The copy cataloguing activity shows that there are many places one can go to get catalogue and MARC records. The most reliable places are Library of Congress and Amicus. I also searched the Prince George Public Library which follows the Library of Congress records very closely. The Prince George District Resource Centre creates records that are very student friendly for ease of searching. Most of the information for cataloguing and MARC records can be obtained from the CIP page, which one does not want to solely rely on because the record could have incomplete information because the CIP cataloguing is done before the book is published. It is a good idea to check the record with the actual book in hand. Although AMICUS and Library of Congress can save time and money, if one has a lot of time, which is highly unlikely, a person would want to use Library of Congress, Amicus, and maybe cross-reference with a couple of other libraries to make the most accurate MARC and Catalogue records. The biggest question I have about this exercise was why were the ISBN numbers different from each other for Why Mosquitoes Buzz in People's Ears and Puss in Boots? Fortunately, the Prince George Region has a District Resource Centre that does all the cataloguing and the MARC Records for all the school resources. I cannot imagine having to do that job as well as everything else in the library. Using WorldCat might be the way to go depending on the cost. If the cost was too high, I would use Library of Congress and Amicus to create the records.
I learned from the readings that CIP are done before the books are published and that sometimes books are not even eligle for a CIP (Cathie Norrie). Copy cataloguing is the way to go if one doesn't have the money to buy the records.
Sunday, March 13, 2011
Sunday, March 6, 2011
Lesson 8 - Dewey Decimal Classification
I asked my seven year old grandson if he knew about the Dewey Decimal System. He said that he didn't, but asked what is it. I explained it to him, but he didn't understand until I showed him a book about dinosaurs and showed him the Call number. I asked him what would be the best way to teach this. He said: "In a Song." So we made up this cool song that goes a little like this: If you want to find a book about dinosaurs, you go to the 567 section.... He came up with turtles and I would say the number. This went on for awhile with different topics and it sounded like a fun song. Too bad you don't get the sense of the tune in writing, but it was pretty fun. I also read the Alien Dewey Decimal story to him (Mixing some school with visiting because I am getting behind). He also wanted to play some of the interactive kids games learning about Dewey; however, I wasn't successful at finding one that he could play. He is so imaginative that I wanted to share this because there are quite a few elementary teachers in this class.
I tried out all the links that were provided for learning about the Dewey Decimal system. I was really impressed how some librarians set up the Dewey Decimal system on their library web site. It looks like some teacher-librarians are really tech savvy at setting up interesting library pages. I did not know that there were ten sections that were divided into another ten sections. I wondered how the numbers were assigned.
During grade 8 library orientation, I gave the students a handout with the sections 000 - 999 and listeded examples of some subjects that are included in each section. When I went over these sections, I had a couple of examples of books that I showed the students. I also asked the students to put six hypothetical books with Call numbers on them in order. Then we went over the answers together. Then, I asked students to find three books from the different non-fiction areas that they were interested in. The students had to write down the Call number, authors or editors, the title, including sub-title, place of publication, publisher, and copyright date for each. After I showed the students how to access the catalogue, I asked them to search a favourite topic and then find the book in the stacks using the Call number.
Although not that interesting of an activity, the students were discussing the books they were finding with each other. This activity got the students into the non-fiction area and looking around. I also noticed that students, mostly all boys, were taking out non-fiction books for silent reading in their English classes.
I tried out all the links that were provided for learning about the Dewey Decimal system. I was really impressed how some librarians set up the Dewey Decimal system on their library web site. It looks like some teacher-librarians are really tech savvy at setting up interesting library pages. I did not know that there were ten sections that were divided into another ten sections. I wondered how the numbers were assigned.
During grade 8 library orientation, I gave the students a handout with the sections 000 - 999 and listeded examples of some subjects that are included in each section. When I went over these sections, I had a couple of examples of books that I showed the students. I also asked the students to put six hypothetical books with Call numbers on them in order. Then we went over the answers together. Then, I asked students to find three books from the different non-fiction areas that they were interested in. The students had to write down the Call number, authors or editors, the title, including sub-title, place of publication, publisher, and copyright date for each. After I showed the students how to access the catalogue, I asked them to search a favourite topic and then find the book in the stacks using the Call number.
Although not that interesting of an activity, the students were discussing the books they were finding with each other. This activity got the students into the non-fiction area and looking around. I also noticed that students, mostly all boys, were taking out non-fiction books for silent reading in their English classes.
Saturday, March 5, 2011
Lesson 7: Subject Cataloguing
I typed cars into the Kelly Road Catalogue search box and 32 records came up; I typed car and 92 records came up; I typed automobile and 60 records came up; I typed automobiles and 58 records came up; I typed auto and 13 records came up; I typed autos and autoes and 0 records came up. In addition, some of the results had nothing to do with cars/automobiles. Even though typing in car produced the most results, you still may have to weed out the results that have nothing to do with your topic depending on how broad or narrow a search one wants. Also, if the user wants information about cars, then, they may not want the videos and fiction books in their result list. An advanced search or using Boolean operators would be more specific. This definitely indicates why knowing subject cataloguing is important.
Another interesting note in the readings for Lesson 7 is that the user should use American spelling for such subjects as labor / labour, rather than the Canadian spelling. Although I was not aware of this, I have tried the two diferent spellings when searching for certain topics. I am not aware of a lot of American spelling compared with Canadian spelling though.
Folksononomy is an interesting concept. I can see using www.Delicious as a good way to organize web sites for teacher-librarians who are collaborating or helping teachers put together certain topics for research projects. For example, the Science teacher came into the library with his students to do a research project on gems and minerals. The students had to make a pamphlet using the information they found. I pulled books and directed students to using databases; however, many students go to Google and Wikipedia first. Selecting web sites beforehand will help students stay on task and have a more focussed search. Again, another great resource that I was not aware of before.
Ben Koning's activities sound like a fun way to learn the Dewey Decimal System. I would have to adapt it for secondary students. There are so many neat ideas out there. As Cathie noted that she almost deleted this activity from the lesson because it is like teaching a lesson in isolation: however, I think this activity should still be included. I have come across many TOC's who say that they can shelve a book, but when I go to check on them, they have made too many mistakes that need to be corrected. The other day, a TOC shelved a 971.1 book in the 971 section by using the letters, so I showed her how to read the numbers and letters for shelving. She "corrected" the mistakes by finding the books and re-shelving. I did not check on her this time, but this scenario happens quite often. I always ask the students to find their book--either I give them a call number or they find it in the catalogue--and I will come along and help them if they cannot find it.
Another interesting note in the readings for Lesson 7 is that the user should use American spelling for such subjects as labor / labour, rather than the Canadian spelling. Although I was not aware of this, I have tried the two diferent spellings when searching for certain topics. I am not aware of a lot of American spelling compared with Canadian spelling though.
Folksononomy is an interesting concept. I can see using www.Delicious as a good way to organize web sites for teacher-librarians who are collaborating or helping teachers put together certain topics for research projects. For example, the Science teacher came into the library with his students to do a research project on gems and minerals. The students had to make a pamphlet using the information they found. I pulled books and directed students to using databases; however, many students go to Google and Wikipedia first. Selecting web sites beforehand will help students stay on task and have a more focussed search. Again, another great resource that I was not aware of before.
Ben Koning's activities sound like a fun way to learn the Dewey Decimal System. I would have to adapt it for secondary students. There are so many neat ideas out there. As Cathie noted that she almost deleted this activity from the lesson because it is like teaching a lesson in isolation: however, I think this activity should still be included. I have come across many TOC's who say that they can shelve a book, but when I go to check on them, they have made too many mistakes that need to be corrected. The other day, a TOC shelved a 971.1 book in the 971 section by using the letters, so I showed her how to read the numbers and letters for shelving. She "corrected" the mistakes by finding the books and re-shelving. I did not check on her this time, but this scenario happens quite often. I always ask the students to find their book--either I give them a call number or they find it in the catalogue--and I will come along and help them if they cannot find it.
Reflections about Assignment 2
I am glad that I created notes on The Tale of Despereaux as I read the MARC records assigned readings. I used these notes as I created my own MARC records for the twenty resources that I looked up for assignment #2. Creating MARC records was a very time-consuming task, so using the notes as a template made creating the records a little faster. However, I probably missed some details if I missed an important note while reading. I can honestly say that I am so glad that the Prince George Disctrict has a DRC for doing this job because I do not know how it would be possible to create these records with everything else that a teacher-librarian needs to do. I can really see how knowing how to create MARC records will help the teacher-librarian search for resources for teachers and students.
Creating a web site was very frustrating at first. I still have many mistakes, but I do not know how to fix them. For example, if the searcher clicks on the links in the sidebar, the person is going to the specific link because I didn't know how to link to the specific page that I wanted. Also, I did not delete a few pages imbedded in the template that I used which have nothing to do with the rest of my web site. Also, my links at the bottom of the page were arranged alphabetically, which does not give the researcher a logical flow of ideas into the next idea that I had planned. However, despite the little bumps in the road, I am very excited to create other digital library web sites for different subjects, such as Shakespeare or Canadian Literature. It should be easier the next time around. I am also very interested in showing my colleagues how to do this because when I first asked many teachers how to make a web site, no one seemed to know. I can't wait to show teachers how to do this because it would add so much more to the learning atmosphere for the students. I will use my web site for my English 12 students, after I delete a couple of items, to expand their knowledge on an important event in history that shaped who we are today.
Every time I take a new course, I think how will I find the time to learn how to do everything that is expected, but when I complete the course, I have a whole new understanding, so as frustrating as it was to learn how to do this assignment, I am grateful for the learning.
I still have a couple of questions that I should have asked before I handed in my assignment: 1). I am confused about what is meant by the detailed description of classification used, so I didn't answer that question very well. I looked at the Sears Book, but immediately closed it; it looked very daunting--although maybe not if I had more time to peruse it. To create the 650 subject lines, I used common search terms that I thought the students would type in to find the subject; 2). Does one assign a Dewey Decimal Call number for web sites? I will probably understand the answers to these questions better in the next few lessons.
Creating a web site was very frustrating at first. I still have many mistakes, but I do not know how to fix them. For example, if the searcher clicks on the links in the sidebar, the person is going to the specific link because I didn't know how to link to the specific page that I wanted. Also, I did not delete a few pages imbedded in the template that I used which have nothing to do with the rest of my web site. Also, my links at the bottom of the page were arranged alphabetically, which does not give the researcher a logical flow of ideas into the next idea that I had planned. However, despite the little bumps in the road, I am very excited to create other digital library web sites for different subjects, such as Shakespeare or Canadian Literature. It should be easier the next time around. I am also very interested in showing my colleagues how to do this because when I first asked many teachers how to make a web site, no one seemed to know. I can't wait to show teachers how to do this because it would add so much more to the learning atmosphere for the students. I will use my web site for my English 12 students, after I delete a couple of items, to expand their knowledge on an important event in history that shaped who we are today.
Every time I take a new course, I think how will I find the time to learn how to do everything that is expected, but when I complete the course, I have a whole new understanding, so as frustrating as it was to learn how to do this assignment, I am grateful for the learning.
I still have a couple of questions that I should have asked before I handed in my assignment: 1). I am confused about what is meant by the detailed description of classification used, so I didn't answer that question very well. I looked at the Sears Book, but immediately closed it; it looked very daunting--although maybe not if I had more time to peruse it. To create the 650 subject lines, I used common search terms that I thought the students would type in to find the subject; 2). Does one assign a Dewey Decimal Call number for web sites? I will probably understand the answers to these questions better in the next few lessons.
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