This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 2: Cataloging and Classification Part I

Classification is the art and science of determining how the library collection will be organized. Entire courses exist around how to classify materials. It is very unlikely that you will manually classify many titles (other than perhaps determining which genre they fit within the collection if your collection is genrified). However, it is crucial that you understand how subject headings are generated, the systems in use in most public school libraries for subject headings, and how to determine if a book is classified in the best place for how it will be used in your library.

Cataloging refers to the creation and maintenance of MARC records. A MARC record or Machine-Readable Cataloging record is digital format for the description of items held in a library collection. The record is interpreted by the OPAC (Open Public Access Catalog; aka library catalog) so that users can find and retrieve items by title, subject, author, etc. Like any type of coding language, MARC records must be very precise to work properly and to be effective. As a school librarian, it is very unlikely you will do your own cataloging. Most likely you will either use copy cataloging or purchase MARC records from a library book vendor. However, it is critical that you understand how MARC records work so you can determine if the ones you are downloading (free or purchased) are accurate. Similarly, you need to understand how subject headings are generated and used. School libraries typically use the Sears List of Subject Headings (as opposed to the Library of Congress Subject Headings).

In the next two modules, you’ll be introduced to cataloging within the Dewey Decimal System (i.e., creating MARC records), explore the difference between subject headings and other classification methods (categories, tags, etc.), and practice assigning subject headings to library materials. Entire courses are structured around cataloging principles and applications. There is much to cover here, so these two modules are a heavier load than many of the other modules; however, they are ultimately just an introduction to the principles so that you can learn independently as needed in your daily practice.

Your primary content for these modules will be the ABLE Technical Service Sequence courses. ABLE provides on-demand professional development courses. These are designed for public librarians, but schools and public libraries have much in common. The main differences are audience and scale. Keep that in mind as you go through the materials.

Module Objectives

Evaluate local collection development policies to reflect principles of access, equity, and intellectual freedom.

Identify and analyze solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to equitable access to resources and services.

Think

Create

Turn in your course certificates for the two ABLE courses.

Share

In the #2cataloging channel, share the following and respond to at least two of your classmates:

  • Reflect on the readings and activities from this week.
  • How are certain groups marginalized by the western viewpoint inherent in our subject headings and classification systems?
  • What is the potential impact on this marginalization on the ability of people to use and locate materials?
  • Have you come across subject headings in your own practice that you thought were problematic?
  • How might you address these inequities within your own library?

Grow

Share your takeaway from the module as well as any challenges you have experienced this week.