Wednesday, August 22, 2007

Classification Awareness/Knowledge of Undergraduate College Readers in Their Choice for L or Education Information Sources


Access to information sources like books, pamphlets, compact discs, maps and the like is aided by specific classifications with rubrics of subjects and corresponding codes. Dewey Decimal Classification scheme assigns 800-899 as class numbers for Literature information sources while Library of Congress Classification scheme presents L for Languages, Linguistics, and Literature. These schemes appropriately organize knowledge and Wilson (2007) agrees that each has a "correct" (or, at least, agreed upon) place somewhere in a single, large, hierarchically organized classification system ... and in the case of books in a physical library, one "correct" place in the stacks.

Using the Library of Congress Classification, Teaching Science As Continuous Inquiry, Rowe receives an LB 1585 classification while Essentials of Elementary Science, Dobey is shelved on Q 181. Both are categorized as Science information sources in the DDC scheme but reveals a difference in the LCC scheme.

Wikipedia, an on-line free encyclopedia, has provided two general roles for classification systems in libraries: (1) facilitate subject access by allowing the user to find out what works or documents the library has on a certain subject; and, (2) provide a known location for the information source to be located (e.g. where it is shelved).

Ladlad (2007) iterates that many of their patrons are aware of the LC alpha numeric system of book classification. “This is discussed in the DLSU library orientation. The orientation is given at the start of every term for freshmen and the same orientation is available on-line from the library website. There maybe confusion at first for many secondary schools are using DDC but eventually with the help of the OPAC, accessing information is just a breeze for them,” according to her.

ACRL of American Library Association expects an information literate student selects the most appropriate information retrieval systems for accessing the needed information as performance indicator for their Information Literacy Competency Standards for Higher Education. This must be demonstrated efficiently and effectively by students. Hence, this study aims to identify a range of learning outcomes for assessing undergraduate readers’ knowledge of Library of Congress Classification scheme with L or Education classification in their choice of information sources.


This study examined the L or Education classification awareness/knowledge of college readers.

Specifically, it aimed to:

1. Profile relevant data and knowledge on undergraduate readers’ use and choice of L or Education information sources;

2. Describe L or Education classification literacy;

3. Enumerate behavioral characteristics of college readers in their access for L or Education information sources;

4. Identify performance indicators of readers’ classification awareness for L or Education information sources;

5. Recommend a rubric of activities to coach college readers in their successful use of the L or Education Classification for information sources.

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