This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 3: Cataloging and Classification Part II

See Module 2 introduction.

Modules Objectives

Evaluate local collection development policies to reflect principles of access, equity, and intellectual freedom.

Identify and analyze solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to equitable access to resources and services.

Think

  • Visit ABLE and complete the following two courses: Introduction to Dewey Classification; and Introduction to MARC Cataloging. Save copies of the Certificates of Completion.
  • LGBT collections moving to new call number area
  • Fister, B. (2009, Oct 1). The Dewey dilemma. Library Journal.
  • Panzer, M. (2013). Dewey: How to make it work for you. Knowledge Quest, 42(2), 22-29.
  • Cherry, A. & Mukunda, K. A case study in Indigenous classification: Revisiting and reviving the Brian Deer scheme. Cataloging & Classification Quarterly, 53(5-6), 548-567.

Create

Submit the completion certificate for the two ABLE courses.

Share

In the #3classification channel, respond to the following and post your responses to at least two of your classmates:

  • Reflect on the Dewey readings. Based on what you know right now, do you think your library should use Dewey, genrification, or some other organizational scheme? Explain your rationale and consider the potential barriers of access for learners.

Grow

Share your takeaway from the module as well as any challenges you have experienced this week.