1. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
Part 1: Information Type
Our collection of information materials is comprised of different types of children’s
dinosaur books. They are all print, physical books as opposed to e-books, websites, or
other print dinosaur resources. They all feature dinosaurs in some capacity. Some are
fictional stories with a dinosaur or dinosaurs as characters. Others are non-fiction works
that give the history of dinosaurs, while other non-fiction works talk about fossils and
paleontology. We set the boundaries of the collection during the creation since there is a
plethora of children’s dinosaur books on the market. We decided to have a narrow age
range and chose pre-school to kindergarten. Originally it was limited specifically to picture
books, as in story books with pictures that an adult might read to a child, and non-fiction
reference works, such as an encyclopedia of dinosaurs which would also be something an
adult might read to a child. Later, once we had decided on our audience and created user
profiles, we expanded our collection to include non-fiction books that have an activity
component, such as crafts, games, or play-acting. Two important characteristics of all the
books in the collection is that they would not be something a child in our age range would
be able to read to him or herself; however, they all include illustrations in some form,
whether drawings or photographs, which children might be interested in looking at on
their own. Along this line, we excluded from the collection easy readers, which are
intended for beginning readers and include large pictures with limited text, and board
books, which are durable books printed on paperboard with little to no text and are
intended for small children, typically toddlers and younger.
Since we are all interested in working in libraries and two of our members plan on
working as children’s librarians specifically, children’s books seemed like relevant
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2. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
materials to organize. Working specifically with a print resource collection allows us to
gain firsthand knowledge of creating an organization scheme for the types of materials we
could be working with in the future. Furthermore, working specifically with children’s
books led us to think critically about the types of user groups who might be interested in
accessing children’s books and what they might look for in an organizational system for
them. It also gave us the chance to work with some of the relevant library structures we
have talked about in our coursework, from metadata structures like Dublin Core to
controlled vocabularies such as the Library of Congress Subject Heading and Name
Authority File. Also, dinosaur books are just plain fun. One challenge that we encountered
was in creating a classification scheme. It was relatively easy dividing the books into three
main categories; however, the picture book category was difficult to sub-categorize, since
many of the books had largely the same thematic content. This seemed to us a problem
that would be inherent in this and other collections of similar sizes. Creating a
classification scheme for a library collection might be easier since there would be a larger
variety of items, with more categories, and potentially less overlap. Having such a small
collection with very similar topics forced us to think carefully about the requirements of
hierarchical classifications when placing the books into categories.
Part 2: User Groups
User Group 1: Teachers
Ms. Frizzle is a new preschool teacher. Though she doesn’t have an academic
background in paleontology or evolutionary biology, she has been passionate about the
study of dinosaurs since age 5. On her fifth birthday, she received a baby Komodo dragon,
Igor, from an eccentric uncle, who convinced her that Igor was a baby Pinacosaurus. After
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3. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
college, she was lucky enough to get a Peace Corps position in Jurassic Park, where she
worked in a local school. She currently lives in Pittsburgh and teaches preschool. Ms.
Frizzle has decided to start a dinosaur unit with her class and needs a variety of books that
she can use in a group setting. She is concerned with accuracy and would like to be able to
incorporate into her new collection recently published books. She is interested in an
organizational system that will be easy and fast and will help her find picture, information,
and instructional/activity books.
Ellen Frizzle:
• New preschool teacher
• Wants to teach a dinosaur unit and needs many dinosaur books
• Needs picture books for story-times, informational books, and instructional books
for activities
• Needs recently published materials to reflect greater accuracy
• Needs materials that must be able to used in a group setting with many kids
• Needs an easy time-saving organizational scheme to choose books
User Group 2:
Mom is a quirky mother of two children. Her passion for the Beatles has pervaded
every aspect of her and her family’s life; for example, she dresses as a yellow submarine
each Halloween in order to embarrass her entire family. Her youngest child, Sally, has
decided that “dinosaurs are way cooler than ponies,” and besides wanting a pet Diplodocus,
she wants more and more dinosaur books. Cooper, Mom’s 7-year-old son has recently
moved past the dinosaur phase and is now fully devoted to his best friend, Ringo, an
adolescent Rottweiler. Mom is looking for new dinosaur books to share with her 4-year-old
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4. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
daughter that will beef up their already existing collection of books she used to read with
her son. Like Ms. Frizzle, Mom would like to be able to use an organizational scheme that
will help her while searching the CLP shelves.
Mom:
• Parent with two kids (7-year-old Cooper and 4-year-old Sally)
• The family already has an extensive dinosaur book collection, but they would like to
add some new picture books
• Wants to be able to find newer materials
• Needs a time-saving device to help choose books
• Needs books to use one-on-one with Sally
Part 3: Collection
Refer to the “Collection Description” worksheet in the Excel workbook for a
description of each item.
Part 4.1: Descriptive Scheme
Refer to the “Metadata Application Profile” worksheet in the Excel workbook.
Part 4.2: Classification Scheme
Information
Fossils, Bones, and Skeletons
Inside-Outside Dinosaurs (Munro, Roxie)
Jurassic Poop (Berkowitz, Jacob)
General Information
Did Dinosaurs Eat Pizza? (Hort, Lenny)
Dinosaur (Lambert, David)
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5. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
Dinosaur Parade (Halls, Kelly Milner)
Dinosaurs?! (Prap, Lila)
Nonfictional Story
Jurassic Shark (Diffily, Deborah)
Instruction
DinoMania (Manning, Mick and Brita Granstrom)
Dinosaurs (Morris, Ting and Neil)
The Kids’ Natural History Book (Press, Judy)
Picture
Rhyming
Concept
Dinosaur Roar! (Stickland, Paul and Henrietta)
Manners
How Do Dinosaurs Eat Their Food? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Get Well Soon? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Go To School? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Say Good Night? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Say I Love You? (Yolen, Jane and Mark Teague)
Poetry
Dinothesaurus (Florian, Douglas)
Tyrannosaurus Was a Beast (Prelutsky, Jack)
Non-rhyming
Difficult and Stubborn Dinosaurs
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6. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
Dinosaur vs. Bedtime (Shea, Bob)
The Dinosaurs’s New Clothes (Goode, Diane)
The Super Hungry Dinosaur (Waddell, Martin)
Pets, Helpers, and Friends
Buying, Training & Caring for Your Dinosaur (Rennert, Laura Joy)
Danny and the Dinosaur (Hoff, Syd)
Dear Tyrannosaurus Rex (McClatchy, Lisa)
Detective Dinosaur (Skofield, James)
Edwina (Willems, Mo)
Harold and the Purple Crayon (Baker, Liza)
When Dinosaurs Came With Everything (Broach, Elise)
While the faceted classification system is a lot more user-friendly when it comes to
browsing, we used the hierarchical classification system because our collection is made up
of books and we’re presenting the collection as if it belongs in a larger library collection.
After all, in physical libraries, such as the Carnegie Library of Pittsburgh, books can only
have one designated place in the collection; believe it or not, books cannot exist in two
places at once! Also, the main goal of our collection is for users (especially the two user
groups we’ve described) to be able to easily search for the specific kinds of books they need
and/or want.
We started out with the three main classes (Information, Instruction, and Picture)
because those are the three main types of books we were looking for when we were
building our collection. From there, we looked at the books we had decided to include in
our collection and created the resulting subcategories from there. This strategy is quite a
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7. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
bit different from creating a classification scheme for a “normal” library collection because
for a library, librarians have to consider the possibility of any book that exists or could exist
as becoming a part of their collection. However, our collection is small and our
classification scheme solely exists for the included books, which means it might be very
difficult to add additional books into our collection’s classification scheme. Furthermore,
when it comes to the most specific subcategories, particularly in the picture book category,
they become much more subjective and open to the interpretation of whomever is
organizing and classifying the books.
We did specifically cater this classification scheme to our user groups, thinking
about what types of books they’re looking for and different characteristics of the books that
might make a difference to them (when it comes to picture books, it is important to
differentiate between books of poems and story-centered books). However, I believe our
classification system appeals to a much broader user group that includes all adults. While
our collection is made up of children’s dinosaur books, we determined that because young
children would be much more likely to browse the physical collection in the library and do
not necessarily have the needed vocabulary to search a collection’s database, it would be
much more useful and relevant to target an adult audience rather than an audience of 4-
and 5-year-old children.
Part 5: Surrogate Records & Organizational Scheme
The organizational scheme for our collection best meets the needs of our users. It is
clear that each book falls into the three main categories in the classification scheme of
picture book, instructional book, or information book. These categories aid both Mom and
Ms. Frizzle in navigating the dinosaur collection as a whole. The scheme only utilizes books
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8. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
that are appropriate for preschoolers. Using this scheme, Mom will be able to choose books
to fill in the gaps of Sally’s collection with recent picture books. Ms. Frizzle can use the
classification scheme to find the books that will build the collection that she needs for her
dinosaur unit.
The descriptive scheme that we have identified allows our collection to be easily
searched, while providing a clear and inclusive description of the materials in the
collection. The metadata application profile (MAP) meets the functional requirements of
our user groups. We used basic Dublin Core elements to create our MAP. The Dublin Core
elements included in the metadata application profile were chosen to most accurately
describe the collection and allow the user to search by elements that are most helpful to
them. For example, “Type of book,” “Copyright year,” and “Subjects,” are some of the
elements most helpful to Ms. Frizzle and Mom. Type of book specifies which books are
picture books, informational books, or instructional books; the copyright year shows which
books are newer (therefore have more current information); and subjects further specify
what the books are about.
The classification and descriptive scheme are designed to ease the search process
for our user groups. They will be able to chose the appropriate books for their audience
and group size. Though the needs of our user groups have been met, other user groups may
not easily be able to search the collection. If other children were trying to search the
collection for books to read to younger children or to enjoy themselves, the categories will
not be applicable. A potential problem in implementing this organizational scheme would
be making applicable to other user groups, or, as previously mentioned, adding additional
books.
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9. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
Surrogate records within the classification scheme:
Information
Fossils, Bones, and Skeletons
Inside-Outside Dinosaurs (Munro, Roxie)
Jurassic Poop (Berkowitz, Jacob)
General Information
Did Dinosaurs Eat Pizza? (Hort, Lenny)
Author Hort, Lenny
Title Did dinosaurs eat pizza?: mysteries science hasn’t
solved
Illustrator O’Brien, John, 1953-
Publisher Henry Holt and Company, LLC
Copyright Year 2006
Subjects Dinosaurs -- Juvenile literature. Dinosaurs --
Methodology -- Juvenile literature. Science --
Methodology -- Juvenile literature.
ISBN 9780805067574
Type of Book Information
Height 10.1 in.
Width 8.1 in.
Pages 32
Reading Level
Summary Presents some of the mysteries surrounding
dinosaurs, including such questions as what sounds
they made, how they laid their eggs, how they cared
for their young, whether they were cold-blooded or
warm-blooded, and why they died out.
Dinosaur (Lambert, David)
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10. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
Dinosaur Parade (Halls, Kelly Milner)
Dinosaurs?! (Prap, Lila)
Author Prap, Lila, 1955-
Title Dinosaurs?!
Illustrator
Publisher North-South Books
Copyright Year 2009
Subjects Dinosaurs -- Juvenile literature. Dinosaurs --
Evolution -- Juvenile literature. Dinosaurs -- Pictorial
works -- Juvenile literature. Chickens -- Origin --
Juvenile literature.
ISBN 9780735822849
Type of Book Picture
Height 9.6 in.
Width 9.8 in.
Pages 32
Reading Level
Summary Chickens consider the possibility that their ancestors
were dinosaurs.
Nonfictional Story
Jurassic Shark (Diffily, Deborah)
Author Diffily, Deborah
Title Jurassic shark
Illustrator Carr, Karen, 1960-
Publisher HarperCollins
Copyright Year 2004
Subjects Hybodus -- Juvenile literature.
ISBN 9780060082499
Type of Book Information
Height 11.3 in.
Width 9.3 in.
Pages 32
Reading Level
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11. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
Summary Profiles Hybodus, a fearless and deadly prehistoric
shark, looking at her feeding habits, preparations for
giving birth, and dangers to herself and her baby.
Instruction
DinoMania (Manning, Mick and Brita Granstrom)
Dinosaurs (Morris, Ting and Neil)
Author Morris, Ting and Morris, Neil
Title Dinosaurs
Illustrator Levy, Ruth and Crowne, Joanne
Publisher Franklin Watts
Copyright Year 1993
Subjects Handicraft. Dinosaurs.
ISBN 9780531142585
Type of Book Instruction
Height 10.8 in.
Width 8.5 in.
Pages 32
Reading Level
Summary Provides step-by-step instructions for such dinosaur crafts
as a tyrannosaurus hobby horse, plaster casts of dinosaur
feet, and a flying pterodactyl.
The Kids’ Natural History Book (Press, Judy)
Author Press, Judy, 1944-
Title The kids’ natural history book: making dinos, fossils,
mammoths & more
Illustrator Kline, Michael
Publisher Williamson Publishing
Copyright Year 2000
Subjects Handicraft -- Juvenile literature. Natural History -- Juvenile
literature.
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12. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
ISBN 9781885593245
Type of Book Instruction
Height 8.5 in.
Width 11 in.
Pages 132
Reading Level
Summary Arts, crafts, and nature activities explore various elements
of the natural world, including ocean life, insects, dinosaurs,
amphibians and reptiles, birds, mammals, and early man.
Picture
Rhyming
Concept
Dinosaur Roar! (Stickland, Paul and Henrietta)
Manners
How Do Dinosaurs Eat Their Food? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Get Well Soon? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Go To School? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Say Good Night? (Yolen, Jane and Mark Teague)
How Do Dinosaurs Say I Love You? (Yolen, Jane and Mark Teague)
Poetry
Dinothesaurus (Florian, Douglas)
Tyrannosaurus Was a Beast (Prelutsky, Jack)
Non-rhyming
Difficult and Stubborn Dinosaurs
Dinosaur vs. Bedtime (Shea, Bob)
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13. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
The Dinosaurs’s New Clothes (Goode, Diane)
The Super Hungry Dinosaur (Waddell, Martin)
Author Waddell, Martin
Title The super hungry dinosaur
Illustrator Lord, Leonie
Publisher Dial Books for Young Readers
Copyright Year 2009
Subjects Dinosaurs – Fiction. Dogs -- Juvenile fiction.
Temper tantrums -- Juvenile fiction.
ISBN 9780803734463
Type of Book Picture
Height 10.1 in.
Width 11.3 in.
Pages 32
Reading Level 0-8
Summary Hal and his little dog Billy calmly deal with a
dinosaur's monstrous temper tantrum.
Pets, Helpers, and Friends
Buying, Training & Caring for Your Dinosaur (Rennert, Laura Joy)
Author Rennert, Laura Joy
Title Buying, training & caring for your dinosaur
Illustrator Brown, Marc
Publisher Alfred A. Knopf
Copyright Year 2009
Subjects Dinosaurs -- Juvenile literature. Pets --
Juvenile literature.
ISBN 9780375936791
Type of Book Picture
Height 8.6 in.
Width 11.1 in.
Pages 40
Reading Level 0-8
Summary Includes instructions for choosing and caring
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14. Group 1: E. Gehman, C. Morphew, M. Ross, A. Stapp
LIS 2005, Jung Sun Oh, Group Project
for a pet dinosaur.
Danny and the Dinosaur (Hoff, Syd)
Dear Tyrannosaurus Rex (McClatchy, Lisa)
Detective Dinosaur (Skofield, James)
Edwina (Willems, Mo)
Author Willems, Mo, 1968-
Title Edwina, the dinosaur who didn’t know she
was extinct
Illustrator Willems, Mo, 1968-
Publisher Hyperion
Copyright Year 2006
Subjects Dinosaurs -- Juvenile fiction. Identity
(Pyschology) -- Juvenile fiction.
ISBN 9780786837489
Type of Book Picture
Height 9.3 in.
Width 12.1 in.
Pages 40
Reading Level 0-8
Summary Everyone in town loves Edwina the dinosaur
except one little boy who is determined to
prove to everyone, including Edwina, that
dinosaurs are extinct.
Harold and the Purple Crayon (Baker, Liza)
When Dinosaurs Came With Everything (Broach, Elise)
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