This document discusses subject analysis and determining the aboutness of documents. It explains that subject analysis involves examining a document to determine the most specific subject headings that describe its content for organizing and retrieving the document. It notes that subject analysis allows users to find information by subject. The document also discusses challenges like determining the appropriate level of specificity for subject headings and how a cataloger's judgment and knowledge can influence subject analysis.
Subject Headings & Classification, or, Why librarians don't seem to think lik...Naomi Young
Intended for an undergraduate audience, this is a brief introduction to the principles of organization; an overview of the Library of Congress Classification system (LCC) and the Library of Congress Subject Headings (LCSH); a discussion of some oddities and limitations of those systems and how they have developed. Concludes with an introduction to how to browse leisure reading in an academic library.
An introduction to assigning subject descriptors to an information object, including subject headings (LCSH, Sears) and other controlled vocabularies like thesauri (Getty AAT).
Subject Headings & Classification, or, Why librarians don't seem to think lik...Naomi Young
Intended for an undergraduate audience, this is a brief introduction to the principles of organization; an overview of the Library of Congress Classification system (LCC) and the Library of Congress Subject Headings (LCSH); a discussion of some oddities and limitations of those systems and how they have developed. Concludes with an introduction to how to browse leisure reading in an academic library.
An introduction to assigning subject descriptors to an information object, including subject headings (LCSH, Sears) and other controlled vocabularies like thesauri (Getty AAT).
This 90 minutes workshop is designed to enhance the knowledge of front-line staff working at the reference desk in library as well as to address some of the issues that may arise at the desk.
for library and information Science learners group, LCSH, Library of Congress, library of congress, subject headings, Subject Headings, Cataloguing, catalogue
Outline:
Brief History Background of Subject Cataloging
Definitions of Terms
Types of Subject Headings
Principles of Subject Headings
Sears list of Subject Headings
Library of Congress Subject Headings
This 90 minutes workshop is designed to enhance the knowledge of front-line staff working at the reference desk in library as well as to address some of the issues that may arise at the desk.
for library and information Science learners group, LCSH, Library of Congress, library of congress, subject headings, Subject Headings, Cataloguing, catalogue
Outline:
Brief History Background of Subject Cataloging
Definitions of Terms
Types of Subject Headings
Principles of Subject Headings
Sears list of Subject Headings
Library of Congress Subject Headings
Las redes permiten establecer contactos, comunicar, diseñar programas, organizar recursos y transformar realidades y propiciar procesos de aprendizaje de manera permanente.
This 90 minutes workshop is the first part of the library training series, designed to enhance the library knowledge of the front-line support staff in basic search skills.
T H E W R I T I N G C E N T E R Academic Services • .docxAASTHA76
T H E W R I T I N G C E N T E R
Academic Services • Phone: 962-7710
www.unc.edu/depts/wcweb/
How to Write a Literature Review
What This Handout is About…
This handout will explain what a Literature Review is and offer insights into the form and
construction of a Literature Review in the Humanities, Social Sciences, and Sciences.
Introduction
OK. You’ve got to write a literature review. You dust off your world literature
anthology book, settle down in your Ebert and Roper at the Movies theatre chair with
your popcorn and soda in hand, and get ready to issue a “thumbs up” or “thumbs down”
as you leaf through the pages. “Literature Review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a
topic, not necessarily the Great Literary Texts of the World. “Literature” could be
anything from a set of government pamphlets on British colonial methods in Africa to
scholarly articles on the treatment of a torn ACL. And a review does not necessarily
mean that your reader wants you to give your personal opinion on whether or not you
liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a recap
of the important information of the source, but a synthesis is a re-organization, or a
reshuffling, of that information. It might give a new interpretation of old material or
combine new with old interpretations. Or it might trace the intellectual progression of the
field, including major debates. And depending on the situation, the literature review may
evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research
paper?
While the main focus of an academic research paper is to support your own argument, the
focus of a literature review is to summarize and synthesize the arguments and ideas of
others. The academic research paper also covers a range of sources, but it is usually a
select number of sources, because the emphasis is on the argument. Likewise, a literature
review can also have an “argument,” but it is not as important as covering a number of
sources. In short, an academic research paper and a literature review contain some of the
same elements. In fact, many academic research papers will contain a literature review
section. But it is the aspect of the study (the argument or the sources) that is emphasized
that determines what type of document it is.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have
limited time to conduct res.
Classifying toward an Ensemble of Works: an essay on the centrality of classi...Gwen Williams
Ordering large numbers of things and classification. Spatial arrangements of objects versus knowledge organization subordinated by classification schemes. Classifying the interdisciplinary book. Henry Evelyn Bliss. Disciplines and the relative stability of knowledge. Call number versus barcode number.
1� The New Social Worker Spring �007
Considerations in Writing a Literature Review
by Kathy Black, Ph.D.
Literature reviews are ubiquitous in
academic journals, scholarly reports, and
social work education. Students taking
social work courses throughout the cur-
riculum, including Human Behavior and
the Social Environment, Practice, Policy,
and Research classes, are frequently
asked to write literature reviews for a
variety of reasons. Literature reviews are
often done within the context of writing
a paper and sometimes done as a mini-
assignment, perhaps setting the frame
for a broader paper, exposing students
to the breadth of information available
on a topic area, or demonstrating skills
in critical thinking and writing ability.
However, there are some
general guidelines to follow
when writing a literature re-
view. This article will briefly
outline key points for you to
keep in mind when writing
literature reviews for social
work.
Getting Ready
To begin with, you
will need to ascertain the
purpose of the literature
review. At the very least, be
aware of the purpose, scope,
and length of the literature review, as
well as the writing requirements. This
requires clarifying the purpose (Is it to
simply overview a broad or specific area of
inquiry, or is it expected to be comprehensive
or systematic?), scope (How much informa-
tion is needed—three scholarly sources? Five
or 10 sources? Are there any limits to the
inquiry? Perhaps a focus on distinct ethnici-
ties or time periods?), and length (Is the
final review expected to yield one page or
10 pages of review?). You should also be
familiar with required writing styles, such
as American Psychological Association
(APA), and other expectations, such as
double spacing, font size, and so forth.
Once purpose, scope, length, and writing
expectations are ascertained, you can
embark on conducting your search for
literature.
The Search
Searching for literature is quite easy
these days. Today, much information
is available electronically, and you can
obtain literature just about anytime and
anywhere. To begin the search, take ad-
vantage of library resources available to
you through your college or university.
Libraries often offer group or personal-
ized training in accessing information,
and librarians are often available to help
on specific topic assignments, as well. If
you are a student, you will be exposed
to search engines and databases such as
Social Work Abstracts and procedures for
accessing or requesting books, journal
articles, and reports that relate to your
topic.
Although information is also widely
available through the World Wide Web,
not every site offers credible informa-
tion. You can learn from your library
about criteria to evaluate the legitimacy
of information. One increasingly popular
source of information is Google Scholar
(www.googlescholar.com). This site has ac-
cess to professional journal lis.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1.4 modern child centered education - mahatma gandhi-2.pptx
Subject analysis
1. LIB 630 Classification and CatalogingSpring 2011 Subject Analysis What’s it all about, Alfie?
2. 2 What is it? Subject analysis Examination of a bibliographic item by a trained subject specialist to determine the most specific subject heading(s) or descriptor(s) that fully describe its content, to serve in the bibliographic record as access points in a subjectsearch of a librarycatalog, index, abstracting service, or bibliographic database. When no applicable subject heading can be found in the existing headings list or thesaurus of indexingterms, a new one must be created.
3. 3 Say what? From ISP 603Information ProcessingDenise A. GarofaloAugust 3, 1998, rev. September 14, 2000
4. 4 Why do all that? If we don’t we can’t find stuff! “Subject analysis is defined broadly as all methods and processes which can be described as representation for retrieval of information by its subjects, be they names, geographic locations, or topical subjects.” Quoted from Williamson, N. J. (1997). The Importance of Subject Analysis in Library and Information Science Education. Technical Services Quarterly 15(1/2):67-87 by Pamela Hill in LS 500 Organization of InformationTuesday, February 24, 2004
5. 5 The rose by another name Intellectual access Mission and Goals of the School Library Media Program The mission of the library media program is to ensure that students and staff are effective users of ideas and information. This mission is accomplished: by providing intellectual and physical access to materials in all formats Information Power: Guidelines for School Library Media Programs (1988), p.1
6. 6 What’s that all about? What’s the difference between intellectual and physical access??? What is it all about? It’s about what it’s about, compared to touching on the book Now, figure that one out! Librarians talk about ABOUTNESS
7. 7 Aboutness Aboutness The totality of subjects explicitly or implicitly addressed in the text of a document, including but not limited to the meaning(s) of the title, the stated and unstated intentions of the author, and the ways in which the information may be used by readers. Levels of specificity must be considered in ascertaining the subject(s) of a work.
8.
9. 10 How do you find out? Walk like an Egyptian? NO! Think like a librarian!!!!
11. 12 An Important Factor Cataloger’s judgment Individual perspective – Informed by the cataloger’s background knowledge of the subject – Informed by the cataloger’s cultural background Consistency in determining “What is it about?” leads to greater consistency in assignment of subject headings Basic Subject Cataloging Using LCSH —Trainers’ Notes
12. 13 Another perspective It’s “a precarious business” The ability to determine what the item is “about” depends a great deal upon the cataloguer’s knowledge, biases, and judgment. Deciding the “aboutness” of a particular item also relies upon the patrons, which are served by a particular library or library system. Library Sciences SitePaula LauritaBellaOnline's Library Sciences Editor
13. 14 In other words How you do it Depends on What you know What your users know (or, rather what you think they know!) What might interest your users
14. 15 Steps Determine the main subject or subjects of the book This is done by examining the title, table of contents, description on the dust jacket, preface, text, and illustrations. The next step is to write down the subject and check to see if that choice is permitted in the standardized list. If the subject selected is not in the list, the related subjects must be consulted. It is possible, although not advisable, to add a local subject heading. Chapter 6: Subject Headings
15. 16 Why use a standardized list? Why Subject Headings? Subject headings often indicate the contents of books in terms that their titles do not use, which often may be nondescriptive or very general. Subject headings in online databases are often referred to as descriptors, but they serve the same purpose in locating valuable resources. Along with their subdivisions, subject headings provide a clear and systematic way of scanning the catalog for what is needed. Assigned headings are usually the dominant, and most important, subjects of a given item. Subject headings bring like materials together, requiring less use of the wide variation of synonymous terms that may appear to describe a single concept (teen, youth, adolescent, young adult, etc.). Using Subject Headings in PantherCat
16. 17 Robert Bratton, original cataloger, discusses the question “Where do subject headings come from?” (a) The stork delivers them. (b) They grow on trees. (c) They magically appear on catalog records (which also magically appear). (d) Through the determined, diligent work of librarians. As a cataloger, I wish the answer was a, b, or c, but I know too well that it is d. No longer publicly available on the web
17. 18 More on subject headings Bratton explains: First, catalogers at the University of Maryland Libraries utilize Library of Congress Subject Headings (LCSH) on bibliographic records. Second, LCSH is based upon the concept of “literary warrant,” which means that the topics in published literature drive the creation of subject headings. New subject headings are created when works about new topics are published and acquired by libraries. When a cataloger cannot find an appropriate subject heading for a work, he or she then considers proposing a new subject heading. Where do subject headings come from? From
18. 19 What about LMS and subject headings? Manitoba provides an answer that is true for USA as well: The individual library may choose between Sears List of Subject Headings and Library of Congress Subject Headings (see Bibliography). The Sears List has long been the standard for school and smaller libraries. For most school libraries it will suffice. The Library of Congress subject headings should be considered only for larger libraries. All other situations cannot support the cost. Changes in technology may justify the use of Library of Congress subject headings in the future. Commercial vendors will provide the opportunity to select one or the other or both. When cataloguing is purchased, both Sears and Library of Congress subject headings should be requested. Then when the records are loaded, Sears would be used for the present time. The school library must update its edition of Sears regularly.
19. 20 Sears Her publisher’s words: For 80 years, Sears List of Subject Headings has served the needs of small and medium-sized libraries, delivering a basic list of essential headings, together with patterns and examples to guide the cataloger in creating further headings as needed. Practical features include a thesaurus-like format, an accompanying list of cancelled and replacement headings, and legends within the list that identify earlier forms of headings. See also Minnie Earl Sears: The Woman Behind Sears List
20. 21 Tips on using Sears Use as specific a heading as possible: A book about bears should be given the subject heading BEARS rather than the general heading ANIMALS. For a book about several different animals, the more inclusive heading ANIMALS should be used rather than separate headings for each animal mentioned in the text. Determining whether to use a specific or a general subject entry can pose difficulties. The introduction to Sears describes how to designate them correctly. School libraries often find it valuable to include subject headings for Fiction and Easy materials. This makes it easier to identify storybooks about a particular subject or theme. In general, add the word FICTION as a subdivision of other subjects to indicate that the item is a work of fiction. FromCataloguing and Processingch. 6
21. 22 A useful rule “Rule of Three”: Observe the rule of three. That is, if a book is about two or three subjects, class with the first. or one receiving more space, but if about four or more, class with the more general subject, e.g., a book about four fruits goes in the general number for fruit, and a book about four mammals goes in the general number for mammals. SUBJECT CATALOGUING CHEAT SHEET