Organization and Representation of Information
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This document discusses how information and knowledge are organized and represented to be accessible to information seekers. It covers six functions of bibliographic control including marketing, breaking down content, pulling resources into collections, producing citation lists, and providing access points. It also discusses subject analysis using controlled vocabularies like LCSH and classification systems like Dewey Decimal. Metadata standards for describing resources are covered, including MARC for encoding catalog records to facilitate searching and retrieval of information.
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Organization and Representation of Information
- 1. Organization and Representation of Information / knowledgeArlene G. Taylor LIS Issues and Trends – Susan Seifried, presenter
- 2. A Quick Introduction… The chapter covers general concepts of how recorded information/knowledge is organized and made easily and readily accessible to the information seeker. Taylor’s definition of “recorded information/knowledge” What do you think of her definition of ‘knowledge’ and ‘information’?
- 3. Six Functions of Bibliographic Control Taken from The Bibliographic Record and Information Technology by Ronald Hagler: Marketing, advertising, promotion. Breaking down the content of the recorded knowledge Pulling resources into a collection Producing ‘lists’ of information resources prepared according to standard rules for citation. Providing Name, Title, Subject and other useful access points. Giving the information seeker the ability to locate the resource needed.
- 4. Producing ‘lists’ of information resources prepared according to standard rules for citation. An ISBD Formatted Record: 1: title and statement of responsibility area 2: edition area 3: material or type of resource specific area (for example, the scale of a map or the numbering of a periodical) 4: publication, production, distribution, etc., area 5: physical description area (for example: number of pages in a book or number of CDs issued as a unit) 6: series area 7: notes area 8: resource identifier (e.g. ISBN, ISSN) and terms of availability area Cataloging! Creating a Description ISBD AACR2 Dublin Core MODS And others..
- 5. Providing Name, Title, Subject and other useful access points… What are… Access points and Authority control?? …and why are they so important?
- 6. Subject Analysis, Part One... Controlled vocabularies LCSH (Library of Congress Subject Headings) FAST (Faceted Access to Subject Terminology) Sears List of Subject Headings Examples of LCSH: Women politicians-India-Bibliography Homeless women-India-Bibliography Women politicians-United States-Bibliography From The Library of Congress: http://memory.loc.gov/ammem/awhhtml/awgc1/lc_subject.html
- 7. …And Part Two. Classification DDC (Dewey Decimal Classification) LCC (Library of Congress Classification) UDC (Universal Decimal Classification) Dewey Decimal Classification 900 – History, geography, and biography 930 History of ancient world 934 History of ancient world; India 950 General history of Asia; Far East 954 General history of Asia; South Asia; India
- 8. And we cant forget Encoding! We need to do MORE?!? MARC (Machine Readable Cataloging) SIGML/XML (Standard Generalized Markup Language/eXtensible Markup Language) Basic Example of MARC Encoding: 0XX Control information, identification and classification numbers, etc. 1XX Main entries 2XX Titles and title paragraph (title, edition, imprint) 3XX Physical description, etc. 4XX Series statements 5XX Notes 6XX Subject access fields 7XX Added entries other than subject or series; linking fields 8XX Series added entries, holdings, etc. 9XX Reserved for local implementation
- 9. Please take a handout to find more information and resources about the topics covered in this chapter and presentation. Thank you!! Conclusions, Comments and Questions?
Notas del editor
- This chapter covers the general concepts behind the organization of recorded information and knowledge, and how it helps the information seeker find what they need. I think it’s important to point out that Taylor includes websites, video and audio recordings, and websites in addition to books and periodicals.I found it interesting that she makes the point of differentiating knowledge and Information, where information is what one seeks and knowledge is what one knows. Do you agree with her assessment?
- So Taylor frames her discussion around Ronald Hagler’s book, The bibliographic record and Information Technology. I think the points of Marketing, and pulling the resources into a collection are better covered by the other chapters in the portable MLIS, So let’s look at the remaining four for this discussion..
- So, once we have an information resource pulled into a collection, we move into the fourth function of bibliographic control , which is producing lists of information resourcesThese lists are produced through…Cataloging! Which creates a general description of the item, using a standard set of rules, or what she refers to as metadata schema.So, why would an institution need to use a specific schema to generate a description??Give the general characteristics of an information resource and create the beginnings of a surrogate record.sets it apart from other resourcesallows for the information seeker to evaluate its use by looking at the brief description
- Access points are categories about an information resource that can be searchedExamples would be Title, Author, Subject, Year published, and so on..I helps the information seeker locate and identify potential resources , and group them with other similar resourcesAuthority Control: Creating and maintaining subject records in a catalog by some standard rules. It’s kind of like a QC process, where an individual will look for similar subject terms, and decide for example whether Sam Clemens and Mark Twain should be somehow grouped together, or how Michael Jackson the singer and Michael Jackson the beer connoisseur should be differentiated.Which brings us to……
- So, as part of the cataloging procedure, the information resource has to be looked at, and its subject material needs to be assessed and determined. This is where Subject analysis comes in. there’s two methods of doing this, and are often both usedThe first one is what you see here – controlled vocabularies.EXPLAIN THE EXAMPLEWhy is it used?
- So, the other method of subject analysis is by using a code that is subject specific. The Dewey decimal system is a perfect example of how classifications work.EXPLAIN THE EXAMPLE
- And last but not least we have encoding, which is a format that is used to easily transfer resource information from one computer to another. The way this is done is by creating subject specific template, which creates an easily transferrable system that translate from computer to computer.