HIT: SEC: More Call# Questions

["J'aime Foust" <jfoust@MUM.NERIC.ORG>]

LM-NETter's - Once again, you've come through!  Because I got so many
responses (26 so far), I saw enough interest generated to post a "hit."
I've decided to "compact" it in my own words, but if anyone is
interested in seeing the exact e-mails (for specific suggestions) let me
know and I'll be happy to forward them.

It seems I'm not the only one who will burn at the stake.  Only 2 people
said that rules are rules, and that students must learn those in order
to go comfortably from library to library.  Everyone else said go for
it!  The general consensus seems to be that if it helps students find
materials in this library, then they are our "clients" after all.

Specific suggestions are:  They should all stay in the correct # section
(of course), but may want to do some adjusting of #'s so all (of an
author's works) do stay together on the shelves.  One person said she is
using extended Dewey #'s to reflect the time period.  Lit Crits which
are either about the book or the author should all reflect the author's
last name, i.e. Farewell to Arms and Hemingway's writings would both be
HEM.

Many suggested using a 3-line cutter:  Dewey #, Author's letters, and
then the author/title letters.  Example:  Stephen King: A Critical
Companion by Sharon Russell would be 813.54 KIN RUS.  Another suggestion
was to spell out the (original) author's name in all caps, then put the
3rd cutter, as in 813.54 KING RUS.  I think I may lean that way.  I know
the thin books will always be a problem, but it may be a way to go.

I heard from many who use this not only in the 800's and 700's Art, but
in Geography - by countries (910 CHI or 910 CHI FOD or 910 CHINA FOD)
and Native American Tribes (970.1 IRO or 970.1 IRO AME or 970.1 IROQUOIS
AME).  I think you get the drift!

One last item, this from someone at HW Wilson who said: "However, in
building their skills, we can emphasize the use of the
catalog to learn how books and materials are organized in 'strange'
libraries. All collections are rearranged in some way to pull items
together in 'violation' of strict cataloging and classification rules.
Knowing why one library makes exceptions prepares students to
be on the lookout for exceptions in other libraries."

Sounds good to me!  Thanks to all (I hope I replied to each peronally).
Now for one last question - where am I going to find the time?  (A big
issue for me, as many of you know!)

J’aimé L. Foust, Librarian
jfoust@mum.neric.org
Queensbury High School
Queensbury, NY 12804

“We shouldn’t teach great books; we should teach a love of reading.”  B.
F. Skinner

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