Drawing from my own notes and sometimes elaborating on discussion postings, here are my catch-up postings for past lessons (they are in chronological order rather than typical blog reverse order):
LESSON 2: ACCESS
All three levels of access are important considerations, and many of you have brought up interesting and relevant points for consideration to which I'll just add a couple comments. Digit access is obviously the most current and quickly changing point. While our library catalogue and online databases are accessible from within the school and from outside, I wonder how many students actually access it. This might be further used by teachers and TL if it means access to more than the catalogue itself. An important consideration is the teaching of research skills that the databases (i.e. online journals) could be used for. I think many of students simply 'google' and hope, rather than using skills to focus searches on reliable sources.
The trend to use e-readers and incorporating digital texts into the collection can have significant budget implications in terms of equipment and site-licenses, though certainly a valued addition particularly if accessible beyond the library itself. From what I can see websites, Youtube clips, webquests are increasingly being used in the classroom, if the equipment is there to use -- and every classroom does not yet have that, nor are there enough computers for a class to access sites individually in my school; computer lab time is sometimes difficult to book, too. But I agree that technology is there to support learning. It can enhance engagement, promote cooperative learning projects through for instance, wikis and blogs, and can make life easier for teachers and TL. It is satisfying, but a continuous process to learn more about the potential of digital technology.
In terms of intellectual access, I've questioned what restrictions are justified for the collection, and find it sometimes is a balance between the freedom/right to individual access and fairness to others. In general, I feel the fewer restrictions the better, but realize that some are necessary with fairness in mind (popular books, lit circle books for classroom use).
A point brought up under physical access made me consider centrally organized resources vs. dept resources. We have a mix in our school, and while it makes sense to centralize teaching resources to manage circulation and access, it still happens that resources are not signed out and therefore go missing (as others have mentioned in their posts). Sometimes key teaching resources (videos) are used for "looser" curriculum connection by other depts which can be a little disappointing for teachers when they go to use the same resource. As AV resources are only teacher accessible now, there is little need for previewing facilities, but I can see that this will change in the future as more resources are digital and will become assessible to students as well as teachers.
The trend to use e-readers and incorporating digital texts into the collection can have significant budget implications in terms of equipment and site-licenses, though certainly a valued addition particularly if accessible beyond the library itself. From what I can see websites, Youtube clips, webquests are increasingly being used in the classroom, if the equipment is there to use -- and every classroom does not yet have that, nor are there enough computers for a class to access sites individually in my school; computer lab time is sometimes difficult to book, too. But I agree that technology is there to support learning. It can enhance engagement, promote cooperative learning projects through for instance, wikis and blogs, and can make life easier for teachers and TL. It is satisfying, but a continuous process to learn more about the potential of digital technology.
In terms of intellectual access, I've questioned what restrictions are justified for the collection, and find it sometimes is a balance between the freedom/right to individual access and fairness to others. In general, I feel the fewer restrictions the better, but realize that some are necessary with fairness in mind (popular books, lit circle books for classroom use).
A point brought up under physical access made me consider centrally organized resources vs. dept resources. We have a mix in our school, and while it makes sense to centralize teaching resources to manage circulation and access, it still happens that resources are not signed out and therefore go missing (as others have mentioned in their posts). Sometimes key teaching resources (videos) are used for "looser" curriculum connection by other depts which can be a little disappointing for teachers when they go to use the same resource. As AV resources are only teacher accessible now, there is little need for previewing facilities, but I can see that this will change in the future as more resources are digital and will become assessible to students as well as teachers.
LESSON 3:
Interesting that there is a “scholar search” button on Google when you dig. I wish all page info would come up when you right click. One has to search further to get authorship/ownership info...and sometime one cannot find it at all. Therefore delete from using.
From Discussion post:
It's interesting trying to find the criteria used by search engines. Since "Google" has become a verb, it's a good question to ask how the result lists are created. I recall in a web design workshop being told that links and hits will affect the ranking of the site, but didn't pursue it further. Now as I look into the background I find the information on the sites (conveniently? or necessarily?) vague. I also remember being told that the average student does not go past the first page or search results. There is an important role in teaching research skills here. It's interesting to look at a page I see several times a day, as it is my default page, and look at other options and info (i.e "more search tools"), which I like many never pay attention to because I am in the habit of quickly search for specific information.
Both Google and Yahoo reference algorithms (I will not pretend to understand this), and use 200 ways to rank, which includes their definition of "quality" and popularity (which would explain why Wikipedia frequently appears high on the list).
I had not used DMOZ before, and found it more limiting (17 sites listed for "pottery" under "arts") but it certainly led to different sites than Google and Yahoo, so I might check it out further. As others have stated it is a listing not a ranking so serves a different purpose.
Key terms and search terms are important in web searching or catalogue searching. An earlier library collection project I worked on made that clear, too, as I discovered appropriate resources in unexpectedly different parts of the collection due to cataloguing key term and search criteria. Another good thing to remind students of: try your search in a variety of ways.
On an aside: Is it my imagination or does there also seem to be an increasing number of sponsored sites and ads on Google? Wouldn't it be nice if you could close the ad bar permanently rather than having it reappear after each click?
Both Google and Yahoo reference algorithms (I will not pretend to understand this), and use 200 ways to rank, which includes their definition of "quality" and popularity (which would explain why Wikipedia frequently appears high on the list).
I had not used DMOZ before, and found it more limiting (17 sites listed for "pottery" under "arts") but it certainly led to different sites than Google and Yahoo, so I might check it out further. As others have stated it is a listing not a ranking so serves a different purpose.
Key terms and search terms are important in web searching or catalogue searching. An earlier library collection project I worked on made that clear, too, as I discovered appropriate resources in unexpectedly different parts of the collection due to cataloguing key term and search criteria. Another good thing to remind students of: try your search in a variety of ways.
On an aside: Is it my imagination or does there also seem to be an increasing number of sponsored sites and ads on Google? Wouldn't it be nice if you could close the ad bar permanently rather than having it reappear after each click?
LESSON 4: AACR2
Colour as an index point: This is a system I used in organizing the resource centre at a small school I worked at, and it became more accessible to students and staff, saved time, and allowed for student independence in their searches. My choice was intuitive – I had not done research into it, but thought it was interesting that some actual libraries have used this system.
LESSON 5: CATALOGUE RECORDS
I loved the humour in quotes!
- Some utility-produced card sets still retain ‘See main entry’—a notation library users often seem to interpret as an architectural directive, since they head straight for the front door. —Esther Green Bierbaum 1
- Video killed the radio star. —The Buggles (I’m dating myself, probably)
- “tyranny of binding”
And some people think librarians have no sense of humour! I actually remember feeling the way Bierbaum describes and wanting to “head straight for the front door” of the old Main Library at UBC. I was strangely fascinated by the card catalogues and at times baffled, but I preferred them to micro-fiche, which just made me feel sea-sick. It is amazing the amount of time it took to do research back then. I loved finding the call number for one book going into the crammed stacks and then perusing the shelves. I always felt like I was comfortably enveloped by knowledge, slightly intimidated, but intrigued.
Intner, S. & Weihs, J. (2001). Standard cataloguing for school and public libraries, (3rd ed.) Wesport, CT: Libraries Unlimited. Ch 4. pp. 31-82.
- It’s all in the details! This is an article I will need to refer back to more than once before feeling at all confident about the standards.
- I should have reviewed this more thoroughly before doing the previous activity – all the details are hard to retain on first reading, but start to make sense as you see examples. It is a decoding exercise: some parts are quite intuitive, others are cryptic. I again find it hard to believe I worked at an art gallery as part of the staff responsible for published books to accompany exhibitions, and I did not know these things. Mostly I learned things as we went through the process of publication and working with designers and printers. So, some aspects of catalogue records are vaguely familiar. I feel a bit embarrassed that I did not know more at the time.
- It’s strangely satisfying to be able to decipher the meanings behind the codes. Even as a student and researcher at university, I realize how much of the information that I did not understand, I simply glossed over...and missed helpful information completely.
- Of particular interest is the non book catalogue entries – websites, artifacts, non-published articles. Although websites and other digital resources will have a increasingly important part in the school library, I find the other types of materials interesting to consider
Reflection
Study the above information. Reflect on how students and teachers could access data about this particular book. What would be the most common ways? Title, key words in the title, author, subject, or key words in the subject.
§ title, key words in title or subject search: Mother Goose, children’s poetry, other titles of poems
§ illustrated edition
§ artist name
§ This would depend on whether searcher already new which book they were looking for, or just searching for books on this subject in general.
ISBN
- Interesting way of creating check digit – but who would have thought it up?!
- I remember feeling a strange authority in assigning an ISBN number to one of our publications in the art gallery where I worked. After all the had work of writing, edition, publishing, the ISBN was cryptic but legitimizing. I was unaware until now, what the numbers represented
Reflection questions:
Let's look at the access points for this record: Why is the title listed first? What is the 'ix' in the description? Why would bibliographic references be of interest to note in the record?
- Most frequently use for search and also for key word search
- ix?? Index pages or introductory pages?
- check authority, further research (further access points?)
- Call numbers: indicates physical location on the shelves
- classification number (i.e. Dewey) reflects subject content
- housekeeping info: local specific info i.e. copies
What/why first and second level cataloging?
Second more detailed. Is this a policy established at the library level?
I chose a selection of items from home and school, which includes: public domain fiction, recently published fiction, non-fiction, DVD, CD. I was curious about catalogue entry in the three libraries I use most, so compared a number of items using Vancouver Public Library, Burnaby Public Library and the Guildford Park Secondary School Library (SD36). I found in general that the ISBD information and access points was included in most cases, but entries varied in information area headings and order. Most items represented the physical item well, and information was at times easier to find in the catalogue than it was in the physical item. I was surprised to find that one item in the school library catalogue was for a different edition than was on the shelf, and as noted, I wonder if this is due to centralized cataloguing or if it was just an error (could a previous entry have been deleted?). The library systems defaulted to a keyword search, while the school library catalogue had buttons for search criteria, but it appears by simply hitting enter it, too, defaulted to key word, although it does not state that. I found it interesting that call numbers were structured differently in VPL and BPL – obviously more than one system is being used (i.e. for DVDs). Additional information in school library catalogue included interest grade level, where in the public catalogues simply indicated it was part of “adult collection”. Having an image is not only appealing, but makes identification of the book and the edition easier. This would be particularly helpful for students. In general, it was interesting to focus on the content, structure and arrangement of information that I have become accustomed to finding without thinking about how and why it is in the form it is. At the same time it makes me analyze the importance and relevance of this information and what knowledge students have of it.
| Item: | VPL or BPL or Surrey School District catalogues | Physical item | Comments | |
| Dante, Divine Comedy  | VPL: § “English” is included in title area, and again in Language area § additional second line entry: “Additional Contributors” with translator, writer of introduction and writer of notes § Publication date is for this book, not Dante’s original writing of Divine Comedy (1306) and this is not noted in catalogue § | § order of writers different on title page in book | § VPL uses different order for information: 1, 4, 5, 8, 7, then returns to 1 (statement of resp.), returns to 5 (repeats p. and adds ill. and size), then library identifier § information is consistent with ISBD, although order and categories differ § I’m curious why they would repeat details § While the Dante text would be public domain, a more recent translation might not be? | |
| Elizabeth the Golden Age (DVD)  | § no ISBN § VPL: call number: 791.4372 E431k BPL: call number DVD Eliz | § Info is less formatized than in book entries § Actors listed in different order (neither alpha) § standard info but tiny so very difficult to find! | § information is consistent with ISBD (although no ISBN), although order and categories differ in physical item and both library catalogues § BPL and VPL different system for creating call numbers § BPL additional line entries and more detail than VPL (i.e. additional contributors) § VPL no image of item | |
| Charlie Brown Christmas (CD)
| VPL § more details from front and back cover and liner notes than book entries (i.e. in notes section) § no ISBN | § info is less formalized than in book entries | § Information is consistent with ISBD (but no ISBN) and is very good representation of item | |
| Eyewitness Travel France (non-fiction)  | BPL: § Addition contributors: name only Ardagh, John § two alternate titles that reflect the item well § Physical description thorough in describing colour maps and ill. § Notes includes text from front cover § both ISBN and ISSN included | § Authors’ names not on cover § Entry is for “Main contributor” and lists 9 others after Ardagh § | § Information is consistent with ISBD, and very detailed § It is easier to find detailed info in catalogue than book itself § | |
| Life of Pi (fiction book)  | SD 36 catalogue: § indicates large print edition -- inaccurate § additional information useful to students and staff through “TitlePeek” link § interesting additional subject links through “Explore” link § does indicate it is an award winner (under additional info) | § physical item has award information on front cover with adds appeal § ISBN is different --different edition | § Image of book does not represent book on the shelf – different edition (2003 rather than 2001). This could be due to centralized cataloguing § Destiny catalogue entry is student friendly. It doesn’t have same headings but does include ISBD info § award winner info is more obvious on physical item. |
LESSON 6: MARC
Learning to read MARC records is like going from zero to 60...or should I say 001 to 9XX -- in a very short time. Although I'd heard MARC referred to, I had not done anything but skim over the info without understanding it before now. It really took methodical step by step focus. It does, however, start to look like more than gibberish very quickly, but only with continuous references to the LOC and the Sask-Manitoba references for help. I'm glad we do not need to memorize these, although some are starting to stick nonetheless.
It is interesting to see that MARC records for the same resource can have different entries depending on which library has catalogued it, as well as which tags libraries choose to include. Beyond the 3 examples we looked at in this lesson, I also looked at the Burnaby Public library's and my school districts MARC records and again found some different entries, but more in terms of the degree of information not the subfield content -- i.e. VPL tags to 9XX and longer notes. Our school MARC records also have fewer tags used, and I would assume that that has to do with the needs of the users.
Things like multiple ISBNs confused me at first, but I then realized that it referred to paperback vs. hard cover etc. There is logic behind it, and that became clearer with each attempt. I'm still a bit uncertain about records for electronic resources.
I kept my subfield codes on separate lines to keep things clearer in my head, but I have seen them both run together and separated. After a few practice runs even the single line entries became easier to decipher.
It was somehow reassuring the Dawne said in her post that she had library technician training and it still took some work to remember how to do MARC entries. Also, Lenora's reference to the article about transitioning to RDA allowed some relief in thinking that things will get easier.
Learning to read MARC records is like going from zero to 60...or should I say 001 to 9XX -- in a very short time. Although I'd heard MARC referred to, I had not done anything but skim over the info without understanding it before now. It really took methodical step by step focus. It does, however, start to look like more than gibberish very quickly, but only with continuous references to the LOC and the Sask-Manitoba references for help. I'm glad we do not need to memorize these, although some are starting to stick nonetheless.
It is interesting to see that MARC records for the same resource can have different entries depending on which library has catalogued it, as well as which tags libraries choose to include. Beyond the 3 examples we looked at in this lesson, I also looked at the Burnaby Public library's and my school districts MARC records and again found some different entries, but more in terms of the degree of information not the subfield content -- i.e. VPL tags to 9XX and longer notes. Our school MARC records also have fewer tags used, and I would assume that that has to do with the needs of the users.
Things like multiple ISBNs confused me at first, but I then realized that it referred to paperback vs. hard cover etc. There is logic behind it, and that became clearer with each attempt. I'm still a bit uncertain about records for electronic resources.
I kept my subfield codes on separate lines to keep things clearer in my head, but I have seen them both run together and separated. After a few practice runs even the single line entries became easier to decipher.
It was somehow reassuring the Dawne said in her post that she had library technician training and it still took some work to remember how to do MARC entries. Also, Lenora's reference to the article about transitioning to RDA allowed some relief in thinking that things will get easier.
LESSON 7: CIP
Reflection:
The McCroskey and Turvey reading and the activity in this lesson have made me aware of the potential information available in the CIP on the verso of some books. The examples I chose presented a variety of challenges, from having to search to the back of the book for the CIP, there being none at all, or very brief. The second challenge was finding no record of the book in the British Library and the LC, even though it was printed in the book that it was available there. I assume this might be due to my lack of search ability, but I did try every permutation of search criteria I could think of and referred back to the book jacket for other clues. AMICUS surprisingly came up with the record. I still do not know why, but it was a relief.
Other than that exception, the newer publications seemed to have more detailed information included. I recall from my days working in editing and publication in an art gallery, that we assigned ISBNs but I don’t think we did CIP, likely because we were self-published. It also makes me think about how we do things without fully understanding them as I did then (verso pages, colophon etc.). It took very detailed editing to try to ensure correct info was there and correct. As with other concepts (MARC, AACR2 etc.) it is interesting to decipher the codes and start to see the procedures involved – an overwhelming amount of work goes into keeping library records!
I’m still unclear about the ways of identifying reading levels – it would be helpful to include this for the resources but I’m not familiar with the systems. Will need to investigate more.
How reassuring it is to know that copy cataloguing is encouraged and Catexpress exists. The cataloguing work can be shared, lessening the work, even if enhancements need to be done.
The McCroskey and Turvey reading and the activity in this lesson have made me aware of the potential information available in the CIP on the verso of some books. The examples I chose presented a variety of challenges, from having to search to the back of the book for the CIP, there being none at all, or very brief. The second challenge was finding no record of the book in the British Library and the LC, even though it was printed in the book that it was available there. I assume this might be due to my lack of search ability, but I did try every permutation of search criteria I could think of and referred back to the book jacket for other clues. AMICUS surprisingly came up with the record. I still do not know why, but it was a relief.
Other than that exception, the newer publications seemed to have more detailed information included. I recall from my days working in editing and publication in an art gallery, that we assigned ISBNs but I don’t think we did CIP, likely because we were self-published. It also makes me think about how we do things without fully understanding them as I did then (verso pages, colophon etc.). It took very detailed editing to try to ensure correct info was there and correct. As with other concepts (MARC, AACR2 etc.) it is interesting to decipher the codes and start to see the procedures involved – an overwhelming amount of work goes into keeping library records!
I’m still unclear about the ways of identifying reading levels – it would be helpful to include this for the resources but I’m not familiar with the systems. Will need to investigate more.
How reassuring it is to know that copy cataloguing is encouraged and Catexpress exists. The cataloguing work can be shared, lessening the work, even if enhancements need to be done.
Lesson 8: Delicious and Folksonomy
Another tool and the selection keeps growing. I set up a Diigo site earlier to tag favourite URLs and liked the access it provides from anywhere -- not limited to me laptop. I find that I haven't gone back as often as I thought.
Now I've discovered Delicious. 15 minutes, you said?? Let's just say it's been a lot longer than that. I simply started with a search on Delicious and found numerous resources that were already compiled in stacks by others who are willing to share...many teachers it appears. What a great concept. I found a wide variety of websites, many of which I already have used and listed, but lots of others. I like it. I am now following a number, but have added a handful of sites to my own stack.
I like that tags are suggested, but that you can also add your own. Given the lessons we have done, I tried to be consistent with subject headings for sites I was tagging and found that these were usually the suggested ones.
Like others I experimented on the topic for my website assignment and wanted to have enough tags so that I could split resources into separate units as I develop the site further and broaden the topic. I'm not sure how to do that yet...but I'll try. Good tool...one that I can very much see me using.
Now I've discovered Delicious. 15 minutes, you said?? Let's just say it's been a lot longer than that. I simply started with a search on Delicious and found numerous resources that were already compiled in stacks by others who are willing to share...many teachers it appears. What a great concept. I found a wide variety of websites, many of which I already have used and listed, but lots of others. I like it. I am now following a number, but have added a handful of sites to my own stack.
I like that tags are suggested, but that you can also add your own. Given the lessons we have done, I tried to be consistent with subject headings for sites I was tagging and found that these were usually the suggested ones.
Like others I experimented on the topic for my website assignment and wanted to have enough tags so that I could split resources into separate units as I develop the site further and broaden the topic. I'm not sure how to do that yet...but I'll try. Good tool...one that I can very much see me using.
My Delicious stacks:
Lesson 9: dDC
- DDC is important for physical collection. I use steps of finding subject call number, then browse the shelf to look at items in more detail. In the digital library, will this be as necessary, if one can do keyword/subject searches?
- I had not thought about how bookstores organized their collection. In thinking about it, I always look for genre or subject headings signs.
- There are loads of interesting activities for teaching DDC. I can’t think back to ever being taught this in school. Was it simply a process of discover for me? I recall from childhood the sense of location being significant; the accessible/appealing side of the library was fiction, and the “other” side was for adults (non-fiction). When I did come to use the card catalogue I was fascinated...confused but fascinated. I can even recall the smell of the drawers and loved that trays pulled out so you could remove drawers. And, oh, how I would love an empty old card catalogue cabinet now! (to repurpose it, of course)
LESSON 10: Jobbers
In our district catalaguing is centrally done. Even the books that the TL purchases independently from Chapters are catalogued by the district. There is apparently no option to enhance records, as there is a stated goal of standardizing consistent entries. The options presented in this lesson, while interesting to investigate, appear not to be services that we would use (at least not now).
In talking with our TL, she explained that before centralized cataloguing was introduced, she would first search the district OPAC (this is a "Union Catalogue" I suppose); the system allows a simply copy/importing of catalogue records, if the resource is already in the system somewhere within the district. If it was not there, she would go to the LC and copy the information from their records -- creating a new record based on information in LC; therefore, catalogue records were not purchased.
This makes me wonder about Assignment 2 and assigning call numbers and creating records for websites in our digital collection. It would appear that this would not be an acceptable procedure in our district. I'll have to check this out further.
Of the sources listed in this lesson, Follett seems very convenient as it matches the OPAC used in the district and MARC records are available directly through Titlewave. Costs seem reasonable at .69. I'm curious how this compares with what it costs the district to process items. In earlier courses, I used Follet for information like reviews, which was convenient. But I do like the idea of supporting Canadian companies, so would look more closely at ULS.
In talking with our TL, she explained that before centralized cataloguing was introduced, she would first search the district OPAC (this is a "Union Catalogue" I suppose); the system allows a simply copy/importing of catalogue records, if the resource is already in the system somewhere within the district. If it was not there, she would go to the LC and copy the information from their records -- creating a new record based on information in LC; therefore, catalogue records were not purchased.
This makes me wonder about Assignment 2 and assigning call numbers and creating records for websites in our digital collection. It would appear that this would not be an acceptable procedure in our district. I'll have to check this out further.
Of the sources listed in this lesson, Follett seems very convenient as it matches the OPAC used in the district and MARC records are available directly through Titlewave. Costs seem reasonable at .69. I'm curious how this compares with what it costs the district to process items. In earlier courses, I used Follet for information like reviews, which was convenient. But I do like the idea of supporting Canadian companies, so would look more closely at ULS.
LESSON 11: OPAC
Students may not take the time to see all the helpful options provided. In particular refining searches, power searches (boolean), saving to lists, TitlePeek and further information that would be helpful. Keyword searches appear to be most efficient, and that is the first button listed. Broadening or narrowing search terms is something that needs to be taught.
Destiny is the platform we use, and by spending some time exploring the system rather than just quickly searching and retrieving a resource as is my usual habit, I have discovered how much more it offers. I always used the default "library search" page and paid little attention to "Destiny Quest" "WebPath Express" or "Resource Lists" functions. I also had not noticed that there was a very helpful "Web Sites" tab at the top of the search results page. There are numerous ways to access both physical and electronic resources, and this could appeal to users of different ages. abilities and learning styles. I particularly like the resource lists option for doing research and will use this with my students. To be able to flag items and create a list of resources of interest (without writing it down or printing off an excess of result lists) is handy. I realized the hard way that one needs to be logged in to have these lists saved otherwise it will time out and erase. Being able to print out either a citation version or search list is also a great feature. Destiny Quest, while being more visually appealing, would be more useful for younger students, but I found it provided too little information for senior students or teachers, and searches took longer. WebPath Express was more efficient providing lots of relevant information in the first results page. The TitlePeek feature provided for some books is also helpful in selecting resources before physically going to the shelf.
The program is easy to use, and offers lots if you take the time to look. I wonder how many users are like me and have only used the minimal tools (always in a hurry). This probably deserves a lesson to students and teachers to help them access information more efficiently and independently. I found the webpage links extremely helpful and can't believe I've spent more time unproductively doing Google searches when I could have consulted the OPAC.
The Administrative functions are also very helpful. In a previous course, with no experience with the system, I was able to access very helpful information. From using TitleWave collection analysis to a wide variety of reports, I could not imaging doing without it as a TL now that I realize what it is capable of. One follows logical steps and the option is always there to save results. Finding out that the district needed to request the TitleWave report was initially unclear to me, but other reports I could generate with admin access.
The OPAC is very flexible and accessible through the internet from anywhere. Again, I wonder how many teachers realize this. Broader use needs to be encouraged through making users aware about how helpful it can be to meet their needs.
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