025.431: The Dewey blog

Rock me Amadeus

People, people, where are you? Why no deluge of responses to last week's All-New Dewey Teaser? Surely you aren't too busy doing "real" work to worry about where to put books about phishing? Go on -- give it a try! (Psst. The "personal info" you have to fill in when posting a comment? Y'know, you can always make it up. We won't tell.)

Now, we know we're a bit late with this, but, hey -- we've been waiting a quarter of a millennium -- what difference does a day or four make? Friday was the 250th anniversary of the birth of Wolfgang Amadeus Mozart (1756-1791) in Salzburg, Austria, and recordings of his works have been monopolizing Dewey Manor's state-of-the-art, multi-room, hi-fidelity phonograph system for weeks. There's lots of Mozartian minutiae to devour over at NPR's site; meanwhile, biographies and general works of criticism of the body of Mozart's work should be classed at 780.92 Persons associated with music. Analyses of the works that Mozart composed in a specific form should be classed with that form. For example, a work of general criticism of Mozart's symphonies should go in 784.2184092, adding to the base number 784.2 Full orchestra notation 1 General principles, musical forms, instruments and then the numbers following 784.1 in 784.184 Symphonies (as instructed at 784–788), before adding —092 Persons from Table 1. The notation 092 shouldn't be used for criticism of an individual work by Mozart, however: see the instruction in the Manual note for "Composers" under 780.92 Musicians and composers.

Steel yourself

Sports fans across the globe are getting ready for this weekend's match-up of two titans of world football. But that's enough about the Norwich–Ipswich derby. Here in the US, where we play a brand of football known to the rest of the planet as "American" (796.332), two lesser-known teams are preparing for the quaintly-named "Super Bowl" (796.332648), traditionally contested by the Dallas Cowboys and some other team on the day of the official national festival of beer (a.k.a. "Super Sunday"). This year, of course, the Cowboys couldn't make it, so the game is to be played between the plucky Steelers (796.332640974886) from Pittsburgh (T2—74886; home of the DDC's Editor-in-Chief) and the brave Seahawks (796.3326409797772) from Seattle (T2—797772; home of a spanking new Central Library organized according to the DDC). The Super Bowl began in January 1967. Coincidentally that's when your truthy blogger began, too. Cause for celebration, I think. Bring on Super Sunday! (And let's hope somebody buys me a history of American football before I offend anyone else.)

All-New Dewey Teaser #1

Finally, the suspense is over. It's the moment you've all been waiting for! The return of the Dewey Teaser, in its all-new, genre-busting format. Well, we say "all-new" -- but in one crucial respect, it's just like the Old Dewey Teaser: it's simple. All you need to do is tell us where in the DDC you would class the following:

1. a work on neoliberalism;

2. a work on educational attainment; and

3. a work on phishing.

All three subjects are taken from recent Weekly Lists of new subject headings issued by the Library of Congress: "Neoliberalism" appears in WL 22 of June 1, 2005; "Educational attainment" and "Phishing" are from WL 23 of June 8, 2005. The DDC editors will be mapping DDC numbers to these headings next week -- so, watch out for our answers next Friday!

Rich pickings

Please allow the Dewey blog to indulge in fond memories of our Texan weekend one final time, then, with a mini-report on the ALA/ALCTS/CCS/CETRC meeting of Saturday afternoon. (You what? Oh, sorry, that's the Committee on Education, Training, and Recruitment for Cataloging [CETRC] of the Cataloging and Classification Section [CCS] of the ALA's Association for Library Collections and Technical Services [ALCTS], don'tcha know.) This meeting (chair: Christine DeZelar-Tiedman [University of Minnesota Libraries]) included a report from the CETRC's Continuing Education Subcommittee (chair: Rebecca L. Mugridge [Pennsylvania State University Libraries]) that highlighted the ongoing development of two training opportunities of potential future interest to Dewey blog readers. One is the forthcoming, four-week, web-based, distance-education course on "Fundamentals of cataloging," to be modeled on the already-successful "Fundamentals of acquisitions." The other is the two-day workshop on "Principles of controlled vocabulary and thesaurus design," one of the five Cat21 workshops administered jointly by the ALCTS and the Library of Congress's Cataloging Distribution Service (CDS), and developed as a response to the survey of existing training opportunities that was conducted by the ALCTS's Continuing Education Task Force (chair: Carol Hixson [University of Oregon]) in 2002-2003 and reported in Cataloging for the 21st century: A proposal for continuing education for cataloging professionals. This report was itself compiled as a response to action item 5.3 of Bibliographic control of web resources: A Library of Congress action plan that stemmed from the LC's Bicentennial Conference on Bibliographic Control for the New Millennium of November 2000. The workshops in the Cat21 series "[offer] practicing catalogers instruction in bibliographic control practices that will help them continue to play a significant role in shaping library services in the emerging digital information environment." Turns out that "Principles of controlled vocabulary and thesaurus design" will be taught for the first time (at the University of Denver, CO, on May 2-3, 2006) by Rich Gazan and Jillian Wallis. Now assistant professor in the University of Denver's Library and Information Science Program, Rich graduated with a Ph.D. from UCLA a couple of years ago. His dissertation adviser? Your trusty blogger (who isn't unacquainted with Jillian's all-round brilliance, either). Suffice to say, the competition is certainly hotting up for the Dewey blog's inaugural Two-Day Cataloging Workshop of the Year Award.

Taking FRBR further

Back to Saturday again, then, and the morning's meeting of the Cataloging and Classification Discussion Group, organized by the ALA's Association for Library Collections and Technical Services (ALCTS), and devoted to topics relating to IFLA's conceptual models of the kinds of data that are recorded in library catalogs -- the most well-established of these models, of course, being the Functional Requirements for Bibliographic Records (FRBR). In her paper co-authored with colleague Nancy Chaffin on "Trying FRBR out: A pragmatic evaluation of how FRBR will change our catalog," Tami Morse McGill (Colorado State University Libraries) reported on an exploratory study of the extent to which catalog data at CSU is robust enough to support FRBRization with the minimum of manual intervention. Glenn Patton (OCLC) summarized the progress of the IFLA Working Group on the Functional Requirements and Numbering of Authority Records (FRANAR), which is in the process of extending FRBRian concepts to authority data in the form of the FRAR (Functional Requirements for Authority Records) model. And Lois Mai Chan (University of Kentucky) and Ed O'Neill (OCLC) introduced the work that has begun under the auspices of a third IFLA Working Group, on the Functional Requirements of Subject Authority Records (FRSAR), that is chaired by Marcia Lei Zeng (Kent State University). Tom Delsey had published his paper on "Modeling subject access: Extending the FRBR and FRANAR conceptual models" in Cataloging & Classification Quarterly 39, no. 3-4, 2004; the FRSAR WG had formed in April 2005; Marcia Lei Zeng and colleague Athena Salaba had presented their paper, "Toward an international sharing and use of subject authority data," at OCLC's invitational workshop of May, 2005, on "FRBR in 21st century catalogues"; and Tom Delsey had presented a version of his earlier paper at a satellite meeting of IFLA 2005 in Oslo in August. The focus of FRSAR is on what FRBR calls the "Group 3" entities (i.e., concepts, objects, events, and places) that relate to the aboutness of works. The emphasis of work already undertaken has been on verbal representations of those entities (e.g., subject headings), but classification data is also an integral part of any subject access model: FRCAR, anyone? Audience reaction to the suggestion that FRAR and FRSAR should more properly be named FRAD and FRSAD (given their focus on Data that need not be tied to Records) was mixed. Meanwhile, Paul Weiss (University of California, San Diego) reminded us that FRBR/FRAR/FRSAR are conceptual models and not system architectures or even sets of principles guiding display, and that the best way of implementing a conceptual model is: to think about it. So we're thinking.

Temples of thoughts

Of course you’re all desperate to know of the Dewey blog’s whereabouts at all times, and so I’m pleased to inform you that we’re back in the vicinity of the Manor, having waved goodbye to the San Antonio Riverwalk for the last time. Nobody we know actually fell in the river, despite several close calls, and I got to meet David Bigwood of Catalogablog renown, so: a resounding success. Now, going back to Friday, and the OCLC Symposium on “Extreme makeover: Rebranding an industry” ... Others have already reported on this (for detailed notes posted in real-time, for instance, check out It’s all good), but we did want to add our tuppence-ha’penny-worth in praise of this excellent session in which four experts shared their insights on the nature and future of the “library” brand, in the light of OCLC’s new report (Perceptions of libraries and information resources) on an international study of the information-seeking habits of over 3,000 information consumers. Omar Wasow (BlackPlanet.com) spoke of the transformative mission of the library as a “public park for your brain” -- a physical space comparable to a school, church, or gym, where people may reflect, think, write, learn, connect, and change. Jennifer Rice (Mantra Brand Communications), who admitted to not having used a library since leaving college, identified five trends that libraries have no option but to come to terms with if they are to appeal on the level of Google, Starbucks, Netflix, and Home Depot to consumers like herself: libraries must offer convenience, choice, means to connect with communities and to take control, and a memorable experience. Patricia Martin (LitLamp Communications Group) characterized the current generation of potential library users as the RenGen -- participants in a renaissance, “knowledge leisure” culture who perceive themselves to be inner-directed, imaginative, au courant, and expressive, and whose preferences are for informal information-delivery systems, such as gaming and web-based communities, that libraries continue to struggle to understand. Antony Brewerton (Oxford Brookes University) entertained the audience with a stream of creative ideas for marketing academic-library resources and services to undergraduate students. Were the Dewey marketing team taking notes? You bet.

Breakfast bonanza

Another new week, and the Dewey blog is just getting ready to leave San Antonio. The last time we got to report on all the action was last Thursday, so there's a lot of good stuff from four days of meetings still to cover. Of course, pride of place in any account of this hectic weekend should go to the Dewey Breakfast, which (as you won't be surprised to learn) was bigger, better, and breakfastier than ever before. An intrepid group of hardy souls were up and running at 7am on Saturday to hear Team Dewey's report on the latest goings-on at the Manor: Libbie led the discussion; Joan talked about a range of "hot topics" -- including the updates we're making to Table 3C—3 Arts and literature dealing with specific themes and subjects, our ongoing exploration of options in 200 Religion, and the recent and forthcoming publication of a number of translations of the DDC -- and identified some of the areas that will be the focus of editorial projects in 2006; Dennis reported on staff changes in the Library of Congress's Decimal Classification Division; and Juli presented our solution to The Great Graphic Novels Question. (All these will be the subject of further frantic bloggery in the near future, so watch this space!) Eric Childress from OCLC Research was there to introduce the DeweyBrowser and FictionFinder; even your trusty blogger got in on the act, previewing the upcoming updates to Table 5—97–98 (North and South American native peoples). In attendance were current Editorial Policy Committee members Chew Chiat Naun, Andrea Kappler, Jessica MacPhail, and Andrea Stamm, plus former members Jan DeSirey and Pamela Brown. More tomorrow!

Dewey Teaser: It's deep

We're taking a break today from our blanket coverage of the shenanigans in San Antonio, simply to bring you the news that, yes, Laura was right -- the conversation we related in last week's Dewey Teaser did indeed occur in the show Surface (NBC), "an expansive drama series that centers on the appearance of mysterious sea creatures in the deep ocean." What might have thrown people off the scent was the "clue" that we provided, since Surface is of course currently broadcast in the US on Monday, not Tuesday nights as we accidentally on purpose informed you. The supposed connection to Tuesdays, and the appearance in our transcript of characters called "R" and "L," is what probably led a number of readers to suggest Gilmore Girls. But Surface is all about Rich and Laura, not Rory and Lorelai, and the episode in question went out on Monday, January 9, at 8pm. The New Dewey Teaser begins next week -- bet you can't wait! -- and in the meantime we're going to hand things over to Tish Reigle for her expert summary of that special scene. It's exclusive to the Dewey blog, and won't be on the DVD. Take it away, Tish!

Laura is a (very annoying) biologist who saw the sea creatures while doing a research dive off the California coast. Rich is a regular guy whose brother was "killed" by the sea creatures during a fishing trip in the Gulf of Mexico. He eventually hooks up with Dr. Laura as they both try to tell world about this new animal. However, some "government agency" is trying to keep the existence of these animals secret and is willing to kill to do so. So Laura and Rich are always running and hiding while trying to gain more evidence of the creature. They finally hook up with a news station and show the tape of the sea creature (although it is treated as another "Nessie" story). Success! But they are still being chased by agents of this secret organization. Hiding out at a friend's house, Laura is retrieving her emails when she comes across one from somebody who truly seems to know something about the sea creature. The mystery emailer wishes to meet Laura and check some of her evidence. Laura and Rich are wary but the other person offers to give them a token of good faith. Emailer: "100 Leary Street. The code is 576 dot 80162 ..." Laura: "The code for what?" Emailer: "... AR." Later we see Laura and Rich running up the steps of a public building -- a library. Rich: "Wait a minute, we're being given the gift of literacy?" Laura: "Explains the code." Rich: "What's that?" Laura: "Dewey decimal system." Inside, Laura and Rich scan the books until they find 576.80162. It's the Origin of the Species. Behind the book is an envelope with false IDs, credit cards, money. 576.8 is the number for evolution but I would place Origin of the Species in 576.82, natural selection. Where the 0162 comes from, I don't know. Why the book is cuttered AR and not DAR or OR is also puzzling ... My daughter patiently stopped, rewound, played, close captioned this section several times and the number definitely seems to be 576.80162 AR. Surface is a sci-fi show. Not the greatest and definitely has holes in the plotline that a fleet of trucks can drive through. But I like the storyline of a boy and his sea creature.

Frantastic

This year's ALISE conference has been full of highlights, but if the Dewey blog had to pick one session as a keeper, it would have to be yesterday's set of juried papers on "The relationship between research and education." Lynn Silipigni Connaway (whom readers will remember as one of the team of OCLC boffins responsible for WorldMap) was there with her co-author Marie Radford (Rutgers University) to talk about their analysis of the transcripts of virtual reference chat sessions, identifying the barriers and disconnects faced by librarians and clients when participating in such online conversations. (With her OCLC Research colleagues Brian Lavoie and Lorcan Dempsey, Lynn points to a variety of ways in which OCLC is focusing on "Making data work harder" in the current issue [January 15, 2006] of Library Journal.) Fran Miksa (University of Texas) then presented his paper on "The role of theory in research as one of the components of LIS education." Seeing Fran reminded us how important it is that each and every one of the Dewey blog's readers immediately goes out and buys a copy of his magisterial review of the history of the development of bibliographic classification (in general) and the DDC (in particular): The DDC, the universe of knowledge, and the post-modern library (Forest Press, 1998). It really doesn't get any better than that.

I never metadata I didn't like

The Dewey roadshow reached San Antonio this week, remember, as teachers, learners, and practitioners gathered for their annual review of the state of education for library and information science. The development of the Metadata Education and Research Information Center (MERIC) -- a web-based repository or "clearinghouse" for metadata education resources -- was the subject of yesterday's session organized by ALISE's special interest group on Technical Services. Sherry Vellucci (Rutgers University) summarized the events leading to the implementation of the MERIC prototype that is accessible here (with the title Metadata and Cataloging Education—Web Clearinghouse): the identification, at the Library of Congress's Conference on Bibliographic Control for the New Millennium (in 2000), of the need for training and support programs that would help new LIS professionals participate in the development of metadata standards for the bibliographic control of digital resources; the constitution in 2003 of the Task Force for Preparing Cataloging and Metadata Educators and Trainers, jointly run by ALISE and the ALA's Association for Library Collections and Technical Services (ALCTS); and the publication in 2002-2003 of the report in which Ingrid Hsieh-Yee (Catholic University of America) reviewed the then-current state of metadata education and recommended (among other proposals) that a central clearinghouse should be established to facilitate access to standards and tools in the area. Ingrid herself talked about the different sets of core competencies required of all LIS students, of metadata catalogers, and of leaders of metadata projects; it's intended that the clearinghouse will provide support for learners' acquisition of core competencies at all levels of expertise. Anita Coleman (University of Arizona) then discussed the technical issues arising during the process of designing the MERIC prototype; Pat Lawton (University of Wisconsin–Madison) presented details of the collection policies and short- and long-term goals of the project; and Shawne Miksa (University of North Texas) spoke about plans for evaluation. A beta version of the clearinghouse will be available in summer 2006, with a full version scheduled for the fall.