Exam I
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Question 1
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1 / 1 point
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With whom did you work on this exam?
I worked on it by myself.
Question 2
Charles Ammi Cutter truly was a god
of librarianship. In addition to all of his other contributions, he established
five principles of subject cataloging that continue to guide efforts in this
area to the present time. Choose three of those principles, discuss what each
means in your own words, and list a subject heading or current subject
cataloging practice that exemplifies each.
a. Convenience of the public –
public/customer service is the basis of library work – or so I learned in LIBR
200; it is our raison d'être, so of course this would be the Library God's
primary principle. Convenience, however, is a relative term and it depends on
the public in question. One other thing that I learned in LIBR 200 is that each
community library that Mr. Carnegie had built was to create a collection that
reflected the unique community it would serve. If this holds true – and I
believe that it does in our county library system where I work – then customers
should be able to find the material they seek on their own. Most of our customers
have mastered the OPAC or are able to search for materials from home on our
online catalog using a keyword search. Then they are able to request materials
and simply come to the library when they are notified that their hold materials
are ready to be picked up. Personally, I think this method takes all the joy
out of the library experience – I like to browse through the stacks, myself –
but as a matter of convenience, this seems to work for our public.
b. Uniform headings – as the term "uniform" implies, I think this just calls for consistency in the use of search terms and using a controlled vocabulary or standard list of terms, and, while in the notes we are told that economic reasons were behind the creation of this principle, I think it also hearkens back to the issue of convenience. Certainly having specific search terms for a subject make it easier to find materials under that subject. For example, a patron who is looking for a book of knitting patterns can look up … well, apparently in LCSH, "knitting patterns," but that segues into …
c. Specific and direct entry – which means what it says – "knitting patterns" is much more specific and direct than, for example: "ARTS AND RECREATION – TEXTILE ARTS – SPECIAL TOPICS– PATTERNS" (which is the path I followed on WebDewey). This principle addresses the question, "What is it ABOUT?" and if the answer to that question is specific and direct, then the subject heading will be, too and the corresponding materials or information will be that much easier to locate.
The other two principles are terminology which addresses the words used to represent subjects and use references which is sort of using a catalog to browse the stacks by following the "See also" trail of related terms.
b. Uniform headings – as the term "uniform" implies, I think this just calls for consistency in the use of search terms and using a controlled vocabulary or standard list of terms, and, while in the notes we are told that economic reasons were behind the creation of this principle, I think it also hearkens back to the issue of convenience. Certainly having specific search terms for a subject make it easier to find materials under that subject. For example, a patron who is looking for a book of knitting patterns can look up … well, apparently in LCSH, "knitting patterns," but that segues into …
c. Specific and direct entry – which means what it says – "knitting patterns" is much more specific and direct than, for example: "ARTS AND RECREATION – TEXTILE ARTS – SPECIAL TOPICS– PATTERNS" (which is the path I followed on WebDewey). This principle addresses the question, "What is it ABOUT?" and if the answer to that question is specific and direct, then the subject heading will be, too and the corresponding materials or information will be that much easier to locate.
The other two principles are terminology which addresses the words used to represent subjects and use references which is sort of using a catalog to browse the stacks by following the "See also" trail of related terms.
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Question 3
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10 / 10 points
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Consider the entry for SWINE from LCSH/ClassWeb as shown
below. Which of all the headings shown in that record are legal LC subject
headings?
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Swine (May
Subd Geog)
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[SF391-397.83]
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UF
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Domestic pig
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Hogs
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Pig
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Pig farming
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Pigs
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Sus domestica
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Sus domesticus
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Sus scrofa domstestica
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Sus
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BT
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Livestock
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Sus
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NT
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Boars
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Feral swine
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Piglets
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Sows
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Swine
Livestock
Sus
Boars
Feral swine
Piglets
Sows
UF= Used for: the terms listed under this heading are not legal terms. The heading "swine" as well as the NT or narrow topic and BT or broad topic terms are legal.
Livestock
Sus
Boars
Feral swine
Piglets
Sows
UF= Used for: the terms listed under this heading are not legal terms. The heading "swine" as well as the NT or narrow topic and BT or broad topic terms are legal.
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Professor’s answer:
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Question 4
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10 / 10 points
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Consider this MARC subject authority record:
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150
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$a Wild boar
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450
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$a Board, Wild
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450
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$a Hogs, Wild
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550
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$a Pigs, Wild
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450
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$a Sus scrofa
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450
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$a Wild hogs
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450
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$a Wild pigs
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550
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$w g $a Sus
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If this record were to be downloaded into a library catalog,
exactly what "see" and "see also" references would be
generated from this single record? Please list each reference, if any (don't
you hate it when an exam says something like that?!), exactly as the catalog
user (the end, non-librarian user) will see it. I need to see complete
references on this one--that means "Term A see/see also Term B". Do
not just give me a list of headings, OK? And please remember to number
each reference---easier for me to grade.
1.Wild Boar
See also: "Pigs, Wild"
"Sus"
2. Boar, Wild
See "Wild Boar"
3. Hogs, Wild
See "Wild Boar"
4. Sus scrofa
See "Wild Boar"
5. Wild hogs
See "Wild Boar"
6. Wild Pigs
See "Pigs, Wild"
"Wild Boar"
7. Sus
See also "Wild Boar
See also: "Pigs, Wild"
"Sus"
2. Boar, Wild
See "Wild Boar"
3. Hogs, Wild
See "Wild Boar"
4. Sus scrofa
See "Wild Boar"
5. Wild hogs
See "Wild Boar"
6. Wild Pigs
See "Pigs, Wild"
"Wild Boar"
7. Sus
See also "Wild Boar
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Professor’s answer:
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Question 5
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5 / 5 points
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Supply
a Dewey Decimal number for an Swedish translation of Stephen King's novel
'Salem's Lot. Let's consider King to be an American novelist of the
latter half of the 20th century. NB: on this and the following Dewey
questions, you do not need to supply Cutter numbers.
813.54
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Professor’s answer: 813.54
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Question 6
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3 / 5 points
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Supply a Dewey
number for a collection of Cymric (Welsh) plays of the 21st century.
891.6623
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Where's the bit about collections?
Professor’s answer: 891.662308
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Question 7
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5 / 5 points
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Supply
a Dewey number for a book on raising pigs, specifically about preditor control
regarding pigs.
636.40839
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Professor’s answer: 636.40839
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Question 8
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3 / 5 points
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Supply a Dewey number for a book on foreign relations
between Great Britain and the modern Greek-speaking world.
327.4210495
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No...that's Great Britain's foreign relations with the
country Greece...that's different.
Professor’s answer: 327.41017589
Professor’s answer: 327.41017589
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Question 9
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5 / 5 points
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Supply a Library of Congress Classification number for a
book on weightlifting for librarians. The author is Inez Testerman and
the work was published in 2013.
GV546.6 .L5T4 2013
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Professor’s answer: GV 546.6 .L5T4 2013
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Question 10
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5 / 5 points
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Supply a Library of Congress Classification number for a
book on silver coinage in Italy. The author of the book is Henry Martin;
it was published in 2012.
CJ2915 .M3 2012
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Professor’s answer: HG 1031 .M3 2012
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Question 11
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3 / 5 points
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Supply a Library of Congress Classification number for a
book on feral swine in South Dakota. The author of the book is Freel
Harris; the book was published in 2008.
SF397.83 .U5H3 2008
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Did you cutter for United States? You can do better
than that.
Professor’s answer: SF 397.83 .S6H3 2008
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Question 12
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5 / 5 points
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Supply a Library of Congress Classification number for a
German translation of the works of the English poet W. H. Auden. The
works were translated by Jennifer Curtis; the translation was published in
2011.
PR6001.U4A4 2011
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Professor’s answer: PR 6001 .U4A4 2011
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Question 13
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30 / 30 points
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Congratulations! You have just been hired as technical
services librarian for the bran-new, multi-million dollar Gregory M. Cotton
Memorial Public (or Academic or School or Special--take your pick) Library. You
are the envy of everyone who has just graduated. However, as you will find in
the coming weeks, life is not a bed of roses at GMCMPL. The library board
consists entirely of members of the Cotton family, a cantankerous and
suspicious group. Your director (who never bothered with one of them-there degrees)
is one of the worst Cottons to come down the pike. You may expect the board and
your director to argue with most of your opinions; in fact, they will
undoubtedly try to sabotage your every plan. Dear Cousin Gregory obviously took
the easy way out.
You sit at your desk eight weeks after being hired, chin
glumly in hand. Your director has just made some rather disparaging comments
(which you were undoubtedly meant to overhear) to members of the board and
other library staff members concerning your work in the catalog. Specifically,
she said, "I can't see why we need to pay that new little devil that
high-priced salary [Editorial aside: $7.26 per hour!] to sit around here
worryin' about subject headin's, for heaven's sake. Who cares about them when that
there keyword searchin' is all you need to know."
In the space below, tell your director (whose name is
Letitia) why careful subject cataloging and subject headings are important. You
may read "important" as benefiting the catalog user. Support your
case with specific examples.
Letitia,
it is crucial that the catalog be as complete and accurate – not to mention,
user-friendly as possible – and here's why:
It's true that in this day and age, keyword searches are not only pretty fast, but they are easy. Unfortunately, they are not the most efficient way to find materials for our patrons. Why, you ask? Well, while keyword searching can help our patrons start a search if they're not really certain precisely what it is they are looking for, there are more effective methods. This is where our public catalog and our in-house catalog differ. Keyword searches are far too broad in scope and offer too many results that may not be relevant or specific enough to find the material our customers need.
Our catalog needs three things to best serve our customers:
It needs a description of each item to tell the customer what it is and what it does – is it a book? How many pages is it? Is it a video? How many minutes?
Our catalog is a subject catalog, so it is most important that the subject headings are clear in telling our customers and staff what each item is about. This is what Charles Cutter called "collocation."
It also needs accurate finding aids. This should be self-explanatory, but allow me to elaborate – "Location, location, location!" People need to be able to locate the actual material to use it, so our catalog has to be able to tell them where to look for it.
Look, a library is only as good as the customer service it provides to the community which supports it. I want ours to be the best! The most important thing we can provide is service to the community and convenience. By using the Dewey system, we have a stable classification system and we can work with other libraries on the same system to establish a relationship and acquire materials that we don't have for our patrons through ILL. It's much easier to call a library with a specific classification number than to ask for "that book about the thing – you know the one – it's about that thing .. for the other thing?" By augmenting some of our more populated subject areas with Cutter numbers, we are able to expand the classification of our collection indefinitely, by as much material as the space we have will hold! And the system makes things easy to find. Do you remember when that patron came in yesterday and a keyword search for "Amazon" brought up 926 results? More than half of them involved books about South American parrots, the Amazon River, and amazon.com, when what she really wanted was a book about Xena with a reference to a specific episode about Amazons By using a more specific search, we were able to use our catalog to help her find what she was looking for (Dewey: 791.4572; LCC: GV1469.35.X42). Every staff member can use it, it's easy to remember so that if the computers should happen to go down, we can still assist patrons with reference questions, and that makes us all more effective with the bottom line – customer service.
Why not use Library of Congress instead of Dewey, which seems like something best left in elementary school, did you say? So, you think LCC is more sophisticated? Well, it has its benefits – it's easier in some ways, but not nearly as specific. You see, LCC catalogs only what is already in the collection and there isn't a lot of room to grow if we commit to LCC. We are a brand new library and I am hoping that our collection grows. Dewey will grow with us.
It's true that in this day and age, keyword searches are not only pretty fast, but they are easy. Unfortunately, they are not the most efficient way to find materials for our patrons. Why, you ask? Well, while keyword searching can help our patrons start a search if they're not really certain precisely what it is they are looking for, there are more effective methods. This is where our public catalog and our in-house catalog differ. Keyword searches are far too broad in scope and offer too many results that may not be relevant or specific enough to find the material our customers need.
Our catalog needs three things to best serve our customers:
It needs a description of each item to tell the customer what it is and what it does – is it a book? How many pages is it? Is it a video? How many minutes?
Our catalog is a subject catalog, so it is most important that the subject headings are clear in telling our customers and staff what each item is about. This is what Charles Cutter called "collocation."
It also needs accurate finding aids. This should be self-explanatory, but allow me to elaborate – "Location, location, location!" People need to be able to locate the actual material to use it, so our catalog has to be able to tell them where to look for it.
Look, a library is only as good as the customer service it provides to the community which supports it. I want ours to be the best! The most important thing we can provide is service to the community and convenience. By using the Dewey system, we have a stable classification system and we can work with other libraries on the same system to establish a relationship and acquire materials that we don't have for our patrons through ILL. It's much easier to call a library with a specific classification number than to ask for "that book about the thing – you know the one – it's about that thing .. for the other thing?" By augmenting some of our more populated subject areas with Cutter numbers, we are able to expand the classification of our collection indefinitely, by as much material as the space we have will hold! And the system makes things easy to find. Do you remember when that patron came in yesterday and a keyword search for "Amazon" brought up 926 results? More than half of them involved books about South American parrots, the Amazon River, and amazon.com, when what she really wanted was a book about Xena with a reference to a specific episode about Amazons By using a more specific search, we were able to use our catalog to help her find what she was looking for (Dewey: 791.4572; LCC: GV1469.35.X42). Every staff member can use it, it's easy to remember so that if the computers should happen to go down, we can still assist patrons with reference questions, and that makes us all more effective with the bottom line – customer service.
Why not use Library of Congress instead of Dewey, which seems like something best left in elementary school, did you say? So, you think LCC is more sophisticated? Well, it has its benefits – it's easier in some ways, but not nearly as specific. You see, LCC catalogs only what is already in the collection and there isn't a lot of room to grow if we commit to LCC. We are a brand new library and I am hoping that our collection grows. Dewey will grow with us.
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Attempt Score:
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94 / 100
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(94.00 %)
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Overall Grade (highest attempt):
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94 / 100
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(94.00 %)
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