SUBJECT ANALYSIS AND SUBJECT CATALOGING
WHAT IS SUBJECT CATALOGING?
Once a cataloger completes the description of an information package and determines the
appropriate nonsubject or "name" access points, her/his task now becomes one of how to relate
the materials intellectually to one another in a particular retrieval tool and, [possibly] at the same
time, relate the materials physically by way of some type of shelf arrangement. S/he must assign
subject access points—subject headings and call numbers—by completing the subject
cataloging step or what Bohdan Wynar refers to as determining the "aboutness" of a work.
Subject headings and call numbers provide different but complementary modes of access and the
activities providing for their assignment go hand in hand. For those information packages for
which the surrogate/metadata record will ultimately be part of a [library] catalogue/database the
activities are (1) subject heading work and (2) classification.
Subject analysis goes somewhat beyond subject cataloguing to include determining the
"aboutness" of documents for which the surrogate record may appear elsewhere than in a library
catalogue/database—in an abstracting and indexing tool, for example. Abstracting may be
defined as the process of preparing an abbreviated, accurate representation (or synopsis) of the
work, usually without added interpretation or criticism. Indexing is the process of providing a
systematic guide to the contents of a document by way of an ordered arrangement of terms,
symbols, etc. representing the contents.
WHAT ARE THE COMPONENT ACTIVITIES OF SUBJECT CATALOGUING?
(1) Subject Heading Work
(a) assigning subject headings
(b) making cross-references (creating a syndetic structure)
alphabetical, verbal approach
words or phrases
one, or many, or none ...
what about fiction or other works of literature?
(2) Classification
(a) assigning class numbers
(b) completing call numbers (or what LC calls shelflisting)
systematic approach
code, notation, symbol (e.g., 398.2 CLE, 025.3'16 H145, Z699.35 M28H34, ...)
only one ...
WHAT ARE THE STEPS IN THE SUBJECT CATALOGUING PROCESS?
Taylor refers to this sequence of steps more generally as the subject analysis process; she is
focussing on the broader context, but she and I are talking about the same thing. We are talking
about what Chan has characterized as one of the most difficult challenges a librarian faces—
figuring out what something (an information package or a request from a client) is all "about".
1. Determine the general subject
Taylor refers to this step and the one following as "conceptual analysis," i.e., the determination
of what the intellectual content of an item is "about" and/or the determination of what the item
"is". In other words, you want to determine the general subject content of the information
package unless its form or genre takes precedence as is the case with, for example, literature,
music, and general works such as encyclopedias, dictionaries, and the like. For bibliographies
and biographies, either topical content or form may take precedence depending on your local
policies [which, in turn, may be based on personal preference and/or whatever is most practical
in a given context]. (This is my rule of the "3 Ps".)
Even in cases where form or genre does not take precedence, it is very useful to note [in your
subject analysis] if an information package is presented in a particular form or format. Taylor
offers some excellent advice (pp. 317-320) on what some cataloguers and indexers refer to as
"reading the work technically". She tells you what to look for and what pitfalls to avoid when
examining information packages that contain text as well as those that contain nontextual
information. This initial conceptual analysis enables you to compose a general subject
statement such as, "This book is about sociology," for an information package titled An
Introduction to Sociology or History of Sociology, for example.
2. Identify the emphasis/focus—aspect(s) of subject stressed
In this step you will [if necessary and appropriate] expand your general subject statement using
clear, unambiguous subject terms—terms that name concept(s) as concisely, specifically, and
directly as possible. For example: "This book is about sociology from a historical perspective. It
covers the development of the discipline from its origins to the mid-twentieth century. It is
written by an expert in the field—a professor at a prestigious American university—and it is
intended for an academic audience at the graduate student level at least."
Taylor states on p. 306: "Determining what an information package is about can be difficult."
3. Fit these terms into a standard list/source
Taylor refers to this step as "translating" the conceptual analysis into the conceptual framework
of the classification or controlled vocabulary system being used by the cataloguer, indexer, or
classifier". Such systems/sources are, of course, examples of authority files available in a
variety of formats—print, microform, "online", and CD-ROM, to name a few. The major
controlled vocabulary with which a cataloguer must be familiar is that in a standard list of
subject headings such as LCSH—the "big red books." There is excellent detail in Taylor chapter
10 on systems for vocabulary control.
4. Verify term(s), notations in a standard list/source
Following these conceptual steps, Taylor advises you that the framework must be translated into
the specific classificatory symbols or specific terminology used in the classification or controlled
vocabulary system, i.e., pick your number or pick your subject term(s).
5. Verify usage of term(s), notations in own catalogue/database
This step ensures that the subject heading(s) or notation assigned in completing the process of
subject analysis are not only correct for the content of the item and in the correct context, as
complete as they can/need to be, but also consistent with past usage in your catalogue. (This is
my rule of the "4 Cs".)
Yeah, so …?
To put all of this into perspective, recall that one of the secondary goals of this class was to make
you more efficient reference and information librarians. It is not likely that many of you will
actually go through the steps in the subject analysis process as a cataloger, i.e., dealing with the
item in hand and analyzing it for its subject content, because few of you will do "original"
cataloging. What is much more likely is that you will be attempting to match that subject content
to a patron's request—determining which subject terms the cataloger has used. You will
frequently ask yourself: How can I "translate" the natural language of the patron into the
controlled vocabulary of a standard list of subject headings and the notations from a
classification scheme [used for shelf arrangement]? To do this well you need to know how
controlled vocabularies are structured and developed, and applied … or not applied as the case
may be, and therefore when it is wise to conduct a keyword search or a keyword search in
combination with controlled vocabulary.
What types of subject headings are there?
Taylor takes a slightly different perspective here answering the question by stating that different
types of concepts—topics, names (including persons, corporate bodies, geographic areas, etc.),
time periods, and forms—can be used as subjects of information packages.
1. Names
persons (600)
places (651)
corporate bodies (610, 611)
uniform titles (630)
formatted via AACR2R—chapters 22, 23, 24
NOT in LCSH except as examples and/or in "pattern" headings
in own name authority files
also name.[uniform] title (600 [or 610] with title portion in subfield $t)
Taylor addresses "Names Used As Subject Concepts" on pages 321-322.
2. Single Nouns
topical subject headings (650) for things/objects, actions, concepts
simplest, fewest problems
but problems may arise with ...
- singular vs. plural (concepts vs. objects)
- homographs
sometimes a single noun won't always do ...
3. Modified (expanded or qualified) Nouns
noun + qualifier in parentheses, e.g., ....
adjective(s) + noun(s), e.g., ...
noun, adjective, e.g., ...
where to look? (inverted headings are disappearing in LCSH—they have disappeared completely
in Sears—except for those modified by ethnic group, nationality, language, broad time period)
- so, Foreign investments but Art, Medieval
4. Phrases
(a) Conjunctive Phrases
compounds, opposites, interactions; e.g., ...
(b) Prepositional Phrases
use as, for, in, of, etc.; e.g., ...
5. Subjects with Subdivisions
means of subject specification
limit scope of main subject
provide means of subarrangement
main heading can be any of above
not always there even when expected ...?
"dashed on" subdivisions of various types, for example ...
(a) Topical Subdivisions ($x in MARC 6XX)
contrary to specific, direct principle?
bring out aspects, facets of subjects not genus-species, whole-parts relationships
often subject headings in their own right
find in Free-Floating Subdivisions
apply "judiciously" to or to specified groups of headings
(b) Form Subdivisions ($x in older records but $v now [as of February 1999])
Encyclopedias, Dictionaries, etc.
(c) Geographic Subdivisions ($z in MARC 6XX)
only when instructed but note where instruction falls [in older records]—after main heading (as
above) or after subdivision, e.g., Libraries—Censorship—Canada
current move to put last, or at least be consistent
indirect vs. direct
direct for provinces in Canada, states in the US, constituent countries in the UK, and constituent
republics in the "old" USSR, e.g., Flags--New York
all others indirect including locales "below" provincial, state, etc. level in Canada, the US, the
UK, and the USSR, e.g., Flags--New York (State)--New York; Flags--Brazil; Flags--France-Paris
where to start? topic or place?
- topic for scientific, technological, economic, educational, artistic; e.g., ...
- place for history, description, administration, social subjects; e.g., ...
(d) Chronological Subdivisions ($y in MARC 6XX)
mostly for history, literature, art; e.g., ...
Taylor addresses "Chronological Elements As Subject Concepts" on pages 322. Note that
she does not restrict time elements to subdivision status only—named periods and styles,
for example, may be treated as topical subject headings in their own right.