cataloguing of the changes (Gray, 2019, p.24; Mathur, 2019, p.6; Wall, 2019, p.14). However, LaGarde argues that if we value improving our users’ reading experiences and volume, then genrefication is worth prioritising (2018, para.26). Yet it must be stated that by replacing the ‘secret code’ of the DDC with genre classifications such as those assigned by SCIS, teacher-librarians might just be replacing one code with another, and replacing the standardised DDC subject groupings with another, non-standardised genre grouping (such as SCIS categories) might not suit all texts and users (Hamm, 2019, para.1; Wall, 2019, p.14), especially considering recent trends towards genre-blending (Barone, 2010, p.15-17). The ongoing flexibility needed to maintain a genrefied collection and keep it up-to-date with teen reading needs and expectations might be more than some teacher-librarians are willing or capable of providing.

Teacher-librarians considering genrefying their own collections should thus weigh the benefits to their specific clientele against the logistical realities of such an undertaking. They may choose to genrefy ‘mini-collections’ or to label resources in their current DDC position, using SCIS categories and user input as a guide. Ultimately teacher-librarians must use their technical expertise alongside their knowledge of their specific users’ needs, abilities, and interests to make the right decision for their context.

 

Reference List

Barone, D. M. (2010). Children’s literature in the classroom: Engaging lifelong readers. Guildford Publications.

Bessman Taylor, J., Hora, A., Steege Krueger, K. (2019). Self-selecting books in a children’s fiction collection arranged by genre. Journal of Librarianship and Information Science, 51(3), 852-865. https://doi.org/10.1177/0961000617743088

Davenport, S. (2017). Genrefying the fiction collection. Connections, 102(3), 6-7. https://www.scisdata.com/media/1511/connections102.pdf

Davenport, S. (2021). Genrefication 3.5 years later: Reflections. Connections, 117(2), 12-13. https://www.scisdata.com/media/2283/scis_connections_117_web.pdf

Dawson, T. (2019). Genrefying nonfiction at Parkes High School. Scan, 38(2). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/make-a-difference-mad-spotlight-on-teacher-librarians#tabs1

Dickenson, D. (2014). Children and reading: literature review. University of Western Sydney, Australian Government, and Australia Council for the Arts.

Gray, M. (2019). Genre fiction collections in Australian school libraries. Scan, 38(10). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genre-fiction-collections-in-australian-school-libraries

Hamm, S. (August 5, 2019). Why I chose not to genrify the fiction section. Teen Services Underground [blog]. https://www.teenservicesunderground.com/why-i-chose-not-to-genrify-the-fiction-section/

Hider, P. (2018). Information resource description: Creating and managing metadata (2nd ed.). London: Facet.

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

LaGarde, J. (October 24, 2018). Genrefying your collection without changing call numbers. The Adventures of Library Girl [blog]. https://www.librarygirl.net/post/genrefying-your-collection-without-changing-call-numbers

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers’ reading practices and preferences. Australian Journal of Language and Literacy 38(2), 115-128.

Mathur, P. (2019). Genrefication @ The Kings’ School Senior Library. Scan, 38(9). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genrefication—the-kings-school-senior-library

National Library of New Zealand (n.d.). Arranging library fiction by genre. https://natlib.govt.nz/schools/reading-engagement/libraries-supporting-readers/arranging-library-fiction-by-genre

Outhouse, A. R. K. (2017). Genrefication: Introducing and explaining the exponential trend in public and school libraries. https://cdr.lib.unc.edu/concern/masters_papers/kk91fq479

Wall, J. (2019). Genrefication in NSW public school libraries: A discussion paper. Scan, 38(10). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/genrefication-in-nsw-public-school-libraries

ETL505 3.2: Metadata Quality – Authority Files

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Take some time to explore the Library of Congress authority files, particularly its “Help on Searching Authorities“. Search the authority file for the subject, name and title authority headings for your favourite topic, author and book. Are they included in the authority files?  If you haven’t been able to find them, do you have any thoughts about why they are not there?

I typed in one of my favourite historical figures, Agrippina the Younger. As you can see I got an overwhelming number of results, most of which were not relevant to my search due to the fact that so many ancient Romans shared the same name:

When I clicked the first option it showed me a cross-reference for Agrippina, Minor:


Most users wouldn’t search for this particular Agrippina using these terms but it was interesting to see that it was still listed as a possible access point for the users who might.

Once I found the correct Agrippina, I was intrigued by the number of headings that Library of Congress had created in anticipation of user searches, including her historical roles, her fictional representation, and resources in different languages:


When I clicked on the MARC record I was completely overwhelmed by the layout and what all the numbers could mean. The labelled display option was a little easier to read, but it just goes to show how this is really like learning a whole new language!


Interestingly, one of the texts I read while studying and teaching Agrippina the Younger – Anthony Barrett’s Agrippina: Sex, Power, and Politics in the Early Empire (1996) – had the subject headings

  • Agrippina, Minor, 15-59
  • Empresses — Rome — Biography
  • Rome — History — Julio-Claudians, 30 B.C.-68 A.D.

which, as stated above, would limit the number of people recalling this resource since most would now use the search terms Agrippina the Younger when searching for resources on this topic. This reinforces Hider’s point that metadata doesn’t always support user needs (2018, p.101).

ETL505 2.1: Tools of Library Organisation – Federated Search Systems

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Conduct a search on Primo or Trove to see the wide range of sources that are brought together by these federated search engines. What have you observed?

Inspired by our recent spate of bad weather, I decided to search for information about Camden’s history of flooding by using the phrase “Camden floods” to search Trove’s databases.

I found it interesting that Trove organises the results by categories. The Newspapers & Gazettes, Magazines & Newsletters, and Images, Maps & Artefacts sections would be very useful for people researching local or family history, but they could be potentially overwhelming for our students (especially those with literacy issues). Each category only shows three resources and while it is possible to click a button to view more results in that category, I can’t see many of my students doing this. Nonetheless, it presented me with some interesting resources which satisfied my curiosity and taught me something about my home town. Some of my favourites were an article dating from 1890, and historic photos from the 40s and 50s. I wouldn’t necessarily be able to find these resources searching via Google!

Because of the apparent usefulness of these resources to genealogists, I decided to type my last name in to see what would appear. The first result was an article from The Sun in 1926 about one of my ancestors’ weddings – a lovely surprise! I can see myself having a lot of fun with this wonderful resource! Clicking through on one article I could see that it had a scan of the original article, next to a transcription which had been indexed into the database. One thing I noticed is that spelling of the indexed resources will make a difference to the search results. Because my ancestors were illiterate Irish convicts there’s a lot of ways our last name can be spelled in the records, as you can see from this article about a rather exciting and tragic thunder storm in 1861:

No wonder our students can feel overwhelmed when they are researching and choose the convenient first options regardless of relevance and quality. I guess it goes to show how important it is for us to teach a variety of search strategies, such as how to use filters and boolean operators to narrow down a search.

ETL505 2.1: Tools of Library Organisation – Library Catalogues

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Go to the SCIS website https://www.scisdata.com/ then click on ‘Login’ in the right-hand panel.  Use your SCIS username and password to access SCIS Data.  Click on ‘Search’ and you will be in the SCIS catalogue (or SCIS database) which contains all the catalogue records created by SCIS for school libraries.  Guidance on using this catalogue is available at ‘Help’.

Locate three catalogue records of interest to you and explore which elements can be searched in this particular catalogue, and which elements describe a resource’s information content.  It is best to search for records from 2014 onwards to see recent examples of SCIS records.

 

Since I’m teaching HSC English Extension this year, I figured I’d search for some resources relevant to this course.

Search for Pettersson, B. (2016). How literary worlds are shaped: a comparative poetics of literary imagination.

This search was straightforward, with only two records describing this particular source (for a 2016 and a 2018 edition). Here are the record details for first one I chose:

SCIS number: 1898439
ISBN: 9783110483475
Main author: Pettersson, Bo.
Publisher: Berlin, De Gruyter, 2016
Publication date: 2016
Series: Narratologia ; 54
SCIS subjects: Literature, ComparativeLiterature–History and criticism
ScOT subjects: Literary criticism
Dewey: 809 PET
Description: viii, 326 pages.
Content type: text
Format: volume
Language: English
Additional terms
Learning area: Humanities and Social Sciences, English
Type: Book

Summary
Literary studies still lack an extensive comparative analysis of different kinds of literature, including ancient and non-Western. How Literary Worlds Are Shaped. A Comparative Poetics of Literary Imagination aims to provide such a study. Literature, it claims, is based on individual and shared human imagination, which creates literary worlds that blend the real and the fantastic, mimesis and genre, often modulated by different kinds of unreliability. The main building blocks of literary worlds are their oral, visual and written modes and three themes: challenge, perception and relation. They are blended and inflected in different ways by combinations of narratives and figures, indirection, thwarted aspirations, meta-usages, hypothetical action as well as hierarchies and blends of genres and text types. Moreover, literary worlds are not only constructed by humans but also shape their lives and reinforce their sense of wonder. Finally, ten reasons are given in order to show how this comparative view can be of use in literary studies. In sum, How Literary Worlds Are Shaped is the first study to present a wide-ranging and detailed comparative account of the makings of literary worlds.

Author notes
Bo Pettersson, University of Helsinki, Finland.

Search for Le Guin, U. K. (1969). Left Hand of Darkness.

This search gave me more results, since there have been multiple editions/formats published as well as criticisms and study guides. Interestingly, many of the top results when sorted by Relevance were not the text itself but study guides.


The record details for the edition that I’m using with my students are:

SCIS number: 1830065
ISBN: 9781473221628
Main author: Le Guin, Ursula K.
Publisher: London, Gollancz, 2017
Publication date: 2017
Series: SF masterworks
SCIS subjects: Life on other planets–FictionSex differences–FictionCivilisation–FictionHugo AwardNebula Award
ScOT subjects: AliensGender (Physical characteristics)Society
Dewey: F LE
Description: 304 pages.
Content type: text
Format: volume
Notes: First published: 1969. Winner of the Hugo and Nebula Awards.
Genre: Science fiction.
Language: English
Additional terms
Type: Book
Summary
Genly Ai is an ethnologist observing the people of the planet Gethen, a world perpetually in winter. The people there are androgynous, normally neuter, but they can become male ot female at the peak of their sexual cycle. They seem to Genly Ai alien, unsophisticated and confusing. But he is drawn into the complex politics of the planet and, during a long, tortuous journey across the ice with a politician who has fallen from favour and has been outcast, he loses his professional detachment and reaches a painful understanding of the true nature of Gethenians and, in a moving and memorable sequence, even finds love…
Series
1 Rocannon’s world
2 Planet of exile
3 City of illusions
4 The Left hand of darkness
5 The Dispossessed
6 The Word for world is forest
7 Four ways to forgiveness (Collection)
8 The Telling
Author notes
Ursula K. Le Guin was born Ursula Kroeber in Berkeley, California on October 21, 1929. She received a bachelor’s degree from Radcliffe College in 1951 and a master’s degree in romance literature of the Middle Ages and Renaissance from Columbia University in 1952. She won a Fulbright fellowship in 1953 to study in Paris, where she met and married Charles Le Guin. Her first science-fiction novel, Rocannon’s World, was published in 1966. Her other books included the Earthsea series, The Left Hand of Darkness, The Dispossessed: An Ambiguous Utopia, The Lathe of Heaven, Four Ways to Forgiveness, and The Telling. A Wizard of Earthsea received an American Library Association Notable Book citation, a Horn Book Honor List citation, and the Lewis Carroll Shelf Award in 1979. She received the Medal for Distinguished Contribution to American Letters in 2014. She also received the Nebula Award and the Hugo Award. She also wrote books of poetry, short stories collections, collections of essays, children’s books, a guide for writers, and volumes of translation including the Tao Te Ching of Lao Tzu and selected poems by Gabriela Mistral. She died on January 22, 2018 at the age of 88. (Bowker Author Biography)

Thoughts:

While most of this information wouldn’t be used as an access point for someone searching for this resource, it would nonetheless help narrow down during the selection FRBR task.

On a side note, I love that SCIS often provides links to the Google Books version of the resource. I’ve found that accessing the Google Books samples (where possible) has helped me make the decision about whether a resource is relevant to my needs or not.

ETL505 1.1: The Need For Information Resource Description

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Why is it necessary for information agencies such as school libraries to organise information?

One of the key functions of the school library as an information agency is to ensure that our patrons can easily and efficiently access what they need, when they need it. We therefore need to organise our information effectively to:

  • avoid patron ‘infowhelm’
  • provide the right book to the right reader at the right time
  • reduce time wasted spent looking for resources
  • reduce dissatisfaction with library staff, services, and resources
  • support time-poor teachers
  • support reluctant students who might be turned off by inefficient organisation or difficulty locating resources
  • ensure equitable access to information i.e. give all users the skills and confidence to fulfil their information needs
  • ensure effective use of materials and justify costs
  • maintain our professionalism and advocate for our value to the learning community
  • keep up with a changing information landscape and ensure continued relevance