Week Five: DDC Number Building

A first glance at number building made me thankful I work in a small (very small) library. I can usually manage to determine the first three digits of Dewey...sometimes even a number past the decimal, but after that... Well, that's when I remind myself of...

The Beginning Cataloguer's Mantra:


"All cataloguing can't be learned in a day...all cataloguing can't be learned in a day..." (Repeat several times and go eat ice cream!) Sigh...

Some gleanings from this chapter of the course:

Dewey Notation: each notation is 3 digits, followed by a decimal if longer than 3. Each digit represents a component being expressed. The number of digits varies--it can depend on the size of the library and number of books in the same field.

Close Classification: Choosing a notation that most specifically matches the exact subject of an item (0ften chosen from the unabridged version of DDC).

Broad Classification: using a notation that includes more than the exact subject of an item. (Notations chosen from the abridged DDC are broader) "School libraries classify items successfully using broad classification numbers"

KEEP IN MIND: School librarians adopt policies to simplify student searches ie.) using broader classification numbers.

Biographies: these create some unique challenges and exemptions. In most cases, we use the first 3 letters of the surname of the person being researched and DDC #'s 921. Biographies of people associated with a particular subject are classified with that subject. ie.) The Diary of Anne Frank is in with the WWII books in our library. Another option for biographies is to shelve them all together. (This is another area I need to address in our little library!)

Principles to Follow:

1. Be Consistent: Select the most specific number available.
2. Consider the Context: Identify how the topic is treated then assign the correct notation.
3. Ask yourself - is the number as complete as it should be?
4. Is the notation correct?

Simple Steps in Assigning DDC Numbers:

1. Determine subject and focus.
2. Examine work for context
3. Formulate a statement (of terms)
4. Consult the Relative Index to DDC
5. Verify terms and assign the most appropriate notation.
6. Verify for consistency of this topic with past practice - this is an area that we have fallen short of in our library. Needs to be addressed!

Using the DDC Index:

1. After determining subject and context, consult the DDC index.
2. Look for key words to describe item.
3. Search your own catalog for consistency.
4. Consider the context - especially in the case of multiple notations.
5. Use the "see also" references for related topics to consider.

Alternatives to the Index:

1. Check for similar or related topics.
2. The summaries provide your final source for identifying the notation - take the primary term (topic of work) and place it in the context of one of the 10 main classes in DDC
3. Use the Sears List of Subject Headings for another means of accessing the schedules.

DDC and Fiction: The usual designation is F, Fic or FIC and then arranged alphabetically by the author's last name. If there is no author, use the first three letters of the title.

Hmm...I did not know this. I think we have the book Go Ask Alice as FIC ANO (for anonymous).

And now for those Pesky, Oversized, Overheight, Overweight Items... (what to do?)

FYI: if books are laid on their sides - gravity damages them (pulls the text from the binding). A common solution to this problem is to create an Oversized section. You can add OS above the call number on the item. This is usually applied to any item over 30 cm high.

CIP = Cataloguing in Publication: CIP also offers suggestions for both LCC and DDC cataloguing. It is based on LAC bibliographic cataloguing. Public libraries use it, but not necessarily used by school libraries.

Canadian Control #: publication date within Canada

According to our text, changing classification numbers creates significant work. (No kidding!).

A few final tidbits:

The Apostrophe (') also called "prime mark" or "harsh mark" indicates each expansion in the cataloguing number. Libraries can opt to copy what is most appropriate for its needs BUT the number must not be cut off in the middle!

Small libraries should consider adopting the abridged version of the DDC number.

Tables: 01 - 09
these enable classifiers to express more information in the classification number and to construct narrower categories (works well with LARGER collections).

Okay, now on to building those numbers!