6.2 Classification in school libraries

Classification Schemes in Libraries

Classification schemes provide a systematic method for arranging physical materials, such as books, serials, DVDs, and maps, by assigning classification numbers. These numbers not only help organise items on shelves but also facilitate browsing and retrieval of information in online catalogues, such as virtual bookshelves.

Classification codes function as a controlled indexing language, similar to subject indexing. The classifier identifies what a document is about and assigns a label, represented by numeric or alphanumeric notation, to reflect the identified concept. Unlike subject headings, which use words, classification codes rely on symbols and are less familiar to users, making it difficult for them to associate terms with classification codes.

Another distinction is that classifiers assign a single classification number to describe the primary topic of an item, whereas subject cataloguers often use multiple subject headings to cover the resource’s various concepts. Classification codes can represent more complex subjects than most alphabetic indexing languages, and while they offer detailed descriptions, only experienced users, such as librarians, can typically interpret the subject of a document using these codes.

Classification as a Location Device

Library classification serves as both a location tool and a method for grouping related resources. Its two main objectives are:

1. Helping users identify and locate resources via a call number.
2. Grouping similar resources together.

While any numbering system could meet the first objective if it matches the call number with the catalogue entry, the second objective, grouping materials, is based on certain shared characteristics, such as author, form, size, date, or subject. In modern systems, subject is the primary criterion for grouping. Other arrangements, like grouping by colour or size, are sometimes used, especially in closed access areas, to make more efficient use of shelf space.

Watch

Watch this video about a library which decided to take a novel approach to classifying its collection The confusing library.

Problems with Organising Books by Colour or Size

Organising books by colour, as depicted in the humorous exchange in “Library Confusion,” presents several practical issues in a library setting. While aesthetically pleasing, this method disregards important information such as title, author, or subject matter, making it highly impractical for users seeking specific books.

1. Difficulty Locating Specific Titles: As seen in the video, the patron struggles to find “The Twisted Spur” by E.M. Hagy because the classification system is based on colour rather than title or author. In a real-world scenario, this would lead to immense frustration as users would need to sift through large sections of similarly coloured books without any clear indication of the content.
2. Inaccessibility of Subject Areas: Classification by colour or size ignores the thematic or subject-based arrangement that libraries typically use to group materials by topic. A reader looking for books on a particular subject, such as history or science, would have no way of knowing where to find relevant materials if books are only grouped by physical characteristics.
3. Inconsistent Organisation: The system of dividing books by both size and colour adds further confusion. In the video, the librarian’s suggestion to look for “green books” and then further subdivide by size demonstrates how such a system can become convoluted, making searches inefficient and time-consuming.
4. Lack of Standardisation: Standard classification systems like the Dewey Decimal Classification or the Library of Congress Classification provide a uniform method for arranging books based on subject, which allows for easy navigation across different libraries. A system based on physical attributes, however, is arbitrary and lacks the consistency needed for users to reliably find books.
5. Overlooking User Needs: As the patron’s frustration grows in the video, it highlights the disconnect between a system that prioritises aesthetics over user functionality. Patrons visiting a library expect to locate books based on content, and such unconventional systems would alienate users and reduce the library’s effectiveness as an information resource.

Overall, a system based on colour or size would undermine the core purpose of a library—providing easy access to information—and would lead to inefficient searches, dissatisfied users, and a lack of effective resource discovery.

Fiction

In school and public libraries, print works of fiction are often separated from the rest of the collection and arranged by author. In contrast, academic libraries typically integrate fiction into the literature classification system. In addition, school and public libraries may further categorise fiction through:

• Genre: Popular genres like mystery or adventure stories might be grouped together or labelled.
• Form: Special formats, such as picture books or graphic novels, are commonly separated from traditional novels.
• Series: Popular series are often shelved together to facilitate access.

Question: Is this type of categorisation beneficial for the user? What implications may it have for managing and accessing the collection?

Categorising fiction by genre, form, or series can be highly beneficial for users, especially younger readers or those unfamiliar with the broader organisation of the library. It makes it easier to locate specific types of materials, such as a favourite genre or series. However, for library management, maintaining these categories requires more effort and ongoing updates to ensure consistency. It could also lead to the need for more space as different categories require distinct sections.

Language

In multicultural environments, arranging resources by language can be helpful. For instance, in a public library, Vietnamese books and DVDs might be shelved together with appropriate signage. Similarly, in schools, resources in specific languages, like Japanese, may be grouped to support language teaching programmes.

Format

There is debate over whether differing physical formats, such as DVDs, sound recordings, or print materials, should be shelved together or separately. Integrating formats allows users to see all materials on a subject, but physical limitations—such as the size of maps or posters—often require these items to be stored separately.

Rarity

Rare, expensive, or fragile materials may need to be stored in a special environment to ensure preservation. An example is the rare books collection in an academic library, where such items are stored separately for conservation purposes.

Material of a Sensitive or Offensive Nature

Some libraries, while avoiding censorship, may limit access to sensitive materials. Readers might be required to make a special request to access these items, which are sometimes kept out of sight for discretion.

Special Subject Collections

Libraries may group materials on specific subjects, such as local history, into dedicated sections or rooms. These collections are often used for reference purposes and kept separate from the general collection.

Special Collections

Some materials are deposited in libraries with the condition that the entire collection remains intact. These may include a mix of printed materials, artefacts, and realia, all stored together.

Why Have Libraries Chosen Subject Arrangement?

Libraries often arrange physical collections by subject using classification schemes, such as the Dewey Decimal Classification (DDC), to assist users in retrieving information. Subject classification groups resources on the same topic together, which makes it easier for users to explore a subject area. If libraries only focused on providing known resources, arrangements by author or title would be more practical, but classification by subject is central for information retrieval.

Genres

Some libraries organise their fiction collections into specific genres (e.g., fantasy, science fiction, mythology) rather than filing them in the traditional Dewey 800 section or alphabetically by author. This practice, known as genrefication, labels or shelves fiction according to literary styles or categories. Libraries may use colour or icon coding to make the genres easy to identify.

Various genre classification schemes exist. SCIS has a list of fiction genre headings, which it assigns to all fiction records in school libraries. Other systems, like Metis, use the alphabet to define subject categories and integrate fiction and non-fiction. Bookshops use BISAC, which divides materials into 50 subject categories. Some libraries are adopting this method, and WorldCat has developed 87 fiction genres to improve browsing.

Though controversial among some in the library community, genrefication has shown positive results in libraries that have implemented it, with notable improvements in borrowing rates as students find it easier to select suitable resources.

Read

Gordon, Carol A. (2013). Dewey do or Dewey don’t: A sign of the times. Knowledge Quest, 42(2), 2-8. Available from CSU Library.

Dewey Do or Don’t: A Sign of the Times

In an era of rapid communication evolution, school libraries are navigating significant changes. The Dewey Decimal Classification (DDC), first introduced by Melvil Dewey over 137 years ago, has been continuously updated and is now available in both print and electronic formats. Historically, it allowed libraries to arrange books based on content rather than arbitrary factors like size or acquisition date. However, modern libraries are adapting or even moving away from DDC to enhance accessibility, particularly in school libraries, where materials are often organised by genre, format, or user-driven categorisation.

Library Collection as a Learning Environment

Libraries are no longer just repositories of books but are now integrated learning environments that provide diverse information sources, technology, and support for literacy. A study of New Jersey school libraries highlighted that teachers and administrators see the library as a critical resource for student learning, enabling hands-on inquiry and encouraging curiosity. The library’s role extends beyond the classroom, supporting self-directed learning and serving as a place where different disciplines meet.

Technology as a Resource

School libraries offer access to technology that many classrooms lack, increasing opportunities for students to engage in inquiry-based learning. Teachers value how the library connects students to digital tools and resources, which allows them to explore their interests within the curriculum. This use of technology helps develop 21st-century skills in students, including research and content creation.

School Principal as a Resource

Strong administrative support is essential for effective school libraries. Principals who prioritise library budgets understand the link between high-quality resources and improved teaching and learning. In schools with collaborative cultures, librarians play a central role, supporting both students and teachers by providing resources and guiding research skills.

School Librarian as a Resource

Librarians are increasingly viewed as teachers and collaborators who facilitate the development of information literacy. They guide students beyond simply finding information, helping them engage critically with resources to support deeper learning. In this role, librarians support not only academic learning but also the development of students’ personal reading lives, promoting voluntary reading and diverse reading materials.

Developing and Managing the User-Driven Library Collection

The trend in libraries is shifting towards user-driven collection management, where the needs and input of the users influence how collections are developed. This approach aligns with the digital age, where users are accustomed to personalising their media consumption. Librarians are now tasked with balancing traditional collection management practices with more flexible, user-centred systems. Tools like the DDC are still valuable for tracking usage and managing collections, but customisation is becoming more common to meet local needs.

Implications for the Future of School Library Collections

The future of school libraries lies in redefining them as essential, integrated learning environments rather than supplementary services. Libraries that embrace user-driven models and support inquiry-based learning will remain relevant in 21st-century education. The key challenge will be balancing standardised organisation, such as DDC, with more localised, user-friendly arrangements that enhance access and support modern learning needs.

Is Classification Helpful?

Libraries often follow widely-used classification standards, such as the Dewey Decimal Classification (DDC) or the Library of Congress Classification (LCC), to lower the costs of cataloguing and classification. However, these schemes may not always meet the specific needs of a library’s users. In fact, they can sometimes be unhelpful for certain types of enquiries.

For example, the DDC organises literature first by language:

• 820: English
• 830: German
• 840: French

It then divides by literary form:

• 821: English poetry
• 822: English drama
• 823: English fiction

Further divisions are based on time period:

• 821.5: Eighteenth century English poetry
• 832.6: Eighteenth century German drama
• 843.5: Eighteenth century French fiction

This hierarchical system can cause difficulties. For instance, if a user wants to find all 18th-century literature related to gravestones, regardless of language or literary form, the DDC scatters the resources across different sections. This highlights the limitations of physical library arrangements, making library catalogues essential for effective searches.

Choosing a Classification Scheme

For most libraries, the choice of classification scheme is determined by what is available on bibliographic or cataloguing networks, such as SCIS. In Australia, this often leads to the use of the Dewey Decimal Classification, though large academic libraries may opt for the Library of Congress Classification.

The advantages of adopting major classification systems include:

• They are regularly updated by dedicated organisations.
• They are widely used and familiar to library staff and users globally.
• Libraries can adopt centrally-produced classification numbers with minimal modification, thanks to resources like MARC files, national bibliographies, or online cataloguing services.
• They have been successfully used for over a century.

Special libraries might prefer the Universal Decimal Classification (UDC), which allows for more detailed classification of scientific and technical subjects. Other schemes like the Bliss Bibliographic Classification or Colon Classification offer unique theoretical features, but they are not widely adopted.

Some special libraries, focusing on particular subjects, may use classification schemes tailored to their discipline. For instance, law libraries may adopt the Moys Classification Scheme, while the Boggs and Lewis classification schedule is commonly used for maps and atlases.

Studying Classification Schemes

In this subject, the Dewey Decimal Classification (DDC) is chosen for in-depth study. Although time does not allow for detailed exploration of multiple schemes, studying DDC offers practical insight into the characteristics, demands, and challenges of a classification system. Even if working in a library that does not use DDC, gaining experience with one system will be beneficial in understanding the broader theoretical and practical issues involved in classification.

 

6.3 Dewey Decimal Classification

Dewey Decimal Classification (DDC)

The Dewey Decimal Classification (DDC) system is the most widely used classification scheme in Australia, particularly in school libraries, making it a key area for study. Its advantages include:

• Wide Usage: DDC is commonly applied in catalogues and bibliographic utilities, offering a wealth of accessible examples.
• Regular Updates: Unlike other schemes such as Bliss, DDC is consistently revised.
• Organisational Support: DDC is maintained by OCLC.
• Flexible Editions: Full and abridged editions are available, catering to both large and small libraries.

However, DDC has several disadvantages:

• Cultural and Social Bias: There are inherent biases in its structure.
• Crowded Schedules: Some areas, such as technology, are densely packed.
• Decimal Base: The system’s reliance on a base of ten limits its capacity to accommodate new concepts.
• Lengthy Notation: The codes can sometimes become very long.

Watch

Dewey Decimal Rap [https://www.youtube.com/watch?v=YmhD8uemi_A

Using Dewey Decimal Classification

This section uses the full WebDewey (DDC 23) version rather than the abridged edition. The tutorial on the OCLC website provides essential guidance on using WebDewey.

(WebDewey Access Information provided for CSU teacher librarianship students) Name: 100395182 Password: STUDENT9

Components of Dewey Decimal Classification

1. Introduction
   The Introduction to the DDC is available through WebDewey and the OCLC website. It covers how DDC is structured, provides instructions for its use, and explains the rules for building classification numbers.
2. Glossary
   The Glossary, also available online, defines key technical terms used in DDC, such as ‘facet’ and ‘hierarchical force’.
3. Summaries
   The Dewey Summaries outline the main classes, subdivisions, and sections within DDC. They offer an overview of the classification schedules and help users familiarise themselves with the subject arrangement. Understanding these summaries aids in identifying the broad discipline relevant to any resource.
4. Schedules
   The Schedules are the core of DDC, listing all the basic class numbers from 000–999, covering all areas of knowledge. In the printed edition, the schedules span the middle two volumes. In WebDewey, they can be accessed through searches for specific class numbers.
5. Tables
   There are six Tables in DDC, which allow additional specificity in classification. These tables can add details such as geographical areas or other modifiers to a class number.
6. Manual
   The Manual offers detailed advice on using the schedules and tables. It is available in both the printed and WebDewey editions and should be consulted when encountering references to it in the classification process.
7. Relative Index
   The Relative Index is an alphabetical listing of all subjects covered by DDC, along with synonyms and common terms. It helps in locating relevant class numbers but must be used with caution. Users should verify the classification numbers found in the index against the schedules to ensure accuracy.
8. Built Numbers
   In WebDewey, some classification numbers are ‘built’ by combining notation from tables or schedules. These built numbers, identified by a jigsaw icon, do not appear in the printed edition of DDC. It is essential to evaluate built numbers for accuracy before use.

Learning How Dewey Works

Students are not expected to learn how to classify resources using DDC but to understand how classification numbers are created. This is important for several reasons:

• Shelf Access: DDC numbers are primarily used to provide physical access to library resources.
• Pre-existing Numbers: DDC numbers can often be found through existing catalogue records or in the Cataloguing in Publication (CIP) data.
• WebDewey Functionality: WebDewey simplifies the process of creating classification numbers, and this capability is expected to improve in the future.
• Standards and Practices: The focus is on understanding how DDC numbers are influenced by the standards and practices of SCIS, or other relevant bibliographic services, to meet the specific needs of individual libraries.

 

6.4 DDC in school libraries

The School Environment

In Australia, New Zealand, and several other countries, most school libraries have long used the Dewey Decimal Classification (DDC) system, as it is considered well-suited to their needs. The Schools Catalogue Information Service (SCIS) has adopted this practice since its inception in the 1980s and currently applies both the full edition (DDC 23) and the abridged edition (ADDC 15) for cataloguing in school libraries.

SCIS provides classification numbers from both editions, allowing school libraries and education departments to select the most appropriate version. Primary and many secondary school libraries typically use the abridged edition, but SCIS also adapts the DDC to better suit the needs of Australian and New Zealand school libraries. These adaptations are documented in Section 3 of the SCIS standards, which can be accessed online.

Why Are We Using DDC 23?

Although many school libraries use the abridged version (ADDC 15), there are several reasons for learning about the full version (DDC 23):

• DDC 23 is more comprehensive, offering a greater number of subjects and subdivisions for more precise classification.
• It contains more features, such as a comprehensive relative index, which are abbreviated in the abridged version.
• DDC 23 is increasingly used in high schools, where greater specificity is needed.
• Mastering DDC 23 makes it easier to understand and apply ADDC 15.

Despite its benefits, ADDC 15 is still suitable for smaller, slowly growing libraries and is often the recommended choice for schools with fewer resources.

Dewey Decimal Classification and SCIS Standards

Although SCIS uses both DDC 23 and ADDC 15, it also makes specific adaptations to suit the needs of Australian and New Zealand school libraries. These adaptations are outlined in the SCIS standards for cataloguing and data entry. Teacher librarians sometimes alter SCIS call numbers to reflect their users’ needs, especially in cases where the SCIS classification does not seem appropriate.

The SCIS standards are divided into three main parts:

• Introduction
• System policy
• Decisions and interpretations

Understanding these sections helps teacher librarians make informed decisions about classification in their libraries.

Classifying Fiction

A significant variation introduced by SCIS is the classification of all fiction materials—whether in book or non-book format, or in another language—under the letter ‘F’. This simplifies the classification but can create difficulties in distinguishing between fiction and non-fiction, which is not always clear-cut.

Book Numbers

A classification number alone is not always enough to identify specific items in a collection. For example, multiple resources on the same subject (e.g., cricket, classified under ‘796.358’) may need further distinction. To aid location and retrieval, a book number—typically three capitalised alphabetical letters like ‘FRE’—is added to the classification number. Together, the classification and book number form an item’s call number, which helps uniquely identify the specific copy of a work.

Classification and the Individual School Library

While SCIS provides classification numbers, individual teacher librarians still need to make decisions about their use. The first decision is whether to use ADDC 15 or DDC 23, which is often dictated by the education authority. When a school has the freedom to choose, this decision requires careful consideration as it has long-term implications.

Additionally, teacher librarians must determine whether location devices, such as shelf markers or signs, need to be added to SCIS call numbers to reflect the organisation of the library collection and assist in locating materials. SCIS recognises the need for such devices but leaves these decisions to individual schools.