COURSE

GUIDE

LIS 302
KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Course Team Asso. Prof. Austin Jude Chikodi Mole (Course

Write)-University of Nigeria, Nsukka
Prof. Felix C. Ekere (Course Content Editor)-
Department of Library and Information Science
University of Nigeria Nsukka

Credit Unit: 3
Course Status: Compulsory
Semester: 1st
Required Study Hour: 4 Hours Per Week
Edition: First
Instructional Designer:
Learning Technologists:
Copy Editors:

NATIONAL OPEN UNIVERSITY OF NIGERIA

LIS 302 COURSE GUIDE

© 2022 by NOUN Press

National Open University of Nigeria
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All rights reserved. No part of this book may be reproduced, in any form
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Printed 2022

ISBN: 978-978-058-058-2

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LIS 302 COURSE GUIDE

CONTENTS PAGE

Introduction……………………………………………………. v
Course aims…………………………………………………… v
Course objectives……………………………………………….. v
Working through this course…………………………………….. vi
Assessment………………………………………………………. vi
Study units………………………………………………………. vii

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LIS 302 COURSE GUIDE

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LIS 302 COURSE GUIDE

INTRODUCTION

The two-credit unit-load LIS 302 Knowledge Organization

(Classification) II course is a one-semester minimum prerequisite. It is the
second unit of Knowledge Organisation I (LIS 301) which was taught in
the preceding semester. Like the preceding course, LIS 302 is a
mandatory course in the university's Department of Library and
Information Science for all undergraduates, with the objective of teaching
students and supporting them in developing practical knowledge of how
knowledge is organized. The course examined overview of concepts;
classification of simple and compound subject documents; introduction
and application to common and simple auxiliaries; postulation approach
and system approach to classification; description and use of sears list of
subject headings; filling rules; technological issues in library
classification; facet analysis and sequence; classification and organization
of electronic and web resources; current trend in library classification;
basic skills and competencies of knowledge organisation librarian; basic
skills and competencies of users of knowledge organisation tools;
applications of classification schemes and challenges in Nigerian libraries
Practicum: UDC, Bliss, Colon Classification Schemes etc.; on-line
classification; MARC, OCLC, World CAT

COURSE AIMS

The goal of this course is to provide you a general understanding of how

information resources are organized and classified. These include
approaches to classification; description and use of sears list of subject
headings; filling rules; technological issues in library classification; facet
analysis and sequence; classification and organization of electronic and
web resources; current trend in library classification; basic skills and
competencies of knowledge organisation librarian; basic skills and
competencies of users of knowledge organisation tools; applications of
classification schemes and challenges in Nigerian libraries practicum;
traditional and faceted classification schemes etc.; on-line classification

COURSE OBJECTIVES

Some course objectives must be considered in order to attain the above

goals. Each unit in this study guide includes precise objectives that will
help you keep track of your progress while you study.

At the end of this unit, you will be able to:

• Discuss the concepts of classification and subject cataloguing

• Describe the steps involved in determination of subjects in
documents

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LIS 302 COURSE GUIDE

• Describe the structure of the Sears List of Subject Headings

(SLSH) and the Library of Congress Subject Headings (LCSH)
and the Library of Congress Subject Headings (LCSH)
• Identify the various filing codes used by libraries
• Describe the two major methods of filing used by libraries
• define systematic library classification
• Identify factors determining the arrangement/organization of
library information resources
• Understand the concept of citation order
• Describe the PMEST and the factors that redefine it
• Provide a good background of the UDC
• Describe the Coverage and main classes of the Universal Decimal
Classification
• Identify the tables of the UDC
• Describe the rationale for the development of the CC
• Describe the use of the Colon Classification
• Describe the characteristics of the Bliss Classification
• Identify the current trends in library classification.
• Describe the Machine Readable Catalogue
• Discuss the application of the Online Classification.
• Describe the Online Computer Library Center (OCLC).
• Discuss Competencies required in knowledge organisation

WORKING THROUGH THIS COURSE

To completely finish this course, you must proceed through the modules
and carefully read the study units, complete the practical exercises and
assessments, and double-click on the links supplied to open and read
them. Read the suggested books and other materials, and be sure to attend
the practical part of this course. Students must always participate in online
facilitation and in-person facilitation in the study center. Each unit of
study comprises an introduction, end-of-unit objectives, a conclusion, and
a summary that tells you in a nutshell what you learned in that unit. Above
all, the Tutor-Marked Assignment (TMA) is used to assess what you've
learned. You can save the courseware to your device and study it while
you're not connected to the internet.

ASSESSMENT

Formative and summative evaluations are the two basic types of

assessments. You will be able to evaluate your learning output through
formative tests at the end of each unit of study. Summative assessments
are used by the institution to evaluate your academic success in the
courseware you studied. Objectives and sub-objective questions make up
the summative assessment, which is a Computer-Based Test (CBT).

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LIS 302 COURSE GUIDE

There are three continuous evaluations of 10% each, and final tests are
worth 70%. You must complete all of the computer-based tests as well as
the final exam.

STUDY UNITS

There are 16 units in the course, divided into six modules. The modules
and units are presented as follows

Module 1 Overview of Concepts

Unit 1 Concept of Classification and Subject Cataloguing

Unit 2 Major Subject Headings

Module 2 Filing

Unit 1 Filing Rules

Unit 2 Filing Problems and Their Solutions Based On ALA Code

Module 3 Classification Processes

Unit 1 Introduction and Application of Common and Simple

Auxiliaries; Postulation Approach and System Approach
to Classification
Unit 2 Technological Issues in Library Classification
Unit 3 Citation Order
Unit 4 Applications of Classification Schemes and Challenges in
Nigerian Libraries

Module 4: Traditional Classification Schemes

Unit 1 Dewey Decimal Classification (DDC) Scheme

Unit 2 Library of Congress Classification (LCC) Scheme

Module 5 Classifications Schemes for Specialist Collections

(Faceted Schemes)

Unit 1 Universal Decimal Classification (UDC)

Unit 2 Colon Classification (CC)
Unit3 Bibliographic Classification (by Bliss)

Module 6 Contemporary Issues in Classification

Unit 1 Current Trends in Library Classification

Unit 2 Online Cataloguing & Classification and OCLC
Unit 3 Basic Competencies Required in Knowledge Organisation

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 MAIN
COURSE

CONTENTS PAGE

Module 1 Overview of Concepts……………………………… 1

Unit 1 Concept of Classification and Subject Cataloguing .. 1

Unit 2 Major Subject Headings…………………………….. 10

Module 2 Filing………………………………………………….

Unit 1 Filing Rules……………………………………………..

Unit 2 Filing Problems and Their Solutions Based On ALA
Code…………………………………………………….

Module 3 Classification Processes……………………………….

Unit 1 Introduction and Application of Common and Simple…

Auxiliaries; Postulation Approach and System Approach
to Classification……………………………………..
Unit 2 Technological Issues in Library Classification
Unit 3 Citation Order ………………………………………….
Unit 4 Applications of Classification Schemes and Challenges
In Nigerian Libraries…………………………………

Module 4 Traditional Classification Schemes …………………

Unit 1 Dewey Decimal Classification (DDC) Scheme……….

Unit 2 Library of Congress Classification (LCC) Scheme……

Module 5 Classifications Schemes for Specialist Collections

(Faceted Schemes)…………………………………..

Unit 1 Universal Decimal Classification (UDC)…………..

Unit 2 Colon Classification (CC)………………………….
Unit 3 Bibliographic Classification (by Bliss)……………..

Module 6 Contemporary Issues in Classification……………….

Unit 1 Current Trends in Library Classification………………

Unit 2 Online Cataloguing & Classification and OCLC………….
Unit 3 Basic Competencies Required in Knowledge Organisation
LIS 302 MODULE 1

MODULE 1 OVERVIEW OF CONCEPTS

Module 1 has two units covering concepts of classification and subject

cataloguing including description of classification of simple and
compound subject documents; types of subjects, steps involved in
determination of subject, and lists of subject headings. It also covers
major subject headings.

Unit 1 Concept of Classification and Subject Cataloguing

Unit 2 Major Subject Headings

UNIT 1 CONCEPTS OF CLASSIFICATION AND

SUBJECT CATALOGUING

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Concept of Classification
3.2 Subject Cataloguing
3.3 Classification of Simple and Compound Subject
Documents; Types ofSubjects
3.3.1 Types of Subjects by Scope
3.3.2 Types of Subjects by Structure
3.4 Steps Involved in Determination of Subject
3.5 Lists of Subject Headings
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

In this unit, we shall discuss the concepts of classification and subject

cataloguing of information resources, categories of simple and compound
subject documents and steps involved in determination of subjects in
documents for eventual classification and ultimately, for ease of access
and location of information resources in the library. Under the categories
of subjects, we shall discuss: broad subjects, basic subjects, derived
subjects, mono subjects, simple subject, superimposed subjects, and
compound subjects. We shall also describe steps involved in
determination of subject

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• discuss the concepts of classification and subject cataloguing

• describe the categories of simple and compound subject
documents by Scope nand structure
• describe the various steps involved in determination of subjects in
documents

3.0 MAIN CONTENT

3.1 Concept of Classification

Literarily, classification refers to the grouping of things according to their

degree of similarity and differences. It encompasses the notion of the
process of grouping like things together. It is the process of grouping
things or abstract concepts or ideas based on their common
characteristics. Characteristics here refers to the attributes by which
entities and; or concepts are grouped together, or by which subjects are
subdivided. Characteristics are, therefore, the determining factors in
classification because classification tends to bring together items that are
related by virtue of certain common characteristics which they posses.

The word, classification is derived from the word, class. A class is a group
of things which have similar characteristics or attributes or have some
quality in common by which they may be usefully separated from other
things. During classification, all the entities that are members of a class
or group as produced, share a t least one common attribute or
characteristic which members of all the other groups or classes invariably
do not posses.

Library classification is the arrangement of library information resources

(book and non-book materials) of a library or group of libraries, into
classes according to their similar characteristics. It implies the division of
the entire array of library information resources into groups; and then the
subsequent arrangement of such groups or classes into preferred
sequences and creating mechanisms for their easy retrieval as and when
required. The ultimate goal of library classification is to ensure that
library information resources are used to their full potential. It is designed
to achieve a specific goal: to improve the identification, location, and
retrieval of information resources in a library. The search for resources
will be unguided, misguided, and random without library classification.
This will waste time and cause frustration. As a result, classification was
created to avoid wasting time and frustration when using library
information resources.
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LIS 302 MODULE 1

3.2 Subject Cataloguing

The phase of cataloguing associated with the attribution of subject(s) to

an item in a collection is known as subject cataloguing. It encompasses
all professional strategies and processes for identifying a work's subject
matter or substance, as well as selecting a subject and an appropriate word
or item from a heading list or thesaurus to describe it. It follows the
library's cataloguing routine's descriptive cataloguing. Subject headings
or subject numbers could be used to designate subjects. The linking of
related subjects in the catalog is also part of subject cataloguing.

The goal of subject cataloguing, according to the Sears list of subject

headings (1994: xiii), is to “list all items on a specific subject that a library
holds in its collection under one uniform word or phrase.” The concept
behind subject cataloguing is that consumers of big libraries, such as
academic and research libraries are unlikely to remember the author or
title of a document. Rather, they're looking for documents about a certain
topic that a user is researching, learning, or writing about (Aina, 2004).
As a result, cataloguers assign subject headers to every document
cataloged in that library, allowing users to find books on certain topics.

To add materials to a library collection, the first two questions a classifier

should ask are:

• What is this about? The second question is: where will our users
expect to find this?
• Where will the users expect to find this?

Following the determination of a work's subject, the next step is to assign

it a class number that accurately depicts its subject matter while also
defining its shelf location. A work can often be classed in more than one
discipline, which is something that consumers should be aware of. A work
on employee psychological testing, for example, might be classed as
psychology at 153.94 or management at 658.31125 using DDC. However,
if the material is meant for psychology students and scholars, it should be
listed with other psychology texts. If the book's intended audience is
business administration students, however, it should be grouped alongside
other management texts. It is vital to underline that the user's needs take
precedence over all other factors. This emphasizes the importance of a
classifier's subject knowledge as well as a deep understanding of the
demands of the collection's users.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

3.3 Classification of Simple and Compound Subject

Documents; types of subjects

Categorisation of subjects can be done in two broad ways: by scope and

by structure

3.3.1 Types of Subjects by Scope

By scope subjects can be categorised into 4 types:

i. Broad Subjects: These are subjects which cover broad subject

areas. They usually form the main classes of major classification
scemes. They include such subjects as Languages, sciences, social
sciences, technology etc.

ii. Basic subjects: These are subjects found within broad subjects. e.g.
within social sciences, the basic subjects include economics,
political science etc. Within sciences, the basic subjects include
mathematics, biology, chemistry etc.

iii. Derived subjects: These are subjects derived from the basic
subjects. For instance, biochemistry derived from biology and
chemistry; geophysicsderived from geology and physics.

iv. Mono subjects: These are subjects that are centred around one
issue with little or no room for breakdown into further subjects.
They are regarded as the smallest unit of subjects e.g. research,
classification, newspapers, tables etc.

3.3.2 Types of Subjects by Structure

There are 5 forms of subject found in literature: simple, superimposed,

aggregate, compound and complex subjects.

1. Simple Subject: - These are subjects which have only one thing
and characteristic. E.g. banking, cataloguing, chemistry, election.

2. Superimposed Subjects: These are subjects consisting of two

simple subjects from only one focus i.e. reflecting only one facet
e.g. English literature is a simple subject since it has one facet
(language).
Literature

(Language facet)
English French

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LIS 302 MODULE 1

3. Compound Subject: - These are subjects made up of several simple

subjects from more than one focus. When a subject consists of
more than one focus from the same main class.
E.g. 1: English poetry is a compound subject because it combines
two foci, one from the language facet and the other from the
literary form facet e.g.
Literature

E.g. 2: Expatriates Teachers is a compound subject because it combines

two foci from two different facets in the same main class (Education). The
two foci are teaching and teachers both in education

4. Complex Subject or Phase Subject: - A subject could be said to be

complex when a it contains foci from more than one main class eg.
the influence of Christianity on English literature. This contains
two foci from two different main classes: religion and literature.

Simple and compound subjects create little or no problem in

classification. Complex subjects create problems because of their phase
relationship (their relationship with other subjects).

Phase relationship is the interaction of a main class with another. A phase

is the part of a complex subject from one main class eg “influence of
Christianity” is one phase while “on English literature” is another phase.

3.4 Steps Involved in Determination of Subject: What Is this

about?

To prepare subject entries or assign subject(s) for books, the following

steps may be taken:

1. Read the title, table of contents, introduction, preface, author's or

editor's foreword & opening chapter, publisher's blurbs, and
reviews of the work in question. This is to get a sense of the book's

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

topic matter. Subject assignment is an abstraction method that

lowers a book's total content to a set of pre-determined subject
concepts or subject numbers.

A classifier does not have unlimited time to investigate subjects

and classify materials. Classifiers are expected to develop skills at
work that will allow them to accurately and quickly determine the
subject of new information resources, ensuring that they are
shelved in the correct position among other things in the collection.
Classifiers with a lot of experience don't have to be concerned
about the extremely difficult analytical processes they're
performing. Some fundamental strategies can now be used by
inexperienced classifiers. When classifying new content, the first
place to look is the title of the piece. In many cases, this will be
sufficient to supply classifiers with all of the data they want. In a
DDC-enabled library, a work named An Introduction to
Psychology will almost probably be classified as 150. Even in
situations that appear to be basic, such as this one, it's a good idea
to check the table of contents page. If the table of contents indicates
that the material is about educational psychology, the number
would be 370.15 rather than 150.

In many cases, the title does not convey any information about the content
of the work. The title "the Bay of Pigs," for example, does not
immediately convey that the work is about the American Revolutionary
War. Other title information in a publication may help determine the
subject; following that, the contents page's chapter and section titles
should be scanned. If the work's topic remains a mystery, look at the brief
publisher's introduction on the front cover to see what it's about. The
preface by the author or editor, as well as the introduction, may provide
supplementary information. Other areas/sources to investigate include
publisher blurbs and the book review page (if provided). Consult the
library's list of subject headings or thesaurus to identify an acceptable
phrase for the predetermined subject matter and to maintain uniformity
and consistency.

1. Sometimes, there is a scope note accompanying a subject in the

list. Read this note actually to satisfy yourself that the subject is
adequate. Also check if the subject may need geographical or other
forms of subdivision.
2. Also examine the “see” and “see also” reference (in the SLSH) and
the “NT”, “BT” and “RT” (in the LCSH) and other terms that
describe the book more adequately and accurately.

After taking into consideration necessary factors and making proper

judgements, assign subjects heading(s) for the document based on the

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LIS 302 MODULE 1

nature and content of the document and what is prescribed in the subject
heading list in use. While it might be easy to assign subject(s) to certain
topics, others may pose a great challenge to the cataloguer. For instance,
a book with the title “introduction to librarianship” might have as its
subject “librarianship” while a book with the title “History of libraries in
Nigeria” might have as subject “Libraries – Nigeria – History”. However,
it is not simple to choose a subject heading for a book when a given
concept has a number of different verbal equivalence e.g. storms,
cyclones, dust storms, hurricanes, tunder storms, tornadoes, typhones,
winds.

3.5 Lists of Subject Headings

These are publications serving as standard tools for the assignment of

subject(s) to information materials. They are used in the library to
establish an appropriate term for the subject matter of the book and to
ensure uniformity and consistency in choice and form of the words. The
most popular subject heading lists around the world include:

i. The Sears List of Subject Headings (SLSH) first published in 1923.

ii. The Library of Congress List of Subject Headings (LCSH) first
published in 1897
iii. ALA list of subject heading, (ALSH) (American library
Association) first published in 1895.
iv. Medical Subject Headings (MESH)

4.0 CONCLUSION

Classification is a major library and information activity band a

significant key in the location and use of information resources. It is the
role of libraries and librarians to facilitate the classification and subject
analysis of information resources for ease of access of the items.

5.0 SUMMARY

In this unit, we have discussed the concepts of classification and subject

cataloguing of information resources, categories of simple and compound
subject documents and steps involved in determination of subjects in
documents for eventual classification and ultimately, for ease of access
and location of information resources in the library if you recall, we
discussed the following types of subjects: broad subjects, basic subjects,
derived subjects, mono subjects, simple subject, superimposed subjects,
and compound subjects.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

SELF-ASSESSMENT EXERCISE

i Describe the various steps involved in determination of subjects

in documents.

6.0 TUTOR-MARKED ASSIGNMENT

1. What is Classification?
2 What is Subject Cataloguing?
3 Discuss the major categories of Subjects by Scope nand structure
4 Describe the Steps Involved in Determination of Subject

7.0 REFERENCES/FURTHER READING

Anglo – American cataloguing Rules, 2nd. Ed. (1988) Rev. prepared by

the Joint Steering Committee for the Revision of AACR. Edited by
Michael Gorman and Paul Winkler. Chicago: American Library
Association.

Attama, O. R. & Ezema, I. J. (2002). Library and information services: A

practical approach. Enugu: Mikon Press

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress List of Subject
Headings and Sears list of the subject heading.
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library

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LIS 302 MODULE 1

and_information_science/knowledge_organization_and_process
ing_-_cataloguing/06. subject_cataloguing/ et/4479_et_06 _lib
.pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

UNIT 2 MAJOR SUBJECT HEADINGS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Description and use of Sears List of Subject Headings
(SLSH)
3.1.1 Physical Characteristics of SLSH
3.2 Library of Congress Subject Headings (LCSH)
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

Having discussed the concepts of classification and subject heading lists,

this unit will introduce you to the Description and use of major subject
headings including Sears List of Subject Headings (SLSH) and the
Library of Congress Subject Headings (LCSH). We will also discuss the
physical features and use of the heading lists in assignment of subjects to
information resources.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• Describe the structure of the Sears List of Subject Headings

(SLSH) and the Library of Congress Subject Headings (LCSH)
• Describe the structure of the Library of Congress Subject Headings
(LCSH)
• Identify the differences between SLSH AND LCSH

3.0 MAIN CONTENT

3.1 Description and Use of Sears List of Subject Headings

(SLSH)

The SLSH was first published in 1923. It is a similar and simplified

version of the Library of Congress Subject Heading. It’s latest edition
(15th edition) was published in 1994. The SLSH is in bold and light face
type arranged alphabetically. The subject headings in bold face type are
primary or usable or preferred headings assigned to books while those in
light face type follow those in bold face type and are unused headings.
3.1.1 Physical Characteristics of SLSH

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LIS 302 MODULE 1

Each bold face type primary heading has at most 4 sets of subject headings
subordinated to it namely: UF, BT, NT and RT sets of subject headings.

Below is a typical entry in the SLISH.

HOUSES: (May subdiv. Geograhically) 643; 728

Use for general materials on building in which people live. Materials on
residential building, from the standpoint of style and design are entered under
DOMESTIC ARCHITECTURE
UF Dwellings, Homes, Residences.
SA Types of houses e.g. Earth sheltered house etc.
BT BUILDINGS
NT Apartment houses, Housing kitchens, Rooms
RT Building, House construction.

The bold face type primary heading may be assigned to a book on that
subject. Following a bold face primary subject heading may be the note
“may subdivide geographically” (for subjects, which can be treated
geographically.

Classification numbers from the DDC follow many of the bold face type
primary subject headings ease the assignment of class marks to books on
a subject. However, it is advisable to check the classification schedules
first to confirm the correctness of the class mark before assigning it to the
subject.

Sometimes, there is a scope note accompanying a bold face type primary

heading. The essence of the scope note is to

a. Specify the range of use of a bold face type primary heading.

b. Draw distinction between related readings.

(See above)

Sets of related subject heading arranged alphabetically are subordinated

to a bold face type primary heading.

The first set is usually preceded by the UF sign. The headings are in light
face type. The UF sign signifies that each of the subordinated light face
headings are not usable. From each of the headings preceded by a UF

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

code, a ‘see’ cross reference can be made to the primary heading if the
library has a book on the primary heading. E.g.

Librarianship
See
Library Science

The 2nd set of headings that may be subordinated to a primary heading is

that preceded by the ‘BT’ sign. The heading consists of broad subject
headings and are in bold face type. The BT sign signifies that a ‘see also’
cross reference should be made from each of the subordinated bold face
type headings to the primary heading if the library has books on the
primary heading. E.g.

Information Science
See Also
Library Science

The 3rd set of headings is that preceded by the ‘NT’ sign. The headings
consist of terms narrower than the primary headings and are in bold face
type.

The NT headings can be applied in two ways:

i. They consist of headings that are as usable as the primary heading

and can as well be considered for use for the publication in hand if
the heading is more suitable than the primary headings. But for an
NT heading to be used, the cataloguer has to turn to the page where
it appears as a bold face type primary heading.

ii. Where a library has book(s) on the subordinated NT headings, the

cataloguer should make a “see also” across reference from a
chosen primary heading for a book to each of the subordinated bold
face NT headings.

Example.
Library Science
See Also
Cataloguing

The last set of subordinated headings is usually preceded by ‘RT’ sign.

The headings are in bold face and consist of terms related to the primary
heading. The RT headings can be applied same way as the NT headings.
E.g.
Library Science
See Also

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LIS 302 MODULE 1

Library Services

3.2 Library of Congress Subject Headings (LCSH)

The LCSH was first published in 1909 (though in parts from 1909 – 1914)
with the title subject headings used in the Dictionary catalogues of the
library of congress. The second edition was published in 1919. The title
changed to library of congress subject headings when the 8th edition was
published in 1975. The 16th edition which is the latest in libraries LCSH
made use of the following codes: “X” (now replaced by UF) “XX” (now
replaced by BT and RT), “see also” (now replaced by RT and NT)

Physical Features of the LCSH

Below is a typical entry of the LCSH.

BOOKS AND READING (May Subd. Geog) Z1003 – Z1003.5

Here are entered works on the significance of books in
people’s lives, including their attitudes toward and interest in
reading, work on the art of reading are entered under reading:
UF Appraisal of books
Books – Appraisal.
Reading and books
Reading habit
Choice of books.
BT Reading
RT Reading interest.
SA Subdivision Books and reading under classes of persons,
ethnic groups or names of individual.
NT Best Sellers
Blind – Books and reading
Books –Reviews
Prohibited Books.
Reference books.
SOCIOLOGICAL ASPECTS
UNITED STATES

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Only the primary subject headings and in the primary subdivisions

preceeded by a dash (-) sign are in bold face type. A bold face type
primary heading may be followed by the legend (May subdivisions Geog)
which shows that the heading may be subdivided by places according to
the rules in the manual. Following the legend may be class numbers which
may be one or in range. Scope notes giving guidance or clarification in
the meaning or application of the heading may follow in separate
paragraphs (library of congress subject headings, 1993)

A maximum of four sets of secondary headings proceeded by the same

codes as in the SLSH are subordinated to the bold face type primary
heading, all in light face type (unlike the SLSH) These includes UF, BT,
RT and NT headings. Again, unlike in the SLSH, the NT headings are
listed after the RTs in the LCSH.

4.0 CONCLUSION

Subject cataloguing is done with the use of Subject Heading lists. The
essence is to ensure consistency and continuity in the assignment of
subjects. It is also a major library and information science activity and a
significant key in the assignment of class marks to information resources.
It is also an activity that requires skills by librarians in order to ensure the
assignment of subjects as accurately as possible.

5.0 SUMMARY

In this unit, we have discussed the use of the major Subject Heading lists,
namely the Sears List of Subject Headings (SLSH) and the Library of
Congress Subject Headings (LCSH). Effort was also made to describe
their physical features and distinguishing differences. If you recall, we
discussed that a maximum of four sets of secondary headings preceded by
the same codes as in the SLSH are subordinated to the bold face type
primary heading, all in light face type (unlike the SLSH) These includes
UF, BT, RT and NT headings. Again, unlike in the SLSH, the NT
headings are listed after the RTs in the LCSH.

SELF-ASSESSMENT EXERCISE

1. Identify the differences between SLSH AND LCSH

6.0 TUTOR-MARKED ASSIGNMENT

1. What are the major physical features of the Sears List of Subject
Headings (SLSH)?
2. What are the attributes of the Library of Congress Subject
Headings?

14
LIS 302 MODULE 1

3. In what ways does the LCSH differ from the SLSH

7.0 REFERENCES/FURTHER READING

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Edoka, B. E. (2000). Introduction to Library science. Onitsha: Palma

Publishing and Links.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan: Stirling-Horden.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress List of Subject Headings and Sears list of the subject
heading.
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library
and_information_science/knowledge_organization_and_process
ing_-_cataloguing/06. subject_cataloguing/ et/4479_et_06
_lib .pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

15
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

MODULE 2 FILING

Module 2 focuses on filing rules, filing problems and their solutions. It

also covers meaning of filing, methods of filing such as the word by word
and letter by letter filing

Unit 1 Filing rules

Unit 2 Filing problems and their solutions

UNIT 1 FILING RULES

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Meaning of Filing
3.2 Methods of Filing
3.2.1 Word by Word Filing
3.2.2 Letter by Letter Filing
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

Filing is an essential aspect of library service which is concerned with the

systematic arrangement of catalogue entries for ease of access by the
library users. Filing actually follows the classification of information
resources. In this unit, we shall be discussing the concept and essence of
filing, the various filing codes used by libraries, and the two major
methods of filing used by libraries.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• define the concept and essence of filing

• identify the various filing codes used by libraries
• describe the two major methods of filing used by libraries

16
LIS 302 MODULE 2

3.0 MAIN CONTENT

3.1 Meaning of Filing

The cataloguing and generation of entries are followed by the filing of

catalogue entries. Shelf order is determined by filing order, which is
frequently the inverse of citation order, in which generic features of a
subject are shelved before more particular aspects. This makes obvious
sense, as library patrons would expect broad parts of a topic to be shelved
first, followed by narrower portions. The order of filing appears to be a
problem only when all of the pieces are missing.

For example:

Cars - would be shelved before:

Cars - United States would be shelved before:
Cars - Manufacture would be shelved before:
Cars - Aluminum would be shelved before:
Cars Chassis

It is however, difficult to apply the above formulae in the arts, humanities

and social science where similar formulae can be also devised.

For example:
Subject - place- time
History - Yoruba Land – 18th century
Filing Order:
History
History – 18th c
History – Yoruba Land
History – Yoruba – 18th c

An example for a film library:

[genre-process-space-time]
Musicals – Choreography- Nigeria – 1980s

Filing order:

Music
Music – 1980s
Music – Choreography
Music – Choreography - 1980s
Music – Choreography – Nigeria
Music – Choreography – Nigeria – 1980s

17
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Due to the complex nature of filing, various published codes of rules for
filing catalogue entries are available to enable filing to be done in a
consistent order. The following are some of them.

1. ALA Rule for filing catalogue cards by P. A. Sealy – first published

in 1942, 2nd ed., 1975. This is the most widely used rule (Edoka, 2000)
2. Filing rules to the Dictionary catalogue of the library of congress –
1956
3. Rules for a Dictionary catalogue by C. A. Cutter 4th ed. 1904
4. Specification of alphabetical arrangement and the filing order of
numerals and symbols by British Standard Institution (BSI) 1969
5. AACR II Filling Rule.

3.2 Methods of Filing

There are 2 principal methods employed in filing

1. Word by word
2. Letter by letter

3.2.1 Word by Word Filing

This is also called “noting before something” or “blank to zee (z)”. It is

the filing of catalogue entries by words. All entries are arranged word by
word and between filing entry words letter by letter. It is an alphabetical
arrangement whereby the space between two words is given precedence
over a letter in the filing sequence. With the word by word method
(nothing before something), the space between words (nothing) is taken
into account. Therefore, all items beginning with a simple word are dealt
with first, before the words with appendages, suffices etc. In word-by-
word filing, the base word followed by another word is given precedence
and is filed before another word that has the base word as part of it. The
word-by-word filing becomes problematic when names are hyphenated or
begin with “Mc” and when foreign words and abbreviations are used.

3.2.2 Letter by Letter Filing

Also called the all-through filing, in this method, entries are filed in
alphabetical order of all the letters of an entry beginning with the heading
whether or not there is a single word involved or two more words. In the
letter-by-letter filing, entries are filed in a single alphabetical linear order.
A letter in an alphabet under this system takes precedence over the space
between two words. The space between word is ignored. The letter by
letter system is less confusing in that hyphens and gaps between
references books such as encyclopedias are arranged in this method. It
also appears to be more straightforward but is problematic when there are
long names.

18
LIS 302 MODULE 2

Word by Word Letter by Letter

New church Newark
New heaven New Castle
New York New church.
Newark New Heaven
Newcastle New York

4.0 CONCLUSION

Filing is also a major library and information science activity and a

significant key in the location of information resources. It follows
cataloguing and classification of information resources. It gives meaning
to the classification process. It is very significant because it can mar the
work of the classifier if it not accurately done. It therefore requires a lot
of vigilance and accuracy. That is why it requires the use of rules and
prescribed methods which guide its application.

5.0 SUMMARY

In this unit, we have discussed filing and filing rules. Effort was also made
to describe the two major filing rules and their application. If you
remember, these include: the Word by Word and the Letter by Letter
filing rules. Their accurate application is important in ensuring location
of catalogue entries and information resources in library collections.

SELF-ASSESSMENT EXERCISE

1. Identify the various filing codes used by libraries

6.0 TUTOR-MARKED ASSIGNMENT

1. What is filing, and why is it important in libraries?

2 List four filing codes you have learnt?
3 In what ways does the Word by Word filing rule differ from the
letter by Letter?

19
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

7.0 REFERENCES/FURTHER READING

Aina, L. O. (2004). Library and information science text for Africa.

Ibadan: Third world

Amaechi, Basil (1974). The classification of modern African Literature.

Nigerian Libraries, 10 (2 and 3), 77 – 82.

American Library Association (1968). The Use of the Library of Congress

Classification: report of a seminar held in New York, July 1966.
Ed by R.H. Schimelpflug and C.D. Cook.

Anglo – American cataloguing Rules, 2nd. Ed. (1988) Rev. prepared by

the Joint Steering Committee for the Revision of AACR. Edited by
Michael Gorman and Paul Winkler. Chicago: American Library
Association.

Attama, O. R. & Ezema, I. J. (2002). Library and information services: A

practical approach. Enugu: Mikon Press

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Blake, V. L. P. (2000). Forging the Anglo –American Cataloguing

alliance: Descriptive Cataloguing 1830 – 1908. In: Martin D.
Joachin (ed.) Historical aspects of cataloguing and classification.
New York: Harworth Press(pp. 3 -22)

Bliss, H. E. (1933). The Organization of Knowledge in Libraries, New

York. H.W. Wilson, Chapter 12.

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

20
LIS 302 MODULE 2

Madison, O. M. A. (1992). A summary of changes in AACR 2, Rev. In:

R. P. Smiraglia and E. Swanson (eds). Origins, Content, and future
of AACR 2, rev. Chicago: American Library Association, (pp. 1 –
13)

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress List of Subject
Headings and Sears list of the subject heading.
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library
and_information_science/knowledge_organization_and_process
ing_-_cataloguing/06. subject_cataloguing/ et/4479_et_06 _lib
.pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Yadav, P. K. (2017). A study on the development and classification of the

library. International Journal of Education & Applied Sciences
Research, 4(1), 27-36.
https://www.google.com/search?q=A+study+on+development+a
nd+classification+of+library&rlz=1C1AVSF_enNG818NG818&
oq=A+study+on+development+and+classification+of+library&a
qs=chrome..69i57.1028j0j9&sourceid=chrome&ie=UTF-8

21
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

UNIT 2 FILING PROBLEMS AND THEIR SOLUTIONS

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Abbreviations
3.2 Initials
3.3 Numerals
3.4 Hyphenated Words - File As
3.5 Proper Names with a Prefix
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

Like other human activities, filing has some problems posed to librarians.
Such problems are also not without solutions. In this unit, we shall be
discussing the major filing problems and solutions to them.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• Identify major filing problems in libraries

• Determine solutions to the various filing problems

3.0 MAIN CONTENT

3.1 Abbreviations

ALA code prescribes that abbreviations should be filed as if spelt in full

in the language of the entry except Mrs., Mr., or Miss which are filled as
written.
E.g. Word by word letter by letter
4. NPF 5. NPF
5. Nigerian 4. Nigerians
6. Schools 6. schools
1. AACR II 1. AACR II
3. Anglophone 2. Anglophone
2. Anglo Territory 3. Anglo Territory

22
LIS 302 MODULE 2

3.2 Initials

Each initial is treated as a word i.e. ‘letter word’. Consequently, in word

by word filing. Group of initial are filed before longer words beginning
with the same initial letter.

Word by word letter by letter

1. A. A. Ukaegbu 1. A. A. Ukaegbu
2. A. D. I. Njoku 3. A. D. I. Njoku
3. A. M. A. Nwosu 4. A. M. A. Nwosu
4. Abstract 2. Abstract
5. American 5. American

3.3 Numerals

Numerals are filed as if spelt out in the language of the entry. i.e. spell as
spoken. Use ‘and’ before the last element in compound numbers.
E.g. 1000 = One thousand.
1223 = One thousand, two hundred and twenty-three.

Word by word letter by letter

6. 6 famous poets 6
4. 1000 American poems 5
3. Once upon a time 3
2. 14 visions of the world 2
1. 14th 1

3.4 Hyphenated Words

File As:

(A) Separate Words – If each part of the words is a complete form e.g.
Mark – Anthony
John – Paul
(B). One Word –
i. If the words appear in entries in two forms. That is when a
hyphenated word is sometimes written as one word and there is
an entry in the library catalogue under the complete form of the
word

African – American African American

Book – binding Bookbinding
Press mark Pressmark

Then file as one word and make a “see reference” from the separate form
to the compound form

23
 LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

ii. If the first part of the hyphenated word cannot stand alone. That
is, when hyphenated word begins with a prefix or combining
form that cannot stand alone e.g.
Socio-economic
Bi-election
Electro-magnetism.
Ex-convict.
Anti-malaria

3.5 Proper Names with A Prefix

Spell as written but file, as pronounced and as one word. E. g. The prefix
M’ (with an elision) and Mc should be filed as if spell Mac.
Different Spellings – Use any one form of entry for words which are spelt
in more than one way and make a see reference from the unused to the
used form e.g. color see colour.

4.0 CONCLUSION

Filing of information resources comes with it, some technical problems.

These problems have been examined with the view to enabling librarians
address them properly and ensure consistency in the filing of entries.
Librarians should be conscious of these problems, which is why this unit
is very significant.

5.0 SUMMARY

In this unit, we have discussed filing problems based on ALA Code.

Effort was also made to describe the solutions based on the ALA rules.
These problems include issues of initials, abbreviations, numerals,
hyphens, and proper names. The proper handling of these issues will no
doubt be important in ensuring accurate filing of catalogue entries and
information resources in library collections.

SELF-ASSESSMENT EXERCISE

i. Identify and discuss major filing problems Nigeria Libraries.

6.0 TUTOR-MARKED ASSIGNMENT

1. What is the guiding principle for the filing of initials?

2 How are numerals filed in libraries?
3 What is the rule for the filing of abbreviations as entries?

24
LIS 302 MODULE 2

7.0 REFERENCES/FURTHER READING

Anglo – American cataloguing Rules, 2nd. Ed. (1988) Rev. prepared by
the Joint Steering Committee for the Revision of AACR. Edited
by Michael Gorman and Paul Winkler. Chicago: American Library
Association.
Attama, O. R. & Ezema, I. J. (2002). Library and information services: A
practical approach. Enugu: Mikon Press

Blake, V. L. P. (2000). Forging the Anglo –American Cataloguing

alliance: Descriptive Cataloguing 1830 – 1908. In: Martin D.
Joachin (ed.) Historical aspects of cataloguing and classification.
New York: Harworth Press(pp. 3 -22)

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.
Edoka, B. E. (2000). Introduction to Library science. Onitsha: Palma
Publishing and Links.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.
Imeremba, D. Ugochukwu (2011). Routines in Libraries: A
synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Madison, O. M. A. (1992). A summary of changes in AACR 2, Rev. In:

R. P. Smiraglia and E. Swanson (eds). Origins, Content, and future
of AACR 2, rev. Chicago: American Library Association, (pp. 1 –
13)

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian

Library Association. Cataloguing, Classification and Indexing Section

(pp. 46-67).http://repository.unilag.edu.ng/handle/123456789/940

25
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

MODULE 3 CLASSIFICATION PROCESSES

Module 3 discusses approaches to classification, technological issues

in library classification, citation order, and applications of
classification schemes and challenges in Nigerian libraries

Unit 1 Introduction and Application of Common and Simple

Auxiliaries; Postulation Approach and System Approach
to Classification.
Unit 2 Technological Issues in Library Classification
Unit 3 Citation Order
Unit 4 Applications of Classification Schemes and Challenges in
Nigerian Libraries

UNIT 1 INTRODUCTION AND APPLICATION OF

COMMON AND SIMPLE AUXILIARIES;
POSTULATION APPROACH AND SYSTEM
APPROACH TO CLASSIFICATION

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Origin of Modern Library Classification
3.2 Systematic Library Classification
3.3 Factors Determining the Arrangement/Organization of
Library Information Resources Today
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

In this unit, we will discuss the history and development of knowledge

classification, Application of Common and Simple Auxiliaries;
Approaches to Classification, History of Knowledge Classification,
Origin of Modern Library Classification, Systematic Library
Classification and factors determining the arrangement/organization of
library information resources today.

26
LIS 302 MODULE 3

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• discuss the history and development of knowledge classification,

• discuss the application of common and simple auxiliaries;
• identify approaches to classification,
• discuss origin of modern library classification,
• define systematic library classification
• identify factors determining the arrangement/organization of
library information resources

3.0 MAIN CONTENT

3.1 Origin of Modern Library Classification

Until 1876, when the first subject classification scheme appeared, the
arrangement of books was by one of the following method,

1. Size of book
2. Colour of book
3. Date of publication
4. Press or publisher
5. Author and title

In the circumstances in which they were utilized, all or some of these

configurations had some merit. Even today, some libraries organize all
fiction by author and title because it has been proven to be effective for
fiction. Thousands of books can be found in modern libraries. If all library
items are organized using one of the traditional ways of arrangement, it
will be nearly hard to find any book. A user may have to sift through a
large number of books in order to find the book of his or her choosing.

The adaptation of an existing philosophical theory of knowledge to the

organizing of library materials led to the establishment of modern library
categorization. Francis Bacon's "outline of knowledge," which was
divided into subjects such as history, philosophy, and poetry, was the first
philosophical system. Another categorization system was the Brunel
classification, which was also used to organize books in libraries. Melvil
Dewey created the DDC in 1876, based in significant part on W.T Harris'
decimal notation method.

The basis for traditional library classification is philosophic classification.

The classification of materials and the classification of knowledge are
inextricably linked. While material classification was the first method of

27
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

arranging library items, the present customary method uses knowledge

classification or philosophic classification. Philosophical categorization
organizes knowledge in a style, i.e., registering, assessing, and classifying
thoughts, ideas, and concepts, and so represents the entire range of human
learning.

The records that express and preserve knowledge as reflected in books

and other media are classified in libraries. Because of the physical format
of the substance, it allows for modifications as needed. Literary warrant
is the term for this practical adjustment. Literary warrant, according to
English librarian Windham Hulme, is a classification scheme for book
subjects that differs from philosophic or scientific knowledge
classification. The term can also refer to the amount of books available on
a particular topic.

3.2 Systematic Library Classification

Systematic book classification refers to two processes

1. The making of a scheme of a classification which is an orderly

arrangement of categories of class or subject terms in ranks or
hierarchy with notation or symbols with ordinal values assigned to
each term in the hierarchy. The people who perform this activity
are known as classificationist.
2. Using the scheme of classification to assign subject notation or
number to books and people who are engaged in this are called
classifiers.

The following are the two ways in which library classification organizes
information resources. To begin, find connections between several
domains of study. The primary and secondary areas of knowledge are
listed in library categorization schemes, just as they are in animal
kingdom classification. As a result, they create a knowledge taxonomy by
categorizing it into areas such as Social, Natural, and Applied Sciences,
among others. Second, library classification organizes books on shelves,
such as gathering all history books together and keeping Ancient History
books near but separate from Medieval History books.
The distance between books on certain themes on the book shelves
represents the distance between various subjects in the library. The library
is modeled after a physical representation of a knowledge structure. The
subject of a book determines where it should be placed on the library
shelf. Determining the topic can be difficult at times. A good example is
a book about the impact of colonialism on the culture of the people of
South Eastern Nigeria.

28
LIS 302 MODULE 3

The books must be labeled in such a way that the subject is identified on
the label to maintain them in the right shelf order, and to realize that their
shelve arrangement is dictated by their subject rather than their author or
title. It is occasionally feasible to just name the work after the subject,
such as religion, but this is uncommon. If subject titles were used to
establish suitable shelf order, religion would be separated from related
fields such as sociology by history, geography, economics, and music,
among others, assuming the logical structure in that instance is
alphabetical. In order to establish a functional arrangement of resources
on library shelves, subjects need be marked by a code or set of symbols.

Advantages of Systematic Library Classification

1. It arranges book in an order convenient for both the reader and the
Liberian. Since the need of book is by their subject content, access
to them by subject is therefore helpful.

2. It enables books to be inserted into organized groups and allows

for the return of books to their location on the shelf after use.

3. It allows for a systematic and representative book selection and

revision of stock. Books of the same subject affinity filed together
makes easy for the librarian to identify gaps in the collection for
acquisition.

4. Through the medium of the catalogue, systematic classification

analyses the contents of books and justaposes (brings side by side)
subject together.
5. It allows for clear and efficient guiding of the stock of a library.
This is made possible through the call numbers which helps
libraries to determine which items belong to a given library.

6. It helps to save the time of the user by bensuring quick location

and retrieval of library resources.

7. It helps libraries to carry out special tasks such as stock taking and
recording of library materials.

8. It promotes achievement of specificity in arrangement, location,

and retrieval of information materials.

Disadvantages of Systematic Library Classification

1. No classification scheme can assemble at one place all the books

that a reader may require on a topic as only one relationship out of
many that a book has can be shown on the shelf. Eg the world book

29
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

encyclopedia contains a great deal of useful information on Nigeria

and Africa it cannot be arranged on the shelf with books or Nigeria
or Africa. But on general materials.

2. With the constant change in knowledge, no classification can

remain perfect for all time. Accommodation of new subjects is sure
to cause re-arrangement and sometimes hold changes.

3. Classification is a skilled task requiring greater subject knowledge

and more training than the librarian often possess.
4. Classification appears complex and obscure and not a readily
comprehended arrangement like the alphabetical and
chronological arrangement. The user therefore requires a great deal
of guidance to use the materials arranged by any of the existing
classification schemes effectively.

5. Unavoidable disorder of the book shelves makes library

classification seem to be irrelevant. In many cases, the book
shelves are scattered and disorganized making the call numbers
useless. This makes some library users to prefer to go to the shelves
to search for needed materials randomly rather than go through the
catalogue.

3.3 Factors Determining the Arrangement/Organization of

Library Information Resources Today

1. Subject is the most significant attribute for all factual literature

(imaginative literature, like
a. Fiction may require the use of form). Subject is therefore
the major factor which determines the organization of
materials in the library. Other factors may play a role in
determining the organization of the materials. These factors
include:
2. Literary form of presentation i.e. factual literature vs imaginative
literature, and within imaginative literature, arrangement is based
on literary form.
3. Age of users or readers.
4. Type or condition of material e.g. reference, serial, Africana,
reserved, loan materials (This is also known as parallel
arrangement)
5. Frequency of use of books.
6. Size of books (over-size or undersize books)
7. Other physical characteristics (phonodiscs, phonotapes,
microphones, microfilms, micro fiches, micro opaques)
8. Language of presentation.
9. Display.

30
LIS 302 MODULE 3

10. Peculiarities e.g. form of presentation (periodicals).

11. Date of publication (arrangement of early books by date)
12. Value or demand of material e.g. reserved collections.

Arrangement of materials by the above factors are not usually exclusive

e.g. a book may be both a reference work and book for children.
Therefore, it may be proper to integrate a good number of the above listed
factors with subject factor (subject arrangement). This will enhance the
overall cataloguing and classification of the materials and ensure that the
materials are efficiently and effectively organized.

The most significant feature of all books except imaginative literature

(fiction) is the subject. Subject arrangement is therefore the most helpful,
systematic and scholarly form of arrangement. Consequently, most
libraries today employ subject arrangement in their classification.

A classifier should always question “where will the consumers expect to

find it, i.e. the class mark / call number)?” after identifying what the
information resource is about (Subject). while adding books to a library's
collection This means that once the subject of a work has been
determined, the next step is to assign it a class number that accurately
conveys the item's subject while also establishing its shelf location.
Depending on the demands of the user, a work can be validly classified in
two or more disciplines in the majority of circumstances. A work on
employee psychological testing, for example, might be classified as
153.94 psychology or 658.31125 management by DDC. If the book is
aimed at psychology students, it should be put with other psychological
works. However, if the book's intended audience is business
administration students, it should be kept in the same shelf as other
management textbooks. The premise is that the user's needs take
precedence over all other considerations. Aside from topic knowledge,
the classifier should be well-versed on the requirements of the collection's
users.

4.0 CONCLUSION

Library classification organizes the records which express and preserve

knowledge as embodied in books and other media. Systematic book
classification refers to two processes: The making of a scheme of a
classification, and using the scheme of classification to assign subject
notation or number to books. Library classification has two modes of
organization. First, by recognizing similarities between areas of
knowledge, Second, by organizing books on shelves. Library
classification is used to illustrate the distance between various themes on
the library shelves by displaying the distance between books in the
disciplines.

31
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

5.0 SUMMARY

In this unit, we have discussed the history and development of knowledge

(ed) classification, the application of common and simple auxiliaries;
approaches to classification, origin of modern library classification,
systematic library classification and factors determining the
arrangement/organization of library information resources. These are
very important for subsequent discussions on the classification of
information resources.

SELF-ASSESSMENT EXERCISE

1. Identify approaches to classification.

6.0 TUTOR-MARKED ASSIGNMENT

Capitalize the first words (1-6)

1. Discuss the history and development of knowledge classification,

2. Discuss the application of common and simple auxiliaries;
3. Identify approaches to classification,
4. Discuss origin of modern library classification,
5. Define systematic library classification
6. Identify factors determining the arrangement/organization of
library Information resources

7.0 REFERENCES/FURTHER READING

Amankwo, Nwozo (1965). Revision of classification schemes for African

needs. Nigeria Libraries, 1(4), 65 – 172.

American Library Association (1968). The Use of the Library of Congress

Classification: report of a seminar held in New York, July 1966.
Ed by R.H. Schimelpflug and C.D. Cook.

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.

32
LIS 302 MODULE 3

http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Igbeka, J. U. (1998). Original cataloguing: A practical manual. Ibadan:

Stirling-Horden.

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian
Library Association. Cataloguing, Classification and Indexing
Section (pp. 46-67).

http://repository.unilag.edu.ng/handle/123456789/940

33
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

UNIT 2 TECHNOLOGICAL ISSUES IN LIBRARY

CLASSIFICATION

CONTENT

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Facet Analysis and Sequence
3.1.1 Creating a Faceted Classification
3.2 Development of Notation in a Faceted Classification
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment

1.0 INTRODUCTION

Existing classification systems may not provide adequate subject

coverage or a desirable shelf layout of resources for libraries with tightly
concentrated collections. Many libraries may not need to classify or
reclassify their whole collection, but they may have unique collections
that need to be restructured since they aren't being used to their full
potential. This may entail the development of a new classification scheme
to meet the needs of local users. In some ways, this would be a really
simple procedure. Creating a classification scheme can be relatively
straightforward and quick, as seen below. However, because it entails
generating new indexes, relabeling, re-catalogying, re-classification, re-
shelving, and re-filing of materials, putting such a new system into
practice will be a resource-intensive and costly exercise. This unit focuses
on technological challenges in library classification, such as developing
notation in a faceted classification and producing a faceted classification.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• Discuss Facet Analysis and Sequence

• create a faceted classification scheme
• develop a notation in a faceted classification
• development of notation in a faceted classification

34
LIS 302 MODULE 3

3.0 MAIN CONTENT

3.1 Facet Analysis and Sequence

Facet analysis is the process of subdividing a class (discipline) into sub-

classes by applying the characteristics of division common to the class
one at a time and in a sequence or order relevant to the study of the class.
The aggregate of sub-classes produced from the application of single
characteristics of division is called a facet. Within a facet, an individual
sub-classes is called a focus. Eg literature subdivided by language will
produce English, French, German, Latin etc.
Literature

The aggregate of sub classes in literature ie (English, French, German,

Latin, and Portuguese) is the language facet of the class literature. English
language component of the sub-classes is a focus of the language facet of
the class literature.

All classification schemes employ the principle of grouping knowledge

into discipline or main classes. Each of the main classes covering a field
or range of subjects is referred to as a term of great extension (because of
their wide coverage). The main class term is divided into divisions-
subdivisions and sections until the most specific subject in the class is
isolated. The division of a class or discipline is by the application of the
characteristic of a division common to the class. The application of the
characteristics is one at a time in an order relevant to the study of the class
or discipline. Less helpful characteristics are ignored eg. colour of book.

At each stage of a division of a class into subclasses, the field of coverage

of a resultant sub-class is reduced making it a term of small extension
while the quality conveyed by a subclass increases making it a term of
great intention. It therefore, implies that the more specific a subject is, the
greater will be the intention (quality) and smaller the extension
(coverage).

Each of the divisions, sub-division and section of a class is subordinated

to the main class heading. In other words, the categories of sub-classes
produced by the division of main classes are arranged in rank or hierarchy
from the general subject to the specific subjects in subordinate or
coordinate relationship.

35
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

A classification scheme therefore begins with terms of great extension

with small intention and proceeds to terms of great intention with small
extension. Eg in DDC
Technology - 600
Engineering - 620
Applied physics - 621
Steam Engine - 621.1
Portable - 621.15
Stationery - 621.16
Turbine - 621.165
Mining Engineering - 622
Agriculture - 630

3.1.1 Creating a Faceted Classification

Existing classification systems may not provide adequate subject

coverage or a desirable shelf layout of resources for libraries with tightly
concentrated collections. Many libraries may not need to classify or
reclassify their whole collection, but they may have unique collections
that need to be restructured since they aren't being used to their full
potential. This may entail the development of a new classification scheme
to meet the needs of local users. In some ways, this appears to be a
straightforward approach. As shown below, creating a classification
scheme is relatively simple and quick. However, because it entails
generating new indexes, relabeling, recataloguing, reclassification,
reshelving, and refiling of materials, putting such a new system into
practice will be a resource-intensive and costly exercise.

The development of a special classification scheme must begin with a

clear knowledge of the role it will serve in the library once the decision
to reclassify resources has been made, and if the current scheme does not
appear to be suitable. "Why is a new scheme being constructed, and why
can't an old system be used?" is the first and most crucial question. It's
critical to remember that there are already other classification schemes in
use, many of which have nothing to do with the library. Why not apply
the categorization technique employed in record and video stores to
classify a collection of music CDs or motion picture and video records,
for example? It is critical to be able to acquire access. The purpose is not
to participate in an academic exercise, but to make the collection more
accessible. It's critical to have a good understanding of the scheme's
potential consumers' needs.

It's also worth mentioning that once all outlying areas have been treated,
the reach of a strategy that focuses on a small area can actually be quite
vast. After recognizing the need for a completely new scheme, the first

36
LIS 302 MODULE 3

stage is to define core themes, which are then followed by a consideration

of the range of subsidiary issues that must be covered. A comprehensive
list of topics is unquestionably required. A bottom-up or top-down
approach can be used to construct the whole topic list. The top-down
method begins with the identification of main classes, which are
subsequently subdivided into sub classes. Although this appears to be a
common strategy, it may appear to be unduly prescriptive. It's a good idea
to make a complete topic list before making selections about how the
subject should be organized (the bottom-up strategy).

Structure: facets, classes and subclasses

Many topics can be broken down into individual components or facets.

There are a variety of formulae that can be used to determine which facets
are represented in a categorization scheme and in what order they are
displayed. At this point, it's a good idea to give a quick summary of facet
formulae. Example.

Concrete-Process (KAISER, 1911)

Thing-Part-Material-Action-Agent (Coates, 1960)
Personality-Matter-Energy-Space-Time (Ranganatham (1960)
Substance, product, organism-Part, organ, (Vickery, 1960)
structure-Constituent-Property and measure-
Object of action, raw materials-Action,
operation, process, behaviour-Agent, toll-
General property, process, operation-Space-
Time
Thing-Kind-Part-Material-Property-Process- (Standard citation
Operation-Agent-Space-Time order: Mcllwaine,
2000)

They all work their way from specific to generic, albeit some are more
challenging than others. Any of the equations listed above could be
modified to meet the needs of a specific group or set of consumers. After
the multiple facets included in the collection have been discovered,
particular subjects or concepts can be allocated to individual aspects.
Classes and maybe many levels of subclasses will be able to be
distinguished if the facets become the main and auxiliary classes. The
topic list should be extensive. Subjects that are not now included in the
collection but could be in the future can also be anticipated. Allowing for
future dates in the time facet is an obvious example.

Within each class, concepts must be listed in a logical order.

Arrangements that could be made include:

Logical: This Shows conceptual relationships

37
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Eg.: Chemistry, Mathematics, Physics,

(gradation by specialty)
• Procedural: This shows progression
Eg: writing a CV, filling out a job
application, interview technique.
• Chronological: This shows movement through time
Eg: Ancient, Middle Age, Modern, Silurian.
• Alphabetical: This is where no other relationships can be
identified, or where alphabetical order of
arrangement is most helpful to users of the
collection.

3.2 Development of Notation in a Faceted Classification

Notations are symbols with ordinal values that represent the

classification's terms. Notation is a set of symbols that, when used as a
code, indicate the subjects found in the schedules of a categorization
scheme, allowing them to be filed at the appropriate position in a physical
sequence. Each concept must have a notational symbol, such as a number,
letter, or other symbol, that allows it to be represented in ‘shorthand.' The
notation or code for social science in DDC, for example, is 300; in LCC,
the notation or code for social science is H.

Notation must convey order

The shelf-order must be specified without ambiguity in the notation. In

the English-speaking world, users of the approach are most likely familiar
with self-evidently organized Roman letters and Arabic numerals. It's
necessary to consider whether AB12 should come before or after 12AB
when using mixed notation.

The Notation should be simple and brief

Notational brevity can be achieved by using letters (with a base of 26)

rather than numbers (with a base of 10). It can also be done by deleting
unnecessary data. The concept of "motion picture" does not need to be
represented in the notation if a collection only contains works on motion
pictures, for example.

38
LIS 302 MODULE 3

The Notation should be memorable

The use of mnemonics, both literal and systematic, should be done with
caution. However, because useful topic order is commonly forgotten,
literal mnemonics should be used in a time facet, such as the UDC
section. Systematic mnemonics should be employed if and when possible
because they serve as a powerful memory aid without endangering the
scheme's general structure.

The notation should be hospitable to the insertion of new subjects

The appropriate portion of the classification scheme should be updated

with new subjects. Using enumerative techniques to leave gaps in the
notation, this can be performed. Instructions on how to accommodate new
subjects by expanding timetables should also be included.

Notation might show hierarchy: expressiveness

Enumerative classification schemes, as opposed to faceted classification
schemes, have this advantage.

The Notation should allow for flexibility

It is quite a good practice to allow for flexibility.

4.0 CONCLUSION

This unit has revealed that all classification schemes employ the principle
of grouping knowledge into discipline or main classes. Each of the main
classes covering a field or range of subjects is referred to as a term of great
extension. The main class term is further divided into divisions-
subdivisions and sections. The division of a class or discipline is by the
application of the characteristic of a division common to the class. The
application of the characteristics is one at a time in an order relevant to
the study of the class or discipline. A classification scheme therefore
begins with terms of great extension with small intention and proceeds to
terms of great intention with small extension.

5.0 SUMMARY

This subject covers the importance and use of technology in library

classification, as well as the creation of a faceted classification scheme,
the development of a notation in a faceted classification, and the attributes
of notation in faceted classification. It should be able to convey order; it
should be very short and brief; it should be easy to remember; it should
be adaptable to new themes; it should represent hierarchy; and it should
allow for flexibility.

39
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

SELF-ASSESSMENT EXERCISE

1. Discuss Facet Analysis and Sequence .

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss the conditions for the creation of a faceted classification

scheme.
2. How can you develop a notation in a faceted classification?
3. What are the qualities of notation in faceted classification?

7.0 REFERENCES/FURTHER READING

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Bliss, H. E. (1933). The Organization of Knowledge in Libraries, New

York. H.W. Wilson, Chapter 12.

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Edoka, B. E. (2000). Introduction to Library science. Onitsha: Palma

Publishing and Links.

Igbeka, J. U. (1998). Original cataloguing: A practical manual. Ibadan:

Stirling-Horden.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Schabot, (2007). Bliss Bibliographic Classification: the Theories and

Works of Henry Evelyn
Bliss.https://www.slideshare.net/schabot/bliss-bibliographic-
classification-the-theories-and-works-of-henry-evelyn-bliss

40
LIS 302 MODULE 3

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress List of Subject Headings and Sears list of the subject
heading.
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library
and_information_science/knowledge_organization_and_process
ing_-_cataloguing/06. subject_cataloguing/ et/4479_et_06 _lib
.pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification.

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Yadav, P. K. (2017). A study on the development and classification of the

library. International Journal of Education & Applied Sciences
Research, 4(1), 27-36.
https://www.google.com/search?q=A+study+on+development+a
nd+classification+of+library&rlz=1C1AVSF_enNG818NG818&
oq=A+study+on+development+and+classification+of+library&a
qs=chrome..69i57.1028j0j9&sourceid=chrome&ie=UTF-8

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian
Library Association. Cataloguing, Classification and Indexing
Section (pp. 46-67).

http://repository.unilag.edu.ng/handle/123456789/940

41
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

UNIT 3 CITATION ORDER

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Citation Order
3.1.1 Factors That Can Redefine PMEST
3.1.2 Structure of Subjects
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment

1.0 INTRODUCTION

In the previous unit, we looked at application of technology in library

classification, including the creation of a faceted classification scheme. In
this unit, the focus will be on citation order, including the factors that can
redefine PMEST, and structure of subjects.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• Define the concept of citation order

• Describe the PMEST and the factors that redefine it
• Describe the structure of subjects

3.0 MAIN CONTENT

3.1 Citation Order

Citation order refers to the order in which a class's intrinsic division

features are applied. The value of each trait to the subject's study
determines this. In a built notation, citation order merely refers to the
order in which the pieces of the notation are cited. The most typical rule
is to start with the most particular concept and work your way down to
the most general. Kaiser (1911) created the citation order of ‘Concrete –
Process' in an early attempt to implement consistency in citation.
However, for many complex themes with two or more concrete entities,
this is insufficient.

In his “Thing-Part-Material-Action” citation sequence, Coates devised a

more thorough and helpful ordering in 1960. Although not every topic

42
LIS 302 MODULE 3

will contain all four characteristics, when they do, they should be cited in
the order in which they appear. As an example:

Suits – Lining – Polyester - Ironing

Cars – Chassis – Aluminum - Manufacture

Ranganathan established the citation order, “Personality - Matter -

Energy- Space –Time” (PMEST) in his Colon Classification and allowed
for more than one level of the personality facet or element.

Personality Matter Energy Space Time

Cars - Chassis - Aluminum - Manufacture – United States – 1970s

The following principles may be employed to achieve citation order.

1. The principle of decreasing concreteness known as PMEST for

short, where
P stands for - Personality
M - Matter
E - Energy
S - Space
T - Time

Personality is the most concrete (important) category of facet in a subject.

Eg Agriculture, the personality facet is crop.

Matter- the category of facet which reflects substance, materials etc. it

would be identified in most technologies or natural sciences but is
generally absent in theoretical disciplines like law, economics, literature
etc.

Energy- the category of facet which is marked by the use of energy such
as activities, operations, processes, problems and properties.
Space –refers to country and area treatment of subject.
Time-refers to period in the treatment of subjects eg
Library science/Lib. Service/Material/operation / Area/ Period
Class Public Books Acquisition Nig 1960
Personality Matter Energy Space Time

3.1.1 Factors That Can Redefine PMEST

i. Historical Consideration: It should be noted that personality facet

may differ from class to class e.g. in history, nation or state, are
regarded as the personality facet and not the space facet as would
be the case in some disciplines like agriculture.

43
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

ii. Educational and scientific consensus

This refers to the principle of how a subject is studied. Law for eg

is studied within a particular legal system (Nigerian law, English
law, Roman law) rather than within a particular legal problem
(contract, tort). Therefore, a country is the personality facet of the
subject law.
iii. Purpose. The purpose or objective of the discipline can also help
to determine the order of application of characteristics of division
for eg. library science, the objective is to run an efficient library
services, therefore, library services is the first personality facet
characteristics.

Having decided on the order of application of characteristics of division,

it is important to observe the rule of the application of one characteristic
of division at a time. This will ensure the production of sub-classes that
are mutually exclusive and therefore prevent cross-classification. Cross
classification is the result of the application of more than one
characteristics of division at a time.

E.g. using language and form at the same time.

Literature

English Drama French Poetry

Etc

A book on English drama can be accomodated in two sub-classes in the

cross classification arrangement shown above and a situation like this
defeats the purpose of the classification which is designed to locate
information quickly and without ambiquity. Cross classification must be
avoided in classification because it produces sub-classes which are not
mutually exclusive.

3.1.2 Structure of Subjects

There are 5 forms of subject found in literature: simple, superimposed,

aggregate, compound and complex subjects.

Simple Subject: - These are subjects which have only one thing and
characteristic. E.g. banking, cataloguing, chemistry, election.

44
LIS 302 MODULE 3

Superimposed Subjects: These are subjects consisting of two simple

subjects from only one focus i.e. reflecting only one facet e.g. English
literature is a simple subject since it has one facet (language).

Literature

(Language facet)
French
English

Compound Subject: - These are subjects made up of several simple

subjects from more than one focus. When a subject consists of more than
one focus from the same main class.

E.g. 1: English poetry is a compound subject because it combines two

foci, one from the language facet and the other from the literary form facet
eg.

Literature

E.g. 2: Expatriates Teachers is a compound subject because it combines

two foci from two different facets in the same main class (Education). The
two foci are teaching and teachers both in education

Complex Subject: - When a subject contains foci from more than one
main class eg. the influence of Christianity on English literature. This
contains two foci from two different main classes: religion and literature.

Simple and compound subjects create little or no problem in

classification. Complex subjects create problems because of their phase
relationship (their relationship with other subjects)

Phase Relationship: This is the interaction of a main class with another.

A phase is the part of a complex subject from one main class eg “influence
of Christianity” is one phase while “on English literature” is another
phase.

45
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Different Kinds of Phase Relationship

There are three main kinds of phase relationship
(1) Influence phase (2) Bias phase (3) Tool phase
(1) Influence Phase: - This refers to the relationship of one subject
influencing the other. e.g. “the influence of Christianity on
English literature” (the subject is English literature).
(2) Bias Phase:- This is more of a form of presentation of works
tailored to a people with particular subject interest for eg statistics
for economists, politic in libraries, history of politics. Statistics
for the first, second and third works respectively.
(3) Tool Phase:- This occurs when one factor is used as a tool or
method to investigate another factor. Eg the statistical study of
road accident (subject is road accident, economic implications of
illiteracy (illiteracy is the subject)

In faceted systems, where the classifier has considerable flexibility in how

ideas are joined, the question of citation and filing order is critical.
Citation order is mostly predefined in enumerative schemes, and it is
represented in the schedule entries. In enumerative schemes, the filing
order is also made explicit. In DDC, for example, notations are filed in
numerical order: A filing sequence/order must be stated in schemes that
contain notational symbols like the colon and do not have a self-evident
order, such as UDC and CC.

4.0 CONCLUSION

The significance of each attribute to the study of the subject determines

the order in which the characteristics of division inherent to a class are
applied, also known as Citation Order. The most typical rule is to start
with the most particular concept and work your way down to the most
general. In his Colon Classification, Ranganathan established the citation
sequence Personality - Matter - Energy - Space -Time (PMEST), which
allowed for multiple levels of the personality facet or element.

5.0 SUMMARY

The unit explored the PMEST and the variables that characterize it, as
well as the structure of subjects, with a focus on citation order. P for
Personality, M for Matter, E for Energy, S for Space, and T for Time were
given and defined as the concept of decreasing concreteness with five
elements: P for Personality, M for Matter, E for Energy, S for Space, and
T for Time. In classification, the sequence of citations is particularly
important.

46
LIS 302 MODULE 3

SELF-ASSESSMENT EXERCISE

i. Discuss the concept of citation order.

6.0 TUTOR-MARKED ASSIGNMENT

1. Define the term citation order.

2. Describe the PMEST and the factors that redefine it
3. Describe the structure of subjects

7.0 REFERENCES/FURTHER READING

Attama, O. R. & Ezema, I. J. (2002). Library and information services: A

practical approach. Enugu: Mikon Press

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Edoka, B. E. (2000). Introduction to Library science. Onitsha: Palma

Publishing and Links.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

47
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Schabot, (2007). Bliss Bibliographic Classification: the Theories and

Works of Henry Evelyn
Bliss.https://www.slideshare.net/schabot/bliss-bibliographic-
classification-the-theories-and-works-of-henry-evelyn-bliss

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

48
LIS 302 MODULE 3

UNIT 4 APPLICATIONS OF CLASSIFICATION

SCHEMES AND CHALLENGES IN NIGERIAN
LIBRARIES

CONTENT

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Features of Classification Scheme
3.1.1 Generalia or General Works Class-
3.1.2 Form Class
3.1.3 Form Division
3.1.4 Notation:-
3.1.5. Index
3.1.6. The Schedule
3.2 Challenges in Nigerian and African Libraries:
Observations from the Library of Congress Classification
Scheme
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment

1.0 INTRODUCTION

Modern library classification employs philosophy classification as it

organizes, knowledge in style registering, evaluating a classifying
thoughts, ideas and concepts representing the whole field of human
learning. These along with the format, rules and principles of each system
are published for practical applications by libraries and are known as
classification scheme. Library classification schemes are logical
arrangements of subjects plus a system of symbols representing those
subjects. Each classification scheme organizes the entire body of
knowledge into classes and further division and subdivision done in line
with the format, rules and principles if each scheme. In this unit, we shall
be discussing application of classification schemes and challenges in
Nigerian libraries. Covered in this unit include: features of classification
scheme, and challenges in Nigerian and African libraries.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• discuss application of classification schemes

• understand challenges classification schemes in Nigerian libraries
• describe the features of existing classification schemes

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

• Explain what notation is and the different types of notations

• Outline the advantages and disadvantages of notations

3.1 Features of Classification Scheme

3.1.1 Generalia or General Works Class

Every classification scheme provides for generalia which accommodates

works that are too general to be accommodated in any single class works
included eg General Encyclopedia, general periodicals, newspapers.

3.1.2 Form Class

This class abandons the characteristics of classifying a book by subject in

favour of the characteristics of classifying a book by form eg the literature
class of DDC, the literary form of presentation is preferred for grouping
materials (ie poetry, drama, prose etc)

3.1.3 Form Division

This is a table of numbers provided to accommodate works of all

discipline treated in different form. Treatment could be by the form of
presentation or mode of treatment. There are two kinds of form division.

▪ The outer form division- refers to physical form of presentation

such as Encyclopedia, dictionaries periodicals, outlines etc.
▪ The inner form division: refers to the style of treatment of subject
such as: theoretical, study and teaching, historical treatment etc.

3.1.4 Notation: -

Every classification scheme has notations. Notation is a system of

symbols representing the subjects. The functions of notation include:

1) to indicate the precise subject content of materials; and

2) to show and determine the order of those materials on the library
shelves.

Notations should provide information about the order in which materials

are filed on library shelves. It must also provide information about the
relationships between the many items in the collection, as well as ensure
that related and unrelated subjects are shelved together.
Numbers and/or letters can be used as notational symbols. It is impossible
to determine the shelf order of materials without a self-evident order
established by the notation. Arabic and Roman numerals are both

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LIS 302 MODULE 3

acceptable, as are upper and lower case letters. In either case, the order of
the digits and characters is self-evident, e.g. 1,2,3; I, II, III, a,b,c. Other
symbols, such as the colon, decimal point, inverted commas, and so on,
can be used to supplement the notations. Only one of these types of
symbol (pure notation) or a mixture of some or all of the symbols above
can be used in the notation (mixed notation). These are discussed in
greater depth further down.

3.1.5 Types of Notations

Notations are basically of two types by content and two types by structure:

By content, Notations are categorized into:

1. Pure Notation
2. Mixed Notation

By structure, Notations are categorized into

1. Faceted Notation
2. Non-Faceted Notation

Pure Notation: -

This refers to the use of one kind of symbol to reflect the terms of a
classification eg. in DDC, only Arabic numerals are used with 3 digit base
000-999. Eg. 831- French poetry. This is when a classification scheme
uses only one kind of digits in its notational base. This could be either
Arabic numerals or alphabetical letters such as Roman capital or small
letters. Example of pure notation is;

Arabic numerals 0-9

Roman capitals A-Z
Roman Small Letters A-Z

Dewey Decimal Classification scheme uses pure notational system such

as 0-9 in dividing the universe of knowledge.

Advantages of Pure Notation

Among the advantages of pure notation include the following:

1. It conveys order clearly and automatically because of the use of

one kind of symbol with ordinal values

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

2. It is simple-it is clear, easy to apply, easy to use, say, write or

remember because the symbols are distinguishable and cannot be
confused.
3. It is flexible- is has the ability to reflect or accommodate new
topics and also provide alternative for subjects.

The pure notation also has the following disadvantages:

1. It has a short base (in scope). Is provides fewer numbers for the
whole of knowledge eg. In DDC only 10 members are allotted to
the whole of knowledge.
2. Long numbers occur while classifying compound subjects.
3. Classification of complex subjects is sometimes made difficult or
impossible.

The Pure Notation Also Has the Following Disadvantages:

1. It has a long base and therefore has room to accommodate more

subjects than a pure notation with a shorter base.
2. The use of other kinds of symbols allows for the connection of
topics and the classification of complex subjects.
3. It is flexible allowing for the insertion of new topics and the
provision of alternative notation in the scheme for a subject.

Among the disadvantages of the pure notation include the following:

1. The combination of two or more symbols may not convey order

clearly and automatically like a pure notation of one king of
symbols
2. Compound subjects may be represented by long mixture of
symbols which are not easy to say, write or remember.

Mixed Notation

This refers to the use of a combination of two or more kinds of symbols

to represent the terms of the classification. This is a type of notation that
consists of two or more kinds of species of digits such as Arabic symbols
and Roman capitals or small and numerals 0-9. The LC classification
scheme uses letter A-Z and Arabic numerals 1-9, e.g.

DT 515 - History of Nigeria

TA 419 - Wood preservation
TA 422 - Science and technology of wood

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LIS 302 MODULE 3

Example of a classification scheme that uses mixed notation is Library of

Congress Classification scheme. LCC scheme classifies by the use of both
alphabetical letters and Roman capitals; Arabic numerals or numbers.

Faceted Notation

This is a type of notation in which the digits used in the class number are
separated into blocks by the assistance of connecting digits. According to
Ranganathan, a faceted notation is the number forming a block in class
number.

Non-Faceted Notation

This is also known as unipartite notation. It consists of linear, horizontal

right-handed notation with all the digits written closely or segmented into
blocks. Library of Congress classification scheme is an example of a
scheme that uses non-faceted or block form of notation.

3.1.5. Index

An index is an alphabetical list of subject names and their notational

references/subject numbers used in a categorization. The topic numbers
or notations are intended to direct users to the body of the scheme for the
term in question, which indicates how it relates to other terms.

All categorization schedules, like notations, must include an alphabetical

subject index. The topics are given in a notational order. Users who are
unfamiliar with the method must search up subject names alphabetically
in the index to see how they are represented in notation.

The two types of indexes are pre-coordinate and post-coordinate indexes.

While compiling the index, an indexer generates a pre-coordinate index
by coordinating terms. A post-coordinate index is made up of single-
concept items that the index's user coordinates. When executing Boolean
or phrase searches on a search engine like Google, a post-coordinate index
is used. Users are organizing the index terms as they input their phrase or
search statement.

The post-coordinate approach is used in faceted classification algorithms.

By coordinating separate concepts in such schemes, the classifier gives
notations for compound themes. Because indexes to faceted classification
schemes for alphabetical subjects can only list simple ideas and their
accompanying notations, they, like the schedules themselves, may be
quite brief. Enumerative categorization techniques employ the pre-
coordinate methodology. Terminology and concepts are harmonized as
the system is put together. Alphabetical subject indexes to enumerative

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

categorization schemes are usually rather large because they reflect

composite subjects and their associated notations.

When establishing an index, two principles must be considered:

consistency and reference. When combining terms, consistency refers to
the usage of the same word form, most typically the plural form of a noun,
as well as the same citation order. Referencing, on the other hand, refers
to allowing different index users to utilize alternate methods to
accommodate synonyms and direct the user to related concepts.

3.1.6. The Schedule

Schedules are essential for all classification schemes, just as notations and
indexes. This is the logical order in which subjects and their associated
notations are listed. A timetable must have certain characteristics in order
to be effective. However, not all of the major categorization of schemes'
schedules include all of these qualities.

3.2 Challenges in Nigerian and African Libraries: Observations

from the Library of Congress Classification Scheme

The L.C. classification was made around 1900 for books in the Library of
Congress. At that time, American knowledge of Africa was very limited.
They had contacts with North and South Africa but did not know much
about Black Africa. The publishing output from North and South African
was more in relation to other parts of Africa gets about 5 places, 2 may be
assigned to Egypt, 2 to South Africa and 1 to others.

Secondly, L.C. was very much influenced by colonialism. Even though

America was never a colonizer, the colonial movement affected the LC
scheme because it was being prepared during the era of colonialism. Thus,
it gives the places to the colonial professions, e.g. British Possessions,
French Possessions. The Library of Congress classification had to group
the few books from Asia and Africa under colonial headings. The effect
is that they produced an unhelpful order for emergent African states.
Books on Nigeria for instance would follow book on Uganda simply
because both were British Colonial possessions. Grouping things together
under colonial headings is not a helpful way of classifying things. What
is annoying is that most of these arrangements persist today. The L.C.
editors have not bothered to rethink this section of the classification. At
best, they would do a “cosmetic revision” and put “former” beside the old
numbers and subjects. L.C. editors should have revised the numbers for
Africa (the have the money) and chosen a logical and systematic
arrangement of African countries and subjects as Dewey editors should
have revised the numbers for Africa (they have the money) and chosen a

54
LIS 302 MODULE 3

logical and systematic arrangement of African countries and subjects as

Dewey editors have tried to do.

L.C. in its treatment of Africa displays a misunderstanding of African

culture, history and terminology. Library of Congress editors could not
differentiate between a people and a city. For example, Lagos and Yoruba
land are listed. Just as Ilorin and Hausa. And they have not bothered to
correct these mistakes.

When you have a place provided for African and then “others”, there is
often a problem of deciding where to classify a subject; whether under
“Africa” or ‘others”. This is because, in some cases, “others” stands for
those countries that were not colonial possessions. This is a case of
ambiguity in the use of terms and this is not good for classifiers.

The Library of Congress Classification is particularly poor in its treatment

of African History. The major short comings as identified by Ejiko
include.

(a) Inadequate to allocation of numbers: the whole of Africa is

allocated to DT, and although theoretically up to 9,999 numbers
could be used, only 995 have in fact been allocated. Hereas some
European countries have up to 1,000 numbers e.g. Britain: DA 1-
995, Germany: DDI-905, some African countries have only a
decimal number or Cuter number e.g. Chad: DT 546.4, Upper
Volta: DT 553. U7. Nigeria has two numbers:
DT 513 Yoruba land, Yorubas
DT 515 Nigeria (Table 1)
Ilorin, Benin Empire, Bornu, Lagos, etc.
(b) Division of Africa into areas of Colonial influence: ex-British
West African countries are separated from contiguous ex-French
West African countries (this has already been discussed at length).
(c) Lack of period divisions: Although there have been improvements
in Additions and Changes, still very general periods are given
which are the same for each country.

These inadequacies have led some Nigerian Libraries suing (using) L.C.
to make their own modifications so as to organize materials in a more
rational way. The Lagos University Library, for instance has introduced
substantial changes to class DT, and Kashim Ibrahim Library uses a
completely different DT schedule compiled by R.D. Young, (1968) and
using 1 – 8064 numbers. K.I.L. has also made substantial modifications
for African ethnology, language and literature, and area tables in
education, politics and the social sciences.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

In the Language and Literature class P, subclass PL is allocated to the

language of Eastern Asia, Oceania and Africa. The African languages
cover PL 8000 – 8845. It could be seen that several Nigerian and other
languages have been omitted from the schedule, e.g. Bini, IBIBIO, Idoma,
Ijaw and Urhobo languages to mention a few. The implication of the
omission is that a classifier is forced to lump together all the books and
other graphic materials written in several languages under one number.
African literature in European languages had inadequate provision, for
instance the works of Nigerian authors written in English are classified
with English literature (PR). Inadequate treatment for Africa is also
evident in the fields of political science, ethnography, education and
social sciences.

4.0 CONCLUSION

The older methods of classification gave way for the modern library
classification which employs philosophy classification, organizing
knowledge in style registering, evaluating a classifying thoughts, ideas
and concepts. The logical arrangements of subjects using a system of
symbols is what distinguished the modern library classification from the
older method of colour, size, date etc.

SELF-ASSESSMENT EXERCISE

1. Discuss the challenges of classification schemes in Nigerian

libraries.

5.0 SUMMARY

In this unit, we discussed application of classification schemes and

challenges in Nigerian libraries.
The unit also dwelt on Features of Classification Scheme, which include
Generalia or General Works Class, Form Class, Form Division, Notation,
Index, and Schedule.

6.0 TUTOR-MARKED ASSIGNMENT

1. What are the Features of Classification Scheme?

2. Identify the major challenges application of classification schemes
in Nigerian libraries

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LIS 302 MODULE 3

7.0 REFERENCES/FURTHER READING

Amaechi, Basil (1974). The classification of modern African Literature.
Nigerian Libraries, 10 (2 and 3), 77 – 82.
American Library Association (1968). The Use of the Library of Congress
Classification: report of a seminar held in New York, July 1966.
Ed by R.H. Schimelpflug and C.D. Cook.
Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing
and Classification. Enugu: Praise House Publishers.
Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing
theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Igbeka, J. U. (1998). Original cataloguing: A practical manual. Ibadan:

Stirling-Horden.
Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.
Bombay: Asia Publishing House.
Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An
introduction to managing access to information. 3rd. ed. London:
Gower.
Singh, U. (2016). Canons of library classification.
https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Yadav, P. K. (2017). A study on the development and classification of the

library. International Journal of Education & Applied Sciences
Research, 4(1), 27-36.
https://www.google.com/search?q=A+study+on+development+a
nd+classification+of+library&rlz=1C1AVSF_enNG818NG818&
oq=A+study+on+development+and+classification+of+library&a
qs=chrome..69i57.1028j0j9&sourceid=chrome&ie=UTF-8

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian

Library Association. Cataloguing, Classification and Indexing

Section (pp. 46-67).
http://repository.unilag.edu.ng/handle/123456789/94

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

MODULE 4 TRADITIONAL CLASSIFICATION

SCHEMES

Module 4 has two units including the Dewey Decimal Classification

(DDC) Scheme and Library of Congress Classification (LCC) Scheme
and examines them in great details

Unit 1 The Dewey Decimal Classification Scheme (DDC)

Unit 2 Library of Congress Classification Scheme (LCC)

UNIT 1 THE DEWEY DECIMAL CLASSIFICATION

(DDC) SCHEME

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 History of the DDC
3.2 Features of the DDC
3.2.1 Structure
3.2.2 Notation
3.2.3 Rules
3.2.4 The Index
3.3 The classes of DDC
3.4 Arrangement of DDC
3.5 Steps in Classifying With the DDC
3.5.1 Determining the subject of a work
3.5.2. Determining the discipline for a work
3.5.3 Some problems in classifying using DDC
3.5.3.1 A Book with More Than One Subject
3.5.3.2 A Book with More Than One Discipline
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

In this unit, you will learn about one of the major classification schemes
that are popularly used around the world, including Nigeria. It is called
the Dewey Decimal Classification Scheme (DDC). We have devoted this
unit to learn about the history, features, the structure, and the use of the
scheme.

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LIS 302 MODULE 4

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• discuss the history Dewey Decimal Classification Scheme

• discuss the features of the DDC scheme
• Know how to use the DDC.

3.0 MAIN CONTENT

3.1 History of the DDC

Melvil Dewey was the author of the DDC. He was an American who
graduated from Amherst College and was born in 1851. At the age of 23,
he invented the DDC plan and applied it to the Amherst College library
for the first time. It was first published in 1876 and has subsequently been
translated into a variety of languages and formats, including an abridged
version for use in small libraries. It grew from 44 pages in 1876, with 14
pages of front and back content, 12 pages of summaries and schedules,
and 18 pages of index.
DDC is the most widely used library classification scheme in the world.
It is used in more than 135 countries and translated into over 30 languages.
However, it is mostly used in public libraries and school libraries. Eg. In
the USA, it is used in 95% of all public and school libraries, 25% of all
academic Libraries and 20% of special libraries.

3.1 Features of the DDC

3.2.1 Structure: The structure of DDC can be described in 3

aspects

(a) DDC is a hierarchical classification. It developed progressively

from the general discipline to the specific in subordinate and
coordinate relationships. It has 10 main classes which are assigned
to broad disciplines. Each of the main classes is always represented
by 3 digits to the left of the decimal for ease of use

MAIN CLASSES
000 = General works
100 = Philosophy, psychology
200 = Religion
300 = Social Sciences
400 = Philology, languages
500 = Natural sciences
600 = applied science

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

700 = Fine Arts

800 = Literature
900 = Geography, Biography, history

The main classes of DDC correspond roughly to the fundamental

disciplines of knowledge which are philosophy, religion, social science,
sciences, technology, Arts and history.

The DDC applies principle of hierarchy which is expressed through both

notation and structure. Notational hierarchy is expressed by length of
notation. Numbers are subordinate to a class whose notation is one digit
short, coordinate with a class whose notation has the same number of
digits; and super-ordinate to a class whose notation is one or more digits
longer. E.g.

374 Adult Education

374.01 Adult education for specific purposes
374.012 Adult Basic Ed
374.013 Vocational and Occupation Ed
374.02 Methods of Instruction and Study
375 Curriculum
Structural hierarchy is another major principle used in the DDC's
hierarchical structure. Apart from the ten basic classes, every issue is
subservient to and a component of all the wider themes above it.
Everything in the bigger topics, including the notes, applies to the
subordinate classes as well.

b). DDC is a Decimal Classification- The main classes, division,

sections, sub-division proceed or divide in tens. Each of the 10
main classes of DDC is divided into 10 divisions and each of the
10 divisions is subdivided into 10 sections and further subdivision
of each of the 10 sections may be made in tens by the addition of
a decimal point and more digits until provision is made for every
subject in a discipline. Since the division in DDC is in tens, it is
called a decimal classification and because the numbers are
decimal and not consecutive, the order of progression is decimally
arranged. Examples

DIVISIONS- The pure science class is divided into 10 division

500 - Sciences, pure
510 - Mathematics
520 - Astronomy
530 - Physics
540 - Chemistry
550 -
500 -

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LIS 302 MODULE 4

570 -
580 - Botanical science
590 - Zoological science
SECTION- physics is further divided into 10 sections
530 - Physical
531 – Mechanic of solids
532 - Mechanic of fluids
533 - Mechanic of gases
534 –
535 –
536 –
537 –
538 –
539 - Modern Physics (Molecula,
atomic, nuclear physics)
SUBDIVISION- Mechanics of solid is further divided into 10 sub-
division
531 - Mechanics of solid
531.1- Dynamic, statics and particles
531.2- Statics of solids
531.3- Dynamic of solid
531.4- -
531.9-

C). DDC is a classification by discipline-

DDC is a discipline-based classification system, not a subject-based

system. Traditional academic disciplines or topics of study are used to
organize basic classes. This is the DDC's most fundamental principle.
Subjects are dispersed across the classification's numerous fields.
Discipline is the foundation for DDC subject structure and development.
This is why, depending on the field the work is addressing, distinct facets
of a topic may be assigned to multiple class numbers. The inference is
that a specific subject is unlikely to be found in a single location. Music
(music for wedding ceremonies – 781.587); Philosophy (ethical
considerations in marriage – 173); Sociology (sociological studies of
marriage – 306.81) and Law (legal aspects of marriage – 346.016) are
only a few examples.

All of these, however, are grouped together in the relative index under the
heading "Marriage." Another example is the word ‘English,' which might
appear in the 400s under language and 800s under literature.
- English language
820 - English literature
820 - English literature
821 – poetry

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

831 - poetry

822 – drama 832 - drama

823 - fiction 833 - fiction.

3.2.2 Notation

The DDC employs a pure notation consisting only of Arabic numerals

divided decimally. A 3- figure numeral is used consistently and this
makes the system easier for the user.

DDC notation is partially hierarchical and occasional expressive and has

mnemonic features and quality of bravity, simplicity and flexibility.

Expressiveness is the degree to which notation assigned to topics reflect

the subordinate and coordination of the topics in the hierarchy eg.
600 - Applied science
620 - Engineering
621 - Applied physics
621.1 - Steam Engine
621.15 - Portable
621.16 – Stationery
621.165 - Turbine
622 -Mining Engineering
700 -Fine Art

Subordinate topics are shown by their subordination to the topics above

them and coordinate topics are shown by their linear order in the entry.
These relationships are also reflected by the notation.

Partially Hierarchical: Some DDC notation do not express the subordinate

and coordinate relationship in a hierarchy of topics eg.

570 - Biology
580 - Botanical science
590 - Zoological science

Botanical and Zoological sciences are subordinate topics to biology but

the notation 580 and 590 do not reflect this subordination.

Mnemonic Features: DDC used mnemonic feature which are devices to aid
the memory. Some divisions and sub-division of classes have the same
numbers (notation where ever they occur in the different disciplines in the
scheme, thus providing aid to the memory) eg

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LIS 302 MODULE 4

420 - English language 820 - English literature

It uses systematic mnemonic numbers. In the literature form facet which

is a sub-division of the primary language facet of the main class literature,
the unit digits 1,2,3,4 etc are used. Egs
820 - English literature 830 - French literature
821 – Poetry 831 - poetry
822 – Drama 832 - drama
823 - Fiction 833 - fiction

The unit digits 1-3 representing the literacy form of Poetry, Drama and
fiction in the consecutive order in one language literature are the same
number representing the same literacy form in other language literature.

3rd example.
973 – History of the US 709.73 – history of arts in the US
3.2.3 Rules

The rules provided in the DDC are inadequate to ensure the consistent use
of the scheme.

3.2.4 The Index

The DDC index is an alphabetical relative index. It provides alphabetical

references to subject terms in the classification and also shows some of
the relationships between subjects distributed in the classification.

(V) Auxiliary Tables of DDC – only 2 existed in DDC scheme before the
advent of the 19th edition published 1979. They were: the form or standard
and the area or country tables. The 19th edition now has 5 additional tables
from 3 to 7.

3.3 The classes of DDC

The DDC has ten man classes ranging from 000 to 900. The most broad
class is 000, which is used for publications that are not limited to a single
discipline, such as encyclopedias, newspapers, and general magazines.
Information Science, Library Science, Computer Science, Journalism,
and Bibliography are some of the specialist fields that deal with
knowledge and information in general.

Each main class has ten divisions, which are likewise numbered 0 through
9. Two significant digits are used in this calculation, with the second digit
signifying the division. For example, the number 600 is assigned to
general applied science activity, while the numbers 610, 620, and 630 are
assigned to medical sciences, engineering, and agricultural, respectively.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Each division is divided into ten portions, each numbered 0 through 9.

Each three-digit number's third digit denotes the section. For example,
630 is used for basic agricultural activity; 631 is used for particular
procedures; 632 is used for plant injuries; and 633 is used for field and
plant crops. The third number is followed by a decimal point, after which
divisions by ten continue to as fine a degree of classification as is possible.

3.4 Arrangement of DDC

DDC is composed of 6 major parts in four (4) volumes as follows

A. Introduction – This introduces the user to the DDC and provides

vital information on how to use it
B. Tables (Volume 1) – This covers the 7 numbered tables which
provide notation that can be added to the class numbers in the
schedules for greater subject specificity
C. List – This provides an extensive list of comparisons between
edition 19 and 20: covering relocations and reductions;
comparative tables and equivalent tables
D. Schedules (Volumes 2 & 3): Knowledge organized from 001 – 999
E. Relative index ( Volume 4) – Alphabetical list of subjects found in
the schedules and tables

Manual – Provides advise and direction on how to classify in difficult

areas

3.5 Steps in Classifying with the DDC

3.5.1 Determining the subject of a work:

Classifying a work properly depends upon determining the subject of the

work in hand. Judicious use of the following sources is suggested

1. The title of the work

2. Table of contents, if genuinely discriptive
3. Chapter headings, if there is no table of contents
4. A preface (or introduction by the author)
5. An introduction (by someone other than the author)
6. CIP data
7. The text of the work and book reviews
8. Reference tools, e.g. dictionary or knowledgeable people

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LIS 302 MODULE 4

3.5.2. Determining the discipline for a work:

Because discipline is the primary consideration in DDC classification

scheme, the classifies must then select the proper discipline, or field of
study of the work. Once the subject and discipline have been determined,
the classifier should then turn to the schedules. However, beginners may
need to turn to the summaries beginning on page IX of Vol. 2 for a guide
or refer to the relative index before proceeding to the schedules. It is
therefore important to note that with or without the relative index, the
classifier must rely on the structure of the classification, and various aids
throughout, to arrive at the proper place to classify a work. Even the most
promising citation from the relative index must be verified in the
schedules because they are the only place where all the information about
coverage and use of the numbers may be found.

3.5.3 Some problems in classifying using DDC

3.5.3.1 A Book with More Than One Subject

1. Rule of Application - Class a work dealing with interrelated

subjects with the subject that is being acted upon. For instance,
“Influence of Christianity on culture”. Class this under ‘culture’
2. Rule of Superiority: Class a work on two subjects with the subject
receiving fuller treatment
3. First-of-two rule – If two subjects receive equal treatment, and are
not used to introduce or explain one another, class the work under
the subject whose number comes first in the DDC schedules. E.g.
a work on “History of USA and Japan” is classed under Japan –
952 which precedes USA – 973 unless if otherwise instructed.
4. Rule of three – A work on three or more subjects that are all
subdivision of a broader subject is classed in the first higher
number that covers then all (unless one subject is treated more fully
than the others). For instance, “Introduction to acquisition,
cataloguing and preservation” may be classed under librarianship.

3.5.3.1 A Book with More Than One Discipline

1. Use interdisciplinary number provided in the schedules or relative

index if one is given, if the work contain significant material on
the discipline in which the interdisciplinary number is found. For
instance 305.231 (a sociology number) is assigned to
interdisciplinary works on child development.
2. Class works not given an interdisciplinary number in the discipline
that gives the subject fuller or fullest treatment For instance, a book
titled “History and geography of Nigeria” should be classed under

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

geography if the book is given fuller treatment on geography than

on history of Nigeria.
3. Do not overlook the possibilities of main class 000 – Generalities
for works from multiple disciplines.

4.0 CONCLUSION

The DDC scheme is used mostly by Public and National libraries around
the world and by both small and large libraries due to flexibility in size.
It has both abridged and unabridged edition. It has overwhelming
strengths ease of use and application, its machine readable format and
regular revision. It also has both print and online editions/formats which
make it possible to be accessed in print version and online on web Dewey.

5.0 SUMMARY

This unit has discussed the DDC scheme. It has 10 main classes beginning
with the General class which also covers library science. The classes
represent major disciplines using Arabic numbers. DDC is divided into
10 divisions and each of the 10 divisions is subdivided into 10 sections
and further subdivision of each of the 10 sections may be made in tens by
the addition of a decimal point and more digits until provision is made for
every subject in a discipline. The scheme is currently at its 23rd edition
published in 2011 and translated into over 30 languages.

SELF-ASSESSMENT EXERCISE

1. List and discuss the features of DDC scheme.

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss the history of the Dewey Decimal Classification scheme.

2. List the 10 main classes of DDC scheme. 3. Briefly discuss the 5
features of DDC scheme.
4. List five strengths of DDC scheme and Five weaknesses.

7. 0 REFERENCES/FURTHER READING

Amaechi, Basil (1974). The classification of modern African Literature.

Nigerian Libraries, 10 (2 and 3), 77 – 82.

Amankwo, Nwozo (1965). Revision of classification schemes for African

needs. Nigeria Libraries, 1(4), 65 – 172.

Dhyani, P. (1998). Library Classification: Theory and Principles. New

Age International (P) Ltd., Publishers, India.

66
LIS 302 MODULE 4

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Edoka, B. E. (2000). Introduction to Library science. Onitsha: Palma

Publishing and Links.

Igbeka, J. U. (1998). Original cataloguing: A practical manual. Ibadan:

Stirling-Horden.

Kumar, K. (1979). Theory of Classification. New Delhi: VIKAS

Publishing House.

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.). http://www.pitt.edu/~agtaylor/
articles/ICC10Dewey Chapter.pdf

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Yadav, P. K. (2017). A study on the development and classification of the

library. International Journal of Education & Applied Sciences
Research, 4(1), 27-36.
https://www.google.com/search?q=A+study+on+development+a
nd+classification+of+library&rlz=1C1AVSF_enNG818NG818&
oq=A+study+on+development+and+classification+of+library&a
qs=chrome..69i57.1028j0j9&sourceid=chrome&ie=UTF-8

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

UNIT 2 LIBRARY OF CONGRESS CLASSIFICATION

(LCC) SCHEME

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 History of the LCC Scheme
3.2 The Outline of the Scheme
3.3 The LCC Schedules
3.4 Differences between the DDC and the LCC Schemes
3.5 Summary of Published Book Classification Schemes and
Their Years of Publication
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

Having studied the DDC in the preceding unit, in this unit, you will learn
about another major classification scheme that is popularly used in
academic libraries around the world, including Nigeria. It is called the
Library of Congress Classification (LCC) Scheme. You shall learn about
the history, features, the structure, Outline of the Scheme, LCC
Schedules, use of the scheme and the differences between the DDC and
the LCC Schemes.

2.0 OBJECTIVES

By the end of this unit, you will be able to:

• discuss the history of the Library of Congress Classification (LCC)

Scheme
• discuss the features of the Library of Congress Classification
(LCC) Scheme
• Know how to use the Library of Congress Classification (LCC)
Scheme
• Identify the LCC Schedules
• Understand the differences between the DDC and the LCC
Schemes.

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LIS 302 MODULE 4

3.0 MAIN CONTENT

3.1 History of the LCC Scheme

The library of congress classification scheme code-named the LC was

first published in 1902. The Library of Congress Classification was
originally designed and developed for the use of the Library of Congress
only. It was not based on any philosophical system for classifying
knowledge – it was designed to classify the books of the Library of
Congress collection and future expansions of the collections. The makers
were guided by practical considerations rather than some theoretical
principles of classification. No attempt was originally made to create a
perfect general classification system which could be used by other
Libraries. The scheme was devised by subject specialists after the
physical arrangement of existing collection on the shelves, hence it is said
to be based on literary warrant. Thus, the Library of Congress
classification scheme is “co-extensive in Scope with the book stock of the
Library of Congress”.

The first classification system used by the Library of Congress was by

size: folios, quartos, octavos and duodecimos. The books were further
sub-arranged by accession. The first subject arrangement was adopted in
1812. It consisted of 18 classes, as follows:

1. Sacred History
2. Ecclesiastical History
3. Civil history, including chronology, biography, antiquities etc.
4. Geography, topography; voyages and travels;
5. Law
6. Ethics, or the moral system in general; theology and Mythology.
7. Logic, rhetoric, and criticism
8. Dictionaries, grammars and treatises on education
9. General and Local politics; political economy etc.
10. Trade and Commerce
11. Military and Naval tactics
12. Agriculture, rural economy etc.
13. Natural History etc.
14. Medicine, Surgery and Chemistry
15. Poetry, and the drama; works on fiction, wit. Etc.
16. Arts and Science and Miscellaneous Literature
17. Gazettes
18. Maps, Charts, and plans.

The last two classes, Gazettes and Maps, charts and plans are not subject
divisions but rather form divisions. Under each of the 18 classes the books
were subdivided by size and arranged alphabetically.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

On August 24, 1814, the capital of the United States, together with the
Library of Congress was burnt by British soldiers. Thomas Jefferson, the
third U.S. President offered to sell his personal Library to Congress. Thus,
the Library of Congress adopted a Classification Scheme devised by
Thomas Jefferson himself. The Jefferson system, as it came to be called,
was made up of 44 main classes.

When Ainsworth Spofford became Librarian of Congress in 1864, he set

out to make the Library a true National Library of the United States. He
increased the Library stock and also worked towards the erection of a new
building for the Library. He also made major adjustments in both the
classification and the notation.

In 1897, the Library of Congress moved to its new building. The

collection had grown astronomically and the Jefferson’s system of
classification was no longer adequate. John Russell Young, the Librarian
of Congress at that time and Herbert Putnam, who later took over from
him strongly supported the plans for a new classification system. Dewey’s
Decimal classification, the Expansive classification of C.A. Cutter and the
HALLE SCHEMA, of the German University of Halle were carefully
considered for adoption. None of these commended itself for the
particular needs of the Library. What was needed was a scheme that
would fit the Library’s collections and services as precisely as possible,
without reference to outside need or influences. It is in this context that
one can understand some of the special features of the Library of Congress
Classification scheme.
3.2 The Outline of the Scheme

The LC scheme divided the entire body of knowledge into 20 main classes
represented by 21 out of the 26 alphabets. The LC was a result of a
decision of the then Library of Congress, Herbert Putman to reclassify the
library and improve on the DDC scheme. The outline of the Library of
Congress Classification resembles that of Cutter’s Expansive
Classification, because the latter was selected as the chief guide. The
outline went through several modifications before the present one was
adopted.

A: General works, Polygraphy

B: Part 1, B-BJ: Philosophy
B: Part 2, BL-BX: Religion
C: History, auxiliary sciences (biography, numismatics)
D: General and Old World History(Except America)
E-F: History and topography (except America)
G: Geography, Anthropology, Folklore, Manners and Customs,
Recreation.

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LIS 302 MODULE 4

H: Social Sciences
J: Political Science
K: Law
L: Education
M: Music and Books on Music
N: Fine Arts
P: Philology or Language and Literature
Q: Science
R: Medicine
S: Agriculture
T: Technology
U: Military Science
V: Naval Science
Z: Bibliography and Library Science.

There are no main classes for the letters I,O,W,X and Y but, all the 5
letters do appear as 2nd or 3rd symbols in the notation for various LC sub
classes eg A1=indexes. The working schedules are contained in 33
separate volume and 2 other volumes.

3.3 The LCC Schedules

The schedules for the Library of Congress Classification are 29 in

number, for the main classes and sub-classes. Apart from these 29
schedules, there are two supplements, a partial index, and the outline of
the classes. The supplements are for:

(1) PA covering Byzantine and modern Greek literature and

(2) T, Technology. The partial index is for sub-classes P-PM covering
only languages and dialects. Thus, a total of 33 volumes make up
the L.C. Schedules.

Subject specialists at the Library of Congress developed each of the

individual schedules. They consulted bibliographies, treatises,
comprehensive histories and the existing classification schemes in order
to determine the scope and content of an individual class and subclass.
The specialists worked on individual sub classes independently, with an
editor in charge of the whole schedule. One main unifying factor is the
use of letters, cardinal numbers and cutter numbers. Five letters of the
alphabet – I,O,W,X and Y have not been assigned subjects.

Class Z: Bibliography and Library Science, although the last of the

main classes in the alphabetical order, was actually the first to be
developed. It was felt that this class would contain the bibliographical
works necessary for the reclassification project.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Each schedule has a similar if not identified format. Each schedule

comprises of:
1. A prefatory note, containing a brief history of the schedule and as
well as remarks on the scope of the schedule.
2. A synopsis, consisting of a list of all double letters covered in the
schedule.
3. An outline, in greater detail than the synopsis of the portion of the
classification covered in the schedule.
4. The schedule, containing the main classification tables;
5. Any necessary auxiliary tables;
6. A detailed index, and
7. Any supplementary pages of additions and changes to the
schedule.

3.2 Differences Between the DDC And the LCC Schemes

1. Notation- The DDC has pure notation as it consists of only Arabic
numerals while the LC has mixed notation as it consists of a
combination of letters A-Z and Arabic numerals eg
TA
422
2. Expressiveness- The DDC notation are expressive as one can
easily identify the major and subordinate classes by merely looking
at he notation. This is not the case with the LC.
3. Enumeration and Synthesis- the DDC is both enumerative and
synthetic. It began as an enumerative classification but has slowly
through the years introduced elements of analysis and synthesis
(number building) the use of analysis and synthesis on a much
lager scale was evident in the 17th edition which was first published
in 1965. This explains why the latest edition was published in only
3 volumes. The LC is simply enumerative which is why it is
published in as much as 35 volumes.
4. Structure- The structure of the DDC is hierarchical and is based on
philosophical order of knowledge. The 10 main classes of DDC
correspond roughly to the fundamental disciplines of Knowledge
which are philosophy, religion, social sciences, natural science,
applied science etc. The LC is a rough breakdown of the entire
body of knowledge into 21 classes represented by 21 out of the 26
alphabets.
5. Mode of Division- the DDC has decimal classification because the
divisions are in tens.
There are 10 main classes, each subdivided into 10 divisions, each
further divided into 10 sections and further subdivisions made in
tens by the addition of a decimal point. In the LC, the body of
knowledge is divided into 21 of the 26 alphabets and further
subdivided on enumerative bases using Arabic numerals.

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LIS 302 MODULE 4

However, both the DDC and LC have mnemonic feature, ie

devices to aid the memory for instance, in the LC, the letter G stands for
Geography class, while the letter M represents the Music class. Both
schemes also have the qualities of flexibility and simplicity in expansion
and use.

3.3 Summary of Published Book Classification Scheme and Their

Year of Publication

S/N NAME OF SCHEME AUTHOR YEAR OF

PUBLICATION
1 Dewey Decimal Melvil 1976.
Classification (DDC) Dewey
scheme.

2 Library of Congress Libraryof Published in parts in

Classification (LC) Congress 1902 completed in
scheme. 1958 except the K
class

3 Universal Decimal 1905.

Classification (UDC)
scheme.
4 Bibliographic Bliss, H.E. 1935.
Classification

5 Colon Classification S. R. 1933.

(CC) Ranganathan
6 Subject Classification Brown 1906.
(SC)

7 Expansive Classification Cutter 1893

(EC).

4.0 CONCLUSION

The LC which as we have learnt, was was originally designed and

developed for the use of the Library of Congress only was not based on
any philosophical system for classifying knowledge but was designed to
classify the books of the Library of Congress collection and future
expansions of the collections. The first classification system used by the
Library of Congress was by size: folios, quartos, octavos and duodecimos.
The LC scheme divided the entire body of knowledge into 20 main classes
represented by 21 out of the 26 alphabets. The LCC is different from the
DDC in terms of Notation, Enumeration and Synthesis, Structure, and
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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Mode of Division. However, both the DDC and LC have mnemonic

feature, Both schemes also have the qualities of flexibility and simplicity
in expansion and use.

5.0 SUMMARY

In this unit, you have learnt about another major classification scheme
popularly used in academic libraries around the world, including Nigeria,
the Library of Congress Classification (LCC) Scheme. You have been
taught about the history, features, structure, Outline of the Scheme, LCC
Schedules, use of the scheme and the differences between the DDC and
the LCC Schemes. You may recall that the first subject arrangement was
adopted in 1812 and consisted of 18 classes. You may also recall that the
LC scheme divided the entire body of knowledge into 20 main classes
represented by 21 out of the 26 alphabets.

SELF ASSESSMENT EXERCISE

i Discuss the features of the Library of Congress Classification

(LCC) Scheme.

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss the history of the Library of Congress Classification

(LCC) Scheme
2. Discuss the features of the Library of Congress Classification
(LCC) Scheme
3. Identify the LCC Schedules
4. What are the differences between the DDC and the LCC Schemes?

7. 0 REFERENCES/FURTHER READING

Amaechi, Basil (1974). The classification of modern African Literature.

Nigerian Libraries, 10 (2 and 3), 77 – 82.

Amankwo, Nwozo (1965). Revision of classification schemes for African

needs. Nigeria Libraries, 1(4), 65 – 172.

American Library Association (1968). The Use of the Library of Congress

Classification: report of a seminar held in New York, July 1966.
Ed by R.H. Schimelpflug and C.D. Cook.

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

74
LIS 302 MODULE 4

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Igbeka, J. U. (1998). Original cataloguing: A practical manual. Ibadan:

Stirling-Horden.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Kumar, K. (1979). Theory of Classification. New Delhi: VIKAS

Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress
List of Subject Headings and Sears list of the subject heading.
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library
and_information_science/knowledge_organization_and_process
ing_-_cataloguing/06. subject_cataloguing/ et/4479_et_06 _lib
.pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.). http://www.pitt.edu/~agtaylor/
articles/ICC10Dewey Chapter.pdf

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

MODULE 5 CLASSIFICATIONS SCHEMES FOR

SPECIALIST COLLECTIONS (FACETED
SCHEMES)

Module 5 discusses classifications schemes designed for specialist

collections and also known as faceted schemes. These include Universal
Decimal Classification Scheme (UDC), Colon Classification Scheme
(CC), and Bibliographic Classification Scheme (BC)

Unit 1 Universal Decimal Classification Scheme (UDC)

Unit 2 Colon Classification Scheme (CC)
Unit 3 Bibliographic Classification Scheme (BC)

UNIT 1 UNIVERSAL DECIMAL CLASSIFICATION

(UDC)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Background
3.2 Coverage
3.3 Universal Decimal Classification: tables
3.3.1 Common auxiliary signs and subdivisions: Tables I
a–K
3.3.2 Table of Common Auxiliaries
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

UDC is a hybrid classification technique that incorporates elements of

both enumerative and faceted classification. Beginning with the Universal
Decimal Categorization Scheme, this section will focus on faceted
classification schemes (UDC). Faceted classification is newer than
enumerative classification, having been devised in the mid-twentieth
century. Faceted categorization techniques rely on synthesis, or the
joining of notational elements to express a subject. Facets are the
components subjects that have been fused or fitted together in this way,
hence faceted classification methods.

Synthetic classification schemes are sometimes known as faceted

classification schemes. The two fundamental processes involved in
76
LIS 302 MODULE 5

implementing faceted classification are dissecting the subject into facets

and synthesizing the facets to generate a notation, which are referred to as
facets analysis and facets synthesizing. Ranganathan, who released the
first edition of Colon Categorization (CC) in 1933, was responsible for
the creation of synthetic or faceted classification. Ranganathan's primary
goal was to develop a distinct classification language and theory. His
goals were to:

➢ to obtain a useful filing order

➢ to completely express the specific subject of each work in a
notation
➢ to allow the classifier to deal with new subjects

The Universal Decimal Classification will be the starting point for our
consideration of the three major Faceted Schemes in this unit (UDC). The
background of the UDC, its coverage, and the principal classes of the
Universal Decimal Classification tables, including the Table of Common
Auxiliaries, will be discussed.

2.0 OBJECTIVES

At the end of this unit, you will be able to:

• Provide a good background of the UDC

• Describe the Coverage and main classes of the Universal Decimal
Classification
• Identify the tables of the UDC

3.0 MAIN CONTENT

3.1 Background

At first look, the Universal Decimal Categorization (UDC) appears to be

quite similar to Dewey's classification system, from which it was derived.
The original goal was to arrange a universal bibliography of everything
published throughout history using a modified and extended version of
DDC (Milwaine, 2000:1). As a result, its original function was for
documentation rather than shelf organization. It was first published
between 1905 and 1907, and then again between 1927 and 1933 in a
substantially larger edition. The Universal Decimal Classification
Consortium (http://www.udcc.org) now controls all editions and
translations of the scheme. The scheme is available in three different
versions: small edition, regular edition, and enlarged edition. Libraries
with extensive holdings should obtain a license to utilize the Master
Reference File's electronic version, which is updated annually. The
pocket edition of the scheme may give appropriate coverage for numerous

77
LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

purposes, depending on the subject content of the collection. The pocket

edition is quite affordable, and it is utilized to create various scenarios
here.

3.2 Coverage

UDC’s main classes are almost the same as Dewey’s:

DDC UDC
000 Generalities 0 Generalities
Philosophy, Psychology
Psychology 1 Psychology
200 Religion 2 Religion
300 Social Sciences 3 Social sciences
400 Language 4 (currently
vacant)
500 Maths and 5 Maths and
natural sciences natural science
600 Applied sciences 6 Applied sciences
700 Arts 7 Arts
800 Literature 8 Language,
Literature
900 Geography, 9 Geography,
history history

Beyond the similarities, there are, areas of differences between the DDC
and UDC.

For starters, the UDC provides for far more extensive classification than
the DDC, which, while completely suitable for basic collections, may fall
short on depth of coverage for specific topics.

➢ UDC uses a lot of synthesis to construct notations for compound

subjects, hence it has a lot of features of faceted categorization.
This is what qualifies UDC for specialty collections.
➢ UDC includes two types of synthetic device:
• The first are the Symbols that link notations to allow the
building of compound numbers for linked subjects:
• The second is the Table of common and special isolates.

The UDC employs a variety of aspect indicators to represent relationships

between ideas. The UDC, like the DDC and the LCC, covers all areas of
knowledge; its standard edition also includes a complete subject list.

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LIS 302 MODULE 5

3.3 The Universal Decimal Classification Tables

As it is in the DDC, the UDC’s auxiliary tables list concepts that can be
applied to several or even all subjects. These include:

Table Ia Coordination and Extension

Table I b Relation
Table I c Language
Table I d From
Table I c Language
Table I d From
Table I e Place
Table I f Race, ethnic grouping and nationality
Table I g Time
Table I b Subject specification by notations from non-UDC sources
Table I k General characteristics (materials and persons)

3.3.1 UDC Common auxiliary signs and subdivisions: Tables I

a–K

Linking signs +,/,: (Table I a and I b)

Language =… (Table I c)
Form (o/09) (Table I d)
Place (I-9) (Table I e)
Race, nationality, etc (=…) (Table I f)
Time “…” (Table I g)
Non-UDU codes, etc # A/Z (Table Ih)
General Characteristics -0… (Table I k) currently
includes:
Materials -03…
Persons -005…

The next sections look at the function and application of each of these
tables:

Linking Signs: Linking signs are used by UDC to organize specialised

collections. The indicators give a powerful tool for the classifier to
describe subjects in great detail. On the classification transition from
enumerative to faceted classification, the linking signs place UDC near to
faceted classification schemes.

Table Ia: Coordination and Extension

Table 1a symbols are used to expand the meaning of the class number and
so provide a way to characterize works that encompass a wide range of
subjects. When using DDC, the classifier is frequently forced to use the
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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

largest available/possible inclusive number to characterize works that

cover all topics; nevertheless, this may not adequately express the
coverage. The classifier can express the broad coverage of a work in
notation by using UDC.

To describe compound topics, the coordination symbol + (plus) is used to

connect two or more non-consecutive UDC numbers. Examples:

Cereals and fruits: 633. 1+634.1

Mineralogy and metallurgy: 549+669
Iran and Iraq: (55+567)

For sequentially listed notations of the UDC, the extension symbol /

(forward slash) is used to connect the first and last number of a series to
generate a number for a variety of themes. Examples:

Physics and chemistry: 53/54

Judaism and Islam 296/297
Attention, learning and creativity 159.952/954
Arctic and Antarctic (98/99)

Concepts included in the tables and those listed in the main schedule can
be linked using the coordination and extension symbols.

Table I b: Relation

The relation symbol (colon) is used to constrain rather than extend the
meaning of a class number. Relationships between topic concepts can take
many different forms; for example, they can be reciprocal or
consumptive. If more than one distinct subject receives equal treatment in
a work, the + symbol might be used to unite them. The colon, on the other
hand, should be used to connect the notations, especially if no equal
relationship can be determined, such as when one subject is studied in the
context of another, Examples:

Aptitude testing in recruitment of staff: 159.98:658.3

Iraq – Iran War: 94(55:567) “1980/8”

The subordinate connection is another significant sort of interaction. The

..
double colon is used in UDC to denote this.

This can be used to show that the subject after the double colon is less
significant than the one before it. The single colon relationship indicator
is sufficient for a variety of reasons.

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The linking devices of the UDC have a significant advantage over the
DDC in terms of fully indicating compound subjects. When utilizing
DDC, for example, the classifier must usually pick between two or more
subjects when deciding where to classify a work because the class number
can only represent one of the concepts. To satisfy the demands of different
users, some libraries assign distinct class marks to copies of the same
work. This is one method of attempting to overcome DDC's inflexibility,
but it is not encouraged. Because it uses synthetic devices, UDC has more
versatility. This makes it a good choice for particular collections that
require a lot of classification. The best way to demonstrate this is to
compare the two methods.

UDC: 6331 + 634.1 Cereals and fruits The only notation in DDC 630 that
accommodates both notions under agriculture — agriculture and related
technologies – is DDC 630. Because this would be a too broad
representation, which would be unacceptable for many collections, the
classifier must pick between cereals and fruits.

Iran and Iraq: UDC: (55+569) DDC: -095509567

When the first area notation is used to define the area of origin and the
second is used to specify the area where the topic is to be found, use of
the 09 standard subdivision in DDC allows a notation for a specific
geographic region to be added to a geographic area notation. As a result,
the aforementioned notation can only be used if a work, for example, dealt
with Iranians in Iraq.

Physics and chemistry: UDC: 53/54

DDC: 530 (or 540)

In the above case, using DDC, the classifier decides whether to place the
work within physics or within chemistry.

Judaism and Islam: UDC: 296/297 DDC: 296.397

The above notation is listed in the DDC schedules. An alternative location
would be at 297.282: Islam and Judaism.

Attention, learning & creativity: UDC: 159.952/.954

DDC: 153

In the above example, the broadest inclusive DDC number, for conscious
mental processes and intelligence, is probably adequate.

Arctic and Antarctic: UDC: (98/99)

DDC: 98

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In the above example, the DDC number represents Arctic islands and
Antarctica.

As seen in the instances above, where DDC does not provide specific
instructions on how to construct notations, the classifier can pick which
single topic the work should be classified and shelved under. It's
sometimes simple to make these decisions: one notion or issue gets
greater attention, or potential readers expect it to be in a specific section
of the library collection. Other times, making such decisions is
challenging, as it may, for example, entail classifying the job at a higher
level than it warrants. However, the broad subject coverage can be stated
using UDC, however the classifier must decide which of the subject
components will be referenced first and hence determine shelf location.

3.3.2 Table of Common Auxiliaries

Table 1c: Language

The language's common auxiliaries are shown in this table. These

auxiliaries should not be used on their own; instead, they should be used
after a subject notation to indicate the language or linguistic form of a
work, if and when it is essential. Auxiliaries in languages are always
preceded by an equal’s symbol.

=. Examples:
=… ’0 Origins and periods of language. Please of development
= 00/=03General concepts
=1/=2 Indo-European languages
=3 Caucasian and other languages. Basque
=4 Afro-Asiatic, Nilo-SHARAN, Congo-Kordofanian, Khoisan
=5 Ural-Altaic, Japanese, Korean, Ainu, Palaeo-Siberian, Eskimo-
=6 Aleut, Dravidian, Sino-Tibetan
=7 Indo-Pacific, Australian
=8 American Indian (Amerindian) languages
=9 Artificial language

Other Examples:
The Bible in French: 22=133.1
Base number for the Bible: 22
Add Table 1c notation for French: =133.1
Poetic works of Heine in German: 821.112.2-1HEINE
Base number for literature by language: 821
Add modified Table 1c notation for German: 112.2
(a point replaces the equals sign)

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Table 1d: Form

The form common auxiliaries in Table 1d of are usually by a subject

notation. They can however be cited first if a decision has been made to
shelve works of the same form together. Form auxiliaries are always
presented in parenthesis and begin with a zero. Examples:

(0.0…) Physical features, etc.

(01) Bibliographies
(02) Books in general
(03) Reference works
(04) Non-serial separates. Separate
(05) Serial publications. Periodicals
(06) Publications of societies, organizations
(07) Documents for instruction, teaching, study, training
(08) Collected, polygraphic works. Forms. Lists. Illustrations.
Business publications.
(09) Historical form. Legal and historical sources

Other Examples:

Dictionary of science: 5 (038)

Base number of science: 5
Add Table 1d notation for dictionary: (038)
Life of Plants (video recording): (086.8)581
Table 1 notation for video recordings: (086.8)
Add number for botany: 581
This assumes that all video recordings are grouped together. Citation
order could be reversed to shelve video recordings with their subject:
581(086.8).

Table 1e: Place

(1) The Place common auxiliaries in Table 1e are usually preceded by

subject notation. However, they can be cited first if a decision has
been made to create a shelf arrangement based on place. Place
auxiliaries are always presented in parenthesis/round brackets and
begin with the numbers 1-9.

1. Place and space in general. Localization and Orientation

_______________________________________________________
2. Physiographic designation
_______________________________________________________
3. Places of the ancient world
_______________________________________________________
4. Countries and places of the modern world

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4/9)
__________________________________________________________
5. Europe
_______________________________________________________
6. Asia
_______________________________________________________
7/8) African
__________________________________________________________
7. American, North and South. The American
_______________________________________________________
8. North and Central American
_______________________________________________________
9. South American
_______________________________________________________
10. States and regions of the south Pacific and Australia. Arctic.
Antarctic.

Examples:

Universities in the developing world: 378(1-773)

Base number of universities 378
Add Table 1e notation for developing world: (1-773)
Family law in the United States: (73)347.6
Table 1e notation for United States: (73)
Add number for family law: 347.6
This indicates that a book on law library, for example, would have a
primary arrangement under country.

Table 1f: Race, Nationality, etc.

Table 1f's common auxiliaries of race, ethnic grouping, and nationality

are frequently preceded by a subject note. If a decision has been made to
design a shelf arrangement based on ethnic groupings of nationalities,
they can be cited first. Auxiliaries such as race, nationality, and gender
are always enclosed in round brackets and preceded by an equals sign.
Table 1h: This table explains how notations from sources other than UDC
might be used to specify topic matter. A letter or other symbol should be
used to separate such notations from the UDC number. In the portable
edition, the # (hash) is supplied for illustration. The source of the code
should be acknowledged, it is suggested. For chemical compounds, this
is more appropriate. The use of proper names, abbreviations, and
acronyms is also addressed. Any UDC number can be supplemented with
these.

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Examples:

Halley’s Comet: 523.6#81P

Base number for comet: 523.6
Add period comet number (Minor Planet Center): #81P
Universities of Durham: 378.4(410)Durham
Base number for universities: 378.4
Add Table 1e notation for Britain: (410)
Add name: Durham

Table 1k: General Characteristics

The general characteristics common auxiliaries in Table 1k are preceded

by a class number from the main schedules. There are currently two
listings within this table: they are Materials and Persons.

1. The common auxiliaries of materials are always preceded by =03.

-032 Naturally occurring mineral materials
-33 Manufactured mineral-based materials
-34 Metals
-035 Materials of mainly organic origin
-036 Macromolecular materials. Rubbers and plastics
-037 Textiles. Fibres, Yarns, Fabrics. Cloth
-038 Other materials

Examples:

Cane furniture manufacturing: 684.4-035.2

Base number for furniture manufacturing: 684.4
Add Table 1k notation for cane: -035.2

2. On the other hand, the common auxiliaries of persons are always

preceded by -05.
-051 Persons as agents, doers, practitioners (studying
making, serving, etc)
-052 Persons as targets, clients, users (studied, served, etc)
-053 Persons according to age or age-groups
-054 Persons according to ethnic characteristics, nationality,
citizenship, etc.
-055 Persons according to sex and kinship

Examples:
Public library users: 027.5-052
Base number for public libraries: 027.5
Add Table 1k notation for persons as users, etc: -052

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

4.0 CONCLUSION

The UDC was created with the intention of organizing a universal

bibliography of everything published throughout history using a modified
and extended version of DDC. As a result, its original function was for
documentation rather than shelf organization. The Universal Decimal
Classification Consortium is in charge of all editions and translations of
the scheme. The scheme is available in three different versions: small
edition, regular edition, and enlarged edition. UDC's primary classes are
nearly identical to Dewey's. However, UDC allows for considerably more
granular classification than Dewey and has a greater depth of coverage
for specific topics. Many aspects of faceted classification are also
incorporated into UDC, which makes significant use of synthesis to
construct notations for composite subjects. This is what qualifies UDC for
specialized collections.

5.0 SUMMARY

In this unit, you learned about the Universal Decimal Classification

Scheme, which is one of the most widely used faceted classification
schemes in libraries across the world. You've learned about the scheme's
background, history, features, structure, Outline, and use, as well as the
distinctions between the UDC and the DDC, and how they compare to the
LCC Scheme. UDC, for example, covers all of knowledge, and its
standard edition includes a complete list of subjects, similar to DDC and
LCC. UDC's auxiliary tables, like DDC's, list concepts that can be applied
to all or many subjects. The UDC has two sorts of synthetic devices, as
you may recall: Table includes common and exceptional isolates, as well
as symbols to link notations to allow for the generation of compound
numbers for interrelated themes. To represent relationships between ideas
in UDC, multiple facet indicators are employed. Later, we'll go through
these synthetic devices in greater depth.

SELF-ASSESSMENT EXERCISE

1. List the main classes of the Universal Decimal Classification.

6.0 TUTOR-MARKED ASSIGNMENT

1. Provide a good background of the UDC

2. Describe the Coverage and main classes of the Universal Decimal
Classification
3. Identify the tables of the UDC

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7.0 REFERENCES/FURTHER READING

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.100
2/meet.2011 .145048019

Blake, V. L. P. (2000). Forging the Anglo –American Cataloguing

alliance: Descriptive Cataloguing 1830 – 1908. In: Martin D.
Joachin (ed.) Historical aspects of cataloguing and classification.
New York: Harworth Press(pp. 3 -22)

Dhyani, P. (1998). Library Classification: Theory and Principles. New

Age International (P) Ltd., Publishers, India.

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress List of Subject Headings and Sears list of the subject
heading.http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_conten
t/libraryand_information_science/knowledge_organization_and_
process ing_-_cataloguing/06. subject_cataloguing/
et/4479_et_06 _lib .pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.).http://www.pitt.edu/~agtaylor/ articles/ICC10Dewey
Chapter.pdf

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Yadav, P. K. (2017). A study on the development and classification of the

library. International Journal of Education & Applied Sciences
Research, 4(1), 27-36.
https://www.google.com/search?q=A+study+on+development+a
nd+classification+of+library&rlz=1C1AVSF_enNG818NG818&
oq=A+study+on+development+and+classification+of+library&a
qs=chrome..69i57.1028j0j9&sourceid=chrome&ie=UTF-8

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian
Library Association. Cataloguing, Classification and Indexing
Section (pp. 46-67).

http://repository.unilag.edu.ng/handle/123456789/940

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LIS 302 MODULE 5

UNIT 2 COLON CLASSIFICATION (CC)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Cc as A Faceted Classification Scheme
3.2 Use of CC
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

In this unit, we'll look at the Colon Classification, which is a multi-faceted

classification system (CC). As mentioned in the preceding unit, faceted
classification schemes are synthetic in nature. This is a technical term that
refers to the two main actions involved in using a faceted categorization
scheme: breaking down a subject into facets and synthesizing the facets
to form a notation. You may recall that the famous S.R. Ranganathan is
credited with developing both synthetic and faceted classification with the
goal of creating a unique language and definition for categorization. The
Colon Classification will be discussed in this unit as we continue our
exploration of the three basic Faceted Schemes (CC). We'll go over the
history of the CC, as well as its scope and application. The goal of this
unit is to demonstrate the notion of faceted classification. Understanding
the notion of CC is critical when assessing a subject and establishing the
order in which its elements are cited in a class mark.

2.0 OBJECTIVES

At the end of this unit, you will be able to:

• Describe the rationale for the development of the CC

• Describe the use of the Colon Classification

3.0 MAIN CONTENT

3.1 Cc as A Faceted Classification Scheme

Some classifiers find the CC challenging to use, partially because of the

language style employed in the scheme's explanations and analyses, and
partly because S. R. Ranganathan used a lot of sophisticated terms. In
many ways, however, CC, with the exception of CC7, is better built and
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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

easier to comprehend and use than the DDC. In any event, the goal of this
section is to further explain the notion of faceted classification and what
distinguishes the CC from other faceted classification schemes. The
Colon Classification scheme has three variants and seven editions:

Version 1 (1933-1950): Rigidly faceted era contains CC1, CC2

and CC3.
Version 2 (1950-1963): Almost Freely-Faceted era contains CC4,
CC5 and CC6.
Version 3 (1963-1987): Freely-Faceted Era comprises CC7.

The following are the editions of CC:

Editions Year of publication

1st Edition 1933

2nd Edition 1939
3rd Edition 1950
4th Edition 1952
5th Edition 1957
6th Edition 1960
7th Edition 1987

The sixth edition of the Colon categorization system organized the entire
world of knowledge into 42 main classes based on subjects, using triplets
of alphabets, Arabic numbers, and symbols (Greek letters) as follows:

Z Generalia
1. Universe of knowledge
2. Library Science
3. Book Science
4. Journalism
A Natural Science
AZ Mathematical Science
B Mathematics
BZ Physical Sciences
C Physics
D Engineering
E Chemistry
F Technology
G Biology
H Geology
Hx Mining
I Botany
J Agriculture
K Zoology

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LIS 302 MODULE 5

Kx Animal husbandry
L Medicine Illustrative
LX Pharmacognosy
M Useful Arts
∆ Spiritual experience and mysticism
MZ Humanities and social science
MZA Humanities
N Fine Arts
NX Literature and language
O Literature
P Linguistics
Q Religion
R Philosophy
S Psychology
Ó Social Science
T Education
U Geography
V History
W Political Science
X Economics
Y Sociology
Yx Social Work
Z Law

As a result, the CC can be described as a mixed notation containing

Roman letters, Greek letters, and Arabic digits. Many mnemonic aspects,
such as verbal mnemonics, scheduling mnemonics, systemic and seminal
mnemonics, are used in colon classification. It is commonly used in
Indian libraries, as well as a few other libraries in other countries. This is
because most libraries regard it as a theoretical rather than a practical
scheme.

3.2 Use of CC

The CC6 will be utilized in this example to show how it may be used.
The schedule of the CC covers main classes of the CC and their
subdivisions, as well as an index, and is published in a short volume that
contains listings of common isolates. The facet formula PMEST
determines the order of citations. Each facet in CC6 is introduced with a
separate punctuation mark:

Personality, (Comma)
Matter; (Semicolon)
Energy; (Colon)
Space; (Point)
Time; (Apostrophe or point)

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

The type of facet that makes up the notation can be recognized by

classifiers who are familiar with the CC. Because the same symbol
(especially the same number) can mean different things in different
contexts, this is extremely important. For example, in engineering, 4
symbolizes design in the energy aspect, but 4 as a number denotes a
different concept in the location facet, where 4 denotes Asia and the point
introduces the place facet.

More symbols were introduced in CC 7 to signify various forms of

relationships inside specific facets, which adds to the complexities. As
previously noted, CC7 contains numerous flaws and has grown in
complexity to the point that it is extremely difficult to operate. According
to Fokett (1996:323), it does not accurately reflect Ranganathan's
contribution to classification theory.

It's quite uncommon to find a work classified using all five facets.
However, it is typical to see two or more levels of the personality trait
required, such as in the design of submarine diesel engines in the United
States in the twentieth century. In the personality facet, a comma
separates the two foci: diesel engine and submarine.
D5254,6466:73’N

The classifier would have to seek up concepts in the CC index to create

this notation. The key classes where concepts appear, as well as which
facet pertains to the concept, would be listed in the index. Consider the
following scenario:

D [P].5254
D is the main class (engineering)
[P] is the personality facet
5254 is submarine

Again, under ‘diesel engine’ in the index, the entry is:

D [P].6466

In the main class D (engineering), diesel engine is in the personality facet.

In the geographical division index, under ‘United States’ is: 73;

In the time isolate index, under ‘20th century’ is: N 1900 -99AD.

The classifier can utilize the PMEST algorithm to combine these parts
and use appropriate punctuation to introduce the various facets. To begin
the notation, either ‘submarine' or ‘diesel engine' could be used,

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depending on the significance of the work and the needs of the

collection.

4.0 CONCLUSION

Another Faceted and synthetic classification technique is the Colon

Classification (CC). The names refer to the two main tasks that go into
implementing faceted classification. S.R. Ranganathan is known for his
facets and synthesis. He was able to create a new classification language
and theory with them.

5.0 SUMMARY

We looked at the Colon Categorization (CC), which is another Faceted

classification technique, in depth in this unit. We talked about the CC's
history, coverage, and application. Classifiers who are familiar with the
CC notation can determine the sort of facet that makes it up. This is
critical since the same symbol or number might mean different things in
other contexts.

SELF-ASSESSMENT EXERCISE

i Discuss the reasons for the development.

6.0 TUTOR-MARKED ASSIGNMENT

1. Describe the rationale for the development of the CC

2. Describe the use of the Colon Classification

7.0 REFERENCES/FURTHER READING

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Gaur, K. (2013), Knowledge Organisation: Classification and cataloguing

theory. New Delhi: Lovely Professional University Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Kumar, K. (1979). Theory of Classification. New Delhi: VIKAS

Publishing House.
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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, D. (2016). Subject cataloguing, subject heading, Library of

Congress List of Subject
Headings and Sears list of the subject heading.
http://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/library
and_information_science/knowledge_organization_and_process
ing_-_cataloguing/06. subject_cataloguing/ et/4479_et_06 _lib
.pdf

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.).
http://www.pitt.edu/~agtaylor/ articles/ICC10Dewey Chapter.pdf

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

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LIS 302 MODULE 5

UNIT 3 BIBLIOGRAPHIC CLASSIFICATION (BB)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Origin
3.2 Characteristics
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

In this unit, we shall examine another faceted classification scheme, the

Bliss Classification (BC). The BC like the UDC and CC, is a specialist
classification scheme. In this discussion of the third faceted scheme, focus
will be on its origin, characteristics and structure.

2.0 OBJECTIVES

At the end of this unit, you will be able to:

• Describe the background and origin of the Bliss Classification

(BC)
• Describe the characteristics of the Bliss Classification

3.0 MAIN CONTENT

3.1 Origin

Another faceted approach for use in common library collections is Henry

Bliss' Bibliographic Classification, which will be briefly detailed here
(BC). The first edition of BC's comprehensive schedules were published
in 1976. The Bliss Classification Association
(http://www.sid.cam.ac.uk/bca/bcahome.htm) continues to develop the
concept today. The BC was created in 1935 by a librarian named Henry
Evelyn Bliss. The plan was published in four volumes in the United States
between 1940 and 1953, and was mostly adopted by British libraries. Due
to its complex structure, it is a good example of a facet classification
method and is utilized by all types of libraries. The Bibliographic term
that appears on the title shows that the scheme is all-embracing or wide
and is not only applicable for the arrangement of books on the library
shelves but it is also applicable to subject catalogue, union catalogues,
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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

subject bibliographies and other special bibliographic services. The Bliss

Bibliographic Classification uses mixed notation without the use of
symbols. It consists of 35 main classes which consist of 9 numerals and
26 alphabetical classes.

The main classes of BC are as follows:

A- Philosophy, General Science and Mathematics

B- Physics, Engineering
C- Chemistry
D- Astronomy, Geology, Physical Geography
E- Biology, Biochemistry
F- Botany
FW - Agriculture
FY - Forestry
FZ- Animal & Industries
G- Zoology
H- Physical Anthropology, Medical Sciences
I– Psychology
J- Education
K- Social Sciences, Ethnology
KT- Geography (Human, Social and Economic)
L, M, N, O, P - History
P- Religion
Q- Applied Social Sciences
R- Political Science
S- Law
T- Economics
U- Industrial Arts
V- Fine Arts
W,X,Y- Language and Literature

Uppercase and lowercase Roman characters are used in the BC notation

scheme. Common subdivisions are also denoted by Arabic numbers. It
includes a schedule and an index.
The author considered that the order of the key classes was the most
significant characteristic of a classification scheme. The entire primary
classes are organized into four key regions in the Bliss Classification:

Philosophy
Science
History
Technologies and arts.

Facets are carefully recognized and listed suitably inside each primary
class; the level of detail in place exceeds that seen in enumerative

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systems. Alternative placements for several themes were offered by Bliss

in order to produce the most useful listing of subjects. Economic history,
for example, can be found in either general or economic history. The
classifier can then pick which site would best suit the demands of their
library. Bliss emphasized on short notation as well, yet class marks for
complicated subjects might be quite long.

3.2 Characteristics

BC has two distinct traits that are worth mentioning. The first is that Bliss
considered a suitable categorization scheme to be one that reflected
educational and scientific consensus. It must be founded on how experts
anticipate their knowledge to be scrutinized and structured. The
importance of subordination and collocation is emphasized by Bliss in
the second paragraph. Collocation refers to the gathering together of
subjects that have a strong link. In this sense, subordination entails much
more than just listing subjects from general to specialized. The
consequence is that, while many concepts or topics are important, some
can be classified as more specialist due to the extent to which they rely
on the results of others (Mills & Broughton, 1977). Subjects or themes
that are this dependent are anticipated to follow the subjects on which
they are dependent. The listing of BC's key classes is extremely
impressive. Subordination in the BC, on the other hand, fails in social
science. Physics, for example, is built on mathematics, so it must come
after it in the list of main classes. Similarly, astronomy is reliant on
concepts developed in physics and chemistry. Though the notion of
subordination is sound, it is difficult to implement in a linear expression
of disciplines or subjects.

BC is quite a familiar scheme as it is used to classify the collections at the

University of London’s State House Library.

Examples:

Human anatomy and physiology: HD

Visual perception: ICL
Richard Feynman, biography: B4 FEY

The above example demonstrates how BC can achieve brevity of

notation.

4.0 CONCLUSION

Philosophy, science, history, and technology and arts are the four key
categories that comprise BC's main classes. Facets are recognized and
listed inside key classes with care. While BC's creator insisted on short

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notation, the class grades for complex subjects were extremely long. We
also encountered two BC features worth mentioning in this unit. Bliss
argued that a decent classification scheme should reflect educational and
scientific consensus for several reasons. It should also be based on how
experts intend to organize their knowledge.

5.0 SUMMARY

In this unit, we examined yet another faceted classification scheme, the

Bliss Classification (BC). The focus of this discussion of the third faceted
scheme is on the origin, characteristics and structure of the CC. Among
the strengths of the BC as discussed, is that it can achieve brevity of
notation.

SELF-ASSESSMENT EXERCISE

1. Discuss briefly the origin of Bliss Classification.

6.0 TUTOR-MARKED ASSIGNMENT

1. Describe the background and origin of the Bliss Classification

(BC)
2. Describe the characteristics of the Bliss Classification
3. State the main classes of the BC

7.0 REFERENCES/FURTHER READING

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Bliss, H. E. (1933). The Organization of Knowledge in Libraries, New

York. H.W. Wilson, Chapter 12.

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of Cataloguing

and Classification. Enugu: Praise House Publishers.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

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LIS 302 MODULE 5

Ranganathan, S. R. (1967). Prolegomena to Library Classification 3rd. ed.

Bombay: Asia Publishing House.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Schabot, (2007). Bliss Bibliographic Classification: the Theories and

Works of Henry Evelyn
Bliss.https://www.slideshare.net/schabot/bliss-bibliographic-
classification-the-theories-and-works-of-henry-evelyn-bliss

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.).

http://www.pitt.edu/~agtaylor/ articles/ICC10Dewey Chapter.pdf

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Yadav, P. K. (2017). A study on the development and classification of the

library. International Journal of Education & Applied Sciences
Research, 4(1), 27-36.
https://www.google.com/search?q=A+study+on+development+a
nd+classification+of+library&rlz=1C1AVSF_enNG818NG818&
oq=A+study+on+development+and+classification+of+library&a
qs=chrome..69i57.1028j0j9&sourceid=chrome&ie=UTF-8

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

MODULE 6 CONTEMPORARY ISSUES IN

CLASSIFICATION

Module 6 is the last module in this course. It consists of three units and
covers current trends in library classification, online cataloguing &
classification and OCLC, and basic skills required in Knowledge
organisation

Unit 1 Current Trends in Library Classification

Unit 2 Online Cataloguing & Classification and OCLC
Unit 3 Basic Competencies Required in Knowledge Organisation

UNIT 1 CURRENT TRENDS IN LIBRARY

CLASSIFICATION

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Overview of Current Trends in Library
Classification
3.2 Computerized Catalogue
3.3 Classification and organization of
Electronic and web Resources
3.4 MARC – Machine Readable Catalogue:
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

There has been a rapid transformation of library classification process

around the world. The new trend in classification is characterized by
innovations in classification. In this unit, we shall discuss the current
trends in library classification. Some of the current trends include
Computerized Catalogue, Classification and organization of Electronic
and web Resources, and the Machine Readable Catalogue

2.0 OBJECTIVES

At the end of this unit, you will be able to:

• identify the current trends in library classification.

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LIS 302 MODULE 6

• describe the Computerized Catalogue

• discuss the Classification and organization of Electronic and web
Resources
• describe the Machine Readable Catalogue

3.0 MAIN CONTENT

3.1 Overview of Current Trends in Library Classification

Organisation of resources in Libraries can now be done online,

beginning with the use of online catalogues of book publishers. When
selecting a journal, the subject librarian will first circulate it to the
members of the academic staff for their input. If the journal is accepted,
the librarian then does a content analysis of the journal, whose finding
he/she presents to the library selection committee for approval. There is
a five-step process for collecting electronic (or “digital”) materials:

• Gathering of information contents

• Evaluation of information contents
• Organization of information contents
• Construction of digital collections
• Maintenance of digital collections

ECD in digital libraries requires careful planning. Information held in

electronic format listing the content of a dis-crete collection may be the
starting point. Developing an electronic catalogue of all library materials
is another essential consideration. Networking the catalogue so that
users, not only in the library, but also from elsewhere can access it is
another step. Such libraries also strive to offer full electronic texts of
journals and books on CD or online. Digitization of locally produced
information and establishment of institutional repositories, which will
help to provide access to the scholarly material produced by members of
the university community, should be considered very important. Above
all, the concept of ECD in university libraries is aimed at providing the
condition where academic staff and students can interact electronically
with the library’s, and ultimately the world’s, scholarly content without
actually visiting the library.

3.2 Computerized Catalogue

The computerize catalogue is presently in three forms;

(I). Machine Readable Catalogue (MARC):

This was developed by the Library of Congress in conjunction with the

British library. In this catalogue, entries are entered into a file at any
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point and can be transmitted to a central data file form which other
libraries can obtain or access such entries on line by means of
telecommunications links.

(ii). Online Public Access Catalogue (OPAC):

This is the most modern and most efficient form of a catalogue (Aina,
2004). It enables users to search and access very specific entries of a
library. Bibliographic records of all documents in a library collection are
stored in the computer memory disk. The OPAC catalogue makes it
possible for library catalogue to be accessed from various points and at
any time. To use it one needs a computer with a large memory and
Internet access.

(iii). CD-ROM Catalogue:

The computerized catalogue can also be on a compact disc (CD-ROM).

This is a large storage medium, as the entire catalogue of a library can be
in just one compact disc, accessible through the computer. It is therefore,
computerized and online like the MARC and OPAC catalogues, but,
unlike them, the CD-ROM catalogue is not flexible and not easily
updated. To be able to use it, one needs a computer with CD-ROM
drive.

Advantages of the Computerized Catalogue

1. Compact – it takes up less space and has a very high storage

capacity.
2. Flexibility – entries of documents can be entered into a file at any
point in time and withdrawn easily.
3. Easy to update – Entries can also be easily modified, updated or
changed.
4. Durability – Entries can last for as long as they are needed.
5. Easy to reproduce – It is easy to reproduce, to be transferred to
another system, to be transmitted to a central data file from other
units can access the collection or even to be printed out as a book
list.
6. Millions of users can use the catalogue at the same time even
from the comfort of their homes.
7. Easy to reformat or rearrange – The catalogue can be
alphabetized or classified. It can be arranged by subject, by
author, title, years of publication etc as desired.
8. Inter-lending – Through the central data file, entries can be
accessed by other libraries on request. This enhances cooperative
cataloguing and inter-library lending.

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9. Controls book circulation – circulation or location of books such

as reserve, loan, binding, recataloguing etc can be determined via
the computerized catalogue.

Disadvantages of the Computerised Catalogue

1. Not economical – It is expensive to computerize the catalogue in

terms of finance, personnel and maintenance.
2. It is prone to error because of its complex nature.
3. Not easy to use by clients – users need to be computer proficient
to be able to use it.
4. Most users don’t have access to computers and so will be denied
access to the catalogue.
5. Not portable – The computer systems in the library are not stand-
alone and so cannot be transferred out of their location.

3.1.3 Classification and organization of Electronic and web

Resources

Classifiers often use traditional schemes such as the DDC, LC or use

classification or data definition services developed locally. For instance,
ICPSR has created its own data definition (Fagan, 2003). Librarians also
organize items in web guides or printed bibliographies and integrating
documents from outside sources into indexes and catalogues. Good
cataloguing and classification of information reduces the barriers
between social science information and users.

The application of computers to handling of bibliographic data is

important in a number of aspects. The computerization of manual
catalogues and library housekeeping operation has already led to
improvements in the type of library services offered, especially in
university and public libraries; This will facilitate the ability to integrate
the processing of documents and information held within the library
with outside sources. It will to a large extent, reduce the barriers
between users and information and documents and thus lay credence to
the fact that “the library is only one of the many potential sources of
material for study and practice. These sources should be integrated
effectively by social science librarians.

3.4 Machine Readable Catalogue (MARC)

MARC is a bye-product of the National Union of Catalogue. The

Library of Congress puts into Computer Magnetic tapes, a record of all
its accessions. It is prepared in Washington and in London where a
similar thing is done for the British Library. Subscribing libraries
receive tapes containing mahcien readable cataloguing data for current

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English language monographs. Specific applications of the format to

books, serials and maps have been developed and published and a
format for manuscripts is being received.

Since it is catalogue of magnetic tape, it could be run into computer. The

University of Ibadan, we are told, had been looking into ways of
exploiting this. A library in Nigeria could sort out all the entries relating
to Nigeria, according to author, title, subject. The capabilities of the
computer are progidious – it could be manipulated to produce catalogue
of various types.

There is an ultra-fiche reduction of MARC. It’s name is Books in

English and it is on post-card size. It represents the accessions of L.C.
and the National Library of Great Britain. It could be sent by airmail and
received by any library. There are six issues a year and the cumulation
gives one the complete accessions of the two libraries.

4.0 CONCLUSION

Classification of resources in Libraries can now be done online. One of

the essential considerations for this trend is development of an electronic
catalogue of all library materials. Networking the catalogue so that
users, not only in the library, but also from elsewhere can access it is an
important step forward. The computerize catalogue is presently in three
forms: Machine Readable Catalogue (MARC), Online Public Access
Catalogue (OPAC), and CD-ROM Catalogue

5.0 SUMMARY

In this unit, we discussed the current trends in library classification.

Some of the current trends as discussed include Computerized
Catalogue, Classification and organization of Electronic and web
Resources, and the Machine Readable Catalogue. You may recall that
some of the Advantages of the Computerized Catalogue include:
Compact, Flexibility, Easy to update, Durability, Easy to reproduce,
multiple usability, Easy to reformat or rearrange, and Inter-lending.

SELF-ASSESSMENT EXERCISE

1. List and discuss the three types of computerised catalogue.

6.0 TUTOR-MARKED ASSIGNMENT

1. Identify the current trends in library classification.

2. Describe the advantages and disadvantages of the Computerized
Catalogue

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3. Discuss the Classification and organization of Electronic and web

Resources
4. Describe the Machine Readable Catalogue

7.0 REFERENCES/FURTHER READING

Amaechi, Basil (1974). The classification of modern African Literature.

Nigerian Libraries, 10 (2 and 3), 77 – 82.

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.
https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.1002/meet.2011
.145048019

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of

Cataloguing and Classification. Enugu: Praise House Publishers.

Gaur, K. (2013), Knowledge Organisation: Classification and

cataloguing theory. New Delhi: Lovely Professional University
Phagwara.
http://ebooks.lpude.in/library_and_info_sciences/DLIS/Year_1/D
LIS002_KNOWLEDGE_ORGANIZATION_CLASSIFICATIO
N_AND_CATALOGUING_THEORY.pd.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Madison, O. M. A. (1992). A summary of changes in AACR 2, Rev. In:

R. P. Smiraglia and E. Swanson (eds). Origins, Content, and
future of AACR 2, rev. Chicago: American Library Association,
(pp. 1 – 13)

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.).
http://www.pitt.edu/~agtaylor/ articles/ICC10Dewey Chapter.pdf

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian
Library Association. Cataloguing, Classification and Indexing
Section (pp. 46-67).

http://repository.unilag.edu.ng/handle/123456789/940

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LIS 302 MODULE 6

UNIT 2 ONLINE CATALOGUING & CLASSIFICATION

AND OCLC

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Online Cataloguing & Classification
3.1.1 Skills required
3.1.2 Steps for use [convention].
3.1.3 Steps for library of congress database new interface
3.1.4 Steps for OCLC database
3.1.5 Limitation and Strategies to enhance online
cataloguing
3.2 Online Computer Library Center (OCLC)
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

One of the contemporary issues in classification is the Online

Classification. In this unit, we shall discuss this trend focusing on skills
required, steps for use [convention], steps for library of congress
database new interface, steps for oclc database, limitation and strategies
to enhance online cataloguing. The unit also covers discussion of Online
Computer Library Center (OCLC).

2.0 OBJECTIVES

At the end of this unit, you will be able to:

• Discuss the application of the Online Classification.

• discuss the skills required
• identify the steps for application of Online Classification using
[convention] method
• identify the steps for application of Online Classification using
Library of Congress database new interface
• identify the steps for application of Online Classification using
OCLC database
• state the limitations and strategies for enhancing online
Classification
• describe the Online Computer Library Center (OCLC).

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

3.0 MAIN CONTENT

3.1 Online Cataloguing & Classification

Libraries are adapting to the massively increasing of information

resources. They need to be processed for users to have access to the
resources.

Cataloguing is the practice of organizing collection of bibliography item

to facilitate their identification, location, access and use.

What is online cataloguing?: It involves the identifying existing Meta

data and taking advantage of existing descriptions and access points
using Online Cataloging database.

Tools for Online Catalogue and Classification: -Computer connected to

internet e.g. desktop, laptop, tablet, ipad and iphone.

- Cataloguing work sheet - entering sheet were cataloguers enter

their work from preliminary to last.
- Pencil and eraser.
- Cutter Sanborn [for library of Congress].

3.1.1 Skills required

1. You must have a convention or original cataloguing skills.

2. Basic internet navigation skills.
3. Data mining skills.
4. Knowledgeable in browsers and search engines e.g. Mozilla fire
fox, Google chrome.
5. Should be able to surf the web to navigate and obtain data.

Database for this course:

These databases are more stable and proven.

1. Library of congress online catalogue.

3.1.2 Steps for use [convention]

1. User must know the URL [Catalog.Loc.gov.].

2. Google library of congress online catalog.
3. Click on basic search.
4. Choose any search option you prefer [ISBN preferable].
5. Type in your chosen search option in dialog box and click enter.
6. Click on full details of materials.

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7. Copy out the information about the materials before you.

8. Cross. Check the derived information.
9. Use Nigeria cutter to do cuttering [cutter].
10. Click on new search.

3.1.3 Steps for library of congress database new interface

1. Type in the URL [Catalog.Loc.gov.]

2. Click on browse.
3. Choose your search option [ISBN first].
4. Type in your chosen search option in the dialog box and click
enter.
5. Click on display result for details of the materials.
6. Cross-check.
7. Cutter[if library of congress]
8. Click on browse.

3.1.4 Steps for OCLC database

a. Type in url:connexion . OCLC.org.

b. Type in authorization id and password.
c. Click on basic search[ISBN, title phrase & subject].
d. Choose from any of the3 search option[ISBN first].
e. Click on enter for result of search to display
f. Copy of research result.
g. Cutter.
h. Click on basic search to start a new book.

Advantages of online cataloguing

1. Enhances the speed information materials are catalogued and get

to users.
2. Standardizes the cataloguing process.
3. It reduces phobia librarians have for cataloguing.
4. It helps librarians understand the process of cataloguing thereby
increasing their knowledge of cataloguing.
5. Increases work output of cataloguers.
6. Makes the cataloguing process dynamic, mobile, flex and not tied
to cataloguing rooms alone.

Disadvantages of online cataloguing

1. It makes librarians forget conventional cataloguing skills over a

period of time.
2. Make cataloguers lazy and lead to procrastination of work.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

3. Discourages the acquisition of most publications by African

because it may not be in the online catalogue base.

3.1.5 Limitation and Strategies to enhance online cataloguing

The Limitations: These include

1. Not all materials source/search are in online Cat. Database.

2. Unstable power supply.
3. Poor internet access.
4. Poor internet navigation skills.
5. Lack/poor computer skills.

Strategies to enhance online cataloguing

Among the major strategies for enhancing online cataloguing include

that:
1. Librarians should be trained and retrained regularly on the use of
online cataloguing database.
2. For librarians to reap full benefit of online cataloguing, the
library should ensure steady power supply.
3. There should be stable internet access.
4. Library should strive to subscribe to online cataloguing database.
required subscription such as OCLC.

3.2 Online Computer Library Center (OCLC)

OCLC, known formerly as the Online Computer Library Center, based

in US is a not-for-profit based organization established to promote
cooperation among libraries globally. Its services are used by over
54,000 libraries in about 109 countries mainly to locate, acquire,
catalog, lend and preserve library materials in both print and electronic
formats. Its focus is computer library service and research organization
and is dedicated to the public purposes of furthering access to the
world's information and reducing information costs.

OCLC was actually established in Ohio in 1967 by a small group of

libraries whose leaders believed that they could find practical solutions
to some of the most challenging issues in librarianship by working
together. It all began as a way to automate the traditional library card
catalog but turned out to become a collaborative revolution that involved
thousands of libraries around the world. Subsequently, OCLC and its
member libraries jointly produced and maintained WorldCat—the
OCLC Online Union Catalog—which now contains over 67 million
bibliographic records and more than 1 billion library holdings.
Cooperation among OCLC and member libraries also helped to solve

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the practical problem of automated cataloging. It also resulted to

services that help libraries build e-content collections and provide online
access to special library collections such as maps, newspapers,
photographs and local histories. Working together, OCLC and member
libraries also created the largest interlibrary loan system in the world.
Today, OCLC partnerships in Europe has made it possible to exchange
more than 9.5 million information resources annually to information
consumers and scholars around the world.

In addition to the many services offered, OCLC funds library research

programs, library advocacy efforts, scholarships, market research and
professional development opportunities. Among other services provided
by OCLC include the OCLC Classify which is used in providing user
interface and a machine service for assigning subjects and classification
numbers to information materials. It makes use of database which can be
searchable through any of the many standard numbers associated with
books and monographs, journals, magazines, sound recordings and
video recordings. Such numbers include: ISBN, ISSN, and
UPC (Universal Product Code), OCLC record number, title and/or
author and FAST headings.

4.0 CONCLUSION

Application of online classification is one of the contemporary trends in

classification aimed at easing the classification of library information
resources. However, despite its advantages, it also has its challenges.
Classifiers should be conscious of these challenges as they embark on
online classification

5.0 SUMMARY

In this unit, we discussed the practice of online classification. The unit

also discussed skills required, steps for use [convention], steps for
library of congress database new interface, steps for OCLC database,
limitation and strategies for enhancing online cataloguing. The unit also
covered discussion of Online Computer Library Center (OCLC) which
is a US- based not-for-profit organization established in Ohio in 1967 to
promote cooperation among libraries globally.

SELF-ASSESSMENT EXERCISE

1. List and discuss the limitations online Classification.

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss the application of the Online Classification.

2. Discuss the skills required for Online Classification.
3. Identify the steps for application of Online Classification using
convention method
4. Identify the steps involved in application of Online Classification
using
Library of Congress database new interface
5. Identify the steps for application of Online Classification using
OCLC
database
6. State the limitations and strategies for enhancing online
Classification
7. Describe the Online Computer Library Center (OCLC).

7.0 REFERENCES/FURTHER READING

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.100
2/meet.2011 .145048019

Blake, V. L. P. (2000). Forging the Anglo –American Cataloguing

alliance: Descriptive Cataloguing 1830 – 1908. In: Martin D.
Joachin (ed.) Historical aspects of cataloguing and classification.
New York: Harworth Press(pp. 3 -22)

Ekere, F. C. & Mole, A. J. C. (2014). Theory and Practice of

Cataloguing and Classification. Enugu: Praise House Publishers.

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A

synthesis of technical and reader services operations. Enugu:
Kenny and Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Rowley, J. E. & Farrow, J. (2000). Organising Knowledge: An

introduction to managing access to information. 3rd. ed. London:
Gower.

Singh, U. (2016). Canons of library classification.

https://www.slideshare.net/umravsinghthakur/canons-of-library-
classification

112
LIS 302 MODULE 6

Taylor, A. G. (2006). Introduction to Cataloguing and Classification

(10th ed.)http://www.pitt.edu/~agtaylor/ articles/ICC10Dewey
Chapter.pdf

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

the internet as a tool”. In 28th Seminar/Workshop of the Nigerian
Library Association. Cataloguing, Classification and Indexing
Section (pp. 46-67).

http://repository.unilag.edu.ng/handle/123456789/940

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LIS 302 KNOWLEDGE ORGANISATION (CLASSIFICATION) II

UNIT 3 BASIC COMPETENCIES REQUIRED IN

KNOWLEDGE ORGANISATION

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Basic skills and competencies of knowledge organisation
librarians
3.1.1 Professional Competencies
3.1.2 Personnal Competencies
3.2 Basic skills and competencies of users of knowledge
organisation tools
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Reading

1.0 INTRODUCTION

In this last unit of this course, we shall discuss Basic skills and
competencies of knowledge organisation librarians, including
Professional Competencies and Personal Competencies. Also covered in
this unit are Basic skills and competencies of users of knowledge
organisation tools. This last unit is designed to prepare classifiers and
make them and library users to be conscious of the basic skills required
for efficient classification and effective use of information resources.

2.0 OBJECTIVES

At the end of this unit, you will be able to:

• discuss Basic Professional Competencies required by knowledge

organisation librarians
• discuss Basic Personal Competencies required by knowledge
organisation librarians
• identify Basic skills and competencies of users of knowledge
organisation tools.

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LIS 302 MODULE 6

3.0 MAIN CONTENT

3.1 Basic skills and competencies of knowledge organisation

librarian

In order to fulfill their key roles in knowledge organisation, librarians

require two main types of competencies, professional and personal
competencies. Special librarians require the under listed competencies.

3.1.1 Professional Competencies

Professional competencies relate to the librarians’ knowledge in the

areas of information resource, information access, technology,
management and research and the ability to use these areas of
knowledge as a basis for providing library and information resources.

1. Expert Knowledge of the content of information resources, the

ability to critically evaluate and filter them: Librarians should be
able to as well as be able to control the oversupply of information
by selecting what information resources (print and electronic) are
relevant and usable for the clientele. They should be able to use
strategic thinking to perform information selection and analysis
that meets specific individual needs or organizational goals.

2. Specialized subject knowledge appropriate to the business of the

organization or client: Librarians in addition to their
postgraduate degrees should frequently take additional course
related to their host organizations area of business. This explains
why some library schools like the Department of Library and
Information Science, UNN offers courses in subject areas like
Political Science, Economics, Plant Science, etc, in addition to
the courses in LIS. This is to encourage the development of in-
depth subject specialization.

3. Competence to provide excellent instructions and support for

library and information service users: Ability to carry out
information literacy training, keep up to date with the latest
training and instructional techniques and provide online reference
and online assistance to information seekers.

4. Skill in Use of appropriate information technology to acquire,

organize and disseminate information: This involves automation
and digitization of library services, creating online catalogue of
the library, online cataloguing, online reference service, etc.

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3.1.2 Personal Competencies

These represent a set of skills, attitudes and values that enables

librarians to work efficiently; be good communicators; focus on
continuing learning throughout their carrier; demonstrate the value-
added nature of their contribution; and survive in the new world of
work..

1. Technology Friendly: They are expected to embrace technology –

based knowledge and skills to solve a variety of information
problems. They should have the competence to expand the library
collections beyond traditional media such as books and journals.

2. Competencies to look for partnerships, collaboration, mentorship,

and alliance: Should seek alliance with information professionals
to optimize complementary knowledge and skills as well as form
– partnerships or collaboration with other librarians or
information professionals for the sake of personal self
development.

3. Effective Communications skills: Ability to present ideas clearly

and enthusiastically and write clear and understandable texts.

4. Work well with others in team: Should be a good team player,

learn about the wisdom of team and seek out opportunities for
team participation. Take on responsibility in team both inside and
outside the library and constantly look for ways to enhance
personal performance and that of others through formal and
informal learning opportunities.

5. Recognize the value of professional networking, association and

solidarity: They should be active in professional associations and
use these opportunities to share knowledge and skills, to
benchmark against other information services providers and form
partnerships and alliances. They should recognize the need for a
forum where information professionals can communicate with
one voice on important information policy issues. such as
copyrights and the global information infrastructure.

3.2 Basic skills and competencies of users of knowledge

organisation tools

In order to fulfill their complementary roles in knowledge cycle, users of

knowledge organisation tools require the following competencies:

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1. Knowledge of the types of information resources, the ability to

critically evaluate and filter them: They should be able to use
various types of information by selecting what information
resources (print and electronic) are relevant and usable to them.

2. Competence to understand appreciate instructions and support

from knowledge organisers: Ability to undertake information
literacy training, keep up to date with the latest training and
instructional schedules and receive online reference and online
assistance to information seekers.

3. Skill in Use of appropriate information technology to access

information: This involves automation and digitization of library
services, using online catalogue, online reference service etc, of
the library.

4. Technology Friendly: They are expected to embrace technology –

based knowledge and skills to solve a variety of information
problems. They should have the competence to use the library
collections in all formats and media, including those beyond
traditional media such as books and journals in electronic and
online formats.
5. Effective Communications skills: Ability to present requests and
queries clearly and unambiguously.

4.0 CONCLUSION

Competencies are very important for efficient and effective performance

of librarians, and especially, in order to fulfill their key roles in
knowledge organization. Librarians require two main types of
competencies, professional and personal competencies. Professional
competencies relate to the librarians’ knowledge in the areas of
information resource, information access, technology, management and
research and the ability to use these areas of knowledge as a basis for
providing library and information resources. Personal Competencies
represent a set of skills, attitudes and values that enables librarians to
work efficiently

5.0 SUMMARY

In this last unit of this course, we discussed basic skills and

competencies of knowledge organisation librarians, including
professional competencies and personal competencies. also covered in
this unit are basic skills and competencies of users of knowledge
organisation tools. you may recall that some of the professional
competencies include: expert knowledge of the content of information

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resources, specialized subject knowledge appropriate to the business of

the organization or client, competence to provide excellent instructions
and support for library and information service users; and skill in use of
appropriate information technology to acquire, organize and disseminate
information.

SELF-ASSESSMENT EXERCISE

1. What are the Professional Competencies needed by librarians

who organize knowledge?

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss Basic Professional Competencies required by knowledge

Organisation librarians
2. Discuss Basic Personal Competencies required by knowledge
organisation Librarians
3. What are the basic skills and competencies required by users of
knowledge Organisation tools?

7.0 REFERENCES/FURTHER READING

Attama, O. R. & Ezema, I. J. (2002). Library and information services:

A practical approach. Enugu: Mikon Press

Aytac, S., Kipp, M. E. I. & Neal, D. (2011). Emerging Trends in

Knowledge Organisation and Information Organisation Course
Curriculum.https://asistdl.onlinelibrary.wiley.com/doi/pdf/10.100
2/meet.2011 .145048019

Imeremba, D. Ugochukwu (2011). Routines in Libraries: A synthesis of

technical and reader services operations. Enugu: Kenny and
Brothers

Nwalo, K. I. (2003). Fundamentals of Library Practice: A manual on

Library Routines. Ibadan:Stirling-Horden.

Tiwari, P. (2012). Library classification. New Delhi: A.P.H. Publishing

Corporation, 272.

Zaid, Y. A. (2008). “Cataloguing and classification of library materials:

he internet as a tool”. In 28th Seminar/Workshop of the Nigerian
Library Association. Cataloguing, Classification and Indexing
Section (pp. 46-67).

http://repository.unilag.edu.ng/handle/123456789/940

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