Australia Day

Australia Day, January 26, is considered to be a commemoration of nationhood by many Australians. For other Australians, however, it marks a deep loss – of sovereignty, family and culture. Here are some titles from the SCIS catalogue which look at the clash between European settlers and the Aboriginal peoples:

1788 to 1809 : from First Fleet to Rum Rebellion by Victoria MacLeay ; [edited by Lynn Brodie].(SCIS No. 1552979).  The first 22 years of the colonisation of Australia began with the arrival of the First Fleet and ended with the aftermath of the only military insurrection Australia has ever experienced. This book covers the major events: the arrival at Botany Bay, the settlement at Sydney Cove, the battle to survive, heroic explorations, and tensions between the new arrivals and indigenous peoples. ISBN 9780864271136

A commonwealth of thieves: the improbable birth of Australia by Thomas Keneally. (SCIS No. 1627531)
The history of the first four years of the convict settlement of Australia. Using personal journals and documents, Keneally re-creates the overseas voyage and the challenges Governor Arthur Phillips faced upon arrival: unruly convicts, disgruntled officers, bewildered and hostile natives, food shortages and disease. He also offers portrayals of Aborigines and convict settler. ISBN 9781400079568

That deadman dance by Kim Scott.(SCIS No. 1595239)
Told through the eyes of black and white, this is a story about a fledgling Western Australian community in the early 1800s, known as the “friendly frontier”. It shows that the first contact did not have to lead to war. ISBN 9781408829288

Rethinking settler colonialism : history and memory in Australia, Canada, Aotearoa New Zealand and South Africa  edited by Annie E. Coombes (SCIS No. 1638689)
Focuses on the long history of contact between indigenous peoples and the white colonial communities who settled in Australia, Aotearoa New Zealand, Canada, and South Africa. Looks at how histories of colonial settlement have been mythologised, narrated, and embodied in these countries in the twentieth century. ISBN 9780719071690

A failure to understand: early colonialism and the indigenous peoples by Margaret McPhee. (SCIS No. 1659262).  A look at the monumental clash between European colonalism and the Aboriginal peoples; from the first tentative and difficult interactions of the early explorers to the arrival of the First Fleet. ISBN 9781742455136

The Australian frontier wars 1788-1838 by John Connor  (SCIS No 1112716).  From the Swan River to the Hawkesbury, and from the sticky Arnhem Land mangrove to the soft green hills of Tasmania, this book describes the major conflicts fought on the Australian frontier to 1838.  ISBN 0868407569

The other side of the frontier: Aboriginal resistance to the European invasion of Australia by Henry Reynolds (SCIS No. 1311253). The publication of this book in 1981 profoundly changed the way in which we understand the history of relations between indigenous Australians and European settlers. ISBN 0868408921

Forgotten war by Henry Reynolds (SCIS No. 1623535).  Australia is dotted with memorials to soldiers who fought in wars overseas, but there are no official commemorations of the battles fought on Australian soil between Aborigines and white colonists. ISBN 9781742233925

The Black War : fear, sex and resistance in Tasmania by Nicholas Clements (SCIS No. 1659002)
Between 1825 and 1831 close to 200 Britons and 1000 Aborigines died violently in Tasmania’s Black War. It was by far the most intense frontier conflict in Australia’s history, yet many Australians know little about it. ISBN 9780702250064

All images and summaries provided by SCIS Syndetics

The Australian frontier wars
The Australian frontier wars
That deadman dance
That deadman dance
Commonwealth of thieves
Commonwealth of thieves
The other side of the frontier
The other side of the frontier

Genre Headings

It is SCIS policy to assign genre headings to works of fiction, including fictional films, television programs, etc. In some cases more than one genre heading may be assigned, as well as subject headings from a theme. Obviously not all SCIS records will contain a genre heading.

The ‘Guidelines to Using SCIS Subject Headings’ contains a comprehensive list of all the fiction genre headings used by SCIS  (see section 5.7).

To see which records in your library contain any of the above headings, you can do a subject search within your library system. Similarly, if you want to see which records on the SCIS database have been given genre headings, you can login to SCIS OPAC:

Go to Advanced options http://opac.scis.curriculum.edu.au/vwebv/searchAdvanced.

  1. In the ‘Search’ box type in the genre heading, for example ‘school stories.’
  2. Select ‘as a phrase’ from the drop down menu.
  3. Select ‘subject’ from the second drop down menu.
  4. Once you retrieve your results, you can then select ‘Publication (most recent first)’ from the ‘Sort by’ drop down menu.

Taking the guesswork out of genre by Brendan Eichholzer, from the latest issue of Connections, explores the issues of shelving by genre. He argues that ‘Knowing where each book lives is a key component of the job description.’

If you are thinking of genre-fying the library there are some excellent posts from colleagues outlining the processes they have gone through – here are two of them:

Genre-fying the Library! (3)

Genre Shelving In Progress.

genre

 

The 21st century library

In the 21st century school libraries need to consider their spaces, the role of the teacher librarian, and the move to digital content and access in the age of BYOD (Bring your own device). In Australian schools, demonstration of the value of the school library to principals and school councils is essential as they look at resourcing the Australian Curriculum.

‘What do teacher librarians teach’ by Joyce Valenza and Gwyneth Jones  is an excellent infographic to highlight the  multifaceted role of teacher librarians. Evaluating resources is an important focus for teacher librarians, as is digital citizenship, and educating students about  plagiarism.  Increasingly, teacher librarians are working with classroom teachers to develop their students’ capacity to identify and ask good questions, and to improve study and research skills.

Modern school library design may look more to the contemporary approach of buildings such as Trinity Grammar’s Tudor Centre, which brings together library, curriculum, and technology staff.

In the age of BYOD students are not necessarily accessing the same information at the same time. For students and staff 24/7 access to resources is important, as is providing resources in a variety of formats: print, e-book, DVD, audiobook and digital video library. Identification of suitable apps for teacher resources and for use by students is  featuring increasingly.  While we may be seeing a drop in the use of our non-fiction print collections this may not be a matter of student preference.  Content and relevancy are important regardless of format.

In most schools the school library catalogue is the only place where users can search for school-owned/licensed resources all in one place. School library catalogues provide access to learning resources for the school community.  While students and teachers can use a search engine to find millions of online resources, this search will return everything online EXCEPT the very resources that the school or system has actually selected and paid for.

The student or staff member seeking books, information, and learning resources expects to do one search and for that search to return all the relevant material available to them, regardless of its format or its location.  Single point of search assumes an integrated set of search results, which requires integrated metadata.

21st century, next generation library systems will need to include digital rights management, a seamless secure single sign-on, and federated searching across a variety of resources, databases and collections.  Next generation systems will need the ability to connect with  a variety of devices and, increasingly, to provide a personalised service similar to the Amazon or Google experience.

This is why making digital content discoverable through school library catalogues is essential.
For a long time a priority for library staff has been to organise the physical library space in ways that are attractive and encourage users to visit and explore, as well as making it easy for them to find what they need, and assist browsing for inspiration. We work to make location and lending of resources as seamless and self-servicing as possible. We now have additional responsibilities. As well as serving our users who are visitors, browsers and borrowers of physical items in a physical library space, we now need to serve our library users accessing and downloading resources in virtual spaces.

Bus wrapped with SAP Big Data by IntelFreePress http://creativecommons.org/licenses/by-sa/2.0/deed.en
Bus wrapped with SAP Big Data by IntelFreePress http://creativecommons.org/licenses/by-sa/2.0/deed.en

‘We remember ANZAC’

‘We remember ANZAC’ resource kits were sent to all schools in Australia this week.
They have been produced by the Department of Veteran Affairs in preparation for the upcoming 100th anniversary of the Gallipoli landing.
The kits themselves do not have ISBN’s but can be downloaded using their SCIS record numbers or by title.

  • Primary resource 1689387
  • Secondary resource 1689388

There are three books over the two  kits that do have ISBN’s. Bibliographic records have been created for them in case schools wish to split up the kit.

 

We remember ANZAC

Downloading SCIS Authority Files

SCIS catalogue records contain SCIS’s authorized name and subject headings. However, on their own, records will not display the See and See Also references that provide the optimal search experience for your students and staff. SCIS Authority Files provide these references, as well as providing all authorized forms of names and subjects used as access points in SCIS catalogue records. Installing them will enable your library management system to automatically create cross references, which will be visible in your library catalogue.

Schools can subscribe to SCIS Authority Files for only $90 per year, which includes both Name and Subject authorities. SCIS release a new version of the Authority Files twice a year, usually in March and August.

In this post we describe the benefits of installing SCIS Authority Files and provide advice on selecting and installing them, using two systems to demonstrate: Access-It and Softlink’s Oliver. You can find more information about SCIS Authority Files on the authority files help page. You can also watch our new Authority Files video…

SCIS Authority Files from SCIS on Vimeo.

 

SCIS Name Authorities

SCIS Name Authorities specify the authorized name of authors, illustrators, and other creators, be they corporate (eg “Primary English Teaching Association (Australia)”) or individual. This includes See references for non-authorized names. For example, if SCIS Name Authorities are installed and one of your staff search for “PETAA”, they will be directed to all works by “Primary English Teaching Association (Australia)”. Without Name Authorities, they may get no results.

Not all systems support name authorities, so check with your vendor before installing them.

SCIS Subject Authorities

If a user searches on the term “Hurricanes” without a See reference to direct them to the authorized SCIS subject heading, “Cyclones”, they may believe that the library does not contain any resources about hurricanes. See Also references exist between related terms and are important for assisting the user to find resources on similar subjects, such as directing users from “Cyclones” to the related topic “Tornadoes”.

SCIS Subject Authority files include authorized names as subjects. That is, whilst SCIS Name Authorities specify the name “Carroll, Lewis” as an author of a work, SCIS Subject Authorities specify “Carroll, Lewis” as a subject for when a work is about Lewis Carroll.

Selecting Authority Files – Full versus Reference Only

On the SCIS Authority Files page, schools need to choose which files they require: the SCIS Full Authority Files or the SCIS Reference Only Authority Files.

The Full Authority files contain all authorised SCIS headings, including those without See and See Also references, such as “Science fiction films – History and criticism”. This may be useful for local cataloguing of resources not catalogued by SCIS, such as vertical file materials. Use the full list of authorised headings in your library system to ensure consistency with headings used in SCIS records.

If most of your catalogue records are sourced from SCIS and you do little or no original cataloguing, you may decide you only need the significantly smaller SCIS Reference Only Authority Files. These contain only those headings that have See and/or See Also references. We recommend that all schools install at least the Reference Only Subject Authority Files.

SCIS Authority File download options
Download options on the SCIS Authority File page

Downloading SCIS Authority Files

Twice a year, when SCIS release new versions of the Authority Files, go to the SCIS Authority Files page, select the correct files for you, and download them.

The next step is to import them into your library management system. Read your system’s manual carefully for the settings to choose when importing the SCIS subject authority files.

Imports should be regarded as an overnight housekeeping task as the download may take several hours.

Access-It authority import
Steps for importing authority files in Access-It

 

In current generation systems, many of the steps will be similar.

  • In Oliver, go to Management > Import and select the MARC radio button. It is crucial to select “MARC-21 Authority” in the “MARC format” field is crucial.
  • In Access-It, click Cataloguing > Imports > Import MARC Authorities.

    Oliver authority file import
    Options for uploading authority files in Oliver

Your system may require you to make some or all of the following decisions:

  • Choose how to deal with existing, duplicate authority records: Unless you want to retain any Subject Authorities you have created, it is important to replace the existing subject authorities with the new SCIS authorities. In Oliver, select “Replace existing resources”.
  • Specify which authorities you are loading: In Oliver it is important to select “Load subjects” otherwise the subject authorities won’t be loaded. If you are importing Name Authorities, do not select “Load Authors into Subject Authority File” because SCIS Subject Authority files already contain author names as subjects.
  • Specify file encoding: MARC authorities will be encoded in UTF-8.  Select this in Oliver, and leave Access-It as “auto-detect”.
Access-It authority file options
Authority file options in Access-IT

More RDA updates

SCIS hybrid RDA standards

RDA: Resource Description and Access is the cataloguing standard that replaced the Anglo-American Cataloguing Rules in 2013. SCIS has been working on a staged implementation of RDA to manage the impact on school library systems and their users. When SCIS started using the transitional standards on 1 July 2013 the intention was to move completely to RDA on 1 July 2014. This timeline is not going to be possible.

SCIS has delayed the full implementation of RDA for a further 12 months.

Bible and Qur’an headings in SCIS

Background

Descriptions of resources created according to RDA instructions are easier for users to understand. Many of the obscure abbreviations previously used by cataloguers have been abandoned in favour of familiar language. This brings us to access points (both preferred titles and subject headings) for the Bible.

The Bible

Bible Bookmark by George Redgrave CC-by-nd
Bible Bookmark by George Redgrave CC-by-nd

Bible headings were previously constructed in this pattern:

Bible
Bible. N.T.
Bible. N.T. Luke
Bible. O.T.
Bible. O.T. Genesis
Bible stories – N.T.
Bible stories – N.T. Gospels
Bible stories – O.T.
Bible stories – O.T. Exodus

RDA has made two major changes. The abbreviations ‘N.T.’ and ‘O.T.’ are spelled out as ‘New Testament’ and ‘Old Testament’. Individual books of the Bible are entered directly under the heading ‘Bible’. The same list of headings now looks like this:

Bible
Bible. Genesis
Bible. Luke
Bible. New Testament
Bible. Old Testament
Bible stories – Exodus
Bible stories – Gospels
Bible stories – New Testament
Bible stories – Old Testament

The Qur’an

The conversion to RDA also provided the opportunity to use the more commonly transliterated form ‘Qur’an’ rather than ‘Koran’ for headings relating to this sacred text. This change does not apply to the transcription of titles or contents which may contain the word ‘Koran’. For example:

Text of the Qur’an
Preferred title: Qur’an
Title statement: The Koran / translated with notes by N.J. Dawood

Work about the Qur’an
Title statement: The Koran : a very short introduction
Subject heading Qur’an – Criticism, interpretation, etc.

Changes in the SCIS database

More than 650 authority records for the Bible and Qur’an, representing headings in over 5,000 bibliographic records were changed in SCIS in January 2014. This was accomplished using the global headings change facility in Voyager, the library management system used by SCIS. The first edition of SCIS authority files in 2014 contains these changed authority records.
‘Use for’ references have been provided for every individual book of the Bible, for example:

Bible. Luke
UF Bible. New Testament. Luke
Luke (Book of the New Testament)

These references allow users who include ‘New Testament’ or ‘Old Testament’ in their headings search, or search directly for the name of the book to be directed to the preferred heading.

Changes in SCIS subject headings
There were relatively few changes required for SCIS Subject Headings, which contain only selected examples and pointers as to how to construct subject headings for parts of the Bible and stories based on Biblical events. The opportunity was taken to include some extra instructions to assist cataloguers in devising Bible headings, for example:

Bible stories – New Testament
For retold or adapted stories from individual books of the New Testament, see headings such as Bible stories – Luke.

Changes in your library system

Individual library systems vary in their capacity to manage global changes. Depending on the nature of your collection and your library system, these changes may or may not represent a challenge. If you use SCIS authority files and your system is set up to automatically match headings in your database when you import the new authority file, the changes may be quite straightforward. In other cases you may need to ask your library system vendor or your user group for advice on how to manage the impact of these changes.

SCIS Asks 2013: The future of vocabularies

Education Services Australia manages multiple vocabularies including SCIS Subject Headings List and ScOT. At the SCIS consultation SCIS Asks, Ben Chadwick, ESA Metadata analyst outlined how vocabularies assist search.

     Australian Education Vocabularies >      Schools Online Schools Online Thesaurus (ScOT)

Australian Education Vocabularies >
Schools Online Thesaurus (ScOT)
  • Search expansion and faceting
  • Navigation and browsing
  • Collections Redirects (“See”)
  • Related topics (“See also”)
  • Mapping between repositories

ScOT as Linked Open Data

Ben outlined how ScOT  is published as open linked data and can be linked to other unique identifiers, inside and outside the vocabulary. It is available for consumption on the open web and is expressed in a standard, machine-readable format (RDF).

ScOT linking curriculum to resources

To date ScOT has been used to tag  20,000 resources  in Scootle  and 350,000 resources  in SCIS MARC records.  The Softlink survey 2013 showed that schools want curriculum alignment.  Aligning existing resources to the Australian Curriculum is one of three top priorities of school library staff. Future decisions  for SCIS around curriculum alignment  include

  • dealing with pre-2006 records without ScOT terms,
  • non-subject vocabularies,
  • increased records for digital resources,
  • retrospective updates of schools’ SCIS records
  • viability of Linked Open Data authorities as a new model for authority files.

Discussion points

Many have indicated that they would love to be able to search by curriculum in order to find related resources and that this would be a huge time saver. Suggestions included looking at the 658 MARC field to introduce a curriculum element.

It was noted that there was demand for automated  updating of bibliographic records. This would require a new process to ensure that library management systems can handle requests.   It was agreed that the ability to refresh bibliographic and authority records is an important one and further discussion is needed about whether models of linked data could address this problem.

SCIS and Campfire Film

The Campfire Film Foundation provides schools access to short films which promote understanding and discussion about meaningful issues including many curriculum areas.  SCIS provides bibliographic records for these films in the database.  Here is a quick guide to accessing a full list of Campfire Films on the SCIS catalogue.

Logo
Campfire Film Foundation

1. Subscribers wishing to bring up a full list of Campfire Films should use ‘Campfire Film Foundation’ as a search term

Use ‘Campfire Film Foundation’ as a search term
Use ‘Campfire Film Foundation’ as a search term

 

 

 

 

 

2. The search will bring up all the titles distributed through Campfire Film Foundation.

Titles distributed through Campfire Film Foundation
Titles distributed through Campfire Film Foundation

 

 

 

 

 

 

 

 

 

3. Click on the title that you are interested in and the full bib record looks like this including summary.  Subscribers can use the SCIS number to order bib records using the SCISWeb Orders screen or Z39.50.

The full SCIS record
The full SCIS record

 

 

 

 

SCIS Asks 2013: The future of the library catalogue

Philip Hider,  Head of the School of Information Studies, Charles Sturt University presented his vision for the future of the library catalogue for the SCIS Consultation 2013.

Philip Hider
Information Resource Description:
Philip Hider
Available from
www.inbooks.com.au
SCIS no. 1624199
ISBN 978 1 85604 667 1

Based on his latest book, Information Resource Description: creating and managing metadata (2012) published by Facet, Philip outlined three approaches to metadata creation, and considered  how cataloguing services like SCIS might develop a hybrid model around these three approaches into the future.

  1. content-based retrieval, eg. search engines
  2. metadata-based retrieval: socially generated
  3. metadata-based retrieval: professional description:

Philip’s vision for future library systems included:

  • Finding, identifying and obtaining supported mostly by content-based systems
  • Selecting supported by user reviews & professional metadata
  • Navigation supported by controlled vocabularies

Phillip recommended that future priorities for SCIS should include providing metadata for key resource to support curriculum in controlled fields, to support tagging done by teachers and students and to manage or co-manage controlled vocabularies such as ScOT.

SCIS Asks 2013: The future of discovery systems

This SCIS Asks 2013 presentation by Alan Manifold, Digital and Library Applications Manager at the State Library of Victoria sets the future of library discovery architecture in the context of the evolution of library systems and search. Alan outlined the purpose of metadata as being to:

Alan Manifold and Ben Chadwick
Ben Chadwick and Alan Manifold
SCIS, CC-by-nc
  • Authorize
  • Limit
  • Evaluate
  • Categorize
  • Link

He postulated that the format of the item no longer matters, it is about providing connections between resource and curriculum and resources inside and outside the library.  The catalogue which was once designed for inventory control has morphed into a search engine.

Alan posed questions about the evolution in libraries and catalogues in the age of electronic resources, searchable full text and mega-aggregate sites.  He touched upon discovery products such as EBSCO, WorldCat Local and the State Library of Victoria’s Primo Central. A useful observation was that while school students need authoritative information as soon as possible, they tend not to require a specific title or edition of a work.

His advice was that SCIS needs to provide connections between resources and curriculum and external indexes and search platforms.  He recommends SCIS

  • continue to provide quality metadata
  • increase the connecting of resources with curriculum
  • work on linking controlled vocabularies
  • highlight diversity of resources and formats and
  • explore ways to rate materials

Education Services records its thanks to Alan for his clear thinking and recommendations.