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Broughton, V.: Automatic metadata generation : Digital resource description without human intervention (2007)
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- Date
- 22. 9.2007 15:41:14
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Broughton, V.: Henry Evelyn Bliss : the other immortal or a prophet without honour? (2008)
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- Date
- 9. 2.1997 18:44:22
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Broughton, V.: Science and knowledge organization : an editorial (2021)
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- Content
- Vgl.: doi.org/10.5771/0943-7444-2021-7-8-469.
- Source
- Knowledge organization. 48(2021) no.7/8, S.469-472
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Broughton, V.: Notational expressivity : the case for and against the representation of internal subject structure in notational coding (1999)
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- Date
- 10. 8.2001 13:22:14
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Broughton, V.: Structural, linguistic and mathematical elements in indexing languages and search engines : implications for the use of index languages in electronic and non-LIS environments (2000)
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- Series
- Advances in knowledge organization; vol.7
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Broughton, V.: Faceted classification as a basis for knowledge organization in a digital environment : the Bliss Bibliographic Classification as a model for vocabulary management and the creation of multi-dimensional knowledge structures (2001)
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- Source
- New review of hypermedia and multimedia. 7(2001) no.1, S.67-102
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Broughton, V.: Essential classification (2004)
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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.
