Reflections on MARC records

The overview of cataloguing from Saskatchewan[1] was very helpful for me to understand why our District librarian finds it difficult to recatalogue a book that is classified as Fiction to non-fiction.  I have been frustrated that the book “Tale of a great white fish: A Sturgeon Story” which is written as a mix of a story with non-fiction dialogue boxes of facts is classified as fiction.  Students doing research on Sturgeon don’t choose this book since it is classified as fiction.  I had wanted the District Librarian to change one copy to non-fiction.   From this article I can see that the District Librarian is limited by the rules set up during the annual MARC Committee meetings.  This book would just be a tiny blip in the overall meeting and for my District librarian to get the system changed would require me to submit a rationale to support two different entries for the same book, which defeats a system that is intended to create only one entry per item. 

This lesson also clarified why I will not get a quick resolution to my frustration with some of the school library materials that should be adjacent on a shelf but are separated (eg frogs) since some have a basic dewey decimal system number and some have extended ones which separates them from the basic books on the shelf due to other amphibian books.  From my reading (1, 2) I understand that this is due to a number of things including:

·         who you bought the record from,

·         the quality of the record and

·         consistency in use of call numbers,

·         the focus of the book on the topic if it is a general introduction or a primary level book or a more detailed look at the subject or a more intermediate level book. But due to the fact that different MARC record creaters deal with these levels differently they could be assigned basic or extended MARC records.

·         authors who are blending genres as a creative process but are ahead of database rules creation.

This has given me more sympathy for the District librarians who do our cataloguing as I understand they are restricted by the system.  I can see that I will have to find other creative ways within my library to help overcome this issue, including book displays, creating cards with lists of where to find books on topics, pulling books on topics to help students/classes with identifying resources to match their research topics.  I will also work on learning of other ways from my colleagues.

---

[1] Accessing Information:Cataloguing Guidelines for Manitoba and Saskatchewan School Library Personnel,   Retrieved Oct. 8, 2012 from http://www.education.gov.sk.ca/Accessing-Information

[2] Library of Congress.  Understanding MARC . Retrieved Oct 8, 2012 from http://www.loc.gov/marc/umb/um01to06.html

database vs catalogue

On reflection of a bibliographic record for the title “Favorite nursery Rhymes from Mother Goose”. 

I could see a student or teacher looking for nursery rhymes, or Mother goose or individual rhyme titles like “Jack Sprat” as noted in the access points identified in the reflection question.  Like Connors[i] I see the catalogue as a large database with as many access points as entries so the concept of a main access point is irrelevant.  I am more concerned if the database is complete and if there is room to append the database as new ways of looking at the catalogued items occur.  I have read in our course materials (Libe465 Lesson 5) that these entries would be Housekeeping entries which could include curricular interests.  As I mentioned in a course comment in response to K. Sproule (Oct 1, 2012), I am searching for stories that support social goals of kindness, friendship and empathy and some of the individual rhymes may be what I would like to find. Housekeeping entries could list curricular interests such as self-control, empathy, voice (6+1 writing traits).  Alternatively since I am working off a list of stories on self-control, in the bibliographic record the titles of the rhymes would be more useful as one of the rhymes may be on my list.  Just as with non-fiction books a listing of the table of contents may be useful.  I had a teacher looking for different immigrant groups to Canada and some books had titles that implied the information was present and not until you looked at the table of contents did you realize that the book did not cover the topic as required by the student’s inquiry questions.  Unfortunately like noted in Connor the catalogue is held by the creators and they don’t give up the rights to add housekeeping details to users who may damage their entries. 

On the topic of a database, one of the functions a computer database can do is transpose (e.g. MS Access).  So this means that every entry switches from a search to a response category, this shows how a database values each piece of information individually rather than ranking them.  From a database article “The right database software will turn columns and rows of data into valuable information that can drive your business.” [2]  Just what a library catalogue is supposed to do for the users, drive their business to maximize efficiencies of finding and using resources.  I can see like Connors that “main entry” is in the eyes of the creator of the database but not the user.

---

[1]   Thomas, Faith.  How to select the best database for your business.   Accessed Oct 1, 2012 from http://www.inc.com/guides/2010/10/how-to-select-the-best-database-software.html

[2] Conners, D. (2008, September). A Ghost in the Catalog: The Gradual Obsolescence of the Main Entry. Serials Librarian, 55(1/2), 85-97. Retrieved February 22, 2009, from Academic Search Complete database. Persistent link to article at UBC library: http://ezproxy.library.ubc.ca/login?url=http://www.informaworld.com/smpp/section?content=a903778273&fulltext=713240928

 

 

 

 

Kitchen reno like Library reorg

I have been thinking about the comment of how organizing a library is like organizing a kitchen that my classmates have been discussing online(LIBE465 lesson 4, cataloguing introduction).  It has really resonnated with me.  I am in a new to me library space and am planning its reorganization the way I planned my kitchen reno.  I am thinking about the traffic flow, how to minimize steps between the carpet and the books for the primary students.  How to minimize my steps between helping students find books and checking them out (between fridge, stove, counter and table)  How to orient the bookcases so I can see students and books... like how to see what I have in my pantry by how I organize the shelves. How to locate the items that are used every day and those that are just used on special occasions; how to stock the shelves in the library, where to put bins and displays.

I am excited that I have signed up to a library design session at the upcoming TL conference in Port Coquitlam to get more reflection and other viewpoints on this process before I re-organize.  I want to redesign to include a "Learning Commons" (Koechlin, C. et al Building a Learning Commons, a guide for school administrators and learning leadership teams) type of space.  For me this focuses on renovating my kitchen/library to reflect how the space will be used socially.  Will I be entertaining in my kitchen? Having my children work on homework? Doing batch baking/canning with family and friends? Where will everyone sit to eat?  So in the library how do I accomodate large learning groups, small groups, groups that will be talking and discussing and quiet spaces to read and reflect, places for supplies for projects and maybe even a bit messy ones with glue and felts.

I am also thinking of a bookstore as part of my job and how to display books so students will choose them (http://redhairedlibrarian.com/2006/04/06/library-borrows-bookstore-display-ideas/).  This could be related to my kitchen reno as where do I locate my plant pots, flowers, art and wine glass display.  Where is the breakfast cereal so the little hands can choose and get it themselves.  I want to encourage students to find not just books they are familiar with but also to promote new authors and genres of books. So I am thinking about what should be binned and what should be put out on display to encourage students to locate books?  As I noted in my course comment many of the French books have been organized or "binned"  by publisher rather than author while the English books have been organized by author.  I am thinking that by changing the system, students will discover other books... so do I switch the English to publisher and the French to author?  Can I do this without totally frustrating my clerk and her ability to shelve quickly?  I have already had her change from displaying titles that students know to books they are less  familiar with but have great covers.   This has definately increased "sales".   Will my students still be able to find the cereal they want while discovering other brands?  I am also going to have to think more about using Dewey organization after reading the blog by Van merter (http://vanmeterlibraryvoice.blogspot.ca/2012/08/we-spiced-up-shelvesand-ditched-dewey.html. 

Just like my kitchen reno I will improve how the library helps the students find books and has usable space,  but there will still be adjustments as I see how the students and teachers use the "new" spaces I will create.

Basic search engine understanding

Understanding more about how different search engines work would be really helpful to me as a teacher-librarian.  I would be able to direct students to search engines that would rank relevant webpages higher.  It would also help me explain to students why they should try different search engines for their inquiries.  Understanding search engines will also help me explain why the key words chosen, their spelling, single vs plural and the language used will affect the success of their search[1].  Talyor noted "when the input and search engine index terms mismatch major problems arise reducing retrieval from the search engine databases.  I find poor retrival of information occurs for many elementary students" [1].  In one library class I taught we talked about how to write inquiry questions and then choose the key words from the question, and listed synonyms that could also be used.  I think these students were more successful in retrieving information for answering their inquires. 

I can see that knowing about search engines is useful when teaching students about blogs and creating webpages.  Telling students why keywords are important[2] and how they update the information on their page will affect which search engines will find their page[3].  I am thinking of having students do book reviews and posting them on a library webpage. How we present this information will also affect how easy it will be to find.  The webpage will be linked to the school library website so I will not have to have a hyperlink in my library blog for search engines to find it[4].  Other web design strategies are repeated key word to will help search engines spiders identify a website, students definitely could be encourage to use this strategy.

---

[1] Taylor, C. (2003). An introduction to metadata. Retrieved Sept. 17, 2012 from http://www.itb.hu/fejlesztesek/meta/hgls/core/Background/An_Introduction_to_Metadata.htm

[2] How search engines rank webpages, accessed Sept 17, 2012 at http://searchenginewatch.com/article/2064539/How-Search-Engines-Rank-Web-Pages

[3] Search Engine Watch, accessed Sept. 17/12, at http://searchenginewatch.com/2168031 accessed Sept. 17/12

[4] Berkeley Library, accessed Sept 17, 2012, at http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html.

Book Challenge Policy... a thought

It is interesting that the page I printed from the BC Ministry Guide [1] was the page on creating a policy for books parents are not sure about.  My subconscious is obviously trying to help me make a decision about some "edgy" books I inherited in my new library, which currently are catalogued but not circulated.  I am thinking of putting them back on the shelf with a "mature" label, while some librarians may just shelve them[2].  I will also have to teach students to self-regulate, with thought provoking questions when they choose these books.  But before I decide, I can see the first step is to write "book challenge" policy, using the provided appendices and review it with my principal.

---

[1] Evaluating, Selecting, and Managing Learning Resources: A Guide (B.C. Ministry of Education) http://www.bcerac.ca/docs/ERAC_WB.pdf

[2] Kaija Sproule, Sept 15, 2012, discussion for  LIBBE465 lesson2

Reflection on the shift towards the “digital library collection"

I definitely see this as an important role for the Teacher-librarian to introduce and promote the “digital library collection”; including the areas of safety on the internet, copyright, notetaking from a screen rather than copy and paste, finding kidfriendly search engines and sites, comfort in using the technology (as noted in lesson 2 Libe465 and also in learning commons documents (e.g.Loertscher, David. The School Library Learning Commons. http://www.schoollibraryjournal.com/article/CA6610496.html) . I have encouraged students and teachers to use the library catalogue, and other library purchased e-resources (e.g. culturegrams) and have introduced students to internet safety, copyright and kidfriendly search engines. 

I struggle with the worldbook online encyclopedias that is available since the content is “US” centric and has limited entries for topics students research such as a “noteworthy Canadian”.  I also find that the young version of World book does not provide articles at the lexile levels of a primary student – contrary to what the program suggests it will do.  I tend to encourage primary teachers to access websites designed for kids that I and the teacher preview prior to teaching.  Many kidfriendly sites are suggested to me by other teachers directly or through our online School District discussion site.  “You gotta love networking!”

“Doing dewey” how to make it work for your students….

Last year for intermediate students, I introduced Dewey with a Powerpoint presentation that showed the 100’s categories (found on the web, shared content).  Then I asked students where I would find different types of books, I choose topics my students were interested in like dirt biking, horses, Guinness record books.  Then I finished with this Dewey rap that is listed on our LIBE465 course website.  They really enjoyed it, or maybe just watching me dance crazily. Then to help students use Dewey in the library I created a shortened “Dewey” with pictures for the back of the shelf browsers. This browser list worked really well, even the primary students liked them. Any browsers that were missing the list were returned to me.  

So this year I plan to translate the powerpoint presentation to French (with editing by a francophone staff member).  I have  already translated the browser list for my new school library, and have had students asking where is “390”. So now the students can access materials from the Dewey organized collection themselves.