Graduate School of Library and Information Studies
Spring 2008
LSC505--Organization
of Information
Drs. Heather & Kresten
Jespersen, Professors
Email: hjespersen@mail.uri.edu
Class Time: Tuesday 7:00-9:45 p.m.
Class Format: Face-to-Face meetings
Theory and practice of
organizing information following national and international standards; focus on
bibliographic information.
Emphasizes the understanding and application of cataloging and
classification principles, standards, tools, bibliographic utilities and
networks. (GSLIS Bulletin). Applies the basic principles and standards involved
in the organization and representation of knowledge and information structures
for storage, retrieval, use, and
evaluation of recorded information.
Purpose:
To introduce the basic concepts and principles of
cataloging and classification; provide an understanding and application of
AACR2R, Dewey Decimal Classification, Sears Subject Headings, Library of
Congress Subject Headings, Library of Congress Classification, and OCLC; and to
give an overview of technical services and their relationship to library
operations in general.
Familiarity with:
(1) Bibliographic networks such as OCLC including searching, editing,
and creating records on OCLC and using MARC formats
(2)
Authority control
Ability to:
(1) Perform descriptive cataloging
(2) Assign classification numbers using DDC and LCC
(3)
Construct subject headings using Sears Subject Headings and Library
of Congress Subject Headings
(4) Create cataloging cards in card and MARC formats
By fulfilling these objectives, students will progress toward mastery of GSLIS Educational Outcomes # 2, 3, 5, and 6; RI Beginning Teacher Standards # 2, 4, and 6; and School of Education Graduate Themes # 3 and 6; see Appendix.
Texts and Requirements
Read assigned readings; attend classes promptly and regularly; complete assignments and pass the quizzes. The final project will be completed by cataloging one item including a complete MARC record, at least one LCSH, a DDC classification number with a Cutter number, and authority work for the item. All graded quizzes and projects are required to be completed independently.
(They are available at the URI Bookstore and the Rhode Island Book Company).
Anglo-American Cataloging Rules, 2nd ed. (2005
revision). Chicago: American Library Association. ISBN 0-8389-3556-7 (Recommended).
(URI Bookstore has this book at the price of $85. You can purchase it.
Call the Bookstore before you go. If you have bought the 2005 update, that will
be better).
Ma, Yan. (Current). LSC505 Course Package. (Required). [It has to be purchased at or from the Rhode Island Book Company].
Taylor, Arlene. (2006). Introduction to Cataloging and Classification (Rev. 10th ed.). Englewood, Colo.: Libraries Unlimited. (Required).
Furrie, Betty. (1998). Understanding MARC. (5th ed.). Washington, D.C.: Library of Congress. (Recommended). Or: http://www.loc.gov/marc/umb/
Maxwell, Robert L. (2003). Maxwell's
Handbook for AACR2: Explaining and Illustrating the Anglo-American Cataloguing
Rules Through the 2003 Update. Chicago: American Library Association. ISBN:
0838908756. (Recommended)
You May Purchase the books from:
URI Bookstore
Memorial Union Building or CCE Bookstore
Kingston, RI 02881 Providence
Tel: 401-874-2721
Fax: 401-789-9590
Text@etal.uri.edu or bookstor@etal.uri.edu
Rhode
Island Book Company [Course
pack has to be purchased here. Call to make sure that the course pack is ready
before you go to the store. They will also ship for a modest fee.]
99
Fortin Road
Kingston, RI 02881
Tel: (401) 789-8530
Fax: (401) 789-8532
Toll free: (888)RIBOOKS
You can also order books from Amazon.com. http://www.amazon
Ebay Textbook Bookstore: http://half.ebay.com/
Readings on Reserve at the URI Library
1. Aluri, Rao. (1991). Subject analysis in online catalogs. Englewood, Colo.: Libraries Unlimited. Z699.35 S92 A46 1991
2. Avram, Henriette. D. (1975). MARC: Its history and implications. Washington, D. C.: Library of Congress. Z699.4 M2 A84
3. Bibliographic formats and standards (1993). Dublin, Ohio: OCLC Online Computer Library Center.
4. Boll, John. (1990). The future of AACR2. Cataloging & Classification Quarterly, 12(1), 3-34. (It is provided in your course pack).
5. Carpenter, Michael and Svenonius, Elaine (Eds.) (1985). Foundations of cataloging: a sourcebook. Littleton, Colo.: Libraries Unlimited. Z693 F68 1985
6. Dewey, Melvil. Dewey Decimal Classification and relative index (1989). 20th ed. Albany, NY: Forest Press.
7. Gorman, Michael. (1998). Technical services today and tomorrow. (2nd ed.). Englewood, Colo.: Libraries Unlimited. Z688.5 T43 1998
8. Library of Congress Subject Headings (1994). 17th ed. Washington, D.C., Library of Congress, Office for Subject Cataloging Policy.
9. Maxwell, Margaret F. (1997). Maxwell’s Handbook for AACR2R: explaining and illustrating the Anglo-American Cataloging Rules. Chicago: American Library Association. Z694.15 A56 M39 1997
10. Miller, Rosalind, E. (1983). Commonsense cataloging. New York: H. W. Wilson. Z699 M54 1983
11. Saye, Jerry D. and Vellucci, Sherry L. (1989). Notes in the catalog record based on AACR2 and LC Rule Interpretations. Chicago: American Library Association. Z693.3 N68 S25 1989
12. Svenonius. Elaine (Ed.). (1989). The conceptual foundations of descriptive cataloging. San Diego, Calif.: Academic Press. Z694 A15 C66 1989
|
Assignments |
% |
Due Date |
Individual |
|
|
|||
|
Quiz 1 (Introduction) |
5% |
Week 2 (2/5) |
x |
|
Quiz 2 (OCLC) |
5% |
Week 3 (2/12) |
x |
|
Quiz 3 (Authority File) |
5% |
Week 4 (2/19) |
x |
|
Quiz 4 (Access Points) |
5% |
Week 5 (2/26) |
x |
|
Quiz 5 (Form of Headings) |
5% |
Week 6 (3/4) |
x |
|
5% |
Week 9 (3/25) |
x |
|
|
Quiz 7 (MARC and DDC) |
5% |
Week 10 (4/1) |
x |
|
Quiz 8 Graded DDC Due |
20% |
Week 12 (4/15) |
x |
|
Quiz 9 LCSH |
5% |
Week 12 (4/15) |
x |
|
Practice Final (As important as Final Project) |
|
Week 13 (4/22) |
x |
|
Final project |
30% |
Final Project Due (5/6) |
x |
|
Assignments and class participation |
10% |
Every week |
x |
Computer Facilities on the URI Campus
You can finish your projects in any computer labs on campus or at home.
- Computing and Internet Support at URI.
- Free Virus Protection Software for URI Students and Faculty.
- Downloading shareware at URI
** STUDENTS WITH DISABILITIES: Any student with a documented disability is welcome to contact me as early in the semester as possible so that we may arrange reasonable accommodations. As part of this process, please be in touch with Disability Services for Students office at 330 Memorial Union. 874-2098.
|
Week 1 (Lecture 1) 1/29 |
Week 2 (Lecture 2) 2/5 |
Week 3 (Lecture 3) 2/12 |
Week 4 (Lecture 4) 2/19 |
Week 5 (Lecture 5) 2/26 |
Week 6 (Lecture 6) 3/4 |
|
Week 7 (Lecture 7) 3/11 |
Week 8 Break 3/18 |
Week 9 (Lecture 8) 3/25 |
Week 10 (Lecture 9) 4/1 |
Week 11 (Lecture 10) 4/8 |
Week 12 (Lecture 11) 4/15 |
|
Week 13 (Lecture 12) Practice Final Due 4/22 |
Week 14 (Technical Services Visit) 4/29 |
Week 15 Final Project Due 5/6 |
|
|
|
Note: Some exercises provided in the course package are not listed in the course syllabus as required assignments. You may use them as extra practice items. Readings should be done by the date assigned except Week 1. Assignments are to be completed after each lecture.
Week
1
(January 29)
Introduction to the course
History of Cataloging
Introduction to the function of the catalog
Readings:
Taylor p. 3-36, 485-524
Jefferson’s
legacy: A Brief History of the Library of Congress
http://www.loc.gov/loc/legacy/loc.html
Week 2
(February 5)
Quiz 1 (Introduction)
Introduction to OCLC
Searching OCLC
Readings: Taylor p. 37-50; p. 471-484.
About OCLC: http://lis.oclc.org/oclc/index.htm
WorldCat Facts and Statistics: http://www.oclc.org/worldcat/statistics/default.asp
OCLC Connexion Tutorial: http://www.oclc.org/support/training/connexion/browser/tutorial/ (Click on Searching the WorldCat, ca 10 min.)
OCLC Searching Quick Reference: http://www.oclc.org/support/documentation/worldcat/searching/refcard/
Or: use the HELP in OCLC Connexion for Tips: Cataloging-->Searching the WorldCat
Connexion Login page: http://connexion.oclc.org/
Assignments due next week: OCLC Searching in course package p. 2.1-2.3 (Will discuss your answers in class next time).
Week
3
(February
12)
Quiz 2 (OCLC )
Discuss OCLC Searching Exercise
Authority control
OCLC authority file searching
Readings: Taylor p. 283-298.
OCLC Connexion Documentation: http://connexion.oclc.org/
Finding Authority Records in Connexion:
http://www.oclc.org/support/documentation/connexion/browser/authorities/find_auth_records/
Or: use the HELP in Connexion Authority File
Choice of Access Points
Readings: Taylor p. 187-218.
Assignments due next week: OCLC Authority File Searching in course package p. 2.7; Choice of Access Points (I and II), p. 3.3-3.8.
Week 4
(February 19)
Quiz 3 (Authority File)
Discuss Choice of Access Points Assignments
Readings:
Scan AACR2 Chapter 21;
Boll, Takawashi, and Carptenter’s articles on
E-Reserve.
A Brief History of AACR: http://www.collectionscanada.ca/jsc/history.html
Assignments due next week: Choice of Access
Points (I and II) in course package, p. 3.3-3.8
Week 5
(February 26)
Quiz 4 (Access Points)
Form of headings
Readings:
Scan AACR2 Chapters 22, 26, 23-25; read Taylor
p. 219-280.
Assignments
due next week: Form of Headings (I, III),
p. 3.9-3.10; 3.12-3.13 (Will discuss your answers in class next time).
Demonstration of Cataloger's Desktop software: http://desktop.loc.gov
(March 4)
Quiz 5 (Form of Headings)
Review form of headings.
Discuss your assignments.
Descriptive cataloging
Readings: AARC2 Chapters 1-2, Taylor p. 53-186.
Assignments due next week: Descriptive Cataloging (I-IV) in course package, p. 4.6-4.4.13 (Will discuss your answers of I-IV in class next time.)
Week 7
(March 11)
Descriptive cataloging
Discuss
your answers to Descriptive Cataloging assignments I-IV.
Readings:
Gorman’s article on descriptive cataloging on E-Reserve
Introduction to MARC and OCLC editing
Readings: Taylor p. 39-50; p. 471-508.
OCLC Bibliographic Formats and Standards:
http://www.oclc.org/bibformats/
Understanding MARC at: http://www.loc.gov/marc/umb/
Assignment due for next meeting: MARC and OCLC Tagging, p. 4.23 (Will discuss your answers in class next time).
SPRING BREAK (no class)
Week
9 (March 25)
Quiz 6 (Descriptive Cataloging)
Review MARC records
Introduction to classification
Dewey Decimal Classification
Readings:
DDC Introduction and general examination of DDC;
Taylor p. 391-425.
WebDewey: http://www.oclc.org/support/documentation/dewey/webdewey_userguide/
Assignments due next week: DDC (I-IV), p. 5.59-5.62 (Will discuss your answers in class next session).
Week 10
(April
1)
Quiz 7 (MARC and DDC)
Discuss your answers to DDC assignments III-IV
Introduction to Cutter-Sanborn book numbers
Reading: Taylor p.448-468.
Cutter-Sanborn
Table:
http://librarian.or.kr/reference/mark/cutter1.htm
Assignments: Graded DDC Assignment (Quiz 8) due on Week 13, p. 5.63.
Cutter Assignment due next week: p. 5.64
Week 11
(April
8)
Introduction to subject headings:
Sears Subject Headings and Library of Congress Subject Headings
Readings: Taylor p. 301-389; Chan’s article on E-Reserve.
Assignments
due next week: Sears and LCSH Assignments I-II in course package, p. 5.77-5.78.
(Will discuss your answers in class next time)
Work on your Practice Final cataloging project in
course package, p. 5.82-5.85. It is due in Week 13.
(Note: you can start to work on this project at the beginning of the course.)
Distribute final project items.
Week 12
(April 15)
Quiz 8 Graded DDC Assignment Due
Quiz 9 LSCH
Discuss your answers to the Sears and LCSH assignments
Library of Congress Classification
Readings:
Taylor p. 426-447.
Assignment:
LCC in course package, p. 5.81.
Demo of Classification Web: http://classweb.loc.gov
Week 13
(April 22)
Present and Discuss Practice
Final.
Read: Working Group on the
Future of Bibliographic Control
http://www.loc.gov/bibliographic-future/
Skim: Functional Requirements
for Bibliographic Records
http://www.ifla.org/VII/s13/frbr/frbr.pdf
Other Resources for Organizing Information: Taylor p. 574-575.
Week 14
(April 29)
Technical Services Operations: Visit to the James P.
Adams Library of Rhode Island College 2:00 pm Meet at the Reference Desk
Readings: Younger’s article on E-Reserve
and course package,
p. 6.1-6.8.
Assignment: Technical Services Operations in course pack p. 6.0-6.0A.
Week 15
(May 6)
Final project is due today.
APPENDIX
GSLIS Educational Outcomes
- Professional Ethics:
- Knows and is guided by the ethics, values
and foundational principles of the library and information professions
and professional associations.
- Understands the role of library and
information professionals and associations in the promotion of
intellectual property, democratic principles, intellectual freedom, and
diversity of thought.
- Resource Building:
- Knows the basic concepts, terminology,
literature and issues related to the creation, evaluation, selection and
acquisition of specific items or collections for diverse users.
- Applies knowledge of the basic
principles of storing, preserving conserving and disseminating
information.
- Knowledge Organization:
- Applies the basic principles
and standards involved in the organization and representation of
knowledge and information structures for storage, retrieval, use, and
evaluation of recorded information.
- Technological Knowledge:
- Demonstrates comprehension and competence in
using information and communication technologies for professional
presentations and to assist diverse users to access information resources
in a variety of formats.
- Understands and can apply the principles of
techniques used to continuously track and analyze emerging technologies
to recognize relevant innovations.
- Knowledge Dissemination: Service:
- Knows and demonstrates competence in using
service concepts, principles and techniques that facilitate information
access, relevance, and accuracy for users.
- Retrieves, evaluates and synthesizes
information from multiple sources and responds to complex needs of
diverse users for resources and services.
- Knowledge Accumulation: Education and Lifelong
Learning:
- Interacts with diverse individuals or groups
of users to provide consultation, mediation or guidance in their use of
information resources.
- Knows basic learning theories, instructional
methods, and achievement measures, and applies them to diverse learners
in learning situations within libraries and other information providing
agencies.
- Demonstrates the ability to instruct and
assess diverse patrons in the mastery of information literacy, which
includes the skills needed to locate, access, use and evaluate
information resources for continuing education or lifelong learning.
- Knowledge Inquiry: Research:
- Understands the process of research,
research methods and research findings within the library and information
fields and has an awareness of current literature in these and related
areas.
- Demonstrates a commitment to serve the
profession and society, through participation and leadership in
professional organizations or associations, as well as through publishing
and other contributions to the field.
- Institution Management:
- Can manage library and information services
effectively by applying the principles and practices of planning,
management and the evaluation of libraries or other information providing
agencies.
- Demonstrates problem-solving, critical
thinking, and decision-making skills in the planning for delivery and
evaluation of library and information services in a changing global
society.
- Understands the necessity of community outreach, advocacy, and the formation of strategic alliances.
RHODE ISLAND BEGINNING TEACHER STANDARDS:
1. Teachers create learning experiences using a broad
base of general knowledge that reflects an understanding of the nature of the
world in which we live. (GSLIS #5, 6)
2. Teachers create learning experiences that reflect an
understanding of central concepts, structures, and tools of inquiry of the
disciplines they teach. (GSLIS #5, 6)
3. Teachers create instructional opportunities that
reflect an understanding of how children learn and develop. (GSLIS #5, 6)
4. Teachers create instructional
opportunities that reflect a respect for the diversity of learners and an
understanding of how students differ in their approaches to learning. (GSLIS
#5, 6)
5. Teachers create instructional opportunities to
encourage students' development of critical thinking, problem solving, and
performance skills. (GSLIS #5 & 6)
6. Teachers create a learning environment
that encourages appropriate standards of behavior, positive social interaction,
active engagement in learning, and self-motivation.
7. Teachers foster collaborative relationships with
colleagues and families to support students' learning.
8. Teachers use effective communication as the vehicle
through which students explore, conjecture, discuss, and investigate new ideas.
9. Teachers use a variety of formal and informal
assessment strategies to support the continuous development of the learner.
10. Teachers reflect on their practice and assume
responsibility for their own professional development by actively seeking
opportunities to learn and grow as professionals.
11. Teachers maintain professional standards guided by
legal and ethical principles. (GSLIS #1)
School of Education Graduate Themes:
The following School of Education Graduate Themes
are embedded in assignments and rubrics for school library media candidates for
assessment and are incorporated into TrueOutcomes e-folio.
The Graduate Program Themes are:
1.
Content
Based Knowledge (GSLIS Outcome # 7)
2.