Classification - we can't live without it!

Reading about classification reminded me of a time when I decided to organise a month's menus for our family at a time. I decided on the recipes, drew up a table to cover the month, organised the meals so there was plenty of variety, then drew up an accompanying shopping list week by week which was sequentially organised according to the layout of the supermarket. After two months I threw it all away. We were eating like kings - gourmet meals every evening and the food bill was astronomical! I did, however, come to appreciate the classification system in the supermarket. With so many ingredients to buy each week being able to classify the ingredients on my shopping list at least helped to speed up the shopping trip. Our meals are less organised now - more a case of 'What's in the fridge to cook with?' -but at least I'm not broke! Classification? We couldn't live without it!

I felt I needed to take some time out tonight to reflect on the topic - 505 that I am doing at the moment. I handed my assignment in early as I had to go to Bangkok (a promise to my son and his girlfriend that I wanted to keep)so I have had the weekend to 'chill out', tonight I will be catching up on my sleep and tomorrow I will be launching myself into the exercises necessary for the next part of the course. RDA was really interesting, I loved reading about it and comparing it to AACR2. However, I struggled to understand the whole concept of FRAD and FRBR. Maybe when I get to work with it I will be able to come to grips with it better. Also I need to remember it takes time to assimilate all this information before you can apply it. Learning how to create subject headings using SCIS was great! I am a long way off being an independent cataloguer, but I worked really hard. I didn't worry about the hierarchy of the headings as Anne (Lecturer) said it wasn't necessary, but it was really interesting to see how subject headings could be established. I have no idea of how I will go but I was really happy with what I had done. I am learning to recognise that I can't expect myself to be an expert at everything I am learning. It is a gradual process and to be a good cataloguer will take time. However, I do feel I have established a good solid foundation on which to build. I was a bit nervous about how to reference the ETL 505 2A assignment. It wasn't like other assignments, I wasn't researching information. I did the best I could to work it out, and I really hope I have referenced it correctly. Time to go -only 5 hours sleep last night between getting home from the airport and getting up to work,so I am exhausted!

Why Do we Need Subject Access?

Subject access is vitally important. The children in my library come to the library on the whole to: *find a fiction book to read *find resources on a specific subject There are specific 'mechanisms' (Hider, 2010, p.99) that libraries use to help their users find information resources relevant to a specific subject. There are 3 steps to this process: 1.The cataloguer has to 'decide what the information resource is about' (Hider, 2010, p.99) 2. Transform that information into 'terms (words and phrases) or symbols which represent the subject'(Hider, 2010, p.99) 3. Provide 'access to these terms and symbols through the library information retrieval system'(Hider, 2010, p.99) Basically we need to provide subject access in order to meet our users' needs. This is achievable in two ways: The library information retrieval system needs to: ** 'provide access to the subject of the information resources in the system' (Hider, 2010, p.99) ** 'provide guidance on what has been published or made available about a particular subject' (Hider, 2010, p.99) Most catalogue searches are undertaken to find out: 1. if the library has access to a specific information resource (A KNOWN ITEM SEARCH) 2. if the library as access to information resources that 'deal with a particular subject' (A SUBJECT SEARCH) (Hider, 2010, p.99) So far so good! This makes sense.

Learning More About Bibliographic Standards

I was interested to know that not every institution produces full records. I knew that Charles A. Cutter first proposed three levels of cataloguing (Chan, 2007, p.81). AACR2, unlike previous standards, advantageously accommodated, ‘three levels of bibliographic description’; brief, medium and full, to meet the cataloguing needs of different libraries, of all sizes (Chan, 2007, p.81). However, according to Hider (2010, p.36) whether cataloguers use brief, medium or full records according to the needs of their library ‘they are still adhering to the same basic standard’. I loved Cutter’s explanation of how full records should be. He suggested, ‘the information resource needs to be described only as fully as is necessary to set it apart from other resources, and only as fully as will make it easy to find’ (Hider, 2010, p.36). Research results from the Centre for Catalogue Research in England was as follows: ‘The conclusion suggests that much of the information normally included in the catalogue entry is very rarely used by readers, and its inclusion makes catalogues difficult to use with the result that some items may not be found’ (Seal, in Hider, 2010, p.36). The conclusion must be to consider the needs of your users and choose the level of bibliographic description to meet those needs. The point is made by Hider though, that considering the needs of the user might actually mean enhancing records (Hider, 2010, pp.36-37) which may mean adding more metadata, especially if it provides ‘subject access to information resources’! Hider gave three examples: • Adding an abstract (e.g summary of a book’s or film’s plot) • Adding keywords from an index or contents page to improve subject access • Adding links to web-related material, like information about the author This makes total sense to me. I have almost finished evaluating every picture book in my library in terms of how they relate to the Learner Profile, for a Teacher Support document. I included a cover image of each book, my summary of each story and where possible I included a link to any web-related material that I thought relevant. I hope that it will meet my users’ needs! Now I am thinking perhaps that this information (ie. which attribute of the Learner Profile the book relates to) would be useful in the records too. Food for thought!

Caught In the Web

Through ETL 505 at Charles Sturt University I have been introduced to the wonders of the Trove, Pictures, Photos, Objects website. (The Mouse Brain Library was interesting too!) The idea of being able to retrieve images through such a website is very interesting to me. I am of course accustomed to searching via Google Images but didn't realise the National Library in Canberra had a meta data index and the fact that it is linked to a web service is phenomenal. I am just reflecting on the importance of the web today -I don't think it would be easy to live our lives without it. I am frequently checking books/information on the Internet at work -it's so user friendly!

Cutter

I read about Cutter last week. I thought he just spelt out the principles of a library catalogue, ie. that a catalogue's function was to 1. help the user locate a book by author, title and subject 2. show what resources the library has by a designated author and subject in a given literature 3. to help the user find a book in a designated edition (and character actually, but I am not sure what that means.) All that was fine -I understood that, but what I didn't realise (until going online today and doing'Let's Do Dewey') was that there actually are still Cutter numbers used in libraries. If I have understood it correctly Cutter numbers are used when you have more than one book by the same author, so that each book in the library has its own unique number. (Mind you, it involves letters too!) If this is the case how come I have never noticed a book in any library with Cutter numbers? Next time I go to the National Library I will go looking for Cutter numbers!

Libraries, Museums and Archives

I had never even considered the similarities between libraries, museums and archives. It had never occurred to me that people go to all three searching for information and there must be an organised system for extracting the information from each. My only experience really has been with libraries. Whenever I have been to museums it has just been a visit to enjoy exhibits, I haven't gone there specifically to research information on a specific topic. In Rayward’s article (1998, 4.4) he notes that regarding ‘the media of the past…there is little problem -- books for libraries, objects for museums and government and organizational records for archives.’ (Mind you no one would say libraries just contain books these days when so many other resources are now available in libraries eg. newspapers, magazines, DVDs, audio books, journals to name a few.) Libraries, museums and archives used to have fairly clear delineations over who held what though today the demarcation lines are more blurred. Some art museums could well house ancient manuscripts that are displayed not for the information on the manuscript but for appreciation of the artwork they exhibit. So too can research libraries, according to Rayward (1998, 4.2) be considered ‘museums of printed or written artifacts’. I am not absolutely sure as I have had no experience with government (or any other) archives, but I assume that these days records of parliamentary activities would include possibly DVDs which recorded important events in parliament for So, probably similar information is recorded, but just stored in different ways. I assume too that old paper files still exist where the retention of the physical paper is of historical interest (constituting a possible overlap with museum collections) but most files would probably be stored electronically now. In terms of how the nature of the resource changes what information we might want to organise and retrieve: As stated I know little about archives but I assume the essentials that need to be organised to identify the document for retrieval would be the date the event, the participants and location. The diversity of the resources stored in museums would make information retrieval more complex than retrieval of information from a library I would have thought. Whereas in a library or archive the information required for cataloguing is generally explicit from the written, visual or audio resources, in a museum an artifact requires evaluation from an expert in that field before any cataloguing can commence. What looks like a piece of stone to the novice could in fact be a rudimentary tool over 2 million years old originating in Africa from the Early Stone Age. Just as specialized knowledge of the artifact would be essential so too would specialized knowledge in how to catalogue artifacts be necessary. You would need to know what information people would need to know about the artifact in order to know how to catalogue it. In this case who created the tool, the date and its point of origin, its design features as well as its composition would all be essential information needed to catalogue the artifact. The aesthetic design of a curio could be the focal point of its importance. How this is then conveyed in text for cataloguing could be a challenge. To me this seems a much more complex task than cataloguing a book or DVD. The interesting point about Rayward’s article is that in 1998 he predicted advances in technology could close the gap on the differences in managing resources in libraries, museums and archives and lead to ‘functional integration between the agencies’ (Rayward, 1998, 4.7). Was he right? I can't answer that without a lot more research!

Effective Information Retrieval

Hider (and Harvey, 2008, p.21) see three issues as critical to the success of effective information retrieval: *standards for the organization of information *agreements for the exchange of data relating to information resources *belonging to 'cooperatives' to capitalise on the exchange of data relating to information resources. Regarding information retrieval Hider (and Harvey, 2008, p.23) make many valid points. I see the most important being the following: -the input of data must follow the set standards and require 'minimal effort'. (The latter is important because effective time management is crucial in the workplace.) -the input of data needs to be both accurate and consistent. This is obvious, because if it isn't it will negatively affect the accessibility and ease of access to resources. Hider (and Harvey, 2008, p.23) also focus on the fact that all aspects of data output need to be 'user friendly'. This includes such points as speed of delivery to the user, multiple simultaneous access to the data and meeting the needs of the user. So far so good! This all sounds quite logical to me. I am trying to catch up on the readings today so... now on to Rayward's reading!

Bibliographic Standards in Education

A new topic to investigate. I have put aside this weekend to get my head around what it involves but before I launch myself into that I though I would consider what I do know about Bibliographic Standards. Hmmm, actually, not much! I have a wonderful staff of four who catalogue all the books I purchase for me. I then check the records of the books -but just for details such as: *spelling *grammar *spine lab *that the book cover is included *that the notes are relevant to our students needs ...and that's about it. I do 'level' the book if it is a fiction book and make sure that the records show any links to our year group's topics. Hopefully I am going to learn a lot more about what cataloguing involves. As usual though I am trying to juggle work and study. All other teaching staff are on holidays, but our library staff get less holidays each year so I am trying to use the 'holiday' time to work on some major projects in the library to prepare for our inspection next Feb. Mind you I haven't even been able to get to those projects yet -I spent last week weeding and will finish that by Tuesday. Thereafter I will be concentrating on those projects. However, before Aug 17th I need to also squeeze in 3 weeks holiday. The old story..too much work and not enough time! Still, being mindful of the importance of a 'work/life balance' I will manage to take the holidays somehow. I think this course is going to be very intensive, but I am looking forward to the learning. Every subject I have done so far has taught me so much, so I am looking forward to the challenges it will bring.

New Beginnings

I took lots of readings with me when I flew down to Australia and managed to do a little work - sometimes just 20 mins each day. I read a lot, but as my dad struggles to get internet signal (he lives on the side of a mountain) it was extremely difficult to do anything much other than reading. We also had lots of family up from Melbourne and I wasn't really feeling like working very much as it was such a sad time.

The university lecturer, Roy Crotty, was very understanding and offered me a two week extension. I really appreciated it, because even though I really wanted to get my assignment in on time with a two week trip to Australia -and then a 4 day P.D trip to Bangkok with the library team, it just wasn't possible.

I handed the assignment in last Tuesday and took two nights off. I start again tomorrow on the research for the next assignment.

I can't believe how interesting all this research is. I struggle with the deep theory - but I love all the readings. I have learnt so much and found the readings on leadership styles fascinating. I worked with a Coercive Leader for a few years - I tried everything to get her to understand she needed more empathy for people and didn't need to be so controlling. In the end I couldn't tolerate her total lack of consideration for others and changed jobs - I was really lucky to fall into my dream job and get a 50% pay rise into the bargain!! It all worked out so well for me and I am most appreciative of those people who gave me a chance to change roles within my school. The reason I got the job was because of my people skills. The reason my former boss was a poor leader was because of her lack of EQ and people skills.

I have worked out that I am an Affiliative Leader, but I can also make the tough decisions -so I am pretty happy with who I am. I have a fabulous team of 4 ladies who work in the library and it is a a very happy, harmonious work place.


I am truly lucky!!!

Sad Times

Since I wrote last my mum died. I managed to get back to Australia and spent a day with her before she died. We were called into the hospice at 2:30am the next morning and two hours later she died. Mum just waited for my brother, who was driving down from Sydney, to arrive before she died. She was an incredibly generous and kind mum and I can't believe she is no longer with us. My dad is keeping himself busy, but no doubt he really misses her.



I had a lot more in this blog, but I have gone back and taken it out for a separate blog.I felt that my mum was such a special person she shouldn't have to share this space with talk about Uni or research.

200 people came to my mum's funeral. I think that says a lot about the kind of person she was. At the funeral a man came to tell me his son-in-law had died three weeks earlier and that my mum -even though she was about to go into the hospice- took the time to write to the man asking if there was anything she or my dad could do to help. That was who my mum was. Selfless, caring and very kind and generous.

We miss you mum!!

Leadership and opportunism or chance!

I had read Donham's chapter on Leadership last week and was struck by his thought (Donham, 2005, p302) that 'Another aspect of strategic leadership is opportunism. A strategic leader is in a state of readiness -ready to seize opportunities as they arise.' Just by chance today, driving back from the Botanical Gardens I was listening to an interview on the BBC and the interviewee quoted Louis Pasteur as having said, "In the field of observation, chance favours the prepared mind."

I also feel being optimistic and positive is important as it is those qualities which make you more likely to take advantage of opportunistic situations that arise.

Follow Your Passion

I found it very interesting to read (Donham, 2005, p297) that, according to Collins (2000) the TL can’t be an expert at everything as there are so many facets to the job.
Collins advocates we establish where our strengths lie and capitalize on those strengths while maintaining ‘acceptable performance’ (Donham, 2005, p298) in the other areas of the role. To me, however, this does sound a little like accepting complacency. I would agree with capitalising on my strengths and ensuring my other roles are performed at an acceptable level, but I would add that we should nevertheless strive to continue to improve our performance in those areas in which we don’t excel – even if we just make minor improvements, we are still moving forward and improving the level of our service.
Collins (in Donham,2005, p297) also advocates following our passion. I have always been passionate about reading and have always wanted to be a librarian. It has taken me a long time to achieve my goal, but I am finally working as a Teacher Librarian and absolutely love it! I miss teaching those gorgeous 4 year olds – but I am so happy I decided to apply for the vacant TL position at my school.
One thing I really appreciated this week was the reminder by Roy Crotty to blog. Thanks Roy – it has got me back on track after many months absence!


Donham (2005 p.303) sees blogging as ‘a strategy that helps sustain the energy that leadership demands. It requires discipline to journal daily’. I agree that it takes discipline to blog, but I am not one who indulges in blogging just for the sake of it. To write down rational thoughts that have relevance or a purpose requires time.
I do like Donham’s suggestion, however, that ‘a leadership journal entry might simply ask each day:
• What did I learn today?
• Whom did I nurture today?
• What challenge did I confront today?
• How did I make a positive difference today?’
As I struggle to leave work each day before 6pm (and I start at 7:30 am) it might be unrealistic to expect it to happen on a daily basis.
On a personal note, about making a positive difference, I had my ‘Review and Development’ session yesterday with my line manager Jacqui (who heads our 4 school libraries) and the Deputy Principal and while I have only been in the position for six months they both stressed what an asset it was that I am such a positive person who has created such a warm, welcoming environment (to not just children but staff and parents) in our Junior Library. It was great hearing that praise!

As I was writing this entry a chocolate throated kingfisher flew down to sit on our pool fence! I haven’t seen him for months, so was delighted to see him back. (Of course I am assuming it is the same bird!) I raced to take a photo but sadly he had gone by the time I got my IPad out.

Just when I thought I knew it all....well....maybe not all...

From my readings for ETL 401 and ETL 501 I thought I had learnt a lot about the role of the Teacher Librarian (TL). I had learnt the TL needed to be proactive within the school, to be a leader in teaching information literacy, the importance of working collaboratively with teachers and members of the school management team and much, much more. I thought I had a reasonably good idea of the role of the TL as a leader… I was wrong!

I was amazed by how much new insight I gleaned just from the first reading included in the ETL 504 Introduction.

I know it’s commonsense when you analyze it, but until Donham (2005 p. 296) said that despite the TL’s overall view of the school, TLs must remember ‘Leaders know and respect the limits of their circles of influence,’ it had never occurred to me. For example, there is a chain of command and protocols associated with those people who constitute the rungs on the ladder to the top! I do think, however, that in extenuating circumstances, over moral issues for example, that you do need to step outside that circle in order to fight for something you believe is fundamentally right irrespective of how far your influence extends as designated by your role in the school. I had to do that once -I really put myself out on a limb with the risk of possibly losing my job, but I finally achieved what I set out to achieve in order to protect the children in my school.

I loved the way Donham (2005 p. 296) identified two main types of leaders . The first being those who seek to explain why they cannot achieve their aims by rationalising that external factors are to blame, ‘for example, that they cannot teach information literacy skills because the teachers will not cooperate, or the principal does not give adequate support…or some other barrier prevents their success. ’ (Donham, J. 2005 p. 296)
The second are those leaders who ‘act from an internal locus of control’ and believe they have ‘the power to control the outcome of his or her own actions.’ (Donham, 2005 p. 296)These latter TLs think laterally and act strategically to ensure they achieve success in their goals. ‘They will look within their circle of influence for solutions.’ Donham, J. 2005 p. 297)

Upon reflection, I would go further and state that it is those people who are not just proactive, but also, more importantly, have a positive outlook in general who ‘embrace the responsibility to make good things happen in their schools.’ Being a ‘glass half full’, rather than a ‘glass half empty’ person means that you have the positive attitude that enables you to believe you can effect change and you can achieve your goals. I believe that those people are more likely to succeed!

I am a very positive person, and a people person. I believe it is these qualities that have enabled me to have such successful working relationships with the children, staff and parents in my school.

Oh no James is leaving!

I just found out a couple of days ago that James Herring is retiring.I was in shock! To me he WAS CSU!!! Luckily Judy O'Connell seems like a lovely 'people person' which is good. My mother was told she had about a year to live 18 months ago, but she is still hanging in there. I have had a couple of frantic dashes to Sydney to see how she is and will be back there in March again.Judy was terrific -very understanding during my last subject, because I just knew I wouldn't be able to go on the Forums as often as I would like with all the trips I needed to make to Sydney.

It's very hard to juggle work, study and a very ill mother, especially when you don't live in the same country as her! When I am with my mum it is hard to continue with my study as my parents don't have reliable internet access. In fact I just bought my parents an IPad for Christmas so I can Skype them- but they don't have Wi Fi -just internet linked to the IPad. The reception is very poor too as they live on the side of a mountain.

Anyway I am about to embark on my next subject at CSU so thought I would post a reflection on how I managed to overcome many obstacles last year in my study last year. Somehow I managed to survive the year -just doing one subject at a time is the only way I could possibly have coped! I hope this next year is as good. I love the course - but do find it challenging.

My goal? Plan my time wisely so that I don't feel stressed about assignments. I felt I went quite well last year so am feeling positive!


Celeste