UCD School of Information & Library Studies

IS40520 Organisation of Information,

Cataloguing & Metadata
Module Handbook & Syllabus 2013
Handbook Contents

General Information ............................................................................................................................... 3

Contacts .............................................................................................................................................. 3
Module Description ............................................................................................................................ 3
Learning Objectives............................................................................................................................. 3
Lectures and Labs................................................................................................................................ 3
Assessment ......................................................................................................................................... 4
Assignment Submission ...................................................................................................................... 4
Assignment Feedback ......................................................................................................................... 4
Syllabus (Timetable with Topics and Learning Objectives) ..................................................................... 5
Assessment Details ................................................................................................................................. 7
Components ........................................................................................................................................ 7
Class Participation ............................................................................................................................... 7
Cataloguing & Classification Assignments .......................................................................................... 7
Group Project ...................................................................................................................................... 7
Group Project: Metadata Consultation................................................................................................... 8
Instructions ......................................................................................................................................... 8
Some Guidelines ................................................................................................................................. 9
Group Project Progress Report Instructions ..................................................................................... 11
Group Project Grading Criteria ......................................................................................................... 11
Indicative Reading List .......................................................................................................................... 12
Manuals............................................................................................................................................. 12
Recommended Text Books ............................................................................................................... 12
Further Reading: ............................................................................................................................... 13
Cataloguing and Metadata............................................................................................................ 13
Classification and Subject Access .................................................................................................. 13
Information Retrieval .................................................................................................................... 14
Journals ......................................................................................................................................... 14
Blogs, Listservs, Twitter................................................................................................................. 14

IS40520 Module Handbook 2013. Schmidt-Supprian Page 2 of 14

General Information

Contacts
Module Coordinator: Dr Kalpana Shankar (kalpana.shankar@ucd.ie)

Module Instructors: Dr Christoph Schmidt-Supprian (christoph.schmidt-supprian@ucd.ie)

Mr Hugh Murphy (hugh.murphy@nuim.ie)

Contact Method: See http://www.ucd.ie/sils/staff/ for Dr Shankar. As the instructors are

adjunct lecturers, with day jobs elsewhere, preferred contact method is
email. They will normally reply to email queries within 24 hours. Meetings in
UCD can be arranged by prior appointment.

Module Description
Credits: 10, Level: 4

This specialist module for library and information professionals examines the ways in which
information professionals describe and create access to information resources. Students will be
introduced to traditional cataloguing principles for bibliographic control, as well as to modern
metadata standards - and they will explore how the two approaches relate to each other. Students
will also investigate methods for representing the subjects of information resources, from library
classification schemes to folksonomies created from user-supplied data. All students will be
encouraged to explore the full field of information organisation, particularly with regard to the
challenging convergence of metadata from different information communities (library, archival,
audio-visual, museum, computer science) on the Internet. In addition, students will be required to
attain some familiarity with a number of library standards as examples for the application of a
particular approach. These standards include, but may not be limited to: RDA (Resource Description
and Access), AACR2 (Anglo-American Cataloguing Rules, second edition), MARC21 Format for
Bibliographic Data, and DDC23 (Dewey Decimal Classification, 23rd edition). Registration to this
module for undergraduate students is subject to the module co-ordinator's permission.

Learning Objectives
On completion of this module students should be able to: 1. Apply the basic principles of
cataloguing; 2. Apply the basic principles of subject representation; 3. Critically assess metadata
standards; 4. Create records for library material, applying RDA, AACR2, MARC21, and DDC; 5. Build a
framework for ongoing development of skills in the organisation of information.

Lectures and Labs

Teaching will consist of a mixture of lectures and practical work. There will be a double lecture (two
hours) most weeks; three times a single lecture will be followed by an hour-long lab. Depending on
size, the class may have to be split in half for the lab (which is then repeated for the other half).

Lecture Weeks: Entire class Woodview Lecture Theatre 2 1-3 p.m.

Lab Weeks: Entire class Woodview Lecture Theatre 2 1-2 p.m.

Half of class G5 (Daedalus) 3-4 p.m.
Other half of class G5 (Daedalus) 4-5 p.m.

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Attendance of lectures and scheduled labs is compulsory in the sense that it forms part of the final
module grade. Attendance is normally determined by the sign-in sheet, available during each class.
It  is  the  students’  own  responsibility  to  ensure  that  they  have  signed  in.

Lectures will be mostly based on MS PowerPoint presentations. The slides will be made available on
Blackboard after the lecture.

Students are expected to prepare for lectures with some reading on the scheduled topics.
“Recommended  Reading”  will  be  posted  on  Blackboard for most weeks.

Assessment
Class participation: 10%
Practical assignments: 45%
Group project: 45%

More information is given under Assessment Details below.

Assignment Submission
Please upload all written work for assignments via the relevant SAFE Assignment link on Blackboard.
The timestamp of this electronic submission will determine late submission. Please use a file format
recognised by Blackboard (e.g. .doc, .docx; .pdf, .odt). There is no need for submitting paper copies.

UCD rules for penalties of late submissions apply, namely minus two grade points for up to a week,
and minus four grade points for up to two weeks later than the deadline. In the case of illness (with
medical certificate) or other exceptional circumstances, special arrangements will have to be made.

Name your file to include both the assignment name and your own name, or the name of your
group, preferably as follows:

[AssignmentName]_[Surname]_[FirstName]

For example:
CataloguingAssignment_SchmidtSupprian_Christoph
or MetadataConsultation_FilmArchive

Assignment Feedback
All  assessment  components  will  be  graded  using  UCD’s  letter  grades  and  grade  point equivalents
(pass grades A+ to C-, or 4.2 to 2). Class participation, in the form of lecture attendance and
Blackboard tests, is graded as detailed below. The practical (cataloguing and classification)
Assignments, as well as the Group Project will receive written feedback in addition to the grade.
Indicative grading criteria will be made available at least a week before the deadline. All grades and
feedback will normally be returned within two weeks of the deadline (or of late submission).

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 Syllabus (Timetable with Topics and Learning Objectives)

Week Lecturer Topics & Activities Learning Objectives

 To critically discuss the purpose
1 Introduction: The Organisation of Information
of organising information
CS
Introduction to key issues.  To assess the role of cataloguing,
23/1
classification and metadata

Metadata Models & Standards  To analyse information resources

 To differentiate between
Bibliographic data in a variety of contexts.
2 description and controlled access
CS Focus on ISBD areas and FRBR model  To compare different kinds of
30/1 Introduction to a range of standards, e.g. AACR2, metadata standards
DCRM(B), RDA, DACS, CCO, MARC21, Dublin Core,
OnIX, VRA Core

Rules for Description & Access Points  To use AACR2 rules effectively
3  To demonstrate familiarity with
CS Focus on key concepts RDA rules
6/2 AACR2 and RDA: how to find and apply the rules  To discuss structured access to
information resources

Group Project: form groups and sign up at http://doodle.com/zfhkkw6avzyq2srz by Week 3 (6 Feb.)

Cataloguing Assignment: get the RDA Toolkit 30-day free trial after 6 Feb. http://www.rdatoolkit.org/trial/signup
4
Cataloguing with AACR2 and MARC21  To apply AACR2 rules for
descriptive and access
13/2 CS
Cataloguing in practice in OCLC Connexion cataloguing in MARC21
[Lab]

Group Project: All Groups to have met at least once by Week 4 (13 Feb.)
5 Cataloguing with Dublin Core  To use and critically assess Dublin
Core metadata
Cataloguing in practice, using an online tool (Dublin
20/2 CS  To create quality bibliographic
Core Generator, or OCLC Connexion)
metadata
[Lab] Revision of AACR2, RDA and MARC21

6 CS and Cataloguing Round Table (Guest Speakers):  To recognise key characteristics

Cataloguing Special Collections of certain special collections
27/2 Guests

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  To differentiate between form
and content of an information
Subjects: controlled description and access
7 resource
CS Subject analysis and representation  To compare different methods of
6/3 subject description and access
Introduction to LCSH and MeSH
 To apply a thesaurus or a subject
heading language

Cataloguing Assignment(s) due Week 7 (Wednesday, 6 March)

Folksonomies  To assess the effectiveness of
8 folksonomies and similar user-
HM The power of crowd-sourcing supplied subject descriptions
27/3 Managing folksonomies  To discuss challenges of
information retrieval by subject

Group Project: Progress Report due Week 8 (Wednesday, 27 March)

Classification  To situate DDC within
9 classification approaches to
CS Principles of classification
subject access
3/4
Focus on DDC; but also UDC, LCC, JEL, BISAC  To create basic DDC numbers

10 Classification in practice: DDC  To build complex DDC numbers

for faceted subject access
10/4 CS Faceting, subdivisions and number building in DDC
Classification with WebDewey
[Lab]

Managing metadata  To consider the 'cost' of resource

11 description
Bird’s-eye perspective; big data sets
HM  To gain an understanding of
17/4 Examples from real world, esp. different Library available software suites
Management Systems and workflows

12  To review the principles of

CS Further Contexts of Info. Org. and Revision information organisation and its
24/4 key challenges

Classification Assignment(s): due Week 12 (Wednesday, 24 April)

Group Project: due end of Revision Week (Friday, 3 May)
Please note that this syllabus is subject to change.

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Assessment Details

Components
The final grade for this module is calculated from the following components:

Component Name Weight Submission Deadline

Class Participation 10% Continuous: includes attendance and tests

Cataloguing Assignment(s) 30% Week 7, Wednesday 6 March

Classification Assignment(s) 15% Week 12, Wednesday 24 April

First meeting of Groups by Wk4, 13 February

Group Project:
45% Progress Report due by Wk 8, 27 March
Metadata Consultation
Final report: Revision Week, Friday, 3 May

Class Participation
- 5% Lecture attendance:
The following grade points are awarded: 4.2=More than 10 lectures attended, 4.0=10
lectures, 3.6=9 lectures, 3.2=8 lectures; 2.8=7 lectures; 2.4=6 lectures; 2.0=5 lectures; 1.6=4
lectures; 1=3 lectures; 0=Less than 3 lectures.

- 5% Blackboard tests:
The following grade points are awarded: 4.2=More than 6 passed Bb tests; 4.0=6 passed;
3.6=5 passed; 3.2=4 passed; 2.8=3 passed; 2.4=2 passed; 2=1 passed.
Get at least 50% right in each test in order to pass it.

Cataloguing & Classification Assignments

Detailed instructions will be released at least two weeks before the deadline.

Group Project
See following pages.

Undergraduates (in exceptional circumstances also postgraduates) can do a critical essay instead of
the group project. Please contact Christoph Schmidt-Supprian if you wish to discuss this option.

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Group Project: Metadata Consultation

Instructions
Groups: between 4 and 6 students per group; ok to continue groups from InfoRef module; all
students must be in a group by Week 3 (6 Feb.); once your group is formed, please select an
available Group Number at http://doodle.com/zfhkkw6avzyq2srz and sign up all members; students
without a group after 6 Feb. will be assigned to one.

Final product: a “consultation document” on managing the metadata for a specific collection of
information resources; ca. 25 pages long (not shorter than 20, not longer than 30).

Task:

1. Take a specific collection of information resources: either an existing one, or a hypothetical

but clearly defined one, such as the one developed for the InfoRef module.

2. Analyse the collection as well as its contexts: the owning institution, the normal readership,
and any other users (such as other libraries). Identify the metadata requirements for this
collection.

3. Investigate suitable standards and software, and select the best fit for this collection. Make
expert recommendations on at least the following elements:

a. Library Management System or suitable database software; also consider

preservation aspects of your metadata, as well as the potential user interface(s).

b. Metadata scheme; define a core set of metadata elements from this scheme

c. Content standard

d. Shelving scheme (only if the collection includes physical items)

e. Subject access scheme(s)

f. Workflow for cataloguing the collection.

4. Create a number of sample records (can be mock-ups, if the recommended LMS is not
available to the Group): at least half a record per group member, rounding upwards.

5. Consider the cost of implementing the recommendation – make a rough estimate, if

possible.

6. Manage the Group Project effectively: document your decisions, such as the distribution of
tasks, and any difficulties encountered and how you tried to solve them.

7. Produce the Consultation Document; include in the end a separate section on your Group
Management.

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Some Guidelines
1. Collection:

 Examples of existing collections include the SILS Masters theses, the SILS Reference
Collection, the SILS Research Methods Collection, or a small business, law,
government or research library – or an image collection, or music, etc.

 Even in the case of a hypothetical collection, name some (normally around 10) real-
life items in order to define it and to illustrate what it contains.

 The items in the collection can be physical, digital, or a combination – and their type
can range from texts and books to visual art material to music recordings to
museum artefacts.

 Give an indication of the size of the collection (hundreds, thousands, etc.), and
whether it will grow and how fast.

2. Collection analysis and context:

 This is an important part of the final document: the details you provide here provide
the background to, and justification for, your decisions in Point 3.a-f. Make sure,
however, to stay on target – don’t elaborate on aspects that are not relevant to your
metadata.

3. Standards:

a. LMS: consider a few options and settle for one. It may not be possible to get much
information on proprietary software – but try the sales blurbs on the web and
consult library journals for any reviews. You might prefer a home-grown database
solution (with MS Access, OpenOffice Base, FileMaker Pro, etc.): in that case, explain
briefly how you intend to build it. Concerning preservation and user interfaces: no
need to go into too much detail, but demonstrate awareness of these important
aspects.

b. Metadata: Examples include Dublin Core, MARC21, MODS, VRA Core, EAD, TEI. this
is possibly the most important sections of the document. Again, consider a few
options and explain why one is the most suitable. Also explain how your chosen
scheme should be used on the collection. Questions to answer might include: Which
elements (author, title, etc.) are the most important ones? (Is there a specific subset
or application profile you suggest using?) Will there be mandatory ones? Will some
have to be modified? …  Adopt  a similar approach to c, d, and e.

c. Content: Examples include AACR2, DCRM, RDA, DACS, CCO.

d. Shelving: This is not relevant if the collection consists entirely of digital items.
Examples include DDC, UDC, BISAC, Running Numbers.

e. Subject: Examples include LCSH, Sears, Moys, AAT, Getty Thesauri, folksonomies.

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 f. Workflow: Try to imagine how the collection should be catalogued using your
proposed schemes and standards. Who should do what (professional librarian,
library assistant); how many; what time frame; training needs of staff; tools and
resources necessary (e.g. access to thesauri and manuals).

4. Records: provide, as far as possible, as much detail as you are proposing in 3.b-e. It is not
expected, however, that you can 100% correctly use metadata elements (and schema and
content standards) not covered in class. Include a brief commentary explaining the
strengths and weaknesses of your sample records.

5. Costs: Keep this brief; integrate with 3.f if you prefer.

6. Group Management: Add this section to the very end of the document, after the list of
references. Explain how you divided up the tasks (who did what), how you communicated
with each other, and what kind of difficulties, if any, you encountered. Keep it concise and
professional.

7. General:

 Don’t  forget  to  start  your  consultation  document with a general introduction and
finish it with a strong summary/conclusion.

 Make use of relevant library science literature wherever possible.

 Use a standard style for citations and references, and be consistent. Include a list of
references (or bibliography) at the end.

 Don’t  over-footnote.  (Rule  of  thumb:  if  it’s  worth  saying,  say  it  in  the  main  body.)

 While different sections of the document will be written by different members of

the group, edit the final product so that it reads smoothly.  It’s  ok  to  correct  each  
other’s  drafts.

 Proofread for grammar and spelling before final submission.

2. Structure:

 You can use the sequence of the above points as your document structure, if you
want.

 The following is a possible breakdown with suggested page counts: take this as a
rough indication only!
Introduction (0.5 p.) – Collection (1.5 p.) – LMS (2 p.) – Metadata (4 p.) – Content
Standard (2.5 p.) – Shelving (1 p.) – Subject (4 p.) – Workflow (1 p.) – Samples,
including commentary (4 p.) – Cost (0.5 p.) – Conclusion (1 p.) – References (2 p.) –
Management (1 p.): total of 25 p.

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Group Project Progress Report Instructions
Due date: Week 8, 27 March

Write  a  brief  report  of  ca.  1  to  2  pages  on  the  group’s  progress so far, and how you intend to finish
the project by the final due date of 3 May. Include:

 The name and a brief description of the collection and its context

 The names of all group members

 A brief description on your group management: how often you have met; how you divided
up the tasks, and how you have collaborated so far

 Provide a brief overview of your progress to date

 Indicate problems you have encountered so far; stress any problems that you think are still
lying ahead of you, and indicate whether you need any particular help in order to surmount
them

 Submit one electronic copy via the relevant SAFE link on Blackboard

Group Project Grading Criteria

The grade for the Group Project is worth 45% of the overall module grade. Each student’s project
grade will be calculated from the lecturer’s grade for the submitted document, and from a type of
peer grading. The document will be evaluated and graded as a whole, but the peer grading is
intended to factor in the quality of each member’s contributions. Details about the peer grading will
be announced during the semester.
Criteria for evaluating the document include:
Grammar, spelling, punctuation; Style, including correct use of terminology,
clarity; Presentation, including supporting materials; Structure, including
paragraphing, transitions, overall length; Citations, references; Group
management, including progress report; Consultation elements
(comprehensive treatment); Argument, logic; Sources, secondary literature,
including critical use; Originality of thought.
Criteria for the peer grading may include:
Attitude; Participation; Group skills, including effectiveness and helpfulness;
Meetings; Equitable work; Time management.

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Indicative Reading List
Note: Many books, journals and other resources, not listed here, might also be relevant. Please let the
lecturers know if you find any particularly useful ones. Also, contact the lecturers if a book or article you
need is not available through UCD Library.

Manuals
JSC AACR. Anglo-American Cataloguing Rules. London: CILIP, (2nd ed. 2002 revision, 2005 update) 2005,
also available electronically via the RDA Toolkit http://access.rdatoolkit.org/. In printed form,
earlier revisions are also acceptable, esp. 1988, 1998, 2002.

JSC RDA. Resource Description and Access, London: CILIP, (1st update) 2012, in RDA Toolkit
http://access.rdatoolkit.org/

Dewey, Melvil. Dewey Decimal Classification and Relative Index. Dublin, Ohio: OCLC, (22nd edition)
2003.

Library of Congress, Decimal Classification Division. WebDewey 23. Dublin, Ohio: OCLC, 2011.
http://www.dewey.org/webdewey/

Library of Congress, Network Development and MARC Standards Office. MARC21. Washington DC: LC,
2012. http://www.loc.gov/marc/

Rühle, Stefanie, Tom Baker, and Pete Johnston. User Guide/Creating Metadata. Dublin Core
Metadata Initiative, 2012.
http://wiki.dublincore.org/index.php/User_Guide/Creating_Metadata

Hillmann, Diane. Using Dublin Core. Dublin Core Metadata Initiative, 2005.
http://dublincore.org/documents/usageguide/ (Particularly chapter 4: The Elements)

Recommended Text Books

Bowman, J.H. Essential Cataloguing. London: Facet, 2007.

Bowman, J.H. Essential Dewey. London: Facet, 2005.

Chan, Lois Mai. Cataloging and Classification: An Introduction. New York: McGraw-Hill, (3rd ed.) 2007.

Hider, Philip. Information Resource Description: Creating and Managing Metadata. London: Facet, 2012.
[On order by UCD Library]

Oliver, Chris. Introducing RDA: A Guide to the Basics. London: Facet, 2010.

Taylor, Arlene G. Introduction to Cataloging and Classification. Englewood: Libraries Unlimited, (10th
ed.) 2006.

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Taylor, Arlene G., and Daniel N. Joudrey. The Organization of Information. Englewood: Libraries
Unlimited, (3rd ed.) 2009.

Welsh, Anne, and Sue Batley. Practical Cataloguing: AACR, RDA and MARC21. London: Facet, 2012.
[On order by UCD Library]

Further Reading:
Cataloguing and Metadata
Barca, Murtha, ed. Introduction to Metadata. Los Angeles: Getty Research Institute, (2nd ed.) 2008.

Chowdhury, G.G., and Sudatta Chowdhury. Organizing Information: from the Shelf to the Web.
London: Facet, 2007.

Haynes, David. Metadata for Information Management and Retrieval. London: Facet, 2004. [Not in UCD
Library]

Liu, Jia. Metadata and its Applications in the Digital Library: Approaches and Practices. Westport,
Conn.: Libraries Unlimited, 2007.

Lazinger, Susan S. Digital Preservation and Metadata: History, Theory, Practice. Englewood, Colo.:
Libraries Unlimited, 2001.

Miller, Stephen J. Metadata for Digital Collections: A How to do it Manual. London: Facet, 2011.

Read, Jane M. Cataloguing without tears: managing knowledge in the information society. Chandos
2003.

Svenonius, Elaine. The Intellectual Foundation of Information Organization. London: MIT Press, 2000.

Taylor, Arlene G, ed. Understanding FRBR: What it is and How it will Affect our Retrieval Tools.
Englewood: Libraries Unlimited, 2007.

Zeng, Marcia Lei, and Jian Qin. Metadata. London: Facet, 2008.

Weber, Mary Beth, and Austin, Fay Angela. Describing Electronic, Digital, and Other Media Using
AACR2 and RDA: A How-to-do-it Manual and CD-ROM for Librarians. London: Facet, 2011.

Classification and Subject Access

Aitchison, Jean, Alan Gilchrist, and David Bawden. Thesaurus Construction and Use: A Practical Manual.
London: Aslib, (3rd ed.) 1997. [Latest, 4th ed., 2000, not in UCD Library]

Broughton, Vanda. Essential Classification. London: Facet, 2004.

Broughton, Vanda. Essential Thesaurus Construction. London: Facet, 2006.

IS40520 Module Handbook 2013. Schmidt-Supprian Page 13 of 14

Hunter, Eric J. Classification Made Simple. Aldershot: Ashgate, (2nd ed.) 2002. [Latest, 3rd ed., 2009, not
in UCD Library]

Chan, Lois Mai. Library of Congress Subject Headings: Principles and Application. Englewood: Libraries
Unlimited, (3rd ed.) 1995. [Latest, 4th ed., 2005, not in UCD Library].

Satija, M.P. The Theory and Practice of the Dewey Decimal Classification System. Oxford: Chandos,
2007. [Not in UCD Library]

Marcella, Rita, and Arthur Maltby, eds. The Future of Classification. Aldershot: Gower, 2000.

Information Retrieval
Buckland, Michael. “Information as thing.” Journal of the American Society of Information Science
42/5 (1991): pp. 351-360. (Preprint available at:
http://people.ischool.berkeley.edu/~buckland/thing.html)

Buckland,  Michael.  “What  is  a  document?”  Journal of the American Society of Information Science 48/9
(1997): pp. 804-809 (Preprint available at:
http://people.ischool.berkeley.edu/~buckland/whatdoc.html)

Van Rijsbergen, C.J. Information Retrieval. London: Butterworths, 1979. (Available at:
http://www.dcs.gla.ac.uk/Keith/Preface.html; chapters 1-3 provide good overview of
fundamentals; skim mathematical detail)

Journals
 Annual Review of Information Science and Technology (ARIST)
 Cataloging & Classification Quarterly (CCQ)
 D-LIB Magazine: http://dlib.org/dlib.html
 International Cataloging and Bibliographic Control (IBCB)
 Journal of Library Metadata (Until 2007: Journal of Internet Cataloging)
 Journal of the American Society for Information Science and Technology (JASIST) (Was JASIS:
Journal of the American Society for Information Science until 2000)
 Knowledge Organization: devoted to concept theory, classification, indexing and knowledge
representation (KO)

Blogs, Listservs, Twitter

 A list of blogs relating to cataloguing and metadata active at the end of 2010 has been
compiled by Christine Schwarz on her blog, Cataloging Futures:
http://www.catalogingfutures.com/catalogingfutures/2010/10/cataloging-and-metadata-
blogs-in-2010-1.html
 025.431: The Dewey blog: http://ddc.typepad.com/
 High Visibility Cataloguing: http://highvisibilitycataloguing.wordpress.com/
 Cataloguers on Twitter: see Web Resources area on Blackboard
 Online Discussion Groups: see Web Resources area on Blackboard

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