‘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.
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 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.
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.
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.
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”.
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.
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,
increased records for digital resources,
retrospective updates of schools’ SCIS records
viability of Linked Open Data authorities as a new model for authority files.
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.
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.
1. Subscribers wishing to bring up a full list of Campfire Films should use ‘Campfire Film Foundation’ as a search term
2. The search will bring up all the 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.
Belinda Doyle illustrates how Erskine Park High School library promotes and supports literacy and learning through the NSW Premier’s Reading Challenge, collaborating with teaching colleagues to meet wider reading outcomes.
SCIS catalogues apps and has introduced the term as a subject heading. Kay Cantwell provides a timely and practical introduction to apps and their management within the educational and library context.
What is an app? App is an abbreviation for application software. Oxford Dictionary defines an app as “a self-contained program or piece of software designed to fulfill a particular purpose; an application, especially as downloaded by a user to a mobile device. The term app came into prominence with the introduction of the mobile devices and smartphones. Generally an app performs one dedicated task, or presents a discrete amount of format.
With the ubiquity of tablets, smartphones and ‘phablets’ and the move towards ‘bring your own device’ in schools, apps are increasingly becoming resources used by students and teachers. GarageBand, Know your skin, iMovie are good examples of apps being used in Education.
Schools are also using dedicated sets of tablets with story making, art creation programs and apps which cover many more curriculum areas. There are periodic table and anatomy apps, language and math apps and many more. To find out more about educational apps Scoop.it! is a good source of information. Android Apps in Education and Apps for learning are two sites to explore.
More and more schools are buying apps and libraries are looking to catalogue these resources so that students and staff need to search in only one place to find school resources.
Apps is a new subject heading introduced to SCIS this term.
SCIS, along with the library world globally, is implementing the new Resource Description and Access (RDA) cataloguing standards – the first major change to take place since the Anglo-American Cataloging Rules, second edition (AACR2) were released in 1978.
SCIS Standards for Cataloguing and Data Entry 2013 edition
The standards that govern SCIS cataloguing have been rewritten and the new 2013 edition has now been published. This extensive document available as a PDF download from the SCIS Help page, is written for SCIS cataloguing staff and runs to 209 pages. The sections most affected by RDA include:
Section 2: Descriptive cataloguing
Section 5: Standards for specific formats, and
Section 6: MARC coding: Bibliographic records
SCIS cataloguers will commence using these standards on 1 July 2013. SCIS major decisions
SCIS has consulted with library system providers in Australian and New Zealand school libraries and has decided to move slowly towards full RDA implementation. From 1 July 2013 – 1 July 2014 SCIS will produce hybrid RDA records which continue to use the GMD from AACR2, and which will also retain the 260 Publication field rather than the new 264 field: Production, Publication, Distribution, Manufacture, and Copyright Notice, used by most systems using RDA.
RDA test records
The following records have been added to SCIS so library system providers and SCIS subscribers can test any impact of the change in standards on their systems.
Please note that ISBNs have been removed from these records so they are not accidentally retrieved through SCISWeb or Z39.50. Normal SCIS records will continue to include the ISBN where available.
Judith Way discusses why she saw the need for a digital citizenship blog which reached out to all sectors of her school community. She felt that many students and parents, even if adept at using digital technology and social media, were often unaware of the implications of their digital footprint. She resolved to promote the responsible use of social media and the internet.
Bianca Hewes looks at the traditional classroom and wonders why in a changing world, it remains unchanged despite the creation of virtual learning spaces. She examines the work of Prof. David D Thornburg who identifies four ‘archetypal learning spaces: Campfire, Watering hole, Cave and Life.
Dianne McKenzie discusses how the annual report can be a record of a year’s planning and activity, allowing the Librarian to showcase the diverse roles and activities of the Library. She emphasizes the importance of documenting and collecting data
On Tuesday 4 December 2012 SCIS conducted a consultation workshop with SCIS partners discussing future priorities in our support for school libraries.
Judy O’Connell, Course Director (Teacher Librarianship) at Charles Sturt University started the day with a set of challenges that covered collections, search, cataloguing, curriculum, interoperability and access. Her presentation Strategic directions for school libraries reinforced the context within which education libraries need to work. These included curriculum, the cloud and game-based learning in a library environment which is both physical and virtual.
The challenge to participants was to rethink library catalogues, which should no longer be seen as simply tools for locating records. Interrogation of data from different data pools requires new thinking and a new user focus. We need to change our technology interface to provide a natural, predictive and responsive search capacity. Web 3.0 challenges us to make library search into a discovery interface.
“How does search impact the way students think, and the way we organise information access?”
Judy pointed out that the search experience influences how students see information structure. Students conceptualise information and the search environment differently, and the way they search should influence the way that we organise information. The learning technologies environment has changed since library management systems were first designed, and we must not lose sight of what is happening in other areas of information retrieval. The importance of metadata developments, including Resource Description and Access (RDA), mean we cannot take old thinking into new information environments.