Content Metadata Standards Cataloging as an Example

1. Content Metadata StandardsCataloging as an Example Spring 2006, 6 February Bharat Mehra IS 520 (Organization and Representation of Information) School of Information Sciences University of Tennessee

2. “Critical Reflection Assignment 2” • Each group will be given an “information object” and the group task is to create a bibliographic card of eight fields. Each group has to choose the eight fields according to their perception of the importance of those fields in searching for that particular item and rank the fields in the order of importance. Identify what you did and what you learned from the process. What thoughts did you have before, during or after the exercise? What did the process help you understand about the process of organization and representation of information?

3. Bibliographic Database for Critical Reflection Assignment 2 What does this activity reveal in terms of information organization and representation?

4. Bibliographic Control • Chan Definition: Operations by which recorded info is organized or arranged according to established standards and thereby made readily identifiable and retrievable • Activities: Indexing, Classification, Descriptive and subject cataloging • Tools: [Bibliographic lists/files, bibliographic databases] •  Bibliographic records • Bibliographic Authority Control: Uniform terms are used for names/topics as access points so that records pertaining to the same entity are not dispersed among synonyms or variant name forms • Apply to Critical Reflection Assignment 2

5. Bibliographic Records • Each biblio. record pertains to one item in the collection; contains 2 types of info • Enough data for item to be identifiable in the file and collection • At least one access point • ACCESS POINTS: Searchable terms enabling the searcher to identify the records in an information system • In a library catalogs, users can search multiple access points to records of the collection • Types of access points: name, title, subject headings, etc.

6. Library Catalog • Contain set of records that provide data about the items in the collection • Data on each record include: • Bibliographic description giving ID, publication, phy. characteristics of the document • Call number (consisting of classification number based on subject content + book number based on author, title, or both): indicate location of item in collection • Multiple-access files: Allow many ways to retrieve particular record • For same document, many cards for the same item, based on different access point • Reasons for main entry: efficient ways to manage lists that are maintained manually; standard convention in citations • More specialized a library is (material or clientele), more its catalog will vary form other libraries • Variations in catalogs: physical form; access points provided; principle governing how records are sequenced; individual records are formatted

7. Library Catalogs • A bibliographic file contains records of items in libraries and where they can be found (call number—subject and book): bibliographic file, shelflist, authority file • Union catalogs • Chief access point or main entry (author) and added entries • Forms: Card catalog (3x5), book catalog, microform catalog, CD-ROMs, online catalog (MARC records: basic unit) • Arrangement of records: Alphabetical (interfiled) and systematic (classified: system of classification and shelflist: call number order); accession order: chronologically with index cards

8. Main Entry Card / Shelflist Card LB2368 .M57 1986 Milton, Ohmer. Making sense of college grades / Ohmer Milton, Howard R. Pollio, James A. Eison ; foreword by Laura Bornholdt. -- 1st ed. -- San Francisco : Jossey-Bass, 1986. xxii, 287 p. : ill. ; 24 cm. -- (Jossey-Bass higher education series) Half-title: Making sense of college grades : why the grading system does not work and what can be done about it. Includes bibliographical references (p. 271-280) and index. 0-875-89687-1 1. Grading and marking (Students). 2. College credits. I. Pollio, Howard R. II. Eison, James A., 1950- III. Title. IV. Series.

9. Copy and Original Cataloging • Copy cataloging is the practice in which local libraries use the existing records in Online Computer Library Center (OCLC). • Original cataloging is the practice in which local libraries produce new records in OCLC. • A matching record means the records representing an information object in the Online Public Access Catalog (OPAC) corresponds to the same record in WorldCat.

10. Exercise 1 (Due 15 February) IR systems and Intellectual Access • OBJECTIVES • To observe an OPAC and the OCLC bibliographic network/utility and searchable fields. To compare the searchable fields by the interfaces with traditional card catalog; and to illustrate how records represent information objects at the level of work-expression-manifestation

11. Exercise 1 (Due 15 February) IR systems and Intellectual Access • Observations of Interface of Two • Bibliographic Retrieval Systems • IA. Searchable fields in the UTK Online Catalog • IB. Searchable fields in OCLC FirstSearch/WorldCat: To search • OCLC, select WorldCat from the UTK Library Homepage. From • among the three search options, you should use either advanced • or expert. Read the online help to see if the help is helpful. • What are the searchable fields provided by the system? • Identify the searchable fields that are identical with those in the card • catalog system (Cutter’s model) and their derivatives. (Note: Cutter’s • model defined three types of searchable fields: author (last name first), • title, and subject.) • Identify the other searchable fields that did not exist in card catalog, but • are made available by the online catalog. Group them into Expression and • Manifestation. • Examine how the interface arranges these searchable fields (include • browsing) and the assumptions about the users.

12. Exercise 1 (Due February 15) IR systems and Intellectual Access • II. Intellectual access (Searching Tasks) • Search the two systems (see above) to identify known items to • illustrate: (1) a work can have more than one expression; and (2) a • work can have more than one manifestation. The record from the • two systems should match, although they will not be identical. See • the following about what matching records are from different • systems. • III. Report • Summarize your observation based on the bulleted tasks above (IA • and IB). You should report each system separately and add a • summary paragraph for comparison. (All fields must be examined: • total number of searchable fields, the fields derived from each type • in Cutter’s model, the fields that became searchable as a results of • automation.) • Number your output records in pairs (such as Record 1a for OPAC • and Record 1b for WorldCat and so on). Be sure the two records • are matching records. List the work(s), its different expressions • (refer to your record numbers), and its different manifestations • (refer to your record numbers). Identify the output records in terms of works, expressions and manifestations separately.

13. Cataloging Procedures for One Bibliographic Record • Descriptive cataloging: prep of biblio. descriptions and determination of access points (AACR2) • Subject access • Subject cataloging: selection of subject access points (LCSH/SLSH/MSH) • Classification: assignment of class numbers and book numbers (LCC/DDC/NLMC) • Authority work • MARC Tagging

14. AACR2R--A Brief Introduction • Part I how to describe documents • Based on International Standard(s) Bibliographic Description (G, M, S, ...); rules on each type of documents • Part II how to set up access points • Based on Paris Principles; rules on how to (1) provide access points and (2) form headings, uniform titles, and references

15. AACR2r--A Important Note • AACR2r guides the descriptive part of a bibliographic record (8 areas)--Part I • AACR2r also guides establishing bibliographic access points--Part II • Not guided by AACR2r are the following: • subject access points • classification numbers

16. Cataloging Records -- Anatomy Descriptive elements (Chan’s category: 2.a.) 8 areas (defined by ISBD and AACR2) Title, Statement of responsibility, Edition statement, Publication, Physical description, Series, Note, Standard numbers Access points bibliographic (author, title, series etc.) (Chan, 2.b.) subjects (headings; descriptors) (Chan, 3.) classification (physical organization) (Chan, 1.) Others relationships between documents administrative data

17. Cataloging Level (Bibliographic Unit) Monographic materials single volume multiple volumes (a single work) Serial publications the continuous publication as a whole if change of title A work with different expression/manifestation book movie

18. Cataloging Standards International Standards for Bibliographic Description (ISBD) Anglo-American Cataloging Rules 2r (AACR2r) Controlled vocabulary (Subject Headings) Library classifications (Shelving device)

19. Why so many Metadata Standards/Schemes? • The various standards are developed to respond to the needs for resource sharing in specific contexts • Specific scheme is a result of a community-based initiative and activity • It often leads to national and international collaboration and adoption after being tested in practice

20. Types of Metadata Schemes • General vs. Domain specific • ISBD/AACR2 (library environment) • DC for Web objects • IDAD, APPM/DACS (archives) • MPEG (digital video and audio) • Content vs. Encoding • covers one or the other

21. What is in Common? • Contents • specifications of elements used to describe and manage information objects • Semantics • definitions of meanings (and how to extract data) for each element • Syntaxes • rules how to structure data in a record • markup or tag

22. MLA APA Turabian Bib Turabian RL Citation Standards: The Styles • Garfied, Francis William, and Harry Horizan. “An examination of fleeting moments.” Journal of Temporal Studies 56.3 (1991): 1-19. • Garfied, F. W., & Horizan, H. (1991). An examination of fleeting moments. Journal of Temporal Studies 56(3), 1-19. • Garfied, Francis William, and Harry Horizan. “An examination of fleeting moments.” Journal of Temporal Studies 56, no. 3 (March 1991): 1-19. • Garfied, Francis William, and Harry Horizan. 1991. An examination of fleeting moments. Journal of Temporal Studies 56 (March): 1-19.

23. Turabian I: Note (N) plus Bibliography (B) • Using footnotes + numbering in the text • Each footnote is a full citation at bottom of the page 1 (see rule 11.3) • 2. Bibliography at the end of the paper • arranged by first author’s last name • PY is placed at the end of the citation entry • --------------------- • 1 Kate L. Turabian. A Manual ……( …, 1996), 187.

24. Turabian II: Parenthetical Reference (PR) in text and Reference List (RL) • Using parenthetical reference in text, e.g. (Smith, 1998) • Reference list is at the end of the text • arranged by first author’s last name • PY is placed ? • (What are other differences of these two methods of citing works?)

25. Bibliographic Quality Control • The Framework of Guidance for Building Good Digital Collections articulates six principles applying to good metadata and bibliographic control: • • Good metadata should be appropriate to the materials in the collection, users of the collection, and intended, current and likely use of the digital object. • • Good metadata supports interoperability. • • Good metadata uses standard controlled vocabularies to reflect the what, where, when and who of the content. • • Good metadata includes a clear statement on the conditions and terms of use for the digital object. • • Good metadata records are objects themselves and therefore should have the qualities of archivability, persistence, unique identification, etc. Good metadata should be authoritative and verifiable. • • Good metadata supports the long-term management of objects in collections.

26. Critical Reflection 4 • Look at the box of catalog cards that have been provided to you: • Identify what kind of arrangement is followed for sequencing the records?

27. Critical Reflection 4 • Select one card from the box. Identify the following for that card: • What are the main entry and added entries for the card? • How many access points are there?

28. Critical Reflection 4 • Select one card from the box. Identify the following for that card: • How many access points are there according to Chan’s model? Provide the values for Chan’s data elements. • How many access points are there according to Dublin core? Provide the values for the data elements.

29. Critical Reflection 4 • Select three other cards from the box that have the same kind of main entry: • What are the differences in the cards? Why are they different? • Identify variations to the cards for different expressions and manifestations for the same work?

30. Critical Reflection 4 • Select three other cards from the box that have the same kind of main entry: • What would the card look like for a subject card for the same information package? • Find examples of copy and original catalogs? How do you know they are examples of copy and original catalogs?