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  1. Chan, L.M.; Mitchell, J.S.: Dewey Decimal Classification : principles and applications (2003) 0.09 
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    Object
    DDC-22
  2. Ranganathan, S.R.: Classification and communication (2006) 0.09 
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    Content
    Inhalt: Part I ---Classification and Its Evolution 11. First sense --Primitive use 12. Second sense---Common use 13. Third sense--- Library classification 14. Field of knowledge 15. Enumerative classification 16. Analytico-synthetic classification 17. Uses of analytico-synthetic classification 18. Depth -classification --Confession of a faith Part 2---Communication 21. Co-operative living 22. Communication and language 23. Commercial contact 24. Political understanding 25. Literary exchange 26. Spiritual communion 27. Cultural concord 28. Intellectual team -work Part 3---Classification and Its Future 31. Domains in communication 32. Domain of classification 33. Time-and Space-Facets 34. Preliminary schedules 35. Energy-Facet 36. Matter-Facet 37. Personality -Facet 38. Research and Organisation
  3. Langridge, D.W.: Classification: its kinds, systems, elements and application (1992) 0.08 
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    COMPASS
    Subject classification
    Date
    26. 7.2002 14:01:22
    Footnote
    Rez. in: Journal of documentation 49(1993) no.1, S.68-70. (A. Maltby); Journal of librarianship and information science 1993, S.108-109 (A.G. Curwen); Herald of library science 33(1994) nos.1/2, S.85 (P.N. Kaula); Knowledge organization 22(1995) no.1, S.45 (M.P. Satija)
    Subject
    Subject classification
  4. Chan, L.M.: Library of Congress Subject Headings : principles and application (1995) 0.08 
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    Date
    25.11.2005 18:37:22
    Footnote
    Rez. in: Cataloging and classification quarterly 23(1996) no.1, S.127-130 (L. Kuyper-Rushing)
  5. Barden, B.R.; Denison, B.: Guide to the SLA loan collection of classification schemes and subject heading lists on deposit at Western Reserve Univ. as of March 20, 1961 (1961) 0.08 
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    Footnote
    Rez. in: College and research libraries 22(1961) no.6, S.483-484 (A.R. Lindsay)
  6. Kumar, K.: Theory of classification (1989) 0.08 
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    Date
    25. 3.2019 18:15:22
  7. Fachsystematik und Einzelsprachensystematik des Instituts für Allgemeine Sprachwissenschaft der Westfälischen Wilhelms-Universität Münster (1989) 0.08 
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    Date
    30. 6.2004 21:22:16
    Footnote
    Rez. in: International classification 19(1992) no.3, S.166-168
  8. Between data science and applied data analysis : Proceedings of the 26th Annual Conference of the Gesellschaft für Klassifikation e.V., University of Mannheim, July 22-24, 2002 (2003) 0.08 
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    Series
    Studies in classification, data analysis, and knowledge organization
  9. Kumbhar, R.: Library classification trends in the 21st century (2012) 0.07 
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    Abstract
    This book would serve as a good introductory textbook for a library science student or as a reference work on the types of classification currently in use. College and Research Libraries - covers all aspects of library classification - it is the only book that reviews literature published over a decade's time span (1999-2009) - well thought chapterization which is in tune with the LIS and classification curriculum - useful reference tool for researchers in classification - a valuable contribution to the bibliographic control of classification literature Library Classification Trends in the 21st Century traces development in and around library classification as reported in literature published in the first decade of the 21st century. It reviews literature published on various aspects of library classification, including modern applications of classification such as internet resource discovery, automatic book classification, text categorization, modern manifestations of classification such as taxonomies, folksonomies and ontologies and interoperable systems enabling crosswalk. The book also features classification education and an exploration of relevant topics.
    Date
    22. 2.2013 12:23:55
    LCSH
    Classification / History / 21st century
    Subject
    Classification / History / 21st century
  10. Marcella, R.; Newton, R.: ¬A new manual of classification (1994) 0.06 
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    Footnote
    Rez. in: Knowledge organization 22(1995) no.3/4, S.178-179 (M.P. Satija); Journal of documentation 51(1995) no.4, S.437-439 (R. Brunt)
  11. Scott, M.L.: Dewey Decimal Classification, 22nd edition : a study manual and number building guide (2005) 0.06 
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    DDC-22
  12. Kaushik, S.K.: DDC 22 : a practical approach (2004) 0.06 
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    Abstract
    A system of library classification that flashed across the inquiring mind of young Melvil Louis Kossuth Dewey (known as Melvil Dewey) in 1873 is still the most popular classification scheme.. The modern library classification begins with Dewey Decimal Classification (DDC). Melvil Dewey devised DDC in 1876. DDC has is credit of 128 years of boudless success. The DDC is being taught as a practical subject throughout the world and it is being used in majority of libraries in about 150 countries. This is the result of continuous revision that 22nd Edition of DDC has been published in July 2003. No other classification scheme has published so many editions. Some welcome changes have been made in DDC 22. To reduce the Christian bias in 200 religion, the numbers 201 to 209 have been devoted to specific aspects of religion. In the previous editions these numbers were devoted to Christianity. to enhance the classifier's efficiency, Table 7 has been removed from DDC 22 and the provision of adding group of persons is made by direct use of notation already available in schedules and in notation -08 from Table 1 Standard Subdivision. The present book is an attempt to explain, with suitable examples, the salient provisions of DDC 22. The book is written in simple language so that the students may not face any difficulty in understanding what is being explained. The examples in the book are explained in a step-by-step procedure. It is hoped that this book will prove of great help and use to the library professionals in general and library and information science students in particular.
    Content
    1. Introduction to DDC 22 2. Major changes in DDC 22 3. Introduction to the schedules 4. Use of Table 1 : Standard Subdivisions 5. Use of Table 2 : Areas 6. Use of Table 3 : Subdivisions for the arts, for individual literatures, for specific literary forms 7. Use to Table 4 : Subdivisions of individual languages and language families 8. Use of Table 5 : Ethic and National groups 9. Use of Table 6 : Languages 10. Treatment of Groups of Persons
    Object
    DDC-22
  13. Sehgal, R.L.: ¬An introduction to Dewey Decimal Classification (2005) 0.06 
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    Content
    Inhalt: Section A: Number Building in Dewey Decimal Classification Chapters 1. Dewey Decimal Classification: An Introduction 2. Relative Index and its Utility 3. Table 1: Standard Subdivisions 4. Table 2: Areas 5. Table 3: Subdivisions of Individual Literature 6. Table 4: Aubdivisions of Individual Languages 7. Table 5: Racial, Ethnic National Groups 8. Table 6: Languages 9. Table 7: Persons 10. Number Building in Dewey Decimal Classification 11. Classification of Books According to Dewey Decimal classification 12. 000 Generalities 13. 100 Philosophy and Related Disciplines 14. 200 Religion 15. 300 Social Sciences 16. 400 Languages 17. 500 Pure Sciences 18. 600 Technology (Applied Sciences) 19. 700 The Arts 20. 800 Literature (Belles-Relaters) 21. 900 General Geography and History Exercises Solutions
    Date
    28. 2.2008 17:22:52
    Object
    DDC-22
  14. Fill, K.: Einführung in das Wesen der Dezimalklassifikation (1969) 0.05 
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    Date
    22. 4.2007 12:31:34
    LCSH
    Classification, Decimal
    Subject
    Classification, Decimal
  15. Ruge, G.: Sprache und Computer : Wortbedeutung und Termassoziation. Methoden zur automatischen semantischen Klassifikation (1995) 0.05 
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    Content
    Enthält folgende Kapitel: (1) Motivation; (2) Language philosophical foundations; (3) Structural comparison of extensions; (4) Earlier approaches towards term association; (5) Experiments; (6) Spreading-activation networks or memory models; (7) Perspective. Appendices: Heads and modifiers of 'car'. Glossary. Index. Language and computer. Word semantics and term association. Methods towards an automatic semantic classification
    Footnote
    Rez. in: Knowledge organization 22(1995) no.3/4, S.182-184 (M.T. Rolland)
  16. Gödert, W.; Lepsky, K.: Informationelle Kompetenz : ein humanistischer Entwurf (2019) 0.05 
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    Footnote
    Rez. in: Philosophisch-ethische Rezensionen vom 09.11.2019 (Jürgen Czogalla), Unter: https://philosophisch-ethische-rezensionen.de/rezension/Goedert1.html. In: B.I.T. online 23(2020) H.3, S.345-347 (W. Sühl-Strohmenger) [Unter: https%3A%2F%2Fwww.b-i-t-online.de%2Fheft%2F2020-03-rezensionen.pdf&usg=AOvVaw0iY3f_zNcvEjeZ6inHVnOK]. In: Open Password Nr. 805 vom 14.08.2020 (H.-C. Hobohm) [Unter: https://www.password-online.de/?mailpoet_router&endpoint=view_in_browser&action=view&data=WzE0MywiOGI3NjZkZmNkZjQ1IiwwLDAsMTMxLDFd].
  17. National Seminar on Classification in the Digital Environment : Papers contributed to the National Seminar an Classification in the Digital Environment, Bangalore, 9-11 August 2001 (2001) 0.05 
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    Date
    2. 1.2004 10:35:22
    Footnote
    Rez. in: Knowledge organization 30(2003) no.1, S.40-42 (J.-E. Mai): "Introduction: This is a collection of papers presented at the National Seminar an Classification in the Digital Environment held in Bangalore, India, an August 9-11 2001. The collection contains 18 papers dealing with various issues related to knowledge organization and classification theory. The issue of transferring the knowledge, traditions, and theories of bibliographic classification to the digital environment is an important one, and I was excited to learn that proceedings from this seminar were available. Many of us experience frustration an a daily basis due to poorly constructed Web search mechanisms and Web directories. As a community devoted to making information easily accessible we have something to offer the Web community and a seminar an the topic was indeed much needed. Below are brief summaries of the 18 papers presented at the seminar. The order of the summaries follows the order of the papers in the proceedings. The titles of the paper are given in parentheses after the author's name. AHUJA and WESLEY (From "Subject" to "Need": Shift in Approach to Classifying Information an the Internet/Web) argue that traditional bibliographic classification systems fall in the digital environment. One problem is that bibliographic classification systems have been developed to organize library books an shelves and as such are unidimensional and tied to the paper-based environment. Another problem is that they are "subject" oriented in the sense that they assume a relatively stable universe of knowledge containing basic and fixed compartments of knowledge that can be identified and represented. Ahuja and Wesley suggest that classification in the digital environment should be need-oriented instead of subjectoriented ("One important link that binds knowledge and human being is his societal need. ... Hence, it will be ideal to organise knowledge based upon need instead of subject." (p. 10)).
    AHUJA and SATIJA (Relevance of Ranganathan's Classification Theory in the Age of Digital Libraries) note that traditional bibliographic classification systems have been applied in the digital environment with only limited success. They find that the "inherent flexibility of electronic manipulation of documents or their surrogates should allow a more organic approach to allocation of new subjects and appropriate linkages between subject hierarchies." (p. 18). Ahija and Satija also suggest that it is necessary to shift from a "subject" focus to a "need" focus when applying classification theory in the digital environment. They find Ranganathan's framework applicable in the digital environment. Although Ranganathan's focus is "subject oriented and hence emphasise the hierarchical and linear relationships" (p. 26), his framework "can be successfully adopted with certain modifications ... in the digital environment." (p. 26). SHAH and KUMAR (Model for System Unification of Geographical Schedules (Space Isolates)) report an a plan to develop a single schedule for geographical Subdivision that could be used across all classification systems. The authors argue that this is needed in order to facilitate interoperability in the digital environment. SAN SEGUNDO MANUEL (The Representation of Knowledge as a Symbolization of Productive Electronic Information) distills different approaches and definitions of the term "representation" as it relates to representation of knowledge in the library and information science literature and field. SHARADA (Linguistic and Document Classification: Paradigmatic Merger Possibilities) suggests the development of a universal indexing language. The foundation for the universal indexing language is Chomsky's Minimalist Program and Ranganathan's analytico-synthetic classification theory; Acording to the author, based an these approaches, it "should not be a problem" (p. 62) to develop a universal indexing language.
    SELVI (Knowledge Classification of Digital Information Materials with Special Reference to Clustering Technique) finds that it is essential to classify digital material since the amount of material that is becoming available is growing. Selvi suggests using automated classification to "group together those digital information materials or documents that are "most similar" (p. 65). This can be attained by using Cluster analysis methods. PRADHAN and THULASI (A Study of the Use of Classification and Indexing Systems by Web Resource Directories) compare and contrast the classificatory structures of Google, Yahoo, and Looksmart's directories and compare the directories to Dewey Decimal Classification, Library of Congress Classification and Colon Classification's classificatory structures. They find differentes between the directories' and the bibliographic classification systems' classificatory structures and principles. These differentes stem from the fact that bibliographic classification systems are used to "classify academic resources for the research community" (p. 83) and directories "aim to categorize a wider breath of information groups, entertainment, recreation, govt. information, commercial information" (p. 83). NEELAMEGHAN (Hierarchy, Hierarchical Relation and Hierarchical Arrangement) reviews the concept of hierarchy and the formation of hierarchical structures across a variety of domains. NEELAMEGHAN and PRADAD (Digitized Schemes for Subject Classification and Thesauri: Complementary Roles) demonstrate how thesaural relationships (NT, BT, and RT) can be applied to a classification scheme, the Colon Classification in this Gase. NEELAMEGHAN and ASUNDI (Metadata Framework for Describing Embodied Knowledge and Subject Content) propose to use the Generalized Facet Structure framework which is based an Ranganathan's General Theory of Knowledge Classification as a framework for describing the content of documents in a metadata element set for the representation of web documents. CHUDAMANI (Classified Catalogue as a Tool for Subject Based Information Retrieval in both Traditional and Electronic Library Environment) explains why the classified catalogue is superior to the alphabetic cata logue and argues that the same is true in the digital environment.
    PARAMESWARAN (Classification and Indexing: Impact of Classification Theory an PRECIS) reviews the PRECIS system and finds that "it Gould not escape from the impact of the theory of classification" (p. 131). The author further argues that the purpose of classification and subject indexing is the same and that both approaches depends an syntax. This leads to the conclusion that "there is an absolute syntax as the Indian theory of classification points out" (p. 131). SATYAPAL and SANJIVINI SATYAPAL (Classifying Documents According to Postulational Approach: 1. SA TSAN- A Computer Based Learning Package) and SATYAPAL and SANJIVINI SATYAPAL (Classifying Documents According to Postulational Approach: 2. Semi-Automatic Synthesis of CC Numbers) present an application to automate classification using a facet classification system, in this Gase, the Colon Classification system. GAIKAIWARI (An Interactive Application for Faceted Classification Systems) presents an application, called SRR, for managing and using a faceted classification scheme in a digital environment. IYER (Use of Instructional Technology to Support Traditional Classroom Learning: A Case Study) describes a course an "Information and Knowledge Organization" that she teaches at the University at Albany (SUNY). The course is a conceptual course that introduces the student to various aspects of knowledge organization. GOPINATH (Universal Classification: How can it be used?) lists fifteen uses of universal classifications and discusses the entities of a number of disciplines. GOPINATH (Knowledge Classification: The Theory of Classification) briefly reviews the foundations for research in automatic classification, summarizes the history of classification, and places Ranganathan's thought in the history of classification.
    Discussion The proceedings of the National Seminar an Classification in the Digital Environment give some insights. However, the depth of analysis and discussion is very uneven across the papers. Some of the papers have substantive research content while others appear to be notes used in the oral presentation. The treatments of the topics are very general in nature. Some papers have a very limited list of references while others have no bibliography. No index has been provided. The transfer of bibliographic knowledge organization theory to the digital environment is an important topic. However, as the papers at this conference have shown, it is also a difficult task. Of the 18 papers presented at this seminar an classification in the digital environment, only 4-5 papers actually deal directly with this important topic. The remaining papers deal with issues that are more or less relevant to classification in the digital environment without explicitly discussing the relation. The reason could be that the authors take up issues in knowledge organization that still need to be investigated and clarified before their application in the digital environment can be considered. Nonetheless, one wishes that the knowledge organization community would discuss the application of classification theory in the digital environment in greater detail. It is obvious from the comparisons of the classificatory structures of bibliographic classification systems and Web directories that these are different and that they probably should be different, since they serve different purposes. Interesting questions in the transformation of bibliographic classification theories to the digital environment are: "Given the existing principles in bibliographic knowledge organization, what are the optimum principles for organization of information, irrespectively of context?" and "What are the fundamental theoretical and practical principles for the construction of Web directories?" Unfortunately, the papers presented at this seminar do not attempt to answer or discuss these questions."
  18. Foskett, A.C.: ¬The subject approach to information (1996) 0.05 
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    COMPASS
    Subject classification
    Date
    25. 7.2002 21:22:31
    Subject
    Subject classification
  19. Ranganathan, S.R.: Colon Classification : Basic classification (1963) 0.04 
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  20. Education for library cataloging : international perspectives (2006) 0.04 
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    Abstract
    Co-published simultaneously as Cataloging & classification quarterly, volume 41, number 2, 2005 and volume 41, numbers 3/4, 2006.
    Classification
    025.3/071 22
    Content
    Inhalt: Education and training for cataloguing at the University of Botswana Library : an overview / Rose Tiny Kgosiemang -- The relevance of cataloguing in library science curriculum in Cross River State of Nigeria in this technological age / J.I. Iwe -- The education and training of cataloguing students in South Africa through distance education / Linda M. Cloete -- Education of cataloging and classification in China / Zhanghua Ma -- The status quo and future development of cataloging and classification education in China / Li Si -- Education for knowledge organization : the Indian scene / K.S. Raghavan -- Current status of cataloging and classification education in Japan / Shoichi Taniguchi -- A study on the job training and self-training of the cataloging and classification librarians working in South Korean academic libraries / Chul-Wan Kwak -- Beyond our expectations : a review of an independent learning module in descriptive cataloguing at the Queensland University of for cataloguing and classification in Australia / Ross Harvey, Susan Reynolds -- Education for cataloging and classification in Austria and Germany / Monika Münnich, Heidi Zotter-Straka, Petra Hauke -- Education and training on studies and professional librarianship schools / Anna Sitarska -- Cataloging education on the sunny side of the Alps / Jerry D. Saye, Alenka ^Sauperl -- Education for cataloging in Spanish universities : a descriptive and López-Cózar -- Education and training for cataloguing and classification in the British Isles / J.H. Bowman -- The teaching of information processing in the University of Buenos Aires, Argentina / Elsa E. Barber, Silvia L. Pisano -- Education for cataloging and classification in Mexico / Filiberto Felipe Martínez Arellano -- Education for cataloging and related areas in Peru / Ana María Talavera Ibarra -- Cataloging and classification education in Egypt : stressing the fundamentals while moving toward automated applications / Mohammed Fat'hy Abdel Hady, Ali Kamal Shaker -- An account of cataloging and classification education in Iranian universities / Mortaza Kokabi -- Cataloging instruction in Israel / Snunith Shoham -- Continuing education for catalogers in Saudi Arabia / Zahiruddin Khurshid.
    DDC
    025.3/071 22
    Footnote
    Rez. in: KO 33(2006) no.2, S.119-20 (S.S. Intner): "This survey of cataloging education around the world offers readers a rich menu of experiences, educational offerings, and approaches to the subject of cataloging education as it is currently practiced in 24 countries of the world, excluding the United States and Canada. The exclusion does not mean that English-speaking countries are entirely absent from the book, however. Two nations outside North America, South Africa (in one chapter) and Australia (in two chapters), are covered. The chapters are organized geographically, beginning with the African continent, and followed by several each under headings for Asia, Australia (two chapters), Europe, Latin America, and the Middle East. Nations whose cataloging education programs are described include (in order of presentation) Botswana, Nigeria, South Africa, China (both the People's Republic of China and Taiwan), India, Japan, South Korea, Australia, Austria and Germany (described together in one chapter), Poland, Slovenia, Spain, the British Isles (England, Scotland, and Wales), Argentina, Mexico, Peru, Egypt, Iran, Israel, and Saudi Arabia. As readers might expect, many chapters reflect common experiences among the countries, particularly regarding the proliferation of subjects in competition with cataloging and classification in library school curricula. There are also some common problems, such as dealing with the changes in education and training prompted by automation. Generally, computer-based cataloging is not a new issue anywhere, although in some areas of the world, catalogers still work with manual systems. Describing cataloging education in Nigeria, J. I. Iwe states: "... the card catalogue is still being used in all libraries, including the University of Calabar library where the only library school in the state exists (p. 33)." In other places, computer infrastructure has developed to a level that supports coursework online. As Linda M. Cloete writes, "The ultimate goal of the training resource program is to develop an online, fully interactive course: an online virtual cataloging classroom (p. 66)."
    The eternal debate in the teaching of cataloging over theory versus practice emerges in this volume. As Li Si suggests in describing cataloging education in the People's Republic of China, the matter might be laid at the door of the faculty, stating, "Although the majority of teaching faculty members in the library and information science programs have a solid theoretical foundation from their school education and training, they do not normally possess practical work experience in their field of specialty and they are not familiar with the application of technologies in the field. In order to enhance their practical skills, these faculty members should be given the opportunity to work in libraries... This way, they would be able to put theory into practice and gain rich, practical field experience, thus improving the relevance and quality of their teaching (p. 97)." One wonders how warmly faculty members would welcome that kind of opportunity! On the other hand, in many places, onthe-job training is weak, as Shoichi Taniguchi describes it in Japan, "on the job training and continuing education are neither encouraged nor promoted (p. 132)." Among the most interesting and important aspects of this book are the tables of hard data it presents. Almost every chapter reports on surveys done by the authors on the state of library education in general and/or the kinds of offerings in cataloging and classification available within their countries. Some authors also include statistics on the numbers of persons receiving certificates, diplomas, and/or master's degrees, which is useful in understanding the different levels of expertise being developed over time. While one could argue that there are gaps in coverage, with large, influential countries such as France and Italy in Europe, Brazil, Bolivia, and Chile in South America, and Thailand and Myanmar in Asia, left out of the book, for the most part there is good representation from different parts of the globe. Education for Library Cataloging is a good choice as a textbook for coursework in International Librarianship as well as a primer in what to expect if one's information center is affiliated with partners outside the United States and Canada. This book should be seen as an important "must read" for all library students and practitioners concerned about issues of increasing globalization in bibliographic control. It is highly recommended."
    LCSH
    Classification / Study and teaching
    Subject
    Classification / Study and teaching

Authors

Years

Languages

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  • s 124
  • i 15
  • el 8
  • b 7
  • u 2
  • d 1
  • n 1
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