motolaeportfolio.files.wordpress.com€¦  · Web viewErin MotolaFall 2019. INFO 5200 Houston. Draft 4. Fairy Tales and Folk Lore: Information Organization System. 1. Project description.

Erin MotolaFall 2019

INFO 5200 Houston Draft 4

Fairy Tales and Folk Lore: Information Organization System

1. Project description

My information organization project describes access to a collection of books in the fairy tale genre for elementary school students. I choose fairy tales for the basis of this collection because they are often used in classrooms and libraries to teach story elements, multicultural literature, and cultural values. Another reason for choosing this genre is based on personal interest, especially with learning about traditions of other cultures.

1.1. Collection and information objects

The collection is called Fairy Tales and Folk Lore. It is comprised of 1100 books within the fairy tale and folk lore genre. The collection is housed in an elementary school library in Austin, Texas. The users of this collection are elementary school students in third, fourth, and fifth grades. The collection represents stories from different cultures and contains both historical and modern texts. Some of the subjects represented in the collection are love, friendship, hard work, hope, and bravery. The purpose of this collection is to provide students with books that impart cultural insight to users through fairy tales and folk lore. Fairy tales also teach moral standards to their readers. Additionally, fairy tales and folk lore are used to teach information literacy skills and literary elements found in the curriculum standards. The collection of books within the school library grows through donations as well as through the purchasing of new books with funds from the annual budget.

1.2. Users' demographics and knowledge

The users of this collection are elementary school students in Austin, Texas. The students are in third, fourth, and fifth grade and are between the ages of 9 and 12. The user group is comprised of 600 students. The ethnicities represented among students enrolled at the elementary school are White (75%), African American (2%), Asian (2%), Hispanic (16%), and students of more than one ethnicity (5%). The school is in an upper middle-class neighborhood in Austin and economically disadvantaged students make up 8% of the student population. Two percent of the students are English Language Learners and twelve percent receive Special Education services. The students have some background experience with technology and a basic understanding of the library practices.

Every individual has knowledge skills that are employed consciously or unconsciously when seeking information. These knowledge skills can be broken down into four basic types: general knowledge, specific domain knowledge, systems knowledge, and information seeking knowledge. These four knowledge types determine how the user searches for information. An understanding of the user group’s knowledge types drives decision making for information retrieval system design. General knowledge is developed through life experiences. This encompasses developing a general understanding of how the world works to draw conclusions. It is also influenced by culture and upbringing. The students of this elementary school have low levels of general knowledge because of their age. They have not had enough life experience to have developed a higher level of general knowledge. The second knowledge type is specific domain knowledge. Domain knowledge is the breadth of knowledge the user possesses about a

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specific topic of study. This includes familiarity with the terminology used within the subject area. The students using this collection have moderate levels of domain knowledge because they have some familiarity with fairy tales. Fairy tales are a popular choice among teachers, read aloud texts, and have high circulation trends in the library. As such the students have some background knowledge related to the fairy tales. The third type of knowledge, systems knowledge, is knowledge of the inner workings of an organizational system. This includes the attributes and values represented within the system and why they are set up in this manner. The students have a low level of systems knowledge because they are not yet familiar with system structures. They have not spent enough time with organizational systems to have developed this type of knowledge. The fourth type is information seeking knowledge. This type of knowledge is focused around knowing how to look for information in an effective and successful way. The users of this collection have low information seeking knowledge. They are still developing the tools needed to be efficient information seekers.

With an understanding of the student’s knowledge types, demographics, and needs; a retrieval system is in place to help users find what they are seeking. This is an example of a user-centered retrieval system. User-centered retrieval systems consider the needs and behaviors of the users to inform decisions about how the system should be designed. Analysis of student behavior and knowledge types informs how the system is designed. The metadata within the system reflects attributes that are indicative of the information seeking patterns of the users. Metadata refers to the way in which attributes of materials and their corresponding values are organized in the system. Based on the 600 middle grade elementary school students who use this collection, the retrieval system created is a simple but effective resource for users to find the books they seek. If the system did not exist, it would require students to have a deeper understanding of the Dewey system to find some of the books in this genre located in the 398.2 section of the non-fiction section. However, this is not the only location in the library where books in this genre are housed. The system provides greater access to the books for student users.

1.3. Users' problems and questions

The students who use this collection are seeking books for different purposes. The students are looking for a book to read for pleasure, looking for books that are from a specific cultural background, a book that teaches a specific moral lesson, or books that fall in a subset of the genre like fractured fairy tales and animal fantasy books. The questions below represent some typical user questions.

User question 1: Can you help me find a few short folktales from Korea?Object attributes: subject, setting, country of origin, lengthDesired precision: moderateDesired recall: low

User question 2: I need to find one of Aesop’s fables that teaches about the value of friendship. Can you help me find one?Object attributes: author, subject Desired precision: moderateDesired recall: low

User question 3: I am looking for 5 short fractured fairy tales based on the three little pigs.Object attributes: subject, length, main character, genreDesired precision: moderateDesired recall: moderate

User question 4: I’m looking for a few books that have animals as the main characters of the fairy tale.Object attributes: main character, genre Desired precision: lowDesired recall: low

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The important attributes addressed in the user questions are subject, setting, country of origin, length, author, main characters, and genre such as animal fantasy and fractured fairy tales which would be subsets of the greater fairy tale genre. Some additional attributes that are important in the system are title, ISBN 10, ISBN 13, publisher, publication date, plot summary, and illustrator. These attributes help to facilitate accurate information retrieval for the users.

2. Representation of information objects

2.1. Entity level

The collection of fairy tale and folk lore books is represented in the information retrieval system in the form of metadata. Metadata within an information retrieval system describes the individual items or information objects that comprise the collection. Metadata is defined as information about both the structural and descriptive components of an information object within the system. The information retrieval system houses the metadata surrounding the information object that the users are seeking. Metadata entities allow the information retrieval system to represent the information object in a distinctive way to provide an exact match for the user. Entities are defined as the total of all the metadata that is represented in the information retrieval system for an information object. Entities are defined by the entity level of the system. Entity levels define the scope of the data that is represented within the system. Entity levels can refer to the entire information object or just a part of the object. Clarification is needed to determine the level of representation of each record. In this information retrieval system, the entity level is an entire book from the collection. Analysis of the user questions shows that students are seeking the entire book, not a specific section of the book. As such the entity level within the system is one record represents one entire book.

2.2. Metadata elements and semantics

The information retrieval system is in place to match information needs of the students. Students interact with the system and the metadata entities about the information objects. The attributes discussed in section 1.3 become the metadata elements in the metadata scheme. Within the confines of the information retrieval system, these attributes have become elements because they now refer to the metadata about the information object. Each metadata entity has elements to describe the information object. There is a total of 15 metadata elements in the database that support information retrieval for users. The information needs of the students are supported by the four user tasks: find, identify, select, and obtain. The four user tasks were developed from the Functional Requirements for Bibliographic Records or FRBR. The Functional Requirements for Bibliographic Records describe what is required in a system to facilitate the searching process by the users. Each of the four tasks plays an important role in the searching and retrieval of information objects. The tasks are important because they identify the needs of the user at the time of their search. The four user tasks represent the process of searching the information retrieval system. Each of the tasks refers to a part of the searching process from initial search to retrieval of the desired object from the collection. The metadata located in the system corresponds to these four user tasks aid in this process. Metadata elements must correspond to the FRBR tasks in order to provide exact matches for the users.

The find task is defined as the initial search conducted by the user using a set of terms to determine if there are matches in the system that correspond to these values. This search yields a list of results for the user to review. The find task is supported in the information system through the Title, Author, and Subject elements. The Title element supports the find task because the users enter the title when looking for possible matches. Titles of the book are known to the users and provide a starting place for students when searching. The Author element supports the find task because students are familiar with the author’s names and enter them in to the search feature to look for titles that they have written. Searching by author gives the students a list of search results they can use to look for their desired information object. The Subject element supports the find task because users often look for books with specific subject matter. The topics or values highlighted in the books from the collection are listed in these search results.

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The identify task is defined as the process of determining if the entities that are shown on the list of search results match the initial search criteria. The user cross references their information need against the list of results to determine if the entities match what they are seeking. In the system the identify task is supported by the Title, Author, and Subject elements. The Title element is supported by the identify task because the results show all titles that match their search. Analysis of the results reveals any duplicate titles or partial matches that may exist in the search results. The Author element supports the identify user task because the students refer to the list of search results to determine if the author they are looking for is among the list of records. Using this user task, the students eliminate any duplicate author names that may exist in the system. Additionally, students identify other works by the same author that may match their query. Finally, the Subject element is supported in the identify task because it shows the complete list of records that match the subject searched in the database. Using these results, users can narrow the scope of the search.

The select task is defined as the process of evaluating and choosing the information objects from the list. Users read through the search results and determine which of the information objects listed best match their information needs and preferences. The select task allows the user to narrow the scope of their search from a larger list of possible options. The elements that support the select user task are the Subject, Setting, Country of Origin, Length, Main Characters, Genre, Plot Summary, and Illustrator. The Setting element supports the select user task by narrowing the scope of the location where the story takes place. Students seeking stories set in a specific location can select their preferences from the list of records. The Country of Origin element supports the select user task by highlighting the place where the folk lore or fairy tale originated. Users who are seeking folk lore from a specific country select appropriate resources using this element. The Length element supports the select task by allowing users to choose information objects that are of an age appropriate page count. Students determine their capacity to use the book in question based on the number of pages in the story. The Main Characters metadata element supports the select user task because it allows users to preview the primary characters and make decisions about their desired information object. Students seeking books about the three little pigs for example, select those records through accessing this element. The Genre element supports the select user task by providing information on the possible subgenre categories that comprise the larger fairy tale and folk lore genre. Students who are seeking books that fall within a genre subsection of the greater fairy tale and folk lore genre utilize this element. Users reference the list of results to determine which fall into their desired subgenre, narrowing their possible selections. The Plot Summary element supports the select user task by providing an understanding of the main points of the book. Using this element, users get an idea of what the story is about before deciding to obtain the object. Finally, the Illustrator element supports the select user task through crediting the illustrator responsible for the work. Users looking for books that are illustrated by a specific artist have access to those data points through this element.

The obtain task is defined as the process of physically acquiring the information object. The user goes to the collection and has direct access to the desired information object or objects. The obtain task is supported in the information retrieval system through the Classification element. Using the classification system, the user can locate the book or books they are looking for from the collection of fairy tales and folk lore.

There are additional elements in the metadata schema that do not directly support the four user tasks. These elements include the ISBN 10, ISBN 13, Publisher, and Publication Date. While they do not correspond to the user tasks, they provide additional information that help to describe the information objects. ISBN 10 and 13 are unique numbers assigned to an information object. As such, its inclusion in the metadata is necessary to identify a specific item. The Publisher element informs the user of the party responsible for the distribution of the item. Including the publisher information into the metadata schema gives credit to the responsible party and further describes the information object represented. The Publication Date element indicates the four-digit year that the information object was published. It informs the user of the time period when the material was published. While these elements do not directly support the four user tasks, they are elements that provide a complete description of the information object. Appendix A contains a list of the metadata elements and their semantics for further clarification.

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2.3. Record structure and specifications

The metadata elements are represented in the information retrieval system as fields. The fields contain information for each element to comprise a record of the information object represented in the system. The system has a total of 15 metadata elements that directly correspond to 15 fields for data entry. The 15 metadata elements have a one to one relationship with the fields of the database and are identical in name. The fields in this system are text, numeric, or date fields. Text fields are fields that have letters, or a mix of letters and numbers. Numeric fields are defined as being comprised of only numbers. Date fields record the date according to a prescribed format. Each of the 15 metadata elements are recorded as text, numeric, or date fields. The purpose of recording the fields in a specific way is to provide uniformity in the system. Data for the fields must be recorded in the same way so that users are seeing consistent data in their search results and continuity in how searchable fields are presented. Appendix B of this document outlines the metadata elements and how they are recorded into fields. It provides specific information on the field type, if it is required to be entered during cataloging, if the field is searchable by the user, whether it is under a controlled vocabulary, and if there is a drop-down list for the user to select a value.

The Title field is a text field because the titles of books in the collection consist of letters. It is a searchable field in the database because user behavior analysis shows that this is a primary way that students seek information objects. The Title field is a required field for catalogers to input so that users can search for the titles of the books they are looking for within the system. If the title is unknown, the cataloger inputs unknown in the field. The number of entries allowed for this field is one because each record has only one title. There is no controlled vocabulary for this field to allow catalogers to input the title as it is written on the information object. There is also no drop-down list for this field because the range of possible titles is vast.

The Author field is a text field in the system. It is a text field because author names are comprised of letters. This field is a searchable field because users often search for information objects based on author name. It is a required field for the database system. If there is not an apparent author listed, the cataloger inputs unknown in this field. The number of entries allowed for this field is three. This is because the principal authors that are known for a work are usually listed in the first three names. Subsequent authors are often lesser known than the first three listed. There is not a controlled vocabulary for this field because there is not a complete list of authors that represent the collection now or in the future. As such, there is not a drop-down list option for this field. Catalogers enter the Author field as it appears on the information object.

The Setting field is a text field. The field is a text field because the setting is a place that is named using letters. It is not a searchable field in the database. User behavior analysis shows that it is a consideration for selection of the object, but it is not a primary way that users seek information. Since the users are elementary school students, too many searchable fields are overwhelming. The Setting field is not required at the time of cataloging. Not all stories in the database have an easily identifiable setting. The number of entries allowed for this field is one. If the story is set in more than one place, the cataloger records the primary setting of the story. The Setting field does not have a controlled vocabulary. This allows for many different settings that are represented within the information objects. There is not a drop-down list for this field because there are many settings represented in the collection.

The Country of Origin field is a text field in the database. The field is a text field because the countries are represented by names and recorded with letters. This field is not a searchable field. Users filter their results using this field, but it is not a primary way they search. Students select resources that match the desired country of origin for their search among existing results. This field is not a required field for the cataloger. Some information objects in the system do not have a clear country of origin stated. The number of entries allowed for this field is one. There is only one possible country of origin for each item. There is no controlled vocabulary or drop-down list for this field. This allows for the inclusion of the range of countries that are represented in the collection.

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The Main Character field is a text field. It is a text field because the characters names are comprised of letters. The Main Character field is not a searchable field. Students narrow their search based on main characters in the information object in the select user task. The Main Character field supports information matches but is not a primary starting place for searches. This field is not a required field in the database. There may be stories that do not have a clear set of main characters. The maximum number of entries for this field is five. Subsequent characters after the first five are lesser characters in the story and are not searchable. This field does not have a controlled vocabulary to allow for the vast range of characters present in the collection. It also does not have a drop-down list to allow catalogers to enter characters names as they appear in the information object.

The Length field is a numeric field. The length of the objects is recorded as a numerical value of the total number of pages. This field is not a searchable field for users. While length is a consideration in the process, it is not a primary way users search for information objects. The length is a required field for catalogers. There is only one entry allowed for this field. Objects in the collection have only one number possible for entry to record the total page count. There is not a controlled vocabulary for this field. Catalogers enter the page count listed on the information object. There is not a drop-down list for this field to allow for catalogers to record the exact page count of each item.

The Genre field is a text field in the database. It is a text field because the name of the genre is represented by letters. The Genre field is a searchable field. User questions indicate that students want to search by genre type at the time of their query. The Genre field is a required field at the time of cataloging. The number of entries allowed for this field in the database is three. There is a controlled vocabulary for this field. Catalogers identify the genres represented in the books from the controlled vocabulary list. The genre choices for this field are animal fantasy, fairy tales, fractured fairy tales, fables, myths/religious stories, tall tales, legends, folk tales, realistic folk tales, and explanation tales. Since there are only ten selection choices in the controlled vocabulary for this field, they are represented in a drop-down list.

The Plot Summary field is a text field. It is a text field because the plot summary of the information objects is recorded as letters. The Plot Summary field is a searchable field. It is a searchable field because it allows users to enter all or part of what happened in the story to facilitate matches within the system at the time of their search. All or partial plot summaries entered are represented in the search results. The Plot Summary field is not required at the time of cataloging. This allows for wordless books that are represented in the collection. The maximum number of entries for this field is one because there can only be one plot summary for each information object. There is not a controlled vocabulary for this field. Limiting the vocabulary for this field would be extensive and limiting. There is not a drop-down list for this field. Catalogers enter the plot summary based on the information object.

The Subject field is a text field because the subjects are represented by letters. It is a searchable field in the database. User questions show that searching by subject is a primary way to begin their query. Allowing users to search by subject facilitates matching information needs with information objects. The Subject field is a required field. It is required because each item in the collection has subjects associated with them. The maximum number of entries allowed for this field is seven. More than seven subject terms for an item would be laborious for the cataloger to enter. There is no controlled vocabulary for this field. Catalogers choose subject terms that are appropriate for this field based on the information object. Since there is no controlled vocabulary for this field, there is also not a drop-down list available to the cataloger.

The Publisher field is a text field in the database. It is a text field because the name of the publisher is represented by letters. This field is not a searchable field in the database. Users do not primarily search based on the publisher of the material. It is required field for the catalog to enter in to the database. Each information object in the system has a publisher that corresponds to the item. The number of entries allowed for this field is one. There is only one publisher for each information object in the system. There is not a controlled vocabulary for this field. This allows for a variety of publishing companies to be represented in this field. There is no drop-down list available for this field. Catalogers enter the information for the publisher as it is recorded on the information object.

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The Illustrator field is a text field. It is a text field because the illustrator is identified by name which is made up of letters. The Illustrator field is not a searchable field. Illustrators are not a primary way that users search for information objects in the system. The Illustrator field is not required to be filled by the cataloger. This allows for information objects that may not contain illustrations and thus do not have an illustrator. The number of entries allowed in the field is one. There is typically only one illustrator listed on an information object. If two or more are listed, only the first illustrator is entered in to the system. There is not a controlled vocabulary for this field. This allows for the range of illustrators to be represented. Likewise, there is no drop-down list available for this field. Catalogers enter the illustrator credited on the information object.

The ISBN 10 is a text field in the database. It is a text field because some ISBN 10 numbers are represented with both numeric and alphabetic values. The ISBN 10 field is not a searchable field in the database. It is not a searchable field because it is not a primary way users of the system search for information objects. The ISBN 10 field is a not required field for catalogers to input. It is not a required field because some information objects in the collection have an ISBN 13 rather than an ISBN 10. The number of entries allowed for this field is one. Each item is assigned one ISBN number. There is not a controlled vocabulary or drop-down list available for this field because each ISBN is different. In this field catalogers record the ISBN 10 that corresponds to the information object if it is known.

The ISBN 13 field is a text field. It is a text field because the field can be represented by numbers and letters. The ISBN 13 field is not a searchable field in the system. The users of the system are not searching for materials based on the ISBN 13 number. It is not a required field when inputting information because some books have an ISBN 10 number associated with the item. If the ISBN 13 is provided on the object, it should be entered in the metadata. The number of entries allowed for this field is one. There is only one ISBN 13 number assigned an information object. There is not a controlled vocabulary for this field. The numbers are unique and cannot be predicted. There is no drop-down list for this field because there are too many possible choices.

The Classification field is a text field in the database. It is a text field because the classification system that is entered is comprised of letters. The Classification field is not a searchable field. The users of the system are not primarily searching by the classification system. While it provides useful information to retrieve the information object, it is not a starting place for a user’s search. The classification field is required to be entered by the cataloger. The classification is an integral part of the obtain task and must be included in the metadata. The number of entries for this field is one. Each item in the collection is represented by a single classification entry.

The Publication Date field is a date field. It is represented as a four-digit year. The Publication Date field is not a searchable field. This information is not a primary way that users search for information. The Publication Date is a required field. The number of entries allowed in this field is one. There is only one publication date for each item in the collection. There is no controlled vocabulary for this field to allow for a range of publication years. There is also no drop-down list for this field. The cataloger records the publication date as it is presented on the information object.

2.4. Record content and input rules

Consistency in the inputting of records within the Libib system is crucial to facilitate user access to the desired information objects. Recording the information in a uniform way allows for effective retrieval of books from the collection. Records must be entered into Libib following specific rules to provide uniformity among the metadata entities. These rules are known as content and input rules. Content rules identify where to locate the information needed to complete the records in each field. The content needed for a given field may be located in more than one location on the information object. The primary information source for the cataloger to use at the time of record creation is called the chief source of information. Identifying a chief source of information is necessary to provide the fullest form of data needed to follow

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the input rules. The most common chief source of information in the Libib system for the collection is the copyright page of the books. This page provides the most detailed description of the data needed to input accurate information in the system’s fields. In the Libib system, more than one chief source of information may be listed. They are listed in sequential order. The cataloger refers to the first chief source of information and if the content is not found in that location, they move to the subsequent locations. Input rules outline explicit guidelines to the cataloger about how values are entered in each field. Input rules mandate the content to be entered in a uniform way. Input rules govern what is entered and how it is entered in the system. This includes capitalization, punctuation, and content for the entry. Input rules are crucial for the cataloger. They are the manner by which all records are entered. Detailed instructions for the cataloger are included in the input rules to allow for uniformity in the system. Having uniform rules allow the user to find information about the resources within the system in a consistent manner and for continuity among the records. Appendix C of this document contains the content and input rules for the 15 fields of the system. It chronicles the process of creating a record in the Libib system. Appendix G of this document shows sample records from the system. These sample records show the completed process of record creation.

3. Access and authority control

The users of the system retrieve information objects through the object’s metadata. The metadata provides user access to the materials in two ways: bibliographic access and intellectual access. Bibliographic access provides physically descriptive information to the user. In the system, bibliographic access is provided for the users in the Title, Authors, Length, Publisher, ISBN 10, ISBN 13, and Publication Date fields. All of these fields describe the physical object represented in the information system. The second type of access that is provided to the users is intellectual access. Intellectual access is defined as providing information that conveys the subjects or topics represented in the information object. In the information retrieval system, intellectual access is provided through the Notes, Group, Description, Tags, and Classification fields. Each of these fields provide information as to what the information objects are about.

Both bibliographic and intellectual access may be under authority control. Authority control is a process that mandates the way information is recorded about an information object using a predetermined format and approved terms in a system to provide consistency in the record creation. It outlines a prescribed method of data entry for the fields that are under authority control. There are two types of authority control: name authority control and subject authority control. Name authority control sets a standard for how proper names of people or organizations are recorded in the information system. The tool by which name authority control is administered is a name authority file. The name authority file provides information to the cataloger as to how these names are to be entered in the system. Both users and catalogers benefit from name authority control. Catalogers refer to the name authority file to determine how names are to be entered and complete their entries using this prescribed manner. Recording proper names in a predetermined fashion ensures that names are recorded in an identical manner. Name authority control is an important component to an information retrieval system. It creates uniformity among the records as to how these fields are to be entered and how users search for proper names in the system. Using name authority control, users format their searches in a prescribed way to facilitate matches within the database. In the database, the Authors and Publisher fields are under name authority control. Both of these fields record proper names and names of organizations that are represented on the information object. A name authority file is in place for these fields.

Subject authority control is the process of selecting authorized terms to describe the intellectual content within an information object. These terms are recorded in controlled vocabularies. Controlled vocabularies represent a predetermined list of terms that are approved for use in the database. Controlled vocabularies are helpful to both the cataloger and user of the system. Catalogers enter approved terms that describe the information object in fields under controlled vocabularies. Entering these approved terms shows relationships between information objects in the collection. Using controlled vocabularies to describe information objects facilitates retrieval for the users at the time of search. Using a controlled vocabulary,

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the user can search any of the approved or authorized terms from the list and receive at least one match to an information object in the system. In this system there are two fields that are under a controlled vocabulary. They are the Tags field which indicates the subject of the information object, and the Group field which records the genre of the information object.

4. Representation of information content

4.1. Subject access

Subject access is a broad term that encompasses the processes by which the intellectual concepts of an information object are represented in the database. Fields that provide subject access describe the intellectual content of the information object. Describing what an information object is about is done through subject representation. Subject representation is the process by which a record is created that describes the subject matter of the information object. This process includes the decision making involved in selecting terms that describe the subject matter of an object.

To provide subject representations for the information objects, subject analysis must be done on the items in the collection. Subject analysis is a multi-step process done by the cataloger to determine the appropriate terms that describe the intellectual concepts presented in the information objects. The first step in this process is called familiarization. During familiarization, the cataloger learns about the information object through observation. This involves skimming the text, observing the cover, reading the copyright page, and looking at the illustrations if there are any present in the object. After the cataloger has become familiar with the information object, they begin the second step in subject analysis, extraction. During extraction, terms are selected by the cataloger to describe the intellectual concepts presented. After extraction, the cataloger determines if the field they are recording is under authority control in the form of a controlled vocabulary. If the field has a controlled vocabulary, the cataloger cross references the terms extracted from the text to the list of terms found in the controlled vocabulary. A controlled vocabulary is the tool by which authority control is enforced. The controlled vocabulary lists all the terms that are approved for entry into the record. The cataloger determines if the term they have selected is an authorized term or which term is most closely related to those extracted from the text. If the field is not under authority control, the cataloger may enter the terms as they appeared in the text. Directly entering terms from an information object is a process called natural language indexing. Natural language indexing allows for any term to be applied to the information object. Natural language terms are chosen directly from the object during extraction. The final step in subject analysis is assignment of terms. During assignment, the cataloger enters either the terms extracted from the text using natural language indexing or the authorized terms from the controlled vocabulary if the field is under authority control.

In the information retrieval system, subject access is provided through five fields: Classification, Description, Group, Notes, and Tags. Each of these fields record information about the concepts presented in the text. Some of the fields are under authority control in the form of a controlled vocabulary or thesaurus, while others use natural language indexing. Having both indexing options in place in the information system facilitates matches for the end users. Authorized terms in the controlled vocabularies ensure matches and build relationships among the information objects. Natural language indexing allows authentic terms taken directly from the information object to be assigned and used in subject representation. Integrating both approaches in the subject representations of the books in the collection increases the likelihood that a user obtains their desired information object.

The Classification field is organized by subject and thus provides subject access to the users. The first facet in the classification scheme refers to the primary subject that is discussed in the information object. The shelving of the materials is then grouped by subject matter to provide access for the users as to the concepts presented. Grouping by subject also allows for the user to browse the shelving location to look for other possible objects of interest. The Description field provides subject access through recording the plot summary of the book. The plot summary is recorded using natural language indexing. The cataloger extracts the plot summary as it is written in the book jacket and assigns the terms in the record. The Description field is a searchable field, this allows subject access for the user to type in part of the plot to

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retrieve results based on those terms. The Group field records the genre and subgenres to which the information object belongs. This field is under a controlled vocabulary. The cataloger assigns up to three genres or subgenres to an information object in the record. If more than one genre or subgenre is applicable to the information object, the cataloger chooses the one that best represents the object. This term will be used in the second facet of the classification scheme. The Group field is searchable for the user. It provides an access point to the subject matter contained within the information object at the time of search. The Notes tag records the setting, country of origin, and the main characters of the text. This field utilizes natural language indexing. The cataloger chooses terms that are appropriate directly from the text. This field provides subject access through describing the places and people that are present in the information object. These fields help the user select items from their list of matches to determine their desired objects. Finally, the Tags field records the subjects or concepts presented in the information objects. This field is under authority control and has a thesaurus which records the authorized terms for the cataloger to enter. The Tags field provides subject access through the selection of up to seven terms that represent the concepts presented in the information object. At the time of cataloging, the term from the thesaurus that best represents the overall theme or concept of the information object is listed first in the record. This term will be used in the creation of the classification scheme.

4.2. Thesaurus structure

Authority control limits the number of terms that may be entered in the record for a field and can apply to subjects or names. Subject authority control governs what terms are allowed for entry in a system. It also ensures that if the user searches an authorized term it will result in at least one matching record. The tool used for subject authority control is a controlled vocabulary. A controlled vocabulary shows the predetermined terms for the field that are authorized for use in the representation. A controlled vocabulary is sometimes manifested in the form of a thesaurus. A thesaurus is an alphabetized list of terms that contains authorized terms and unauthorized terms within a domain. Authorized terms are bolded in a thesaurus and are terms that are approved for use in the subject representation. Unauthorized terms are not bolded in a thesaurus. They represent terms that the user may enter in their search and point to authorized terms that are associated with records in the database. In this system the Tags field is under authority control using a thesaurus. The Tags field represents the subject matter that is presented in the books in the collection. The subjects presented in the books of the collection are conducive to the use of a thesaurus because there are a number of concepts that are found in various information objects. This allows for relationships to be made between information objects for the user. The users of the information system are students at the elementary school. Having a thesaurus in place for this field creates a common language with which to search the field. It ensures that students will find information objects that match their searches when using authorized terms from the thesaurus. The users have an additional resource in the thesaurus to aid them in their searches for books in the collection.

Within the thesaurus there is a syndetic structure in place. A syndetic structure shows all three of the semantic relationships and how they relate to the authorized and unauthorized terms listed in the thesaurus. Semantic relationships are derived from the definitions of the terms and show connections between the concepts in the thesaurus. The three semantic relationships are hierarchical, associative, and equivalent relationships. Hierarchical relationships are drawn only between authorized terms. A hierarchical relationship shows broader and narrower terms within a concept. Under the broader term, the narrower term is listed with the abbreviation NT. The relationship is represented under the narrower term as well. Under the narrower term, the broader concept is written with the abbreviation BT. This shows the user that the terms are connected. Representing the relationship under both terms is called a mandatory reciprocal. If a narrower term is listed below the broader term, the broader term must also be shown under the narrower term. In the thesaurus, an example of this is found between the terms Hard work and Preparation. Hard work is the broader term as it refers to many kinds of hard work that could be found. The narrower term is Preparation. It specifies what type of hard work is being done. This is recorded in the thesaurus in the following way: Hard work

NT Preparation

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PreparationBT Hard work

The second type of semantic relationship is an associative relationship. Associative relationships are drawn between authorized terms and show terms that are synonyms or that are related on one another. This relationship is shown in the thesaurus through the abbreviation RT. As in the hierarchical relationship, an associative relationship must be shown with a mandatory reciprocal. The RT abbreviation must be listed under both terms that show an associative relationship. An example of this type of relationship is found between the terms Adventurer, Pioneer, and Frontiersperson. Each of these terms relates to a person who seeks adventure is some fashion. In the thesaurus, this is recorded in the following way:Adventurer

RT FrontierspersonRT Pioneer

FrontierspersonRT AdventurerRT Pioneer

PioneerRT AdventurerRT Frontiersperson

The final type of semantic relationship is an equivalent relationship. An equivalent relationship is shown between an authorized and an unauthorized term. It tells the user or cataloger which term is approved for use in the subject representation in the system. An equivalent relationship is shown in the thesaurus through the abbreviation UF and the all capitalized word USE. Under the authorized term in the thesaurus UF is written next to the unauthorized term. UF stands for the words use for. It tells the user or cataloger that the term is unauthorized and shows which equivalent term is authorized in the system. A term that is unauthorized in the thesaurus is written in regular typeface. Below the unauthorized term USE is written with the authorized term. A mandatory reciprocal is required for equivalent relationships. The terms must be written in both places in the thesaurus to show the user and cataloger which term will populate results when searched in the system. In the thesaurus an equivalent relationship can be found between the unauthorized term Rude and the authorized term Disrespectful. This tells the user that Rude is not authorized in the database and entering it in the system will not result in any matches. It also tells the user that the synonym Disrespectful is an authorized term and can be found in records in the database. In the thesaurus this is recorded in the following way:

DisrespectfulUF Rude

RudeUSE Disrespectful

A domain describes the broad category that the information in the collection, and in turn, the thesaurus encompasses. The domain of this thesaurus is folk tale and fairy tale books. The collection is comprised of folk tale and fairy tale books, so the domain of the thesaurus is identical. The scope of a thesaurus reveals the language used in the information objects within the collection. This can refer to specific language or broad terminology represented in the thesaurus. The scope of this thesaurus represents the broad terms related to the concepts found in the text of the fairy tale and folk lore books. Thesauri represent what levels of specificity and exhaustivity are presented for the users of the system. Specificity refers to the nature of the terms that are authorized for use. Thesauri with high levels of specificity include technical terminology that is used in the domain. By contrast, low levels of specificity are found in thesauri that have generic or broad terms from the domain. The thesaurus found in Appendix D of this document has a low level of specificity. The authorized terms represent the broad categories that are presented in the information objects. The users of the system are upper elementary students and the terms reflect vocabulary that is recognizable to them. Having a low level of specificity in the thesaurus promotes

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information retrieval for the students. Exhaustivity refers to how much of the content is represented in the record. Exhaustivity is a spectrum that ranges from summarization level indexing to depth indexing. Records that have low exhaustivity provide only summarization level indexing. Summarization level indexing is defined as having only the broadest terms represented in the record with few entries. The terms summarize the information object in a generic way. On the other end of the spectrum, depth indexing has a very high level of exhaustivity. Depth indexing includes terms that relate to all the content within an information object. Within this system a moderate level of specificity and exhaustivity is found within the records for each item in the collection. The Tags field allows up to seven authorized terms from the thesaurus at the time of cataloging. Entering many terms that are presented in the information object provides a fuller picture of the content found in the text. The Group field is also under a controlled vocabulary. The terms that are found in this field have a moderate level of specificity. The authorized terms for the field require some background knowledge of the domain before assignment can occur. The students have a moderate level of domain knowledge about fairy tales and folk lore. They are familiar with these subgenres and are able to apply them to their searches. The Group field allows up to three terms to be listed at the time of cataloging. With the Tags field and Group field terms, a moderate level of exhaustivity is represented in the record about a given item.

Specificity and exhaustivity impact the precision and recall of a system. Precision refers to the exactness of the matches that are made by the information retrieval system. Recall is defined as the number of items that are matched. Having a low levels of specificity and exhaustivity results in high recall of items, but low precision. Many items match broad terms, resulting in high recall. However, because the terms are broad the precision is low. By contrast, systems with high levels of specificity and exhaustivity results in low recall and high precision. Only a few items within the system will match the terms used, but they will represent items that are very close matches. This information system has a moderate level of specificity and exhaustivity which will result in moderate levels of precision and recall for the users.

4.3. Classification scheme

Classification is the way in which information objects are ordered and placed on the shelf, or how they are organized. Classification schemes provide order and structure to the organization of information objects. Classification is helpful for both the user and cataloger of information objects. The classification scheme employs a predetermined way that the information objects are organized. This knowledge of the way in which the items are stored in the information center provides access to the materials in the collection. Catalogers create call numbers for the items using the classification scheme in place. The users in turn retrieve their desired objects using the call number. When classification schemes are organized by subject, it further allows the users to find information objects with like topics through browsing. Classification schemes also identify each item in the collection in a unique way. No two items may have the same classification number. Having a unique number that identifies the information object allows users to find the precise item they are looking for in the collection.

There are two main ways that information objects are classified: hierarchical approaches and faceted approaches. In a hierarchical approaches the information represented in the different groups is arranged into broad classes and narrower subclasses. This shows the relationships between the classes. Most often hierarchical classification systems use numbers to relate to the classes and subclasses represented in the object. Two notable examples of hierarchical systems are the Dewey Decimal System and the Library of Congress Classification system. In a hierarchical systems, there is a high level of exhaustivity. All the subject matter within the information object is represented through the classification scheme. While this provides many benefits, it also results in a rigid scheme because it is difficult to add facets to the classification. A hierarchical approach is beneficial for a large collection that is comprised of items from numerous domains. It is also beneficial to collections that are organized by subjects that are hierarchical in nature. The second approach is a faceted classification scheme. In a faceted approach, the facets are grouped according to a pre-arranged structure. The facets are always represented in the same order regardless of the content of the facets. Faceted classification allows for more flexibility than hierarchical schemes. Facets can easily be added to the structure in a prescribed place. Faceted approaches are

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beneficial in collections that have a narrow set of subjects that may not have hierarchical relationships. It is also beneficial for systems that have many facets that are represented in the classification scheme.

This system utilizes a faceted approach to classification. The collection is comprised of folk tale and fairy tale books with subjects are largely not hierarchical in nature. There are four facets to the classification scheme: subject, genre, title, and author. The classification scheme provides subject access to the users of the collection. The first facet in the classification scheme is subject. Books in the collection will be shelved in the information center based on the subjects presented in the classification scheme. The second facet of the classification scheme is the genre or subgenre to which the book belongs. The genre or subgenre that the book belongs to helps to identify the information item in a more specific way. The third facet of the classification scheme records the title information. Representing the title further singles out information objects from like objects in the collection. The final facet of the classification scheme is the author information. Like the genre and title facets, inclusion of the author information represents the items in a more unique manner. At the end of the classification scheme there is a unique numerical identifier that is added to ensure that no two items have the same call number. The numerical identifier relates to the order in which the record is presented in the Libib catalog. Appendix E of this document further outlines the facets used in the classification scheme and the rules for how the information is recorded in the call number.

5. Name authority control

Name authority control is a broad term that describes the standardized process by which proper names of people and organizations are entered into a database. Name authority control can apply to one field or multiple fields in the information retrieval system. Exerting name authority control on fields that contain proper names clarifies the way that they are input in the records. It provides a prescribed format for names that regulates how they appear in the system. Name authority control is implemented through a name authority file. The name authority file provides specific input rules for how all proper names are recorded into the name authority record. Unlike subject authority control, the information contained in a name authority record may not be taken from the information object. What is entered in the name authority record is derived from the input rules that are outlined in the name authority file. The name authority file ensures that the names are unique so that each entry corresponds to only one person or corporate entity. Name authority file clarifies the format, fullness, and spelling of names by listing the authorized name and listing variations of the name for clarification. The fields of the name authority file outline the steps taken at the time of record creation.

The name authority file contains three distinct fields: Authorized Name, Variant Names, and Sources Used. The Authorized Name field contains specific input rules as to how names are entered in the record. The input rules dictate what name is entered for a proper name or entity, if there are multiple names associated with the responsible party. It also outlines what parts of the name are included, such as middle names or initials, titles, and how these names will be spelled. Additionally, it prescribes the formatting for the name entry; whether the names will be entered with the last name comma first name or if it will appear with the first name then last name. Only one name is authorized for use in the record. The Authorized Name field dictates what that name will be and how it is entered. The Authorized Name information also uniquely identifies people with the same name using an individualized identifier such as the date of birth and/or death. Through these measures, individuals who may have the same first and last name are set apart from one another. The second field in the name authority file is the Variant Name field. The Variant Name field lists unauthorized formats of the names that may be associated with the person or entity. The input rules for the Variant Name field determines what is considered a variation of the name. An example of a variant name would be if the author had a pseudonym that was associated with their writing. Having a Variant Name field that lists the possible variations of the proper name guides the user and cataloger to the authorized name that is listed in the file. Finally, the Sources Used field names the outside resources that are to be consulted to ensure unique and standardized names. They are the resources that determine how the authorized names for the system. The input rules for this field dictate what the resource is that is being consult and how the resource is cited in the record.

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Name authority control is a vital component to the information retrieval system. It is beneficial to the end users of the system as well as to the catalogers or indexers who interact with the database. Name authority control ensures that the names that are entered into the record are standardized. The name authority file outlines the authorized names for proper names and corporate names within the system. This impacts precision and recall for the users of the system. By entered a name from the name authority file, the user is guaranteed to have at least one match to an information object. The name authority file also clarifies the way that the names are recorded in the system. This corrects spelling and formatting errors that are possible at the time of search. The name authority file also aides the catalogers of the system. At the time of record creation, the cataloger searches the name authority file for the proper names listed on the information object. The name authority file dictates what is an approved name for use in the system. Additionally, they redirect unauthorized names to the authorized name for input. The input rules prescribe how each name in the collection should be represented. They outline the authorized name to be entered in the desired format, fullness, and spelling to be used at the time of entry. This ensures that the entries are recorded in an identical manner. The name authority file also ensures that no two entities are recorded in a duplicate fashion. The Authorized Name field contains unique identifiers to distinguish between authors who have the same name. In this system, the name authority file governs the Authors and Publisher fields. The name authority file can be found in Appendix F of this document. Both the Authors and the Publisher fields record the names of individuals or corporate entities. Using the name authority file, catalogers and users have a clear set of rules as to how these names are entered and what is approved for use in the records. The name authority file also lists the variations of the names that may exist for these individuals or corporations and direct the user or cataloger to the authorized name in the system.

6. System evaluation and development

6.1. SWOT

A SWOT analysis reflects on the internal and external factors that impact a system or institution. SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. Each of these components evaluates the overall effectiveness of the system. Strengths and Weaknesses refer to internal factors that influence the database where as Opportunities and Threats refer to external factors. It is important to consider each of these components in the analysis to have a complete understanding of the value of the information retrieval system. A SWOT analysis has been conducted for the information retrieval system in place for the middle grade elementary school users.

The SWOT analysis on the information retrieval system that is in place for the fairy tale and folk lore collection evaluates the components of the desired database and the database in place using the Libib software. The database created has many strengths. The system is designed around user behavior analysis. Analysis of the user’s information seeking behavior and sample questions led to the creation of fields for the database. Creating fields around how users interact with a system helps to ensure that the users will retrieve their desired information objects. The fields include a blend of both authority-controlled vocabularies and natural language indexing. Incorporating both approaches in to the system increases retrieval for the system users. The user questions indicate that one of the ways they begin their search is by subject. The thesaurus in place in the system contains authorized terms that reflect the subjects of the collection. Additionally, the name authority file allows the users of the system to have a better understanding of how names are formatted in the database. Using the name authority file, users format their searches using the authorized format for the proper names and corporate names represented in the database. Having a thesaurus and name authority file in place provides a helpful resource tool for the young users of this system. By referencing these tools, students are guaranteed matches from the system. For users with low systems knowledge, as is the case with this system’s user group, this provides a crucial resource for retrieval of objects. Fields like the Plot Summary field in the desired database, that became the Description field in Libib, utilize natural language indexing. Having natural language indexing as a part of the database allows for terms taken directly from the information object to be included in the

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system. Young users may remember part of the story, but not be able to identify the overarching theme. Including this approach as a searchable field for users facilitates information retrieval. The same is true for the Main Characters field that is presented as a part of the Notes field in the Libib system. Users may remember the characters present in the story and can reference this information in the Notes field to select items for their information needs. Overall, the Libib system accommodated most of the fields from the desired database and effectively serves the user group’s access to the collection of fairy tale and folk lore books.

While the Libib system has several strengths, it contains weaknesses as well. One of the most notable weaknesses of the Libib system in place is the lack of a dedicated Subject field. While the subjects of the information objects are represented in the Tags field in the Libib system, this language is vague and could result in confusion among a young user group. Tags is an unfamiliar term to the middle grade elementary school users. Users with a higher level of systems knowledge may recognize that Tags is a natural substitute for subjects, but the users of this system are unfamiliar with this terminology. This represents a possible pitfall at the time of search. User questions identify that subject is a primary way that searches begin. While the Tags field is a searchable field, the users may not understand that this contains the subject terms for the information objects. Another notable weakness in the system is the representation of multiple fields from the desired database in to one field in the Libib system. This consolidation could lead to information being overlooked by the users of the system. In the case of the Notes field, three pieces of information are incorporated into this single field. Having distinct fields for each of these pieces of information is preferable to this consolidated approach. The Libib system lacks the option of utilizing a drop-down list. The desired database proposes a drop-down list for the genre field because there are only 10 possible choices within the controlled vocabulary. The Libib software does not offer this as a choice and the genres are not represented in the thesaurus. The younger users of the system would benefit from having a drop-down list that helps remind them of the possible choices for this field. While they have moderate knowledge of the fairy tale and folk lore domain, having the subgenres available for reference would be helpful for the users. The narrow scope of the collection represents another weakness of the system. Broadening the scope of the collection and database system would result in more usability of the system across other disciplines. Expanding the scope of the collection would also widen the pool of users who access the information retrieval system.

Some opportunities have been identified through the SWOT analysis of the system. One of the opportunities presented through analysis is to market the system to other schools that contain similar collections of fairy tale and folk lore books. As these books are highly circulated in the library and often are used for instructional texts. As such, some number of fairy tale and folk lore books are represented in all school library collections. Marketing, and ultimately selling, this system to other schools provides an opportunity for other students to benefit from the system design. It also presents an opportunity for a revenue source for the school. Similarly, the thesaurus in place for the system presents an opportunity for sale among other school library systems with similar collections. Another opportunity that is present upon analysis is the inclusion of parents of students at the school to use the collection and system. This fosters use of the collection in their home environments beyond just time spent at school. Finally, encouraging more collaborative efforts between the teachers of the school and the library collection and system would be beneficial. Planning joint lessons that incorporate the information objects in the collection facilitates system and collection use in the school environment. These texts are often selected for instructional use by teachers and librarians. Planning lessons together supports use of the collection and instructional insights for both the system and the books represented in the system.

Finally, there are a few threats to the system represented in the SWOT analysis. The biggest threat to the system is the public library. The public library system is accessible to a large pool of users and represents a larger collection of information objects in various formats. The public library retrieval system defaults to using a keyword search at the beginning of a query. While this is not very specific, it is easy to use at the beginning of a search. Another threat to the usability of the Libib system is limited time devoted to library use during the school day. Users are only slotted to use the library for thirty minutes at a time which includes lesson time and check out of materials. This short window of time does not lend itself to use of the system to the fullest potential. The library computers represent a threat to the system as well. The

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Strengths

The access points of the system were designed around user questions facilitating retrieval of objects.

The thesaurus utilizes broad terms that are applicable to many information objects to show relationships and themes among the collection.

The thesaurus and name authority files ensure that users with low system knowledge have a reference tool that guarantees at least one match within the collection.

Classification is based on subjects which allows for browsing and for users to make connections between information objects in the collection.

The fields incorporate both natural language and authority control methods in to the records.

Seven of the fifteen desired fields directly correspond to the Libib software categories.

Inclusion of genre subgroups allows users to select items that fit their desired information needs based on user questions.

Weaknesses

There is no field in Libib for subjects. Subjects are recorded in the Tags field which has more ambiguous language for young end users of the system.

Several of the fields in Libib contain multiple pieces of information due to consolidation from the desired database.

Users might miss part of the information they are looking for in a field because of multiple fields from the desired database having to share one field in Libib.

No drop-down option is available for system users.

Narrow scope of the collection.

Small pool of users.

Opportunities

Market the system to other elementary schools for use in their library collections.

Sell the thesaurus in place in the system to other markets that are looking for an effective yet simple tool for subject access for younger end users.

Market the system to parents of children at the elementary school to foster use of the collection at home.

Collaborate with teachers to plan a joint lesson to raise awareness of the capabilities of the system and the books in the collection.

Threats

The public library system has a broader scope than the collection represented in the information retrieval system.

Public library catalogs rely on keyword searches which are easy to use at the beginning of a query.

Limited time in the library to use the system for in depth searches.

Library computers are older and running the system is slow.

computers used in the library environment are aging and are often slow to load.

SWOT Analysis Chart:

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A PEST analysis addresses the Political, Economic, Social, and Technological influences on an information retrieval system or information institution. Through analysis of these areas, outside factors that impact the system or institution’s effectiveness are addressed. The findings of the PEST analysis inform what factors positively or negatively impact the system or information institution as a whole.

The PEST analysis of the fairy tale and folk lore system and library institution reveals factors that impact the usability and long-term viability of the system. Political factors that impact the library include potential changes to staff. This is particularly important to the administration of the school and at the district level. These changes have the potential to positively or negatively impact the system and school library as an institution. A recent trend that threatens the school library environment is the planned consolidation of are elementary schools that have small populations. If this trend continues, it could result in the school that houses the library collection and system closing or consolidating with another school. This would directly impact the school user group and the system representing the collection.

There are economic factors that impact the library and its collection and system as well. Across the school district, there have been cuts to budgets in multiple areas. This includes the library budget. Limited budget constraints directly impact the purchasing of new materials for the collection to keep it relevant and the software and technology used to access the information retrieval system. The future economic trends for the school population also impact the school population and funding. The school library is in a more affluent part of the city. As Austin continues to grow, the more central neighborhoods, like the one where the school is located, are more desirable. As a result, home prices continue to rise. This represents a potential change to the student population. Families that have owned their homes in the neighborhood for some time may be forced to leave due to increased property tax prices. Likewise, new families are moving in to the school neighborhood. Property taxes directly impact the funding a school receives. These changes have the potential to impact budget factors for the school and school library.

There are social factors in play that influence the school library. As was touched on in the economic factor discussion, the real estate prices are climbing in the school neighborhood. This has the potential to change the user population. It also has the potential to change the parent and stakeholder community that interacts with the library. The current community has high expectations for the library and its collection and system. As the growth trend and desirability of the neighborhood rises, this may further raise expectations of the library program and its capabilities. Another social factor that impacts the school library and the system in place is the evolving parent and student communities. The grade levels who use the system are static, but the actual users are dynamic. As the users get older, they move on to other grade levels and institutions. These changes impact the system and library because the users themselves are variable.

Finally, there are technological factors that influence the system and library collection. The technology currently used in the library is aging. The operating systems used on the computers are older and often run slowly. Students and their families have access to the system and collection from within the library environment, but they also have access to it remotely in their own homes. Using their own, potentially faster technologies, the system’s effectiveness may be affected. One trend that has the potential to positively impact the system’s usability is the Bring Your Own Device movement. This trend encourages students to bring their own technological devices from home to encourage one to one access to the system. The student users of the collection are largely upper middle class and likely have more advanced technology available to them at home than are present in the school library environment. This trend would positively impact the speed and direct access to the system and the collection it represents in the school library environment.

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PEST Analysis Chart:Political

Staff changes, particularly to the school administration could impact funding and perceived importance of the library collection and systems.

Recently there has been a trend in cutting school library budgets and trained librarians which would negatively impact the school library and the Libib system in place.

School district changes to elementary schools represent potential uncertainties about the library program.

Changes to the parent and student communities as they move on from the elementary school to other institutions result in an evolving user group.

Economic

Budget cuts across the school district have the potential to negatively impact the elementary school library collection and systems.

Limited budgets for purchasing of new materials for the collection and software updates.

Future economic trends for the school’s population have the potential to impact the school funding.

Social

Real estate prices in the area are rising that could impact the demographics of the student users and parent community of the library and its system.

Expectations of the library collection and systems are high.

User ages remain consistent due to the grade levels using the system, but the student population changes as they move to different grades and on to other institutions.

Technological

Technology in the library is aging and would benefit from updating.

The library collection and systems are accessible online from home environments.

Trends in Bring your Own Device to the school environment have the potential to positively impact the system and access to the library collection.

In conclusion, the system envisioned at the onset of design differs from the system in place using the Libib software. Due to limitations with the Libib software, several fields are consolidated in to a single field available for use or are renamed. This effects the overall usability and efficiency of the system’s ability to meet information needs for the end users. Though some of the fields are negatively impacted by the limitations of Libib, the overall effectiveness of the system is intact. The users of the system have reference tools in the thesaurus and name authority file that positively impact the precision and recall of desired objects. Centering the field structure around user information seeking behavior patterns has the greatest impact on user ability to connect information resources to the users. The fields in place and the access points selected in the system promote user success in finding the resources they are seeking.

6.2. Change and development

There are a few changes that can be made to the system to improve the effectiveness of retrieval for the users. One of the changes to the system is to make the Notes field a searchable field for the users. Allowing this field to be searchable will help users to access the information found within the record. The Notes field contains the setting, main character, and country of origin information. By changing this field to a searchable field, the users can search for this information specifically. This change to the system will help to ensure that the information in this field is not overlooked by the users. Another proposed change to the system would be the inclusion of book cover images to accompany the record. Including the cover image would be beneficial for the young users of the system to visualize the information object. Looking at

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the image along with the information contained in the record will help the users select their desired information objects. It provides further context as to what the information object may about. The change that would have the most impact on the effectiveness of the system would be purchasing better software that has less restrictive fields. The perimeters in place in Libib negatively impacted the representation of the information objects in the collection. Better software that has more capabilities for system design would positively impact the effectiveness of the system in retrieval of objects for the users. Investing in better computers to maximize the potential of the information retrieval system would be beneficial for the users of the system. Another possible solution would be to have students bring their own devices to the library to access the system. It is likely that the operating systems on the devices available to the students at home are more current and have faster operating speeds than the computers in the library. Finally, proposing a more flexible schedule within the library would benefit the users of the system. By allowing the users more time to interact with the collection and the information retrieval system, they would have the opportunity to have a more in-depth search. The time constraints on the whole class coming for a thirty-minute period make using the system challenging. There are a whole class of users who may need to access the material with a finite number of computers to accommodate their needs. Flexible scheduling or longer periods of time in the library would positively impact student use of the system and retrieval of desired information objects to serve the users needs.

7. Project summary

Completing this Information Organization Project was one of the more difficult and rewarding things I have had to do thus far in my graduate school career. The concepts that were presented with each module were largely foreign to me at the beginning of each draft. This made each draft both daunting and rewarding upon completion. Before taking this class, I could not have told you about metadata schema, or system design and all the components that go along with that process. Upon completing all four drafts, I have a confident understanding of the concepts presented over the semester and a new respect for the designers of a system. It is easy to criticize system shortcomings of a completed system, but it is much harder to work through the process and think through each step as it is taking shape.

I decided to center my collection on elementary school student users because I have the most experience with students in this age range. I was able to draw on my own past experiences with students who were seeking information for different purposes when designing this system. I chose fairy tale and folk tales as the subject matter for my collection because it is often used in classrooms and libraries. Teachers and librarians draw from folk tales and fairy tales to teach literary elements such as plot structure, character analysis, cause and effect, and about genres/subgenres. My own children are very curious about fairy tales, particularly fractured fairy tales. The themes and subjects in fairy tales and folk lore books lend themselves to creating relationships as the same subjects are present across many books. This was particularly helpful in the creation of the thesaurus for this assignment in Draft 3. The overarching subject matter in many of the books in my collection had overlap. For classification of these items, students would be able to find books with the same common themes together on the shelves.

One of the things that makes this system unique from traditional databases that students interact with, is the inclusion of searchability for different aspects of the fairy tales and folk lore. Students who are seeking stories in a specific subgenre or from a certain country are able to search the database using those perimeters. The inclusion of a thesaurus and name authority file is also distinct among the current system students use. With these tools in place, users can reference the files and ensure a minimum of one result from the database. Traditional systems in the elementary school do not offer these tools and can result in a zero-search result for the user, which can be frustrating.

The most difficult portion of the IOP for me was Draft 2. Thinking through all the content and input rules for each of the fields of the system was labor intensive and required thoughtful consideration. While it was the most difficult, it is in my opinion, the most important component of the four drafts. It establishes the ground work for how the whole rest of the system will run. It also addresses the modifications that were needed to consolidate fields with the introduction of the Libib software. Though several fields had to be consolidated, many of the fields fit nicely in the Libib perimeters. The areas that took the biggest hit to

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usability were the Setting, Main Characters, Country of Origin, and Subject fields. Setting, Main Characters, and Country of Origin were all consolidated into one field in Libib which could result in the information being overlooked by the user. Probably the biggest drawback to the Libib software is that there is no designated Subject field. While the subjects can be represented in the Tags field, the language is ambiguous for a user. Especially one who is in elementary school who has low levels of systems knowledge.

Overall, the Libib system that was created through this project represents the information objects in the collection well. Apart from7 the fields listed above, the desired fields fit within the scope of what Libib could do. I think there is a market out there for a more sophisticated system like this in school libraries. If students had more searchable fields to narrow their perimeters and tools like a thesaurus and name authority file, I believe it would help their searches within the library. I believe that it would have a positive influence on their recall and precision of information objects because it would allow them to filter results from the beginning of their search. It also provides more detailed information as they are selecting items from their list of retrieved items. I have learned so much about the organization of information. While I’m not sure I will ever get the chance to build a system like I was able to do in this class, it was a valuable experience. I now see the systems I interact with through a different lens and have a new-found appreciation for system designers.

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Appendix A. Metadata elements and semantics

No. Element name Semantics1 Title The name of the information object given by the author.2 Author The person or people responsible for the creation of the text of the

information object.3 Setting The primary place where the story occurs.4 Country of Origin The name of the country where the fairy tale or folk lore came from.5 Main Characters The principle people or animals in the book.6 Length The total number of pages in the book beginning on the recto side after the

title page.7 Genre The name assigned to the subcategory of the greater folk lore and fairy tale

genre that further describes the nature of the story.8 Plot Summary A short re-telling of the story that excludes the ending.9 Subject The topics or values represented within the story.10 Publisher The company responsible for the publication and distribution of the book.11 Illustrator The primary person responsible for the creation of the art work for the book.12 ISBN 10 The unique ten-digit number assigned to the information object.13 ISBN 13 The unique thirteen-digit number given to the information object.14 Classification The call number is a unique set of letters and numbers assigned to an

individual item for organization in the information center.15 Publication Date The four-digit year that the information object was published.

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Appendix B. Record structure and specifications

1. Record structure specifications

No.

Field name Field type Searchable

Required Number of allowed

entries

ControlledVocabulary

?

Drop DownList?

1 Title Text Yes Yes 1 No No2 Author Text Yes Yes 3 No No3 Setting Text No No 1 No No4 Country of

OriginText No No 1 No No

5 Main Characters

Text No No 5 No No

6 Length Numeric No Yes 1 No No7 Genre Text Yes No 3 Yes Yes8 Plot

SummaryText Yes No 1 No No

9 Subject Text Yes Yes 7 Yes No10 Publisher Text No Yes 1 No No11 Illustrator Text No No 1 No No12 ISBN 10 Text No No 1 No No13 ISBN 13 Text No No 1 No No14 Classification Text No Yes 1 No No15 Publication

DateDate No Yes 1 No No

2. Field comparison

No. Desired Field Libib Field Notes1 Title Title2 Author Authors3 Setting Notes Setting is not a field in

the Libib system. The setting of the book is recorded in the Notes field in Libib.

4 Country of Origin Notes There is not a field in Libib that corresponds to country of origin. Country of origin is placed in the Notes field in the Libib database.

5 Main Characters Notes A Main Characters field is not possible field in Libib. The main characters are recorded in the Notes field in Libib.

6 Length Length7 Genre Group Genre is not a possible

field in Libib. The Genre field is written in to the groups field in Libib.

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The controlled vocabulary is still in place, but there is not a drop-down list option in Libib.

8 Plot Summary Description Plot Summary is not a field represented in Libib. The Plot Summary field is recorded in the description field in Libib.

9 Subject Tag There is no Subject field in Libib. The subjects of the book are recorded in the tag field. Each subject value is written in a separate tag. Up to seven subjects may be entered. The tags field is under a controlled vocabulary. A list of authorized terms is found in Appendix D in the thesaurus.

10 Publisher Publisher11 Illustrator Authors There is not a separate

field for illustrator in Libib. The Illustrator field is included with the authors field. If there is an author and an illustrator, the illustrator is separated by parentheses. If the author is both author and illustrator, the name is written only once.

12 ISBN 10 ISBN 1013 ISBN 13 ISBN 1314 Classification Call Number15 Publication Date Published Date

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Appendix C. Record content and input rules

Field #: 1Field Name: Title Semantics: The name of the information object given by the author.Chief Source of Information: Copyright page of the book.Input Rules: The Title field is a required field in the database. Only one entry is recorded in this field. Locate the copyright page on the book and record the title information. Write the title following the capitalization rules. Capitalize the first and last word in the title as well as proper nouns, nouns, adjectives, adverbs, and verbs. If the title includes a subtitle, separate the title and subtitle by a colon and a space. Subtitles are written using the same capitalization rules as apply to the title. If no title is found, enter Unknown in the field with a capital U. No closing punctuation is required for this field.Example: Title: Rabbit Moon

Field #: 2 Field Name: AuthorsSemantics:

Author: The person or persons responsible for the creation of the text for a book.Illustrator: The person responsible for the creation of the artwork for a book.

Chief Source of Information:Author: Copyright page of the book. Illustrator: Copyright page of the book.

Input Rules:Author: The Authors field is a required field in the database. Up to three authors are recorded in

this field. Find the copyright page for the book. List the author names as they are written on the copyright page. Order the author names in the inverted order: last name comma first name. Use a capital letter for the first letter of both the first and last names of the author(s). If no author is listed on the information object, enter Unknown in the field using a capital U to begin. The Author field is used for classification of the information object. The first three letters of the first author listed are used in this facet. No ending punctuation is required for this field. Appendix F of this document contains full input rules for creating authorized names in the record.

Illustrator: The Illustrator information is not a required in the database. Locate the copyright page of the book. If there is an illustrator listed for the book that is different from the author, it is recorded in this field. If the author and illustrator are the same person, record their name once using the author input rules. Only one illustrator is allowed in the field. If there is more than one illustrator listed, input only the first illustrator recorded on the copyright page. If the illustrator is different than the author, place parentheses around the illustrator’s first and last name to distinguish them from the author. Write a left parenthesis, the illustrator’s name, and a right parenthesis to close. No ending punctuation is required for this field. Appendix F of this document contains full input rules for creating authorized names in the record.Example:Authors: Elya, Susan Middleton 1955- (Martinez-Neal, Juana)

Field #: 3Field Name: NotesSemantics:

Setting: The setting is the primary place where the story occurs. Country of Origin: The name of the country where the fairy tale or folk lore came from.Main Characters: The main characters are the principle people or animals in the book.

Chief Source of Information:Setting: Observation of the bookCountry of Origin: 1. Inside flap of the book jacket, 2. Title page, 3. Copyright pageMain Characters: 1. Inside flap of the book jacket, 2. Observation of the book

Input Rules:

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Setting: The Setting field is not a required field. One setting is recorded in this field. Observe the text and illustrations of the book to evaluate the setting of the story. If the story occurs in more than one location, record the location where most of the story occurs. If no identifiable setting is determined, do not include it in the notes field. If the setting is an identifiable place, record it in the notes field. In the Notes field of the Libib database write the word Setting with a capital s on a new line. Separate the word setting from the value by a colon and a space. Write the primary setting of the story with a capital letter. No closing punctuation is required.

Country of Origin: The Country of Origin is not a required field. Only one country is recorded in the field. Consult the inside flap of the book jacket to determine if a country of origin is listed. If no information is located on the inside flap, consult the title page. If there is no country of origin listed on the title page, consult the copyright page. Not all materials in the collection list a country of origin. If one is located, record it in the notes field. In the Notes field, on a new line, write the words Country of Origin with a capital c for country and o for origin. Write a colon after origin and a space, then record the country name with a capital letter. No ending punctuation is required for this field.

Main Characters: The Main Characters field is not a required field. If main characters are listed, up to five characters are recorded in this field. Use a capital letter for each character name. Consult the inside flap of the book jacket to determine if the main characters are listed. If no characters are listed by name, consult the main text of the book. Characters who are named in the title of the information object are recorded first in the list. Subsequent characters are written in order of appearance in the text. In the Notes field, on a new line, write the words Main Characters with a capital m for main and a capital c for characters followed by a colon and a space. Then record the main characters of the text using a capital letter for each character’s first and last names. Separate each character with a comma. The final character listed should be proceeded by the word and. No punctuation is required at the end of this field. Examples:

Setting: Setting: Pirate shipCountry of Origin: Country of Origin: KoreaMain Characters: Main Characters: Goldenlocks, Papa, Mama, and Baby

Field #: 4Field Name: LengthSemantics: The total number of pages in the book beginning on the recto side after the title page.Chief Source of Information: 1. Page numbers 2. Manual page countInput Rules: The Length field is a required field. Only one entry can be input in the field. Only numbers can be entered. Page numbers begin after the blank pages and the title page on the right (recto) side of the page spread in a book. Look to see if page numbers are written at the bottom of the page. Do not include Roman Numerals that may appear at the beginning of the book. Begin the page count with the number 1. Record the last numerical value listed in the book. If no page numbers are listed on the book, manually count the pages beginning after the blank pages and title page on the right side. Record the total number of pages in the field. No closing punctuation is required for this field.Example: 30

Field #: 5Field Name: GroupSemantics: The Group field contains the genre of the book. The genre is the name assigned to the subcategory of the greater folk lore and fairy tale genre that further describes the nature of the story.Chief Source of Information: 1. Inside flap of the book jacket, 2. Observation of the book.Input Rules: The Group field is a required field. It includes information on the genre of the book. The Group field includes a controlled vocabulary. The possible terms for this field are Animal Fantasy, Fractured Fairy Tales, Fables, Myths/Religious Stories, Tall Tales, Legends, Realistic Folk Tales, Explanation Tales, Fairy Tales, and Folk Tales. The maximum number of genres that may be entered in the field is three. Look at the inside flap of the book jacket to see if the genre is named. If further information is needed, observe the text and illustrations of the book to determine the genre. When more than one genre is determined, write the primary genre or subgenre first. Record subsequent genres in alphabetical order. Capitalize the first letters of each word in the genre name. No ending punctuation is required for this field.

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Example: Folk Tales, Animal Fantasy

Field #: 6 Field Name: DescriptionSemantics: The Description field records the plot summary of the book. The plot summary is a short re-telling of the story that excludes the ending.Chief Source of Information: Inside flap of the book jacketInput Rules: The Description field is a required field in the database. One entry is allowed at the time of creation. It records the plot summary as printed on the inside flap of the book jacket. If no summary is written, write No summary available in the field beginning with a capital N. When using the summary provided by the dust jacket, record the text exactly as written following capitalization and punctuation used. Include quotation marks at the beginning and end of the text. Example: “Every night, bedtime wishes sail up to the rabbit on the moon, who turns those wishes into stars! But one day, Rabbit gets lonely for some company…So he takes a wish and uses it to float down to earth, where he makes new friends and has some well-earned fun. But as each day fades, so do the night stars. Has Rabbit’s playtime come to an end? Inspired by Korean folklore, debut author-illustrator Jean Kim presents a luminous journey of hope, friendship, and the power of wishes.”

Field #: 7Field Name: TagsSemantics: The Tags field records the subjects represented in the book. The subjects are the topics or values represented within the story.Chief Source of Information: Thesaurus found in Appendix D of this documentInput Rules: The Tags field is a required field at the time of cataloging. Up to seven terms may be entered in the Tags field. Familiarize yourself with the information object. Note some terms that appropriately describe the theme or topics presented in the story. Choose up to seven terms from the thesaurus in Appendix D of this document that help to identify the information object to users. When assigning terms, determine the term that best describes the overall theme of the information object. Record this term first as it will be used in the classification scheme. Subsequent terms should be listed in alphabetical order. List each term with a capital letter for the first word in the term. If the term has more than one word, the subsequent terms should be lower case. Separate the terms by a comma. No closing punctuation is required for this field.Example: Friendship, Friends, Hope, Wishes

Field #: 8Field Name: PublisherSemantics: The company responsible for the publication and distribution of the book.Chief Source of Information: Appendix F Name Authority File Input Rules: The Publisher field is a required field. Only one entry is allowed. Locate the copyright page of the book. Identify the publisher information on the page. Record the publisher information as written on the copyright page. Use the capitalization rule utilized on the copyright page. If the publisher is an imprint of a larger publishing company, list the publishing company first followed by a comma and the words “an imprint of” followed by the larger publishing company name. No closing punctuation is required. Appendix F of this document contains full input rules for creating authorized names for personal and corporate entities in the record.Example:Arthur A. Levine Books, an imprint of Scholastic

Field #: 9Field Name: ISBN 10Semantics: The unique ten-digit number given to the information object.Chief Source of Information: The back cover of the book jacket above the barcode

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Input Rules: The ISBN 10 is not a required field in the database. Only one ISBN 10 may be entered in the field. If one is recorded on the book it should be entered in the field. The Libib database only allows numbers to be entered in the field. If no ISBN 10 is available, the field is left blank. Locate the barcode on the back cover of the book. Record the ISBN 10 using only numbers if one is listed. No ending punctuation is used in this field.Example: 1338036394

Field #: 10 Field Name: ISBN 13Semantics: The unique thirteen-digit number given to the information object.Chief Source of Information: The back cover of the book jacket above the barcodeInput Rules: The ISBN 13 is not a required field. However, if one is listed, it must be entered in the field. One entry is allowed at time of input. Only numbers may be entered in the field. If no ISBN 13 is available, leave the field blank. Locate the barcode on the back cover. Enter the ISBN 13 with only numbers, no dashes, if one is found. No ending punctuation is needed.Example: 9781338036398

Field #: 11Field Name: Call NumberSemantics: The call number is a unique set of letters and numbers assigned to an individual item for organization in the information center.Chief Source of Information: Classification scheme found in Appendix E of this documentInput Rules: The classification scheme utilizes a faceted approach. A detailed explanation of the classification scheme facets and rules are found in Appendix E. There is a total of four facets that make up the call number and one unique numerical identifier. The first facet recorded is the subject of the information object. The subjects are governed by the thesaurus. Broad terms found in the thesaurus comprise the code equivalents for the classification of the terms. Consult the classification code equivalents listed in the classification scheme table. Determine one subject code that best represents the content of the information object. Record the three-letter code equivalent for the authorized term in the first facet followed by a period. The second facet that is recorded is the genre facet. This field is also under a controlled vocabulary. The code equivalents for the authorized terms are found in the classification table. Determine which of the genres or subgenres best represents the information object. Record the three-letter code equivalent for this genre followed by a period. The third facet of the classification scheme records the title information. Refer to the classification rules and record the first three letters of the title of the book in all capital letters. Do not include words such as The, In, Of, And, and But. After writing the first three letters, write a period to separate the facets. The final facet of the classification scheme is the author facet. Refer to the classification rules. Record the first three letters of the author’s last name in all capital letters. Close the facet with a period. The final piece of the classification scheme is the unique numerical identifier. This numerical value corresponds with the order the items are record in the Libib database. Count down from the top to determine the number that represents the information item in the system. Record the number with four digits. No closing punctuation is used. Example: HDW.FBL.GRA.PIN.0001

Field #: 12Field Name: Published dateSemantics: The published date is the four-digit year that the information object was published.Chief Source of Information: Copyright page of the bookInput Rules: The Published Date field is required. Only one value may be entered in the field. Locate the copyright page for the book. Enter the four-digit year using only numbers into the field. No closing punctuation is required for this field. Example: 2018

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Appendix D. Sample thesaurus

Collection of Fairytale and Folk Lore BooksAdventure (ADV)

NT Adventurer Frontiersperson Pioneers

Adventurer BT AdventureRT Frontiersperson Pioneers

Bravery (BRA)NT Fearlessness

Breaking inUSE Trespassing

CompassionUSE Kindness

Disrespectful (DIS)UF Mean Rude UnkindNT Destruction Trespassing

DestroyUSE Destruction

DestructionUF Destroy BT Disrespectful

EnchantmentUSE Magic

Exaggeration UF Hyperbole

Family (FAM)RT Love

FearlessnessBT Bravery

FriendsBT Friendship

Friendship (FRS)NT Friends Kindness

FrontiersmanUSE Frontiersperson

FrontierswomanUSE Frontiersperson

FrontierspersonUF Frontiersman FrontierswomanBT AdventureRT Adventurer Pioneers

Hard work (HDW)NT Preparation Procrastination

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Help USE Helpfulness

Helpfulness (HPF)UF Help RT Kindness

Hope (HOP)NT Wishes

House buildingUSE Preparation

HyperboleUSE Exaggeration

KindnessUF CompassionBT FriendshipRT Helpfulness Mercy

Love (LOV)RT FamilyNT Romance

Magic (MAG)UF Enchantment

MarriageUSE Romance

Mean USE Disrespectful

Mercy RT Kindness

PioneersBT AdventureRT Adventurer Frontiersperson

PreparationUF House building BT Hard work

ProcrastinationBT Hard work

RomanceUF Marriage BT Love

RudeUSE Disrespectful

TrespassingUF Breaking in BT Disrespectful

UnkindUSE Disrespectful

WishesBT Hope

Legend:BT: Stand for Broader Term shows hierarchical relationships between authorized termsNT: Stands for Narrower Term shows hierarchical relationships between authorized termsRT: Stands for Related Term shows associative relationships between authorized termsUF: Stands for Use For and shows equivalent relationships between authorized and unauthorized terms

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USE: Indicates the authorized term that should be used in place of the unauthorized term. Shows an equivalent relationship between the authorized and unauthorized term. (ADV): Classification code equivalent for the term Adventure(BRA): Classification code equivalent for the term Bravery(DIS): Classification code equivalent for the term Disrespectful(FAM): Classification code equivalent for the term Family(FRS): Classification code equivalent for the term Friendship(HDW): Classification code equivalent for the term Hard work(HPF): Classification code equivalent for the term Helpfulness(HOP): Classification code equivalent for the term Hope(LOV): Classification code equivalent for the term Love(MAG): Classification code equivalent for the term Magic

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Appendix E. Classification scheme

1. Scheme

Facet 1: Subject Facet 2: Genre Facet 3: Title Facet 4: AuthorAdventure (ADV) Animal Fantasy

(ANF)See rule below See rule below

Bravery (BRA) Explanation Tales (EXT)

Disrespectful (DIS)

Fables (FBL)

Family (FAM) Fairy Tales (FTS)Friendship (FRS) Folk Tales (FKT)Hard work (HDW) Fractured Fairy

Tales (FFT)Helpfulness (HPF) Legends (LEG)Hope (HOP) Myths/Religious

Stories (MRS)Love (LOV) Realistic Folk

TalesMagic (MAG) Tall Tales (TTS)

2. Notation rulesFacet name: SubjectChief source of information: The data found in the Subject fieldNotation rules: Review the plot summary written on the inside flap of the jacket to determine subject terms covered in the information object. If this is not sufficient, observe the information object to draw conclusion as to the topics covered in the text. After analyzing the information object assign one of the above subject classification codes that represents the entirety of the book. Code the three-letter abbreviation listed above for the corresponding subject. Use all capital letters. After recording the three-letter code, write a decimal point.

Facet name: GenreChief source of information: The data found in the Genre field Notation rules: Read the plot summary as it is recorded in the inside flap of the book jacket. Observe the illustrations (when applicable) and text of the book to determine the genre class of the information object. If multiple genres are represented in the information object, choose the genre class that best represents the subject of the text. Record the three-letter code that corresponds with the genre group above. Use all capital letters. After recording the three-letter code, write a decimal point.

Facet name: TitleChief source of information: The data found in the Title fieldNotation rules: Find the copyright page of the book. Record the first three letters of the first word of the title excluding words like The, In, Of, And, and But. Use all capital letters. After recording the three letters of the first word, write a decimal point.

Facet name: AuthorChief source of information: The data found in the Author fieldNotation rules: Find the copyright page of the book. Record the first three letters of the author’s last name. Use all capital letters. After writing the first three letters of the author’s last name write a decimal point.

Unique Record IdentifierChief source of information: Libib library listings

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Notation rules: To create the unique record identifier, count down from the first record to get a value for what number the information object is in the Libib system. The first book listed will be one, the second will be two, and so on. The values are written using four-digits. For one begin with 0001 and move up numerically. No ending punctuation is used.

Example:Rabbit Moon by Jean Kim.FRS.FKT.RAB.KIM.0006

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Appendix F. Name authority file

1. Record content and input rules

Field #: 1Field name: Authorized NameSemantics: The approved name allowed for entry in the database. This applies to all proper names such as names of authors, illustrators, and publishing companies. Input rules: On the copyright page of the book, determine the proper names associated with the author or authors, illustrator if applicable, and the publishing corporation credited. The proper names of the author(s) or illustrator are recorded in inverted order; last name comma first name. The first letter of the first name and last name should be capitalized. If a middle name or middle initial is recorded, it should be entered as a single initial using a capital letter after the first name. The most commonly associated name should be used for proper names. Do not include personal or professional titles such as Mr., Mrs., Ms., or Dr. in the authorized name. If the last name contains a hyphen, list the last surname listed followed by a hyphen and then the second surname. If two surnames are listed without a hyphen, list the last surname followed by a comma then the first name followed by the second surname. Additional personal identifiers are added for uniqueness of the name entered after the proper name. These are derived from the Library of Congress Name Authority File. For the corporate entities associated with the publisher field, record the name in natural order. If the publishing group is an imprint of a larger publishing house record the imprint first followed by a comma and then the name of the larger publishing corporation. Use capital letters for the first letter of each word in the company name excluding the words and, an, of, the, imprint, and for. Do not include terms such as LLC or Inc. in the record. No closing punctuation is required.Examples: Brown, Marcia; Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division

Field #: 2Field Name: Variant NameSemantics: A variation or variations on the approved name that is not allowed for entry in the system. This refers to how the name is order, the inclusion of titles, middle initials, alternate names associated with the proper name, and spelling variations. Input rules: Variant names include alternate spellings, word ordering, and pseudonyms associated with the personal or corporation names. Common spellings of a person’s name that differ from the personal name for the responsible party are included in the variant names. Natural order of the personal names or formatting differences for the proper names are also considered variant names. Additionally, inverted ordering of the publishing company names is considered a variant name. Capitalization differences in the company or personal names are considered variant names in the system. A lack of fullness in the representation of the corporation names are also considered variations. Separate each variant name with a semi-colon. No closing punctuation is required.Examples: Susan Middleton Elya; Elya, Middleton Susan; Susan Middleton Elya; Elya-Middleton, Susan, Elya, Susan Middleton. Atheneum Books; Books, Antheneum for Young Readers

Field #: 3Field Name: Sources UsedSemantics: The name of the outside source or sources that is used in the creation of the authorized name for entry in the name authority record.Input rules: The source used for creating the authorized names for proper names is the Library of Congress Name Authorities File. To cite use of the Library of Congress Name Authorities File, enter the abbreviation LCNAF followed by a comma and the year that the information was accessed. No closing punctuation is required. Example: LCNAF, 2019

4. Sample records

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AuthorizedName: Elya, Susan Middleton 1955-VariantNames: Susan Middleton Elya; Elya, Middleton Susan; Susan Middleton Elya; Elya-Middleton, Susan, Elya, Susan Middleton.SourcesUsed: LCNAF, 2019

AuthorizedName: Pinkney, JerryVariantNames: Jerry Pinkney, Pinknee, Jerry, Pinkney, Gerry, Pinkney, Gerald.SourcesUsed: LCNAF, 2019

AuthorizedName: Kim, Jean (Children’s author)VariantNames: Kim, Jean; Jean Kim.SourcesUsed: LCNAF, 2019

AuthorizedName: Kellogg, StevenVariantNames: Kellogg, Stephen; Kellog, Steven; Steven KelloggSourcesUsed: LCNAF, 2019

AuthorizedName: Martinez-Neal, JuanaVariantNames: Martinez, Juana Neal; Juana Neal-Martinez; Martinez, Juana N. SourcesUsed: LCNAF, 2019

AuthorizedName: Little, Brown and Company Books for Young ReadersVariantNames: Books, Little Brown; Little Brown BooksSourcesUsed: LCNAF, 2019

AuthorizedName: Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing DivisionVariantNames: Atheneum Books; Books, Antheneum for Young Readers; Antheneum books for young readers, an imprint of Simon & Schuster children’s publishing divisionSourcesUsed: LCNAF, 2019

AuthorizedName: G. P. Putnam's Sons, an imprint of Penguin Random House VariantNames: Putnum’s Sons, G.P; G. P. Putnam’s Sons, and imprint of Penguin Random House LLCSourcesUsed: LCNAF, 2019

AuthorizedName: Dial Books for Young Readers, a division of Penguin Young Readers GroupVariantNames: Books, Dial for young readers; Dial Books for Young Readers; Dial Books for young readers, a division of Penguin Young Readers GroupSourcesUsed: LCNAF, 2019

AuthorizedName: Cartwheel Books, an imprint of ScholasticVariantNames: Cartwheel books; Books, Cartwheel; Cartwheel Books, an imprint of Scholastic, Inc.SourcesUsed: LCNAF, 2019

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Appendix G. Sample records1.

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2.

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3.

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4.

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5.

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6.

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7.

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8.

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9.

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10.