MEDT 6463



3 semester hours

Fall Semester, 2000

Instructor: Dr. Kathy T. Brock

Office Location: Education Annex, Room 142

Office Hours: Monday 1:00 3:00; Tuesday 1:00 4:00; Thursday 2:30 4:30;

additional times by appointment

Telephone: 770-836-6564 (office) 770-537-4960 (home) Fax: 770-838-3088


Distance Support:




Introduction to classification systems with an emphasis on Dewey Decimal Classification system, subject headings, MARC records, and current cataloging services. This course is GSAMS 90% and WebCT 10%.


Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.

Proposition 2. Educators will know the subjects they teach and how to teach those subjects to students. Students will use specialized knowledge gained in this course to assure that their students meet information literacy standards.

Proposition 4. Educators will think systematically about their practice and learn from experience. Students will draw on research and experience gained in this course to design and maintain accessible catalogs/resource databases for their schools.


Students will:

  1. understand the vocabulary and basic concepts of catalog/database form and organization and show application in actual practice (Information power, 1998);
  2. use Sears List of Subject Headings, demonstrating application in actual situations (Information power, 1998);
  3. use the Dewey Decimal Classification system, demonstrating application in actual situations (Information power, 1998);
  4. list the various sources for prepared cataloging (Miller & Terwillegar, 1989);
  5. describe the basics of MARC records (Miller & Terwillerger, 1989); and
  6. discuss how classification and cataloging impact access to information for special groups. (Intner & Weihs, 1990).


Required Texts:

Davis, S. W. & New, G. R. (1997). Abridged 13 workbook: For small libraries using Dewey Decimal Classification abridged edition 13. Albany, NY: Forest Press.

Miller, R. & Terwillegar, J. (1989). Commonsense cataloging (4th ed.). New York: H. W. Wilson.


Chan, L.M. (1994). Cataloging and classification (2nd ed.). New York: McGraw Hill.

Ferguson, B. (1999). Cataloging nonprint materials: Blitz cataloging workbook.. Englewood, CO: Libraries Unlimited.

Information power. (1998). Chicago: American Library Association & Association for Educational Communications and Technology.

Intner, S.S. & Weihs, J. (1996). Standard cataloging for school and public libraries (2nd ed.). Englewood, CO: Libraries Unlimited.

McCorskey, M. (1994). Cataloging nonbook materials with AACR2R and MARC. Chicago: American Association of School Librarians.

Mitchell, J. S. et al., (Eds.) (1997). Abridged Dewey Decimal Classification and relative index (13th ed.). Albany, NY: Forest Press.

Rovera, C., & Reyes, C. (Eds.). (1997). Sear's list of subject headings (16th ed.). New York: H. W. Wilson.




Students will attend and participate in class, complete class exercises and homework, develop a handbook as a major project, and take two tests in class---a midterm and a final exam.

Class activities and participation:

Students will complete practice exercises and review homework exercises in class. Some activities will allow for sharing resources; others will be independent. Most will require use of an Abridged Dewey Decimal Classification, 13th ed., and/or a Sears List of Subject Headings. Both are available on reserve at the TMC or in reference at the Ingram Library. DO NOT CONSIDER BUYING THESE PERSONALLY. They are much too expensive.

Let the instructor know in advance if you will be absent, and arrange for a classmate to collect the handouts and assignments. On the first day of class, arrange with a classmate to take notes for you if you miss class. The instructor will not be able to go over all the material with you but will help you with make-up arrangements for absences due to illness or other emergencies.

Major Class Project: Technical Services Handbook Components:
Students will develop handbook components covering all the procedures utilized from the time the material is selected until it is ready for use (see Scope of the Course listing). Do not cover the selection process, but do cover how choices are recorded for ordering purposes. Include all frequently collected media formats in your procedures.

The handbook should be in a three-ring notebook with a table of contents, numbered pages, and section tabs. You may integrate the table of contents and page numbers into your larger media center handbook, but only turn in the technical processing portion. Keep your original, and turn in a copy.


There will be a midterm and a final exam based on the textbook, class discussions, and application of cataloging and classification procedures. Each will contain both closed-book sections requiring the student to recall important information and sections in which the student will work with standard tools to demonstrate understanding.

Evaluation Procedures:

Students will be evaluated in four areas:

1. Attendance and participation 5%

2. Exercises and homework 10%

3. Handbook components 40%
Criteria: coverage...10%, ease of use...10%, clarity...5%, neatness...5%, accuracy...5%, and overall appearance...5%

4. Tests 45%

Midterm 20%
Final 25%

All assignments must be completed to receive a grade. Classroom activities missed due to absences must be made up. Deductions will be made for late work. All assignments will be evaluated on the quality of the content, style of presentation, appropriateness of selection, and adherence to directions.

Grading Policy:

Grades will be assigned according to the following standards:

A = 100-92%; B = 91-82%; C = 81-70%; F = below 69%


August 21 Introductions, assignments, grading, texts, Dewey, Sears, AACR2R, Understanding MARC, organization of school system groups for handbook project

August 28 Descriptive cataloging, chapters 1-5 in Commonsense Cataloging, introduction in Dewey and workbook

September 4 Labor Day (no class---continue with assigned readings)

September 11 Acquisition, vendor services

September 18 Access points, chapters 6, 7 & 8 in Commonsense Cataloging, in-class exercises

September 25 Survey of practices, group work on handbooks

October 2 Dewey tables, ALA Filing Rules, in-class exercises

October 9 Dewey 800's, 400's & 900's, in-class exercises.

October 16 Midterm examination

October 23 Subject headings, chapters 9, 10, & 11 in Commonsense Cataloging

October 30 Sears subject headings

November 6 Mitinet & other technology-based cataloging and classification tools

November 13 Integration of Sears and Dewey

November 20 Introduction to nonprint cataloging and classification

November 27 Cataloging videos & computer software

December 4 More nonbook cataloging, class evaluation.

December 11 Final examination



Consideration file

Ordering procedures

Record-keeping (materials on order)

Receiving procedures


Descriptive cataloging

Cards or MARC


Assigning a Dewey number

Assigning a subject heading (Sears)

Record-keeping (materials added to collection)

Physically preparing materials for circulation

Advertising new materials



Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.