Library Classification and concept of classification with various schemes and a classification purpose and objectives with the functions

1. Library Classification and
Cataloguing
DLIS113
Dr. Balvant Tandel
Assistant Professor
Lovely Professional University

2. Unit 1

3. Introduction
• In our everyday life we use classification mostly unknowingly by putting like things together
and unlike things separately, which makes our life easy.
• Every library has thousands of books that need to be arranged according to subjects; but, subjects
of different books are different, so a need was felt to have a scheme which can arrange all the
subjects according to their likeness .
• The similar subjects can be placed nearer and subjects only marginally related can be kept
thereafter and such subjects which are not at all related can be kept at different location.
• Such a scheme, which arranges subjects of books on the basis of their likeness, is called a
library classification scheme.
• The library classification schemes help in classifying a book, or in other words ,help in
identifying the exact position of a subject among thousands of subjects.

4. Definition of Library Classification
Sayers defined Library classification as "the arrangement of books on
shelves, or description of them, in the manner which is most suitable to
those who read."
According to Mann, classification" is the arranging of books according to
likeness and unlikeness. It is the sorting and grouping things, but, in
addition, classification of books is a knowledge of classification with
adjustments made necessary by the physical arrangement of books."

5. PURPOSE OF LIBRARY CLASSIFICATION
1) Arrange all the books and other documents of a library in a systematic order so that library
collection looks organised;
2) Bring together all books of same subject so that a user does not have to go to different places for
books of his subject;
3) Keep books of related subjects nearby;
4) Find a particular book of a subject on the shelf as call number distinctly identifies a particular book
in the library;
5) Find total books on a given subject in the library as all the books of a subject have same class
number, and therefore, are kept together;

6. 6) Replace the books at their proper place on the shelf after use;
7) Allocate proper place to new books in relation to other books of the library, as
acquisition of new books is a regular work in all libraries and these books are to be
merged with existing library collection;
8) Assist the cataloguer in finding subject headings for library catalogue particularly
when classified catalogue is used and subject entries are to be prepared ; and
9) Help in compilation of subject bibliographies. There may be some other purposes
for which library classification can be used.

7. NEED FOR CLASSIFICATION IN LIBRARIES
Like our everyday life, library has thousands or even lakhs of documents,
which include not only books, but journals, magazines, pamphlets, maps ,CDs
and many other documents.
If we take an example of only books ,everyone has seen at least thousands of
books in every library.
If we do not keep these books in systematic order, how can we find the
user’s required book, when he/she needs it?
It is very difficult, if not impossible, to find one book, in a heap of thousands it
is very difficult, if not impossible, i.e it will take a lot of time to search.

8. Kinds of subjects
In the library classifications the universe of knowledge is organized in many layers starting from
disciplines going down to elemental and individual concepts like isolates.
In between there are main classes, canonical classes, categories and facets.
These all are composed of subjects.
A subject provides context and focus to a topic or an isolate idea.
In the CC, there are three kinds of subjects Basic, Compound and Complex on the analogy of
chemical substances.

9. Basic subjects
It is a subject without any isolate idea.
A main class is a broad assumption into which all the modern library classifications are divided.
It is assumed that a main class represents an accepted broad field of broader specialization which provides a
context to a subject. It is a coherent field of specialization.
These basic subjects are postulated a priori by the classification system.
Their number is limited by many social and academic factors and may be constrained by the notation used.
The basic subjects are mostly social in nature.
Their number and boundaries vary from time to time. For example, in the sixth edition (1960) of the CC,
their number was less than 100 whereas in the seventh edition (1987), it has risen to more than 700. The
number of main classes in the DDC is only ten.

10. Kinds of Basic Subjects
Ranganathan has further divided basic subjects into ten kinds as shown in the following figure

11. Compound subjects
• These subjects are composed of a basic class and one or more isolates.
• The enumerative classification systems such as the DDC or the Library of Congress mostly
enumerate compound subjects.
• Their number is infinite in the universe of knowledge. In a faceted classification these are
constructed by the classifier. A compound subject comprises of a basic subject and facets arranged
in some systematic order. For example:
Eye Medicine
Human Diseases
Eye Diseases
Treatment of eye diseases.

12. Complex subjects
• In the CC, the schedule of main classes is designed in such a way that no two main classes can be expressed in
terms of the other main class.
• A subject may have foci from two or main classes—a sort of mixed main class.
• A complex class is defined as a class comprising of two (or more) phases taken from different main classes.
However phase relation is never between a whole and its parts.
• Interaction of two distinct subjects is called phase relation.
• These phases are locked in some inter-relation.
• But it is not easy to anticipate all the possible relations between two subjects. Obviously such subjects are
interdisciplinary in nature formed by loose assemblage.
• The device to construct a class number for a complex class is known as Phase Relation Device.
• It brings hospitality in array. It is a very efficient device to cope with the turbulent outturn of inter-disciplinary
and in-depth subjects.

13. Notation
• Notation is a system of short hand symbols to denote subjects and their
subdivisions by ordinal digits. A digit is an element of notational systems.
• These digits have only ordinal value i.e., show only order. These digits are not
cardinal or quantitative.
• To explain, in a notational system comprising of 1,2,3,…9 etc., it means value of 2
is not greater than1, but will only come after it. Similarly, if it comprises of symbol
A,B….Z, it means C is not greater than A or B, but will fall between B and D.
• That is notation conveys only the order not value or weight. Notation is a constant sign by
which we denote classes, subjects and aspects of documents to from a call number.

14. Definitions
S.R. Ranganathan: Notation is a system of ordinal numbers used to represent the class in
a scheme of Classification.
Berwick Sayers defined, the Notation as a series of symbols or shorthand signs, standing
for the names of terms forming a convenient means of reference to the arrangement in a
Classification.
Bliss defines, Notation as a system of marks or symbols in some order denoting terms of
members of a series or systems of things.

15. Purpose of Notation
1. To give to a schedule of classification a symbol for each of its terms which shall be constant;
that whenever a term is to be represented, it shall be marked by: one class mark only.
The class mark thus fixes the place of the term in the hierarchy of the schedule.
2. To be a short sign to be written on the back of the books as well as in catalogue entries, so that
the books on a subject are held together by their subject number.
3.To show the sequence and sub-ordination subjects.
A successful notation is one whereby a glance the order of the scheme can be seen and from an
individual number the importance of a subject in relation to its main class can be inferred.
4. To achieve the qualifying of subjects by the combination of symbols
•(a) to show related subjects (b) to analyze books of several subjects (c) to record aspects etc.

16. KINDS OF NOTATION
1.Pure Notation : Pure notation has one and only one species of digits,
Example: In DDC. It uses only Indo-Arabic numerals with dot which is intended only to ease the
eyes and for pronunciation. 0,1-9. Example: Education= 370
2. Mixed Notation
CC uses mixed notation. i.e., it uses more than one species of digits.
Example:
(1) Indo-Arabic Numerals: 1,2,,4,5...
(2) Roman Capital letters; A,B,C,D,E
(3) Roman Small Notations: a,b,c,d,--z

17. Best Examples:
1. For Pure Notation: Best Example is DDC.
Education in India 370.54. Here, you can that .. (.) dot is a kind of symbol used tor Notation and 370.54
is Pure Notation, it means, only Indo-Arabic Numbers are used.
2. Mixed Notation: Best Example is CC.
Education in India and America in 2024.
Ans: T.44.7`P24. Here, T is Education, 44 is India, 7 (Geography is America and (`) Afastrafe is a
Symbol and P=2000 and 24= 2024 (Time Isolate)

18. Qualities of Notation
1.Brevity: Brevity is a desirable quality of a c number as it is to be
written on the spine vi book. Moreover, it is easy to carry in our mind.
2.Simplicity: The brevity of notation has something to do with
simplicity. Simplicity depends upon the kind of symbols used. However
the notation to be adopted 1 classification should be brief and simple.

19. 3 . Speed of Writing: Speed of writing is important since the class number of each book
must be entered in several place in the book namely the spine, the data label, back of title
page, in the book and the book card, and in the main and numerous entries in catalogues.
4. Pronounceability: One quality of the notation is that it is easily pronounced. But, this
is not essential as a class number is not going to be read out more often then being written
down, seen and temporarily in memory.
5. Easy to remember: If the notation is brief simple, it is then easy to remember.

20. 6. Flexibility: This means a notation adopted scheme of classification should be flexible
and it allow any new subject in to any place without dislocating sequence of the already
existing classes.
7. Mnemonics: By mnemonics, notation we mean that whenever a subject appears, it has
always the same notation throughout the classification.
In DDC- Standard Sub-Division secures this.
In CC, Common Isolates, Space, Schedule S.D.

21. Notation should be unique and Each class number should represent only One subject
Examples:
In CC In DDC
J= Agriculture 630
Q= Religion 200
Q6= Christianity 220-289
T=Education 370

22. Five fundamentals' categories: Introduction
• In 1952, Ranganathan published the 4th edition.
• This included a major new development, the introduction of the PMEST
(Personality, Matter, Energy, Space, Time) categories.
• The basic idea of five categories was present in the earlier edition, but was
not clearly defined.

23. Five Fundamental Categories
There are five and only five Fundamental Categories.
These are:
Personality [P]
Matter [M]
Energy [E]
Space [S]
Time [T]

24. PERSONALITY [P] WHO (Comma) ,
MATTER [M] WHAT (Semi Colon) ;
ENERGY [E] HOW (Colon) :
SPACE [S] WHERE (Dot) .
TIME [T] WHEN (Inverted Comma) ‘

25. EXAMPLE
Classification of books in Indian national library during 1991.
1991 [T]
India [S]
Classification [E]
Books [M]
National library [P]

26. Another Example
“Circulation of periodicals in University Libraries in India up to the 1970’s”
•--- Libraries •--- University Libraries •--- periodicals •--- Circulation •--- India
•--- up to the 1970’s

27. Basic class: Library Science Basic class number :
“2” , (Comma)= Personality: Who University Libraries: “34” ; (SEMI-
COLON)= Matter: What “Periodicals”: “46” : (COLON)= Energy: How
“Circulation”: “6” .(DOT)= Space: Where “India”: “44” ‘ (APOSTROPHE)=
Time: When “Up to the 1970’s”: “N7” “2,34” / “234” “234;46” “234;46:6”
“234;46:6.44” “234;46:6.44’N7”

28. Personality [P]
• The Personality facet indicates the core point of the subject at hand.
• Characteristics of main class.
• Comma (,) is Connecting symbol for personality.
• Use of personality in different main classes according to their facet formula
and specific rules

29. Use of Personality
Personality as a Space [S] Ex. Indian history V44 British law Z56
Personality as a time [T] Ex. Biography of Dr. Ranganathan 2wM92
Personality as a Language Ex. English Language P111 Hindi Literature O152

30. Matter [M]
• The Matter facet typically deals with some concrete object typically
inanimate.
• Matter are basically material, property and things.
• Semicolon (;) is the connecting symbol for the matter.
• Use of matter only in few main classes such as Library science, Biology, Fine
arts etc.

31. Use of matter
For example,
Reference book in Library
2;47
Painting on wood
NQ;1
Paper currency
X61;4

32. Energy [E]
• The energy facet indicates to actions, problems or work efficiency.
• This could be persons, objects or any entity acting alone or with another.
• This could include conceptual or intellectual entities as well.
• The connecting symbol for energy is colon (:).

33. Use of Energy
• For examples,
Reference services in national library
213:7
Management of foreign banks
X6295:8

34. Space [S]
• Space facet indicates to geographical area such as nation, state, city,
continent, country, village.
• Space isolate gave on the page no. For different areas.
• Use of space in few main class for [P] such as History, Law.
• Dot (.) is Connecting symbol for space

35. Use of Space
Political geography of India
U5.44
Income tax in India
X724.44
Curriculum in USA
T:2.73

36. Time [T]
• We can easily understand to time facet.
• To the time facet given a chapter time isolate on the page no. 2.7 In the
colon.
• In the time isolate, time period can be divided in millennium, decade, year,
month, day, hour etc.
• Use of time in different main class according to their rules.
• The connecting symbol for time is single inverted comma (‘).

37. Use of Time
For example,
International trade in 20th century.
X:5.1’N
University education in 1951
T4’N51

38. Unit 2

39. Classification Scheme: Introduction
• A library classification scheme is a systematic method used to organize and arrange
library materials based on their subject matter.
• The purpose of these schemes is to provide a structured framework that enables libraries
to categorize resources, making it easier for users to locate and access information.
• Library classification schemes are essential tools for managing large and diverse
collections, ensuring that materials are organized in a way that is both logical and
efficient. DD

40. • The classification system assigns a unique identifier, often a number or a
combination of letters and numbers, to each item based on its subject.
• These identifiers are typically arranged in a hierarchical manner, with broad
categories at the top level and more specific subcategories beneath them.
• The goal of a classification scheme is not only to group similar materials
together but also to facilitate easy browsing and searching by topic.

41. • Various classification systems have been developed over the years to cater to different
types of libraries and information needs.
• Some of the most widely used systems include the Dewey Decimal Classification
(DDC), the Universal Decimal Classification (UDC), and the Colon Classification (CC).
• Each system has its own structure, approach to categorization, and specific areas of
application, but they all share the common objective of organizing knowledge in a way
that is accessible to library users.

42. Dewey Decimal Classification (DDC)
• The Dewey Decimal Classification (DDC) system is a widely used library classification
scheme designed to organize books, journals, and other resources based on their subject matter.
• Developed by Melvil Dewey in 1876, the DDC system has become one of the most popular
methods for organizing knowledge, particularly in public libraries and school libraries.
• Its primary goal is to divide the vast body of human knowledge into 10 main classes, each
representing a broad field of knowledge, and then further subdivide each class into more
specific topics.

43. Main Class: DDC
• The system is decimal-based, meaning it uses numbers, along with decimal points, to represent different subject areas. For
example:
• 000-099: General works, Computer science, Information
• 100-199: Philosophy and psychology
• 200-299: Religion
• 300-399: Social sciences
• 500-599: Natural sciences and mathematics
• 600-699: Technology (applied sciences)
• 700-799: The arts
• 800-899: Literature
• 900-999: History and geography

44. • Each of these main classes is broken down
into subclasses using additional decimal places to represent
more specific areas of study. For example, the number 530 is
used for physics, while 531 would represent mechanics within
that field.

45. Universal Decimal Classification (UDC)
• The Universal Decimal Classification (UDC) is a highly flexible and detailed system
used for organizing and classifying knowledge in libraries, information centers, and digital
repositories. Developed by Paul Otlet and Henri La Fontaine in the late 19th century,
UDC was designed to expand upon the Dewey Decimal Classification (DDC) system by
offering a more precise and adaptable approach to classification. UDC is widely used
in specialized libraries, research institutions, and digital libraries due to its ability to
handle complex, interdisciplinary subjects and large collections of information

46. • At its core, the UDC system uses a decimal notation to represent various subjects. The
system divides knowledge into broad categories, and each of these categories can be
further subdivided by adding decimal points.
• For instance, 500 represents the general category of natural sciences,
while 530 specifically covers physics, and 531 refers to mechanics.
• This hierarchical and decimal-based structure provides a simple way to classify broad
topics, as well as a method for detailing specific subtopics in a logical, organized manner.

47. • One of the standout features of UDC is its analytic-synthetic nature.
• This means that UDC can both break down complex subjects into smaller, more manageable parts
(analytic) and combine different aspects of knowledge to create new, more specific classifications
(synthetic).
• For example, UDC can combine medicine (61) and technology (6) to create a new category for medical
technology (615).
• This allows the system to accommodate a wide range of multidisciplinary and interdisciplinary subjects,
making it particularly valuable for libraries that handle a diverse array of topics.

48. • The use of symbols and punctuation marks further enhances the system’s flexibility.
• Colons, slashes, and other punctuation symbols are used to denote relationships between
subjects and add additional specificity.
• For example, 530:62 represents “mathematics applied to computing,” where the colon
separates the broader subject of mathematics (530) from its specific application
in computer science (62).

49. Colony Classification (CC)
• Colon Classification (CC) is a library classification system developed by S.R. Ranganathan in
1933.
• It is unique in that it uses a faceted classification approach, which allows for the systematic
organization of knowledge into components or facets, each representing a distinct aspect of a
subject.
• This method of classification is different from other traditional systems like the Dewey Decimal
Classification (DDC) or Universal Decimal Classification (UDC), which rely on hierarchical,
decimal-based structures.

50. The facets of Colon Classification include five basic categories:
• Personality (who or agent of the subject)
• Matter (what or subject matter)
• Energy (how or action or process)
• Space (where or place)
• Time (when or period)

51. • Each of these categories represents a core dimension of a subject, and they are combined
using colon notation. The colons serve as separators between different facets, allowing for the
detailed expression of complex relationships within a subject. For example, a classification number
might look like this: 5:10:20, where:
5 represents Mathematics (Matter),
10 represents Calculation (Energy),
20 represents Arithmetic (Time, as it reflects a specific period of mathematics)

52. Difference Between Dewey Decimal Classification (DDC), Universal Decimal Classification
(UDC), and Colon Classification (CC)
Aspects
Dewey Decimal
Classification (DDC
Universal Decimal
Classification (UDC) Colon Classification (CC)
Origin and Development
Developed by Melvil
Dewey in 1876, the DDC is
one of the oldest and most
widely adopted
classification systems. It
was originally designed
for public
libraries and school
libraries, aiming to provide
an easy and systematic way
of organizing knowledge for
a broad audience.
The UDC was developed
by Paul Otlet and Henri La
Fontaine in the late 19th
century as an expansion of
the DDC. The UDC system
was created to handle
more detailed and specialize
d classifications,
incorporating symbols and
punctuation marks to
enhance its flexibility.
Developed by S.R.
Ranganathan in 1933, the
CC system is unique in that
it uses a faceted
classification approach. It
was primarily designed
for Indian libraries and
focuses on multidisciplinary
classification, using a
combination of facets like
personality, matter, energy,
space, and time.

53. Structural Framework
The DDC divides knowledge
into 10 main classes, each
represented by a number
from 000 to 999. These main
classes are subdivided into
smaller sections using
decimal points, making the
system hierarchical. The
DDC is linear and relatively
simple in design, suitable for
general knowledge
organization.
Similar to the DDC, the
UDC is also based on
a decimal system, but it
incorporates symbols and pu
nctuation marks (such as
colons, slashes, and equal
signs) to link and combine
topics. This analytic-
synthetic structure allows for
a much
more flexible classification,
capable of handling
complex, multidisciplinary
subjects by breaking down
and combining categories.
Unlike the DDC and UDC,
the CC system is based on
a faceted approach. It does
not use a strict hierarchical
structure but instead breaks
down subjects into
various facets (personality,
matter, energy, space, and
time). These facets are
combined using colons to
form classification numbers,
allowing for
highly customizable and deta
iled classifications.

54. Ease of Use and Learning
The DDC is known for
being relatively simple and
easy to learn, especially for
smaller libraries, public
institutions, and educational
libraries. The
straightforward, numeric-
based structure makes it easy
to categorize books and
materials without requiring
advanced knowledge of the
system.
While UDC is also based on
a decimal system, it is
more complex due to the use
of symbols and punctuation
marks. This additional
complexity makes UDC
more suitable for specialized
libraries and research
institutions where detailed
and flexible classification is
required. However, it may
present a steeper learning
curve for library staff
unfamiliar with its symbols
and structure.
The CC system is perhaps
the most complex of the
three due to its faceted
classification method
and colon notation. It
requires a deep
understanding of the
facets and the rules for
combining them. This
complexity makes CC ideal
for libraries that deal
with interdisciplinary
knowledge but may not be
the best choice for general-
purpose libraries.

55. Ease of Use and Learning
The DDC is known for
being relatively simple and
easy to learn, especially for
smaller libraries, public
institutions, and educational
libraries. The
straightforward, numeric-
based structure makes it easy
to categorize books and
materials without requiring
advanced knowledge of the
system.
While UDC is also based on
a decimal system, it is
more complex due to the use
of symbols and punctuation
marks. This additional
complexity makes UDC
more suitable for specialized
libraries and research
institutions where detailed
and flexible classification is
required. However, it may
present a steeper learning
curve for library staff
unfamiliar with its symbols
and structure.
The CC system is perhaps
the most complex of the
three due to its faceted
classification method
and colon notation. It
requires a deep
understanding of the
facets and the rules for
combining them. This
complexity makes CC ideal
for libraries that deal
with interdisciplinary
knowledge but may not be
the best choice for general-
purpose libraries.

56. Global Use and
Adoption
The DDC is widely
used worldwide,
particularly in public
libraries and school
libraries. It is a global
standard for library
classification,
especially in English-
speaking countries. Its
simplicity and
adaptability make it a
common choice for
general-purpose
libraries.
UDC is also widely
adopted, but its
primary use is
in specialized
libraries, research
institutions, and digital
repositories. It has
a global reach, with
translations into
over 50 languages, but
is more prevalent in
academic and technical
settings.
While CC is widely
used in Indian libraries,
it has not gained the
same global
adoption as DDC or
UDC. Its use is
primarily limited to
regions in South Asia,
although it is still
influential in libraries
focused on complex
and interdisciplinary
topics.

57. Flexibility and
Adaptability
DDC is generally less
flexible than UDC and
CC. While it can
accommodate new
knowledge, its
hierarchical structure and
focus on broader
categories, make it less
adaptable to rapidly
changing fields of study.
The system is primarily
used in libraries with
general collections and
does not easily
handle multidisciplinary o
r interdisciplinary researc
h.
UDC is highly flexible
and adaptable. Its design
allows for the easy
integration of new fields
of knowledge and the
adaptation of its structure
to meet modern needs.
UDC can expand into
new areas such
as technology, digital
media, and artificial
intelligence, ensuring its
relevance in rapidly
changing fields.
CC’s faceted
approach makes it highly
adaptable, especially for
libraries dealing
with complex, evolving
fields. However, its
adaptability comes with
the cost of complexity,
requiring libraries to
maintain a high level of
expertise to manage the
system effectively.

58. Applications
Best suited for general
knowledge
libraries, public libraries,
and educational
institutions, where the
need for complex
classification is minimal.
It is ideal for broad
subject matter with a
straightforward approach
to categorization.
Most effective
in specialized
libraries, research
institutions, and digital
libraries that
require multidisciplinary
classification and the
ability to
manage complex subjects.
UDC’s flexibility allows
it to be used in
both traditional
libraries and modern
digital information
systems.
Primarily used in Indian
libraries and in
institutions that deal
with interdisciplinary or s
pecialized topics. It is
ideal for libraries that
need to classify complex
knowledge across
multiple dimensions.

59. Unit 3

60. Canons of Library Classification
Canon of Classification an established general law, rule, principle, or criterion by which something is
judged of the classification.
The first use of “Canons of library classification” by W C B Sayers. Then many library science
professionals tried to develop Canons of library classification such as E C Richardson, H E Bliss, etc.
Dr. S. R. Ranganathan in his book "Prolegomena to Library Classification" in the year 1937 has
presented this Canon as a classification method.
Dr. S. R. Ranganathan has given three levels in order to give scientific and systematic form to the
subjects.

61. Three Plane
• Idea plane
• Verbal Plane
• Notational Plane

62. 01. Ideal Plane
In which we think about work.
In Ideal Plane, All aspects of the universe of knowledge are analyzed
by a structure, dimension, quality, characteristics, kind of relationship,
and bond of strength among each item of knowledge.

63. 02. Verbal Plane
In which you take action or plan.
Verbal plane help to decide the type of technology to be
used in the scheme of classification.

64. 03. Notational Plane
The notational plane has the responsibility of implementing the findings of the idea
plane.
The rotational plane provides the mechanism in the form of a notational system for
the helpful and systematic arrangement for existing as well as for unknown subjects
in a scheme for classification.

65. 01. Canon of ideal plane
A. Canon for characteristic
The classification is arranging according
to their likeness or dislike-ness. The
different principles that recommended
certain characteristics to be selected for
the process of classification are called
"canons for characteristics". Ranganathan
has given the following four canons of
characteristics:
(i) Canon of Differentiation
(ii) Canon of Relevance
(iii) Canon of Ascertainability
(iv) Canon of Permanence
(v) Canon of Consistency
(vi) Canon of Relevant Sequence

66. (i) Canon of Differentiation
In the classroom, the student may be divided into two distinct groups
that are boy and girl on the basis of sex but we cannot divide the
class on the basis of such attributes and students on possession of
face, because all the individuals of the class share the attributes.

67. (ii) Canon of Relevance
The Canon of relevance stipulates that a characteristic to the term used as the basis for classification of
the universe should be relevant to the purpose of the classification.
For example, in the selection of Sportsman in the playfield, the color beauty would be irrelevant but
physical strength and physical fitness are relevant characteristics.
For taking the universe of the book, it suits the need of the library, reader, subject matter,
language, Date of Publication and the author is relevant. The Size, Pages, print, and format are
irrelevant.

68. (iii) Canon of Ascertainability
According to the Canon of ascertainability a characteristic used and the
basis for the classification of the Universe should be definite and
ascertainable.
The classification must have an attribute that is fixed.

69. (iv) Canon of Permanence
The Canon Permanence state that characteristic used as the basis for the
classification of Universe should continue to be unchanged, so long as
there is no change in the purpose of classification.
Like we would classify a rat by its species but not on the basis of color.

70. (v) Canon of Consistency
In the scheme should be the use some permanent characteristics according to
their sequence.

71. (vi) Canon of Relevant Sequence
In this type of sub-formula, the ordering of the characteristics existing in the
classification system of the world of knowledge should be in accordance
with the objectives of the classification.

72. B. Canon of Succession of Characteristic
According to Dr. S. R. Ranganathan, there can be two or more hidden features to classify the universe of
knowledge. which can be used sequentially.
Three canons have been used to determine the order of this characteristic.
(i) Canon of Concomitance
(ii) Conon of relevant succession
(iii) Conon of consistent succession

73. (i) Canon of Concomitance
For the purposes of classification, whichever attribute we have selected for
classification, the same result should not be obtained, both the attributes should be
different.
As the basis of age and date of birth will be the same, then it should not be used due
to being the same.

74. (ii) Conon of relevant succession
Characteristics suitable for classification should be commensurate with their objectives.
When more than one attribute is used for classification, their order should be determined.
For example, The decimal classification has chosen 'Geographical area' and period' as the
required characteristics in the main class history. The users of decimal classification
should follow the same characteristics in the same succession.

75. (iii) Conon of Consistent Succession
In any classification method, the sequence of characteristics prescribed
should be followed so long as there is no change in the objectives of the
classification.
Maintains uniformity in classification method.

76. C. Canons for Arrays
An array is a horizontal line of entities of equal rank arranged in some systematic order. For example,
all the children of a parent make an array. In the same vein, all the seven continents of the earth make
an array. All the 29 States of India make an array. All the main classes of a classification scheme make
an array. An array is formed by the one time dissection of a group by applying a single characteristic.
Ranganathan has prescribed the following Canons for their formation:

77. I.Canon of Exhaustiveness
II.Canon of Exclusiveness
III.Canon of Helpful Sequence
IV.Canon of Consistent sequence

78. (i)Canon of Exhaustiveness
It means, an array should be all inclusive of its eligible members. Nothing should be left out. See the
following array of men by colour:
 Whites
 Blacks
 Brown

79. (ii)Canon of Exclusiveness:
•Exclusiveness means that a entity should belong to one and only one array; there should be no
overlapping of two arrays of the same immediate universe. Groups should be parallel. In other words
a member should not be included into two groups at the same time. For example, in classification of
dogs either they should be kept under mammals or under pets, not under both, as it will result in what
is called cross classification. But in electronic databases an entity, being virtual (non physical), can be
placed at more than one place. Hence in the e-environment and OPACs cross classification is a boon
as it provides an extra access points and increases the probability of retrieval or gives high recall
value.

80. (iii)Canon of Helpful Sequence:
It demands that entities should be arranged in some logical, predictable and helpful
order. For example, all the children of a father can be arranged by age. As another
example, all the students of a class can be arranged by merit or alphabetically by
name. Both are systematic. There are numerous ways for the systematic and helpful
arrangement of entities in an array.This has been fully explained in the next module.

81. Ranganathan (Prolegomena,FA2) has formulated the following eight principles for arranging entities
of an array in a helpful way:
•1. Principle of Later-in-Time 2. Principle of Later-in-Evolution 3. Principle of Spatial Contiguity 4.
Principles for Quantitative Measure 5. Principle of Increasing Complexity 6. Principle of Canonical
Sequence 7. Principle of Literary Warrant 8. Principle of Alphabetical Sequence

82. (iv)Canon of Consistent Sequence:
•It means that if a set of entities occurs at different places then their arrangement should be the same
everywhere. For example, the terms male, female and child occur in main classes Psychology,
Education, and even Law. Their sequence should be the same in all these classes. As another example,
names of countries occur in the main classes Geography and History. According to this canon the
sequence of countries in the above main classes should be the same. Languages of the world occur
both in linguistics and literature main classes. Their order in the DDc, UDC and the CC is the same.
Ranganathan has stressed that maintenance of consistency is subject to being helpful and logical.
Consistency can be ensured by observing the canons of mnemonics in notation, or by the use of
devises for number synthesis.

83. 02. Canons of Verbal Plane (Canon of Terminology)
(i) Canon of Context
(ii) Canon of Currency
(iii) Canon of Enumeration
(iv) Canon of Reticence

84. (i) Canon of Context
According to the canon, the name or meaning of each word in a
classification system should be determined by the same name used for the
class in question, with reference to different classes of the same initial link.

85. (ii) Canon of Currency
The term used in a scheme of classification must be the one currently in
usage among the Expert/ Users

86. (iii) Canon of Enumeration
To understand or determine the meaning of a word in this canon, that categorical
single or class (the hierarchical singles/sub-class has been enumerated)
They should be explained well and, on their basis, that word should be used.
That is, the arrangement of each term in classification systems should be
determined by enumeration from classes into categories and series.

87. (iv) Canon of Reticence
The term used in a scheme of classification should not be critical.

88. 03. Canons for Notational Plane
I.Canon of Relativity and Canon of Uniformity;
II.Canon of Hierarchy and Canon of Non-Hierarchy;
III.Canon of Mixed Notation and Canon of Pure Notation;
IV.Canon of Faceted Notation and Canon of Non-Faceted Notation; and
V. Canon of Co-extensiveness and Canon of Under-extensiveness.

89. Canon of Synonym
“The class number of a subject in a system of class numbers and the isolate
number of an isolate idea in a system of isolate numbers should be unique.”
The above Canon implies that each subject should be represented by one and
only one Class Number. No subject should be represented by two or more Class

90. Canon of Homonym
“The subject represented by a class number in a system of class numbers and the
isolate idea represented by an isolate number in a system of isolate numbers,
should be unique.” The above Canon implies that no class number should
represent two or more subjects. Each class number should represent one and only
one subject.

91. Canon of Relativity and Canon of Uniformity Canon of Relativity
“The number of digits (including digit-groups treated as a single digit) in
a class number or in an isolate number should be the same as the order of
the subject or the isolate idea, as the case may be, represented by it.”

92. Canon of Uniformity
“The number of digits in a class number or in an isolate number should be constant whatever be the order of the
subject or the isolate, as the case may be, represented by it.” Observe the following class numbers:
S No. Subject CC No. RIC No.
1 Physics C QJA
2 Light C5 QLH
3 Diffraction C5:3 QLL
4 Spectrum Technique C5:31 QLP

93. The above example clearly denotes that the length of CC numbers is
relative, as the number of digits are same as the order of the subjects,
whereas the length of the RIC numbers is Uniform irrespective of the order
of the subjects.

94. Canon of Hierarchy and Canon of Non-Hierarchy Canon of
Hierarchy
“In a class number or in an isolate number, there should be a digit to
represent each or the characteristics used in constructing the class
number or the isolate number, as the case may be.”

95. Canon of Non-Hierarchy
“In a class number or in an isolate number, there need not be a digit to represent each of the
characteristics used in constructing the class number or isolate number, as the case may be.”
The above canons look like corollary of the Canon of Relativity and Canon of Uniformity
respectively. However, there is an exception to the Canon of Hierarchy i.e. when the array is
Telescoped there will be representation of the subordinates subjects

96. Unit 4

97. Call Number, Class Number, Book Number & Collection
Number in Library Classification
The Call Number is the number that distinctly identifies a book in a library. There are thousands or even more books
in a library. The call number is used to identify one particular book in that collection. It also helps in finding the
relative location of that book in the whole collection.
Call Number = Class Number + Book Number + Collection Number
The Call Number has three parts:
(a) Class Number
(b) Book number
(c) Collection number

98. Class number
• Class number of a book represents its subject. As you know, a classification scheme
organizes all the subjects in a systematic order and uses an artificial scheme of numbers,
alphabets, and symbols called notation, for each subject.
• The notation used for a particular subject in a classification scheme is called it's class number.
• Examples: The class number of Library Science is 2 and the class number of Mathematics is
B. All the classification schemes use notation to represent different subjects.

99. • Thus, the class number of Library Science in CC is 2 whereas in DDC it
is 020.
• Similarly, the class number of Mathematics in CC and DDC is B and
510 respectively.

100. Book number
• You have understood the class number which is assigned to different books on the basis
of their subject.
• Books of different subjects will have different class numbers.
• We need some method to distinguish all the books having the same class number so that
these books can be arranged in some order and finds their unique place on the shelf.
• Books of the same class can be arranged according to book number.

101. • According to Dr. S R Ranganathan “, the book number of a
book is a symbol used to fix its position relative to the other books
having the same ultimate class”.
• So, different books on the same subject will have the same class
number but different book numbers.

102. Methods of assigning book numbers
• Author’s surname method: It is the most simple method of assigning book numbers. In this
method, we use the first three digits of the author’s surname as the book number. In case the
author’s surname is not letters given, the book number can be constructed from the forename.
• Example:
Author’s name Book number
SR Ranganathan RAN
Prof Kashyap KAS

103. DDC: Based on the name of the author under which the first three letters of
the name are included.
Example: Ranganathan RAN
Based on the author's Date of Birth
Example: J64
Based on the year of publication of the book
Example: N33 (1933)

104. Book Number formula by SR Ranganathan: Colon Book Number System
Dr. SR Ranganathan has given an elaborate scheme of book number consisting of following fields:
Formula of book number: [L][F][Y][A].[V]-[S];[C]:[Cr]
Where
L = Language of the book
F = Form in which the book is written e.g. index, list, picture, graph.
Y = Year of publication of the book
A = Accession part of the book number. It is given when more than one books of the same subject published in the same year are
acquired in the library
V = Volume the number is given when a multivolume book is acquired in the library
S = Supplement number is given when a supplement is published for a volume
C = Copy number particularly useful for school and college libraries where multiple copies of textbooks are acquired
Cr = Criticism number is used when a book based on some other book is acquired in the library.

105. Collection number
• The collection number, if used, indicates a major grouping within a library or library system.
• Libraries generally do not have a single sequence of books. Reference books are separated from other books in
most libraries. In school and college libraries textbooks are kept separately.
• In university libraries, there may be separate departmental libraries besides separate reference collection.
• Thus, a book maybe in any of the collections in the library and it is necessary to mention the collection where
that book is.
• The indication of the collection is made by some symbols called collection numbers. Although, a library may
devise its own collection number scheme which may help in indicating the collection.
Reading Room RR
Periodicals Collection PC
Library Science Department 2D
Physics Department CD