{"id":94,"date":"2025-04-01T19:46:17","date_gmt":"2025-04-01T19:46:17","guid":{"rendered":"https:\/\/eportfolio.ericaleff.io\/?page_id=94"},"modified":"2025-04-01T19:46:17","modified_gmt":"2025-04-01T19:46:17","slug":"competency-g","status":"publish","type":"page","link":"https:\/\/eportfolio.ericaleff.io\/index.php\/competency-g\/","title":{"rendered":"Competency G"},"content":{"rendered":"
\n

Demonstrate understanding of basic principles and standards involved in organizing information such as classification and controlled vocabulary systems, cataloging systems, metadata schemas or other systems for making information accessible to a particular clientele.<\/p><\/blockquote>\n

\n

Introduction<\/h1>\n

Having materials is not enough for an information organization; there needs to be some way to organize and locate items. \u201cLibrary materials that are not organized are essentially lost\u201d (Hoffman, 2019, ch. 1). Cataloging is an important part of the history of libraries and information organizations that was invented in the nineteenth century to \u201cgive access to the growing body of scholarly literature that accompanied new models of research and higher education that emerged at that time\u201d (Bolin, 2022). Collections need to use the principles of metadata, cataloging, classification, and controlled vocabularies to provide access to the resources it contains.<\/p>\n

Metadata<\/h2>\n

Metadata is \u201cdata about data \u2026 the structured data that enables people to find and access information\u201d (Bolin, 2022). Common metadata schemes are Dublin Core (\u201ca standard \u2026 that defines metadata elements used to describe and provide access to online materials\u201d), MARC (\u201ca data communications format that specifies a data structure for bibliographic description\u201d), and EAD (\u201ca standard for encoding descriptions of archival resources\u201d) (SAA, n.d.-a, n.d.-b, n.d.-c). MARC is used for library cataloging, while Dublin Core, which is based on MARC, is \u201cwidely used to create digital archives\u201d (Bolin, 2022). EAD is \u201ca non-proprietary standard for the encoding of finding aids for use in a networked (online) environment,\u201d maintained by the Library of Congress and Society of American Archivists (SAA) (SAA, 2024). SAA also maintains DACS, \u201can output-neutral set of rules for describing archives, personal papers, and manuscript collections,\u201d which can be used with MARC, EAD, or any other kind of descriptive output (SAA, 2022).<\/p>\n

Cataloging<\/h2>\n

Cataloging, \u201cthe acquisition or creation of bibliographic data for a library catalog or other discovery tool,\u201d falls into the categories of descriptive cataloging, which \u201cdeals with what a resource is and who is responsible for it,\u201d and subject cataloging, which \u201cdeals with that the resource is about\u201d (Bolin, 2022). Descriptive cataloging includes bibliographic elements like title, author, and publication information. Authority control, which deals with disambiguating terms, is also part of descriptive cataloging. Subject cataloging relies on controlled vocabularies like Library of Congress Subject Headings (LCSH) to describe \u201ca resource\u2019s aboutness\u201d (Bolin, 2022).<\/p>\n

Classification and Controlled Vocabularies<\/h2>\n

Many catalogs allow searching by controlled vocabularies, where \u201cspecific words or phrases designated as subject index terms are assigned to each bibliographic record \u2026 among possible synonyms, one term is chosen as the subject index term\u201d (Chan & Salaba, 2016, p. 467-468). These predetermined terms are also referred to as subject headings, and a list of these terms is usually referred to as a thesaurus. Subject headings in a thesaurus often link to other terms, labeled broader term (BT), narrower term (NT), and related term (RT) (Chan & Salaba, p. 468). For example, the LC subject heading \u201cSpace flight\u201d includes the broader term \u201cAeronautics\u2014Flights,\u201d the narrower term \u201cInterstellar travel,\u201d and the related term \u201cAstronautics\u201d (LCSH, 2000). LCSH can be searched at http:\/\/id.loc.gov;<\/a> a subject heading\u2019s page also links to matching concepts in other metadata schemes and notes on using the subject heading.<\/p>\n

Evidence<\/h1>\n

Artifact 1<\/h2>\n

Assignment:<\/strong> Beta Prototype Design Document<\/a>
\nCourse:<\/strong> INFO 202, Information Retrieval System Design
\nDescription:<\/strong> This assignment is one part of a group project to design and implement a database. In the previous part of the assignment, we created an alpha prototype of a cheese database for our instructor to review. In this part, we had to revise our database and design document so another group could review our work. We needed to include a statement of purpose, a database with working forms for search and submission, and rules for each field. The rules needed the field\u2019s unit of analysis, whether the field is required, if it can have multiple values or only one, if it uses a controlled vocabulary, and definitions or explanations that an indexer would need to understand how to enter data.<\/p>\n

This assignment demonstrates my understanding of how to classify information, create rules for indexing records, and ensure the accessibility of information to users of a database. Each field of our database was considered carefully to ensure it would meet users\u2019 needs. We researched the cheese lovers community to understand what fields would be most useful to the greatest number of users. Qualities like firmness of cheese and whether or not it has a rind did not occur to us before doing research; this showed me the importance of user research when working with classification.<\/p>\n

Artifact 2<\/h2>\n

Assignment:<\/strong> Controlled Vocabulary for Target User Group<\/a>
\nCourse:<\/strong> INFO 202, Information Retrieval System Design
\nDescription:<\/strong> This group project asked us to create a collection of full-text articles for a specific group of MLIS students, design a controlled vocabulary around the collection, and assign terms from the vocabulary to the articles. We chose to create a vocabulary for data science students. After finding 9 relevant articles about data science and information science, we chose the most important concepts from them, grouped similar terms, and created a controlled vocabulary that made sense for our collection.<\/p>\n

This assignment demonstrates my ability to design a controlled vocabulary for a collection. Because this assignment is in worksheet format, it is clear what steps our group took to evaluate the articles chosen, and draft and revise our controlled vocabulary multiple times before finalizing it. Comparing the original concepts we chose for the articles versus the assigned descriptions at the end shows how my understanding of classification developed over the course of the assignment.<\/p>\n

Artifact 3<\/h2>\n

Assignment:<\/strong> Change and LIS<\/a>
\nCourse:<\/strong> INFO 204, Information Professions
\nDescription:<\/strong> This assignment tasked me with writing an essay about change management and library and information science, relating concepts back to the book Who Moved My Cheese?<\/em> by Spencer Johnson. Despite the assignment not being directly related to classification and cataloging, it became related through the direction my essay took. Reflecting on change, library and information science, and DEI concepts, my mind went to the Dewey Decimal System and its many problems.<\/p>\n

This essay demonstrates my understanding of classification and cataloging as important tools in library and information science that can be weaponized against marginalized groups, either intentionally or unintentionally. By reflecting on how the Dewey system categorizes religions as Christianity or other, I learned how classification can be harmful if not done in a conscientious way. Cataloging and classification are not one-and-done tasks; they must be evaluated over time as the world changes.<\/p>\n

Conclusion<\/h1>\n

The structures of organized information are fascinating to me, and I plan on continuing to learn about cataloging and classification. I am curious about indexing as a potential career path and might take the American Society for Indexing\u2019s training course to further my education. I will be looking to publications like Cataloging & Classification Quarterly<\/em> and Library Resources & Technical Services<\/em>.<\/p>\n

References<\/h1>\n

Bolin, M. K. (2022). Metadata, cataloging, linked data, and the evolving ILS. In S. Hirsh (Ed.), Information services today: An introduction<\/em>. Rowman & Littlefield.<\/p>\n

Chan, L. M., & Salaba, A. (2016). Cataloging and classification: An introduction<\/em> (4th ed.). Rowman & Littlefield.<\/p>\n

Hoffman, G. L. (2019). Organizing library collections: Theory and practice<\/em>. Rowman & Littlefield.<\/p>\n

Library of Congress Subject Headings [LCSH]. (2000). Space flight<\/em>. https:\/\/id.loc.gov\/authorities\/subjects\/sh85125923.html<\/a><\/p>\n

Society of American Archivists [SAA]. (n.d.-a). Dublin Core. In Dictionary of archives terminology<\/em>. Retrieved March 28, 2025, from https:\/\/dictionary.archivists.org\/entry\/dublin-core.html<\/a><\/p>\n

Society of American Archivists [SAA]. (n.d.-b). Encoded Archival Description. In Dictionary of archives terminology<\/em>. Retrieved March 28, 2025, from https:\/\/dictionary.archivists.org\/entry\/encoded-archival-description.html<\/a><\/p>\n

Society of American Archivists [SAA]. (n.d.-c). MARC. In Dictionary of archives terminology<\/em>. Retrieved March 28, 2025, from https:\/\/dictionary.archivists.org\/entry\/marc.html<\/a><\/p>\n

Society of American Archivists [SAA]. (2022). Describing Archives: A Content Standard (DACS)<\/em>. https:\/\/www2.archivists.org\/groups\/technical-subcommittee-on-describing-archives-a-content-standard-dacs\/describing-archives-a-content-standard-dacs-second-<\/a><\/p>\n

Society of American Archivists [SAA]. (2024). Encoded Archival Description (EAD)<\/em>. https:\/\/www2.archivists.org\/groups\/technical-subcommittee-on-encoded-archival-standards-ts-eas\/encoded-archival-description-ead<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Demonstrate understanding of basic principles and standards involved in organizing information such as classification and controlled vocabulary systems, cataloging systems, metadata schemas or other systems for making information accessible to a particular clientele. Introduction Having materials is not enough for an information organization; there needs to be some way to organize and locate items. \u201cLibrary … Read moreCompetency G<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-94","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages\/94","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/comments?post=94"}],"version-history":[{"count":1,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages\/94\/revisions"}],"predecessor-version":[{"id":96,"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/pages\/94\/revisions\/96"}],"wp:attachment":[{"href":"https:\/\/eportfolio.ericaleff.io\/index.php\/wp-json\/wp\/v2\/media?parent=94"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}