1.1 Introduction

Information organisation is not a particularly visible activity, and can be quite specialised. This subject asks a lot of basic questions about the organising of information.

• Why is it needed?
• What does organising information entail?
• Why is it important for the effective operation of school libraries and other information agencies?
• What happens if we don’t organise information effectively?
• What are the best ways to organise information?
• Why do teacher librarians need to have an understanding of this area?

Activity

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

Think about this question in the context of your own experience of libraries. You might not be working in a library, but you probably have used one.

Write your answer to the question in a few sentences or dot points. Post these on the discussion forum, so other students can think about different answers and post their own views. Think about how your answer to this question compares with what other students have written.

Most of my views resonate with comments and reflections already made. I particularly like Christie Smith’s insights from the viewpoint of patrons, alongside Annika Sauvage-Wimberley’s references to Primary students and their ability to access resources appropriately.

Having taken over a library with six ‘librarians’ in five years (a combination of adults available, some of whom were teachers, some of whom were not, all of whom clearly had no idea how to use a Library Management System…) I would say it is essential for school libraries to organise information for the following reasons:

Patron accessibility: Students, staff, and other patrons who access the school libraries must be able to use them effectively and efficiently to find resources for pleasure or research.

Consistency: We have three libraries, and a consistent approach to organisation means that patrons moving through the school can continue using the spaces and resources based on their previous understanding and skills.

Relevance: Being aware of up-to-date library resources means that libraries continue to develop and support the current curriculum and patrons’ educational journey. This allows resources to remain relevant and accurate.

Advocacy: A well-run library creates the required research for all. This helps support budget requests, justification for resources and the need to expand or develop the spaces further.

Read

The prefaces (pp. xiii-xvi) to your textbook Hider, P. (2018), Information resource description: Creating and managing metadata (2nd ed.). London: Facet.

The primary aim of the school library is to serve as an effective, essential, and integral component of the school’s educational programmes. The teacher librarian’s role involves collaborating with teachers and students in areas such as information literacy, information technologies, cooperative planning, teaching, and curriculum development. Additionally, the teacher librarian is responsible for developing and maintaining a collection that aligns with the curriculum and caters to the needs, interests, and abilities of the school community.

However, the effectiveness of the teacher librarian’s role can be significantly undermined if users cannot easily access relevant information within the collection. This can lead to underuse of the information and a negative perception of the collection and its access methods. Therefore, an important aspect of the teacher librarian’s role is to ensure that appropriate and efficient systems for retrieving information from the collection are in place and meet the needs of the users.

1.2 Retrieval of information

Read

Chapter 1, ‘Definitions and scope’ (pp. 1-21) of Hider, P. (2018), Information resource description: Creating and managing metadata . (2nd ed.). Facet Publishing.

Scope and Purpose

The chapter defines the book’s aim to explore the description of information resources within the contemporary information landscape. It clarifies that the book will address information resources created primarily for their informational value, such as books, e-books, websites, and other digital media, rather than resources with primary functions unrelated to information, like vacuum cleaners.

Information Resources

The text explains that information resources are any entities that convey data, information, knowledge, or wisdom. These resources serve as communication tools designed to disseminate recorded information, which can be accessed and reused over time.

Resource Description

The focus of the book is on descriptions that help users find, identify, select, obtain, and explore information resources. Such descriptions are intended to facilitate practical use, connecting people with resources that match their needs.

Metadata

Metadata is described as data about data, essential for the management and retrieval of digital information resources. The book discusses various types of metadata, including administrative, structural, and discovery metadata, each serving different functions to support resource use. It refers to Haynes’ ‘six-point model of metadata’ (2018).

Elements, Values, Format, and Transmission

Metadata creation involves selecting appropriate elements (attributes), recording values (specific information), and ensuring that the format and transmission methods are compatible with retrieval systems. Effective metadata should be accurate, intelligible, and formatted to meet the needs of both people and machines.

Managing Metadata

Managing metadata involves obtaining it from external sources, converting it into compatible formats, improving its quality, presenting it effectively to users, preserving it for future use, and exchanging it according to standards. This requires an understanding of user contexts and the functions of metadata.

Contemporary Information Environment

The chapter highlights the impact of the digital revolution on the information environment, which has increased the volume of recorded information and necessitated effective metadata management. It discusses the continuing relevance of traditional practices alongside new digital methods.

Information Organization

The field of information organization involves the intellectual and physical arrangement of resources to facilitate access. This includes categorising, labelling, and indexing resources. The chapter provides a brief history of how these practices have evolved, particularly within libraries, archives, and museums.

User Involvement and Web Technologies

The rise of Web 2.0 has enabled users to participate in metadata creation, introducing new opportunities and challenges. The chapter also mentions the potential of the Semantic Web, which aims to enhance data linking and retrieval by making web data comprehensible to computers.

Future Prospects

The book aims to explore the future of information resource description, balancing traditional methods with innovative approaches in the digital age. The goal is to provide efficient access to information resources while adapting to evolving technologies and user behaviours.

In summary, the chapter sets the foundation for understanding the description and organisation of information resources, highlighting the importance of metadata, the impact of the digital information environment, and the evolving practices in the field.

1.3 Functions of metadata

Librarians have a long history of describing resources in their collections, which historically focused on printed books and journals. With technological advancements, libraries began to include a wider range of materials like photographs, sound recordings, films, and videos. By the 1970s, the term ‘materials’ or ‘resources’ replaced ‘books’ or ‘volumes’ in describing collections, reflecting the broader array of items catalogued.

The digitisation of information has significantly expanded library collections, introducing new multimedia resources like websites. Modern librarians manage and describe diverse types of information resources that were unimaginable a generation ago, as seen in platforms like the National Library of Australia’s Trove.

Different types of information resources have unique attributes affecting their description. For instance, a video cannot be described by pages, a map lacks running time, and a website has a URL. The nature of the resource also impacts access methods; maps might use grid indexing, while text indexing is expected but challenging for images and sound.

Library catalogues have adapted to these changes, with evolving objectives and functions. Charles Cutter’s nineteenth-century guidelines on cataloguing, emphasising title, author, subject, and edition, remain relevant but have expanded to include numerous other descriptive elements, especially for non-book resources.

Read

Chapter 2, ‘Information resource attributes’ (pp. 23-41) of Hider, P. (2018). Information resource description: Creating and managing metadata (2nd ed.). Facet Publishing.

Introduction
This chapter focuses on metadata elements, which describe various aspects (attributes) of information resources like title, author, subject, and size. It highlights the importance of certain attributes over others in providing information access.

Describer and User Contexts
Metadata creation is inherently biased, influenced by the creator’s perspective and motives. It is essential for metadata creators to consider the needs of both direct users (e.g., a parent looking for a book for their child) and intermediaries (e.g., a librarian assisting a patron). Understanding the target audience’s information needs and behaviour is critical. User research can help tailor metadata to meet these needs effectively.

Information Resource Contexts
Information resources are designed for specific uses, which metadata creators can anticipate. The chapter introduces the FRBR (Functional Requirements for Bibliographic Records) model, which categorises information resources into four entities: works, expressions, manifestations, and items (WEMI). This model helps understand different levels of abstraction and is instrumental in describing resources accurately.

Functions of Metadata
Metadata supports five user tasks: finding, identifying, selecting, obtaining, and exploring information resources. These tasks, derived from the FRBR model, are crucial for designing effective information organisation systems. The FRBR model aims to provide a framework for various information resources, extending beyond traditional library materials.

Finding Resources
When searching for resources, users typically use attributes like titles, authors, subjects, and identifiers. Identifiers are unique and precise, making them ideal for pinpointing specific resources. Names and titles are more commonly used but may not always be unique. Understanding user search strategies and goals helps in creating effective metadata for resource discovery.

Identifying Resources
After retrieving a record, users need to identify if it matches their requirements. Accurate and comprehensive descriptions are necessary for this. Identifiers, titles, authors, publication details, and format play a significant role in this process. Metadata helps save users time by providing clear and detailed descriptions, reducing the need for further verification.

Selecting Resources
Selection occurs when users choose from multiple resources based on attributes such as subject matter, quality, currency, and format. Users may read abstracts, reviews, and ratings to determine relevance. Relevance criteria, including aboutness, accuracy, credibility, and style, vary depending on the context and user needs.

Obtaining Resources
Metadata should provide information on how to obtain resources, including their physical or virtual location. This function primarily operates at the item level, as users need specific details to access resources. Attributes like location and access information are critical in this regard.

Exploring Resources and Collections
Users explore resources by navigating through linked records and cross-references in information organisation systems. This process helps them understand relationships between resources and discover relevant information within a collection. Attributes important for exploration include subjects, authors, and relationships between works, expressions, and manifestations.

From Attributes to Elements
The chapter concludes by discussing the importance of describing key attributes in metadata. Challenges in metadata creation include the availability of accurate values and the relevance of attributes to specific resources. The next chapter will focus on the tools and systems that use metadata.

Detailed Breakdown:

Describer and User Contexts

• Bias in Metadata: Metadata is influenced by the creator’s perspective, making neutrality challenging.
• User Research: Essential for understanding information needs and behaviours to create effective metadata.
• Dual Audience: Metadata serves both direct users and intermediaries, necessitating a comprehensive approach.

Information Resource Contexts

• Resource Design: Information resources are created for specific purposes, which can guide metadata creation.
• FRBR Model: Categorises resources into works, expressions, manifestations, and items (WEMI), providing a structured way to describe resources.

Functions of Metadata

• User Tasks: Finding, identifying, selecting, obtaining, and exploring are key tasks supported by metadata.
• Applicability: The FRBR model’s user tasks are applicable across various types of information resources, not just library materials.

Finding Resources

• Search Strategies: Users use attributes like titles, authors, subjects, and identifiers to search for resources.
• Identifiers vs. Names: Identifiers are precise, while names are more common but may lack uniqueness.
• User Context: Understanding how users search for resources helps in creating effective metadata.

Identifying Resources

• Accurate Descriptions: Necessary for users to confirm if a resource meets their needs.
• Key Attributes: Titles, authors, identifiers, and publication details are crucial for identifying resources.

Selecting Resources

• Relevance Criteria: Attributes like subject matter, quality, currency, and format influence user selection.
• Content Descriptions: Abstracts, reviews, and ratings help users assess relevance.
• Variety of Attributes: Different attributes are important in different contexts, making selection criteria complex.

Obtaining Resources

• Access Information: Metadata should include details on how to obtain resources, focusing on physical or virtual location.
• Item-Level Focus: Obtaining typically pertains to specific items within a resource.

Exploring Resources and Collections

• Navigating Links: Users explore collections through linked records and cross-references.
• Holistic View: Understanding relationships between resources helps users explore effectively.

From Attributes to Elements

• Challenges in Metadata Creation: Include determining the importance of attributes and ensuring accurate values.
• Future Focus: Next chapter will discuss tools and systems using metadata for organisation and access.

Watch

Andrea Lorenz’s FRBR simplified is a well-received attempt at a simple explanation of FRBR. In Module 3 we will see a more detailed explanation from Robert Maxwell.

Introduction to Ferber
Ferber, or Functional Requirements for Bibliographic Records, is a conceptual model aimed at enhancing the understanding of bibliographic data. It is distinct from cataloguing rules such as AACR2 or MARC, as it does not replace these systems but offers a new way to think about how books and related resources exist worldwide.

Conceptual Framework
Ferber is not merely theoretical; it provides a framework for categorising and understanding the relationships between various forms of literature. When searching for a work like “Hamlet,” you might encounter multiple related resources, such as books, adaptations, and criticisms. Ferber seeks to clarify these relationships rather than organizing them into rigid categories.

Layers of Relationships
Using the example of “Wuthering Heights,” Ferber distinguishes between different levels of bibliographic relationships:

• Work: The original story or concept (e.g., “Wuthering Heights”).
• Expression: The specific written form (e.g., the text as written by Emily Brontë).
• Manifestation: The physical copy (e.g., a specific edition published in 1992).
• Item: The actual book in hand, which is a tangible representation of the manifestation.

These elements are interconnected, emphasiSing that each item is a copy of a manifestation, which contains an expression that conveys the original work.

Diagrams and Relationships
Diagrams can help visualize the relationships among different works. For example, multiple editions of “Hamlet” can fall under the same work category, while derivative works (like adaptations or translations) represent new expressions. Cataloguing rules define the boundaries between works and expressions, indicating when a derivative work becomes a new entity.

Practical Implications
Understanding Ferber is essential for cataloguing professionals. It influences how catalogues are structured, aiming to enhance the user experience by allowing patrons to easily find all works related to a particular title, such as “Hamlet.” As cataloguing standards evolve, Ferber concepts will likely inform future developments.

Real-World Application
LibraryThing is a modern example of a catalogue that uses Ferber’s principles. It organizes works, manifestations, and expressions in a way that highlights their relationships, making it easier for users to navigate the bibliographic universe.

Conclusion
While Ferber may seem complex, its goal is to provide a clearer understanding of how bibliographic records relate to one another, especially as the cataloguing field evolves. Continued discussion and exploration of this model will be needed as cataloguing practices change.

 

Activity

Determine some elements or attributes that might be useful for the purposes of discovering and retrieving a particular resource of interest to you, for example the prescribed textbook for this subject. Review these elements in light of the five FRBR user tasks—are they useful for all five user tasks, or for some tasks more than others? Post your comments on the discussion forum.

Considering the five user tasks and how they are navigated with our patrons, there are certain tasks that we have found ourselves focusing on more than others:

Find: This is an area that I have had to really teach to the students and staff. Previously, there has been a LMS used at school for cataloguing but no set-up in terms of patron interface and interaction for finding resources. We have changed a lot of our cataloguing formats to make resources clearer for patrons to find, which has made a huge difference. For us being short-staffed, the find and identify user tasks are our most important. Without this, we would have spent so much time supporting patrons and would have been unable to process other tasks.

Identify: Having clearer sublocations and labelling to help patrons once they have found what they are looking for has supported the daily running and management of the library.

Obtain: Another area we have introduced is self-checkout and self-check-in. It has been non-negotiable and is in place even when library staff are absent, as the expectation is for the library to stay open. Needless to say, it has been semi-successful. For our patrons, this area of focus is still developing and requires constant recapping.

However, I will say that all five user tasks work hand-in-hand. Without the understanding of how to find and obtain, selection wouldn’t work so successfully and, without a knowledge and confidence in the first four, exploration (and enjoyment) of the resources available wouldn’t happen!

1.4 Who organises information

Librarians and other information professionals create resource descriptions, but increasingly, anyone can describe information resources online. This course will focus on tools and systems for information resource discovery, like library catalogues, typically managed by professionals, though this is changing.

Historically, librarians have been describing resources for as long as they have built collections, and professionals have indexed books and other resources well before digital equivalents. Metadata professionals’ methods depend on their agencies, with library cataloguers following standards developed over two centuries and archivists using different standards due to the distinct functions and resource types of libraries and archives.

Recent efforts aim to establish universal standards across information domains, especially online. Despite this, traditional indexing practices remain. New roles in information organisation now often involve managing metadata from various sources, with titles like metadata librarians, managers, and specialists becoming more common.

Read

Chapter 4, ‘Metadata sources’ (pp. 73-92) of Hider, P. (2018). Information resource description: Creating and managing metadata (2nd ed.). Facet Publishing.

Resource Creators Creators of information resources often include basic metadata (e.g., title, name, date) as part of the resource itself. This metadata might be integral to the resource, like a title on a manuscript or credits in a film. Sometimes, metadata is created unintentionally, like a memo that becomes a record in an archive. The advent of computers and the internet has simplified the creation and dissemination of metadata through tools like desktop publishing applications and meta tags. Creators can now easily add tags to resources they upload to platforms like YouTube and Vimeo.

Publishers Publishers add their own metadata to resources created by others, such as blurbs for books. They disseminate metadata to retailers, libraries, and search engines. The rise of self-publishing allows creators to add extensive metadata independently. Search engines and platforms like Google Books index metadata and content, facilitating resource discovery.

Information Professionals Librarians, archivists, and curators enhance access to information through catalogues, finding aids, and indexes. These professionals manage vast collections, both physical and digital. While some focus exclusively on metadata creation, others manage information in various forms, ensuring accessibility and usability. This expertise often involves collaboration with IT specialists and continuous professional development.

Library Cataloguing Cataloguing is a specialised form of indexing. Historically, libraries maintained their own catalogues, but centralised sources like the Library of Congress have reduced this need. Nevertheless, original cataloguing remains necessary for unique materials. Cataloguers are now evolving into metadata librarians, dealing with a broader array of digital resources and metadata formats.

Metadata Librarianship Metadata librarians manage various information organisation systems, integrating and ensuring the interoperability of these systems. They handle different metadata formats and standards, moving beyond traditional cataloguing to include management and creation of non-traditional metadata.

Indexing and Abstracting Professional indexers create indexes for both individual resources and bibliographic databases. They often work freelance, also engaging in abstracting, copy editing, and technical writing. Analytical indexes, created by human indexers, remain valuable even in the digital age, complementing automated text search functions.

Archival Description Archival description is crucial for managing unique materials. Archivists create detailed metadata to ensure resource accessibility. Standards are becoming more relevant as finding aids move online, balancing quality and efficiency.

Records Management Records managers handle current records, often electronic, ensuring accessibility and compliance with legal requirements. Their methods are similar to those of archivists, focusing on accuracy and thoroughness.

Museum Documentation Museum documentation, traditionally managed by subject experts, now includes metadata specialists for online collections. High-quality metadata enhances virtual visits to museums.

Information Architecture Information architects organise digital resources on intranets and websites, making them findable and usable. This field emerged during the dot-com boom and remains crucial for effective online presence.

End-Users End-users contribute metadata through comments, reviews, and tags on platforms like Amazon and YouTube. Social tagging, where users add tags to resources, has democratized indexing. While it has challenges, such as inconsistent quality, it provides valuable perspectives and complements professional indexing.

Computers Computers can generate metadata for digital resources, though their ability to interpret content is limited. Automatic indexing and classification remain research areas, with computers complementing human indexers. Clustering algorithms and tools like DBPedia aid in creating knowledge structures, but human expertise is still superior for complex tasks.

 

Hider offers a comprehensive overview of metadata sources and creators, reflecting our information-driven society. Metadata originates from various sources, serving diverse needs and information agencies. These sources have traditional forms that have evolved with the online environment.

The initial sections on resource creators and publishers describe traditional metadata and more specific metadata for the online environment.

The sections on information professionals, library cataloguing, and metadata librarianship are particularly relevant to schools and school libraries. The first three paragraphs on information professionals discuss issues related to providing access to information in school libraries. Teacher librarians develop physical and digital collections, assist teachers and students in improving their information-seeking and literacy skills, and ensure effective information retrieval tools are available. As noted in section 1.1 of this module, teacher librarians usually do not focus on resource description, which is generally outsourced to specialists within information agencies.

Library catalogues, or OPACs (online public access catalogues), remain vital for information access in school libraries. Although catalogue records are typically obtained from central suppliers, teacher librarians may occasionally need to create catalogue records. Cataloguers create records for a broad range of materials, including online resources, while metadata specialists generate metadata for online resources in educational databases tailored for schools.

The section on end-users is increasingly relevant to school libraries. The digital environment allows teacher librarians, teachers, and students to add metadata to educational resources as end-users. Suggested reading or interest levels, unit names, and student reviews (especially for fiction), are sometimes added to records in school library catalogues.

Activity

The Schools Catalogue Information Service (SCIS) https://my.scisdata.com/

Consider

If teacher librarians don’t normally create metadata, such as catalogue records, why do you need to have an understanding of information resource description?

Most Australian school libraries use the Schools Catalogue Information Service (SCIS) for their catalogue records. Others may utilise alternative sources such as State or Territory library services, Libraries Australia, the Library of Congress, or other metadata agencies.

Teacher librarians need to understand more than just downloading records into a catalogue. Knowledge of the principles of information resource description allows you to appreciate the importance of good cataloguing for resource access. It helps you evaluate the effectiveness of access provided by your school library’s catalogue and educational databases, and how to best utilise and enhance that access.

This subject does not train you to be a metadata specialist, but it should enable you to understand their roles, use their work effectively as a teacher librarian, and provide informed feedback to metadata specialists to better align their work with your users’ needs. An informed teacher librarian’s input can be significant.

Teacher librarians are responsible for ensuring that necessary records are obtained and downloaded into the school library catalogue. They also:

• Ensure records are correctly integrated into the catalogue.
• Enhance records and access to them through the intelligent use of other available products, services, and features within the library information system.
• Make local additions and changes to records to meet specific local needs, when necessary.
• Create records for resources when no record is available.
• Provide feedback to the cataloguing agency to help them create suitable records for your users.
• Teach users how to effectively use the catalogue and develop strategies to overcome any difficulties they encounter.
• Maintain the accuracy and integrity of authority files.

The teacher librarian’s input can determine whether the catalogue is seen as an effective and user-friendly tool for locating resources or if users tend to bypass it.

Listen

Jennie Thornely holds the position of Librarian, Metadata at the State Library of Queensland. Listen to her talk titled:

What does a metadata librarian do?

To research, evaluate, and analyse the emerging metadata standards, preparing a discussion paper with outlined recommendations. After the project was approved, I gathered requirements and employed metadata in the state libraries. Ongoing responsibility to stay informed of trends of metadata online and awareness of standards development. Works closely with the Web Manager, providing consultation and support to other government agencies and libraries in the state.

 

References

ALCTS. (2012, July 30). FRBR as a foundation for RDA presented by Robert Maxwell. http://www.youtube.com/watch?v=VilTt2bx338

BaronReggieDixon (2016, March 12). The two Ronnies: The confusing library.  https://www.youtube.com/watch?v=8dZznfGPYRY

Carlton, T. (2014). Using the RDA toolkit.  https://www.loc.gov/catworkshop/RDA%20training%20materials/LC%20RDA%20Training/ToolkitExternal.doch

Davis, S., & New, G. (1997). DDC 13 Workbook: A practical introduction to the abridged Dewey Classification.

Education Services Australia (2013). Schools online thesaurus (ScOT).  http://scot.curriculum.edu.au/

Farkas, L. (2015). Learn Dewey Decimal Classification Edition 23.  TotalRecall Press.

Farkas, L., & Rowe, H. (2015). Learn cataloguing the RDA way. TotalRecall Press.

Furrie, B. (2009). Understanding MARC bibliographic.  http://www.loc.gov/marc/umb

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

Hider, P., & Harvey, R. (2008). Organising knowledge in a global society: Principles and practices in library and information centres. (Rev. ed.).

Houston, C. (2016). Organizing information in school libraries: Basic principles and new rules. ABC-CLIO

Hutchinson, E. (2017). Navigating the information landscape through collaboration. Connections, 2017(101), 12. https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/

IFLA Cataloguing Section, & IFLA Meetings of Experts on an International Cataloguing Code (2016). Statement of international cataloguing principles (ICP).  https://repository.ifla.org/bitstream/123456789/80/1/icp_2016-en.pdf

IFLA Cataloguing Section, & ISBD Review Group (2011). ISBD: International standard bibliographic description (Consolidated ed.).  https://repository.ifla.org/bitstream/123456789/786/1/ifla-isbd-international-standard-bibliographic-description-2011.pdf

IFLA Study Group on the Functional Requirements for Bibliographic Records (2009). Functional requirements for bibliographic records. https://repository.ifla.org/bitstream/123456789/811/2/ifla-functional-requirements-for-bibliographic-records-frbr.pdf

Kaplan, A. G. (2016). Catalog it! : a guide to cataloging school library materials (3rd ed.). Linworth Publishing

Kelsey, M. E. (2018). Cataloging for school librarians (2nd ed.). Rowman & Littlefield Publishers

Lorenz, A. [Andrea Lorenz]. (2012, August 9). FRBR simplified. http://www.youtube.com/watch?v=LPBpP0wbWTg

Maxwell, R. L. (2016). Maxwell’s handbook for RDA: Explaining and illustrating RDA: Resource description and access using MARC 21. Facet Publishing.

National Library of Australia (n.d.). Trove.  http://trove.nla.gov.au/

Oliver, C. (2010). Introducing RDA: A guide to the basics. ALA Editions

Pelkie, T. (2009, February 25). Folksonomies and tagging.  http://www.youtube.com/watch?v=e8zajIMPVQE

RDA Steering Committee (2016). RDA: Resource description and access toolkit.  http://access.rdatoolkit.org.ezproxy.csu.edu.au/

Richardson, Nicole. (2017). Library catalogues and the World Wide Web : it takes two to tango. Connections, 2017(101). https://www.scisdata.com/connections/issue-101/library-catalogues-and-the-world-wide-web-it-takes-two-to-tango

Schools Catalogue Information Service (2022). Schools Catalogue Information Service. https://www.scisdata.com

Schools Catalogue Information Service (2022). SCIS catalogue.  https://my.scisdata.com/discover (accessible once you have logged in to SCISData)

Schools Catalogue Information Service (2022). SCIS standards for cataloguing and data entry.  https://www.scisdata.com/media/2456/scis-standards-for-cataloguing-and-data-entry-december-2022.pdf

Schools Catalogue Information Service (2022). SCIS subject headings. https://my.scisdata.com/standards (accessible once you have logged in to SCISData)

Tillett, B. (2008, June 10). Cataloging principles and RDA: Resource description and access.  http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=4327

WebDewey (Edition 23). (2011).  http://dewey.org/webdewey/

Witten, I. H., Bainbridge, D., & Nichols, D. M. (2010). How to build a digital library (2nd ed.). Morgan Kaufmann Publishers