Course: Classification: Theory and Practice (5503)
Semester: Spring, 2021
ASSIGNMENT No. 1
Q.1 Briefly explain the following:
1. Knowledge classification
Classification: creating and maintaining a taxonomy that can be used to organize information so
that it can be readily found through navigation, search, and links between related content
To ensure that information can be readily found, it is important to use a standard classification
terminology when storing it. By defining a taxonomy before beginning to store information in
repositories, and then applying the taxonomy through the use of standard metadata and tagging,
future problems with inconsistent categories, conflicting and redundant metadata, and difficulty
in finding content can be prevented. According to Bob Bater, “an ontology identifies and
distinguishes concepts and their relationships; it describes content and relationships. A taxonomy
formalizes the hierarchical relationships among concepts and specifies the term to be used to
refer to each; it prescribes structure and terminology. A thesaurus provides an initial entry point,
in the user’s terms, to the structured language of the taxonomy used to index documents. A
classification is a taxonomy where a numerical or alphanumerical identifier has been assigned to
each node to provide a means of ordering items.”
Examples of taxonomies include the Dewey Decimal System for books, the organization of
living things(Kingdom, Phylum, Class, Order, Family, Genus, Species), and DMOZ.
A folksonomy “is the exact opposite of a taxonomy in that it is flat (that is, it has no hierarchy no
parent-child relationships) and is completely uncontrolled (part of making a taxonomy is
deciding what the names of your entities are, but in a folksonomy, there can be a thousand
different words for the same thing). Any relationships you see in a folksonomy have to be
derived mathematically (statistical clustering). However, a folksonomy is like a taxonomy in that
they share the same purpose: classification.” Examples of how folksonomies are used include
del.icio.us and Flickr. The problem with a folksonomy as opposed to a taxonomy is that there are
no imposed standards, and thus inconsistent tags will likely exist for information that should be
tagged uniformly. A tension exists between the common wish of users to search for information
using simple text search and the need of content managers to tag and organize content so that it
can located by browsing and searching. Classification of content enables it to be found, read, and
understood in the appropriate context. You will need to educate users as to why classification is
important to them, how to add metadata when contributing content, and how to use faceted
searches (those which use metadata) to more effectively locate information. Efforts to define an
exhaustive taxonomy for an organization can easily become so large and complex that they
fail to be completed, implemented, or adopted. A bounded taxonomy for a group within an
organization will have a better chance of success. Limit the scope to the key terms which will be
used as standard metadata for content classification, and then use this taxonomy for navigation
menus, browsing filters, and structured search engines. Give users the option of using free text
search, metadata search, navigation, browsing, or a thesaurus. You may wish to provide users the
ability to tag content themselves to create folksonomies, which can be used to complement
formal taxonomies. When submitting content to repositories, make it mandatory but easy to add
the required metadata, and keep this to the absolute minimum to avoid frustrating users.
5 Steps to Implement Classification
1. Establish a team that will define and maintain the taxonomy for the organization. It should
include the
key content owners and the KM team members who manage the repositories.
2. Define a vocabulary for the knowledge used in your organization. Establish a classification
standard that
defines the organization’s taxonomy and how it is to be deployed.
3. Use the taxonomy for metadata, navigation, and searching.
4. Specify the metadata that will be required for each submitted file. Decide on a structure:
hierarchical
folders, different list views, faceted taxonomy navigation, or metadata-based search.
5. Offer faceted navigation, browsing, and searching to guide users based on the standard
taxonomy.
See Use of Faceted Classification for more information.
2. Book classification
Library Classification or Classification or Book Classification or Bibliographic Classification is
the process of arranging, grouping, coding, and organizing books and other library materials (e.g.
serials, sound recordings, moving images, cartographic materials, manuscripts, computer files, eresources etc.) on shelves or entries of a catalog, bibliography, and index according to their
subject in a systematic, logical, and helpful order by way of assigning them call numbers using a
library classification system, so that users can find them as quickly and easily as possible. The
call number serves a dual purpose: it determines the place of a book on the shelf and collocates
books on the same topic next to each other. Call number consists of a class number providing
class designation, a book number providing author representation, and a collection number
denoting the collection to which it belongs. In ordinary classification, we deal with the
arrangement of ideas and the objects in a systematic order. But in library classification, we are
concerned with documents, and the aim is to arrange these in the most helpful and permanent
order. Similar to knowledge classification systems, bibliographic classification systems group
entities that are similar and related together typically arranged in a hierarchical tree-type
structure (assuming non-faceted system; a faceted classification system allows the assignment of
multiple classifications to an object, enabling the classifications to be ordered in multiple ways).
It requires a detailed scheme of classification in which knowledge is divided into broad areas,
which are again subdivided into subjects or main classes. Main classes are further divided into
sub-classes, and sub-classes are divided into and divisions and so on. In this way classification
proceeds from the general to the specific dividing and categorizing concepts into logically
hierarchical classes based on the characteristics they have in common and those that distinguish
them. Levels of hierarchy in the classification schedules are indicated by indentions. Each
subject, classes, sub-classes, and its divisions are represented by a system of numerals or letters
or a combination of both called Notation. It is this notation that helps in the arrangement of
documents on the shelves. Classification provides a logical approach to the arrangement of
documentary materials. Use of classification enables library users to browse on shelves to find its
materials and also additional items on the same or related subjects, and, to find out what
documents the library has on a certain subject. Library classification systems are one of the two
methods used to facilitate subject access to library materials. The other is alphabetical indexing
languages such as thesauri and subject headings list. Classification organizes knowledge and
library materials into a systematic order according to their subject content, while subject
headings provide
access to documents through vocabulary terms.
3. Taxonomy and folksonomy
TAXONOMIES
Central control
Top-down
Meaning to the author
Process to add new
Accurate
Navigation
Restrictive
Defined vocabulary
FOLKSONOMIES
Democratic creation
Bottom-up
Meaning to the reader
Just do it
Good enough
Discovery
Expansive
Personal vocabulary
Q.2 How to classify electronic documents? Discuss with examples.
Digital libraries are organized collections of information resources and associated tools for
creating, archiving, sharing, searching, and using information that can be accessed electronically.
Digital libraries differ from traditional libraries in that they exist in the "cyber world" of
computers and the Internet rather than in the "brick and mortar world" of physical buildings.
Digital libraries can store any type of information resource (often referred to as documents or
objects) as long as the resource can be represented electronically. Examples include hypertexts,
archival images, computer simulations, digital video, and, most uniquely, real-time scientific
data such as temperature readings from remote meteorological instruments connected to the
Internet. The digitization of resources enables easy and rapid access to, as well as manipulation
of, digital library content. The content of a digital library object (such as a hypertext of George
Orwell's novel, 1984) includes both the data inherent in the nature of the object (for example, the
text of 1984) and metadata that describe various aspects of the data (such as creator, owner,
reproduction rights, and version). Both data and metadata may also include links or relationships
to other data or metadata that may be internal or external to any specific digital library (for
instance, the text of 1984 might include links to comments by readers derived from a literary
listserv or study notes provided by teachers using the novel in their classes). The concepts of
organization and selection separate digital libraries from the Internet as a whole. Whereas
information on the Internet is chaotic and expanding faster than either humans or existing
technologies can trace accurately, the information in a digital library has been organized in some
manner to provide the resource collection, cataloging, and service functions of a traditional
library. In addition, the resources in digital libraries have gone through some sort of formal
selection process based on clear criteria, such as including only resources that come from
original materials or authoritative sources. Digital libraries are thus an effort to address the
problem of information overload often associated with the Internet. Although the concept of
digital libraries has been traced back to nineteenth-century scientific fiction writers such as H. G.
Wells, most library historians credit Vanover Bush's description of the meme in the July 1945
edition of Atlantic Monthly as the original source. Despite being limited to analog technologies
such as microfilm that seem crude in the early twenty-first century, Bush anticipated several key
features of digital libraries, including rapid and accurate access to scientific and cultural
information. Contemporary conceptions of digital libraries developed in tandem with the rapid
growth of the Internet and especially the widespread, flexible access to digital information
afforded by the development of World Wide Web browsers in the early 1990s. For example, in
the United States, Phase One of the Digital Libraries Initiative was launched in 1993 when the
National Science Foundation (NSF), the Defense Advanced Research Projects Agency
(DARPA), and the National Aeronautics and Space Administration (NASA) provided six
universities with nearly $25 million to develop digital library test-beds. Another pioneer digital
library effort was the U.S. Library of Congress's American Memory project. This
groundbreaking digital collection of historical artifacts was first made available on interactive
videodiscs, later on CD-ROMs, and most recently via the Internet. Related digital library projects
have been underway in Europe, Canada, and elsewhere since the mid-1990s.
In 1998 Phase Two of the Digital Libraries Initiative (DLI2) was launched with funding from
NSF, DARPA, NASA, the Library of Congress, the National Library of Medicine, the National
Endowment for the Humanities (NEH), and the Federal Bureau of Investigation (FBI). The
seemingly strange bedfellows supporting DLI2 suggests some of the ethical issues surrounding
digital libraries. These include privacy (who can find out about the resources someone has
accessed via digital libraries?), security (who decides what information should or should not be
freely accessible?), intellectual property (who owns what information?), hegemony (who
controls the access to information?), and globalization (who assures that cultural identity is not
weakened or even destroyed by digital libraries?). The technical challenges confronting
librarians, computer scientists, cognitive psychologists, and others working on the frontiers of
digital libraries are formidable. These include interoperability (what protocols and standards are
needed to ensure that distributed digital libraries will provide widespread interconnected
access?), access (what types of user interfaces are most effective in providing easy access to
diverse communities of users seeking information for different reasons?), preservation (what
technologies are needed to assure the long-term survival of digital information resources?), and
sustainability (what financial resources are needed to support the maintenance of digital libraries,
and how can they be procured?). In a manner similar to the science of genetics and the Human
Genome Project, ethical debates about the ultimate status and value of information science and
digital libraries may be even more complex than the technological challenges. It is inevitable that
much information will be primarily available through digital technologies in the foreseeable
future, a result that leads to complex social and ethical questions that must be addressed. How
can traditional library values such as providing all people with free access to high-quality
information be upheld when large corporations increasingly seek to profit by selling the
information they control? Will the "digital divide" (that is, the unequal access to information
technologies currently inherent in the growth of the Internet, which is largely controlled by
Western powers such as the United States and the European Union) be decreased or increased by
the development of digital libraries? How can the validity of information resources be
established when increasingly sophisticated technologies threaten fundamental concepts such as
authorship and copyright? How can digital libraries be designed to improve education at all
levels?
Q.3 Library classification schemes have distinct features. Compare such features n three,
modern
library classification schemes.
According to Bob Bater, “an ontology identifies and distinguishes concepts and their
relationships; it describes content and relationships. A taxonomy formalizes the hierarchical
relationships among concepts and specifies the term to be used to refer to each; it prescribes
structure and terminology. A thesaurus provides an initial entry point, in the user’s terms, to the
structured language of the taxonomy used to index documents. A classification is a taxonomy
where a numerical or alphanumerical identifier has been assigned to each node to provide a
means of ordering items.” A folksonomy “is the exact opposite of a taxonomy in that it is flat
(that is, it has no hierarchy no parent-child relationships) and is completely uncontrolled (part of
making a taxonomy is deciding what the names of your entities are, but in a folksonomy, there
can be a thousand different words for the same thing). Any relationships you see in a folksonomy
have to be derived mathematically (statistical clustering). However, a folksonomy is like a
taxonomy in that they share the same purpose: classification.” Examples of how folksonomies
are used include del.icio.us and flickr. The problem with a folksonomy as opposed to a taxonomy
is that there are no imposed standards, and thus inconsistent tags will likely exist for information
that should be tagged uniformly. A tension exists between the common wish of users to search
for information using simple text search and the need of content managers to tag and organize
content so that it can located by browsing and searching. Classification of content enables it to be
found, read, and understood in the appropriate context. You will need to educate users as to why
classification is important to them, how to add metadata when contributing content, and how to
use faceted searches (those which use metadata) to more effectively locate information.
Efforts to define an exhaustive taxonomy for an organization can easily become so large and
complex that they fail to be completed, implemented, or adopted. A bounded taxonomy for a
group within an organization will have a better chance of success. Limit the scope to the key
terms which will be used as standard metadata for content classification, and then use this
taxonomy for navigation menus, browsing filters, and structured search engines. Give users the
option of using free text search, metadata search, navigation, browsing, or a thesaurus. You may
wish to provide users the ability to tag content themselves to create folksonomies, which can be
used to complement formal taxonomies. When submitting content to repositories, make it
mandatory but easy to add the required metadata, and keep this to the absolute minimum to avoid
frustrating users.
5 Steps to Implement Classification
6. Establish a team that will define and maintain the taxonomy for the organization. It should
include the key content owners and the KM team members who manage the repositories.
7. Define a vocabulary for the knowledge used in your organization. Establish a classification
standard that defines the organization’s taxonomy and how it is to be deployed.
8. Use the taxonomy for metadata, navigation, and searching.
9. Specify the metadata that will be required for each submitted file. Decide on a structure:
hierarchical folders, different list views, faceted taxonomy navigation, or metadata-based search.
10. Offer faceted navigation, browsing, and searching to guide users based on the standard
taxonomy. See Use of Faceted Classification for more information.
Insights
The taxonomy will:
1. Be adopted for use in all systems that manage content or documents for those facets that are
defined within the taxonomy
2. Be used to tag content within those systems in order to ensure consistent language to describe
our content
3. Enhance the information experience for users through that tagging
4. Be managed as its own asset, including defining the facets and the values used within those
facets
5. Use appropriate systems of record when possible to define the set of values used for a
particular facet
6. Enable monitoring of changes to the taxonomy values by content managers
There are three basic characteristics of a taxonomy for knowledge management, and to be any
good at its job, it needs to fulfill all three functions:
1. A taxonomy is a form of classification scheme
2. Taxonomies are semantic
3. A taxonomy is a kind of knowledge map
A video presentation of “the Kingdom of Taxonomy” in two parts, looking at the roles that lists,
trees, matrices, facets and folksonomies play in taxonomy design.
1. Part One: Lists & Trees
2. Part Two: Matrices, Facets And Folksonomies
a. Taxonomy is a foundation
• It is a system for classification
• It allows for a means to organize documents and web content
• Helps us fine tune search tools and mechanisms
• Creates a common language for sharing concepts
• Allows for a coherent approach to integrate information sources
• It is a common language for business processes
b. Goals of a taxonomy
• Improve search results and applicability (both precision and recall)
• Allow for knowledge discovery
• Improve usability of applications as well as learnability of applications
• Reduce the cost of delivering services, developing products and conducting operations
• Improve operational efficiencies by allowing for reuse of information rather than recreation
Q.4 Discuss the major philosophy of DDC system. Compare DDC 22nd + 23rd Ed.
The Dewey Decimal Classification (DDC) system is a general knowledge classification tool used
in library classification that is continuously revised to keep pace with current knowledge. This
system first published in the United States of America by Melvil Dewey in 1876. Currently DDC
is published by OCLC (Online Computer Library Center), and it is the most widely used
classification system in the world translated into more than 30 languages. It has been revides and
expended through 23 major editions and the latest issued in 2011. Dewey Decimal Classification
(DDC) is the most popular of all the modern library classification schemes. It was devised by
Melville Dewey in 1876. It provides a systematic arrangement of all the materials mechanized by
notation of great simplicity and apparent flexibility. With the emergence of DDC, the principle
of relative location of books on shelf according to the subject became perfectly feasible and it
replaced the then existing practice of a fixed location, when a certain number of shelves were
allotted to each subject and each book was identified by the shelf number and its position on the
shelf. As a matter of fact, all our decimal fraction notation, but for the convenience of
remembering the number, the decimal point is inserted after the third digit. Subdivisions are
carried out decimally and all numbers are read as decimals. At each stage, there are nine
coordinate divisions whenever there are more than nine divisions of equal status, the eight are
named and the remaining are covered in the nine division i.e. „others‟. The use of simple and
pure notation that is Indian numbers, provision of form division andrelative index has made
DDC very popular.
Different Editions of DDC:
Year of
Total
Edition
Editiors
Publication
Pages
1st edition
1876
44
Melvil Dewey
Melvil Dewey & W
2nd edition
1885
314
Biscoe
Melvil Dewey & W
3rd edition
1888
416
Biscoe
4th edition
1891
466
E. May Seymour
5th edition
1894
467
E. May Seymour
6th edition
1899
511
E. May Seymour
7th edition
1911
792
E. May Seymour
8th edition
1913
850
E. May Seymour
9th edition
1915
856
E. May Seymour
10th edition
1919
940
E. May Seymour
11th edition
1922
988
J. Dorkas Fellows
12th edition
1927
1243
J. Dorkas Fellows
J. Dorkas Fellows
13 edition
1932
1647
Ge
tchell
Constantin Mazne
14 edition
1942
1927
W.
Getchell
15 edition
1951
716
Milton J. Ferguso
15 revised
1952
927
Godfrey Dewey
edition
16 edition
1958
2439
17 edition
1965
2153
18 edition
19 edition
20 edition
21 edition
22 edition
23 edition
1971
1979
2718
3385
1989
1996
2003
2011
3388
4115
4076
J. Mitchell
Benjamin A. Cust
Haykin
Benjamin A. Cust
Haykin
Benjamin A. Cust
Benjamin A. Cust
Benjamin A. Custer
J.P. Comaromi
J. Mitchell
Decimal Classification is an almost enumerative scheme of classification. Since 1876 to
2011(23rd edition) this scheme did not look back, and its popularity has grown day by day
throughout the world. This statement can be justified by the fact that DC has been translated into
many languages, such as Chinese, Spanish, Danish, Turkish, Japanese, Hindi, Portuguese,
Sinhalese and several other languages across the globe. Dewey introduced the notion of using
notation for the subjects in his scheme and applying the notation to the book and not to the
shelves. But certain features forming the basis of its present form can be still recognized as
follows:
1. Universal Scheme: A distinctive feature of the DDC is that its classes reflect all the areas of
specialized knowledge developed in modern society. These specialized areas are loosely put
together in the main classes in the scheme, able it in this manner the principle of collation of
bringing of related subjects in close proximity is sometimes violated.
2. Relative Location: In his scheme, Melville Dewey introduced the brainwave of “relative
location‟ as opposed to „fixed location.‟ For this purpose, he utilized the decimal notation
consisting of Arabic numerals for the subjects and assigning that notation to the books on the
basis of thought content and not on the basis of the shelves. In this method, a new book on a
given subject may be put in between the existing sequence at the required position, directed by
the notation assigned to that book and there is no necessity to put the book at
the end of the sequence as had been the practice in “fixed location.”
3. Decimal Notation: Melvil Dewey used decimal fraction notation for the arrangement of
knowledge on the shelves. Indo-Arabic numerals (0 to 9) are used decimally for the subdivisions of knowledge. In this process, the universe of subjects is divided into ten main classes,
each of which is again divided into ten divisions. Again each division is further divided into ten
sections. At each stage of division, a given number is sub-divided decimally. All the class
numbers in DDC are decimal fractions.
4. Minute Division: The first edition of DDC consisted of only 42 pages and at that time, it was
criticized for its being too broad in its sub-division. The number of pages had since been
increasing as shown in Table 1. This growth suggests the enormous number of sub-divisions
which are possible and useful for minute classification. Dewey emphasized the need of minute
division as “the advantage of close classing is unquestioned if the user knows just what it is. 5.
Mnemonics: Another important feature of DDC is mnemonics, which means „aid to memory.‟
In DDC, mnemonics are available for subject synthesis. The use of consistent order in the subject
division of different classes produces mnemonics. There are various tables, such as, Area Table,
Language Table, Standard Division Table, etc. which are used to achieve subject synthesis. The
user may also find Scheduled Mnemonics, Systematic Mnemonics and Alphabetical Mnemonics
at a few places in DDC.
6. Integrity of Numbers: One of the most important features of DDC is the integrity of
numbers. To incorporate new developments and to keep pace with the growth of knowledge, a
scheme of classification should be revised continually, without changing the basic structure, so
that the professionals may accept the revised edition without hesitation.
7. Auxiliary Tables: Auxiliary tables provide an important basis for preparing numbers and lead
to uniform meanings of numbers when used in various contexts. A document, which is a source
of knowledge, always has some physical form. Melville Dewey in the second edition of the
scheme published in 1885 introduced the concept of “Form Divisions” to be used for the subdivisions of a subject based on the characteristics of documents, either in accordance with the
point of view of the author, i.e. Bibliographical, Philosophical, Theoretical, Historical or in
accordance with the form of thought content in documents, i.e. Digest, Manual, Monograph,
Dictionary, Periodical or Manual. The “form divisions,” could be attached to any class number
according to the instructions provided therein. The system of „form divisions‟ remained in use
up to the 12th edition. The 13th edition consisted of 5 “Auxiliary Schedules.” The 14th edition had
4 tables. In the 15th edition, the conventional 9 form divisions, i.e. 01-09 were annexed along
with the tables, without any detailed sub-divisions. The word „Form divisions‟ was replaced by
“Standard Subdivisions‟ in the 17thedition, along with new area table in volume 2(Index). The
18th, 19th and 20th editions consist of 7 auxiliary tables which are detailed under DDC 20.
Structure of Dewey Decimal Classification:
1. Schedule: A basic premise of DDC is that it is arranged by discipline and not by subject. At
the broadest level, the DDC is divided into ten main classes, which together cover the entire
world of knowledge. Each main class is further divided into ten divisions, and each division into
ten sections (not all the numbers for the divisions and sections have been used). The three
summaries of the DDC are as given:
2. Summaries: Summaries provide an overview of the intellectual and notational structure of
classes. Three types of summaries appear in the schedules and tables of DDC. The summaries of
the schedules as a whole are found at the front of the schedules (Volume 2-3). Single level
summaries in the schedules and tables provide an overview of classes that have sub-divisions
extending over more than two pages. Multi-level summaries are provided for eight major
divisions and the Area Tables for Europe and North America. The First Summary: Contains the
ten main classes. The first digit in each three-digit number represents the main
class.
000
100
200
300
400
500
Computers, information &
general reference
Religion
Philosophy & psychology
Social sciences
Language
Science
600
Technology
700
Arts & recreation
800
Literature
900
History & geography
The Second Summary: Contains the hundred divisions. The second digit in each three-digit
number indicates
the division.
000 Computer science,
knowledge & systems
500 Science
010 Bibliographies
510 Mathematics
020 Library & information
520 Astronomy
sciences
530 Physics
030 Encyclopedias & books
540 Chemistry
of facts
040 [Unassigned]
050 Magazines, journals &
serials
550 Earth sciences &
060 Associations,
geology
organizations & museums
560 Fossils & prehistoric
070 News media, journalism life
& publishing
570 Life sciences; biology
080 Quotations
580 Plants (Botany)
090 Manuscripts & rare
590 Animals (Zoology)
books
100 Philosophy
600 Technology
110 Metaphysics
610 Medicine & health
120 Epistemology
620 Engineering
130 Parapsychology &
630 Agriculture
occultism
640 Home & family
140 Philosophical schools of
management
thought
650 Management & public
150 Psychology
relations
160 Logic
660 Chemical engineering
170 Ethics
670 Manufacturing
180 Ancient, medieval &
680 Manufacture for
eastern philosophy
specific uses
190 Modern western
690 Building & construction
philosophy
200 Religion
700 Arts
210 Philosophy & theory of 710 Landscaping & area
religion
planning
220 The Bible
720 Architecture
230 Christianity & Christian 730 Sculpture, ceramics &
theology
metalwork
240 Christian practice &
740 Drawing & decorative
observance
arts
250 Christian pastoral
practice & religious orders
260 Christian organization,
social work & worship
270 History of Christianity
280 Christian denominations
290 Other religions
300 Social sciences,
sociology & anthropology
310 Statistics
320 Political science
330 Economics
340 Law
350 Public administration &
military science
360 Social problems &
social services
370 Education
380 Commerce,
communications &
transportation
390 Customs, etiquette &
folklore
400 Language
410 Linguistics
420 English & Old English
languages
430 German & related
languages
440 French & related
languages
450 Italian, Romanian &
related languages
460 Spanish & Portuguese
languages
470 Latin & Italic languages
480 Classical & modern
Greek languages
490 Other languages
750 Painting
760 Graphic arts
770 Photography &
computer art
780 Music
790 Sports, games &
entertainment
800 Literature, rhetoric &
criticism
810 American literature in
English
820 English & Old English
literatures
830 German & related
literatures
840 French & related
literatures
850 Italian, Romanian &
related literatures
860 Spanish & Portuguese
literatures
870 Latin & Italic literatures
880 Classical & modern
Greek literatures
890 Other literatures
900 History
910 Geography & travel
920 Biography & genealogy
930 History of ancient world
(to ca. 499)
940 History of Europe
950 History of Asia
960 History of Africa
970 History of North
America
980 History of South
America
990 History of other areas
The Third Summary: contains thousand sections. The third digit in each three-digit number
indicates the section. Thus 530 is used for general works on physics, 531 for classical mechanics,
532 for fluid mechanics, 533 for gas mechanics. Arabic numerals are used to represent each class
in the DDC. A decimal point follows the third digit in a class number, after which division by ten
continues to the specific degree of classification needed.
DDC Relative Index:
Relative index is appended to the schedules of book classification. It is the most important
feature of this scheme; arranged in an alphabetical order and aims to include all topics expressed
or implied in the main tables together with every likely synonym. The index is comprehensive
one but exhaustive. The topics which are further sub-divided in the table are entered in the bold
face type. The specific items in the sub-divisions are entered directly under their own name. The
index is relative in the sense that each phase of the subject is noted. If a topic is treated into or
more classes, the number it takes in each group is taken. The use of the index is not limited to
locating topic in the tables, it has equal value in locating topic on the shelves and in fact the
reader’s key to the shelf arrangement in every library in which the DDC is being used.
Revision of the Scheme:
The main method of revision has been the result of publication of new editions. Revisions
usually take the
following forms: Expansion, Relocation, and Reduction and Phoenix schedules. The last form is
the most farreaching form of revision. However, “DDC & Decimal Classification: additions,
notes and decision‟ is a
beneficial means by which modifications can be announced in advance of a forthcoming latest
edition.
Q.5 DDC system is not suitable for oriental subjects, how? Discuss.
Dewey decimal classification, also called Dewey Decimal System, system for organizing the
contents of a library based on the division of all knowledge into 10 groups, with each group
assigned 100 numbers. The 10 main groups are: 000–099, general works; 100–199, philosophy
and psychology; 200–299, religion; 300–399, social sciences; 400–499, language; 500–599,
natural sciences and mathematics; 600–699, technology; 700– 799, the arts; 800–899, literature
and rhetoric; and 900–999, history, biography, and geography. These 10 main groups are in turn
subdivided again and again to provide more specific subject groups. Within each main group
the principal subseries are divided by 10; e.g., the history of Europe is placed in the 940s. Further
subdivisions eventually extend into decimal numbers; e.g., the history of England is placed under
942, the history of the Stuart period at 942.06, and the history of the English Commonwealth at
942.063. DDC 20 (published in 1989) was revised to DDC 21 (1999) and then to DDC 22 in
2003, which is the version I got when I finally decided to order it online (used) through
Abebooks.com, from London-based bookseller phatphocket.com who charged some 30 BP, that
included around 10 BP for shipping (actually one attempt at getting the 21st edition misfired, the
packet never reached my address!). Some of the numbers that have been modified include a
complete revision and expansion of 780-789 Music, and a considerable development of
Tables such as Standard subdivisions.. Some of the changes in the 21st edition of Dewey
Decimal Classification (from Dr.Niculescu‟s aforementioned article: “changes for the index
terms in religion, public administration, scientific life; developments for groups 296 Judaism,
297 Islam; the introduction of new subjects in the scheme: Internet, virtual reality, rap music, etc.
and resizes the geographic notations for the ex-soviet area.” The publisher of this edition, Joan
Mitchell specifies that the main changes: “were induced both by the evolution of some domains
such as: Public Administration 350/354; Education 370, as well as by the new socio-political
reality (the modification of the table 2/42 for the ex-soviet states, for instance) or for diminishing
the present lack of balance between different cultures (the modifications of Classes 200 Religion;
296 Judaism; 297 Islam).” Worthy of mention would be the major revision from DDC 20 to
DDC 21 of Biological sciences: 574 Biology is no longer used, Biological processes having been
developed in 570 itself; Ecology of organisms moved from 574.5 to 577, e.g. Forest ecology
574.5 to 577.3, Desert ecology from 574.5 to 577.54; some numbers are shifted to 578. A
number of taxa have also been shifted: 589 Fungi etc. to 579, etc. Human evolution and
paleontology have been shifted wholesale: Human races from 572 to 599.97, 573 Human
physical anthropology to 599.9, 573.2 Human evolution to 599.93, 573.3 Prehistoric man to
569.9, for example. Thus one can gather that librarians had their work cut out keeping up with
these changes! DDC 22 (2003) was the first edition to be produced “in the context of the web
environment” (DDC 22, Vol.I, p.xix), although not the first edition to be provided alternatively
as a computer-based version (the 20th edition of 1989 was provided as a DOS-based version in
1993, and for Windows in 1996, as per Dr.Niculescu). Edition 22 contains many new numbers
and topics: new geographic entities, new emerging topics in fields such as computer science and
engineering (Numbers under 004-006 have been updated), sociology, law, medicine, and
history. Table 7 has been removed (Groups of persons), preferring use of notation already
available under Table 1 (-08) and in the schedules. Table 5 has been renamed Ethnic and national
groups, dropping the term “Racial”. I have not really got into DDC 23 (2011), as I am still not
through with reclassifying and rearranging according to DDC 22, but these are some of the
proclaimed changes:
1. new provisions in 004–006 Computer science and elsewhere to reflect changes in technology
2. updates to provisions for the Orthodox Church and Islam in 200 Religion
3. improved provisions in 340 Law for legal systems based on civil law
4. updated provisions for food and clothing
5. updates to 740 Graphic arts and decorative arts
6. a new location and expanded development for cinematography and videography at 777
7. significant expansions throughout 796 Athletic and outdoor sports and games
8. significant expansions in Table 2, with parallel provisions in 930–990, for the ancient world,
Italy, Switzerland, Sweden, Finland, Turkey, Indonesia, Vietnam and Canada
9. updated historical periods throughout 930–990.
It would obviously be time-consuming to make all the changes at each revision, and a choice will
have to be made between continuing with the old and rearranging. Personally, I like DDC 22
quite a lot (as I have the printed volumes – I would expect the web-based version to be extra
tedious, from a brief bout with the simple web-based classifying resource provided. If one were
starting out, by all means go with the latest (but remember that copies of the older versions are
much cheaper on the used books market!), but if one is already invested in an older version, it
may be smart to adopt the new version only for specific schedules of especial interest, such
as the topics under computer science and data processing where the field is changing rapidly.
Major Advantages of DDC are:
1. The Dewey Decimal Classification (DDC) system has a long history (127 years) of expansion
and adaptation to the needs of the communities it serves.
2. The DDC is published in both full and abridged versions, as well as, now, online versions of
the full and abridged editions in a format called „Web-Dewey. 3. The DDC uses very well
recognized Arabic numerals and the numbered notation makes it easily understandable from one
culture to another.
4. The DDC breaks down into relatively well structured and ordered disciplines, divisions, and
sections. Thus, the scheme is hierarchical, like a family tree, showing the relationship of specific
subjects to the parent subject.
5. The DDC has bi-weekly updates to its current edition put out online.
6. The class numbers are easy to write, type and remember– at least to hold in ones mind long
enough to get from a library’s catalogue to the shelves.
7. The Dewey scheme has an excellent relative index and the schedules are inexpensive.
8. The scheme allows for the close classification (lengthy numbers for specific subjects) or broad
classification (shorter numbers where fewer details are required).
9. Alternative placing is provided for several subjects so that the differing libraries can cater to
the requirements of their own clientele.
10. The Classification scheme allows for expansion so that new subjects can be included. This
facility is known as „hospitality‟.
Major Disadvantages of DDC:
1. The provision of only ten main classes‟ means that the base is too short, resulting in lengthy
classification numbers.
2. The limitations of division and subdivision by only 10 places leads to the squeezing of
subjects into a conglomerate last division called „others‟.
3. The arrangement of classes has been criticized, especially the separation of language from
literature; social sciences from history; psychology from medicine.
4. There is a bias towards Protestant/American aspects prevalent in both the history and religion
disciplines. These problems are being addressed in each new revision and edition.
5. Within the DDC there are some disciplines that are closely related, yet quite separate
numerically like literature 800-899 and languages 400-499.
6. Within the DDC there are also some classes like „Technology,‟ in the 600s which the call
numbers are very crowded, and others that are very sparse.
7. The DDC is not as easily expandable as classification systems like the Library of Congress
Classification system when new subjects or technologies emerge.
8. There is the potential for very large classification call numbers as a result of number building,
and the need for extreme accuracy by some libraries. References:
1. ^ "Dewey Decimal Classification (DDC) - the Datahub". old.datahub.io. Retrieved May 22,
2018.
2. ^ "Change to Dewey Web Services | OCLC Developer Network". www.oclc.org. June 15,
2015.
Retrieved May 22,2018.
3. ^ "Abridged". OCLC. 2012. Retrieved January 23, 2013.
4. ^ Chan (2007), pp. 326–331
5. ^ Chan (2007), p. 331
6. ^ Chan (2007), p. 333-362
7. ^ Jump up to:a b OCLC. "Introduction to the Dewey Decimal Classification". Retrieved
December
8, 2013.
8. ^ United States. Office of Education. (1876), Public libraries in the United States of America,
Washington: Govt. print. off., p. 628, OL 23403373M
9. ^ "A Brief Introduction to the Dewey Decimal Classification". OCLC. Retrieved November
16, 2013.
10.^ Taylor, Insup; Wang Guizhi. "Library Systems in East Asia". McLuhan Studies. Retrieved
November
16, 2013.
11.^ Kaplan, Tali Balas. "Done with Dewey". ALSC. Retrieved December 15, 2013