Katy Gladden
Professor Volkman
LIB 745 Mod. 5 Dewey Introduction
25 October 2012
Directions: This is a very complicated document which makes little sense to anyone
not already familiar with the intricacies of the Dewey system. Become aware of what
is in it so you can refer back to it if you need help in the future, but most of it
describes details that we don’t need to get into in school libraries. Write a few
paragraphs describing anything new and/or useful that you learned. 30 points
Dewey Introduction
After reading the Introduction to the Dewey Decimal Classification, some of the
information that I found useful concerning the structure of the Dewey classification
numbers are included in the following notes:
1. The purpose of the introduction is to explain the basic elements of the Dewey Decimal
Classification system. The word “classification” in this case, essentially refers to a
method for organizing knowledge presented in many forms.
2. “The parts of the Classification are arranged by discipline, not by subject.” (p. xxvii).
As a result, “…there is likely to be no single place for a given subject.” (p. xxxii).
3. The ten main classes are: “000 Generalities, 100 Philosophy, paranormal phenomena,
psychology, 200 Religion, 300 Social sciences, 400 Language, 500 Natural sciences and
mathematics, 600 Technology (Applied sciences), 700 The Arts, 800 Literature (Belleslettres) and rhetoric, and 900 Geography, history, and auxiliary disciplines.” (p. xxxiii).
There are ten divisions in each main class and each of the divisions contains ten sections
and are subject to a form of structural hierarchy. The topics in the classes “…are
subordinate to and part of all the broader topics above it.” (p. xxxiii).
4. “The guiding principle of the DCC is that a work is classed in the discipline for which
it is intended, rather than the discipline from which the work derives.” (p. xxxv). Then
the Relative Index can be used to help to find the appropriate subject. “Class a work
dealing with interrelated subjects with the subject that is being acted upon.” (p. xxxvi).
5. The four volumes of the DDC 21 is made up of nine major parts including, New
Features, Introduction, Glossary, Index to the Introduction and Glossary, Tables, Lists
comparing different Dewey Editions, Schedules of knowledge, Relative Index, and
Manual for classifying difficult areas of information. Notes contained in the subdivisions
are useful and help to explain the meaning of the class.
6. Sometimes it is necessary to build a DDC number that is not contained in the
schedules. To build a number, consult: a. Table 1 Standard Subdivisions, b. Tables 2 –
7, c. Other information contained in the schedules, and d. Add to the schedule tables.
7. “Citation and preference order must be considered when multiple aspects or
characteristics of a subject such a age, area, gender, historical periods, national origin) are
provided for in the classification, and a single work treats more than one of them.” (p.
xlix).
8. The Manual helps in instances of difficult classifications and notes the revisions and
practices of the Library of Congress Decimal Classification Division.
9. The Relative Index “…relates subject to disciplines.” and functions as an index to the
Dewey Decimal Classification system. (p. li).
10. The DDC offers an option of close (the work is specified as much as possible) or
broad classification (the work is broadly examined with abridged notation). The need for
broad or close classification depends on size of library and patron needs.
Response:
The Introduction involved a lot of detailed information on the very challenging subject of
Dewey decimal classification of library materials. One aspect that I found particularly
interesting is the fact that according to the book, one is given the option of classifying an
item as much as possible or providing a very minimalistic and broad description. Either
type of classifying can be done in response to the needs of the library and/or library
patrons. This method of flexibility (or elastic clause) is very important to librarians as it
allows us to focus most of our time and effort on the cataloging where it is most
important.
Recently, I used this type of reclassification technique while working in our library. Last
year, the ESL students were assigned the task of writing a paper on the elements of a
story using graphic novels. Consequently, all the graphic novels were taken out of the
various sections of the library and given new call numbers using GN and the authors’
first three letters of their last name. During this assignment, students were asked to
analyze and discuss the major elements of the stories such as: plot, setting, etc. The
visual aspect of the books scaffolded their understanding of the story and helped many of
the students to successfully complete their assignments. I am seriously considering
keeping the collection of graphic novels in this separate section, using the cataloging
classification of GN and the authors’ first three letters of their name. ESL students found
this system to be much more accessible to them, rather than searching throughout the
library. After all, the purpose of classification is to simplify the search for books for the
students.