CLASSIFICATION AWARENESS/KNOWLEDGE SELF-TEST

NAME____________________________YEAR/COURSE________________________
Age_____ Gender_____ Education subjects enrolled in____________________________
____________________________________________________________________

How often do you visit the Education Section? (Place a check mark.)
__Daily __Once a week __Twice a week __ Thrice a week __Every Wednesday __During Saturdays ________________Others (please specify)

Which do you consult first? (Rank your choice of preference from 1 to 3.) __Card Catalog __Library Staff __OPAC _________Others (please specify)

CLASSIFICATION AWARENESS/KNOWLEDGE SELF-TEST

A. Direction: Write the most appropriate letter of your answer in the space provided.

1. Education Section utilizes what classification system? _____
a. DDC b. LC c. FIL d. Uncertain

2. _____ is the classification letter for Education books.
a. H b. L c. P d. Uncertain

3. LA 11 : Historical Foundations of Education; LA 91 : _____.
a. Philosophy b. Psychology c. Legal d. Uncertain

4. Professional Board Examination for Teachers of Abella C. Macarandan is categorized under _____ classification.
a. LA b. LB c. LC d. Uncertain

5. Allan C. Ornstein, famous for his book Strategies for Effective Teaching, has how many bibliographic entries on Education in the OPAC of the PNU library? _____
a. 12 b. 20 c. 24 d. Uncertain

6. _____ is the location symbol for all Education books of both graduate and undergraduate readers. a. BERS L b. EPS L c. EPC L d. Uncertain

7. There are more than _____ bibliographic entries on Education a reader can choose from in his use of the on-line public access catalog of the PNU library.
a. 11,000 b. 15,000 c. 19,000 d. Uncertain

8. Is it possible for bibliographic entries of Education journal articles be integrated to the OPAC for their easy finding and retrieval? _____
a. Yes b. No c. Never d. Uncertain

9. Which supports directly the need for other reading materials of the Education Section readers? _____
a. Theses b. Dissertations c. Both a and b d. Uncertain

10. The Magna Carta for Public School Teachers is searchable in class _____.
a. LA 11 b. LB 2801 c. Both a and b d. Uncertain

11. Which does not belong to the group? _____
a. Measurement and Evaluation c. Educational Psychology
b. Distance Education d. Uncertain

12. Which will appear last in the shelves?
a. Alternative Education c. Sociological Foundations
b. Student Teaching d. Uncertain

13. L, LA, LB, LC, LD, LE, LF, LG, LH, LJ, _____?
a. LM c. LT
b. LN d. d. Uncertain

14. Sevilla : Research Methods; Dewey : Schools of Tomorrow, ____
a. LB ; LG c. LC ; DDC
b. FIL ; FOR d. Uncertain

15. LD, LE, LF, LG, correspond to _____?
a. Student Fraternities c. Individual Institutions
b. Multi-Subject Textbooks d. Uncertain

16. Library of Congress has major Education class letters for individual institutions of United States, Asia, Africa except _____.
a. Europe c. Oceania
b. Antarctica d. Uncertain

17. Which statement is not true? ____
a. Library of Congress organizes knowledge.
b. Knowledge is not divided by subjects.
c. Subjects headings increase continuously.
d. Uncertain

18. How many branches of knowledge called classes does the LC system have? _____.
a. 15 c. 28
b. 21 d. Uncertain

19. I, _____, W, X and Y are not used in the LC system. a. J c. O
b. K d. Uncertain

20. On the shelves, LA comes before LA. _____
57 57
.S49 .S5
a. True c. Not true
b. Sometimes d. Uncertain


B. Comment on your use of L classification and choice of Education information sources.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you very much!

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

INTRODUCTION

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.

STATEMENT OF THE PURPOSE

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.