025.431: The Dewey blog

Sweden Goes Dewey, Part 3

Left-to-right, interleaving all rows; from the National Library of Sweden, unless otherwise noted:  Maria Jansson, Eva Abrahamsson, Ingrid Berg, Anna Wallin, Tuija Drake (Stockholm University Library), Harriet Aagaard (Stockholm Public Library), Viveka Norström Hallberg, Olof Osterman, Magdalena Svanberg, Ann Tobin, Pia Leth, Madeleine Primmer, Kerstin Assarsson Rizzi, Pär Öberg, Anders Cato, Thomas Lindström (Göteborgs University Library), Viktoria Lundborg, Joakim Philipson, Helene Stenberg (Umeå University Library), Unn Hellsten; missing from photo: Jamshid Farahani, Pia Bodå (Uppsala University Library)

As previously noted (see here and here), the National Library of Sweden has spearheaded a movement among libraries in Sweden to switch from the use of the Klassifikationssystem för svenska bibliotek, commonly referred to as the SAB, to the use of the Dewey Decimal Classification.  In consequence of the National Library’s decision, the Swedish Library Association recommended that all libraries in Sweden consider adoption of the DDC; among those who have already decided to do so are all the major academic libraries.  (For more on the switch, see Magdalena Svanberg’s 2009 paper presented at the IFLA satellite meeting, “Looking at the Past and Preparing for the Future.”)

Presently, work on developing a mixed translation of the DDC in Swedish and English is nearing completion, and the Dewey Project team is planning how to provide DDC training throughout Sweden.  Part of their recent preparation included a week-long training course, using the basic course modules from the Dewey training site (more PowerPoint presentations and exercises will soon be mounted there; watch this space for announcements of their availability).  As the training presenter, I was deeply encouraged to see the level of understanding demonstrated by those taking the training, especially by members of the Dewey Project team.  Dewey is in good hands in Sweden, and we look forward to a long history of continued cooperation.

In a finding that should surprise no one, feedback on the training session indicated that a five-day orientation to the DDC is probably too intense for beginners.  Optimally, the DDC learner has the opportunity to assimilate the classification system by cycling through instruction and practice over an extended period of time.  (If you are a professional librarian and wanting to refresh your knowledge of the DDC, we invite you to make use of the materials on our training website.)  The Dewey Project team is considering distance education possibilities for follow-up training after providing introductory training in face-to-face mode.

DDC Online Training: Choice of Number Review

A new module being posted to the Dewey online training web site is a PowerPoint presentation entitled “Choice of Number Review.”  The presentation is accompanied by a set of exercises.  For further information about our overall online training effort, see our previous blog entry.

As a result of successfully completing this module, learners will be able to apply basic rules to choose correctly among multiple potential base numbers.  This is also one of the objectives of the Technical Introduction to the DDC.  This review module is intended to reinforce the learner's grasp of these key rules before the learner embarks on a more difficult module, such as Number Building: Add Tables.  While the principles being taught in the review module are the same as in the relevant portion of the Technical Introduction to the DDC, the examples and exercise items are different.

This module presupposes some level of mastery of the principles taught in the Technical Introduction and Introduction to Table 1 modules.

DDC Online Training: WebDewey Basics: Searching & Browsing WebDewey

Among the first modules being posted to the Dewey online training web site is a PowerPoint presentation entitled "WebDewey Basics: Searching & Browsing WebDewey." This presentation is not accompanied by a set of exercises. For further information about our overall online training effort, see our previous blog entry. 

As a result of successfully completing this module, learners will understand the relationship between WebDewey and the print edition of the DDC; be able to access content in WebDewey by making effective use of its search, browsing, and navigation capabilities; and understand the structure of WebDewey data displays.

Since these online training modules assume access to the latest version of the DDC database (i.e., WebDewey), completion of this module (or equivalent background) is required by essentially all other modules.

DDC Online Training: Number Building: Add Tables

Among the first  modules being posted to the Dewey online training web site is a PowerPoint presentation entitled “Number Building: Add Tables.”  The presentation is accompanied by a set of exercises.  For further information about our overall online training effort, see our previous blog entry.

As a result of successfully completing this module, learners will be able to build numbers using add tables and be able to apply instructions about standard subdivisions found in add tables.

This module presupposes some level of mastery of the principles taught in the Technical Introduction and Introduction to Table 1 modules.  In particular, learners need to be aware of methods of choosing the correct base number.  When the Choice of Number Review module is available, that will be a good module to use immediately preceding this unit.  Meanwhile, there is a section on choice of number in the Technical Introduction module.

DDC Online Training: Table 1

Among the first modules being posted to the Dewey online training web site is a PowerPoint presentation entitled "Table 1." The presentation is accompanied by a set of exercises. For further information about our overall online training effort, see our previous blog entry.

As a result of successfully completing this module, learners will understand the basic principles underlying use of Table 1; be familiar with topics that can be expressed by Table 1 notation; and be able to apply the basic principles underlying use of Table 1.

This module presupposes some level of mastery of the principles taught in the Technical Introduction module and is in turn presupposed by many other modules.

DDC Online Training: Technical Introduction

Among the first modules being posted to the Dewey online training web site is a PowerPoint presentation entitled "Technical Introduction to the DDC." The presentation is accompanied by a set of exercises. For further information about our overall online training effort, see our previous blog entry.

As a result of successfully completing this module, learners will understand DDC's use of structural and notational hierarchy; be familiar with different types of notes in the DDC; be familiar with the relationship of different terminologies to the DDC; be able to apply basic rules to choose correctly between multiple potential base numbers; and be able to apply basic number building techniques. The module also provides a brief introduction to Tables 1, 2, 5, and 6.

This module provides the groundwork required for most other modules.

DDC Online Training Goes Live!

We are developing an online set of DDC training materials focused on the needs of experienced librarians who need Dewey application training. (We hope they will also be useful as supplementary materials in other Dewey training contexts, e.g., teaching Dewey to LIS students.) The materials will include a basic course on the structure and use of the DDC, plus a series of short modules based on special topics (including a general overview).

We are planning to make all course materials available on the Dewey web site at no charge. The presentations and exercises assume the availability of the latest version of the DDC database (i.e., WebDewey), and a professor, trainer, and/or experienced Dewey user for offering explanations and fielding questions. Other interested parties may have access to course materials, but may need to consult an expert directly for background information and additional assistance. Note that WebDewey access is provided without cost as part of OCLC's Library and Information Science Education Program. Others currently without access to WebDewey can sign up for access on a 30-day trial basis.

The website contains links for modules and related materials that are available for immediate review. In general, modules include a PowerPoint presentation and a set of exercises to assist learners in putting the principles learned into practice. The exercises often include the titles of approximately 10 bibliographic works, with one or more corresponding subject headings, that together point toward the most appropriate DDC class. Exercise files include pages with only the title and subject heading information, as well as answer sheets with DDC class numbers and explanations.

We expect to make additional modules and related materials available shortly and will blog each entry as it becomes available. We welcome comments directly on the blog entry for each module. If you prefer to send us comments privately, please send them to dewey@loc.gov with the subject line of the module, and we will summarize them here.

Mappings, MARC 21, People, Training, and Translations

We’ve been absent from the blogosphere the last two weeks, caught up in a swirl of preparations for the ALA Midwinter Meeting in Seattle.  On Saturday, January 20, we held the Dewey Breakfast/Update at ALA Midwinter.  I kicked things off with Dewey Hot Topics, a quick review of several editorial initiatives.  We introduced our plans for the proposed Dewey Training Program (and met with a panel of library educators immediately following the breakfast to review several draft modules in detail).  We briefly discussed our collaboration with Deutsche Nationalbibliothek (DNB) to review the treatment of Dewey classification information across the MARC 21 formats.  We met with colleagues from DNB later that same day to discuss several issues in detail—watch for a MARBI discussion paper on the representation of DDC information in the MARC 21 formats at the ALA Annual Conference in June 2007.  We also presented a status report on the proposed guidelines for Dewey numbers in authority files (for more information, see the September 2006 discussion paper and earlier post on the topic). Finally, the "hot topics" included an update on the proposed changes to the captions at T1—08 (History and description with respect to kinds of persons) and T1—092 (Persons) to “Groups of people” and “Biography,” respectively.

Juli followed with a description of current translation projects and the underlying principles that guide Dewey translations.  Michael Panzer (pictured left), University of Applied Sciences, Cologne, wrapped up the session with a review of post-translation Dewey activities in Germany.  Michael discussed approaches to mapping in the MACS and CrissCross projects, and the implications of the expanded use of Dewey in the German national bibliography.

Dewey Breakfast/Update at ALA Midwinter

The Dewey Breakfast/Update at ALA Midwinter is scheduled for Saturday, January 20, 7:00–8:30 a.m., in the Lakefront Room, Pan Pacific Seattle Hotel. This year’s featured speaker is Michael Preuss (University of Applied Sciences, Cologne). Michael will discuss post-translation Dewey activities in Germany, including the expanded use of Dewey in the German national bibliography, use of the DDC by virtual libraries in Germany, and SWD-DDC mappings. The Dewey editors will also present updates on Dewey training and translation activities.  If you haven’t already done so, please register here.  See you in Seattle!

Moving beyond the Presentation Layer

“Moving beyond the Presentation Layer: Content and Context in the Dewey Decimal Classification (DDC) System” has just been published as a special double issue of Cataloging and Classification Quarterly, v. 42, nos. 3/4.  It will also be available shortly as a monograph. Diane Vizine-Goetz and I co-edited the special issue, and invited a group of researchers and practitioners from Canada, Germany, Sweden, Switzerland, Trinidad and Tobago, the United Kingdom, and the United States to explore the content and context offered by the DDC from a variety of perspectives.  The preface, which is available in full online, provides an in-depth overview of the issue.