LIBR 252:

Bibliographic Description
and Access II

Module 6: Dewey Decimal Classification

IMPORTANT: Before starting Module 6
For modules 6-10, you will use an online tool, WebDewey. Please ensure that you have:

1. Received a login and password from your instructor; and

2. That you have read the document, Using WebDewey.

Rationale
This module will describe the structure of the Dewey Decimal Classification (DDC) and will
show why an understanding of this structure is critical for anyone using the system to
classify items. You will learn about the principle of hierarchy in DDC and identify how each
notation in the system relates to other notations. This is critical to understanding the
meaning and application of headings and notes, which will be studied in the next unit. You
will also learn something about the man behind the famous name “Dewey” (which is not
critical to understanding anything).

Finally you will begin to select numbers from the classification schedules and construct
notations using both the schedules and a table.

Learning Outcome
Create Dewey Decimal Classification numbers using the schedules and Table 1.

Learning Objectives
1. Explain the meaning and purpose of classification.
2. Identify the parts of a call number and explain the purpose of each part.
3. Explain the structure of the Dewey Decimal Classification.
4. Identify the hierarchy within the classification structure.
5. Explain the principle of discipline in the Dewey Decimal Classification.
6. Select classification notations, for topics using the discipline approach, rather than
subject approach.
7. Construct classification notations using the Schedules and Table 1.

Instructions
• You should receive a WebDewey password from your instructor.
• Read the Module and all assigned readings (available in WebDewey)
• The readings from Dewey Decimal Classification Abridged Edition 15 (DDC 15) are all
available as .pdf files in WebDewey
• Complete the Exercises.
• Complete Assignments 5, 6 and 7.

Performance Evaluation
• There is an assignment at the end of the module and Test 2 covers Modules 6–8.

Page 1
Definition and Purpose of Classification

Reading

Classification: what it is and what it does, DDC 15, Introduction, 1.1 to 3.3

Definitions of “Classification”, “class”, DDC 15, Glossary

“classify” (definition 1), and “notation”

Commentary
There are dozens, if not hundreds, of classification schemes available for organizing library
materials, although only a handful have been accorded much popular use.

In order to appreciate the meaning and usage of some of the terminology, let us develop yet
another classification scheme.

I wish to classify (definition 1) or arrange in some sort of useful order my modest personal
library of one hundred books. So, I need a modest classification scheme to classify with.

The first step in developing a classification scheme is to develop a system for categorizing the
whole field of knowledge or some portion of it. Knowledge, or some portion of it, is what is
represented in my modest collection of books. I suggest that the whole field of knowledge can
be broken down into three categories: Humanities, Social Science and Science/Technology.
These three classes (definition 1) are the sum total of my classification.

To make it easier to use my collection of books, I will label each according to its class. In order
to simplify the labeling, I will use a symbol or notation to represent the full class name.

Since I have only three classes, I could use a simple notation such as “1, 2, 3” or “A, B, C”.
However, such annotation is not particularly mnemonic. Mnemonic (the first “m” is silent) is a
characteristic that aids the memory. There is nothing about “2” or “C” that suggests which
class it represents. However, a notation such as “H, SS, ST” is much more mnemonic, but is
not standard and is not readily recognized by anyone else.

The purpose of classification is to arrange items in the manner that is most useful to those
consulting the materials. The Dewey Decimal Classification (DDC) and the Library of Congress
Classification (LCC) are the two classification systems used most widely in North American
libraries. Some advantages to using an established classification scheme are listed below:

• Development and maintenance of a classification scheme is an immensely complex and

time-consuming enterprise; the established classification schemes already exist and are
being continuously revised.

• Both DDC and LCC notations are assigned by the Library of Congress and other national
libraries and are available from numerous sources, including the verso of many books
published in North America, from computer records, national bibliographies and from
many other commercial services.

• Standardization of notation makes it easier for users to find items in any library.

Page 2
For Discussion
There are methods of arranging library materials other than by a subject classification scheme.
These other methods of organization can be used in addition to subject classification or instead
of subject classification.

These other methods of organizing library materials include:

• by accession numbers • by potential audience

• by size • by author
• by physical format • by alphabetic subject heading
• by use restrictions.

Prepare some notes on the types of library materials and circumstances under which these
other organizational methods could be advantageous.

Here is the first one done as a sample for you:

An accession number is one of an arbitrary sequence of numbers assigned to library materials

in the order that they are acquired. This arrangement is of no use to anyone who wishes to
browse a collection, but is useful for materials which, because of their nature, are not
browsable.

The advantage of accession number arrangement is efficient storage. The storage locations
(shelves, racks, holders) may be completely filled as the items are acquired; no room for future
insertions into the sequence need be left.

Types of materials that lend themselves to this arrangement include individual slides, videos,
monographic microfiche and 16 mm films. Users access these materials through catalogues
rather than by browsing. The physical items may even be stored in closed locations (not open to
the public). 16 mm films are actually usually stored in a system that combines arrangement by
an arbitrary number with arrangement by size.

Exercise 6-1
1. List the purpose of classification.

2. List three methods of organizing library materials.

Page 3
Call Number

Reading

Call number DDC 15, Glossary

Book number DDC 15, Glossary

Commentary
The actual device that is labeled on library materials and that appears on the catalogue entry is
known as the call number. The classification notation is usually only part of the call number.

Some libraries assign a unique call number to each physical item and therefore include in the
call number additional notations representing facets of the item other than its classification in
order to distinguish the item from similar items in the collection.

Here is a sample call number with constituent parts labeled:

R Location symbol
025.43 Classification notation
D519 Author, book or cutter number
2012 Publication date
v.3 Volume number
c.2 Copy number

The location symbol indicates the physical location of an item in the library when the item is
not shelved in the main collection. Alternatively the location symbol may appear at the bottom of
the call number where it is usually spelled in full (REFERENCE instead of R).

The author, book or cutter number is used to represent the authorized access point of the
item (or the subject in the case of biography or criticism). This provides a logical arrangement
on the shelves for items with the same classification.

The publication date is used to distinguish different editions or versions of the same work. A
publication date may not be used in the call number.

The volume number is used to distinguish the different volumes of a multiple volume work. It is
not used for single volume works.

The copy number is used to distinguish multiple copies of the same manifestation. Many
libraries omit “c.1” when the library only owns one copy.

Note that the volume number and the copy number appear only on the label on the physical
item. They do not appear in the call number on the catalogue entry, because the catalogue
entry represents all copies and all volumes.

Page 4
Who was Melvil Dewey?
Commentary
Melville Louis Kossuth Dewey was born in 1851 and lived to the age of 80. After graduating
from Amherst College in Massachusetts in 1874, he became its assistant college librarian.

In 1876 he published anonymously a classification scheme for arranging books and pamphlets
in libraries. Including the index, this first edition had forty-four pages.

One hundred and thirty-five years later in 2011, Dewey’s little classification scheme was
published in its twenty-third edition in four volumes.

Dewey was only twenty-four when he first published his classification scheme. Before he was
twenty-five he had helped establish:

 the Library Journal

 the American Library Association
 the Metric Bureau
 the Spelling Reform Association.

The earlier editions of his classification scheme demonstrated Dewey’s passion for spelling
reform. Like most spelling reformers, he felt that words should be spelled as they are
pronounced. Here is a sentence from the twelfth edition:

The sistem has been found equaly valuable for...clasifying, numbering, and arranjing
books and pamflets on shelvs.

For a while he even reformed the spelling of his own name: Melvil Dui. He later returned to the
original spelling of his surname but retained the shortened version of his forename.

By the time he was forty he had established the first library school in North America and the first
department of Adult Education for the state of New York.

Despite his varied interests and accomplishments, his name is still inexorably linked with his
classification scheme in the minds of the North American public.

Page 5
DDC Abridged Edition 15 (DDC 15)
Commentary
In 1894, eighteen years after Dewey first published his classification scheme, he published an
abridged edition based on the fifth edition of the full classification scheme.

In 2012 the fifteenth edition of the abridged version was published, based on the twenty-third
edition of the full version.

The abridged edition is designed for general collections of 20,000 items or less, such as are
found in small public and school libraries. The notations are shorter in the abridged edition and
the subject breakdown is not as detailed. However, a library using the abridged edition can
upgrade to the full edition later if its growth requires the detailed subject breakdown of the full
edition.

This course uses the abridged edition as a learning tool since the principles and techniques of
using the abridged and the full version are the same. Numbers in the abridged edition conform
to the longer ones in the Unabridged Edition 23 so that it is easy to move to the Unabridged
Edition if a library requires it. Moreover, the abridged is considerably simpler and easier to
learn for beginning classifiers.

Those wishing more detail on the use of the full edition are referred to the “Introduction” in
volume one of the twenty-third edition of DDC and the “Manual” in volume one of the twenty-
third edition of DDC. (Also available in WebDewey).

Reading

In order to familiarize yourself with the format of the abridged edition, locate and
quickly look over the following DDC 15 files on the homepage of WebDewey:

• Introduction
• Glossary, including the Index to the Introduction and Glossary at the
end of this file
• Manual
• Tables 1-4
• Summaries (not found in WebDewey, but available here: https://
www.oclc.org/content/dam/oclc/dewey/ddc23-summaries.pdf)
• Schedules (Abridged 15 links 000-900 in WebDewey)

Page 6
Commentary
The fifteenth edition of the abridged version is more convenient to use than its predecessors
and specific features give more help to anyone trying to apply it. The Introduction is written for
beginning classifiers and students and should be consulted frequently. The Summaries of the
Schedules, give all the basic notations. Other summaries throughout the Schedules and Tables
provide an overview of classes that have subdivisions extending over more than two pages.
WebDewey also includes a comprehensive Relative Index, which can be searched or browsed.
Using the relative index will be covered in more detail in a later module. Step by step
procedures for building numbers for specific literatures are given at the beginning of Table 3,
simplifying the use of the 800s.

A Manual also gives advice in difficult areas of the classification scheme and helps the user
decide between related numbers.

In these early units frequent reference will be made to the Introduction, Tables and Summaries
as well as to the Manual. Be sure that you can locate them quickly.

Exercise 6-3
1. List the two classification schemes available from Dewey.

Page 7
Discipline versus Subject
Reading

Conceptual framework DDC 15 Introduction, 4.1 to 4.2

"Discipline” and “Subject” DDC 15 Glossary

Commentary
A classification scheme must organize items on diverse subjects for users who view these
subjects differently depending on their background and their purpose for studying the subjects.
The more items classified in any one scheme, the harder it is to keep items on the same subject
standing next to one another.

For example, if you own a computer, you may have materials on the computer itself, on the
peripherals such as printer or modem, manuals on how to start up the resident programs, others
on how to use software you have purchased, still others on how to write your own programs or
on playing games or on looking after your computer. If you are also interested in investment,
you may have many items dealing with the stock market, how to evaluate annual reports, etc.

At first it is easy to keep all your items on computers together and your items on investments
together. As you acquire more items, they may overlap both subjects. Which section should you
use, computers or investments?

The two topics, computers and investments, may also be treated from different aspects. These
aspects may relate to different disciplines or fields of study. Repairing computers is different
from playing chess or bridge games on a computer; investing money in a stock is different from
understanding the mathematics required to work out percentages and rate of return.

Dewey decided to arrange his classification scheme by discipline, not by subject. This means it
is not enough to know the subject of an item but you must consider from what aspect the
subject is treated.

A book on repairing computer hardware will not be in the same discipline as playing chess
games on computer. The former item denotes engineering, the latter recreational arts.
Generally, disciplines represent fields of study or branches of learning. Since these disciplines
are the traditional view of the world, even expert classifiers sometimes change their minds as to
the best discipline to represent some subjects. This is especially so when there are
interdisciplinary aspects or when new subjects emerge.

For example, in the fifteenth edition, the “World Wide Web” as an information system has been
relocated from 004.67 to 025.042. From schedule 000 (WebDewey):

In the next section you will identify the disciplines chosen by Dewey for his system.

Page 8
The Base Ten
Reading

Ten of everything DDC 15, Introduction, 4.3-4.13

Commentary
DDC is not called a decimal system because it features a decimal point! “Decem” is the Latin
word for ten. December, for example, used to be the tenth month in the Roman calendar. DDC
is called a decimal system because Dewey used the base ten in devising his system. Dewey
organized the whole field of knowledge into ten disciplines called classes.

Dewey’s ten classes are:

Dewey decided that the notation for his classification would have a minimum of three digits, so
zeros were added to these class numbers to fill them out (see DDC 15, page 203). The first
category is labelled '000' but throughout these modules, we will refer to it as 'category 0' or
'class 0', 100 is referred to as category 1 or class 1, etc.

Note that the category 0 is the most general class. Class 0 is used for works dealing with three
or more classes, or for topics that do not fall into the other nine classes. General encyclopedias
and multi-subject bibliographies fall into this class.

The disciplines that deal with knowledge and information generally, such as information
science, are also in Class 0.

Each of the ten classes are then divided into ten sub-classes called divisions. For example, the
ten divisions of Class 5, Natural sciences and mathematics, are:

Division 500 deals with general works on science

or three or more specific sciences. A book on
mathematics, physics and chemistry is classed in
division 500; whereas a work on physics alone is
classed in division 530

Page 9
Refer to page seven of this .pdf for the complete second summary: https://www.oclc.org/
content/dam/oclc/dewey/ddc23-summaries.pdf

In this same file, you will see that each of the hundred divisions listed in the second
summary are then divided by ten again into one thousand sub-classes called sections, and
this lest of sections is called the Third Summary.

Division 57 is divided into ten sections.

Section 570 is used for general works on
Biology as a whole and for biology and for
works on three or more of the topics covered
by sections 572 through 579. Section 574 is
blank because it has no assigned topic in this
edition.

This successive division of topics into ten more sub-topics can continue indefinitely.

In addition to determining that his notation would have a minimum of three digits, Dewey also
decided that his notation would be numerically less than 1000. A decimal point, therefore,
follows the third digit, before dividing further by ten.

Section 579, Microorganisms, is divided by ten again:

579.(0) Microorganisms, fungi, algae

579.1 Unassigned in Abridged version
579.3 Prokaryotes (Bacteria)
579.4 Protozoa
579.5 Fungi
579.6 Mushrooms
579.7 Lichens
579.8 Algae
579.9 Unassigned in Abridged version

Because we do not normally write final zeros after a decimal point, 579.0 becomes 579.

Generally, the differences between the abridged and full versions of DDC become more
apparent with successive divisions by ten after the fourth digit.

Page 10
15
Memorizing
I don’t recommend memorizing great lists of topics and matching notations. As you practice
classifying or assisting the public in locating material on the shelves, you will automatically
memorize frequently occurring notations and fragments of notations.

This course is not going to test you for feats of memory of specific notations—all exercises,
assignments and tests are done with “the Dewey”. Nonetheless, you will find it useful to
memorize the ten classes in the “First Summary”.

And although I would not bother memorizing the hundred divisions (second summary) you
should be able to name the class (discipline) for each division. For example, in which class are
Law, Home economics, Zoological sciences and Music? Answer: 300s Social sciences, 600s
Technology, 500s Science, 700s Arts.

The Principle of Hierarchy

Reading

Principle of hierarchy DDC 15, Introduction, 4.17 to 4.19

Hierarchy and Hierarchical force DDC 15, Glossary

Remember, as you read these sections in DDC 15, look up any unfamiliar words or
concepts in the Glossary of DDC 15 or a good dictionary.

Commentary
In the last section, you learned that Dewey divided all knowledge into ten classes (disciplines).
These classes are divided into ten divisions, the divisions into sections and the sections into
further subdivisions. In using DDC, it is important to recognize that there is an on-going
relationship between these classes, divisions, sections and subdivisions. The term used to
express this relationship is “structural hierarchy”.

Every subdivision is subordinate to and a part of every section, division or class above it.
Similarly, whatever applies to the class applies also to every subdivision of that class. Why is
that important?

First, notes and instructions are usually given only once at the highest level (longest notation)
to which they apply but most of these notes and instructions apply to all subdivisions below
including the lowest subdivision, even if the number and heading for that subdivision occur
many, many pages later.

For example, the note at number 900 (DDC 15, page 901, reproduced below), "Class history
and geographical treatment of a specific subject with the subject ..." applies to everything
below 900. Therefore, it also applies to also to number 996.9 (DDC 15, page 960, 59 pages
away). Therefore an item on the history of economic conditions of Hawaii will be classed
330.9969 (DDC 15, page 392), not in 996.9 (DDC 15, page 960).

Page 11
The second reason to be aware of hierarchy is the use of headings in DDC. They tend to be
elliptical, that is, words are used economically and the same words are often repeated. Without
the context of the headings within the hierarchy, single headings may be ambiguous.

You should have no difficulty in identifying the hierarchy in any notation in DDC because Dewey
used division by ten. Therefore, each digit in the notation represents one subdivision.

Here is the hierarchy above 577.69, Saltwater wetland and seashore ecology (DDC 15, Page
628). Note that in identifying the hierarchy it is easier to work from the bottom up, but the
diagram is usually shown from the top down.

5(00) Natural sciences and mathematics

57(0) Biology
576-578 General and external biological phenomena
577 Ecology
577.3-577.7 Ecology of specific environments
577.6 Aquatic ecology
577.69 Saltwater wetland and seashore ecology

Reading

Centered entry DDC 15, Introduction, 4.20

DDC 15, Glossary

Commentary
Centered headings complicate the identification of a hierarchy. The purpose of a centered entry
is to insert a heading into a hierarchy without extending the notation by another digit to
accommodate the heading. Usually a span of numbers rather than a single number is used for a
subject.

Centered entries are identified by the symbol > in the left column of the page, the number
column, as well as a centered horizontal bar above it.

A centered entry is an integral part of the hierarchy for any notation within the span of numbers
of the centered entry. For example, locate the centered entry reproduced above, > 521-525
Astronomy (DDC 15 page 585). All numbers between 521-525 (DDC 15 pages 585-588) are
subordinate to this centered heading. The number 526 (DDC 15, page 588) is not part of this
subordinate range.

Page 12
Here is a sample hierarchy:

523.8028 Auxiliary techniques and procedures; apparatus, equipment, materials

5(00) Natural sciences and mathematics

52(0) Astronomy and allied sciences
521-525 Astronomy
523 Specific celestial bodies and phenomena
523.8 Stars
523.802 8 Auxiliary techniques and procedures;
apparatus, equipment, materials

Some final points to remember about centered entries:

 the position in a hierarchy of a centered entry heading is shown by the span of numbers.
Therefore, watch the span of numbers of any centered entries you encounter while
working through the schedules identifying hierarchies,

 in centered entries, a span of numbers rather than a single number is used for the
subject identified by the heading. Therefore, each centered entry is followed by an
instruction indicating where to class the topic covered by the heading in a centered
entry. For example, “class comprehensive works in 520” indicates where to class the
topic “Astronomy” as a whole.

Page 13
Exercise 6-4
The purpose of this exercise is to familiarize yourself with Dewey’s arrangement of his
classification by discipline. It is possible to locate some of the notations for the topics below
through the index. But because that would defeat the purpose of the exercise, I recommend that
you follow this procedure:

1. Identify the most likely discipline from the “Second Summary”.

2. Then locate a more specific notation from the “Third Summary”.

3. Check the notation from the “Third Summary” in the “Schedules (Files labelled 000-999 in
WebDewey) for a more specific notation, scanning successive divisions of the notation you
have chosen from the “Third Summary”.

4. If you need more help, Browse the “Relative Index” in WebDewey. Be sure to check back in
the “Schedules”.

The specific subject you are classifying (birds in this case) may not be listed. This does not
mean that it does not belong under a particular heading.

If you encounter unfamiliar terminology, be sure to look it up in a dictionary.

Exercise 6-4-1
1. Anatomy of birds
2. Bird fossils
3. Protection and conservation of endangered birds
4. Care and training of pet birds
5. Birds as agricultural pests
6. Birds in Shakespeare’s plays
7. Drawing birds
8. Sport hunting of birds
9. Birds in folklore
10. Birds in the Bible
11. Birds on postage stamps

Hint: Although the post office issues stamps, Dewey considers them an art form.

Page 14
Exercise 6-4-2
List the hierarchy from top to bottom for each of the notations and headings below.

1. 748.6 Methods of decoration

2. 330.91 Treatment by areas, regions, places in general

3. 751.45 Oil painting

4. 620.002 8 Auxiliary techniques and procedures; apparatus, equipment, materials

5. 621.802 8 Auxiliary techniques and procedures; apparatus, equipment, materials

Exercise 6-4-3
List the hierarchy from top to bottom for each of the notations and headings below. Be sure to
include any centered entries whose notation range includes the target notation. Indent the
headings to show the subordination of each heading to the one above.

1. 577.68 Wetland ecology

2. 593.4 Sponges
3. 584 Monocotyledons
4. 388.5 Pipeline transportation
5. 372.7 Mathematics

Page 15
Synthesis versus Enumeration

Reading

Number building DDC 15, Introduction, 8.1

DDC 15, Glossary

Commentary
Synthesize is derived from Greek words meaning to put or place together. To synthesize a
notation means to build a notation by adding other numbers to the numbers printed in the DDC
Schedules.

The Dewey Decimal Classification is a synthetic classification scheme; by contrast the Library
of Congress Classification is enumerative.

A synthetic classification scheme does not attempt to list all possible notations. Through a
variety of methods of number building the classifier can create a very large number of notations
for specific topics that are not listed in the printed schedule.

An enumerative classification scheme, on the other hand, usually specifies all possible
notations. Such a scheme may use printing devices to avoid repetition of similar information but
each notation is assigned a place in the classification scheme.

This difference in their intrinsic natures is the main reason the Library of Congress Classification
is published in more than thirty volumes, whereas the DDC Unabridged 23 is complete in four
volumes.

The first number building method you will study is the use of standard subdivisions.

Page 16
21
Standard Subdivisions
Reading

(A) Adding Standard Subdivisions from Table 1 DDC 15, Introduction, 8.3

Commentary
Standard subdivisions are a series of numbers that can be incorporated into the notation for a
subject to represent a physical form or approach (such as history, research).

Virtually any subject can be presented in a bibliographic form or with a particular approach.
Here are a few works presenting the subject of psychology in different ways:

• Methodology in psychology • History of the American Psychological

• Career guidance in psychology Association
• Directory of registered • How to study for GREs in psychology
psychologists in Alberta • History of psychology
• Encyclopedia of psychology • Biography of a psychologist

If you browse through the psychology section of the schedules, starting at 150 (DDC 15,
page 271), you will see that there is no specific provision for any of the topics above except
history and biography. Through number building with standard subdivisions and the notation
for psychology, each of these specific topics can be represented.

Reading

Table 1 Standard Subdivisions DDC 15, Manual, pages 3-14

DDC 15, Table 1, page 127

Commentary
The Introduction, the Manual, and Table 1 give instructions on the use of standard subdivisions.

Here are the first three rules (more to follow) for standard subdivisions (ss):

1. ss are never used alone.

Because the Dewey Decimal Classification system is synthetic, the most precise number for an item
is not always printed in the Schedules but may be built by adding standard subdivisions from Table 1.
Instructions to use Table 1 are seldom given in the Schedules to use Table 1. The classifier must
remember to check to see if any of the subdivisions apply to the subject of your item. This is why
being familiar with Table 1 ss, including the notes, is very helpful.

They may be added to any number in the Schedules with a few exceptions which will be studied in the
next section.

Page 17
2. Use only one ss unless other instructions are given (rare).

Do not add more than one standard subdivision, unless a note under that number gives
instructions on how to do so. This is most common with ss-04, which is really a special
subdivision and not a standard subdivision.

If more than one ss could apply to your item, read the notes under each standard
subdivision and follow the instructions there. For example, under ss-06 there are
instructions about which ss to use for items that have both education and organization
aspects. Similarly, under ss-09 there are instructions with regard to historical and
geographical aspects of a topic.

When notes offer no help on which ss to use, read the table of preference at the beginning
of Table 1 to decide which one to use. Preference means that subdivisions are ranked in
order of importance with the most important higher in the table. Therefore, if both ss-092
and ss-028 apply, choose ss-092 to limit the topic.

Finally, the Manual may also clarify a problem area.

3. Drop a zero at the end of a base number before adding ss, unless instructed otherwise.

The third rule is easy to apply. All standard subdivisions start with a zero and these zeros
always remain.

If the number in the Schedules has one or two zeros at the end of it, then remove these
zeros before adding the standard subdivision.

Here are the synthesized notations for the psychological topics listed above. Also included
are comments on the selection of the ss and the number building process.

Methodology in psychology

15(0) + ss-01 --> 1501 --> 150.1

[See the summary under 150.1-.9. Drop the final zeros of the subject number before
adding the ss. Insert the decimal after the third digit.]

Vocational guidance in psychology

15(0) + ss-023 --> 15023 --> 150.23

[See the summary under 150.1-.9. Once more, remove the final zero from the division
before adding the ss. Insert the decimal after the third digit.]

Directory of the association of registered psychologists in Alberta

15(0) + ss-025 --> 15025 --> 150.25

[Two possible ss here: Directories of persons and organizations, ss-025, and Organizations
and management, ss-06. Use -025 as it is higher than –06 from the Table of Preference
on p.127]
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18
 Encyclopedia of psychology

15(0) + ss-03 --> 1503 --> 150.3

[For encyclopedias on one topic use ss-03. Use 030 (Class 0) for encyclopedias covering
many topics.]

Organization and management of the American Psychological Association

15(0) + ss-06 --> 1506 --> 150.6

[Organizations and management, ss-06.]

How to study for GREs in psychology

15(0) + ss-07 --> 1507 --> 150.7

History of psychology

15(0) + ss-09 --> 1509 --> 150.9

Biography of a psychologist

15(0) + ss-092 --> 15092 --> 150.92

Reading

Standard subdivisions Table 1, pages 128-133, DDC 15

Study the Summary of Table 1. Read the notes under each standard subdivision.
The purpose of this reading is not to memorize the notations but to familiarize
yourself with the varieties of ways a subject may be limited

Page 19
Instruction Notes for Standard Subdivisions
Reading

Approximating the whole DDC 15, Introduction, 8.5 Table 1. Standard

subdivisions (2nd paragraph) page 127

Commentary
The first three rules you studied for the use of standard subdivisions concerned the mechanics
of number building. In this section, you will examine a series of implied and explicit instructions
from the Schedules governing the use of ss.

With a few exceptions, standard subdivisions may be added to any number in the Schedules.
However, standard subdivisions are already included in some numbers printed in the
Schedules. There are several reasons for these prebuilt notations.

1. Dewey decided that every three digit notation would be printed in the Schedules.
Therefore, 603, Dictionaries, encyclopedias, concordances of technology (6(00) + ss-03 --
> 603), is printed in the Schedules while 610.3, Dictionaries, encyclopedias, concordances
of medicine (61(0) + ss-03 --> 610.3) is not.

2. Second, a prebuilt notation is listed because the subdivisions have special meanings. The
headings and notes may limit or extend the use of ss. For example, compare the heading
and note for notation 384.1028 (384.1 + ss-028) with that of ss-028 in Table 1. Compare
the heading and note for 370.1 (37(0) + ss-01) with that of ss-01 in Table 1.

3. Third, a prebuilt notation may be printed to forbid its use. For example, check 372.[09] or
372.[068]. Square brackets around a notation mean the notation is not to be used. When
you see square brackets, you must read the notes under that prebuilt notation for
alternative instructions on where to class materials.
Do not be deterred from adding a ss to a base number because it is not prebuilt and others are.
398.09 (398 + ss-09) is prebuilt in the Schedules because its meaning is limited. The other
subdivisions, 398.01 to 398.08 (398 + ss-01 to ss-08), are not shown because the three
reasons above do not apply to them. However, all these subdivisions are permissible.

For example, a dictionary of folklore is classified in 398.03 (398 + ss-03) and a pictorial
illustration for folklore in 398.022 (398 + ss-022). Similarly, 580.75 (58(0) +ss--075) does not
exclude the use of 580.76 if applicable.

There are two occasions when standard subdivisions should not be used.
1. Sometimes there are instructions forbidding their use. For example, read the sixth note
under the notation 616.85, “Standard subdivisions. Do not use; class in 616.85”. This note
applies only to the notation and heading above it. It does not apply to any notations and
headings lower or higher in the sequence. Standard subdivisions are used with 616, etc.

2. Standard subdivisions may not be added unless the work “approximates the whole” of the
subject of the number. This topic is discussed in DDC 15, Introduction, 8.5. Do not add
standard subdivisions for topics that are listed in including notes. For example, 625.7028
may be used for auxiliary techniques, etc. pertaining to roads, highways and streets but it
may not be used for maintenance and repair.

Page 20
25
3. The final instruction for the use of standard subdivisions concerns prebuilt notations printed
in the Schedules when an extra zero must be inserted before adding the standard
subdivisions.

The extra zero is often inserted because the normal notation has been used for subtopics of
the main subject number. Never use more than one zero in building the notation unless
instructed to do so.

For example, a dictionary of law would normally be in 340.3 (34(0) + ss-03) but in the
Schedules, the range of subdivisions under 340 is given as 340.02-.09, with an extra zero.

Reproduced
from p. 424,
Class 300.

Why? If you look in the schedules, 340.5 and 340.9 have been used for subtopics of law;
these numbers conflict with ss-05 Serial publications and ss-09 Historical, geographic,
persons treatment, so an extra zero is insert.

The range of subdivisions for a base number is also often listed in a summary for that base
number:

Reproduced from Summary

directly under 300. An extra 0 has
been added to this range.

Reproduced from
Summary directly
under 100. Range
follows standard rule.

The instruction to add an extra zero applies only to the heading immediately above it. No
extra zero is used for the standard subdivisions of 301 or subsequent numbers.

To summarize, here are three more rules for the use of standard subdivisions.

1. Check the Schedules for instructions that limit or extend the meaning or relocate or forbid
the use of the subdivision;

2. Do not add standard subdivisions for subjects that do not approximate the whole. Do not
add ss to topics in “including” notes

3. Check your base number in the schedules for instructions to add an extra zero before
adding the standard subdivision. This info can be found in a summary under your base
number; it can be determined from prebuilt ss under your base number; or it can be found in
notes under your base number with instructions on how to add ss to that number.

Page 21
Exercise 6-5
Exercise 6-5-1
Instructions
Using the “First Summary”, “Second Summary” (DDC 15, page 203-204) and Table-1, give
the notation for the following topics. |

Note: DDC used to use an ' (apostrophe) as a segmentation mark between the base
number and subdivisions for clarity. While you will not see this in the .pdf version or
WebDewey, we use this convention in the exercise answer keys for clarity. Feel free to
reproduce this in your assignments, but it is not incorrect to omit it.

1. Career opportunities in mathematics

2. Yearbook of agriculture

3. A dictionary of palaeontology

4. A history of chemistry

5. Management techniques for architects

6. Theory of statistics

7. Palaeontology museums

8. College chemistry textbook

9. Membership list of a society of musicians

10. An encyclopedia of the Bible

11. History of American literature

12. Philosophy of medicine

13. A pictorial guide to technology

14. Proceedings of an education association

15. A buyer’s guide for education

Page 22
Exercise 6-5-2
Using the “First Summary”, “Second Summary” (DDC 15, page 203-204) and “Table 1:
Standard Subdivisions” (DDC 15, page 127), build the notation for the following topics. Then
check all notations in the schedules before supplying the answers.

1. Dictionary of natural sciences and mathematics

2. Encyclopedia of the arts

3. Theory of political science

4. Directory of economics

5. Philosophy of law

6. Museums of technology

7. Painting techniques

8. The profession of medicine

9. Pictorial illustrations for the history of education

10. History of public administration

Page 23
Exercise 6-1 Answers
1. To arrange items in the most useful order to those wish to consult the materials.

2. Subject
Accession number
Size
Physical format
Use restrictions
Potential audience
Author
Alphabetic subject heading

Exercise 6-2 Answers

1. Location symbol
Classification notation
Author, book or cutter number
Publication date
Volume number
Copy number

Exercise 6-3 Answers

1. Full Dewey
Abridged Dewey

Exercise 6-4-1 Answers

1. 598

2. 568

3. 333.95 [see manual 333.95 vs. 639.97, page 52]

4. 636.6

5. 632

6. 822.3

7. 743.6

8. 799.2

9. 398.24

10. 220.8

11. 769.56

Page 24
Exercise 6-4-2 Answers
1. 7(00) The arts
74(0) Graphic arts and decorative arts
748 Glass
748.6 Methods of decoration

2. 3(00) Social sciences

33(0) Economics
330.9 Economic situation and conditions
330.91 Areas, regions,
places in general

3. 7(00) The arts

75(0) Painting and paintings
751 Techniques, procedures,
apparatus, equipment,
materials, forms
751.4 Techniques and procedures
751.45 Oil painting

4. 6(00) Technology (Applied sciences)

62(0) Engineering and allied operations
620.002 Miscellany
620.0028 Auxiliary techniques and
procedures; apparatus,
equipment, materials

5. 6(00) Technology (Applied sciences)

62(0) Engineering and allied operations
621 Applied physics
621.8 Machine engineering
621.802 Miscellany
621.8028 Auxiliary techniques and
procedures; apparatus,
equipment, materials

Page 25
Exercise 6-4-3 Answers
1. 5(00) Natural sciences and mathematics
57(0) Biology
576-578 General and external biological phenomena
577 Ecology
577.3-577.7 Ecology of specific environments
577.6 Aquatic ecology
577.68 Wetland ecology

2. 5(00) Natural sciences and mathematics

580-590 Natural history of plants and animals
59(0) Animals
592-599 Specific taxonomic groups of animals
593 Miscellaneous marine and seashore
invertebrates
593.4 Sponges

3. 5(00) Natural sciences and mathematics

580-590 Natural history of plants and animals
58(0) Plants
584 Monocotyledons

4. 3(00) Social sciences

38(0) Commerce, communications,
transportation
383-388 Communications and transportation
388 Transportation
388.5 Pipeline transportation

5. 3(00) Social sciences

37(0) Education
372-374 Specific levels of education
372 Primary education (Elementary education)
372.3-372.8 Primary education in specific
subjects
372.7 Mathematics

Page 26
Exercise 6-5-1 Answers
1. 51'0.23 [51(0) + ss-023]

2. 63'0.5 [63(0) + ss-05]

3. 56'0.3 [56(0) + ss-03]

4. 54'0.9 [54(0) + ss-09]

5. 72'0.68 [72(0) + ss-068]

6. 31'0.1 [3l(0) + ss-01]

7. 56'0.74 [56(0) + ss-074]

8. 540 [Textbook at the college level. See 3rd note under ss-071; --071 is for a book
about teaching the subject. A book about a subject that may be used for teaching
does not get this subdivision.]

9. 78'0.25 [78(0) + ss-025. See first note under -06]

10. 22'0.3 [22(0) + ss-03]

11. 81'0.9 [81(0) + ss-09]

12. 61'0.1 [61(0) + ss-01]

13. 6'02.2 [6(00) + ss-022]

14. 370 [1st note under ss-06, unable to add ss-06 for proceedings.]

15. 37'0.29 [37(0) + ss-029]

Page 27
Exercise 6-5-2 Answers
1. 5'03 [5(00) + ss-03]

2. 70'0.3 [7(00) + 0 + ss-03; See 700.1-.9 Standard subdivision of the arts]

3. 320.'01 [32(0) + 0 + ss-01; prebuilt ss under 320 includes extra zero]

4. 330.'025 [33(0) + 0 + ss-025; See 330, note .01-.09 Standard subdivisions]

5. 340 [Range of subdivisions given as .01-.09; relocation note under 340.01]

6. 6'07 [6(00) + ss-07; [ss --074 is for museums; but note under 607, [.4-.6] Museums,
collections... Do not use ; class in 607.]

7. 751.4 [relocation note underr 750.28]

8. 610.69 [61(0) + ss-023; relocation note under 610.23]

9. 37'0.22 [37(0) + ss-022; [pictorial illustrations ss-022 or history ss-09, see table of preference
at beginning of Table 1, ss-022 has preference over ss-09]

10. 351.'09

Page 28
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