Search (54 results, page 1 of 3)

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Abstract

All classifications are based on ideologies and Dewey is marked by its author's origins in 19th century North America. Subsequent revisions indicate changed ways of understanding the world. Section 157 (psycho-pathology) is now included with 616.89 (mental troubles), reflecting the move to a genetic-based approach. Table 5 (racial, ethnic and national groups) is however unchanged, despite changing views on such categorisation

Source

Bulletin d'informations de l'Association des Bibliothecaires Francais. 1997, no.175, S.22-23

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Abstract

For my segment of this program I'd like to focus on some basic qualities of classification schemes. These qualities are critical to our ability to truly organize knowledge for access. As I see it, there are at least five qualities of note. The first one of these properties that I want to talk about is "authoritative." By this I mean standardized, but I mean more than standardized with a built in consensus-building process. A classification scheme constructed by a collaborative, consensus-building process carries the approval, and the authority, of the discipline groups that contribute to it and that it affects... The next property of classification systems is "expandable," living, responsive, with a clear locus of responsibility for its continuous upkeep. The worst thing you can do with a thesaurus, or a classification scheme, is to finish it. You can't ever finish it because it reflects ongoing intellectual activity... The third property is "intuitive." That is, the system has to be approachable, it has to be transparent, or at least capable of being transparent. It has to have an underlying logic that supports the classification scheme but doesn't dominate it... The fourth property is "organized and logical." I advocate very strongly, and agree with Lois Chan, that classification must be based on a rule-based structure, on somebody's world-view of the syndetic structure... The fifth property is "universal" by which I mean the classification scheme needs be useable by any specific system or application, and be available as a language for multiple purposes.

Source

Cataloging and classification quarterly. 21(1995) no.2, S.19-22

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Footnote

Rez. in: KO 32(2005) no.2, S.93-95 (H. Albrechtsen): "The book deals with mapping of the structures and contents of sciences, defined broadly to include the social sciences and the humanities. According to the author, the study of science, as well as the practice of science, could benefit from a detailed classification of different types of science. The book defines five universal constituents of the sciences: phenomena, data, theories, methods and practice. For each of these constituents, the author poses five questions, in the well-known 5W format: Who, What, Where, When, Why? - with the addition of the question How? (Szostak 2003). Two objectives of the author's endeavor stand out: 1) decision support for university curriculum development across disciplines and decision support for university students at advanced levels of education in selection of appropriate courses for their projects and to support cross-disciplinary inquiry for researchers and students; 2) decision support for researchers and students in scientific inquiry across disciplines, methods and theories. The main prospective audience of this book is university curriculum developers, university students and researchers, in that order of priority. The heart of the book is the chapters unfolding the author's ideas about how to classify phenomena and data, theory, method and practice, by use of the 5W inquiry model. . . .
Despite its methodological flaws and lack of empirical foundation, the book could potentially bring new ideas to current discussions within the practices of curriculum development and knowledge management as weIl as design of information systems, an classification schemes as tools for knowledge sharing, decision-making and knowledge exploration. I hesitate to recommend the book to students, except to students at advanced levels of study, because of its biased presentation of the new ideas and its basis an secondary literature."

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Source

Universal classification I: subject analysis and ordering systems. Proc. of the 4th Int. Study Conf. on Classification research, Augsburg, 28.6.-2.7.1982. Ed.: I. Dahlberg

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Source

Universal classification I: subject analysis and ordering systems. Proc. of the 4th Int. Study Conf. on Classification research, Augsburg, 28.6.-2.7.1982. Ed.: I. Dahlberg

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Source

Universal classification I: subject analysis and ordering systems. Proc. of the 4th Int. Study Conf. on Classification research, Augsburg, 28.6.-2.7.1982. Ed.: I. Dahlberg

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Language

i

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Footnote

Rez. in: KO 32(2005) no.1, S.47-49 (M. Hudon): "Vanda Broughton's Essential Classification is the most recent addition to a very small set of classification textbooks published over the past few years. The book's 21 chapters are based very closely an the cataloguing and classification module at the School of Library, Archive, and Information studies at University College, London. The author's main objective is clear: this is "first and foremost a book about how to classify. The emphasis throughout is an the activity of classification rather than the theory, the practical problems of the organization of collections, and the needs of the users" (p. 1). This is not a theoretical work, but a basic course in classification and classification scheme application. For this reviewer, who also teaches "Classification 101," this is also a fascinating peek into how a colleague organizes content and structures her course. "Classification is everywhere" (p. 1): the first sentence of this book is also one of the first statements in my own course, and Professor Broughton's metaphors - the supermarket, canned peas, flowers, etc. - are those that are used by our colleagues around the world. The combination of tone, writing style and content display are reader-friendly; they are in fact what make this book remarkable and what distinguishes it from more "formal" textbooks, such as The Organization of Information, the superb text written and recently updated (2004) by Professor Arlene Taylor (2nd ed. Westport, Conn.: Libraries Unlimited, 2004). Reading Essential Classification, at times, feels like being in a classroom, facing a teacher who assures you that "you don't need to worry about this at this stage" (p. 104), and reassures you that, although you now speed a long time looking for things, "you will soon speed up when you get to know the scheme better" (p. 137). This teacher uses redundancy in a productive fashion, and she is not afraid to express her own opinions ("I think that if these concepts are helpful they may be used" (p. 245); "It's annoying that LCC doesn't provide clearer instructions, but if you keep your head and take them one step at a time [i.e. the tables] they're fairly straightforward" (p. 174)). Chapters 1 to 7 present the essential theoretical concepts relating to knowledge organization and to bibliographic classification. The author is adept at making and explaining distinctions: known-item retrieval versus subject retrieval, personal versus public/shared/official classification systems, scientific versus folk classification systems, object versus aspect classification systems, semantic versus syntactic relationships, and so on. Chapters 8 and 9 discuss the practice of classification, through content analysis and subject description. A short discussion of difficult subjects, namely the treatment of unique concepts (persons, places, etc.) as subjects seems a little advanced for a beginners' class.
Essential Classification is also an exercise book. Indeed, it contains a number of practical exercises and activities in every chapter, along with suggested answers. Unfortunately, the answers are too often provided without the justifications and explanations that students would no doubt demand. The author has taken great care to explain all technical terms in her text, but formal definitions are also gathered in an extensive 172-term Glossary; appropriately, these terms appear in bold type the first time they are used in the text. A short, very short, annotated bibliography of standard classification textbooks and of manuals for the use of major classification schemes is provided. A detailed 11-page index completes the set of learning aids which will be useful to an audience of students in their effort to grasp the basic concepts of the theory and the practice of document classification in a traditional environment. Essential Classification is a fine textbook. However, this reviewer deplores the fact that it presents only a very "traditional" view of classification, without much reference to newer environments such as the Internet where classification also manifests itself in various forms. In Essential Classification, books are always used as examples, and we have to take the author's word that traditional classification practices and tools can also be applied to other types of documents and elsewhere than in the traditional library. Vanda Broughton writes, for example, that "Subject headings can't be used for physical arrangement" (p. 101), but this is not entirely true. Subject headings can be used for physical arrangement of vertical files, for example, with each folder bearing a simple or complex heading which is then used for internal organization. And if it is true that subject headings cannot be reproduced an the spine of [physical] books (p. 93), the situation is certainly different an the World Wide Web where subject headings as metadata can be most useful in ordering a collection of hot links. The emphasis is also an the traditional paperbased, rather than an the electronic version of classification schemes, with excellent justifications of course. The reality is, however, that supporting organizations (LC, OCLC, etc.) are now providing great quality services online, and that updates are now available only in an electronic format and not anymore on paper. E-based versions of classification schemes could be safely ignored in a theoretical text, but they have to be described and explained in a textbook published in 2005. One last comment: Professor Broughton tends to use the same term, "classification" to represent the process (as in classification is grouping) and the tool (as in constructing a classification, using a classification, etc.). Even in the Glossary where classification is first well-defined as a process, and classification scheme as "a set of classes ...", the definition of classification scheme continues: "the classification consists of a vocabulary (...) and syntax..." (p. 296-297). Such an ambiguous use of the term classification seems unfortunate and unnecessarily confusing in an otherwise very good basic textbook an categorization of concepts and subjects, document organization and subject representation."

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Source

Klassifikation und Erkenntnis I. Proc. der Plenarvorträge und der Sektion 1 "Klassifikation und Wissensgewinnung" der 3. Fachtagung der Gesellschaft für Klassifikation, Königstein/Ts., 5.-6.4.1979

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Footnote

Vgl. zur Einführung in die Norm auch die Beiträge von W. Gödert: Bibliothekarische Klassifikationssysteme ... in: Bibliothek: Forschung und Praxis 11(1987) und I. Dahlberg: DIN 32705: ... in: International classification 19(1992)

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Content

Inhalt: Classification: definition and uses - The relationships between classes - Enumerative and faceted schemes - Decisions - The construction of a faceted scheme: I - The construction of a faceted scheme: II - Notation: I - Notation: II - Notation: III - The alphabetical subject index - General classification schemes - Objections to systematic order - Automatic classification

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Abstract

I am writing to correct some of the misconceptions that Hjoerland and Nicolaisen appear to have about my paper in the previous issue of Knowledge Organization. I would like to address aspects of two of these misapprehensions. The first is the faulty interpretation they have given to my use of the term "naïve classification," and the second is the kinds of classification systems that they appear to believe are discussed in my paper as examples of "naïve classifications." First, the term "naïve classification" is directly analogous to the widely-understood and widelyaccepted term "naïve indexing." It is not analogous to the terms to which Hjorland and Nicolaisen compare it (i.e., "naïve physics", "naïve biology"). The term as I have defined it is not pejorative. It does not imply that the scholars who have developed naïve classifications have not given profoundly serious thought to their own scholarly work. My paper distinguishes between classifications for new knowledge developed by scholars in the various disciplines for the purposes of advancing disciplinary knowledge ("naïve classifications") and classifications for previously existing knowledge developed by information professionals for the purposes of creating access points in information retrieval systems ("professional classifications"). This distinction rests primarily an the purpose of the kind of classification system in question and only secondarily an the knowledge base of the scholars who have created it. Hjoerland and Nicolaisen appear to have misunderstood this point, which is made clearly and adequately in the title, in the abstract and throughout the text of my paper.
Second, the paper posits that these different reasons for creating classification systems strongly influence the content and extent of the two kinds of classifications, but not necessarily their structures. By definition, naïve classifications for new knowledge have been developed for discrete areas of disciplinary inquiry in new areas of knowledge. These classifications do not attempt to classify the whole of that disciplinary area. That is, naïve classifications have a explicit purpose that is significantly different from the purpose of the major disciplinary classifications Hjoer-land and Nicolaisen provide as examples of classifications they think I discuss under the rubric of "naïve classifications" (e.g., classifications for the entire field of archaeology, biology, linguistics, music, psychology, etc.). My paper is not concerned with these important classifications for major disciplinary areas. Instead, it is concerned solely and specifically with scholarly classifications for small areas of new knowledge within these major disciplines (e.g., cloth of aresta, double harpsichords, child-rearing practices, anomalous phenomena, etc.). Thus, I have nowhere suggested or implied that the broad disciplinary classifications mentioned by Hjoerland and Nicolaisen are appropriately categorized as "naïve classifications." For example, I have not associated the Periodic System of the Elements with naïve classifications, as Hjoerland and Nicolaisen state that I have done. Indeed, broad classifications of this type fall well outside the definition of naïve classifications set out in my paper. In this case, too, 1 believe that Hjorland and Nicolaisen have misunderstood an important point in my paper. I agree with a number of points made in Hjorland and Nicolaisen's paper. In particular, I agree that researchers in the knowledge organization field should adhere to the highest standards of scholarly and scientific precision. For that reason, I am glad to have had the opportunity to respond to their paper.

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Date

1. 8.1996 22:01:00

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Date

1. 8.1996 22:01:00

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Date

6. 5.2017 18:46:22

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Source

Universal classification II: subject analysis and ordering systems. Proc. of the 4th Int. Study Conf. on Classification research, Augsburg, 28.6.-2.7.1982. Ed.: I. Dahlberg

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Language

i

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Language

i

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Abstract

Colon Classification (CC) is truly the first freely faceted scheme for library classification devised and propagated by Dr. S.R. Ranganathan. The scheme is being taught in theory and practice to the students in most of the LIS schools in India and abroad also. Many manuals, Guide books and Introductory works have been published on CC in the past. But the present work tread a new path in presenting CC to the student, teaching and professional community. The present work Colon Classification: Theory and Practice; A Self Instructional Manual is the result of author's twenty-five years experience of teaching theory and practice of CC to the students of LIS. For the first ime concerted and systematic attempt has been made to present theory and practice of CC in self-instructional mode, keeping in view the requirements of students learners of Open Universities/ Distance Education Institutions in particular. The other singificant and novel features introduced in this manual are: Presenting the scope of each block consisting certain units bollowed by objectives, introduction, sections, sub-sections, self check exercises, glossary and assignment of each unit. It is hoped that all these features will help the users/readers of this manual to understand and grasp quickly, the intricacies involved in theory and practice of CC(6th Edition). The manual is presented in three blocks and twelve units.