Subject analysis, process of subject analysis
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Subject analysis, process of subject analysis

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  • We talked last time about #1, the sources of subject-rich information in a resource. We also spent time working through two exercises where we identified important concepts in two works. Want to talk about the search for subject headings
  • Familiarity with the thesaurus is not knowing all terms within it – impossible to do. Must know something about the organizational structure of the thesaurus and how to search it (navigation)
  • Work is an exhibition catalog for a pottery collection Principle: always choose the most precise, specific subject headings
  • Subject catalogers often will check their local catalog or that of a respected institution (e.g., LC) to see how a topic has been treated.
  • Story: Plant pathology texts from pre-1920 lacking subdivisions (especially those indicating the form of the item: Dictionaries, Encyclopedias, Handbooks, manuals, etc.)
  • OSU microorganism: same as one with established name in LCSH? Tendency is to assign subjects that are too broad
  • New topic: learning to read MARC with respect to subject analysis fields. Part of homework and predecessor to doing other work in the class

Subject analysis, process of subject analysis Subject analysis, process of subject analysis Presentation Transcript

  • Lecture 2 Searching for Subject Headings Reading the MARC record 1
  • Exercise: The Professor andthe Madman Consider all types of subject concepts:  Topics  Names of:  Persons  Corporate bodies  Geographic areas  Time periods  Titles of works 2
  • The Process of SubjectAnalysis Learned Requires supervision and ongoing training Involves understanding, reasoning, creativity, perception and judgment Practice and persistence Time-consuming and expensive Not production line work 3
  • Šauperl’s Model1. Examination of the document with identification of tentative headings2. Search for subject headings with identification of candidate subject headings3. Review and selection of candidate subject headings4. Assignment of subject headings and class numbers 4
  • Searching for subject headings:Checking the thesaurus Familiarity with thesaurus (its structure and navigation) Familiarity with topic (understanding its terminology and the hierarchy of terms) 5
  • Example 1 Title: Revolution in clay : the Marer Collection of Contemporary Ceramics Pottery is a narrower term for Ceramics Art pottery is a narrower term for Pottery Familiarity with these terms and their usage in the thesaurus is critical to matching the topic with the subject heading 6
  • Example 2 Title: Copyright licensing regimes covering retransmission of broadcast signals Copyright licensing is a narrower term of Copyright Copyright – Broadcasting rights is also an established subject heading in LCSH 7
  • Searching for subject headings:Checking the catalog Search under:  Candidate subject headings to see if similar titles are found or if there are other related subject headings often assigned at same time  Author to see if similar works have received the same candidate subject headings  Associated call numbers to see if similar works receive same subject headings 8
  • Searching for subject headings:Checking the catalog (cont.) Useful if unfamiliar with topic Can also be used to search for classification of similar works 9
  • Searching for subject headings:Checking the catalog (cont.)Example:Works with the subject heading “Dairy cattle” may also have: Dairying, Milk production, or Cattle – Housing 10
  • Searching for subject headings:Checking the catalog Drawbacks of this technique:  Obsolete subject headings and classification numbers  Incorrectly applied subject headings or correctly applied when narrower terms not available  Work in hand may not truly match what is found 11
  • Unfamiliar SubjectsConsult: Reference works Internet/Wikipedia Experts Colleagues Subject Cataloging Manual: Subject Headings 12
  • Nonlinear ProcessWork LCSHReference works CatalogInternet SCM:SH 13
  • Learning to Read theMARC21 RecordEach field has a tag, indicators, and subfields marked with a delimiter symbolExamples:050 b4 QC23.4 $b .A54 2004650 b0 Dairy cattle $v Congresses. 14
  • Learning to Read theMARC21 Record (cont.) 05X-090 fields reserved for classification numbers 050 specifically for Library of Congress Classification 2nd indicator 0 specifies LCCS number assigned by LC for its holdings 2nd indicator 4 specifies LCCS-like number assigned by another library 15
  • Learning to Read theMARC21 Record (cont.) 6XX fields record subject access points:  Topical headings  Name headings (personal and corporate)  Geographic headings  Titles of works as subjects 2nd indicator of 0 = LCSH or LCSH- compatible heading 16
  • MARC21 Concise Format forBibliographic DataDetails on the meanings of tags, indicators, and subfields can be found in:http://lcweb.loc.gov/marc/bibliographic/ecbdh . 17
  • LIBRARY OF CONGRESSCLASSIFICATION OUTLINEhttp://www.loc.gov/catdir/cpso/lcco/lcco.html(URL also appears in the syllabus) 18
  • Assignment Due October 29!Print out 5 MARC records of your choice from LC catalog at http://catalog.loc.gov/For all 05X-09X and 6XX fields, write the meaning of the content designatorsUsing LC Classification Outline, write the closest verbal equivalent for the class numberUsing LCSH, search the heading and highlight if it is found exactlyNo plastic sleeves, please! 19
  • Example 050 0 Z666.5 $b .C37 2003Z666.5 = Library science. Information science. 650 0 Metadata.650=Subject added entry, topical termBlank 1st indicator=???0 2nd indicator=???$a = ??? 20