Mixed Translation Models for the DDC

1. Mixed Translation Models for the DDC 10th International ISKO Conference Universit� de Montr�al 6 August 2008 Joan S. Mitchell OCLC Ingebj�rg Rype National Library of Norway Magdalena Svanberg National Library of Sweden Today, we are going to address mixed translations of the DDC�versions that combine a vernacular framework supplemented by English-language classes.Today, we are going to address mixed translations of the DDC�versions that combine a vernacular framework supplemented by English-language classes.

2. Outline Background Basic design Pilot Norwegian study What we have learned Future work In mid-2006, the National Library of Sweden proposed exploring a mixed Swedish-English version of the DDC as a path to a DDC edition in a Swedish context. In early 2007, the National Library of Norway also expressed interest in exploring a mixed Norwegian-English translation as a possible alternative to a new Norwegian translation of the DDCIn mid-2006, the National Library of Sweden proposed exploring a mixed Swedish-English version of the DDC as a path to a DDC edition in a Swedish context. In early 2007, the National Library of Norway also expressed interest in exploring a mixed Norwegian-English translation as a possible alternative to a new Norwegian translation of the DDC

3. Why consider a mixed translation? Faster translation process Easier to maintain but Usability as classifier�s tool and in end-user facing applications unknown Why consider a mixed translation? A mixed translation could speed the translation process and be easier to maintain, thereby reducing the cost of the initial translation and ongoing maintenance. The majority of changes in the DDC occur at levels deeper than those found in the English-language abridged edition. Presumably, it would be easier to keep a mixed translation up-to-date by ingesting English-language records directly at deeper levels without going through the intermediate step of translation. The anticipated productivity gains in the development and maintenance of a mixed translation must be weighed against questions concerning its usability as a classifier�s tool and in end-user facing applications. Why consider a mixed translation? A mixed translation could speed the translation process and be easier to maintain, thereby reducing the cost of the initial translation and ongoing maintenance. The majority of changes in the DDC occur at levels deeper than those found in the English-language abridged edition. Presumably, it would be easier to keep a mixed translation up-to-date by ingesting English-language records directly at deeper levels without going through the intermediate step of translation. The anticipated productivity gains in the development and maintenance of a mixed translation must be weighed against questions concerning its usability as a classifier�s tool and in end-user facing applications.

4. Basic Design Use DDC data in the vernacular as framework Where needed, add English-language classes from full edition to complete hierarchies Translate the auxiliary tables (Tables 1-6) in full Use standard terminology for instructions in the language of each record (e.g., �Her:� / �Class here�) Include logical abridgment instructions to address use by smaller collections Provide separate indexes featuring the terminology available in each language We started working together to define the basic design for mixed translations and specific models for the Swedish and Norwegian contexts. We proposed the following as the basic design: Use DDC data in the vernacular to form the base edition Add English-language classes from the latest full edition to complete the hierarchies [It�s useful to note here that a mixed translation is not a bilingual edition in the sense of parallel records in both languages�in some cases, the entire hierarchy will be in the vernacular, sometimes at a level deeper than available in the English-language edition (for example, in developments for geographic areas and history). Translate Tables 1-6 in full (the geographic table will contain interoperable expansions in the vernacular, and might be abridged in other places such as US counties) Use the standard terminology for instructions in the language of the individual class, for example �Her:� in Norwegian classes and �Class here� in English-language classes. Include logical abridgment instructions to address use of the edition by smaller collections�such instructions could also facilitate the extraction of an abridged vernacular edition Provide separate indexes featuring the terminology available in each language. Our paper in the conference proceedings discusses the vernacular content available in Norwegian and Swedish, and slight variations in the proposed approaches to each mixed translation model. Today, we would like to report on our experiences in building a mixed Norwegian-English translation in education and testing its usability as a classifier�s tool.We started working together to define the basic design for mixed translations and specific models for the Swedish and Norwegian contexts. We proposed the following as the basic design: Use DDC data in the vernacular to form the base edition Add English-language classes from the latest full edition to complete the hierarchies [It�s useful to note here that a mixed translation is not a bilingual edition in the sense of parallel records in both languages�in some cases, the entire hierarchy will be in the vernacular, sometimes at a level deeper than available in the English-language edition (for example, in developments for geographic areas and history). Translate Tables 1-6 in full (the geographic table will contain interoperable expansions in the vernacular, and might be abridged in other places such as US counties) Use the standard terminology for instructions in the language of the individual class, for example �Her:� in Norwegian classes and �Class here� in English-language classes. Include logical abridgment instructions to address use of the edition by smaller collections�such instructions could also facilitate the extraction of an abridged vernacular edition Provide separate indexes featuring the terminology available in each language. Our paper in the conference proceedings discusses the vernacular content available in Norwegian and Swedish, and slight variations in the proposed approaches to each mixed translation model. Today, we would like to report on our experiences in building a mixed Norwegian-English translation in education and testing its usability as a classifier�s tool.

5. DDK 5 Norwegian abridgment of DDC 21 Includes Tables 1-7 (Table 3 in single development) Some alternative developments in education, history, and geographic areas Uses standard option in law First, I�ll say a few words about the current Norwegian translation in order to give context to the mixed translation. The current Norwegian edition of Dewey, DDK 5, was published in 2002. It is a customized abridgment of DDC 21 based on the literary warrant in Norwegian libraries, and includes several adaptations to address the Norwegian cultural/political situation. DDK 5 contains some longstanding alternative developments in education, history, and geographic areas that will need to be addressed simultaneously in Norwegian content and the English-language full edition. It also uses one of the standard Dewey options for the law of Norway. First, I�ll say a few words about the current Norwegian translation in order to give context to the mixed translation. The current Norwegian edition of Dewey, DDK 5, was published in 2002. It is a customized abridgment of DDC 21 based on the literary warrant in Norwegian libraries, and includes several adaptations to address the Norwegian cultural/political situation. DDK 5 contains some longstanding alternative developments in education, history, and geographic areas that will need to be addressed simultaneously in Norwegian content and the English-language full edition. It also uses one of the standard Dewey options for the law of Norway.

6. Norwegian Model: 370-372 Education Schedule Base vernacular edition = Level of notation in DDK 5 Update captions and notes to match equivalent classes in DDC 22 Add English-language classes for rest of schedule records Segment numbers in notes to level of DDK 5 Address differences in levels of education and primary school curriculum For the pilot study, we built a mixed translation in education using part of the education schedule (general topics in 370, schools and their activities + special education in 371, and elementary education in 372). To build the mixed edition, we used the level of notation in DDK 5 as the framework for the vernacular content. We updated captions and notes to match equivalent content classes in DDC 22, and added English-language classes to complete the hierarchies. We added logical abridgment information to notes. For the purpose of the study, we made interim accommodations for Norwegian-specific developments for the levels of education and the primary school curriculum. For the pilot study, we built a mixed translation in education using part of the education schedule (general topics in 370, schools and their activities + special education in 371, and elementary education in 372). To build the mixed edition, we used the level of notation in DDK 5 as the framework for the vernacular content. We updated captions and notes to match equivalent content classes in DDC 22, and added English-language classes to complete the hierarchies. We added logical abridgment information to notes. For the purpose of the study, we made interim accommodations for Norwegian-specific developments for the levels of education and the primary school curriculum.

7. Norwegian Model: 370-372 Index Import DDK 5 index terms as basis for Norwegian index, but include full numbers Where possible, supplement current Norwegian index with terms dropped from notes Include separate full English-language index We imported the DDK 5 index terms. In the course of updating DDK 5 records to their DDC 22 equivalents, we needed to move some topics in DDK 5 to elsewhere in the schedules or to subordinate classes in the same hierarchy. When topics were moved to a class represented in English, the Norwegian term representing the topic was moved to the Norwegian index whenever possible. We also included a separate English-language index.We imported the DDK 5 index terms. In the course of updating DDK 5 records to their DDC 22 equivalents, we needed to move some topics in DDK 5 to elsewhere in the schedules or to subordinate classes in the same hierarchy. When topics were moved to a class represented in English, the Norwegian term representing the topic was moved to the Norwegian index whenever possible. We also included a separate English-language index.

8. 370.152 (excerpt from DDK 5) 370.152 Kognitive prosesser Inkluderer: Hukommelse, l�ring, probleml�sing, resonnement, tenking Her: Intelligens L�ringsmotivasjon, se 370.154 Here�s the class from DDK 5 for cognition in the educational psychology schedule. In DDC 22, the caption change to �Conscious mental processes and intelligence,� and �cognition� moved to a class-here note, which you�ll see on the next slide. Nearly all the topics in the notes in the DDK 5 record are associated with subordinate classes in the 370.152 hierarchy in DDC 22.Here�s the class from DDK 5 for cognition in the educational psychology schedule. In DDC 22, the caption change to �Conscious mental processes and intelligence,� and �cognition� moved to a class-here note, which you�ll see on the next slide. Nearly all the topics in the notes in the DDK 5 record are associated with subordinate classes in the 370.152 hierarchy in DDC 22.

9. 370.152 (excerpt from Mixed) 370.152 Bevisste mentale prosesser og intelligens Forminndeling kan brukes for bevisste mentale prosesser og intelligens behandlet sammen, eller for bevisste mentale prosesser alene Inkluderer: Tenking Her: Kognitive prosesser Emosjoner, se 370.153/4; for Persepjon, se 370.155; for Fantasi og kreativitet, se 370.157 370.1522-370.1529 (English-language subdivisions) The first note here is the Norwegian equivalent of the instruction to add standard subdivisions for both topics together or for the topic of conscious mental processes alone. Of all the topics in the previous including note, only �Tenking� (critical thinking in English) remains at the 370.152 level. Notice the logical abridgment symbol (the slash) in the first see reference�370.153/4 means that the DDK 5 notation stops at 370.153.The first note here is the Norwegian equivalent of the instruction to add standard subdivisions for both topics together or for the topic of conscious mental processes alone. Of all the topics in the previous including note, only �Tenking� (critical thinking in English) remains at the 370.152 level. Notice the logical abridgment symbol (the slash) in the first see reference�370.153/4 means that the DDK 5 notation stops at 370.153.

10. 370.152 (excerpt from Mixed� English-language subdivisions) 370.1522 Memory 370.1522 Learning For motivation to learn, see 370.154 370.1524 Reasoning Class here problem solving 370.1528 Behavior modification [formerly 370.153] Class behavior modification methods of instruction in 371.39/3 370.1529 Intelligence Class here multiple intelligences For emotional intelligence, see 370.153/4 Here are the subordinate English-language classes that have been added to the mixed translation. Notice the see reference to learning motivation that appeared at 370.152 in DDK 5 now appears in the record for 370.1522.Here are the subordinate English-language classes that have been added to the mixed translation. Notice the see reference to learning motivation that appeared at 370.152 in DDK 5 now appears in the record for 370.1522.

11. 370.152 (excerpt from Mixed�Norwegian index terms) 370.1522 Memory Hukommelse�Pedagogisk psykologi 370.1522 Learning L�ring�Pedagogisk psykologi 370.1524 Reasoning Probleml�sing�Pedagogisk psykologi Resonnement�Pedagogisk psykologi 370.1528 Behavior modification [formerly 370.153] Atferd�Pedagogisk psykologi 370.1529 Intelligence Intelligens�Pedagogisk psykologi Most of the topics in the 370.152 including note in DDK 5 have moved to the Norwegian index as index terms for English-language records at a deeper level in the same hierarchy.Most of the topics in the 370.152 including note in DDK 5 have moved to the Norwegian index as index terms for English-language records at a deeper level in the same hierarchy.

12. Pilot Norwegian study Build a Norwegian-English mixed translation of 370-372 Recruit 19 librarians to participate in study from variety of library types to test usefulness as classifier�s tool Classify test set of 20 titles (10 in Norwegian, 10 in English; all accompanied by rich metadata) using DDK 5, Mixed, and DDC 22 Complete online questionnaire Interview participants who completed initial study We prepared the 370-372 schedule for use in a pilot study in June 2008. At a national library conference in March 2008, Ingebj�rg Rype recruited 19 librarians from a variety of library types to participate in the study Using DDK 5, the mixed edition, and DDC 22, study participants were asked to classify a set of 20 titles (10 in Norwegian, 10 in English; all accompanied by rich metadata including subject headings and table of contents when available) and then complete an online questionnaire. We then held follow-up electronic interviews with the participants that completed the questionnaire. Ingebj�rg will report on some of the results.We prepared the 370-372 schedule for use in a pilot study in June 2008. At a national library conference in March 2008, Ingebj�rg Rype recruited 19 librarians from a variety of library types to participate in the study Using DDK 5, the mixed edition, and DDC 22, study participants were asked to classify a set of 20 titles (10 in Norwegian, 10 in English; all accompanied by rich metadata including subject headings and table of contents when available) and then complete an online questionnaire. We then held follow-up electronic interviews with the participants that completed the questionnaire. Ingebj�rg will report on some of the results.

13. Pilot Study: Respondents 11 respondents (12 of 19 librarians recruited answered the survey; 2 answered jointly) 2 public 2 university 1 vendor 5 national library 1 other (former national library) Of the 19 librarians recruited for the study, 12 completed it. Two national library participants prepared a joint answer and were counted as a single respondent. The library vendor (Biblioteksentralen) sells bibliographic products, including cataloging services, to nearly all the public and school libraries in Norway. All respondents were current users of DDK 5�3 also used DDC 22 (for one of the university libraries, DDC 22 is the primary edition and DDK 5 the secondary one), 1 used WebDewey, 2 used older English-language editions (DDC 21 and DDC 20, respectively). It is quite common in Norwegian libraries to consult the full English-language edition of the DDC even if you don�t use it as your primary classification tool. Of the 19 librarians recruited for the study, 12 completed it. Two national library participants prepared a joint answer and were counted as a single respondent. The library vendor (Biblioteksentralen) sells bibliographic products, including cataloging services, to nearly all the public and school libraries in Norway. All respondents were current users of DDK 5�3 also used DDC 22 (for one of the university libraries, DDC 22 is the primary edition and DDK 5 the secondary one), 1 used WebDewey, 2 used older English-language editions (DDC 21 and DDC 20, respectively). It is quite common in Norwegian libraries to consult the full English-language edition of the DDC even if you don�t use it as your primary classification tool.

14. Preference as classification tool . . . for English titles* DDK 5 3 Mixed 5 DDC 22 5 for Norwegian titles* DDK 5 5 Mixed 7 DDC 22 0 *Multiple selections permitted on this question Respondents showed a preference for the mixed version or DDC 22 for classing English-language titles. For Norwegian titles, no one selected DDC 22, but the mixed edition had a slightly higher preference than DDK 5 alone. Respondents showed a preference for the mixed version or DDC 22 for classing English-language titles. For Norwegian titles, no one selected DDC 22, but the mixed edition had a slightly higher preference than DDK 5 alone.

15. Design and Use of Mixed Edition Participants showed openness to using a mixed edition, using DDK 5 as the guide for the level of notation in such an edition, and including Norwegian index terms for English-language classes. There was less interest in having the English-language index terms associated with classes in Norwegian.Participants showed openness to using a mixed edition, using DDK 5 as the guide for the level of notation in such an edition, and including Norwegian index terms for English-language classes. There was less interest in having the English-language index terms associated with classes in Norwegian.

16. Limitations of Study Only 12 of 19 study participants completed the questionnaire; all 5 from national library but only 2 of 5 from public libraries DDK 5 itself was not updated While 12 of the 19 persons recruited for the study completed the survey, the rate of participation by the smaller public and county libraries was disappointing�only 2 of the 5 recruits completed the survey. This group is likely to need the level of abridgment afforded by the current DDK 5 and less likely to collect English-language titles. The study was focused on testing the usefulness of a mixed edition as a classifier�s tool. DDK 5 itself was not updated--that was never part of the study design and would have been a significant undertaking even for a small part of the schedules. We used the original DDK 5 database to build the mixed edition; some additional index terms distributed in updates after the publication of DDK 5 were not included in the mixed edition.While 12 of the 19 persons recruited for the study completed the survey, the rate of participation by the smaller public and county libraries was disappointing�only 2 of the 5 recruits completed the survey. This group is likely to need the level of abridgment afforded by the current DDK 5 and less likely to collect English-language titles. The study was focused on testing the usefulness of a mixed edition as a classifier�s tool. DDK 5 itself was not updated--that was never part of the study design and would have been a significant undertaking even for a small part of the schedules. We used the original DDK 5 database to build the mixed edition; some additional index terms distributed in updates after the publication of DDK 5 were not included in the mixed edition.

17. Pilot Study: Follow-up interviews What did you like about the mixed edition? What didn�t you like? Should we continue to study a mixed edition? If yes, what do we need to take care of? Are there important features that we haven�t addressed? Do you have any suggestions for how the mixed edition could be improved? Do you have any comments on the survey itself? Are there questions that you found difficult to answer? 9 of the 12 respondents agreed to participate in an online follow-up interview. Again, the two participants from the national library provided a single response, for a total of 8 responses.9 of the 12 respondents agreed to participate in an online follow-up interview. Again, the two participants from the national library provided a single response, for a total of 8 responses.

18. 1a. What did you like? Norwegian as main language An index with more Norwegian terms Ability to use Norwegian terms/categories but still have access to English edition More expanded than DDK 5�easier to develop precise numbers Useful to see subordinate terms�easier to classify when visible Good to have one source to consult�if use DDK 5, often need to consult full international edition, too. Could be useful for large collections The respondents liked the Norwegian framework for the mixed version, the addition of more terms to the Norwegian index, and the depth/context provided by having the English-language classes close at hand.The respondents liked the Norwegian framework for the mixed version, the addition of more terms to the Norwegian index, and the depth/context provided by having the English-language classes close at hand.

19. 1b. What did you dislike? Confusing to change between languages�hierarchies in two languages increase possibility of mistakes Not all Norwegian librarians have mastered English Design--little distinction between edition in color, font, etc. Confusing that Norwegian terms point to English classes Need more comprehensive Norwegian index�more terms and additional aspects of subjects Corrections/updates from DDK 5 missing from mixed Numbers longer for small libraries Some found the mix of languages confusing, and thought more attention should be paid to the basic design in terms of color, font, etc. Some found the association of Norwegian index terms with English-language classes confusing. One respondent raised the general concern/question about mastery of English among Norwegian librarians. Several commented on the need for a more comprehensive Norwegian index�one with more terms and with additional aspects of subjects not currently found in DDK 5. Again, the few missing index terms from DDK 5 updates were mentioned. One concern about the mixed edition resulting in longer numbers was due to a limitation in the software used to prepare the mixed edition. Classes in Norwegian in the mixed version are based on the level of notation in DDK 5. Numbers in notes at a deeper level than the DDK 5 notation are marked with a logical abridgment symbol (the slash). Unfortunately, because of software limitations we could not show abridgment marks in the index or in the number column in the schedules. Some found the mix of languages confusing, and thought more attention should be paid to the basic design in terms of color, font, etc. Some found the association of Norwegian index terms with English-language classes confusing. One respondent raised the general concern/question about mastery of English among Norwegian librarians. Several commented on the need for a more comprehensive Norwegian index�one with more terms and with additional aspects of subjects not currently found in DDK 5. Again, the few missing index terms from DDK 5 updates were mentioned. One concern about the mixed edition resulting in longer numbers was due to a limitation in the software used to prepare the mixed edition. Classes in Norwegian in the mixed version are based on the level of notation in DDK 5. Numbers in notes at a deeper level than the DDK 5 notation are marked with a logical abridgment symbol (the slash). Unfortunately, because of software limitations we could not show abridgment marks in the index or in the number column in the schedules.

20. What did we learn? From pilot study responses From building the mixed edition

21. Pilot study results suggest . . . Mixed approach appears to have some value, but further study is required Some focus is needed on design considerations�the mix of languages can be confusing There is a loss of information in the schedule itself when vernacular content is moved from notes to the index More comprehensive indexing in Norwegian is needed and the possibility of a merged index should be explored The mixed approach appears to have some value, but further study is required Some focus is needed on design considerations�the mix of languages can be confusing More comprehensive indexing in Norwegian is needed and the possibility of a merged index should be explored There is a loss of information in the schedule itself when vernacular content is moved from notes to the index. The mixed approach appears to have some value, but further study is required Some focus is needed on design considerations�the mix of languages can be confusing More comprehensive indexing in Norwegian is needed and the possibility of a merged index should be explored There is a loss of information in the schedule itself when vernacular content is moved from notes to the index.

22. Building the mixed edition . . . Afforded a critical perspective on the general DDC framework in education Reinforced the need for international cooperation on improving the general framework and facilitating local interoperable customizations in the DDC We have also learned something from the process of building the mixed translation. In working on the mixed translation, I was able to view the general framework from a Norwegian perspective�a different one from that of a reviewer of a translation or the developer of English-language content. I was already aware of shortcomings in the education schedule related to the representation of levels of education and the primary school curriculum�we have an international discussion under way on those aspects. But other things that I never noticed jumped out with Norwegian eyes�for example, the Norwegian edition includes a range of school medical services including dental services while the only school medical services explicitly mentioned in the English-language edition are school nursing programs�in some places, the current English-language development is too localized for an international framework.We have also learned something from the process of building the mixed translation. In working on the mixed translation, I was able to view the general framework from a Norwegian perspective�a different one from that of a reviewer of a translation or the developer of English-language content. I was already aware of shortcomings in the education schedule related to the representation of levels of education and the primary school curriculum�we have an international discussion under way on those aspects. But other things that I never noticed jumped out with Norwegian eyes�for example, the Norwegian edition includes a range of school medical services including dental services while the only school medical services explicitly mentioned in the English-language edition are school nursing programs�in some places, the current English-language development is too localized for an international framework.

23. Future Work Refine mixed-translation model and test further as classifier�s tool Consider a pilot study in Sweden Undertake separate study of mixed translation as an end-user facing tool Explore how current research on multilingual representations of the DDC and automatic derivation of abridged editions might inform the design of a mixed translation (or other approaches) Continue the formal decision-making process in Norway and Sweden on future translations of the DDC We�ve identified the following areas for future work Refine the mixed-translation model and test it further as classifier�s tool Consider repeating pilot study in Sweden Undertake a separate study of the usability of a mixed translation as an end-user facing tool Some current research projects might inform our work on mixed translations. We currently have a research project under way with Deutsche Nationalbibliothek on multilingual representations of the DDC using the German web interface pointed at complete editions in multiple languages; we also have a project under way on the editorial team to derive an abridged edition of the DDC automatically from the full edition. In parallel to this work, my colleagues will also continue the formal decision-making process in Norway and Sweden on future translations of the DDC In closing, we are still unsure that a mixed translation is a useful version of the DDC�one important open question remains: Is the local viewpoint lost in such a version? A mixed translation may prove to be a good interim solution on the way to a representation of the DDC in the vernacular.We�ve identified the following areas for future work Refine the mixed-translation model and test it further as classifier�s tool Consider repeating pilot study in Sweden Undertake a separate study of the usability of a mixed translation as an end-user facing tool Some current research projects might inform our work on mixed translations. We currently have a research project under way with Deutsche Nationalbibliothek on multilingual representations of the DDC using the German web interface pointed at complete editions in multiple languages; we also have a project under way on the editorial team to derive an abridged edition of the DDC automatically from the full edition. In parallel to this work, my colleagues will also continue the formal decision-making process in Norway and Sweden on future translations of the DDC In closing, we are still unsure that a mixed translation is a useful version of the DDC�one important open question remains: Is the local viewpoint lost in such a version? A mixed translation may prove to be a good interim solution on the way to a representation of the DDC in the vernacular.